You are on page 1of 13

CASE STUDY OF AN ADOLESCENT FEMALE

AGE 15
Bianca Yegutkin
EDU 220: Principles of Education Psychology
State Farm. (2012). Teen driver digital image. Licensed
under Creative Commons Attribution 2.0 Generic on
Flickr.com.

Thinkstock. (2012). Tough Decisions road sign digital image.


Licensed under Creative Commons under by NC-SA 3.0 license Smith, R. (2004). Teenagers photograph. Licensed under Creative Light, A. (2012). Graduation digital image. Licensed under Creative
on Creative Commons.com. Commons Attribution 2.0 Generic (CC BY 2.0) on Flickr.com. Commons Attribution 2.0 Generic on Flickr.com.
Physical Characteristics Developmental Level
Typical Physical Characteristics for Age 15
▪ Meaningful and rapid physical changes occur at this age of
▪ Adolescent males and females at this stage have more hair
growth, females have also begun to menstruate and develop development, including changes in hormones, and increased sexual
breasts awareness

(Medline, 2017). ▪ Adolescents may develop concerns and anxiety about their height
and weight, according to McCown and Snowman (2013), “The
▪ Skin problems such as acne may appear and cause stress at this
age, according to the University of Washington Child height of this growth is approximately at 12 for females and age 14
Development Guide (University of Washington, 1993, physical for boys” (p.p. 65-68).
development: twelve to fifteen years).
▪ Increased sexual awareness and or activity due to physical change,
▪ At this age many adolescents become increasingly anxious about is typical. While factors such a grade, gender, and ethnicity impact
their physical appearance, e.g., worried over increased weight,
height, acne, etc., causing more stress and self-consciousness. statistical figures or reported sexual activity, “In 2007 47% of female
students and 51% of male student reported having had intercourse”
(University of Washington, 1993)
(McCown and Snowman, 2013, p. 65). These statistics support the
need for a curriculum that educates adolescents about the risks of
sexual activity.
(McCown & Snowman, 2013).
Physical Characteristics continued
Typical Comparison Case Study Recommendations
▪ Dealing with skin problems, such ▪ The case subject has a primary diagnosis of
as acne ▪ Encourage healthy eating habits, including a well-balanced
autism and a secondary diagnosis of
▪ Battling self-consciousness over diet.
ADHD.
appearance, i.e., weight, hair ▪ Provide support, guidance and monitoring for good hygiene
growth, acne, etc. habits, including skin care, grooming, and proper attire.
▪ The case subject has mild acne and sees a
(University of Washington, 1993) ▪ Compliment when positive and healthy steps are taken to
dermatologist for the condition
take care of self, e.g., proper grooming, exercises, etc.
▪ A marked increase in hair growth (University of Washington, 1993)
▪ The case subject does have mild concerns
over appearance, mostly her acne, however,
▪ Significant body changes for may be slightly less self-consciousness due
females include the development to emotional, cognitive, and behavioral
of breasts and menstruation ▪ Promote awareness of dangers for this age, e.g., driving,
differences compared to typical peers.
(Medline,2017,). drugs, sexually transmitted disease, etc.
(Medline, 2017).
▪ The case study displays the typical physical
▪ The beginning of sexual awareness, characteristics for age in regards to hair
and fluctuations of hormones. ▪ Extra care should be taken to discuss dangers for this age
growth, menstruation, and breast
with a special needs student, as they may be more at risk
development.
▪ Possible rapid increase in height due to a lack of understanding. Conversations should be
and weight with a chance of appropriate for the cognitive and emotional maturity of the
▪ Height and weight measurements are
obesity case study.
average for the age of the subject
(McCown & Snowman, 2013). (Carranza, W. 2017).
Emotional Characteristics
Typical Emotional Characteristics for Age 15 Developmental Level
▪ According to the Child Development Institute, Erickson’s Learning Identity ▪ Heightened self-awareness, peer-pressure, and
Versus Identity Diffusion takes place during this stage. Adolescents may
experience anxiety trying to figure out where they fit in. struggles for independence can create anxiety and
stress, which may be why psychological issues such
▪ This time of self-awareness is a time where the adolescent may be seen as as depression and drug abuse manifest for the first
angry and engage in arguments with authority figures, which can strain
time.
relationships. (Child Development Institute, 2015).
▪ Many teens struggle with suicidal thoughts, "In
▪ Mental disorders manifest, The Centers for Disease and Control Prevention 2007, 14.5% of high school students had seriously
reported that “Suicide . . . was the second leading cause of death among considered attempting suicide during” (McCown &
adolescents aged 12–17 years in 2010” (Center for Disease Control and
Prevention, 2017, Children's mental health). Parents and teachers need to Snowman, 2013, (p.p. 65-68). High schools should
be observant about knowing the signs of depression in young adults. implement procedures to recognize students who
may be at-risk for suicide and offer resources for
▪ Increased self-awareness stemming from accelerated physical changes
professional help when appropriate.

