Running head: PRISM CASE STUDY 1

PRISM Case Study

Rebecca Frazier

College of Southern Nevada

PRISM CASE STUDY 2

PRISM Case Study

Introduction

The child I observed is my niece, Amara. She is an eleven year old girl with a bright and

caring nature. She is the oldest child in her family. Amara has two, soon to be three, siblings: a

seven year old brother, a three year old sister, and another sister on the way. She lives with her

mother, stepfather, and siblings in Henderson, NV. Her family is lower to middle class. They

reside in a small apartment. Her stepfather works, while her pregnant mother stays at home and

cares for her younger sister. Amara is Caucasian and speaks English. Amara was born in

Chicago, IL. Her father lives in Chicago. She speaks to him and her fathers family often, on the

phone. She also visits them once a year. Amara is very close with her grandmother, her aunts,

and her uncle who live in Henderson. She visits them almost every weekend. Family plays a

major role in her life. Amaras main interests include art, friends, animals, baking, and video

games.

I closely observed Amara over the span of three days, at my house. She had spent the

night for two of those days. However, I have had the opportunity to casually observe my niece

for years. New conclusion and realizations emerge each time I see her. For part of my

observation, I asked Amara questions during nonchalant conversation. The rest of my

observation was done though listening and watching my niece. Over the visit, I was able to

consider five areas of development and decide whether or not Amara meets those milestones

based on her age.

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Physical

The first area of development I looked at was physical development. According to the

Child Development Guide, a child Amaras age should show an increase in awareness of her

body (DSHS Fosterparentscope, 1993). Amara does not show a significant increase in body

awareness. She does not make comments or ask many questions regarding her body. However,

she does take extra time grooming in the morning. Recently, she has shown great care in her

appearance. She wants her hair to lay nicely, her clothes to look stylish and she sometimes

wants to wear lip gloss. According to the Child Development Guide, a child has the Possibility

of acting on sexual desires (DSHS Fosterparentscope, 1993). Amara does not show any interest

in sex. She does not mention anything related to sex, and becomes shy when the topic of boys

is brought up. Additionally, no signs of secondary sex characteristics are present yet, unlike what

is considered normal for a girl her age (DSHS Fosterparentscope, 1993). She has asked

questions about breast development and menstruation, though. My niece has grown rapidly over

the past year, especially in height. She has a large appetite and a lot of energy. Amara is eager to

learn new skills. She asks many questions and does not appear self-conscious about learning

something new. Based on the development that is expected for her age, according to the Child

Development Guide for 11-12 year olds, most of the physical developmental milestones are not

met.

It is expected that a girl Amaras age should experience many physical changes, and

typically these changes occur rapidly. According to Snowman and McCown (2013), Because

girls mature more rapidly than boys, their growth spurt begins at about age 11 (p. 59). Amara
PRISM CASE STUDY 4

has grown very quickly in the past year. Girls Amaras age are foreseen to grow 2 to 4 inches

each year, during their middle school years (Snowman & McCown, 2013, p. 59). Visually, it is

noticeable that Amara is taller. After speaking to Amaras mom, I found out that, this year,

Amara has grown 2 inches. Overall, Amara is not physically mature yet. Aside from her growth

in height, her features resemble a child still. According to Snowman and McCown (2013),

Amara is a late-maturing girl because her appearance mostly resembles a feminine stereotype,

with a thin and leggy fashion-model look (p. 59). She has a positive self-concept, is sociable,

and expressive, which is what Snowman and McCown (2013) explain is normal for a girl her age

(p. 59-60). According to Snowman and McCown (2013), for girls puberty can begin as early as

age 7 or as late as age 13 (p. 60). Amara has not yet reached puberty. She has not developed

hair under her arms, and has little to no breast development yet. However, she is curious, and

does ask questions about body changes that will come, which aligns with Snowman and

McCowns (2013) expectation for an 11 year old girl (p. 60).

