PEPSI SCREENING 1

Pepsi Screening

Bailey A. Willoughby

College of Southern Nevada

BRIEF BIOGRAPHY

The individual being observed is an eleven-year-old boy, in 6th grade. He comes from an

upper-middle-class family, with a mom and dad in their early 40s, and an older sister who is 19

years old. He is racially mixed with Asian, Hispanic, and White. He has an extreme fascination

with video games and technology. His academics are not of a high priority compared to his video

games. However, he still maintains a 3.0 GPA. He is also not a very social person, he likes to

stay in his room a very good majority of the time. This individual also has been diagnosed with

ADHD. His height stands at about 4’6” feet tall, and his physical build is somewhat on the

heavier side. He is a very quiet yet smart individual with a very loving heart.
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P- PHYSICAL DEVELOPMENT

According to the University of Washington, the typical physical development an eleven

to twelve-year-old will show is that they become even more aware of their body. (University of

Washington) This may suggest that they start noticing hair in places that they may not have seen

before. Another idea of physical development that the university brings up is “​Boys are ahead of

girls in endurance and muscular development. Rapid growth may mean a large appetite but less

energy.​” (University of Washington, Physical Development: eleven to twelve years) This was

evident in the eleven-year-old that was observed because he eats more but is always tired. Due to

the fact that he is eating a lot of food but not burning off what he is eating, it is making him gain

a lot more weight than other kids his age. The main type of food that he is consuming is junk

food such as pizza, grilled cheese, and Mac ‘n Cheese. He also does not drink very much water,

he chooses Coke as his choice of drink. The individual also has yet to start getting acne, or facial

hair. It is suspected that he may start receiving such things in about one to two years. ​“[...] the

average child will grow 2 to 4 inches per year and gain 8 to 10 per year”​ (Snowman, J., &

McCown, R.) Since starting middle school, this child has grown quite a few inches, he started at

4’4’’. Now he is roughly 4’6” tall. The average height for eleven boys is 4 '7 "

(disabled-world.com), so he is extremely close to being average height. He is not quite as tall as

some of the other girls his age, but most girls have a growth spurt before boys. He has gained

weight from eating more, but his frequent eating is most likely caused by him growing. His

current weight is 100lb, and the average weight for a child his age is 78.5lb

(disabled-world.com). This makes the individual above the average weight of others his age as

well.
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E- EMOTIONAL DEVELOPMENT

The emotional development of an eleven-year-old begins to change as they go through

puberty. For example, the pre-teen might become more “​moody”​ (University of Washington) or

even start to show more anger towards family and others. “​Experiences many fears, many

worries, many tears.​” (University of Washington, Emotional Development) During the study of

this child, he showed more frustration when someone in the family did not understand him or he

would lash out and start yelling/crying. Another area that the individual shows anger is when he

is playing video games. He frequently yells and hits his desk in frustration. Amanda Morin from

Understood.org states that some eleven-year-olds ​“Are increasingly independent from family,

withdraw more from family activities, and need privacy”. ​I noticed that he has needed his own

space from his family most of the day. He will stay in his room for hours, and only come out

when he wants food. I find this to compare pretty averagely to the typical development to other

students his age who do the same actions. “​Another manifestation of adolescent egocentrism is

the assumption that adults do not, indeed cannot, understand the thoughts and feelings of early

adolescence” ​(Snowman J., McCown, R) Individual does not show any signs that lead to the

idea that no one understands him. He is not quite in the stage of experiencing anxiety, or

egocentrism in a way that allows him to think and feel like that. I believe that stage will not start

until 7th or 8th grade. He would place below students his age, that is not necessarily a bad thing,

but is not developed in that area to experience it quite yet.

P- PHILOSOPHICAL DEVELOPMENT

As we grow up our views and morals begin to change. At around the age of eleven,

children begin to have a “strong urge to conform to peer-group morals.” (University of

Washington, Moral Development) The eleven-year-old being observed does not seem to have

that urge quite yet. The typical things that an eleven-year-old in middle school would worry

about such as the way they dress, and other social norms or trends that they may follow does not

appear to be of any importance. If anything he likes to wear whatever is most comfortable to

him, which is believed to be considerably brave, and admirable. It shows that he does not care

about following the norm of other pre-teens. The understanding of things around them becomes

more prominent such as learning the difference between right and wrong. They can also “​Start

understanding how things are connected”. ​(Morin, Understood.org) This can link to the previous

statement of learning right and wrong, there are good outcomes for doing the right thing just as

there are consequences for doing the wrong thing. The individual does seem to understand how

the mood changes when someone in the family starts arguing, such as him with his parents or his

sister and their parents. It affects how everyone else feels. He is also aware of what it means to

say something rude, and how it may make himself look, as well as how the other person will

react and feel towards it. He is not always understanding why something is not okay to do or say,

but will listen when explained the reason. The use of school thinking starts to change as well and

the individual ​“Begins to show use of formal logical operations in schoolwork” (University of

Rochester) ​The importance of school seems to be lacking compared to games which are held at a

higher priority. He makes sure to keep up with his grades and allows himself to do the bare
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minimum, and at the last possible second. The individual does not seem to hold onto school as

something of importance, which

sets himself below his fellow classmates. However, he is overall average with everyone else.
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S-SOCIAL DEVELOPMENT

Social development is what helps pave the way for the future of any child. According to

the Child Development Guide given by University of Washington; the typical 11 year old is

