Running head: PRISM PART III

PRISM III

Angel Gutierrez

College of Southern Nevada

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Introduction

Elijah Arizmendi is a 13 year old boy, who lives in Las Vegas, Nevada. Elijah lives with his

mother. Due to Elijahs mother working in the field of business, his familys socio-economic

status (SES) would fall into the category of the creative class (Badger, 2014). Elijah comes

from a Mexican immigrant and single parent family that include his older brother and his mother

(Edwards, 2009). Elijah is a bi-lingual speaker, he speaks two main languages, his first language

is Spanish and his second language is English. His family shares the same religious beliefs, his

family associates with Catholicism; they worship and celebrate Catholic traditions (Pew

Research Center, 2015). Elijah attends school at Charles Sylvestri Jr. High school in South Las

Vegas.

Maslows Hierarchy of Needs consists of self-actualization, esteem, belongingness and

love, safety and physiological (Snowman & McCown, 2013, p. 252). Elijahs mother takes care

of him, she makes sure to take care of all his needs which include, financial, food and living

expenses. His mother is very loving and they have a great relationship. This means that Elijahs

first three tiers are being met which include, physiological, safety and belongingness/love. The

only tiers that Elijah is not satisfying would be esteem and self-actualization (Snowman &

McCown, 2013, p. 252). Elijah is at the age where he is going through pubertal development, so

he needs time to build his self-esteem with him growing and changing (Snowman & McCown,

2013, p.60).

I observed Elijah because I am dating his older brother. I spend a lot of time with Elijah

and his family. I have been able to observe Elijah as he interacts with his friends from school, the
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interactions he makes with his mother and brother, and I also spend time giving Elijah advice

when he needs it. I have watched Elijah grow over the past three years. I am very well aware of

how he has grown through cognitive, physical, social and emotional development. During this

observation, I was able to learn more about his current development and emotional status.

Physical/General

Elijah, who is age 13, is an early maturing boy who hit a major growth spurt this year.

According to Snowman & McCown, It is normal for children ages 13 to hit a growth spurt

(2013, p.59). Some of the changes in his growth such as changes in height, weight and pubertal

development began slowly at the age 12 and increased rapidly by age 13. Boys at this age tend

to grow sometimes rapidly and at other times uneven (Snowman & McCown, 2013, p.59).

Elijah has noticed some more changes that are beginning to occur such as changes in body odor

and bodily hair. Elijah also feels embarrassed that he is starting to have acne. DSHS

Fosterparentscope notes that It is normal for adolescents to be concerned with their appearance,

and recommend commenting favorably on the youths concern with appearance (1993). Elijah

is growing quick but at a normal rate. At this age, pubertal development is evident in practically

all girls and in many boys (Snowman & McCown, 2013, p. 60). Due to the growth spurt, Elijahs

is now slimmer because of the drastic change in height that he is experiencing. Elijah remains

active by playing soccer with his team mates which also contribute to his slimmer appearance.

Elijah spends a lot of time with his friends at school which also keep his focus away from over

eating. He mentioned that he is becoming a very popular kid at school. Snowman and McCown

mention, Early maturing boys tend to be more popular with their peers because of their more

adult appearance (2013, p. 60). This could explain some of the reasons Elijah is being noticed at
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school. As far as Elijahs physical changes that he may be experiencing, he fits well within the

range of expected characteristics for early adolescents at the age of 13 years old.

Elijah meets the criteria of Maslows first hierarchy level known as Physiological

(Snowman& McCown, 2013, p. 252). Elijahs mother takes care of Elijah and ensures that he

receives daily meals, this helps Elijah remain focused and healthy. Due to Elijah staying active

in sports, his mother at times provides him with money to spend on clothes are food when he is

on the go. Elijah also remains consistently cared for and financially supported so that he remains

satisfied of the safety level of Maslows Hierarchy of Needs (Snowman & McCown, 2013,

p.252).

Based on Elijahs physical growth and maturity development, he is in the normal range.

Elijah can become concerned and curious with questions about sex during this stage because of

biological and psychological growth. Snowman suggests that the sex education policy should be

utilized to ensure that you protect and answer these questions with accuracy (Snowman &

McCown, 2013, p 60).