According to Maslows Hierarchy of Needs, humans basic physiological needs, located

at the bottom of the hierarchy, are the strongest needs that must be met in order to move on to

fulfilling higher needs. These higher needs are safety, belongingness and love, esteem, and self-

actualization. The first four levels of needs are called deficiency needs because they motivate

people to act only when they are unmet to some degree. The final level, self-actualization, is

referred to as a growth need, because people constantly strive to satisfy it (Snowman and

McCown, 2013, p. 248).

Amaras basic physiological needs are always met. She is never without food or water.

In fact, Amara is given second helpings of food whenever she is still hungry. Amara follows a
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routine sleeping schedule, and usually does not have difficulty sleeping. Her bedtime on the

weekdays is 8:30 pm, and on the weeknights it is 9:30 pm. Also, Amara has proper clothes that

keep her warm during the cold months. Overall, she lives in a stable environment. I have no

recommendations to further Amaras development in the Physical category.

Emotional

Amaras emotional development was the next area I focused on. According to the Child

Development Guide, it is common for anger and rebellious behavior to be shown (DSHS

Fosterparentscope, 1993). Amara sometimes shows anger, but not often. She does not rebel

routinely. Moodiness, however, is routine. This aligns with what is expected for a girl her age.

The Child Development Guide states that a child Amaras age often is moody; dramatizes and

exaggerates own positions (DSHS Fosterparentscope, 1993). My niece is very emotional, by

nature. That has increased in the past year. She exaggerates at times, especially when disputing

with her siblings. It is ordinary for an eleven to twelve year old to experience fear (DSHS

Fosterparentscope, 1993). Amara does not express many fears or worries, but she does cry when

she feels misunderstood, unheard, overwhelmed, or stressed. Overall, my niece partially meets

the emotional developmental milestones for her age.

Generally, Amara is slightly emotionally in line with what is considered normal. For a

girl Amaras age, extreme mood swings are typically experienced (Snowman & McCown, 2013,

p. 61). Amara needs time alone in her room in order to cool off and gather herself, after she has

a mood swing. She will either raise her voice or speak very quietly when she is feeling upset.

Unlike what Snowman and McCown (2013) express is expected, Amara does not have low self-

confidence (61). She is fairly upbeat and sure of herself. She proudly shows off her artistic
PRISM CASE STUDY 6

abilities to her family and friends. According to Snowman and McCown (2013), Middle school

students are typically self-centered (p. 62). Amara does not meet this expectation, because

she is very giving, considerate, and empathetic. She asks questions about how the person she is

talking to feels or thinks about different subjects. She gives presents to her family and friends.

Also, she encourages people to think about how others might think or feel. In this way, Amara

shows great emotional maturity.

Amara meets Maslows need of Esteem fairly well. Overall, she has high self-esteem

because she is recognized for her accomplishments and talents. She is given praise when she

does something well. She receives a hug and is told that she has made her family proud when

she puts forth her best effort, such as putting a lot of time and dedication into a school project.

Amara shows respect to others, especially adults. She was raised that way, by her family.

Sometimes she fights with her siblings, but usually she interacts with them in a respectful way.

She shows respect by using manners and listens when her parents or teachers give her

instructions. Amara is shown respect by being given some privacy, as she is getting older. She is

also shown respect by being talked to in a fair manner, when told to do something. My

recommendation to further Amaras development in the Emotional category would be to for

Amaras parents to continue expecting respectful behavior out of her, and to continue giving her

respect in return by offering her some privacy. I would also suggest that her family continue

praising and celebrating her accomplishments and efforts.

Intellectual

Intellectual development was my third area of focus. Like normal eleven year olds,

Amara increasingly challenges adult knowledge (DSHS Fosterparentscope, 1993). She questions
PRISM CASE STUDY 7

others, often. Additionally, she engages in arguments with both adults and her younger brother.

