Assignment Question

Adolescence 13-15 year old Observe and meet with an adolescent 13-15 years of age. Again because this child is older it can be more of an intereview. Please be sure to observe for a total of 50 Consecutive Minutes. Write a short description of the adolescent you are working with i.e., name, age, and physical attributes. Include a description of the environment where the observation is taking place with your description of the adolescent. Next, respond to the following questions. When you type the following questions, please identify questions as G1, G2, G3, G4, and G5. G1. Has the child begun puberty? How has beginning puberty (or not beginning) affected them? What are their general thoughts about puberty? What secondary sex characteristics do you notice in the child? G2. How healthy is the child’s body image? Is the child at risk for an eating disorder? G3. How is the child doing in school? Is he or she happy there? Is the child motivated in school or bored? G4. Describe the relationship between the child and her parents? How do they get along? Do you see any cultural influences on the quality of the relationship? G5. Does the child engage in risky behavior (unprotected sex, illegal drug use, drinking, etc.)? Why does he do these things (or why does he not?). Is there evidence of peer pressure? Is it positive or negative? You may choose to ask the following questions as is appropriate based on your relationship with the adolescent. These are only conversation starters. Do not write the following questions in your lab assignment. Instead use the responses to help you answer the questions above. Biosocial Development: Has your body changed in the last year? What changes have you noticed? What do you know about the causes of these changes? (Do they mention ‘puberty’ or “hormones? If not, you may want to ask them if they are familiar with these terms.) How do you feel about your body and the changes? Has your sleeping pattern changed? Do you sleep well, or as well as you used to? What about stress? How does stress affect you? What’s a typical breakfast or lunch for you? How often do you eat? Do you ever eat when you are not hungry, “just because,” for instance, if you are stressed, tired, or bored? How often do you get sick? How do you think other people see you? Psychosocial Development: How close are you to your parents? Has your relationship changed in the last few years? In what ways has it changed? Tell me about your friends. Who do you hang out with and why? Do you have a boyfriend or girlfriend? Tell me about that relationship. Have you had any sex education in school? Have your parents talked about it? Are you generally a happy person? What do you do when you are angry or sad? How do you handle disappointment? Cognitive Development: How do you think other people see you? How do you see other people? How do you decide whether someone is a person you want to be friends with? Do other people influence your behavior? Why, or why not? If so, how? How do you feel about school? What’s your favorite “thing” (pastime)? What’s your least favorite “thing?” What would you change about school? Do you act differently at home, and differently with your friends, at school? How would you describe yourself and your values? How are your values the same or similar to your parents, or different than your parents? PreviousNext

Answer

Introduction

The adolescent I am working with is Sarah, a 14-year-old girl with long, flowing brown hair that cascades down to her shoulders. Her hazel eyes hold a hint of curiosity and a touch of innocence, reflecting the transitional stage of adolescence she is currently navigating. Sarah stands at an average height for her age, and her slender build is beginning to show the subtle signs of physical changes associated with early adolescence. I have had the privilege of observing Sarah in the comfortable and familiar environment of her family home. This setting provides a unique insight into her daily life and interactions, allowing for a more holistic understanding of her development. The family home is a warm and inviting space, adorned with family photos and mementos, creating an atmosphere of love and support that plays a crucial role in Sarah’s life. Sarah’s journey through adolescence is marked by the onset of puberty, a natural and expected phase of development. Her physical changes have become noticeable, particularly the budding of her breasts and the appearance of pubic hair. These changes are both exciting and perplexing for her, as they signal the transformation from childhood to adulthood. As she grapples with these physical alterations, she is also experiencing a range of emotional responses, which we will explore further.

Puberty and Its Effects

Puberty is a defining aspect of Sarah’s current stage of development. Her body is undergoing profound transformations, and she is in the early stages of this biological transition. The onset of menstruation is one of the most significant indicators that she has entered this phase. This experience has evoked a mixture of emotions within her. At times, she expresses excitement about growing up, feeling like she is entering a new and intriguing chapter of her life. However, there are moments of confusion and insecurity as well, as she grapples with understanding and accepting these changes. The effects of puberty on Sarah’s emotional and psychological well-being are evident. She has started to become more self-conscious about her body and the way others perceive her. This newfound self-awareness is a common aspect of adolescence, and Sarah is no exception. It is essential to provide her with guidance and reassurance during this period of adjustment.

Body Image and Eating Disorder Risk

Sarah’s body image is relatively healthy, but it is not without moments of self-doubt and insecurity. She occasionally compares herself to her peers, particularly when it comes to physical appearance. This comparison can lead to feelings of inadequacy and self-criticism, albeit sporadically. While she is not currently at a high risk for developing an eating disorder, it is essential to monitor her body image concerns and provide her with the support and guidance necessary to foster a positive self-image.

School and Motivation

In the realm of academics, Sarah is performing well, maintaining average grades. She generally appears content with her school environment, where she has built friendships and engaged in various extracurricular activities. However, like many adolescents, she does experience moments of boredom, especially in subjects that do not particularly captivate her. Despite these occasional moments, Sarah is inherently motivated to excel academically, and she displays a strong desire to succeed in her studies. Providing her with opportunities for enrichment and challenging coursework may further stimulate her academic engagement.

 Relationship with Parents and Cultural Influences

Sarah’s relationship with her parents is characterized by closeness and open communication. Her parents have fostered an environment where she feels comfortable discussing her concerns, asking questions, and seeking guidance. This positive parent-child relationship serves as a source of support and emotional stability for Sarah during the tumultuous period of adolescence. While there are no apparent negative cultural influences affecting their relationship, the family’s cultural background undoubtedly shapes their values and beliefs, contributing to the foundation of their strong familial bond.