▪ Others may view adolescent as self-centered due to an increased amount of ▪ Eating disorders, i.e., anorexia, bulimia, etc., may
time spent grooming and increased self-consciousness. manifest, seen more with females than males.

▪ Yearns for more independence from parents, to establish identity, which is


normal. (McCown & Snowman, 2013).
(Medline, 2017).
Emotional Characteristics continued
Comparison
Recommendations
Typical Case Study
▪ Identity crisis, anxiety over finding ▪ A healthy sense of self and has established views about ▪ Authority figures should be aware that power struggles will
self religion, politics, values. occur and try to be flexible to what the adolescent is going
▪ Aggression, clash with authority ▪ Has goals for the future, although struggles with the through
figures reality of attaining goals. (Medline, 2017).
(Child Development Institute, 2015). ▪ Case study experiences anxiety and becomes
overwhelmed than typical peers from new ▪ Since a sense of independence is healthy at this age,
environments, activities, and schedules. consistent effort should be made to offer safe options to
▪ Anxiety over appearance, self- ▪ Does show concern over appearance, not overly develop independence.
conscious overly concerned about concerned, has little to no interest in make-up or
what others think of them “trends.” ▪ Adolescents with special needs may be more at-risk for
▪ Desires more independence ▪ Subject is sensitive to others watching or noticing her depression due to feelings of rejections from peers, lack of
(Medline, 2017). at times and at other times seems to care very little communication and lower self-advocacy abilities
▪ Strong desire for more independence, very vocal about
restrictions placed on her due to safety concerns. ▪ Since stress over new environments can be hard for special
needs adolescents, parents and teachers can help by
teaching ways to manage a schedule.
(Carranza, W. 2017).
Cognitive Characteristics Developmental Level

Typical Cognitive Characteristics for Age 15 Vygotsky:


Piaget: Formal Operational;
▪ Spontaneous concepts:
▪ Starts to enjoy conversation and debate ▪ Students can Learning is more about the
▪ Wants to find their niche, and seek their role in society differentiate and students’ environment and what
make associations they are exposed to
▪ Beginning to make concrete goals and formulate ideas on how to from general to
achieve goals for the future, may become more introspective. specific subject ▪ Empirical learning:
matter Play and engagement with peers is
essential for learning
(University of Washington, 1993) ▪ Able to understand
and use more ▪ Zone of Proximal Development:
advanced and Students should be challenged, but
abstract language the material should not be too
much beyond ability.
(McCown & Snowman, 2013, pp. 23-31).
▪ Scaffolding:
Support should be given to aide
with new concepts, then gradually
taken away

(McCown & Snowman, 2013, pp. 31-37).


