Case Study: Analyzing the Development of a 16 Year Old Girl

With Haley

Kailey M. Jones

EDUS 301: Human Development and Learning

Professor W. Glen Miller, Jr., Ed.D.

Written: 26 OCT. 2024

Last Updated: 19 NOV. 2025

Letter to the Reader

Dear Reader,

Thank you for taking the time to review and read this case study. In this document, I will be interviewing a 16-year-old adolescent to analyze how her background, developmental context, school performance and more have shaped the person she is today. Through a series of tests, questions, research, and dedication, I have furthered my understanding of child development. It is my goal to help broaden the scope of human development through this study and bring a more comprehensive understanding of how children grow and learn.

Sincerely,

Kailey Jones 

Confidentiality Statement

This case study has been conducted with strict adherence to confidentiality. No identifying information about the individual involved has been included, and all personal details have been anonymized to protect their privacy. All names used are pseudonyms, and real names will not be disclosed. All information will be kept completely confidential and is used solely for educational purposes

About Haley

Haley is a lively and bright sixteen-year-old girl in her junior year of high school. We met for an interview at her home, where the environment was busy and full of activity.  Haley’s father was in the kitchen, watching videos and talking at a loud volume, which annoyed her. Her mother was at work, and her brothers were in their rooms playing video games. Despite the noise, Haley stayed focused on our conversation. She maintains As and Bs and, while not in any clubs, is active in her community. She plans to pursue a career in personal training, beginning at a community college and then transferring to a larger institution. In her free time, Haley works out, walks, and spends time with friends, who mean a lot to her

Background

Early Childhood

As a young child, Haley remembers having positive relationships and being socially active. Her earliest best friend, Mary, and others in her neighborhood were part of her social circle. She recalls herself as well-liked and outgoing. Some events, like Christmas celebrations, are cherished memories, while others, like a trip to a theme park, made her uneasy, highlighting how the environment affects emotions—even when the setting is generally perceived as exciting. Haley shared that as a child, she would often cry to express emotions, which could suggest a negative affective temperament. According to Rothbart and Bates, children who are “easily distressed…may fret and cry often” (Santrock 312). While this temperament often correlates with introversion, Haley’s social nature challenges such generalized temperament assumptions.

Family

Haley is the second of four children, with one older sister in college and two younger brothers. Her parents have been married for over 20 years; her father has a doctorate, and her mother has some college education. Haley shares a close bond with her mother, enjoying activities like shopping and walking together. Her relationship with her father is different—she describes it as “distant” and says they typically connect over fitness. During the interview, her father would often talk around the house, prompting Haley to roll her eyes and express irritation, saying things like “Does he ever shut up?” Her parents enforce academic discipline by confiscating her phone if her grades slip, especially her mother, who helps her track assignments and encourages improvement. This balance of support and discipline is consistent with Bandura’s social learning theory, which suggests that Haley’s family provides reinforcement and models behavior, contributing to her motivation and self-discipline. However, her strained relationship with her father indicates that not all reinforcement is positively received.

Peers

Haley describes her friendships as authentic and supportive. Her best friend, David, has played an influential role in her fitness goals, and she considers him a close, positive presence in her life. Haley identifies as socially skilled but mentions she’s grown more self-conscious, aligning with Elkind’s concept of adolescent egocentrism. This self-consciousness affects her comfort in new social settings, though she remains pragmatic about social conflicts, choosing to address issues directly or move on if needed. Haley feels no pressure to belong to one clique, instead identifying as a “floater” among various social circles. She believes her family influences her more than her peers, showing a balanced sense of belonging that contributes positively to her self-concept and resilience.

