Running Head: PEPSI SCREENING

PEPSI Screening

Veronica Martinez

College of Southern Nevada

PEPSI SCREENING 2

The PEPSI screening is a screening derived of observing a child’s Physical, Emotional,

Philosophical, Social, and Intellectual developments. The subject of the screening is a 13-year

old male of Hispanic background. The subject attends a middle school in an upper-class

suburban area. He enjoys playing baseball year-round. He plays for his middle school, a club

team, and assists in coaching little league baseball as well.

In school, his favorite subjects are physical education, math and English, but, as he

stated, “hates writing essays,” and holds an A and B grade point average. The subject claims to

have several friends he considers “best friends,” and thinks of himself as being social and having

a lot of friends. Most of his friends are baseball teammates. When he is not playing baseball, he

enjoys watching funny YouTube videos and playing video games. He hopes to attend college

when he graduates high school and hopes to continue playing baseball. While his dream would

be to play baseball professionally, if baseball does not pan out as a career for him, he states an

interest in becoming a teacher in Physical Education and would like to coach for the school he

will teach at.

The subject says he looks up to his parents because they have provided for him and are

able to attend a lot of his games and are consistently supportive of his baseball accomplishments

and aspirations. He also looks up to Derek Jeter because of his sports accomplishments and

because he plays the same baseball position.

Physical Development

Physical development for a 13-year old male varies. From the ages of 13 through 18,

males are experiencing puberty and going through many physical changes due to the changes in

their hormone levels (Stanford Medicine, 2018). According to a growth chart last revised in 2000

by the National Center for Health Statistics, an average 13-year old male is about 56 inches (4’8
PEPSI SCREENING 3

ft.) and weighs between 140-150 pounds (Centers for Disease Control, 2000). The subject is 65

inches tall (5’5 ft.) and weighs 148 pounds. In comparison with the average on the growth chart,

the subject is slightly above average height and average weight for his age. The subject,

however, recently went through physical changes in weight and height.

Although physical changes in weight and height are consistent with adolescent physical

development, “adolescence is a time for growth spurts…” (Johns Hopkins Health System

Corportation, 2018), the sudden changes seemed to be due to a recent change in diet and

exercise. When asked about his health and diet, the subject stated he had recently begun to

change his diet and exercise routines. He did this because he wanted to work on his speed in

baseball and was advised by a trainer to monitor caloric intake with emphasis on macro-nutrient

intake. The subject denied taking any other supplements and stated he only tries to avoid junk

food and focuses instead on consuming foods with high nutrients that he feels will “fuel the

body” better. The subject claims to have lost 15 pounds in a 6-month period due to not only the

changes he has made to eating habits, but exercise habits as well. Before the weight loss, the

subject stated he was only working out for baseball practice, but has since increased workouts to

include personal training and weight training sessions with teammates and other coaches. The

workouts vary from 1 hour to 3 hour sessions and are as frequent as 6 times a week (including

exercise done on baseball game days). The subject claims to not be worried about so much about

weight, but exercises and eats healthy to enhance his baseball performance.

Emotional Development

While entering puberty, an adolescent sees many changes in emotional development as

well. Research shows that the adolescent age is an important stage for their emotional

development. “The adolescent is just an adult in training, and the tools for emotional
PEPSI SCREENING 4

management learned with parents will be carried forward into significant relationships later on,”

(Pickhardt, 2010). Upon observation, the subject seemed to get along well with his parents and

peers. The subject was observed during a baseball game. He seemed to have strong social

connections with teammates and was seen laughing and joking with them. After the game, he

was animated with his parents about the game and what went on behind the scenes and in the

dugout. This displayed that the subject has a strong bond with the parents and was able to

express emotions and thoughts freely. During observation, the subject mentioned having a

disagreement with a teammate regarding a play. From the retelling of the disagreement, the

subject defended his opinion and did not give in to the other side and almost seemed to seek

parental approval that he was right. These displays show the subject is developing a sense of

identity in who he is and who he wants to be. According to psychologist, Erik Erikson, forming a

sense of identity is a main undertaking of adolescence, (American Psychological Association,

2002). The subject appears to be developing his sense of identity by being able to form his own

opinions regardless of those of his peers. Although, seeking parental approval of his opinion by

parents shows that the sense of identity of the subject is still in development stages.

Another observation was made after the subject’s game. The subject stated to need new

baseball cleats and asked his parents for a particular brand name that his fellow teammate had.

This was another display of emotional development characteristic of the adolescent age group.