There is also an increased use of logic. After having long conversations with her, I notice that

she shows independent thinking that does not always reflect the viewpoints of her family, and

she demonstrates critical thinking. At times, she shows great maturity while engaging in

conversations. According to the Child Development Guide, eleven to twelve year olds might

show interest in earning money (DSHS Fosterparentscope, 1993). Amara does not show any

interest in this. She has stated that she does not care about money. When money is given to her,

she often times buys items for others. My niece loves art. A normal characteristic in the Child

Development Guide for an eleven to twelve year old is that a child may be critical of their own

artistic products (DSHS Fosterparentscope, 1993). Unlike this characteristic, Amara is rarely

critical of her art work. She is usually proud of her drawings, and occasionally will express

frustration or dissatisfaction in her products. Another normal characteristic in the Child

Development Guide is an increased interest in the world and community (DSHS

Fosterparentscope, 1993). Amara does not show much interest in her community because she

has newly moved to her present home, so she has not yet formed a connection to her community.

However, she has expressed interest in volunteering at an animal shelter before. She has also

participated in fundraisers at school. Amara partially meets the intellectual developmental

milestones for her age.

According to Jean Piaget, children progress through four stages of cognitive

development. Amara falls in the age range 7 to 11 years, so under Piagets theory, she is in the

concrete operational stage of development (Snowman & McCown, 2013, p. 25). In this stage, a

common characteristic includes the capability of preforming operations, but generalizes from

concrete experiences to solve problems (Snowman & McCown, 2013, p. 25). Amara does this
PRISM CASE STUDY 8

regularly. In conversation, she will refer back to personal experiences she has had with her

family and friends, when talking through her problems. She usually does not refer to specific

events. Rather, she will discuss overall topics and feelings that she has experienced. Although,

Amara does not meet the second characteristic that Piaget expressed is normal in the concrete

operational stage. Children Amaras age are expected to not be able to manipulate conditions

mentally unless they have been experienced (Snowman & McCown, 2013, p. 25). Though

Amara does commonly refer to personal experiences, she can think outside of those experiences.

She is able to draw upon the situations of others in order to get through conflicts or advance

mentally. For example, Amara will refer to a story that was told to her, about her grandmother,

find the solution in the story, and match it up with her current situation in order to resolve her

problem.

Lev Vygotskys view on cognitive development is quite different from Piagets.

According to Vygotsky, social interactions are the main cause of cognitive development

(Snowman & McCown, 2013, p. 34). Vygotsky held that children gain significantly from the

knowledge and conceptual tools handed down to them by those who are more intellectually

advanced, whether they are same-age peers, older children, or adults (Snowman & McCown,

2013, p. 34). Amara regularly takes advantage of lessons being given to her by those who are

knowledgeable. For example, one evening while watching the news, Amara and I had a

discussion about what happened on 9/11. I informed her about the event, and she attentively

listened and asked questions. A few days later, while sitting at the dinner table, Amara told my

other family members about what she learned from me. She clearly absorbed the new lesson I

taught to her.
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Robert Sternberg held the belief that intelligence has three main dimensions that can be

measured by traditional mental ability tests. The triarchic theory of intelligence names the three

main parts as practical ability, creative ability, and analytical ability. Sternberg further believed

that each ability can be improved through instruction and that students learn best when all three

are called into play (Snowman & McCown, 2013, p. 74). Amara has exhibited all three of these

abilities, and showed better learning because all three were practiced. One day, while Amara was

talking about her friends, she told me about a problem that two of her friends were having with

each other. She demonstrated practical ability by explaining what she knows about using

effective communication skills, and applying this knowledge to her friends situation. Amara

demonstrated creative ability by voicing her discovery about the main reason for her friends hurt

feelings and dispute. She demonstrated analytical ability by evaluating her friends situation, and

her involvement in the matter, and comparing it to a previous situation that she had experienced

with her younger brother, before. Using these abilities helped Amara gain a better understanding

of her friends viewpoints and how to handle arguments amongst peers, in the future.

Similar to Sternberg, Howard Gardner viewed intelligence as a broader concept. Gardner

created the theory of multiple intelligences to describe eight separate intelligences that he

believed people could exhibit. These eight intelligences are logical-mathematical, linguistic,

musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist (Snowman &

McCown, 2013, p. 75). Amara demonstrates interpersonal and intrapersonal intelligence often.

