Case Study of

Child age 15
By: Jalexis Evans 
EDU 220-1002
 BRIEF OVERVIEW OF 15-YEAR-OLD CHILD’S
DEVELOPMENT IN DEVELOPMENTAL AREAS
Physical Development Emotional Development
• Rapid increases in height, weight, and strength • Commonly sulks

• Mature physically and sexually. • Worries about school grades

• Acne • Worries about appearance and popularity

Cognitive/Intellectual Psychosocial/Social
Development Development
• Thrives on arguments and • With drawls from parents
discussions • Shows low affections
• Memory becomes stronger • Want more friends
• Needs to feel important to the • Needs to be popular
world. Moral/Character/
Philosophical Development 
• Knows right and (University of Washington, 1993)
wrong
• Believes in fair
treatment
Physical Typical Behaviors
• Larger appetites
• (University of Washington, 1993)

• Insecurities build
• (University of Washington, 1993)

• Gets Comfortable with their body and sexual feelings

• (Medline, 2017)

• Awkward Stage in appearance and Physical coordination

• (Medline, 2017)

• Separate from Parents to find Identity

• (Medline, 2017)
Typical Physical Development
Level According to Snowman
• " Most students reach physical maturity and virtually all attain puberty." This
means females height will be reached and boys may continue to grow a bit
more, acne may be at its peak.
• (Snowman, J. & McCown, R., 2015, pg. 101)

• "Most adolescents become sexually active, although long term trend is down."

This may mean during this age they may start engaging in sexual activities. 
• (Snowman, J. & McCown, R., 2015, pg. 101)

• "Although the birthrate for unmarried adolescents has fallen in recent years,

it remains unacceptably high, as is the rate of sexually
transmitted diseases." This means the birthrate before marriage is still high
meaning many people in high school get pregnant or catch STD's
• (Snowman, J. & McCown, R., 2015, pg. 102)
15-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)
• The 15-year-old I observed a head of many of the other
students when it came to puberty, he had a mustache, taller
than many other boys, and had a deeper voice.
• He cared about his physical appearance when it came to what
he wore and how he looked. He dressed nice to impress the
females in the room.
• His appetite was much more than females his age. During his
lunch he ate 2 burgers with 2 sides, while the girl ate one
burger. 
MEETS REQUIREMENTS!
PHYSICAL DEVELOPMENT
RECOMMENDATIONS 
• Provide more food.
• (University of Washington, 1993)

• Explain to child what is happening. Discourage comparison with peers but be

aware of problems of late maturation.
• (University of Washington, 1993)

• May need special diet and/or medication to treat acne. Assure teen that it will
clear up eventually.
• (University of Washington, 1993)

• Comment favorably on youth's concern with appearance.

• (University of Washington, 1993)

• Provide accurate information on consequences of sexual activity. Discuss birth

control and safe sex practices (HIV prevention).
• (University of Washington, 1993)
Typical Emotional Behaviors
• Accepts Feelings and Emotions
• (Washington, 1994)

• Commonly sulks
• (Washington, 1994)

• Worries a lot more

• (Washington, 1994)
Typical Emotional Development According
to Snowman
• Many adolescents experience psychiatric disorders that can cause
eating disorders, substance abuse, schizophrenia, depression, and
even suicide.
• (Snowman, J. & McCown, R., 2015, pg. 104)

• Depression may make them feel worthless and seem like they

loss control of life
• (Snowman, J. & McCown, R., 2015, pg. 104)

• Signs of suicide will be seen and cause them not to eat, loss

weight and/or be unable to sleep or sleep too much
• (Snowman, J. & McCown, R., 2015, pg. 105)
15-YEAR-OLD EMOTIONAL BEHAVIOR
CHARACTERISTICS (OBSERVATION)
• The child was often comparing himself to others and
questioned is self-identity
• He tends to worry more about things
• Seen being emotional as a sign of being weak if seen by
others
MEETS REQUIMENTS!
Emotional Development Recommendations
• Accept feelings and expect respect for your feelings as well.
• (University of Washington, 1993)

• Don't dismiss youth's concerns; provide accurate feedback.

• (University of Washington, 1993

• Establish and maintain satisfying relationships.

• (Center for Disease Control and Prevention, 2019)

• Teasing an adolescent child about physical changes is inappropriate.

It may lead to self-consciousness and embarrassment.
• (Center for Disease Control and Prevention, 2019)
TYPICAL COGNITIVE/INTELLECTUAL
BEHAVIORS
• Thrives for Arguments and Discussions
• (University of Washington, 1994)

• Able to Memorize
• (University of Washington, 1994)

• Needs to feel important

• (University of Washington, 1994)

• Reasoning ability and logic give a sense of pleasure.

• (Ellsworth, J. 1998)

• Systematic and sequential reasoning become easy and fulfilling

• (Ellsworth, J. 1998)

• Synthesis becomes easier and rewarding.

