Running Head: JESSICA RUIZ P.E.P.S.

I SCREENING 1

Jessica Ruiz P.E.P.S.I Screening

Jocelyn Ruiz

College of Southern Nevada

EDU 220
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Biography

Jessica Ruiz is a fourteen year-old Salvadoran-American female, who is in 8th grade and

is attending Fertitta Middle School. Jessica is the youngest in a family of five. She has one older

brother who is twenty-eight with Down syndrome and an older sister who is twenty-two. Her

parents are married and both are currently employed. Jessica is planning on attending Southwest

Technical Academy for their Web Design and Development program for her freshman year of

high school. Some of her favorite hobbies include: reading, playing video games, sleeping, and

procrastinating. She enjoys reading novels that relate to current affairs, but dislikes reading

science fiction novels. She enjoys watching a variety of shows that range from drama to

animated comedies. She has said that her favorite food is anything that is served for breakfast.

Unlike many in her age group, she reads current events from all around the globe. She has

openly said that it is important for everyone to know what is happening because the United

States is not completely separated from it. For her future plans, she wishes to experience the

wonders of Canada and Australia. Her life goal is to just be happy with fifty dogs. As we

explore further we will understand Jessicas development physically, emotionally,

philosophically, socially, and intellectually. Each of these components are better known as,

J'Anne Ellsworths P.E.P.S.I screening (Ellsworth, 1998).

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Physical Development

Jessicas physical development is to be considered progressing on a normal path. She has

an average height of about five feet four inches. She has asthma and has been getting therapy to

combat against her daily allergies and build tolerance towards them. When she was younger she

participated in sports like, soccer and swimming. Since then she has lost interest in participating

in competitive sports and is currently not a part of any sports team. However, she is currently

taking a P.E class and is remaining diligent in becoming fit. For example, she has expressed on

bettering her mile run time to eight minutes. Though outside of school she does minimal physical

activity, but the bulk is done in school. At home she enjoys being outside and walking her dog,

Don Juilo. There has been a noticeable reduction of the consumption of food since she began

middle school. She gets full on foods much quicker, but has stated that her eating habits do not

stem from her physique. She will periodically experience pain in her shins and feet which is

attributed to her growth. She does possess some insecurities and self-doubt, but she does not

currently possess any eating disorders or is consuming any dietary pills.

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Emotional Development

According to Eriksons psychosocial development, most adolescents from twelve to

eighteen enter the identity v. role confusion stage (Snowman & McCown, 2015). The adolescent

wants to belong to society and fit in amongst their peers, and their community. The adolescent

will re-examine his identity and try to find out exactly who he or she is (McLeod, 2008). It also

suggests that two identities are involved during this process, those identities are the sexual and

occupational identities. A failure to establish a sense of identity can lead to role confusion, which

is simply explained as the adolescent is unsure about themselves and their place in society

(Snowman & McCown, 2015).

Now applying these ideas of emotional development to Jessica, it was easily concluded

that she is in the identity v. role confusion stage. She has expressed the feelings of pressure to

decide where she is planning to attend college. When asked where this pressure originated from,

she explained that it came from her teachers. An example she gave was last year in her science

class they did a college research assignment. She, along with many other students, were confused

about what the connection between colleges and her science lesson was. When the teacher was

asked, he explained that the project was a way to push them to think about college and where

they would like to attend. Her family on the other hand always told her that it was not necessary

to make her decisions now for the fact they are subject to change later on. They reminded her

that she should enjoy her school experiences and not let them pass by. Jessica feels as though she

still has not established her identity, and it could be because she is early in this stage. Jessica is

very strongly against abiding to the social norms of gender roles. Her favorite quote to say is,

Its 2017. You cant hold me to these gender roles. She has a great support system from her

family, and they do not enforce any cultural customs normally found in Hispanic families.
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Jessica still has many questions that contribute to her identity, and is currently in the process of

finding the answers to those questions.

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Philosophical Development

According to Lawrence Kohlbergs stages of Moral Reasoning, most adolescents would

fall in Level 2: Conventional Morality. Those individuals who fall in this level are better known

to conform to society and its rules. Level 2 is split into two separate stages, stage 3 and stage 4.

Stage 3 is known as good boy-nice girl and it focuses on behavior that will likely please and/or

impress others. Stage 4 is known as law-and-order orientation and it is to keep social order by

obeying laws as a form of respecting others (Snowman & McCown, 2015). In contrast to

Kohlbergs Stages of Moral Reasoning, the textbook mentions that those in middle school have

an increased willingness to think of rules as flexible mutual agreements also that rules are

likely to be obeyed out of respect for authority or desire to impress others (Snowman &

McCown, 2015, p. 93). For moral development in the high school years there is an increased

willingness to think of rules as mutual agreements and to allow for intention extenuating

circumstances (Snowman & McCown, 2015, p. 101).

