PEPSI SCREENING ASSIGNMENT 1

Anastacia Reed

EDU-220

PEPSI Screening Assignment

4/30/2016

SUBJECT BIOGRAPHY
PEPSI SCREENING ASSIGNMENT 2

The subject I am working with is a fourteen year old female student. Her relationship to

me is cousin, but we live together. She was born on February 6th, 2002 at Mountain View

Hospital here in Vegas. Her likes include playing video games, eating food, watching TV,

particularly Youtube, and sleeping. She is also going to school at Thurman White Middle School

where she is a theatre major. She dislikes any sort of exercise and even refuses to walk short

distances. She also dislikes any sort of attitude from anyone. When given any sort of attitude she

responds in and overly aggressive manner. Her parents are not nurturing people. Although they

have given her everything that she could ever want, they still do not treat her normally. Usually

parents will provide emotional support, assignment support, and in general a happy home

environment. Her parents do not provide this sort of environment as my uncle is never home, and

my aunt is always home, but always watching TV. She loves her two nieces who are two and

one. She often will play with them and build forts with them. Overall she has a poor attitude

towards anyone in the house and will often get upset if she does not get her way. She will often

involve herself in the affairs of others without them asking her to do so. She will often boss

around myself and her own parents so that she can get her way. She is also lazy, inconsiderate,

and chooses to do a lot of things for the sake of attention. She will often lie about her behavior to

relatives who do not live in the house. I refuse to disclose her name because the behavior I am

identifying is so negative. I also think that there are rules against it, but I cant be sure. I chose to

do this PEPSI about her because she is the only person I know from ages 6-18 that I can observe

on a regular basis. I also chose her because I can identify every part of the PEPSI with little

observation, since I have been observing her behaviors her entire life.
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PHYSICAL DEVELOPMENT

Her physical development is ahead of the usual development at this time. She is in eighth

grade, she is 55-56 and her bone and curve development is that of at least a high school
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sophomore. This can lead to irritation, awkwardness, or exclusion. Here is some evidence for

that. If physiological change is rapid the child will feel clumsy and awkward - may be

(Ellsworth, J. (n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html) Physically she is out of

shape, she is at risk for diabetes, (her mom made a failed attempt to get everyone on a diet) and

she looks to be lacking in hygienic care. Although she showers regularly and puts on deodorant,

brushing her hair and sometimes her teeth becomes a challenge in itself. Overall her physical

development is further along than someone of her age, but she has many physical issues that

need to be addressed.

Although my source says that girls will generally eat less, my cousin seems to be eating

substantially more. My source says that Girls also have a change in food consumption. A slim

body is a national mental picture and many girls embark upon poor eating practices interchanged

with crash diets and pills. (Ellsworth, J. (n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html) My cousin does not follow

these routines and is generally indifferent to her weight.

My assessment is that although being advanced in growth, her physical issues are actually

normal for someone her age at this point in time. Although thats not where anyone should be on

the chart, thats unfortunately where many children are. Although she is behind in the ability to

care for herself physically without someone having to tell her, she is in a normal category for

overall health, which is bad.

I am unsure about her hormones. I dont know if she has an abundance or if shes just not

a nice person, because she is grouchy a majority of the time and hormones rattling around all

over the place tend to make people unhappy. I dont know if her hormone levels are normal, I

just know that based on her behavior there could be an abundance, it would make sense since her
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physical development is pretty far along. Here is evidence that hormonal changes occur.

Hormones change the body's ratio of fat to muscle and providing of sense of strength.

(Ellsworth, J. (n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html) Her physical abilities are

lacking and are not at the level that they should be.

EMOTIONAL DEVELOPMENT

My cousin is far about where she should be with emotional development. She is currently

trying to form an identity and trying to be her own person. She often argues and yells at her

parents because she wants to do things her way and no other way. Although she has never been

punished severely for anything she has done and therefore lacks the idea of consequence for her

actions, she is still operating at a normal preteen level. She behaves in a way that she is
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desperately struggling for individuality. This is possibly the result of her parents having me

babysit her even though she is fourteen and can quite obviously take care of herself. They want

their parents to treat them differently, even though many parents are unwilling to see them in new

ways. (Slavin, R. E. (2015). Educational Psychology: Theory and practice. New Jersey:

Pearson Ch.3 pg.60)

She treats her parents like they are the scum of the universe. If they question her, tell her

to do a chore, or if they try to tell her that her behavior is wrong, she will get angry and shout at

them. She talks with a heavy attitude and lacks any sort of remorse for hurting her parents

feelings. This part of her emotional status is not normal. These outbursts are seemingly random

and a single phrase could set her off. At this point she will often tell her parents why what they

are doing is wrong and that she doesnt care that she hurt anyones feelings. Although her level

of attitude and individuality is normal, the behavior that is associated with that is far from it.