While getting ready to leave for work one day, I was feeling very stressed and rushed, because I

was running late. Amara recognized that I was stressed and asked me if there was anything she

could do to help me. She demonstrated that she understood how I was feeling and she offered to

help ease my stress level. Also, she did not respond in a way that would add to my stress. This
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was an excellent illustration of interpersonal intelligence. Amara has demonstrated intrapersonal

intelligence by recognizing her own feelings and abilities. One morning, Amara was feeling

excited about going to the store to buy an item that she had been wanting for a while. This item

was a drawing kit that she had been saving money to buy. She had expressed that she wanted

this set because it would help her become a better drawer and lead her closer to her goal of

becoming an artist. She understands her artistic abilities well. She said that she knows that she

is a good artist, but that there is always room for improvement. Amara recognized that she was

acting very excited. She noticed that she was jumping up and down and raising her voice in a

happy way, but when we arrived at the store, she composed herself accordingly by acting in a

calmer manner while in public.

The logical component of Maslows need of self-actualization is slightly met. She

exercises problem-solving skills regularly. Amara tries to think through problems independently.

She also tries to use knowledge that she has already acquired to solve new problems. However,

Amara sometimes struggles with accepting facts. She questions the reasons for her parents rules

at times, even if the reasons are logical. For example, she has questioned why she cannot walk

to the store that is down the street, alone. The reasons that were given to her were because it is

very dangerous and she could get hurt or lost. Amara still does not fully understand this rule.

My recommendation for further development is to praise Amara when she uses problem solving

skills. Also, I would recommend that her parents try to explain facts and reason to her in a way

that she can understand. It might be effective for Amaras parents to relate the information being

told to Amaras life.

Social
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Next, I looked at Amaras social development. Unlike the ordinary characteristics under

social development in the Child Development Guide, Amara is not very critical of adults, nor

does she show obnoxious behavior (DSHS Fosterparentscope, 1993). She usually forms positive

and understanding views of others. As she has gotten older, she strives for unreasonable

independence (DSHS Fosterparentscope, 1993). Amara wants to participate in activities that

adults do. During her visit with me, she wanted to walk to the gas station that is down the street,

by herself. She wants to cook breakfast by herself, and stay up late instead of going to bed.

According to the Child Development Guide, it is normal to have an intense interest in teams and

organizations (DSHS Fosterparentscope, 1993). My niece does not show interest in teams and

organized games, and she is not a member of a club. She has not been given the opportunity to

get involved in such activities. Though, she has expressed interest in joining an art club in the

future. She is slightly competitive when playing games with her family, such as board games.

She shows interest in drawing for fun with her small group of friends. Overall, Amara partially

meets the social developmental milestones for her age.

Erik Erikson created a theory of psychosocial development that highlights the active role

that people play in their development, and the role that culture plays (Snowman & McCown,

2013, p. 17). Erikson suggested that personality grows out of successful resolution of

psychosocial crises (Snowman & McCown, 2013, p. 18). He broke down psychosocial

development into stages. In these stages, issues are presented that can either be resolved in a

positive or negative way. How issues are resolved determines a childs development. According

to Erikson, the stage Industry Versus Inferiority is what Amara falls under, because that stage

describes 6 to 11 year olds. In this stage, it is explained that school is where children learn how

to be productive (Snowman & McCown, 2013, p. 19). If children are encouraged, helped, and
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are given time and praise, they will succeed. If they are unsuccessful at completing tasks, or are

criticized often, they will end up feeling inferior, which can affect the way they view learning

and can harm their self-esteem (Snowman & McCown, 2013, p. 19). In Amaras case, she has

experienced both the positive and negative situations described in this stage. According to

Erikson, this is necessary in development, as long as the positive outweighs the negative

(Snowman & McCown, 2013, p. 18). Amara experiences encouragement in school, from her

teacher, and has been offered one-on-one help from this teacher, after school. Amara took her

teachers offer, and ended up receiving better grades on her tests as a result. Overall, she has had

positive experiences in school. However, during the previous school year, Amara did not receive

as much praise or recognition from her teacher. Also, she got in trouble in class, fairly regularly,

for socializing too much while the teacher was teaching. As a result, she became very upset, she

did not enjoy going to school as much, and her self-confidence lowered. She is much happier,

now that the positive outweighs the negative.