(R) Emotional

According to Snowman & McCown, It is common for students at this age to have

feelings of confusion and they will tend to have more mood swings because their levels of self-

confidence tend to be lower at this age (2013, p. 61). Elijah is a very emotional young man. He

tends to put his feelings before anything. During my evaluation, Elijah mentioned that he has a

girlfriend. At times, he can get his emotions involved when things are not working out between

him and his girlfriend. If his girlfriend is not giving him the full attention he wants, his mood
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changes. Elijah can be seen as a very happy kid, but there are days when he has mood swings.

His mood swings usually happen when things arent going his way or when he is feeling self-

conscious because of being let down. DSHS Fosterparentscope mentions that, It is common for

youth to direct anger towards authority figures (1993). Even though Elijah is an emotional

adolescent, he can be very self-centered at times. Snowman & McCown mention that it is typical

for middle school students to be self-conscious and self-centered (2013, pg. 62). Due to Elijahs

influence of egocentric thoughts from peers, Elijah has gradually become obsessed with the type

of clothing and brands that he wears. Snowman & McCown believe it is normal for students to

have deep concerns about the type of clothing they wear (2013, p. 62). Elijah wants to make sure

he fits in at school, so he makes sure that he is always on trend when it comes to what the

students are wearing to school. Although Elijah is going through many changes with his pubertal

and psychological development, Elijah is within the normal range of expectations in his

emotional stage of development.

Elijahs emotional wellness and easiness in being able to express his emotions to his

family without judgement allows Elijah to be satisfied of the safety level of Maslows Hierarchy

of needs (Snowman & McCown, 2013, p.252). The ability for Elijah to be able to express his

emotional state and speak to his mother and family about his personal dilemmas shows that

Elijahs needs for tier three of Maslows Hierarchy of needs are also being met because of his

families ability to allow him to be accepted and affectionate when necessary (Snowman &

McCown, 2013, p.252).

Snowman & McCown note that the manifestation of adolescent egocentrism is the

assumption that adults do not-indeed, cannot-understand the thoughts and feelings of early
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adolescents (2013, p. 62). To ensure that Elijahs emotional development remains positive and

uplifting, it is best to reassure Elijah that even though his mom or brother may not understand

what he is feeling, they are both supportive of his emotions and conflicts.

Intellectual/Cognitive

When referring to Piaget, Elijah is at the Formal Operational stage of cognitive development,

the characteristics at this stage of development are the ability to cope with abstractions, form

hypotheses, solve problems systematically and engage in mental manipulations (Snowman &

McCown, 2013, p. 25). Elijah is a great thinker and remains on track with his cognitive

development. One specific example of his cognitive development stems from his love of science.

Elijah is able to understand many different aspects of biology, he understands the reason behind

why things occur the way they do. He understands that some plants require sunlight through

the process of photosynthesis to survive. Elijah is at the stage where he can form hypothesis,

observe, evaluate and take in information that helps him understand the idea behind why

things happen the way they do.

Vygotsky believes that cognitive development is influenced primarily by social interaction,

in the way that children gain knowledge and tools handed down to them by those who are more

intellectually advanced, whether it be same age peers, older children or adults (Snowman &

McCown, 2013, p. 34). Elijah spends most of his time with his friends or his older brother. Elijah

always asks his older brother for help with his homework when he cannot understand it. His

brother Hector helps Elijah by either giving him examples or sharing ideas with him. This is a
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primary example of how Elijah receives help when it comes to his cognitive development. His

brother gives him insight which in return, Elijah utilizes as tools to gain more knowledge on the

subject at hand.

Due to the fact that Elijah has the ability to problem solve, he is able to apply all three

components of Sternbergs triarchic theory of intelligence; Elijah is able to apply practical,

creative and analytical thinking (Snowman & McCown, 2013, p.74). For example, Elijah can

take tools he already has and implement them when he is trying to problem solve or learn new

information. When referring to Elijahs math homework, he can understand the process of

grouping and apply that to his ability to grasp division. This is a prime example of how he

utilizes his prior knowledge and the ability to apply it when problem solving.

Gardners multiple intelligence theory describes eight types of intelligence in which would

likely vary from each individual depending on the different levels of skill in each of the domains

(Snowman & McCown, 2013, p. 75). Elijah exhibits traits in all eight, which include logical

mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and

naturalist (Snowman & McCown, 2013, p. 75). The two levels that Elijah can be seen as primary

would be musical and naturalist. Elijah has versatile taste in music. He can differentiate between

the moods, and rhythms of songs which show how advanced Elijah is in Gardners, musical

intelligence level. Elijah expresses his moods by the type of music he listens to. If he is having a

rough day, his music will express a more mellow tone rhythm. When referring to Gardners

naturalist level, Elijah loves science so he is able to understand the reasons behind the function

and classification of specific plant and animal life.