Employment History

Haley’s work history reflects enthusiasm followed by decreasing interest, a typical pattern as adolescents explore different roles. She first worked as a lifeguard at 15 with her older sister, which initially sparked motivation, but eventually lost its appeal. Soon after, at age 16, she pursued a role in food service but found herself uninterested, leading her to discontinue the training before it was complete. She then took a job at a daycare, where she began with strong dedication and commitment, but later realized that she didn't enjoy working with children and quit within a few months. Currently, Haley is unemployed. From a developmental standpoint, her experiences align with Erikson’s “identity vs. identity confusion” stage. In this stage, adolescents try different roles to explore their identity. Haley’s cycle of starting jobs with enthusiasm and leaving when they don’t fit illustrates her journey of self-discovery. Vygotsky’s theory highlights the importance of social interactions in learning, suggesting that children and adolescents progress best when supported by knowledgeable peers or adults in slightly challenging tasks. Haley’s experiences in jobs like daycare and food service illustrate her ability to learn through social interactions and guidance. However, her loss of interest suggests her Zone of Proximal Development (ZPD) may not be properly supported, leading to disengagement. This aligns with Vygotsky’s view that development relies heavily on an engaging and supportive social environment

Motivation and Self-Concept

Haley has plenty of goals set for herself in many categories, like academic, personal, and fitness-oriented goals. She is committed to going to the gym, getting good grades, keeping friends, and having a “good big house…[and a]...good big family.” These goals display personal ideals that are unique to the formal operational stage of development in Piaget’s Cognitive Development theory.  Her gym activities with her best friend, David, help reinforce her commitment to self-discipline, which she identifies as a key to her success. When she falls short of her goals, Haley holds herself accountable, showing self-awareness and a willingness to identify areas for improvement. Her academic motivation, however, fluctuates depending on the subject. While Haley is generally driven to excel, her class participation can be hindered by a fear of embarrassment, especially when uncertain of her answers. This behavior aligns with Elkind’s concept of the “imaginary audience,” where adolescents feel they are under constant scrutiny, making it harder for Haley to fully engage in classroom discussions. From Bandura’s social cognitive theory, Haley’s self-efficacy—her belief in her ability to succeed—varies by situation. In classes like French, she’s more motivated; in others, fear of judgment limits her participation. Bandura would attribute these reactions to Haley’s past experiences and observations, impacting her self-confidence.

Erik "Erikson's Theory"

Erikson’s Psychosocial Theory outlines eight stages, with Haley currently in the Identity vs. Identity Confusion stage, where “individuals confront the tasks of finding out who they are, what they are all about, and where they are going in life…if not, identity confusion reigns” (Santrock). To assess her development within this stage, Haley was asked a series of agree-or-disagree statements. Her responses reveal both self-assurance and sensitivity to peer perceptions, which align with Erikson’s view that adolescents seek validation and approval from peers as they form their identities. For example, she noted that being the only one in class able to answer a question would boost her ego, and she cares about how others perceive her schoolwork, not wanting to appear lazy. This emphasis on peer feedback reflects Erikson's idea that adolescents' identities are shaped by social interactions and the opinions of others. Haley also shows a willingness to take on challenging school work to learn and grow, displaying resilience and self-improvement, which are key to Erikson's concept of competence. However, her engagement varies by subject, as she is more interested in classes like French and less committed to others, a pattern Erikson attributes to how closely activities align with an adolescent’s emerging identity. At times, Haley avoids class participation to escape potential embarrassment, balancing her need for external validation with a desire to "show up" for herself. This tension between personal achievement and social perception is a central aspect of Erikson's theory, where adolescents strive to define themselves while managing external expectations and personal goals.

Development

Cognitive Development

Haley is in the formal operational stage of development. She is gaining the ability to think abstractly, hypothetically, and in ideals. Through this, she is moving beyond concrete thinking and towards a more complex understanding of the world and way of thinking. 

Jean Piaget's Theory

Haley’s responses to the questions reflect her beginning abilities to think abstractly, a hallmark of Piaget's formal operational stage. When asked what life would be like without thumbs, she mentions practical challenges like not being able to grab a water bottle or text, which reflects concrete thinking. However, she also considers social implications, such as people “looking at me weird,” indicating early stages of abstract thought. Piaget would expect adolescents at this age to engage more deeply in hypothetical thinking about broader societal impacts, but Haley’s response is still age-appropriate for her development. When discussing how she would use unlimited resources to improve the world, her answers demonstrate a higher level of abstract thinking. Her desire to help animals and clean up litter reflects her ability to think beyond her immediate environment and consider global issues, which aligns with Piaget’s expectations for formal operational thinking. Haley can conceptualize problems and solutions on a larger scale, showing that she can engage with hypothetical scenarios and think about the consequences of actions in a broader context. Although Haley shows a developing ability to think abstractly, Piaget would likely expect her to engage in more complex reasoning about future consequences, such as the long-term impacts of climate change. Her focus on immediate solutions, like picking up litter, indicates she is still in the process of refining her ability to reason systematically about more abstract, long-term issues. Overall, Haley’s responses suggest she is entering the formal operational stage, with some abstract reasoning emerging, but still more concrete in her thinking about broader, hypothetical scenarios.

