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Copy of KSP M2 Worksheet 1

The document discusses two scenarios involving child and adolescent development, focusing on Ann, a 4-year-old girl, and Keng, an 11th-grade student. Ann's behavior is deemed typical for her age, supported by her extended family structure, while Keng exhibits problematic expressive behavior that requires collaboration among teachers, parents, and psychologists for effective intervention. The document emphasizes the importance of understanding developmental stages to provide appropriate support and scaffolding for students' growth.

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hafeez ullah
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3 views5 pages

Copy of KSP M2 Worksheet 1

The document discusses two scenarios involving child and adolescent development, focusing on Ann, a 4-year-old girl, and Keng, an 11th-grade student. Ann's behavior is deemed typical for her age, supported by her extended family structure, while Keng exhibits problematic expressive behavior that requires collaboration among teachers, parents, and psychologists for effective intervention. The document emphasizes the importance of understanding developmental stages to provide appropriate support and scaffolding for students' growth.

Uploaded by

hafeez ullah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Joe St.

Pierre (group 51} Class 11_5 ID 680203539


Ryan Yandell
Richard Oduro

Worksheet of Submodule 2.1: Scenario 1


Scenario 1: Early childhood
Little Ann's family consists of five members: her father, mother, Ann herself (a 4-
year-old girl), and their two housemaids, Waew and Toei. Waew serves as the
housekeeper, assisting with cleaning and cooking, while Toei is Ann’s nanny, helping
to care for her. Ann's father is an associate professor at a public university, and her
mother works for a private company. Ann’s grandparents live in a separate house,
but they frequently visit to help look after her or take her to their home when her
parents travel for business, both domestically and internationally, for several days at
a time. Ann is very close to her grandparents and loves spending time with them.
According to her mother, Ann is in good health, and her development is age-
appropiated, as confirmed by the doctor at each routine check-up.

Ann's Case: When Ann joins your classroom, you observe that she follows
instructions, interacts well with her peers, and displays the following behaviors:

● She is unable to sit in her seat or focus on lessons for more than 45 minutes.

● She struggles to form long sentences to clearly explain a topic, such as


"birds."
● She has difficulty drawing a detailed picture of a "bird."

● She is unable to write the word "bird" with a pen.

Boy's Case: A new student named Boy, who is four and a half years old, has joined
the classroom. He displays behaviors such as not following instructions, running
around the room, causing damage to objects, and frequently disturbing his
classmates.

Questions:

1. In Ann's case, what stage of development is Ann in? Is her behavior


considered problematic? Explain why or why not?
(Based on the clip "Early Childhood Development.")
● Not being able to sit and focus for more than 45 minutes is age-appropriate.

● Difficulty forming long sentences and drawing detailed pictures, as well as not
writing the word “bird,” are not problematic for a 4-year-old and fall within
normal developmental expectations.
Conclusion: Ann’s behavior is not considered problematic. It reflects typical
developmental characteristics for her age group.

2. In Ann's case, is Ann's family a nuclear family or an extended family? How


does this family structure affect Ann's development?

Ann’s family is extended, since her grandparents play a consistent caregiving


role and live nearby, often staying with her during her parents’ business trips.

Impact on Development:
Extended families provide additional emotional security and support.
Regular interaction with grandparents promotes social and emotional
development.
The presence of consistent caregivers (nanny, grandparents) fosters
attachment security and stability in routines, which benefits Ann’s overall
development.

In Ann's case, is collaboration between the teacher and psychologist necessary?


Explain why or why not?
(Based on the clip "Collaborative Work between Teachers and Psychologists"
& “Mental Health & Well-being in Children”)

No, collaboration is not currently necessary.


According to the clips "Collaborative Work between Teachers and
Psychologists" and “Mental Health & Well-being in Children”, collaboration is
warranted when there are:
Noticeable developmental delays
Behavioral issues that interfere with learning
Signs of emotional distress
Ann is developing typically, shows no red flags in behavior, and has strong
social skills.

4. In the case of Boy: (Based on the clips "Behavior Checklist" & "Observing
and Recording Behavior.")

4.1 Apply the principles of behavior observation to identify “one specific


target behavior”. Please provide a clear, concise description of how to
observe that behavior.
4.2 Specify the appropriate method for recording the behavior and provide a
brief example.