James Marcia expanded in Eriksons ideas through his notion of identity statuses. Marcia

created four statuses that serve as processes for handling the psychosocial task of establishing a

sense of identity (Snowman & McCown, 2013, p. 20-21). These identity statuses are identity

diffusion, foreclosure, moratorium, and identity achievement. Amara slightly falls under the

moratorium identity status, since she is not fully developed, psychosocially, being that she is

only eleven. According to Marcia, a characteristic under this status is daydreaming (Snowman &

McCown, 2013, p. 21). I have noticed that Amara daydreams. She stairs into space, with a

thoughtful look, sometimes. Occasionally, she writes her dreams into stories. However, I find

that Amara mainly falls under the identity achievement status. One characteristic under this

status is that a child is logical in decision making (Snowman & McCown, 2013, p. 21). Amara
PRISM CASE STUDY 13

demonstrated this during a trip to the store. She was given the option to either spend all of her

saved money, or to only spend some of it. Amara thought about her options for a moment, and

then independently made the decision to spend some of the money, and put the rest away, to

save. Another characteristic is high self-esteem (Snowman & McCown, 2013, p. 21). Amara

demonstrates this regularly, through confident phrases, such as I can do it or I think Im good

at ___. Amara shows social psychosocial maturity, in this way.

Amaras need of Belongingness and Love are always met. Amara is shown an abundance

of love from every person that is in her life, especially her immediate family. She has a very

close relationship with her family members. Her family includes her in all family activities, and

will not do certain activities, such as watching a particular movie that Amara enjoys, if she is not

present. Amara is given affection, like hugs and kisses, daily. Her close friends give her hugs,

and treat her kindly, as well. She has a close relationship with her small group of friends because

they share the same interest in drawing. My recommendation to further Amaras development in

this category is to continue giving her love, affection, and support, because it has helped shape

her into the loving person she is.

Moral

Lastly, I focused on Amaras moral development. Like the normal characteristic found

under moral development, my niece has a strong urge to conform to her group of friends morals

(DSHS Fosterparentscope, 1993). Friends are very important to Amara. She cares a lot about

maintaining her friendships. She speaks about her friends often. She tells me that she has a lot

of the same opinions as her friends. Amara informs me of her friends behaviors and then shortly

after, I notice my niece showing the same behavior as those friends. For example, Amara told
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me that her friends draw on their hands and arms because it looks cool. Then, shortly after that

conversation, I see that Amara has drawn on her own hands and arms, to appear cool. Amara

meets the moral developmental milestone for her age.

According to Piaget, moral thinking of children age 11 or older is called the morality of

cooperation. This moral thinking is based on flexible rules and considerations of intent

(Snowman & McCown, 2013, p. 40). Under this type of thinking, one conclusion Piaget made

was that children 11 years old or older are aware of different viewpoints regarding rules

(Snowman & McCown, 2013, p. 41). Amara meets this expectation because she shows this type

of awareness. One evening while talking with Amara, she pointed out the difference between the

rules that are enforced at her house, and the rules that are enforced at her grandmothers house.

She does not understand the reason for those differences, completely, but she does recognize that

those different viewpoints exist. Also, Piaget thought that children 11 or older believe children

should follow rules because of mutual concerns for others (Snowman & McCown, 2013, p. 41).

Amara has shown this, as well. She was arguing over a video game with her younger brother

one evening, and I heard her say that he should follow the rules to share, because if he does not

listen, that will ruin the fun for all of the children in the house. She informed her brother that

their grandmother will get upset that they are not getting along, and then all three of the children

in the house will have to stop playing the game. She was considering all of the people involved

in the situation, rather than just the authority or just herself.

Lawrence Kohlberg expanded on Piagets ideas and created six stages of moral reasoning.