Language/Literacy Development

Haley's writing on Federalists and Anti-Federalists showcases her developing understanding of historical concepts and her ability to express her thoughts clearly, though with some inconsistencies. Her structure reflects an emerging ability to organize information logically—she introduces the Federalist viewpoint, contrasts it with the Anti-Federalist perspective, and offers a personal conclusion. This progression indicates Haley is building an understanding of how to structure an argument and make comparisons, which are essential skills in academic writing. Her choice to conclude with her own opinion on the matter demonstrates growing confidence in expressing and defending a stance, an important aspect of critical thinking and writing development. Haley's use of language reflects a solid grasp of basic vocabulary and the ability to communicate ideas in simple terms. She successfully employs terms like "Bill of Rights" and "local and state government," indicating an understanding of key political concepts. While the writing is at times informal and marked by spelling and grammatical errors, her ability to articulate the core differences between Federalists and Anti-Federalists shows an early stage of proficiency. She is still in the process of refining her ability to express more nuanced thoughts and fully support her opinions with specific examples, which is typical of her developmental stage in writing and literacy. Overall, Haley's writing illustrates her current stage in language and literacy development. She is at a point where she can express basic historical ideas and coherently organize them, but is still refining her writing mechanics and critical thinking skills. As she continues to develop her writing, Haley will likely gain more proficiency in articulating complex ideas, providing detailed support for her arguments, and polishing her language use. Ultimately leading to stronger literacy and communication skills.

Social Development

Haley’s approach to making new friends has shifted over time. As a child, she would simply talk to others directly, but as she’s gotten older, Haley has become more anxious and now often relies on social media to connect. She explains that she worries more about being judged, which has impacted her confidence in social settings. Despite this, Haley continues to value genuine connections and has found ways to adapt to her evolving social needs. As she’s grown, Haley feels a greater sense of independence in her family relationships. She describes feeling less close to her family and notes that they spend less time together overall. This increased independence aligns with her sense of personal growth, as she sees herself developing her personality and needing less support from her family. Socially, Haley describes herself as a mix of both introverted and extroverted, with her comfort level largely depending on the crowd and energy around her. Haley believes others see her as “crazy, weird, talkative, and unfiltered,” and she acknowledges that her self-perception has evolved. She feels she has become more self-aware, understanding her unique qualities and developing a stronger sense of self. Social media also plays a role in Haley’s social life. She uses it to stay connected with friends, meet new people, and share posts. While social media was new to her around age 12-14, she now uses platforms like TikTok to engage with her friends and express herself. Haley has experienced changes in her social environment due to moving and changing schools when she was ten, which significantly impacted her social life. When she first moved to a new school, she quickly gained popularity as “the new girl,” allowing her to establish friendships and expand her social circle. Haley’s adaptability and outgoing personality helped her navigate these transitions, ultimately fostering her social growth.

Moral Development

Haley’s responses reflect her position within Kohlberg's Conventional Level of moral development, particularly Stage 3 (Interpersonal Relationships), where her decision-making is based on maintaining personal relationships and loyalty. Haley was presented with a dilemma based on the story of Judy, a twelve-year-old girl who saved money for a concert but, after her mother changed her mind and insisted she buy clothes instead, decided to attend the concert anyway while lying about it. Judy later confessed to her sister, Louise, who now faces the dilemma of whether to tell their mother. She believes Louise should keep Judy’s secret because of the trust that exists between siblings, prioritizing their bond over strict honesty with their mother. This shows Haley’s emphasis on loyalty and relational harmony, even if it means not adhering to an authority figure's rules.

Her response that Louise shouldn't "break her sister’s trust" highlights her value on the relational aspect of morality, rather than a strict rule-based or consequence-driven view. Haley's reasoning shows that for her, maintaining trust and loyalty within family relationships is central, reflecting a strong identification with values like empathy and commitment to loved ones.