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When referring to Maslows Hierarchy of Needs, Elijah struggles with tier five, self-

actualization, Maslow theory suggests maximizing ones potential; Elijah struggles with allowing

himself to maximize his work ethics when it comes to school and making grades (Snowman &

McCown, 2013, p.252). Maslow notes that, Self-actualization depends on satisfaction of lower

needs and belief in certain values (Snowman & McCown, 2013, p.252). Elijah is working

towards allowing himself the time to make grades, so that he can maximize his potential when it

comes to his cognitive development.

To ensure that Elijah receives positive support for cognitive development, Piaget asserts that,

Childrens schemes develop more quickly when children interact with one another than when

they interact with adults (Snowman & McCown, 2013, p. 35). Elijah should be encouraged to

interact with other students in order to help stimulate cognitive growth. If Elijah feels more

confident with obtaining interaction through adult instruction, he should be given the tools

necessary to help his cognitive growth. As noted by Snowman in regards to the beliefs of

Vygotsky, he believed that proper development of a childs mind depends on learning how to

use these psychological tools (Snowman & McCown, 2013, p. 35).

Social/Psychosocial

According to Erikson, Our sense of who we are, is the result of three factors: being

comfortable with our physical self, knowing what we want to do with our life, and knowing that

whatever our choice, we will be encouraged and reinforced by those who play a significant role

in our life (Snowman & McCown, 2013, p. 20). Elijah may have an opportunity when it comes

to figuring out what he wants to become or do in his future. During my evaluation, I asked Elijah

what he plans to be when he grows up, and he was unsure of what he wanted to do. In order for
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Elijah to really formulate a sense of identity, Erikson suggests that those who are unprepared to

make a career choice should try going through a psychosocial moratorium (Snowman &

McCown, 2013, p.20).

Marcia notes, in order to obtain a mature identity, it will depend on two variables: crisis

and commitment (Snowman & McCown, 2013, pg. 21). Elijah is at the age where he doesnt

want to make an ultimate commitment, but he would rather spend time with his friends before

having to commit to what he wants to be when he is older. Elijah is at the stage of moratorium,

Marcia notes, partially experiences, and has given some thought to identity related questions

(Snowman & McCown, 2013. p. 21). Elijah has given thought about taking on a professional

role in soccer in his future, but he has not made the commitment to joining a team or practicing

at the moment.

According to Maslows Hierarchy of Needs, Elijahs social development is on the right track

to meet his needs for tier 3 which is the need to feel acceptance and affection (Snowman &

McCown, 2013, p.252). Even though he may not know what he has planned for his future,

Elijah has a great support group and confidence of his friends and family. His friends are very

acceptable to what Elijah is interested in and they never judge him. His best friend Brandon

always supports him and ultimately admires their friendship.

To ensure that Elijah stays confident with finding his identity, Marcia explains that, a

student who is pleased with their appearance, and admired by parents will be on their way

towards a great experience of psychosocial well-being (Snowman & McCown, 2013, p. 21).

Elijah has plenty of time to figure out what he wants to do with his future, but he should be

encouraged and admired so that he feels like he has the support he needs when deciding.
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Moral

According to Piagets Morality of Cooperation, he asserts that it is typical for adolescents

ages 12 and older to consider the idea that rules are flexible (Snowman & McCown, 2013, pg.

40). For example, Elijah has some morals in which he feels should be seen as more direct than

others. He tends to have moments when he feels that he can bend the rules. For example, Elijah

has a curfew after school in which his mother expects him to be home by 4pm. If Elijah is with

his friend Brandon, Elijah assumes that his curfew is lifted. This tends to be partial reason why

Elijah gets himself in trouble. This is a primary example of how Elijah bends the rules.

In stage five, Kohlberg mentions that, Under certain circumstances laws may have to be

disregarded (Snowman & McCown, 2013, p.42). Elijah is known to disregard some rules when

it comes to what he believes. If Elijah feels that his mother or brother are in the wrong, he will

purposely disregard them because he doesnt want to follow them. One example is when his

mom tells him that he cant play video games. If Elijah has finished his homework, he will

disregard what his mom says and start playing video games. This is an example of how he feels

that certain rules can be disregarded as long as he compromises.

