CASE STUDY OF A CHILD AGE FOURTEEN

ELISABETH MEYERS
EDU 220
PHYSICAL – TYPICAL BEHAVIORS

• Increase in height, weight, & strength

• Appearance of acne
(Medline, 2017)

• Maturing physically (breasts for females & genitals/voice change for

males) & sexually (menstruation for females & nocturnal emissions
for males)
• Growth of body hair (including facial hair for males)
• Growth spurts peak at 11 ½ for females & 13 for males
(Washington, 1993)
PHYSICAL – TYPICAL DEVELOPMENT ACCORDING
TO SNOWMAN

• For females, peak growth is at age 12, adding 14 pounds & 3 inches.
• For males, peak growth is at age 14, adding 16 pounds & 4 inches.
• About 16% of highschoolers are overweight & 13% are obese.
• Adolescents tend to become sexually active during high school.
(Snowman, J. & McCown, R., 2013)
PHYSICAL – CHARACTERISTICS IN OBSERVED 14-
YEAR-OLD

I observed a 14-year-old boy in 9th grade who is showing signs of

typical physical development. His voice has changed and he is a
good height for his age. He also eats primarily healthy foods, gets
8-10 hours of sleep each night, and exercises regularly.
He is underweight for his age and height, but his family is aware
of this and has found a medication that helps with growth and
weight gain.
PHYSICAL – DEVELOPMENT RECOMMENDATIONS

• As puberty can cause teens to feel awkward & self-conscious, give

emotional support & privacy to help them be more comfortable in
their body. (Medline, 2017)
• Explain the changes happening to their body & provide information
on sexual activity, including STDs. (Washington, 1993)
• Teens need more food than when they were younger in order to
support their rapid growth. (Washington, 1993)
EMOTIONAL – TYPICAL BEHAVIORS

• Self-conscious & tend to worry

• Tend to be reserved & reflective at times
• May have negative attitude toward authority
(Washington, 1993)

• Doubt or boastfulness in abilities

• May become passive-aggressive, which can hinder honest and open
communication
• Seek independence
(Child Development Institute, 2015)
EMOTIONAL – TYPICAL DEVELOPMENT
ACCORDING TO SNOWMAN

• Emotional disorders tend to appear during the late teen years, with
eating disorders being most common for females and depression
being most common for all teens.
• If depression is extreme, suicide may be contemplated or attempted.
• 20-38% of students had either smoked, engaged in binge drinking, or
used drugs at least once.
(Snowman, J. & McCown, R., 2013)
EMOTIONAL – CHARACTERISTICS IN OBSERVED 14-
YEAR-OLD

• The boy I observed exhibits many of the common behaviors for

his age group. His has become much more withdrawn and
reflective in the past few years than when he was younger. He
doesn’t worry about most things, but tends to doubt his
abilities rather than overestimate them. He doesn’t feel peer
pressure to change who he is, and has remained respectful and
obedient of authority.
EMOTIONAL – DEVELOPMENT
RECOMMENDATIONS

• A “positive family environment” & open communication provides support

for teens and their varied emotions. (Child Development Institute, 2015)
• Validate teens’ concerns or feelings; give advice & feedback without
judgement. (Washington, 1993)
• Set limits when it comes to independence, but view it as a normal desire;
let the child negotiate rules when appropriate. (Medline, 2017)
• Discipline appropriately, without negative emotion. (CDC, 2017)
INTELLECTUAL/COGNITIVE – TYPICAL
BEHAVIORS

• Able to think logically & reflectively

• Better memorization ability
• Able to plan for long- & short-term goals
• Enjoy discussion & debates
• May need a cause to believe in or a reason to feel important
(Washington, 1993)
INTELLECTUAL/COGNITIVE – TYPICAL
DEVELOPMENT ACCORDING TO PIAGET
& VYGOTSKY

• The last stage in Piaget’s development theory, “formal operations”,

involves grasping abstract concepts, using complex language like
metaphors & sarcasm, & applying solutions more generally rather
than case-by-case.
• Vygotsky’s “theory of cognitive development” suggests that our
thought processes & values are shaped by our culture. Through
social interaction, we learn how to think & behave.
(Snowman, J. & McCown, R., 2013)
INTELLECTUAL/COGNITIVE – CHARACTERISTICS IN
OBSERVED 14-YEAR-OLD