“They [adolescents] are deeply concerned about such matters as what type of clothing to wear

for special occasions…” (Snowman & McCown, 2015). When the parents stated that they would

look into them, but refused to promise the purchase of the cleats. The subject then began to

adamantly plead for the cleats, and stated that they didn’t understand how bad he needed new

cleats and that these would be the best for performance. This display was another characteristic
PEPSI SCREENING 5

of the self-consciousness and egoistical emotions of adolescents as it showed the subject’s

“…assumption that adults do not, indeed cannot, understand the thoughts and feelings of

adolescence,” (Snowman & McCown, 2015).

Philosophical Development

During observation, the subject described role models to whom he looked up to and

mentioned aspiring to be like those role models. He also stated goals for his future and even had

a backup plan. Although the subject did seem to place a lot of passion in wanting to be a

professional baseball player, without putting into exact words, his backup plan of coaching

baseball and being a physical education teacher seemed to prove that the subject knew a

professional baseball career might not be possible. This showed the subject’s rationale thinking.

Upon arriving at his home after his baseball game, the subject was seen taking off his

baseball gear in the garage and placing it in orderly fashion. He then situated himself at the

kitchen table with his school bag and began to do homework. He was at this for several hours

until finished, and then announced to his parents that his school work was complete and that he

was going to play video games in his room. Promptly, at 8:45, the subject turned off video

games, and began to prepare for bed. At 9:00, the subject was in his bedroom, with the lights

shut off. The subject’s routine shows his regard for the rules and regulations in place in his home

and by his parents.

The American Psychological Association (2002) describes ethical behavior and sense of

values as an important part in moral development, as well as volunteering in the community. The

subject’s goals for the future and his assistance in youth baseball coaching show a healthy sense

of moral development for his age group. The subject’s respect for authority is also an indication

of the moral development associated with the Conventional Morality state in adolescents,
PEPSI SCREENING 6

“…fixed rules must be established and obeyed,” as described by psychologist, Lawrence

Kohlberg, (Snowman & McCown, 2015). Although the subject seems to be in the philosophical

developing states for his age, according to J’Anne Ellsworth (1999), special education professor

at Northern Arizona University, “…the referent, or people to please, shifts to peers more than the

parent as a social authority,” (Ellsworth, 1999). Her website also states that the student at this

stage will start to show a kind of rebellion against authority and “unwilling adherence” to the

rules, (Ellsworth, 1999). The subject did not display any of these characteristics during

observation that might suggest he is not fully developed in this category. However, his age

suggests that he has several years before this stage should show full maturation.

Social Development

During observation at the subject’s baseball game, it was noted that the subject was

talking to teammates and laughing with them constantly. Although he seemed closer to a few

specific teammates (whom he later pointed out to be who he considers his “best friends”), he did

seem to engage with all of them. After each at-bat, the subject was encouraging and

congratulatory to each one. He cheered for his teammates throughout the game and was seen

high-fiving happily with both teammates and opponents after the game. The subject was seen

talking to teammates for several minutes post-game until his parents called for him to go home.

He immediately said his goodbyes to his friends and ran to where his parents called him, but then

asked if they could join a few of his teammates with their parents at a restaurant for post-game

dinner.

Jack Snowman and Rick McCown, authors of Psychology Applied to Teaching: 14th

Edition (2015), wrote, “The development of interpersonal reasoning leads to greater

understanding of the feelings of others,” regarding adolescent social characteristics. By

PEPSI SCREENING 7

encouraging his teammates when they struck out or missed a ball, and applauding their

accomplishments during the game, the subject showed regard for others’ feelings by wanting to

motivate them. This prosocial behavior in the subject also proves important in the subject’s stage

of social development. According the research article written by Deepty Gupta and Geeta

Thapliyal (2015), educational psychologists, “The prosociality in an individual is very important

during the growing stage.” Their research also found that the relationships they have with their

peers are important and help them develop their own personalities. The subject showed the

importance of his peer relationship by engaging with them during and after the game and

wanting to continue to socialize with them even after the game’s ending.

Also, correspondent with the subject’s stage of social development is that his close

friends are all on his team. Throughout the observation, the subject said his friends were all on

one or more of his baseball teams and he did not mention having any friends outside of this

social setting. The APA (2002) quotes, “Younger adolescents typically have at least one primary

peer group with whom they identify whose members are usually similarly in many respects…

conformity and acceptance are at their peak.” This can also be seen through the earlier

observation of the subject asking for new brand-name baseball cleats. When he asked for them,

he mentioned one of his friends having them, showing his want for conformity with his peer

group.

