CASE STUDY ANALYSIS: ADOLESCENCE TO EMERGING ADULTHOOD
Case Study:
Kevin Miller, a White fifth-grade student at Greentree Elementary School, is in the principal’s office with his parents. Mr. Dolan, the school principal, has just informed Mr. and Mrs. Miller that Kevin’s fifth-grade trip privilege will be revoked because of an accumulation of disciplinary offenses. Kevin’s behavior in fifth grade has become progressively more disruptive. This time, he has managed to create enough problems for his teachers to prevent his participation in the end-of-the-year event, which was planned as a reward for the students’ effort and achievement.
Kevin is a very intelligent and physically attractive youngster with particular interests and abilities in sports and computer games. In second grade, he was identified as a candidate for the school’s gifted student program, yet he invests little energy in schoolwork. He tells his teachers that he finds the assignments boring and can find no reason to involve himself in the learning process. He does little studying, but he manages to get by with a C+ average. In class, he talks to other students when he should be working, makes disrespectful comments to his teachers, and basically tries to get away with doing what he pleases most of the time.
Kevin relishes his position of power in the group. Many students in the class look up to Kevin because of his engaging bravado. They like him because he is often funny and provides a diversion from class work. Other students find him a nuisance who distracts the teachers from their instruction. Students know that if they work with Kevin on a group project, they may have a good time, but it will come with a price: getting in trouble with their teachers.
Kevin’s parents have a long history of conferencing with the school principal and counselor. Over the years, problems have increased from some concerns about his attention span in the early grades to more serious issues. In fourth grade, Kevin was caught cheating on a test proctored by a substitute teacher. Kevin claimed that he was falsely accused because the teacher “didn’t like him.†At the beginning of fifth grade, Kevin responded to his English teacher, who was trying to get him to focus on a classroom writing assignment, with a profane comment. When confronted about his behavior, Kevin was convinced that he did not do anything seriously wrong. His explanation was that he was joking, and he suggested that the adults should “lighten up.â€
Kevin’s parents believe it is their job to stand up for their only son and support him, even though they are unhappy about his frequent problems at school. The Millers describe their son as “lively and creative†and “smarter than they are†in some areas, such as computer literacy. Encouraged by the school counselor, they initiated private counseling for Kevin at the end of fourth grade. Kevin has seen his counselor sporadically for almost a year. Both parents believe that Kevin is a good boy whose irrepressible spirit and intellect get him into trouble with those who misunderstand him.
Faced with this new consequence, Kevin is quite upset. He was looking forward to the class trip and believes that the punishment is extreme. The Millers understand the principal’s reasoning, but they also disagree with the punishment. They indicate that they will request a meeting with the superintendent to have the decision changed. They express the view that most kids behave like Kevin sometimes. From their perspective, Kevin should be allowed to express himself and to have the autonomy to make choices about what he does. They emphasize his persistence and interest in activities that engage his attention. They come close to faulting Kevin’s teachers for failing to motivate him.
The district superintendent, after considering the case, decides that depriving Kevin of the trip would jeopardize any relationship teachers would be able to develop with him in the future. Kevin’s consequence is changed to an in-school suspension; he is allowed to participate in the class trip.
- Title Page
- Introduction: An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
- Case Study Analysis:
- Presenting Challenges: Explain the presenting challenge or challenges and primary issue or issues.
- Lifespan Theory: Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
- Intervention Process: Apply the appropriate lifespan development theory to support an identified intervention process.
- Individual and Cultural Differences: Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
- Conclusion: A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.
- References
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