“critical of adults and is obnoxious to live with.” a​ nd also ​“Strives for unreasonable

independence.”.​ The idea of the kid(s) being obnoxious to live with might mean they are testing

their parent’s patience and starting to have more smart-aleck remarks. In regards to the

unreasonable independence, around this age a child might want to go hang out with their friends

outside of the house. When observing for this aspect of the screening, the eleven-year-old did not

show any signs of wanting to go out with his friends or even wanting to leave the house in

general. He has only left the house one time over the course of the past couple of months, and he

went to go ride his bike, and skateboard alone around the neighborhood. He does show

independence in that aspect. His independence was not shown in many of the days being

observed, but he does like to remain in his room a good majority of the day as stated in a

previous screening. Him starting to stay in his room relates to Morin from Understood.org when

she states, ​“Are increasingly independent from family, withdraw more from family activities, and

need privacy”​ He does keep the door shut when he is in his room which is related to most teens

and pre-teens whom of which crave privacy and independence. The idea of trying to fit in with

the other kids begin to become a sense of priority, ​“The desire to conform reaches a peak during

the middle school years”​ (Snowman, J., McCown, R) Examples of kids trying to conform would

be buying the sneakers or clothing that they see others at their schools wear, or cutting their hair

the way that everyone does. The individual does not seem to have any interest in trying to change
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how he dresses to fit in. He likes to wear whatever is deemed to be most comfortable to himself.

He can be placed as average with other peers in his age group.

I- Intellectual Development

During middle school, children begin to understand the world around them, and start

questioning it as well. They even may begin to understand the concept of money, and the art of

saving. The typical eleven-year-old male will most likely experience an ​“increased ability to use

logic.” (University of Washington) ​An example of this may be when a child starts to question

what their parents say to them if it does not make any sense. The eleven-year-old being observed

does not seem to have anything being said that would point to him possibly questioning what

anyone around him may have said or done. However, he does like to use sarcastic remarks if

something does not make as much sense to him. All in all, he tends to not say much about

anything. A typical eleven-year-old boy ​“can argue more than just one side of an issue” (Morin,

​ his child does not argue with anything. He does not seem to have his own side
Understood.org) T

of an argument, but he does not tend to argue very much with his family members in the first

place. He does not seem to show any interest in arguing compared to your typical preteen or even

teen. As mentioned at the beginning, around this age kids start to become more interested in

​ his individual has

asked his parents for an allowance, and they have granted him that by having him do chores

around the house and paying him a certain amount of money depending on the chore that he does

around the house. I believe in the other aspects of the typical intellectual development, this

eleven-year-old ranks more mature than others. He can be deemed as above average as a whole

for his intellectual development when compared to the typical eleven-year-old.

GRAPH
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RECOMMENDATIONS

Physical Development

The physical recommendations should include his parents keeping an eye on what this

individual eats. In the long run, it would improve his health and metabolism rather than slow

down, and cause him to gain even more weight. I have noticed that he only likes to eat very

certain foods, and the family allows him to continue to do that. I feel it would help by

encouraging him to try new things such as healthier food and snacks. However, at the same time,

it is important that he feels comfortable in his own skin rather than body shame. Just keep the

door open for him to try new foods.

Emotional Development

Even though this individual is not showing any present signs of emotional outbursts or

anxiety it is important that the family keeps the line of communication open so that he feels

comfortable speaking when he does start to feel more of said emotions. Also, as he is beginning

to want more independence it is also crucial for his family to give that to him. If they force him

to be with people he does not want to be with then it will drive a wedge between him and his

family. If he does have sudden outbursts try not to respond harshly, instead stay calm and be

understanding.

Psychological Development

It is important that his family continues to support his choices in what he likes and does

not like to wear. If he is forced to wear things that cause him not to feel confident or good when
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he goes out then it will only cause him to have insecurities. Make sure to explain to him if or

when he says something uncalled for as to why it is bad and to teach him how to apologize. I feel

that how you talk to an individual, no matter the age, is vital to them hearing you out and

understanding what you are saying. If you start yelling then the other person is less likely to hear

you out.

Social Development

I noticed that since the individual does not seem to have a lot of social interaction nor

does he leave his room very often. I believe that his family should encourage him to go out and

ride his bike around the neighborhood with his friends. He could even invite them over to his

house or go to their house. Either way, it will improve his desire to interact more. It would even

be a good suggestion that when the family goes out to order food or does something that involves

Intellectual Development

Parents and teachers should remain open to answering the questions that they may begin

to ask. I find that he has started to question some things just in his simple day to day life. It is

important for especially his parents to remain open to answer almost any question that he may

have for them. Even though he has not reached the point of questioning a lot he will eventually;

that is why I find it to be crucial for parents to be supportive. In regards to the allowance, push

for the child to learn responsibility by working hard and earning their own money.
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REFERENCE PAGE

Child Development Guide: eleven to twelve years. (n.d.). Retrieved March 12, 2020,
from
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg13.htm#PHYSICAL

Disabled World. (2020, March 5). Average Height to Weight Chart: Babies to Teenagers.
Retrieved from ​https://www.disabled-world.com/calculators-charts/height-weight-teens.php

Morin, A. (2019, October 16). Developmental Milestones for Fourth and Fifth Graders.
Retrieved February 16, 2020, from
https://www.understood.org/en/learning-thinking-differences/signs-symptoms/developmental-mi
lestones/developmental-milestones-for-typical-fourth-and-fifth-graders

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

University of Rochester. (n.d.). Cognitive Development in the Teen Years. Retrieved