• He exhibits advanced planning skills, especially in Civil Air Patrol. He

enjoys debating, often playing devil’s advocate just to see what
response he’ll get. He loves sarcasm and puns. Though he wants to
get a “real” job eventually, he enjoys being industrious through
chores and serving in church. He has participated in community
outreaches such as trash pickup, disaster relief, and food drives. Both
parents and grandparents are positive social/cultural influences for
him.
INTELLECTUAL/COGNITIVE – DEVELOPMENT
RECOMMENDATIONS

• Discuss topics rationally & openly with teen, but don’t let debates
turn into arguments.
• Suggest books & ask for their opinions to encourage deep thought.
• Encourage teen in their community service activities. (Washington, 1993)
PSYCHOSOCIAL/SOCIAL – TYPICAL
BEHAVIORS

• Begin to withdraw from parents & rebel against restrictions

• Boys may start to resist affection
• May start to find younger siblings annoying
(Washington, 1993)

• Peers groups become more important & influential on appearance

choices, behaviors, hobbies
• Peer relationships expand to include romantic relationships
(Medline, 2017)
PSYCHOSOCIAL/SOCIAL – TYPICAL DEVELOPMENT
ACCORDING TO ERIKSON & MARCIA

• Highschoolers go through the “identity vs. role confusion” stage of

Erikson’s theory. The goal is to gain a clear idea of appropriate
behaviors, to integrate into adult society, & to establish identity.
• Marcia’s 4 identity statuses involve varying levels of maturity,
experience, independence, & commitment. The more mature
statuses are rare in young teens, making the less mature statuses
(identity diffusion & foreclosure) more likely for this age range.
(Snowman, J. & McCown, R., 2013)
PSYCHOSOCIAL/SOCIAL – CHARACTERISTICS IN
OBSERVED 14-YEAR-OLD

• This 14-year-old boy has not begun to rebel against parents, and in
fact has deep respect for them. He shies away from affection and
finds his younger siblings annoying, but enjoys time with his older
brothers. He says “I don’t have any friends” and spends most of his
time with family, but socializes with others his age through Civil Air
Patrol and church activities. His uncertainty of future goals and
inexperience likely places him in the “identity diffusion” status.
PSYCHOSOCIAL/SOCIAL – DEVELOPMENT
RECOMMENDATIONS

• When teens start to resist affection, tone it down but don’t stop
offering it. Respect the distance the teen may wish to create.
• Respect the teen’s desire to separate from younger siblings.
• Encourage your child in seeking social activities & don’t undervalue
their need for friends. (Washington, 1993)
MORAL/CHARACTER – TYPICAL BEHAVIORS

• Know the basics of right from wrong & attempt to discover answers
on their own
• Considerate & concerned with justice
• More likely to tell the truth than to lie
(Washington, 1993)
MORAL/CHARACTER – TYPICAL DEVELOPMENT
ACCORDING TO KOHLBERG

• Kohlberg’s stages of moral reasoning start at age 8 and go through

adulthood. Stages 3 & 4 start around age 10, so a 14-year-old is likely to be
between stages 4 & 6.
• Stage 4 is termed “conventional morality” as it views laws as what keeps
our society together.
Stages 5 & 6, “postconventional morality”, looks outside the box & makes
the best judgement based on circumstance.
(Snowman, J. & McCown, R., 2013)
MORAL/CHARACTER – CHARACTERISTICS IN
OBSERVED 14-YEAR-OLD

• I asked this boy what his definition of the law is, and he said plainly,
“To keep order.” At the same time, he believes there are instances
when there is a good reason to steal or lie. He still looks to older
siblings and adults for guidance, but tries to find the right answers
on his own first. He prefers situations that are fair and equal to
everyone involved.
MORAL/CHARACTER – DEVELOPMENT
RECOMMENDATIONS

• Teens with developing moral character need opportunities to make

decisions. Respect their decisions as they exercise independent
thought. (Washington, 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 guide: twelve to fifteen years.
Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg14.htm