Haley also views promises as significant, mentioning that “promises are a big thing,” which further emphasizes her belief in trustworthiness and reliability. Her focus on trust as the foundation of a mother-daughter relationship and on setting boundaries that allow both authority and understanding illustrates her nuanced view of family relationships, showing her understanding of the balance between authority and trust.

Overall, Haley’s answers align well with the Conventional Level in Kohlberg's stages, where her moral reasoning focuses on maintaining family harmony and trust within close relationships, even at the cost of honesty with a parent.

Physical Development

Haley’s physical and social development reflects her commitment to staying active, social interactions, and the influence of early adolescence. She maintains a healthy lifestyle by taking daily walks and going to the gym, often with friends who support her fitness goals. This active routine underscores the role her social circle plays in motivating her and maintaining a balanced lifestyle. Recently, Haley was measured at 5'5" and weighed 123 pounds, placing her in the 55th percentile for Caucasian females her age, which is consistent with typical development for her age group. Haley began puberty at age 12, a time when many adolescents start navigating changes that affect their social and emotional experiences. Beginning puberty at this age may have contributed to her self-awareness and adjustment to physical changes alongside her peers. In terms of substance use, Haley started experimenting with alcohol around ninth grade, initially drinking more frequently but cutting back about five months ago. Currently, she drinks once or twice a week and has limited her experience with other substances to a single instance, reflecting a conscious decision to prioritize her well-being. Overall, Haley’s development is marked by an active lifestyle, a healthy weight, and evolving habits around substance use. Her choices reflect her growing sense of self-regulation, social maturity, and awareness of the importance of health, indicating positive progress in her adolescence. Through these decisions, Haley demonstrates a balanced commitment to her physical and social well-being as she continues to mature.

Conclusions

In conclusion, Haley’s responses and behavior reflect key aspects of her development during adolescence, particularly in the realms of self-concept, moral development, and social interactions. As a sixteen-year-old, she is navigating the challenges of identity formation, balancing her desire for social acceptance with a growing sense of personal values. Haley’s concerns about judgment and her careful attention to how others perceive her align with Erikson’s theory of identity versus role confusion, as she seeks to define herself both academically and socially. Furthermore, her actions and responses demonstrate the influence of social learning theory, as Haley is shaped by observing others and striving to meet social expectations. While she continues to grapple with self-esteem and the fear of failure, Haley is clearly in the process of developing a more nuanced understanding of herself and her place within her community.

References

Kohlberg, Lawrence. "Stage and Sequence: The Cognitive-Developmental Approach to Socialization." Handbook of Socialization Theory and Research, edited by David A. Goslin, Rand McNally, 1969, pp. 347-380.

Santrock, John W., Kirby Deater-Deckard, and Jennifer Lansford. Child Development: An Introduction. 16th Ed., McGraw-Hill Higher Education, 2024

Appendix: Case Study Interview

1. Can you introduce yourself? (Name, Age, and Grade)

   1. I’m [Haley]. I’m 16, and in 10th, no 11th grade.

2. How are your grades?

   1. All A’s and one B

3. Are you in any clubs, sports, or extracurriculars?

   1. No

4. Do you have any ideas about what you’d like to do after you graduate?

   1. Go to a college (community and then transfer), maybe do personal training

5. Are there any disabilities or mental challenges you’re comfortable sharing? 

   1. None 

6. What do you enjoy doing for fun in your free time?

   1. Gym, walking, hanging out with friends, eating

7. Who is someone very important to you, and why?

   1. [David] because he's my gym buddy

8. How would you describe your family’s socioeconomic status?

   1. Upper Middle class

9. Do you have any siblings? How old are they, and what is your relationship like with them?

   1. Younger brother (12) we get along, (14) go to schools w/ him see him every morning, Older sister (18): in college so can’t really talk to her sometimes

10. How would you describe your friendships? Do you spend time with friends outside of school, and how do you feel about them?

    1. Yes

    2. I love my friends I like hanging out with them

Background

Early Childhood

1. How did you interact with other children when you were younger? Did you have close friends?

   1. Mary, my best friend, we’d hang out.

   2. [Tara] and [Emily], my neighbors.