Stages 3 and 4 are called conventional morality. The reason it is called this is because

Kohlberg believed that older children usually conform to societys rules because that is what is
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expected of them (Snowman & McCown, 2013, p. 41). Also, it is expressed that children this

age follow rules in order to impress others and respect authority (Snowman & McCown, 2013, p.

42). Amara showed this when she came home from school one day, and gave her mother a

positive note from her teacher about Amaras performance. Amaras teacher praised her for

consistently following the rules in class. Amara stated that one of the reasons she follows the

rules so well is because she knows that it will make everyone in the family happy and proud of

her.

Carol Gilligan held a different viewpoint from Erikson and Kohlberg, when it came to

moral development. She felt that their ideas emphasized what occurs for males, and neglected

females. Gilligan argued that females care less about separation and independence and more

about remaining loyal to others through expressions of caring, understanding, and sharing of

experiences (Snowman & McCown, 2013, p. 43). This describes Amaras personality. Though

she cares about gaining independence, as she is getting older, she has been brought up to be a

loyal family member and friend. Therefore, it is a core belief of hers. She shows expressions of

care to her family and friends by giving presents, such as her drawings or stories. Amara also

gives her family hugs every day. Lastly, she regularly shares experiences she has had during the

school day, while at dinner. Amara is very close with her family and friends.

Nel Noddings theory was that there is a human desire for goodness. She asserted that

expressions of care are not enough. Caring relationships need to exist (Snowman & McCown,

2013, p. 44). Undoubtedly, genuine care comes from Amara, and is given to her. She does not

only express it, through saying I love you and giving hugs, but she is also given genuine love

and affection from every family member in her life. Amara is taken care of, listened to, and
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valued. There is a strong sense of care and understanding between Amara, and her mother,

father, brother, sisters, grandmother, aunts, and uncle. Honest smiles, hugs, and looks are always

exchanged.

As a whole, Amara meets the moral component of Maslows need of self-actualization.

She seems to have a solid understanding of the difference between right and wrong. She also is

considerate of varying situations that might blur the line between good and bad behavior.

For example, when her brother lied about doing his chores because he was finishing up coloring

a picture that he intended to give to his grandmother as a gift, Amara partially defended his

action. She acknowledged that he was wrong for lying, but she also recognized that he was

trying to be caring by completing a present for his grandmother. She understands the complexity

of right and wrong, and knows what is morally acceptable and unacceptable, based on her

core values. My recommendation to further Amaras development in this area is to make it clear,

through discussion and practice, what behavior should never be tolerated and what behavior may

be tolerated, depending on the situation.

Summary

After closely studying Amaras physical, emotional, intellectual, social, and moral

development, I have concluded that she partially meets the developmental milestones for her age.

She does not meet the Physical milestones because she does not show an increase in body

awareness, and has not begun puberty. However, according to Maslows Hierarchy of Needs, her

Physiological needs are met. Amara partially meets the Emotional developmental milestones.

She sometimes shows anger and moodiness, does not show fear, does not have low self-

confidence, and is not self-centered. She meets Maslows need of Esteem. Amara partially
PRISM CASE STUDY 17

meets the Intellectual milestones. She sometimes challenges adult knowledge, has no interest in

money, and is not critical of her work. However, she does use logic. Amara slightly meets

Maslows need of Self-actualization in this category. Amara partially meets the social

developmental milestones. She does not show obnoxious behavior, strives for independence, and

does not show interest in being a part of a team. She meets Maslows need of Belonging and

Love. Lastly, Amara meets the Moral developmental milestones. She wants to conform to her

friends morals and cares greatly about maintaining her friendships. She is also aware of

different viewpoints. Amara meets Maslows need of Self-actualization in this category.

Ultimately, I have discovered that Amara seems to be developmentally on track. She lives in a

healthy environment, has a loving family, is learning how to deal with her changing body and

wide range of emotions, and shows an overall maturity when it comes to logic and

understanding. She will have a bright future as long as she continues to be given love, support,

and guidance.
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References

DSHS Fosterparentscope Training: Child Development Guide: Eleven to Twelve Years. (1993).