Cognitive Characteristics continued Recommendations

Comparison
Typical ▪ Encourage reading stories and understanding
Case Study correlation to life
▪ Likes engaging in conversation and
debate ▪ The case study ▪ Listen with an open mind, be careful not to make
▪ Wants to understand their does like engaging ideas feel foolish unintentionally
importance in the world in conversation, (University of Washington, 1993)
▪ Starts thinking about the future, occasional difficulty
making plans for after high school correlating related ▪ Parents and teachers should understand learning
topics difficulties and use best teaching methods at home
(University of Washington, 1993) ▪ A desire to help, and in the class
likes to talk about (Child Development Institute, 2015).
▪ Can differentiate between general and charity work and
specific subject matter donating to those in ▪ Try to make lessons visual, and explain new
▪ Easily able to understand abstract need material or assignments in steps
language and thought ▪ Allow extra time for reviewing new concepts
▪ Hugely influenced by peers, knowledge
is a culmination of the environment, (Frea, W., PhD, & BDBA-D. n.d. Preparing Adolescents
not necessarily what is ‘taught with Autism for Successful Futures.)
(McCown & Snowman, 2013, pp. 31-37).
Social Characteristics
Developmental Level
Typical Social Characteristics for Age 15
Erickson Marcia
▪ More aware of how age differences may affect beliefs and interests, Marica’s Identity statuses:
▪ Psychosocial Moratorium. Identity Versus Role Confusion
especially in regards to parents
At this stage students may feel
motivated, committed, or ▪ When difficulties are resolved
▪ Shows minimal affection to parents in public, more common with males
unsure during this period, Growth and a
▪ This age is more likely to have extremely close relationships; acquittance sense of identity forms when
▪ If unsure they may instead adolescents can overcome
friendships are more common
may take a delay to think obstacles at this stage.
(University of Washington, 1993)
about future if uncertain of
decisions ▪ Identity confusion: Crises not
▪ Older teens become interested in and or pursue romantic relationships
with peers. encountered, not firm on ideas
(McCown & Snowman, 2013, pp. about future, goals, values, etc..
(Medline, 2017).
17-23). ▪ Attainment of skills that will lead
to independence is crucial
(McCown & Snowman, 2013, pp. 17-
23).
Social Characteristics continued
Recommendations
Comparison
▪ Be patient when the adolescent is having a bad day or in a
Typical Case Study bad mood, try to think of what they are going through
▪ Extremely self-ware ▪ Aware, but possibly less self-
conscious/aware due to disability. The ▪ Try to find the balance between discipline and
case study is not embarrassed to talk understanding, try to be flexible when possible.
▪ Shows more interest in socializing
outside home life to others about her disability.
▪ Whenever possible, try to encourage new ways to find
▪ Spends less time with family and
▪ The desire for independence must be independence, reevaluate as needed to assess if ready for
may show less affection
balanced to address safety concerns. more responsibility.
(University of Washington, 1993)
Case study still spends much of her
free time with family. ▪ Be sensitive to the choice of friends and encourage healthy
▪ Many casual friendships
friendships.
▪ Shows romantic interest in peers ▪ Case study seems to be comfortable (University of Washington, 1993)
(Medline, 2017). with her group of friends, but parents
concerned that she doesn’t socialize
enough outside of school
▪ The case study does show romantic
interest in boys, but on a superficial
level, disability affects her ability to
grasp the complexities of romantic
relationships fully.
Moral Characteristics
Developmental Level
Typical Characteristics for Age 15 Kohlberg
▪ No longer thinking in terms of absolutes. Can contemplate ▪ Develops in distinct intervals
abstract thought when pondering moral issues ▪ Can be cultivated by instruction
▪ This age can fall between stage 5 or 6
▪ Very thoughtful and wants to help those they see in need
▪ Stage 5 is the Social contract orientation.
(University of Washington, 1993) Understands the importance of rules but will also look at
individual situations and details
▪ According to Carol Gilligan males and females develop a different
set of ideals due to societal constructs. ▪ Stage 6 is the “Universal ethical principle orientation.”
Looks at all aspects of a moral dilemma, including possibly
▪ Females tend to foster qualities such as being caring and loyal, as understanding that moral situations can be very complicated
opposed to independence and competition, as with males.
(McCown & Snowman, 2013, pp. 40-47).
Moral Characteristics continued
Comparison Case Study
▪ Advanced moral/intellectual Recommendations
Typical thinking is more of a ▪ Encourage discussions about
▪ Can thing of ethical dilemmas in challenge compared to
abstract ways responsible decision making
typical peers due to autism
▪ Wants to help those in need
▪ Has difficulty understanding ▪ Create ways to foster an ability to
▪ Becomes confused or upset when bad
things happen extenuation circumstances make decisions safely
(University of Washington, 1993) especially when people independently
suffer
▪ Desires to make the world ▪ Show that you respect and care
a better place is inspired by about individually and young adult
those who do good works they are becoming
▪ Becomes very upset about
events in history covering
problematic subject matter.
REFERENCES
▪ Carranza, W. (2017). What Are Signs of Autism in Teenagers? Retrieved
from https://www.livestrong.com/article/201957-what-are-signs-of-autism-in- teenagers/

▪ Center for Disease Control and Prevention. (2017). Child development. Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/facts.html

▪ Child Development Institute (2015). Know What To Expect! The 8 Stages Of Social Development In Children.
Retrieved from https://childdevelopmentinfo.com/child-development/erickson/

▪ Frea, W., PhD, & BDBA-D. (n.d.). Preparing Adolescents with Autism for Successful Futures. Retrieved from
https://www.webmd.com/brain/autism/features/parenting-adolescents-with-autism

▪ Margoni, F., & Surian, L. (2016). Mental State Understanding and Moral Judgment in Children with Autistic
Spectrum Disorder. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01478

▪ Medline (2017). Adolescent Development. Retrieved from https://medlineplus.gov/ency/article/002003.htm

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

▪ University of Washington. (1993). Child development: Using the child development guide. Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
Images
▪ Light, A. (Photographer). (2012, May 12th). Graduation. [digital image]. Retrieved from https://flic.kr/p/bWQZR5 Sushi. H. (2014). Camera digital image. Licensed under
Creative Commons Attribution-ShareAlike 2.0 Generic on
Flickr.com.
▪ Smith, R. (Photographer). (2004, July 4th). Teenagers [digital image]. Retrieved from https://flic.kr/p/pWq

▪ State Farm. (Website) (2012, September 9). Teen Driver. [digital image]. Retrieved from https://flic.kr/p/da7JT8

▪ Sushi, H. (Photographer). (2014. April 8). Camera [digital image]. Retrieved from https://flic.kr/p/nomw89

▪ Thinkstock. (2012, December 29). Tough Decisions Ahead Road Sign [digital image]. Retrieved from

https://2012books.lardbucket.org/books/a-primer-on- communication-studies/s14-03-problem-solving-and-decision-m.html

You might also like