CASE STUDY

POWERPOINT OF A
12 YEAR OLD CHILD
By: Megan Pabst
Introduction
This case study is focused around my younger sister, Hailey.
Age: 12 years old
School: Attends OCallaghan Middle and is in the 7 th grade
Enrolled in the iLearn Academy

Ethnicity: Caucasian
Socioeconomic Status: Middle Class
First Language: English
Number of times child has moved: 7 times
Parent Education Level: Mother- 10 th grade; Father- Graduated High School
Family Structure: Parents are divorced, both are now remarried. Per joint custody Hailey
spends half of the week at her moms, the other half at her dads and weekends are alternated.
Youngest of 4 sisters

Hailey was observed at my moms house when I stayed over for the weekend.
Observation
PHYSICAL
Hailey meets all of the milestones for physical development; however, she met these same
milestones physically from the time she was only 9 years old.
She is very physically mature and developed for her age; some physical features and shapes
are more defined than younger maturing girls.
Her sexual desires, activity, and interest in the opposite sex do not entirely match the
sources; she is not interested in boys quite yet.
Exercise is included in her everyday activities; she participates in dancing and cheerleading.

EMOTIONAL
Hailey is constantly is concerned with her image and the way she looks, as well as being self-
conscious about how developed she is compared to her friends and peers.
Emotionally she worries about grades and school work, as well as being popular and being
liked by her classmates.
Angry and defiant with her parents, more so toward her step parents.
Shows parents less affection and prefers to only be around her sisters.
According to University of Washington Child Development Guide, she does not have any
indicators of a developmental lag.
Observation (continued)

INTELLECTUAL
Hailey is extremely intellectual and has been placed in all advanced classes at the
middle school she attends.
She always focuses on her school work and makes sure she has good grades.
She is planning the future already by deciding what she wants to do as her future
career choice, and where she wants to go to college.
Thrives on arguments and discussions.

SOCIAL
Hailey has been disconnecting more and more with her parents, and enjoys
spending more time with her older sisters and friends.
Her friend group is small for the most part; she only hangs out with 2 or 3 girls.
She is not interested in the opposite sex quite yet, and prefers to have more
relationships with the same sex.
She is highly influenced by her peers and what kids her age are doing, how they
are dressing and looking, etc.
Observation (continued)

MORAL
Hailey knows right from wrong in most situations; however in some instances
she acts like she does not.
Her values have increased over time and she is becoming more mature with
age.
She is concerned about the fair treatment of others and tries to always make
sure other feel comfortable, even if that puts her out of her comfort zone.
She tries to arrive at decisions alone as well and be as independent as she can.
Hailey is reasonably thoughtful as well.
Overall, her morals are still evolving and growing but she is a very well-rounded
young woman.
Psychologists' Theories

Piaget's Cognitive Developmental Theory

Jean Piaget was a psychologist who developed the cognitive developmental
theory that human beings are born with tendencies to organize and adapt.
(Snowman & McCown, 2013, 23).
This theory is broken up into three categories: organization, schemes, and
adaption.
Piaget also believed that people are driven to organize their schemes to achieve
the best adaption to their environment. This process is called equilibration,
which is how people balance the way they experience and think about the
world.
Hailey appears to meet Piagets cognitive developmental theory. She uses
organization adaption frequently and is in the Concrete Operational Stage of her
life.
She is able to understand logic-based tasks, and is also included in the
classroom. Her performances in school reflect these, because of her grades and
positive feedback from her teachers.
She is capable of decentration, can ask questions and conduct simple
Psychologists' Theories (continued)

Vygotsky's Cognitive Developmental Theory

Vygotskys cognitive developmental theory is often referred to as a sociocultural
theory because it maintains how we think is a function of both social and cultural
forces. According to Vygotsky, the most important thing cultures pass down to
members are psychological tools. (Snowman & McCown, 2013, 32).
Vygotsky also believes that social interaction is the primary cause of cognitive
development. In Vygotskys theory he also discussed how instruction is
approached in a classroom affects cognitive development.
Hailey meets Vygotskys cognitive developmental theory because her social
interactions and cultural background influences her cognitive development.
Her social interactions with her family, classmates and teachers impact her
positively because the majority of them are intellectually advanced.
her zone of proximal development has matured with her educational
experiences.
Psychologists' Theories (continued)

Ericksons Psychosocial Development Theory

Erikson psychosocial development theory covers the psychological growth
from infancy through old age, thus being able to draw out instructional
implications for every level of education. This theory also highlights the
important role that cultural goals, aspirations, expectations, requirements, and
opportunities play in personal growth. (Snowman & McCown, 2013, 17).
Another crucial part of Eriksons theory is the psychological crisis which is when
ones personality develops due to a crisis or turning points.
Hailey has dealt with a few psychosocial crisis during her adolescent stage
already, including her parents divorce and also being cyberbullied so badly her
life was in danger.
Hailey is at the end of the stages of Industry versus Inferiority and Identity
versus Role Confusion.
When her work is criticized she does feel inferior. However, she is able to pick
herself back up and correct what she needs to.
She has no clear concept of appropriate behaviors and how others will react to
them; she most of the time acts and reacts to how she is feeling.
Psychologists' Theories (continued)