Washington State Department of Health and Social Services. Retrieved

from http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg13.htm

Snowman, J., & McCown, R. (2013). Ed psych. Belmont, CA: Wadsworth, Cengage Learning.
PRISM CASE STUDY 19

Notes:
Child Observed: Amara
Age: 11
Dates observed: 9/23 - 9/25
Location: My home

PHYSICAL DEVELOPMENT: Eleven to Twelve Years

Normal Characteristics Suggested Behaviors for Effective Parenting
Is increasingly aware of body. Answer questions about bodily changes openly
My niece does not make comments or ask and honestly.
questions about her body, but she does take
extra time grooming in the morning, and cares
about her appearance.
Possibility of acting on sexual desires increases. Be aware of where youth is and with whom;
Does not indicate this. Does not mention encourage group activities and discourage solo
anything related to sex, and gets shy when dating.
talking about boys.
Girls begin to show secondary sex Ensure that girls understand menstruation. Both
characteristics. boys and girls need sexual education.
Does not show this yet. Has asked questions
about it, though.
Boys are ahead of girls in endurance and Don't nag boys about food intake and seeming
muscular development. Rapid growth may "laziness."
PRISM CASE STUDY 20

mean large appetite but less energy.

Has a large appetite and also has a lot of
energy.
May show self-consciousness about learning Provide support and encouragement for youth's
new skills. quest for new skills. Don't minimize or dismiss
Eager to learn new skills. She asks many his/her lack of confidence.
questions and does not appear to be self-
conscious.

INTELLECTUAL DEVELOPMENT: Eleven to Twelve Years

Normal Characteristics Suggested Behaviors for Effective Parenting
Challenges adult knowledge; has increased Don't become defensive; child is not
ability to use logic. challenging your authority.
Shows signs of this. She questions often, and
engages in arguments at times, during
conversations. She shows independent thinking
and critical thinking. At times she shows great
maturity in conversations.
May have interest in earning money. Problem solve with youth on ways to earn
She does not show interest in earning money. income.
She states that she does not care for money, and
when money is given to her, she often times
wants to buy items for others.
Is critical of own artistic products. Accept youth's feelings but try to help youth
She slightly shows signs of this. She loves evaluate his/her works more objectively.
drawing, and is proud of her work usually, but
at times will get frustrated and critical of her
drawings.
Is becoming interested in world and Support interest in walkathons, helping
community; may like to participate in neighbors, etc.
community activities.
She slightly shows signs of this. She is
interested in volunteering at animal shelters to
help animals. She participates in fundraisers at
school.
PRISM CASE STUDY 21

SOCIAL DEVELOPMENT: Eleven to Twelve Years

Normal Characteristics Suggested Behaviors for Effective Parenting
Is critical of adults and is obnoxious to live Be tolerant.
with.
She does not show signs of this.
Strives for unreasonable independence. Set limits, but give opportunities for
She shows signs of this. She wants to independence whenever possible.
participate in activities that adults do. She
wants to walk to the gas station down the street
by herself, cook by herself, and stay up late.
Has intense interest in teams and organized, Provide for organized activities in sports or
competitive games; considers memberships in clubs.
clubs important.
She does not show signs of this because she has
not been given the opportunity to participate in
clubs or be part of a team. If she was given the
opportunity, I think she would.

EMOTIONAL DEVELOPMENT: Eleven to Twelve Years

Normal Characteristics Suggested Behaviors for Effective Parenting
Anger is common; resents being told what to Help child set the rules and decide own
do; rebels at routines. responsibilities. Give child opportunity to make
She slightly shows signs of this. There are decisions.
times when she is angry, but she does not rebel
routinely.
Often is moody; dramatizes and exaggerates Don't overreact to moodiness and exaggerated
own positions (e.g., "You're the worst mother in positions.
the world!").
Shows signs of moodiness. Sometimes
exaggerates when in a dispute with her siblings.
Experiences many fears, many worries, many Be understanding and supportive.
tears.
She does not express fears or worries, but does
cry when she feels misunderstood, unheard,
overwhelmed, or stressed.