Case Study # 1 Adolescent Development

1610 WordsJul 11, 20187 Pages
Case Study # 1 Adolescent Development 1. From a developmental standpoint, how might we explain Ashley’s preoccupation with her appearance? In 1967, Dr. David Elkind defined adolescent egocentrism as adolescents’ believing that everyone around them is as concerned about their appearance as they are. He reported that adolescents tend to relax with this idealism the older they get (Schwartz, Maynard, Uzelac page 441). Though the case study scenario depicts a younger student, the example it provides is relevant to the study. In chapter 2, Ericksons definition of identity is described as, “being at home with ones body” (Snowman, McGowan, & Biehler, 2009). He also points out that adolescents can enter into role confusion and if they are…show more content…
It would have been interesting to see what her reaction would have been like had her peers been able to ask questions regarding her ideas instead of her teacher. She may have been able to see their points of view on the topic because of the strong peer influence that happens during adolescents. She might have accepted their knowledge on the environment and changed her viewpoint. 5. According to Piaget, disequilibrium is the state of being unable to explain new events in terms of existing schemas (mental imbalance). How does Mr. Wright create disequilibrium for Ashley? Ashley’s state of disequilibrium is caused by Mr. Wright questioning each of her points. Disequilibrium can occur spontaneously for an individual or can be spurred by an adult as is the case for Ashley (Snowman, McGowan, & Biehler, 2009). As she answers each of his questions new points are brought up. It seems as though she is not open to taking Mr. Wrights points into consideration based on her reaction during the discussion. However, it is evident that Mr. Wrights questioning has caused disequilibrium for Ashley from her discussion in the restroom the next morning with her friends. Meaningful learning can happen when new ideas are created. Creating knowledge to solve a problem can occur through discovery in an attempt to satisfy disequilibrium which is referred to as constructivism
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