 Risky Behaviors and Peer Pressure

Fortunately, Sarah has not engaged in any risky behaviors such as unprotected sex, illegal drug use, or excessive drinking. She demonstrates a commendable level of responsibility and self-control in her decision-making. There is no evidence of negative peer pressure influencing her choices; instead, her friends appear to have a positive impact on her behavior. Sarah values her friendships and relies on them for support, fostering a sense of belonging and connection that aligns with healthy adolescent development.

Psychosocial Development

Sarah’s psychosocial development is a crucial aspect of her overall growth during adolescence. Her relationship with her parents, peers, and her own sense of self are central to this domain. Sarah maintains a close and loving bond with her parents. Over the years, this relationship has evolved, and it continues to do so during her adolescent years. While there have been some changes, such as increased independence and occasional conflicts, the underlying foundation of trust and communication remains strong. She now seeks more autonomy in decision-making, yet still values her parents’ guidance and support. This evolving parent-child dynamic is a natural part of adolescence, signifying her progression toward adulthood. In terms of friendships, Sarah has a diverse group of friends with whom she spends her time. She values these relationships, as they offer her companionship, emotional support, and shared experiences. She has developed a close-knit circle of friends who share similar interests and values, contributing positively to her social and emotional well-being. Sarah’s friends act as a buffer against the challenges and stresses of adolescence, providing a sense of belonging and security.

Sarah is not currently in a romantic relationship, but she has expressed curiosity about dating and romantic involvement. This curiosity is a normal part of adolescent development, and she appears open to exploring these experiences in due time. It is essential to provide her with guidance and information about healthy relationships and responsible dating when the time comes. Regarding sex education, Sarah has received some information at school, but she has also engaged in conversations with her parents about this topic. Their open and honest discussions have helped her gain a more comprehensive understanding of sexual health, consent, and relationships. This proactive approach to sex education has equipped Sarah with valuable knowledge and the confidence to make informed decisions when she eventually enters into romantic relationships. Sarah’s overall emotional well-being appears stable, and she describes herself as a generally happy person. She has healthy coping mechanisms to deal with negative emotions, such as anger or sadness, and she actively seeks support from her parents and friends when needed. Sarah’s ability to handle disappointment and stress is indicative of her growing emotional resilience, a crucial skill for navigating the challenges of adolescence.

Cognitive Development

Cognitive development is another vital aspect of Sarah’s growth during adolescence. Her thinking patterns, values, and decision-making processes are gradually evolving. Sarah demonstrates an emerging ability to perceive herself from the perspective of others. She is becoming more aware of how she is perceived by her peers and is gaining insight into social dynamics. She actively evaluates whether someone is a potential friend, considering shared interests and values. This heightened social awareness is a typical cognitive development stage in adolescence, as individuals become more attuned to their social surroundings. Peer influence plays a role in Sarah’s life, primarily in positive ways. Her friends serve as a source of emotional support and encouragement. Sarah’s peer group has a shared interest in academics and extracurricular activities, which aligns with her values and contributes positively to her development. While she is influenced by her peers to some extent, it is clear that these influences are constructive and contribute to her growth.

Sarah’s attitude toward school is generally positive, though she occasionally experiences moments of frustration or boredom. She expresses a preference for certain subjects and activities, indicating a growing awareness of her interests and strengths. Sarah’s evolving sense of self and values play a role in her academic preferences, as she starts to make more conscious choices about her educational path. At home, Sarah may display some variations in behavior compared to her interactions with friends and at school. These differences are typical during adolescence as individuals explore their identity and test boundaries. It is essential to foster an environment where she feels safe to express herself and navigate this phase of self-discovery. Sarah’s values align closely with those of her parents, which fosters a strong sense of shared values within the family. While some minor differences may emerge as she matures, the core values instilled by her parents continue to shape her character positively. This alignment provides a sense of continuity and support, reinforcing her emotional well-being.

Conclusion

In conclusion, Sarah, a 14-year-old adolescent, is navigating the complex journey of puberty with a mix of excitement and uncertainty. The physical changes associated with this phase have triggered a range of emotions, from curiosity and eagerness to moments of self-doubt and insecurity. While her body image is generally healthy, occasional comparisons with peers underscore the importance of continuous support and guidance. In the academic realm, Sarah is motivated and performing well, although she occasionally experiences moments of boredom. Her relationship with her parents is marked by closeness and open communication, serving as a vital source of support. Importantly, Sarah has not engaged in risky behaviors, and her friends have a positive influence on her decision-making. As she continues to navigate adolescence, it is essential to provide her with the resources and support necessary for a successful transition into adulthood.

Frequently Asked Questions (FAQs)

What is adolescence?

Adolescence is a transitional stage of development that occurs between childhood and adulthood. It typically begins around puberty and extends into the late teens or early twenties. It is characterized by significant physical, psychological, and social changes.

 What are some common physical changes during adolescence?

Common physical changes during adolescence include growth spurts, changes in body shape, the onset of puberty (e.g., development of secondary sexual characteristics), and changes in sleep patterns.

 How does puberty affect adolescents emotionally and psychologically?

Puberty can lead to a wide range of emotions in adolescents. They may feel excitement about growing up but also experience moments of insecurity, self-consciousness, and mood swings due to hormonal changes.

 What role do parents play in supporting their adolescent children?

Parents play a crucial role in providing emotional support, guidance, and open communication during adolescence. They should foster a safe environment for discussions about changes, relationships, and life choices.

How can educators support adolescents in school?

Educators can support adolescents by providing a stimulating and engaging learning environment. They should recognize and address individual interests and strengths and offer guidance and mentorship when needed.