Case Study of a Child Age 17

Gabriella Guevara
EDU 220-1002
Physical Development Characteristics

 Physical development maturation typically slows down by age 18. (Medline, 2017)

 Another normal characteristic is students urge to act on sexual desires increases. (University of
Washington, 1993)

 According to the Child Development Institute, typical behaviors involve discovering self-identity
and think about their future. (Child Development Institute, 2015)
 Snowman’s Physical Development
Characteristics

 Snowman describes a high school student’s physical development in three ways:

 Students physically mature and most attain puberty. (Snowman & McCown, 2015)
 Sexual activity is increased in this age group. (Snowman & McCown, 2015)
 The rate of sexually transmitted disease is increased. (Snowman & McCown, 2015)
 Comparison for Typical Physical Development
Observed Child
 The child reported experiencing normal transitions
through puberty such as hair growth and voice
changes.
 The child about has strong beliefs and value
systems, but doesn’t know what he will do with
this future.
Typical Development
 Child is experience normal physical
characteristics related to puberty
 Children at this age are beginning to self-identify
and think about realistic visions of their future.
 Physical Development Recommendations

 Create a positive family environment, maintain open communication, and encourage participation in positive
extracurriculars. (Child Development Institute, 2015)
 Implementing sexual education in schools or provide information about safe sex.(Snowman & McCown,
2015)
 Psychosocial/Social Development
Characteristics

 Relationships with parents can be tense or light. Relationships for this age group tend to focus on single and
romantic relationships. (University of Washington, 1993)
 Define oneself. (Ellsworth, 1998)
 The child’s need for peer approval uses a lot of the child’s energy, but later becomes less dependent on
acceptance from others. (Ellsworth, 1998)
 Erickson/Marcia’s Psychosocial Development
Characteristics

 Erickson describes the development stage of a 17-year-old as identity versus role confusion. (Snowman & McCown,
2015)
 James Marcia describes four stages of identity statuses as Identity diffusion, Foreclosure, Moratorium, and Identity
achievement. (Snowman & McCown, 2015)
 Erickson/Marcia’s Psychosocial Development
Characteristics

 Peers having influence in decision-making on long-term and immediate matters. (Snowman & McCown, 2015)
 There are gender differences in social characteristics regarding friendships. For example, girls are more likely to
experience anxiety about friendships than boys because they are more likely to form closer relationships with same-
sex peers. (Snowman & McCown, 2015)
 Another social characteristic that is distinct to this age group is employment. (Snowman & McCown, 2015)
 Comparison for Typical Psychosocial
Development
Observed Child
 Child is unclear what he wants to pursue as a
career but is certain that he wants to continue his
education after high school.
 He reports that his friends have great influence in
the social activities he participates in and speech
patterns.
 Child is currently employed and has sense of pride
and responsibility because of his employment.
Typical Development
 Based on the child’s answer, he would be
considered in the Foreclosure phase of identity
status.
 This is typical behavior for a child his age for peer
groups to have influence on immediate matters.
 This is typical behavior for a child his age to be
employed and feel the positive aspects of having
employment.
 Psychosocial/Social Development
Recommendations

 Maintain relationships that are friendly and respectful, accepting the child’s level of interest in the opposite
sex, and avoiding disapproval. (University of Washington, 1993)
 Snowman also agrees that mutual affection and respect is necessary for positive influence. (Snowman &
McCown, 2015)
 Emotional Development Characteristics

 Development characteristics for this age group are described by J'Anne Ellsworth as Intimacy vs. Isolation.
 The child is becoming more aware of self. (Ellsworth, 1998)
 Able to give self to help those who are unfortunate. The child’s stronger sense of identity helps develop
integrity. (Ellsworth, 1998)
 Child can handle rejection better and strives for independence. (Ellsworth, 1998)
 The child will want to challenge authority and limits, and seeks independence (Medline, 2017)
 Snowman’s Emotional Development
Characteristics

