CASE STUDY

AGE: 17
B Y: A R I A N A M A RT I N E Z
EDU 220 - 1001
 TYPICAL PHYSICAL BEHAVIORS
Boys and girls:
• Puberty is completed.
• 95% of full-grown height.
• Generally partakes in significant amounts of physical
activity followed by fatigue/laziness.

Girls: Boys:
• Physical growth • Physical growth is near
slows. the end of peak.
• Breasts are fully • Genitals are generally
developed. at adult size and shape.
• Have already begun • Have typically begun to
to have a menstrual experience wet dreams.
cycle.

Child Development
Institute (2015) Medline (2017)
 TYPICAL DEVELOPMENTAL LEVEL
ACCORDING TO SNOWMAN
• It is common for this age level to rapidly grow and add weight.
Average peak for growth: Girls- Age 12; grow an average of 3 inches and add
approximately 14 lbs.
Boys- Age14; grow an average of 4 inches and add
approximately 16-17 lbs.
• Approx. 16% of students this age are overweight and 13% obese.
• Two-thirds of students admit to becoming sexually active by high school
graduation.
• High risk for teen pregnancy and contracting sexually transmitted diseases.

Snowman, J. &
McCown, R. (2013)
MY 17 YEAR OLD’S PHYSICAL
BEHAVIORS/CHARACTERISTICS

• The 17 year old girl I observed is in the 12th

grade. She fits the typical pattern of
physical development in-terms of puberty.
She is thin and a little taller than most girls
her age; standing at 5ft 6in. She is very
motivated and participates in her school’s
volleyball team. She does not find herself
ever feeling lethargic.
 PHYSICAL DEVELOPMENT
RECOMMENDATIONS
• It is normal for children this age to ask questions regarding
puberty and sex. This does not mean the child is sexually
active.
• Answer questions from an educational standpoint. Use
factual information on pregnancy, birth control, and sexually
transmitted diseases.
• Avoid making adolescents feel as if anything about their
sexual identity is "wrong," "sick," or "immoral."

University of
Medline (2017) Washington. (1993)
 EMOTIONAL BEHAVIORS
TYPICAL CHARACTERISTICS:

• Adolescents are beginning to construct

their own identities.
• There may be frequent arguments with
parents and teachers in an attempt to
establish their independence.
• May seem egotistical and self-absorbed.

Child Development University of

Institute (2015) Medline (2017) Washington. (1993)
 TYPICAL EMOTIONAL DEVELOPMENTAL
LEVEL ACCORDING TO SNOWMAN
• Psychiatric disorders develop/become more
distinct.
• 90% of anorexia cases are girls 14-17 years
old.
• 20% of students surveyed admitted to smoking
cigarettes.
• 32% of students admitted to binge drinking.
• 38% admitted to trying marijuana at least once.
• 36% of females and 21% of males claimed to
have felt depressed for 2 or more consecutive
weeks.
Snowman, J. &
McCown, R. (2013)
MY 17 YEAR OLD'S EMOTIONAL
BEHAVIORS/CHARACTERISTICS

• The 17 year old I observed does not fit the

typical emotional characteristics for her age
group. She is generally reserved and quiet.
She rarely has disagreements with her
parents because she does not feel a strong
will to establish her independence. She has
never tried alcohol and other drugs. She
does not claim to have felt depressed for 2 or
more weeks at a time.
 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS
• At this age, adults may feel as if they are losing
control of children as they begin to establish their own
identity. It is important to approach these situations
with a calm, understanding demeaner.
• Be aware and try not to dominate the conversation. A comfortable line of communication
will allow for both the child and the adult to express their needs and desires.
• Discuss a clear understanding of boundaries while still allowing the child some room to
grow and express themselves. It is normal for children to rebel against set rules. When the
child pushes these limits, do not overreact and ridicule poor behavior. Accept their feelings
and continue to communicate yours. It is essential that the adults be consistent with the
limits they created.

Center for Disease Control and University of

Medline (2017) Washington. (1993)
Prevention. (2017)
COGNITIVE/INTELLECTUAL
BEHAVIORS
• Further development of capacity for abstract
thought and setting goals.
• Greater concern in moral reasoning and the
meaning of life.
• Begins to better understand abstract ideas and
higher math concepts.
• May have low self-assurance regarding individual
talents, skills and abilities.
• Becomes worried about their personal future.
• Begins to use previous knowledge to create
future decisions.