• (Ellsworth, J. 1998)
COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET & VYGOTSKY

Piaget Vygotsky
• "Capable of solving problems • Mediation occurs when
by systematically using someone who is more
abstract symbols to represent knowledgeable helps another
real objects." child's behavior and helps
transform it into internal and
• "Use complex language that symbolic representation means
forms proverbs, metaphors, the same thing to others.
sarcasm, and satire."
• (Snowman, J. & McCown,
• (Snowman, J. & McCown, R., R., 2015, pg. 43)
2015, pg. 43)
15-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (OBSERVATION)
• The boy I observed is very interested and fast at his Math
class, he always knows the answer when in his zoom classes
• Interested in the afterlife section when it came to discussing
it in his history class causing him to do research on beliefs of
afterlife.
• Became an active listen to understand what someone says.
He stated " I stopped talking a listen so I can understand
other people's point of view
COGNITIVE/INTELLECTUAL
DEVELOPMENTS RECOMMENDATIONS
• Don't let discussions become arguments; don't put down the
youth's ideas.
• (University of Washington, 1994)

• Encourage exploration of thought and deed; provide books,

library card, etc.
• (University of Washington, 1994)

• Encourage youth to join causes, attend religious and community

groups, etc.
• (University of Washington, 1994)

• Talk to youth about reading; offer suggested readings.

• (University of Washington, 1994)
TYPICAL PSYCHOSOCIAL/SOCIAL
BEHAVIORS
• Withdraws from Parents
• (University of Washington, 1994)

• Resist at showing affection to others

• (University of Washington, 1994)

• Annoyed easily by younger siblings

• (University of Washington, 1994)

• World of work becomes very real

• (Ellsworth, J. 1998)

• Looking for intimacy

• (Ellsworth, J. 1998)
TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO ERIKSON 
• " An optimal sense of identifying... is experienced merely as a
sense of psychosocial well-being"
• (Snowman, J. & McCown, R., 2015, pg. 31)

• Identity vs. Role confusion 

• Helps prepare for adulthood but will cause confusion to make sure
some react favorably.
• Curious to find a sense of stability 
• Self-Identity will still be developing
• (Snowman, J. & McCown, R., 2015, pg. 30)
15-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (OBSERVATION)
• Seems to prefer spending time with his friends rather than
family.
• Bases friends based off popularity. The more popular his
friends are the more he is known in his social life.
• Arguments with his brother often become physical, both are
similar in age.
• Moody child, seen as bipolar to his family due to his mood
swings
MEETS REQUIREMENTS
 PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS RECOMMENDATIONS
• The teenager's quest to become independent is a normal part of development. The parent should not see
it as a rejection or loss of control. Parents need to be constant and consistent. They should be available to
listen to the child's ideas without dominating the child's independent identity.
• Center for Disease Control and Prevention. (2017).

• Parents should be ready for and recognize common conflicts that may develop while parenting
adolescents. The experience may be affected by unresolved issues from the parent's own childhood, or
from the adolescent's early years
• Center for Disease Control and Prevention. (2017).

• Parents should know that their adolescents will repeatedly challenge their authority. Keeping open lines
of communication and clear, yet negotiable, limits or boundaries may help reduce major conflicts.
• Center for Disease Control and Prevention. (2017).

• Kids need their parents more than ever. Research shows that in a positive family environment, including
fun family activities, open parent-child communication, and encouragement to participate in positive
extracurricular activities, teens can navigate these years with relative ease.
• Center for Disease Control and Prevention. (2017).
TYPICAL MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS
• Knows right and wrong
• (University of Washington, 1994)

• Believes in fair treatment

• (University of Washington, 1994)

•  New meaning as a source of security and honor.

• (Ellsworth, J. 1998)

•  Begin to identify beyond adolescence and peerage to member of

community
• (Ellsworth, J. 1998)
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS ACCORDING TO KOHLBERG
• Level 2: Conventional Morality 
• Stage 3: Good-Boy Nice Girl meaning the right action is pleased or
impressed by others
• Stage 4: Law & Order orientation meaning rules must be established
and obeyed and must respect authority.
Children develop the understanding of what is right and wrong. They
will also try to avoid doing what people get into trouble for.
(Snowman, J. & McCown, R., 2015, pg. 61)
MORAL/CHARACTER/PHILOSOPHICAL
CHARACTERISTICS (OBSERVATION)
• Broke his mother's trust even knowing she would be upset with
the fact he did that. Shows he understands right and wrong. 
• When watching a show, he felt that the other kids were wrong
for bulling the other smaller child.
• Established his own likings and disliking's of himself causing
him to like certain things in other people. For example he told
me a story how he stopped being interested in a certain family
because of the way she treated others and him.
MEETS MILESTONES
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS RECOMMENDATIONS
• Facilitate youth's decision making.
• (University of Washington, 1994)

• Demonstrate respect for youth as an emerging adult.

• (University of Washington, 1994)

• Show them what is right and wrong

• (University of Washington, 1994)

• Educate on protecting the society and following community

guidelines
• Ellsworth, J. (1998)
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 (Links to an external site.) 

• Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool. Retrieved from 

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html

• Medline (2017). Adolescent Development. Retrieved   from 

https://medlineplus.gov/ency/article/002003.htm (Links to an external site.) 

• PBS (2019) Learn & grow by age. Retrieved from 

https://www.pbs.org/parents/learn- (Links to an external site.) grow/age-3

• Snowman, J. &  McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford, CT:  Cengage Learning.

• University of Washington. (1993). Child development: Using the child development guide. Retrieved from        

     http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm (Links to an external site.) (Lin
ks to an external site.)