When reflecting on the theories of Kohlberg and Gilligan, Elijah tends to have more

views similar to the idea of Kohlbergs theory. Gilligan notes that, they care less about

separation and independence and more about remaining loyal to others through expressions of

caring, understanding, and sharing of experiences (Snowman & McCown, 2013, p. 43). While
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Elijah remains loyal to his friends, he still likes to have the independence of being different. He

doesnt like to be clich and prefers to standout and be different. Even though Elijah isnt always

correct, he will stand alone in a situation if he feels that he is ultimately morally correct.

Nodding believes that if students genuinely feel as though nobody cares, then a caring

relationship does not exist (Snowman & McCown, 2013, p. 44). Elijah cares deeply about his

familys opinions so he tries to be understanding when they ground him for his bad behavior.

Elijah is a great kid with good morals. He tends to speak upon his beliefs but he also has good

intentions at heart. This is typical for moral development. Nodding feels that when looking at

moral development, There is a human desire for goodness, which she called moral attitude

(Snowman & McCown, 2013).

According to Maslows Hierarchy of needs, Elijahs moral development shows that the

4th tier, of self-esteem is being met. Elijahs strong sense of respect for his family and respect for

his own beliefs show that his esteem needs are characterized by honesty and fairness (Snowman

& McCown, 2013, p. 252).

Elijah is at the stage of moral development where he knows what he believes is right

and what is wrong. To ensure that Elijah gains positive moral development, both Snowman and

McCown suggests trying to take perspective of students and stimulate their perspective taking

abilities (2013, p. 47). Encouraging him to think about what he feels isnt right will allow him

to make better decisions. The idea of listening to his perspective will give him the

encouragement he needs to make independent, positive, moral decisions.

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Conclusion

In conclusion, Elijah seems to be well rounded in his physical, emotional, intellectual,

social and moral development. In regards to his physical development, Elijah is an early-

maturing boy who remains active. He is learning how to understand the changes that are

happening to his body during pubertal development. As long as he has continued support and

guidance, Elijah will remain comfortable and confident with his growing body. His guidance

should be aware of the sex education policy to ensure that when it is time to answer these

questions, Elijah will get the best form of explanation to address his concerns. Emotionally,

Elijah is on track but may experience emotions of anger, confusion and curiosity as he goes

through his pubertal and growth spurt. Because Elijah is going through his physical changes, he

will experience a lot of mood swings so with the proper understanding and guidance, Elijah will

be on the right track and will be able to accept the change. Intellectually, Elijah is right on track

with cognitive development. He is able to think independently as well as interact with others to

problem solve. He is also able to implement his current knowledge to solve new problems. To

ensure that he remains on the positive track intellectually, Elijah should be given the support and

tools necessary to allow him to further his growth in cognitive development. He would benefit

from working with peers and with adults to help advance his development. Socially, Elijah is an

outspoken, fun and admirable figure. Elijah has great social skills and social support group in his

family and with his peers. To aid Elijahs social development further, he should be given the

support and admiration from his parents and peers alike so that he feels confident in his own

identity status. In regards to Elijahs moral development, Elijah can differentiate between what is

right and wrong but can also bend the rules at times. To further support his moral development,

he should be given a chance to express his perspective so that he is able to make positive moral
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decisions. Due to the fact that Elijah has financial and emotional stability, support from friends

and family, Elijah can be expected to continue his positive development stages.
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References

Badger, E. (2014, September 29). Mapped: How the creative class is dividing U.S. cities.

The Washington Post. Retrieved from

https://www.washingtonpost.com/news/wonk/wp/2014/09/29/mapped-how-the-creative-

class-is-dividing-u-s-cities/

DSHS Fosterparentscope. (1993). Child development guide. In DSHS Fosterparentscope.

Retrieved from

http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg14.htm#PHYSIC

AL

Edwards, J.O. (2009). The many kinds of family structures in our communities. In Sonoma

County Office of Education. Retrieved from https://www.scoe.org/files/ccpc-family-

structures.pdf

Pew Research Center. (2015). Americas changing religious landscape. In Pew Research Center:

Religion and Public Life. Retrieved from

http://www.pewforum.org/2015/05/12/americas-changing-religious-landscape/

Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, Ca. Wadsworth, Cengage Learning
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