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Ryan Martorello

Edu 220
Rory Martorello is my brother and he is the middle child in the family he is currently 18 years

old and I have been there for a majority of his high school career and watched him grow up

throughout high school. He was the sports jock in the family, but also a gamer.
My brother as a freshman and beginning year of sophomore year has always been a stocky big

dude. His voice started to develop noticeably as soon as he entered into high school. My brother

was about 57 entering into high school, he was big but not in the physically active way. He had

gained more fat on him then muscle and tone. Even though he played football and had a lot of

physical exercise, he didnt practice nutrition. As nearing the end of his sophomore year entering

into his junior year, he started growing and had had a growth spurt which shot him up to about 6

tall. My brother reached a height of 61 nearing the end of his senior year. So to be accurate to

the book, he is still continuing growth after his high school years. The book states that with

males initiate in sexual activity with low educational goals and below average grades are more

likely to engage in sexual intercourse (Snowman; McCown, 2015, Pg. 101). This happened with

my brother although, he was a high proficient academic student. I noticed by living with from

living with my brother through his 12th grade year that he was engaging in sexual intercourse

from talking with him about it. From this website, it states that adolescents sleep patterns are

become off balance because of high school schedules. My brother agreed with me that he always

would be tired because of the multiple class courses he would always have to make sure all his

work was done for it which would keep him up past regular sleep times.
During my brothers early years in high school, he was not too focused on the aspect of feeling

the emotional side of things when most teenagers become aware of when interacting with other

people. He was more introverted as a young adolescent entering in high school. He would mainly

interact with friends that he was comfortable around at school and then interact with them on the

XBOX gaming console at home. As he progressed through his high school years in junior and

senior year He became more active emotionally with girls and what is known as drama in high

school. During his junior to senior year, he was with this girl and that had brought out the

emotional side to him. Feelings of happiness and depression he had told me about during his

relationship. The most critical part of him experiencing depression was him and her breaking up.

The symptoms the book states of a depressed individual involving moodiness, social isolation,

and fatigue where really affecting him (Snowman; McCown, 2015, Pg. 105). There were times

where he would go to school, and then come and go straight to his room and sit there all day on

xbox or sit in silence in his room or just sleep to get the days by. From the site I found called

from ParentFurther, my brother also mentioned during the time period of his junior and senior

year, he noticed that he never wanted to interact with our parents about emotional issues, he only

sought in interaction with his close friends (ParentFurther, 2015 Para 9).
It seems that my brothers philosophical development developed in an easy understanding of

many things. He would always question everything that was asked him because if he saw

something unfit or unfair to a situation, he would always question why this is preferred to do it

that way. Although my brothers mind was increasing at a fast rate, he also would have a childish

mind in certain aspects, but that is almost everyone. No teenager wants to just have adult

outlooks on everything. In this text, People in Piaget's stage of formal operations can engage in

hypothetical-deductive reasoning. They can think in terms of possibilities, deal flexibly with

problems, and test hypotheses (Papalia; Olds; Feldman, 2005, Para 15). My brother always liked

to use this type of reasoning for a bunch of scenarios as he was growing up. His philosophical

development appeared to increase as he grew up. My brother did not have really anything else to

say involving his philosophical developing mind.

Rorys Social skills were always prominent. He was always a social butterfly and always would

love engaging in conversations with people. His social development throughout high school was

mainly influenced by his peers. Which is what the book states under social characteristics that

adolescents are more influenced of what they are into from friendships of their peers instead of

from family influences (Snowman; McCown, 2015, Pg. 103) From this article I found, it states

that for more important issues, adolescents seek guidance from parents more than peers (Caskey,

Anfara Jr., 2014, Para 21). I asked him this and he agreed that to the more important side of

situations, he would consult our parents rather than go to the peers because they could of some

knowledge on the situation, but parents and older individuals will have already experienced it

most likely and can provide better judgement. Another social characteristic my brother did not

really experience was a form of anxiety. He did not really care to be fascinated or to be liked by

everyone he came into contact with. He only cared about who he was close with to be fond of

him. The book states that girls are more likely to experience jealousy, anxiety, and conflicts

regarding friendships than boys (Snowman; McCown, 2015, Pg. 103). From the statement above,

he accurately agreed that friendships come and go, so always stay true to the ones that are there

for you and not the ones that often seek materialistic value from you. His social development

started decreasing as he grew up he said because the older he got, the less he cared what other

peoples words were said to him

My brother has always had such an intellectual mind as he was growing up. So I asked him what

he would consider himself relating to Gardners Intelligence categories. He said that he would

classify himself in his strong suits as a Logical-mathematical, Bodily-Kinesthetic, and

Intrapersonal (Snowman; McCown, 2015, Pg.125). I agreed with him when talking to him about

it. His strong suits were always math in high school, he was an athlete all throughout high

school, and whenever he was posed a personal question, he would always fire back with the most

detailed knowledge he could have. Technology is a good resource for my brother as well because

he will search the internet about something to confirm what he is stating is correct if someone

doubts him. In the book, Robert Sternberg states that technology can enable people to better

develop their intelligence (Snowman; McCown, 2015, Pg.128). I asked Rory this and he believes

that this is correct. He said that technology has a lot of valuable information on it and if you look

in the right places you will find fascinating facts and information that will better your


This graph is recorded to see at what point of my brothers

developments in each area were at their peak point.
From evaluating my brother, I would say that he developed rapidly in some areas,

but when encountered in the one section of emotional development. He didnt

really have much experience in the dating field so that one relationship he had

traumatized him. I would recommend for parents that if their kid would like to start

dating and starting reaching out the opposite sex because this can allow them to

learn if any bad situations were happening and also teach them life lessons at this

young age. Although, they should be monitored if they are allowed to date while in

high school. One recommendation my parents always enforced on me was, as long

as I lived in their house under their rules, I followed everything they had to say.

For educational purposes, teachers could use this PEPSI model as a quick brief

evaluation of students in their classroom to determine who will need some extra

attention in the classroom


Snowman, J., & McCown, R. R. (2015). Psychology applied to teaching. Australia: Cengage

Ages 15-18: Developmental Overview. (2015, March 26). Retrieved May 14, 2017, from

Caskey, M., & Anafar Jr., V. A. (2014, October). Developmental Characteristics of Young
Adolescents. Retrieved May 14, 2017, from

Papalia, D. E., Olds, S. W., & Feldman, R. D. (n.d.). Physical and Cognitive Development in
Adolescence. Retrieved May 14, 2017, from