Child Development University of

Institute (2015) Medline (2017) Washington. (1993)
TYPICAL DEVELOPMENTAL LEVEL
ACCORDING TO PIAGET AND VYGOTSKY
Piaget Vygotsky
Formal Operational Stage:
• “Mentally manipulate relationships • Cognitive development and social
and variables.” (Snowman, J. & interaction are inherited by others.
McCown, R., 2013, p. 27).
• Cultural values help shape people
• Understand complex language into who they are. Whether
forms.
consciously or unconsciously, the
• “Deal with abstractions, form behavior of people around them is
hypotheses, and engage in mental
internalized.
manipulation. (Snowman, J. &
McCown, R., 2013, p. 28).
MY 17 YEAR OLD'S COGNITIVE
CHARACTERISTICS
• The 17 year old I observed does fit the typical
cognitive characteristics for her age group. She
feels confident beginning new tasks, as long as
she has some general knowledge of the subject.
She spends a lot of time thinking about her future.
She catches on quickly to jokes involving
sarcasm and does well in her math classes.
• Aligning with Vygotsky’s theory, She considers
herself to be a result of cultural values. Her family
is from South Korea, and she is first generation
born in the United States. She believes her moral
values are a result of the different cultural
upbringing.
COGNITIVE/INTELLECTUAL
DEVELOPMENT RECOMMENDATIONS
• Be supportive in the child’s future. Ask
them questions and encourage them to
make plans.
• Have them make appointments with their
school’s counselor to discuss potential
paths.

University of
Washington. (1993)
PSYCHOSOCIAL/SOCIAL BEHAVIORS
• Interactions with adults can fluctuate from
open and pleasant to severe and
disagreeable.

• Adolescents often feel their parents are

"too interested” in their personal lives.

• Typically has many friends.

• May begin to pursue dating; sometimes

committed in one romantic relationship.
University of Washington.
(1993)
 TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENT BY ERIKSON
• Identity vs Role
confusion
• In this stage, adolescents
should acquire roles/skills to
prepare them to create a
purposeful position in an adult
society.
• Danger: not understanding
how to behave in ways others
appreciate.
• Successful: identity develops.
• Social
• Parents/teachers tend to
impact long-term plans.
• Peers affect immediate plans.
• Girls have more anxiety about
maintaining friendships.
• Many students will begin to
have jobs after school.
Snowman, J. &
McCown, R. (2013)
MY 17 YEAR OLD'S PSYCHOSOCIAL
SOCIAL BEHAVIORS/CHARACTERISTICS
• The 17 year old I observed is very close and open
about her personal life with her parents, although
she does feel her parents can be too interested and
inquisitive. Her parents heavily influence her long-
term plans and will be attending college to pursue
the career the parents have encouraged, despite
her personal interests.
• She has many friends, most of which are the same
gender.
• She heavily prioritizes her schooling; which is why
she does not have an after-school job and is
hesitant to begin dating.
 RECOMMENDATIONS FOR CONTINUED
PSYCHOSOCIAL/SOCIAL DEVELOPMENT

1 2 3 4
Attempt to Avoid appearing Support Communicate to
generate quality too forceful and involvements understand and
relationships with encourage one
children by speaking inquisitive with diverse
kindly and showing regarding their gender, age, and another’s needs
respect. personal lives. cultural groups. and expectations.

University of Washington.
(1993)
 MORAL/CHARACTER BEHAVIORS
• Friends and peer groups become a
major priority for adolescents.

• There is a high possibility of

experimentation with sex and drugs.

• Starts to develop a sex drive and desire

to date.

University of Washington.
Medline (2017)
(1993)
TYPICAL MORAL/CHARACTER
DEVELOPMENT LEVEL ACCORDING TO
KOHLBERG
• 17 year old adolescents are in stages 5-6: Post conventional morality
Stage 5: Social contract orientation
In this this stage, children begin to
understand that there are some
circumstances where laws/rules may
need to be disregarded. This means they
are beginning to be able to think outside
the guidelines that are set for them.
Stage 6: Universal ethical principle
orientation
At this stage, the child will consider all of
the factors in a situation before making a
decision. They will begin to realize that,
depending on the circumstances,
rules/laws and morals may not align.
Snowman, J. &
McCown, R. (2013)
 MY 17 YEAR OLD’S
MORAL/CHARACTER DEVELOPMENT
• The 17 year old I observed is not on trend
for the moral/character development for
her age group. Although she does not
desire to date or experiment with
drugs/alcohol like most adolescents her
age, she does prefer to spend her
weekends with her friends. She admits to
feeling attracted to boys, but does not
desire to date. She says she is too
concerned with her future to let an
intimate relationship distract her.
MORAL/CHARACTER DEVELOPMENT
RECOMMENDATIONS
• Speak compassionately when discussing morals and values. Try not to be critical and
judgmental of youth’s desires.
• Apply suitable discipline when needed. Remember to remain calm and not overreact.
Children are more likely to open up when they can predict an adult’s behavior.
• Sexual experimentation is normal and should not be treated as perverse.

Center for Disease Control and University of Washington.

Prevention. (2017) (1993)
 REFERENCES
Center for Disease Control and Prevention. (2017). Child development.
Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/facts.html
Child Development Institute (2015). The ages and stages of child
development. Retrieved from
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
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