PEPSI Screening

PEPSI SCREENING

EDU 220

Katheirne Kirk

College of Southern Nevada

05/03/18
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Biography

Born in Las Vegas Nevada on August 11, 2002, Emily Elizabeth Abler is the oldest

daughter of Jared and Annie Abler. She has one younger sister Ella Evelyn Who is 13

years old. The Abler family plus dog Samuel live in a two-story house in Summerlin, Las

Vegas Nevada. Dad, Jared works for the hospitality industry on the Las Vegas strip. While

mom, Annie is preschool teachers at the same private school both Emily and Ella attend.

Emily is one of the 45 students at her school, which make up the class of 2019. She

has gone to school with most of if not all the students since kindergarten. This makes her

“world “a little smaller than most. Although her family is well off, she isn’t in the upper

class like most of the students she attends school with. According to her parents, Emily has

become more and more materialistic as she grows older, causing her parents to tell her that,

“She must work hard to achieve her goals and that nothing in life will be handed to her.“

Emily dreams of attending UCLA to become an orthopedic doctor, although she is

an average student she hopes her extracurricular activities and personality will separate her

from the crowd. Emily is a sweet, caring and daring girl who loves to play volleyball swim

and dance. Participating in Her school’s volleyball swim and dance team. She enjoys

participating in theater and can’t wait to travel around the world. She is well liked by her

classmates and her teachers.

Emily is a member of generation Z, Also known as the iGeneration. Born at the

climax of both technology and Internet, this generation is known to be less physically

sociable, is capable of multitasking and a group of people who don’t really want to work
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but will have to in order to survive. (Correia, 2017) as with all stereotypes, there are

exceptions. Through the Pepsi screening which charts the five areas of: physical,

emotional, philosophical, social and intellectual growth it will be determined if Emily is a

rule or an exception.
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Physical Development

From the moment we are conceived to the day that we die we are changing

physically. Between the ages of 11 and 17 physical changes are accelerated and occur

more often. Bodies begin to change as they respond to growth and sex hormones (Marfina,

2015). Emily entered puberty around the age of 12, which is earlier than her classmates. At

the age of 13 she started to gain a womanly shake and begin menstruating. Today, Emily

has grown to 5’2” and 149 pounds. Emily is physically average according to Laura

Reynolds:

Average weight for 16-year-old girl range from 195 LBS at the 3rd percentile, 185

LBS at the 97 percentile. Average height range from 5 feet to 5’9”.”

Although Emily falls on the shorter and heavier side of average she appears to have

great physical stamina. Those few extra pounds, “just are a part of who I am.” She says, “I

am working hard at swim, dance and volleyball as well as eating less junk to lose them so

I can be my best self. “Since Emily matured and hit puberty at a younger age than her

classmates she feels she understands her body a lot better than her peers. Although her

body will continue to change Emily has reached her adult body (education, 2017). Emily

wishes she was a little taller but realizes that there’s nothing she can do but love herself.
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Emotional Development

Late adolescence is it challenging to vent to mental. Marked by an increase in both

the incidence and prevalence of internalizing disorder. Problematic relational

patterns both within and outside of the family have repeatedly been identified as

precursors to depression. (Chango, 2012)

Disorder as defined by the dictionary is a “state of confusion”. Internalizing these

confusions or problems that young teens face from peers, elders, social media and with in

themselves can lead to depression. In 2010 nearly 2000 youth age 10 through 19 died by

depression by suicide (Strunk, 2014). Emily contemplated suicide in 2015 at the age of 14.

She was internalizing the comments made to her by her classmates and then accidentally

reinforced by the media, about how she should look. As with most people suffering from

the depression Emily felt ashamed and would not/could not ask for help (Wedam,2012).

Emily held onto this idea for about one year until finally “word vomited “it out.

Annie said, “It was a scary, we were in the middle of a discussion about her weekend plans

and she just took a deep breath and “vomited“ all of her feelings about herself, what her

peers were saying and what she had seen on TV.” Since than Emily has seen a counselor.