Based on her behavior I can deduce that it is possible that she has some form of emotional

disorder. Secondary school teachers should be sensitive to the stresses that adolescents face and

should realize that emotional disturbances are common. They should understand that depressed,

hopeless, or unaccountably angry behavior can be a clue that the adolescent needs help, and the

should try to put such students in touch with school counselors or other psychologically trained

adults. (Slavin, R. E. (2015). Educational Psychology: Theory and practice. New Jersey:

Pearson Ch.3 pg.63)

From my observations I can predict that she is in a state of moratorium. This would

explain her extreme frustration and the unbelievable treatment of people around her. Although

its possible that this could be attributed to an emotional disorder, this could also be simply a

matter of extreme frustration in the individual, but I highly doubt that is the case. Her behavior is
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far from normal and I will further discuss that in the philosophical section where morals are

discussed. Furthermore, I feel that a majority of the frustration comes from the pressure of the

identity she wants to form. She is going to school for theatre and its not a very practical job as

many do not make the cut. This could influence her to want to make a different choice. It doesnt

help that her mom pressures her with the idea of going into nursing. The subjects mom is a

Respiratory Therapist. Adolescents in a state of moratorium have begun to experiment with

occupational and ideological choices but have not yet made definitive commitments to either.

These individuals are directly in the midst of an identity crisis and are currently examining

alternate life choices. (Slavin, R. E. (2015). Educational Psychology: Theory and practice. New

Jersey: Pearson Ch.3 pg.61)

PHILOSOPHICAL DEVELOPMENT

My cousins philosophical development is sorely lacking. It is the area that she is the

most deficit. Her moral compass is so out of line that it bothers me. She hurts others without

feeling sorry, she screams and shouts at family members, and she spurts horrible insults with no

remorse. Somewhere along the line her perception of right and wrong became incredibly screwed

up. When a family member dies, she hardly becomes upset. Her mother is the same way, neither

of them seem to grasp these moral concepts of right and wrong, her mother is just better at

keeping her feelings to herself.

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My cousin is incredibly outspoken and therefore we can all see the problems that she has.

At this point in time she should be able to understand the stage three of the conventional level.

However based on my assessment of her she is only at stage two of the preconventional level.

The person is generally at stage three (Kholberg - good boy, nice girl), but the referent, or

people to please, shifts to peers more than the parent as the social authority. (Ellsworth, J. (n.d.).

Early. Retrieved April 30, 2016, from http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-

1-1.html)

Stage two of the preconventional level means that the child understands that what is right

is only what fulfills their self needs and occasionally the needs of others. This perfectly

illustrates my cousins behavior. Stage 2: Instrumental Relativist Orientation. What is right is

whatever satisfies ones own needs and occasionally the needs of others. Elements of fairness

and reciprocity are present, but they are mostly interpreted in a you scratch my back Ill scratch

yours fashion (Slavin, R. E. (2015). Educational Psychology: Theory and practice. New

Jersey: Pearson Ch.3 pg.54) I believe that this is the root of the problem. Because of her parents

lack of punishment for her actions she failed to see the consequences of being mean to others.

This created a chain of events that would ultimately cause her to be the person she is today. To

me this was an exciting discovery because I always wondered what was wrong with her and this

sheds some light on the situation. She is normal as far as the parameters of creating an individual

of herself goes,(The ideological pursuit for personal belief system is littered with parental

parameters and demands, peer belief and a sense of powerlessness to change life. (Ellsworth, J.

(n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html)

but not as far as the morality of her character goes.

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SOCIAL DEVELOPMENT

As far as social development I am uncertain. She is rude and unkind to others and

she does not understand the value of social identity at home. At school she seems like any normal

middle school student. She has friends and talks to them normally without the extreme rudeness

present at home. This provides me with choppy results. Although many students her age tend to

be more rude at home, its usually not to this extreme. For all intensive purposes I will say that

she is at the normal level socially because of her school interactions.

There is something that troubles me and that is that none of her friends are ever over nor

is she over there. It appals me that nobody even bothers to show up to her birthday parties even if

they live a further distance. Teenagers experiment with various sexual, occupational, and
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educational roles as they try to find out who they are and who they can be. (Slavin, R. E.