Kohlbergs Moral Development

Kohlberg believed that moral reasoning proceeds through fixed stages and
moral development can be accelerated through instruction (Snowman &
McCown, 2013, 41).
Kohlberg also believes that there are six stages to moral reasoning:
1. Punishment-obedience orientation
2. Instrumental relativist orientation
3. Good boy-nice girl orientation
4. Law-and-order orientation
5. Social contract orientation
6. Universal ethnic principle orientation
Hailey partially meets Kohlbergs moral development because she has only
encountered four of the six stages of moral reasoning.
Hailey has encountered steps 1-4 from the time she was a young child until
present day.
She has not yet encountered stages five and six.
Psychologists' Theories (continued)

Snowmans General Characteristics

The term adolescent begins being used for middle school aged children, ages 11, 12, and
13. At this stage in their life, during middle school, children transition in multiple ways
including biological, cognitive, social and emotional.
This is also the stage where children develop interpersonal reasoning which leads to
understanding the feelings of others. The desire to conform also reaches a high during this
time.
Adolescents can become very moody, anxious, depressed and have low levels of self-
confidence. (Snowman & McCown, 2013).
Hailey meets all of the characteristics for a normal middle school student. Physically is the
only area she might excel in, because she is very developed for being so young however she
might just be an early-maturing girl.
She is very social and also completely capable of understanding others feelings.
She wants to be just like all of her other peers and will try to dress and behave like others.
One little hiccup can ruin her whole day, and the traditional behavior of a child this age is
that storm and stress is exaggerated.
She is extremely intelligent but does need the supportiveness in her life not only at school
but at home as well. Self-efficacy has influenced her in a positive way.
Recommendations

PHYSICAL
Hailey is reaching physical and sexual maturity. From the Child Development
Guide, the recommendations are to:
Explain to Hailey what is happening
Discourage comparison with peers, but be aware of problems of late maturation.
As Haileys older sister, I can talk to her about my experiences and help her understand.
Hailey is beginning to get acne, oily skin and oily hair. From the Child
Development Guide, the recommendations are to:
May need special diet and/or medication to treat acne.
Assure teen that it will clear up eventually.
Hailey is concerned with her appearance. From the Child Development Guide, the
recommendations are to:
Comment favorably on youth's concern with appearance.
Recommendations (continued)
EMOTIONAL
Hailey commonly sulks; directs verbal anger at authority figure. From the Child Development
Guide, the recommendations are to:
Accept feelings and expect respect for your feelings as well.
Hailey worries about grades, appearance, and popularity; is withdrawn, introspective. From
the Child Development Guide, the recommendations are to:
Don't dismiss youth's concerns; provide accurate feedback.

INTELLECTUAL
Hailey thrives on arguments and discussions. From the Child Development Guide, the
recommendations are to:
Don't let discussions become arguments; don't put down the youth's ideas.
Hailey is increasingly able to memorize; to think logically about concepts; to engage in
introspection and probing into own thinking; to plan realistically for the future. From the
Child Development Guide, the recommendations are to:
Encourage exploration of thought and deed; provide books, library card, etc.
Needs to feel important in world and to believe in something. From the Child Development
Guide, the recommendations are to:
Encourage youth to join causes, attend religious and community groups, etc.
Recommendations (continued)

SOCIAL
Hailey withdraws from parents, who are invariably called "old-fashioned. From
the Child Development Guide, the recommendations are to:
Don't feel hurt or take it personally. Remember you are still important, but not in the
same way that you were.
Hailey usually feels parents are too restrictive; rebels. From the Child
Development Guide, the recommendations are to:
Set clear, firm, but flexible limits.

MORAL
Hailey knows right and wrong; tries to weigh alternatives and arrive at decisions
alone. From the Child Development Guide, the recommendations are to:
Facilitate youth's decision making.
Hailey is concerned about fair treatment of others; is usually reasonably
thoughtful; is unlikely to lie. From the Child Development Guide, the
recommendations are to:
Demonstrate respect for youth as an emerging adult.
Summary

Hailey, my 12 year old sister, is undoubtedly on track on track for each section
of the PRISM development according to what I observed.
Hailey is on track with the theories of Psychologists Piaget, Vygotsky, Erikson,
Kohlberg, and Snowmans General Characteristics.
My recommendations were from the University of Washington Child
Development Guide.
If I were to make my own recommendations, I would give the exact same
recommendations that were listed. I believe a few are somewhat common
sense, however I think these recommendations can be vital to an adolescents
teen years.
References

Center for Disease Control and Prevention. (2017). Child development:

Young Teens (12-14 years of age). Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/adolescen
ce.html
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/cdevguid/cdg14
.htm