Intellectual Development

The subject holds a 3.0 GPA in his studies and during observation, was independent in

his school work and rarely asked for assistance. His stated plans for the future and his backup

plan in case his career in professional baseball does not work out show a health rate of

intellectual development according to Dr. Renata Arrington Sanders (2013), professor of

PEPSI SCREENING 8

pediatrics at Johns Hopkins University, “…adolescents develop more advanced reasoning skills,

including the ability to … think hypothetically.” The subject’s voluntary participation in youth

baseball and coaching show his exploration into a field he may be interested in for his future.

Setting long term goals is another healthy characteristic of intellectual development in

adolescents, (Johns Hopkins Health System Corportation, 2018).

During observation, the subject stated his aversion to writing essays in his English class

because he “hates” them. When inquired further, the subject stated he just wasn’t “good with

words.” This statement shows the subject’s low sense of self-efficacy for this subject that

Snowman and McCown (2015) state to be “…an important influence on intellectual and social

behavior.” Based on the information regarding self-efficacy, Snowman and McCown (2015)

wrote that while the subject seems to show a healthy rate of intellectual development, his low

self-efficacy in English may eventually lead to problems in this subject.

Subject Rate of Development

4

3.5

2.5

2
1.5
1
0.5
0
Physical
Emotional
Philosophical
Social
Intellectual

Average Adolescent Subject

PEPSI SCREENING 9

Recommendations

The subject is in the average for a healthy child of his age and does not seem to be under

or overweight. His frequent exercise and eating habits seem to be healthy for his stage of

physical development. The subject seems to be in the average range for emotional, philosophical,

and social development for an adolescent. However, recommendations can be made for the child

to have more independence to further develop socially and to have the ability to explore more

peer relationships out of the groups he is currently in. To find peers to socialize with outside of

his baseball team would be a healthy change in his social development. Also, it is recommended

that the subject develop a more positive self-efficacy in his English writing. Finding a connection

with a subject to write about on his next essay could help the subject feel more confident.

Submitting essays and other writing assignments for review to a peer, tutor, or a learning

assistance program could help the student work on the areas he has trouble with. If improvement

is not shown, tutoring or further peer review assistance could be recommended as well.
PEPSI SCREENING 10

References

American Psychological Association. (2002). Developing Adolescents: A Reference for Professionals.

Retrieved from: https://www.apa.org/pi/families/resources/develop.pdf

Arrington Sanders, R. (2013, August). Adolescent Psychosocial, Social, and Cognitive Development.

Pediatrics in Review, 34(8), 354-359. Retrieved from:

http://pedsinreview.aappublications.org/content/34/8/354?sso=1&sso_redirect_count=1&nfstatus

=401&nftoken=00000000-0000-0000-0000-

000000000000&nfstatusdescription=ERROR%3a+No+local+token

Centers for Disease Control. (2000, May 30). Stature-for-age and Weight-for-age Percentiles. Retrieved

December 2018, from: https://www.cdc.gov/growthcharts/data/set1clinical/cj41l021.pdf

Ellsworth, J. (1999). Early Adolescence. Retrieved from:

http://jan.ucc.nau.edu/%7Ejde7/ese504/class/pepsi/reading2-1-1.html

Gupta, D., & Thapliyal, G. (2015, May-July). A Study of Prosocial Behavior and Self Concept of

Adolescents. Journal on Educational Psychology, 9 n1, 38-45. Retrieved from eric.ed.gov

Johns Hopkins Health System Corportation. (2018). The Growing Child: Adolescent (13 to 18 years old).

Retrieved from: Johns Hopkins Medicine:

https://www.hopkinsmedicine.org/healthlibrary/conditions/pediatrics/the_growing_child_adolesc

ent_13_to_18_years_90,P02175

Pickhardt Ph.D., C. (2010, July 19). Adolescence and Emotion. Retrieved from:

https://www.psychologytoday.com/us/blog/surviving-your-childs-

adolescence/201007/adolescence-and-emotion

Snowman, J., & McCown, R. (2015). Psychology Applied to Teaching: 14th Edition. Stamford, CT:

Cengage Learning.

Stanford Medicine. (2018). The Growing Child: Adolescent (13 to 18 years old). Retrieved from:

https://www.stanfordchildrens.org/en/topic/default?id=the-growing-child-adolescent-13-to-18-

years-90-P02175
PEPSI SCREENING 11