Target behavior: "Running around the classroom during structured learning


time."
Observation approach:
Define a specific timeframe (e.g., 9:00–9:30 AM)
Record frequency: How many times Boy leaves his seat or runs
Note context: What triggers the behavior? (e.g., transition time, direct
instruction)

5. In Boy’s case, how should the teacher appropriately manage the situation?
(Based on the clips "Collaborative Work Between Teachers and Psychologists"
& "Mental Health & Well-being in Children.")

Begin with structured observation and documentation

Apply positive behavior support strategies:

We need to set the classroom rules and consistently apply to them.

Reinforce desired behavior (e.g., sitting quietly = sticker reward)

Provide clear visual cues and routine reminders

Use behavior modeling and break activities into shorter intervals

If behaviors persist, follow the process for referral to the school psychologist.

6. In Boy’s case, is collaboration between the teacher, parents, and


psychologist necessary? Why or why not?
(Based on the clips "Collaborative Work Between Teachers and Psychologists"
& "Mental Health & Well-being in Children.")

Initially, collaboration between the teacher and Boy’s parents is essential. The teacher should:
Share observations with the parents regarding Boy’s behaviors in class.
Ask about similar behaviors at home or during other activities.
Collaborate to establish consistent routines and expectations across home and school.
This home-school partnership helps determine whether the behavior is situational or part of a
broader pattern.
If, after implementing joint strategies, there is no improvement or if more serious concerns
(e.g. emotional regulation, developmental delays) emerge, the teacher should involve the
school psychologist. This ensures a more comprehensive assessment and the development of
targeted support strategies.
Worksheet of Submodule 2.1: Scenario 2
Scenario 2: Adolescence

You are a class teacher in Grade 11 (Mattayom Suksa 5) and “Keng” is one of your
students.
You have noticed that Keng frequently argues with classmates, seniors, and juniors.
He tends to be moody and easily frustrated, often bullies his peers, and regularly
breaks class rules and regulations. Despite being punished, these behaviors persist
and show no signs of diminishing.

Questions:

1. What stage of development is Keng in, according to Erikson’s Psychosocial


Development Theory? What are the key developmental characteristics at
this stage?
(Based on the clips "Theories of Developmental Psychology Part 1" & "Early
Adolescence Development")

Stage 5: Identity vs. Role Confusion (Adolescence)


Key developmental characteristics:
Adolescents seek to establish a sense of self and personal identity.
Conflict with authority, emotional instability, and peer-related struggles are
common.
Positive outcomes lead to confidence and a stable identity; unresolved issues
may result in confusion, rebellion, or behavioral concerns.

2. Is Keng's behavior considered problematic? Are there any early signs


suggesting it could be a "behavioral problem"? Which category best describes
his behavior?
(Categories: 1. Expressive behavior problems / 2. Repressive behavior
problems / 3. A combination of expressive and repressive behavior problems /
4. No obvious behavior problems)
(Based on the clips "Early Adolescence Development – Externalizing &
Internalizing Problems")

Category: 1. Expressive behavior problems (also called externalizing


problems)

Evidence:
Persistent rule-breaking
Aggression and bullying
Defiance and ongoing interpersonal conflict

These align with typical externalizing behaviors, as explained in the clip “Early
Adolescence Development – Externalizing & Internalizing Problems.”
3. In Keng’s case, apply the principles of behavior observation to identify the
"problem target behavior." Provide a clear description of how to observe this
behavior and specify the appropriate method for recording the behavior.
Include a brief example.
(Based on the seminar clips "Observing and Recording Behavior")

Identifying tracking windows(Who will observe him and at what times)

● Track his mood on arrival, such as verbal arguments, tone of voice, etc.
● Use an ABC chart to identify trends:
○ antecedent-behavior-consequence
● Document any harassment online

4. In Keng's case, is collaboration between the teacher, parents, and


psychologist necessary? Why or why not?
(Based on the clips "Mental Health & Well-being in Children Parts 1-2")

Yes, collaboration is necessary.

Reasons:

● Behavior is persistent, aggressive, and harmful to peers


● May stem from emotional, social, or environmental causes requiring multi-
angle support
● Parents can offer home insights; a psychologist can screen for underlying
issues (e.g., anger management, trauma, identity struggles)
● According to “Mental Health & Well-being in Children”, a joint approach
ensures more effective interventions and consistent support across contexts

ID 680203539
To better understand our student students and the stages of development. To help us in
providing social and emotional support for students. Furthermore, to aid us in providing the
appropriate scaffolding for their growth.

Why study developmental psychology

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