(2015). Educational Psychology: Theory and practice. New Jersey: Pearson Ch.3 pg.50) With

this piece of information I become worried. Although she is too young to be experimenting with

sexual roles, she should have different experiments with occupational and educational roles, but

she doesnt exhibit any of these traits.

This would leave me to believe that she is perhaps not at the level she should be at and

that maybe this exclusion is what causes her to be so coarse and rude. The stage V of Eriksons

psychosocial development is where she is socially. To answer it, adolescents increasingly turn

away from parents and toward peer groups. Erikson believed that during adolescence the

individuals rapidly changing physiology, coupled with pressures to make decisions about future

education and career, creates the need to question and redefine the psychosocial identity

established during the earlier stages. (Slavin, R. E. (2015). Educational Psychology: Theory

and practice. New Jersey: Pearson Ch.3 pg.50) As this says the subject should be doing all those

rebellious things and connecting with peers. Although she exhibits these characteristics,

something feels off about it because of the lack of social interaction she has outside of school.

My current conclusion is that she is slightly below where she should be socially. She

meets all of the individual needs, but is far behind in her interactions with other people. This

new sense of self or ego identity is not simply the sum of the prior identifications. Rather it is a

reassembly of an alignment of the individuals basic drives (ego) with his or her endowment )

resolutions of the previous crises) and his or her opportunities (Slavin, R. E. (2015).

Educational Psychology: Theory and practice. New Jersey: Pearson Ch.3 pg.50) This basically

sums up where my cousin meets the standards. She is very good at being individual, but not at

being social with her peers.

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INTELLECTUAL DEVELOPMENT

As far as intellectual development goes this is where my cousin is the most normal and

this is where she possibly excels. She is a smart student, but she is incredibly lazy so her grades

do not reflect her intelligence, just her work ethic. She gets decent grades for the most part

despite doing so little of the homework. Its almost unfortunate since she could be doing so much

better. I have never walked into her room and seen her doing homework. I have only ever seen

her on the computer. Her critical thinking is up to par and her ability to problem solve is

accelerated. During the initial period of early adolescence the child is too fractionated to really

add depth here. (Ellsworth, J. (n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html)

In this case my cousin actually gained substantial depth starting around this time. She

began to think critically and she continued to grow from there. However, her intelligence about
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the world around her is very disproportionate to her intelligence regarding school. Its normal

students her age to behave as though they know everything when we all know that they clearly

dont. Although her comments can be rarely insightful, most of the time they are just rude

comments about how what anyone in the house is doing at a given time is not as good as it

should be. I feel like this quote refers to this lack of outside knowledge. During the initial

period of early adolescence the child is too fractionated to really add depth here (Ellsworth, J.

(n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html)

This source also speaks about students developing talents around this time. My cousin

played instruments in sixth and seventh grade and has now moved on to theatrics. She never had

a goal in being a musician, she just liked that elective more than the other ones. Virtuosity

becomes possible for some. (Ellsworth, J. (n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html)
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GRAPH

In this graph I will be rating the children from 0 to 20 with 15 being the average for each

category. As you can see my cousin is below the spectrum in many places apart from Intellectual

development.
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RECOMMENDATIONS

P- My suggestions for physical development are to get her on a proper diet with the
occasional sweets, and to implement an exercise program, or at least make her walk to the store

and back every day. I would also recommend monitoring her eating habits via some sort of

camera when nobody is home.

E- My suggestions for emotional development are to get her to see a psychiatric professional
who can properly evaluate her problems and get her where she needs to be. Although this child

shows many normal attributes of a teenager her age, she shows a disturbing amount of anger,

lack of social skills, and lack of sympathy.

P- My recommendations for philosophical development are the same as the emotional

developments. This time the reason is different. In regards to morals she is operating on a stage
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two preconventional level of only caring about her needs. This is not where she should be at all. I

also recommend seeking professional help.

S- Her social development approaches levels of normalcy, but the way she treats her family is
too extreme to be considered normal behavior and so I will recommend once again psychiatric

help.

I- I recommend speaking to her teachers about a way to engage more in the students school
work. Like I said she is smart, but lazy, and to this I say that her parents should take initiative to

be more involved so that they are alerted when she has homework and when she should be doing

it. The reason I gave her a 17 is because I know that she can be that good, but at the same time

the reason I gave her a 17 and not a 20 is because she still lacks the not-so-advanced concept of

whats going on outside of herself.

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REFERENCES

(Ellsworth, J. (n.d.). Early. Retrieved April 30, 2016, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html)

(Slavin, R. E. (2015). Educational Psychology: Theory and practice. New Jersey: Pearson.)