After a little more than a year of sessions, Emily feels that she has grown to love herself

and rely on these people who want to lift her up. Giving her their positive and constructive

advice about herself. She still has your bad days, but they are far and few in between.

Emily it seems will become a very emotionally strong person that is responsible and knows

her strengths, weaknesses and limits.

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Philosophical Development

A paper published in the Journal of Pan African Studies says:

Virtually all humans in every clime believe in some sort of the sacredness and

dignity of human life, and this is why the instinct of self-protection and the desire

for the promotion of self-comfort is almost natural in all human being (Obioha,

2014).

Philosophical Development or as we should call it “ Moral” or “Behavioral”

development is always changing through out childhood. Children learn what is right and

wrong from their parents’ perspective, and from the environment in which a child live

(Stolz ,2015). Every culture, has a different moral compass and at a certain age a child

must be comfortable enough in its own environment to find out where they get their truths.

This is Jean Piaget would call Formal Operations.

“The final stage of Piaget's theory involves an increase in logic, the ability to use

deductive reasoning, and an understanding of abstract ideas. At this point, people

become capable of seeing multiple potential solutions to problems and think more

scientifically about the world around them. Begin to use deductive logic, or

reasoning from a general principle to specific information.(Wadsworth, 2004)

Emily is able to make a decision with and idea about what the outcome will be. She

is very thought oriented and will not usually make a “move” without really thinking about

it, often asking for advise from both her peers and adults. She does not want to be careless,

but in the end knows she is responsible for her own actions. Her moral compass comes

from her personal relationship with Jesus Christ. Emily accepted Christ into her life shortly
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after her contemplation of suicide and invitation to a church from a friend. She used this

time in her life to stop and question what is her purpose. Since then she uses deductive

logic and reasoning from the bible and her leaders at church to discover what is right and

wrong. Emily says her parents where a great influence on her. Teaching her that, “ It’s not

what you say, it’s how you say it. And you need to be aware of how your actions affect

other people.”
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Social Development

Being social in 2018 is different from it was 15-20 years ago.

“For many teens, meeting in person is not a prerequisite for being considered a

friend. Online connections have provided a socially accepted platform for teens to

form friendships. More than one-third of teenshave friends whom they've never

met in person, but have only "talked to" online. However, most teens use the

Internet to augment relationships they have in the "real" world.” -

PR Newswire(2006).

Being able to have friends all around the world and being able to talk to them daily

has changed the way we must think about a social development in teens. Staying home on

a Friday night to video chat a friend while watching a movie is perfectly normal. 15-20

years ago, staying home in your room either meant you were grounded or you weren’t very

social.

Many parents of 16-year-old teens worry that their social and emotional

development is too fast or not fast enough. Emily seems to be on the not fast enough.

Although she has many friends and is well liked at school her social development is week,

Emily’s best friend lives in Florida, she moved there two years ago. They text and talk on

the phone a lot, and if she is not playing a sport she is at home doing homework or

watching tv and movies on her computer. An article by Thomas Berndt (2002) describes a

high quality friendship as being characterized by pro-social behavior, intimacy, and other
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positive features, and low levels of conflicts, rivalry, and other negative features. Emily

does not go out on weekends, except to go to church. Even their she doesn’t really talk to

her peers. She is interested in boys but doesn’t want to date anyone at her school. As she

goes to such a small school and has had the same friends for years, she feels no need to

venture out into the world and make new ones. She also is afraid that other people will not

like her.
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Intellectual Development

Intellectual development refers to the development of the cognitive process

(Loertscher, 2012). Emily like most 16 year olds have access to the Internet 24/7 and “ it

appears that having access to the internet affects how confident an individual is about her

or his own knowledge (Mills, 2016). People don’t really have to know anything of thing

for themselves because the Internet will do it for them. Emily, however seems to use her

own brain for reasoning and logic. She is a very good problem solver, and she is always

able to get out of something very fast. She has a good instinct of when things are wrong or

when she should get out of an uncomfortable situation. She uses all of her experience to

predict outcomes of her future.