   3. I was popular, I was nice to everyone and everyone was nice to me.

2. Can you remember any early experiences that made you feel particularly happy or sad?

   1. Christmas made me the happiest thing ever.

   2. Going to [theme park], was not a good vibe

3. How did you express your emotions as a child? Were there specific ways you were taught to handle strong emotions?

   1. Just cry about it.

4. What was your early school experience like? Did you attend preschool or daycare?

   1. Attended preschool, I had friends, did plays, and went with my sister.

5. Did you have any role models during your early years, like a favorite teacher or family member who influenced your learning?

   1. Mrs. [Sue], I love Ms. [Sue]. She made everything so fun in english.

6. How did your early environment (e.g., urban, rural, nature) shape your experiences as a child?

   1. City/suburb, near a beach, good neighbors good people good environment

   2. More grateful, a good community helped me grow up good and gave me good experiences.

Family

1. Can you describe a time when you had a disagreement with your parents? How was it resolved?

   1. When they took my phone and they took my door off (5th grade) because I talked back a lot. She wouldn't let me do something, probably, stupid reason. Resolved by time, apologizing and writing her letters.

2. What happens when you disobey your parents? Are your mother and father different in their reactions?

   1. No not really, now nothing really happens, i usually don't disobey them.

3. How do your parents respond when you receive a bad grade?

   1. Take my phone, not happy, try to pull up my grades to see what I'm missing to help me get them done (list –mom)

4. Do your parents attend your school or extracurricular events?

   1. Yes when I was on the basketball team my dad volunteered, and attended siblings things as well.

5. Do your parents usually know where you are and who you’re with?

   1. Yes, most of the time

6. Are you included in your parents' decisions? Can you give an example of when you were?

   1. Yes they most of the time ask me if it's okay

7. How would you describe the relationship between your parents?

   1. MOM pretty close, we shop she buys me stuff, go on walks together

   2. DAD we have the gym in common, don't get along not close, picks me up from school – only time i really see him

8. What do your parents do for a living?

   1. Mom- mom works…at a middle school

   2. Dad [has educational and military experience

9. What’s it like to have both of your parents working, with one working from home? 

   1. Doesn't really make a difference to me, they make time for me around work

Peers

1. Can you tell me about your friends? What do you value in your friendships?

   1. I have good friends that i'm close with that i talk to in school and hang out with outside of school

   2. Making time for me and talking to me and not being fake

2. Do you have a best friend? How do you know when someone is your best friend?

   1. Yes, David

   2. Because we get along really good and were always with each other and we've known each other for a really long time and we have a lot of things in common

   3. Known David for 5 years

3. How do you resolve disagreements with your friends?

   1. Talk about it, and if you can't get through it you just gotta move on from your friends

4. When you have a conflict or dislike something about a peer, how do you handle it?

   1. Ignore it, not let it get to me i don't care about it

5. Are there any groups or “cliques” in your school? How would you classify yourself among them?

   1. Some groups of girls and guys

   2. I’m a floater, i just talk to everybody

6. How do your peers influence you? Can you give examples of what kind of things they influence versus what your family influences?

   1. They don’t. I pick up on words sometimes, if they do something i think is cool i would like to try to do it too

   2. Family is closer with me and trust them more

   3. More respectful with my family and watch what I say. I can be more myself with my friends

Motivation/Self Concept

1. What goals do you have for yourself, both now and in the future?

   1. Stick to the gym

   2. Keep working

   3. Get good grades

   4. Make money

   5. Eat clean

   6. Keep good relationships with others

   7. Have a good big house

   8. Have a good family: Having kids, teaching them right, making sure they have a good childhood (like i did)

2. Have you had any difficult challenges in your life that you feel have set you back or made life harder for you?

   1. When I went to online school, kept me away from others and felt left out from the experiences everyone else was having

   2. Stress from school, didn't like the school environment at the time

3. What do you attribute your successes and failures to, and why?

   1. I keep disciplined and keep showing up, holding myself accountable, David (makes gym fun)

   2. Myself for not putting in enough effort and not preparing myself

4. How did you do on your last test? What factors do you think contributed to that result?

   1. Pretty good: A, it was math (trigonometry)

   2. I paid attention in class and I tried my best, I reviewed in class, no outside of class studying for this test

5. How do you feel about yourself?

   1. I feel good about myself, Im very productive and I feel like i don't just sit on my butt anymore

6. Do you ever feel like you can’t do something because everyone will notice or judge you? Can you elaborate? (Elkind)

   1. Yes, when a teacher asks me something or tries to volunteer. I want to but I feel embarrassed. I'm too anxious. I feel bad for my teachers.