 Emotional disorders, such as eating disorders, substance abuse, schizophrenia, depression, and suicide are
prevalent. (Snowman & McCown, 2015)
 According to a study done by the CDC in 2018, Latino students were reported to suffer from depression
more than their peers. (Snowman & McCown, 2015)
 Comparison for Typical Emotional
Development
Observed Child
 Child admits to being self-reliant to take care of
himself.
 Child admits to arguing with his parents
occasionally, but not too often and not about
serious matters.
 Child admits to suffering from depression and
anxiety, and is currently being treated for the
disorders.
Typical Development
 Independence is a key characteristic to emotional
development for a child his age.
 The power struggle between parents and child is
more evident at this stage.
 Depression is the most common emotional
disorder that this age group experiences.
 Emotional Development Recommendations

 Prepare for conflicts and keep open, clear communication about limits and boundaries. Compromise will aid
to lessen major conflicts. (Medline, 2017)
 If a child is showing symptoms of depression, parents should show interest in the child’s well-being, show
sympathy, and provide support. (Snowman & McCown, 2015)
 Depression is an indicator for a child at risk for suicide. (Snowman & McCown, 2015)
 Cognitive Development Characteristics

 Children use abstract ideas to try to solve world problems. (Ellsworth, 1998)
 Children like using reasoning because it gives them a sense of pleasure. (Ellsworth, 1998)
 Systematic and sequential reasoning become easier. (Ellsworth, 1998)
 Children aren’t sure of their knowledge and capabilities. (University of Washington, 1993)
 Children are also trying to figure out their future and make decisions towards a future. (University of
Washington, 1993)
Piaget’s Cognitive Development Characteristics

 This stage of development is the Formal Operational Stage. (Snowman & McCown, 2015)
 This kind of abstract thinking can lead children to identity crisis. (Snowman & McCown, 2015)
 This age group has adolescent egocentrism. (Snowman & McCown, 2015).
Comparison for Typical Cognitive Development
Observed Child
 Child thinks about his future and knows he wants
to go to school but is not sure what he wants to
pursue for a career.
 Child talks with his friends about problems in
their community and how to solve those problems.
 Child can demonstrate use of formal operational
thinking through sarcasm and satire.
Typical Development
 This is typical behavior for a child his age to think
about future. A child uses reason and experiences
to decide on what they want to do for their future.
 This is typical behavior for a child his age to want
to “change the world”.
 According to Piaget, this is typical cognitive
development.
 Cognitive Development Recommendations

 Set up the child to have a talk with their school counselor about their future. (University of Washington,
1993)
 Be aware that some individuals in this age group can have egocentrism. (Snowman & McCown, 2015)
 Ask child how they solved a problem or came to conclusion because it’s helpful for formal operational
thinking. (Snowman & McCown, 2015).
 Moral Development Characteristics

 Child might be having negative feelings such as frustration, anger, sorrow, and isolation. (University of
Washington, 1993)
 Uses sex as a response to physical-emotional urges. (University of Washington, 1993)
Kohlberg’s Moral Development Characteristics

 Kohlberg’s Stages of Moral Reasoning are:

-Preconventional Morality- ages 0-9 (Snowman & McCown, 2015)
-Conventional Morality- ages 9-20 (Snowman & McCown, 2015)
-Postconventional Morality- ages 20+ (Snowman & McCown, 2015)
 Child in this age group would be in the Conventional Morality phase. (Snowman & McCown, 2015)
 Comparison for Typical Moral Development
Observed Child
 Child occasionally experiences negative feelings.
 Child says he enjoys engaging in social media and
sharing “memes”.
 Child rarely breaks rules and prefers to follow the
rules at home, at school, and in society.
Typical Development
 Experiencing negative feelings, such as sorrow or
frustration, are normal characteristics.
 Engaging in social media and culture is a way a
child can fit in and impress their peers.
 Another characteristic of Conventional Morality is
respecting authority and maintaining social order.
 Moral Development Recommendations

 Having patience with the child experiencing negative feelings is a suggestion from the University of
Washington. (University of Washington, 1993)
 Open communication about safe sex can keep the child safe and informed. (University of Washington, 1993)
 References

 Snowman, J. &  McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford,

    CT:  Cengage Learning.
 Medline (2017). Adolescent Development.
      https://medlineplus.gov/ency/article/002003.htm (Links to an external site.) 
 Child Development Institute (2015). The ages and stages of child development. 
     https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc (Links to an external site.) 
 Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.  (Links to an external site.)
      http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html