She comes up with strategies and techniques to use on her own to carry out tasks

given to her. It is possible that her counselor has something to do with her advance

development. In Roaten’s article (2012) about school Counselors, we find that working

with adolescents using familiar literature is more effective with helping a teen grow

cognitively. Although Emily does not see the school counselor her counselor outside of

school has had Emily read a lot. Harry Potter is Emily’s favorite book. She believes that

this books have helped her to see, “all people are important, having a true friend means

you can face anything, loyalty is a must, be humble and share the credit, don’t judge a

book by it’s cover, ask for help, sometimes you fail and most importantly there isn’t

anything you can’t achieve as long as you don’t give up.” She credits her reading as the

reason that she listens to her instincts and can look at a problem from all sides.
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Graph

This graph shows where Emily lies in the developmental stages. Physical Development 17

years of age, Emotional 16 years of age, Philosophical 16 years of age, social 15 years of

age and Intellectual 17 years of age. This is just based off of what I have gathered from

observing her, the class required reading and all other references.

Recommendations for Teachers and Parents

Emily is a strong individual but still needs guidance and encouragement from her

elders and educators. She is capable of making decisions and responsible for them,

however should not always have to be. Her parents and teachers, as well as school
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administrators should help guide her path and help her evaluate if she is making a right

decision for her future endeavors.

Sometimes Emily can be a little difficult and stubborn but that should not halt her teachers

or parents from providing her with explanations about decisions that are about to be made.

With a lot of encouragement and exercise, her physical development will be

maintained. She could benefit from a dietary menu that would help her make good food

choices. She would also benefit from going to the gym and just continuing her athletic

endeavors like dance swim and volleyball. At times, within the emotional development

stage, Emily will need some counseling when feeling sad or depressed because she tends to

take everything to heart and has a harder time regrouping. She will need advice from her

parents and teachers with the same experience scenario. As for Emily’s social

development. Her parents should help her get out their more. Finding activites or classes

away from her school that Emily might be interested in. Emily’s education; in the

intellectual development stage, she is working hard and should continue to be encouraged

to do so. It seems that she is a fighter that might fall at times, but can always lift back up

and work hard. This type of student should be celebrated and cheered on. She is a

wonderful girl and will flourish and do well with the right guidance and a reasonable push

here and there

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References

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Cognitive Development: Formal Operational Perspective of Piaget's
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Berndt, T. (2002). Friendship Quality and Social Development.

Current Directions in Psychological Science, 11

Chango, J. M., Mcelhaney, K. B., Allen, J. P., Schad, M. M., & Marston, E.
(2012). Relational stressors and depressive symptoms in late adolescence:
Rejection sensitivity as a vulnerability. Journal of Abnormal Child
Psychology, 40(3), 369-79.

Correia Barreiro, S., & Bozutti, D. F. (2017). Challenges and Difficulties to

Teaching Engineering to Generation Z: A Case Research. Journal Of Educational
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Disorder. 2011. In Merriam-Webster.com. Retrieved May 1, 2018, from

https://www.merriam-webster.com/dictionary/disorder

Education (2017). Education Business Weekly Nov.

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Hunt, h. T. (2016). ''The heart has its reasons'': transpersonal experience as

higher development of social-personal intelligence, and its response to the inner
solitude of consciousness. Journal of transpersonal psychology.

Loertscher, D. V., & Marcoux, E. ". (2012). Voya's Guide To

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Marfina, o. (2015). Comparative analysis of physical development of children, teen-agers

and youth from different countries at the end of the 1990s - the beginning of the
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Mills, K. L. (2016). Possible effects of Internet use on cognitive

development in adolescence. Media and Communication

Obioha, P. U. (2014). A communitarian understanding of the human person as a

philosophical basis for human development. Journal of Pan African Studies.
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PR Newswire (2006). Teens set new rules of engagement in

the age of social media; generation redefines friendship as virtual communication
plays increasingly important role in relationships.

Reynolds, Laura (2017). “ The Average Weight & Height for a 16 Year Old.”

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curriculum utilized with high school special education population