Erik “Erikson’s Theory”

7. Agree/Disagree Statements

   1. I would feel really good if I were the only one who could answer the teacher’s questions in class. 

      1. Yes, that makes my ego high bruh

   2. It’s important to me that other students in my classes think that I am good at my work.

      1. Yes, i don't want to look lazy

   3. I like school work that I’ll learn from, even if I make a lot of mistakes.

      1. Yes, i don't like making mistakes

   4. An important reason why I do my work in school is because I want to get better at it.

      1. Yes, i like being productive, I just want to pass the class for some of them, it depends on the class (likes french)

   5. One reason I would not participate in class is to avoid looking stupid.

      1. Agree, because I get embarrassed very easily and i might make a mistake and say something dumb

   6. I do my school work because I am interested in it.

      1. Disagree

   7. An important reason why I do my school work is so I do not embarrass myself.

      1. Disagree, I do it so i can show up for myself

   8. I’d like to show my teachers that I am smarter than the other students in my classes.

      1. Agree, I want to show them that I’m putting in effort

Cognitive Development

Jean Piaget’s Theory

1. What would your life be like if you did not have thumbs?

   1. I wouldn't be able to text, I wouldn't be able to do basic things like grab a water bottle, no thumbs up if im happy,  (prompted) It would make my life a lot harder, people would look at me weird and I wouldn’t be able to do basic things that other could with thumbs.

2. If you were given the opportunity to better the world with unlimited resources, what two things would you do?

   1. Help animals around the world, rescues, keep animals from going extinct: I have a big love for animals, i feel devastated when i see animals suffering and i want to help them as much as i can

   2. Pick up a bunch of litter around the world and turn it into compost: The world is so much prettier when people pick up their trash and it makes me mad when people don’t know how to pick up their trash, and it also hurts the animals

Language/Literacy

Could you provide a short paper you’ve written, or could you write a short paragraph about anything you choose?

“Federalists and anti-federalists have many differences these differences create a lot of controversy but they handled it very well

The two leading federalists were George Washington, they beleived the constitution was safe, and that they felt they needed a strong goverment to protect there interests. They also felt like they needed a strong goverment to regulate trade so everyone has a chance to do well in their buisness.

The anti-federalist don’t agree with the federalist. The two main anti-federalists were Patrick Henry and George Mason. They beleived that a strong goverment would abuse there power, they also thought the constitution did’nt protect citizen’s rights like freedom of press, speech and protection against reasonable searches. They also thought they would need a Bill of Rights added to the constitution.

If I had to pick between being an anti-federalists or a federalist I would say anti. This is because they want more of a local and state goverment, this gives states different rights and laws, making it more considerate to citezens.”

Social Development

1. How do you typically make new friends? Has this changed as you’ve gotten older?

   1. I talk to people and follow them on social media

   2. When i was younger i would just talk to them myself

   3. I've gotten more anxious as i've gotten older and felt like i could be more judged

2. How has your relationship with your family evolved as you’ve grown older? Do you feel closer or more independent?

   1. I feel more independent, and not as close, and we don't do as much together as a family

   2. The older you get the more you grow into your personality and the less you need to lean on others for things

3. How do you see yourself in social situations? Would you describe yourself as more introverted, extroverted, or a mix of both?

   1. Mix of both, it depends on the crowd im in, the people around me, and the energy they give off

4. How do you think others perceive you socially, and has this perception changed over time?

   1. Crazy, weird, does not have a filter, talkative

   2. I've gotten more known to myself and learned more about myself, developed a different personality as i've gotten older

5. How do social media and online interactions fit into your social life? How has this changed as you’ve gotten older?

   1. I use it to talk to people sometimes and meet new people, i post

   2. When I was younger i didn't know about social media, 12/14 started using social media, 

      1. Made tiktok for fun with friends nothing else

6. Have you moved or changed schools? How did these changes affect your social life?

   1. Yes

   2. Became really popular when i move to a new school, became the “new girl” and made a lot of friends

Moral Development

Okay, now I’m going to present you with a dilemma and ask you a series of questions afterwards:

Judy was a twelve-year-old girl. Her mother promised her that she could go to a special rock concert coming to their town if she saved up from baby-sitting and lunch money to buy a ticket to the concert. She managed to save up the fifteen dollars the ticket cost plus another five dollars. But then her mother changed her mind and told Judy that she had to spend the money on new clothes for school. Judy was disappointed and decided to go to the concert anyway. She bought a ticket and told her mother that she had only been able to save five dollars. That Saturday she went to the performance and told her mother that she was spending the day with a friend. A week passed without her mother finding out. Judy then told her older sister, Louise, that she had gone to the performance and had lied to her mother about it. Louise wonders whether to tell their mother what Judy did.

1. Should Louise, the older sister, tell their mother that Judy lied about the money or should she keep quiet?  I think she should keep quiet

   1. Why? Because that’s her sister and that could break her trust

2. In wondering whether to tell, Louise thinks of the fact that Judy is her sister. Should that make a difference in Louise's decision? Yes for sure

   1. Why or why not? She has more to lose and that wouldn't be a very good thing for a sister to do

3. Does telling have anything to do with being a good daughter? No

   1. Why or why not? Because she shouldn't have that pressure/responsibility on her about being a good daughter over being a good sister

4. Is the fact that Judy earned the money herself important in this situation?  Yes

   1. Why or why not? Because judy took her time to earn the money herself

5. The mother promised Judy she could go to the concert if she earned the money. Is the fact that the mother promised the most important thing in the situation? Kind of, leaning to yes

   1. Why or why not? If you promise something you thought about it and thought it out and you go and break that promise, that’s not right

6. Why in general should a promise be kept? Promises are a big thing, if you promise something you've thought about it and if you think about it she was looking forward to it

7. Is it important to keep a promise to someone you don't know well and probably won't see again? No

   1. Why or why not? The person should know not to trust them, because they have no clue who they are and they just met them and they don't know if they can keep promises. I would keep a promise with someone i hardly know because i don't “dilly dally” with promises, i rarely make them

8. What do you think is the most important thing a mother should be concerned about in her relationship to her daughter? Trust

   1. Why is that the most important thing? A mother should be the most trusting person you'll ever have in your life and they should neer do something to break the trust and you always need a mom to lean on if you need it

9. In general, what should be the authority of a mother over her daughter? Caregiver, trust, assertive/authoritative

   1. Why? You need to set boundaries but you also need to be there for them and be someone they can lean on. And get them their basic needs

10. What do you think is the most important thing a daughter should be concerned about in her relationship to her mother? I don’t know, caregiver: a provider and someone that always has your back and you can trust with everything

    1. Why is that the most important thing? Everyone needs something like that in their life and that's what a mother should be providing

11. In thinking back over the dilemma, what would you say is the most responsible thing for Louise to do in this situation? Keep quiet but tell her she shouldn’t do that again

    1. Why? She can get caught and it's not safe for her to do that and that could break her and her moms trust

PHYSICAL DEVELOPMENT

1. What are your height and weight?

   1. 5’4, 123

2. What do you do for exercise, whether at home, school, or elsewhere? 

   1. Go to gym, walks, runs

3. Can you tell me about your diet and nutrition? What do you typically eat in a day? 

   1. I eat a lot of meat, fruit and a lot of protein dense foods (around 1,800-2,200 cal/day)

4. How do you feel about your body and your physical development?

   1. Good endurance, life heavy and strong, good puberty i feel like my body has developed to a good point

5. Favorite foods? 

   1. Bananas, honey, eggs, blueberries, turkey, chocolate, candy: reese’s pumpkin shape

6. Have you ever used substances or consumed alcohol? If so, how often?

   1. Yes, alcohol, i have done drugs one time but never again (cart)

   2. Not anymore, about once/twice a week, started around 9th grade, 5m ago

7. When would you say you started puberty? 12y/o 5th grade