To better understand where Jessica would fall in Kohlbergs Stages of Moral Reasoning,

a version of the scenarios he would give individuals was given to her. The scenario was, A

woman was walking down the street when she noticed a baby left inside a car at 2pm in the

middle of July. The baby seemed to be unconscious and sweating profusely. The woman broke

the car window, took the baby out of the car and called 9-1-1. Was the woman actions

appropriate? After going back and forth whether the woman's actions were morally correct or

incorrect. Jessica ultimately said the key words I was looking for, which were the law needs to

be broken when a persons life is in danger. From that phrase, information was able to be

gathered that reflected her beliefs in the flexibility of rules; henceforth, for daily living rules are

mutual agreements. Religious beliefs can be crucial for moral development for many, but it is
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important to note Jessica does not pose any strong religious ties. As a child she was baptized

Catholic, but since then she has not attended church regularly. She has stated that she believes in

a higher power, but those beliefs will not help her ethically. Her upbringing has been the source

of learning right from wrong, and believes that some components can change.
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Social

Robert L. Selman presented the idea that the development of interpersonal reasoning

leads to greater understanding of the feelings of others (Snowman & McCown, 2015, p. 95).

Interpersonal reasoning is the ability to understand the correlation between motives and behavior

among a group of people. The stages which Selman described the individuals in Jessicas age

group are able to make social and conventional system thinking. Each individual involved in a

relationship with another understands many of the subtleties of the interactions involved. In

addition, a societal perspective begins to develop. That is, actions are judged by how they might

influence all individuals, not just those who are immediately concerned (Snowman & McCown,

2008). Selman also makes the observation that the desire to conform reaches a peak during the

middle school years (Snowman & McCown, 2015, p.96).

Jessica does strive to be included, but she is content with being a part of the few. Her

decisions primarily reflect her familys morals and she appreciates their feedback. She does not

solely find others who are similar to her culturally, but would much rather have a close circle of

diverse friends. She searches for validity in her beliefs and does not criticize those who have

opposing views. She explained that her close friends are in a small circle and her acquaintances

are in a larger circle. She used the phrase, Everyone thinks Im their friend, but Im really not.

This is mainly because she finds that she can easily make friends. Jessica finds that she only has

few close relationships, but is very cynical by thinking those friendships will not last. She is very

distrusting of many of her peers, as a result of their own actions. Yet she experiences that many

of her peers confide in her with personal matters and seek advice with the hope that it can steer

them in the right direction. This could be the result that Jessica carries herself in a mature manner
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and can make rational decisions. In contrast, many adolescents are notoriously known for

making impulse decisions with little regard of the consequences.

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Intellectual

In Piaget Stages of Cognitive Development Formal Operational Stage individuals eleven

years and older and able to deal with abstractions, form hypotheses, solve problems

systematically, and engage in mental manipulations (Snowman & McCown, 2008). Formal

thinkers are known to use complex language like metaphors, sarcasm, and satire; as well as, can

reason possibilities in a logical manner (Snowman & McCown, 2008). Many adolescents during

this stage will experience adolescent egocentrism and it can affect relationships with others.

Adolescent egocentrism can be best defined as adolescents who are preoccupied with themselves

and how they appear to others. They constantly assume that their peers and adults are just as

equally interested in them as well (Snowman & McCown, 2008). Vygotsky believed that

individuals gained knowledge and concept tools by others who are advanced in particular skill

sets. Those whom they gain their knowledge from can interchange between their peers to adults

(Snowman & McCown, 2008).

Jessica prefers to use sarcasm and satire for her comedic approach to make daily

situations light hearted. She finds herself using metaphors in casual conversations. Jessica has

the tendency to see herself more mature compared to others in her class, this could be a part of

her adolescent egocentrism. She claims its not because she sees herself as a superior, but that

she does not understand why many in her class need to act in childish ways. She will

continuously become frustrated when others do not seem interested in her topics of discussion.

As Vygotsky expressed, Jessica will have a better learning experience when it is taught by her

peers. The ability to learn through cooperative learning strategies has been a key component in

her educational experience.

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P.E.P.S.I. Chart
4

3.5

2.5 Normal Range

1.5

0.5

0
Physcial Emotional Philosphical Social Intellectual
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Recommendations

As Jessica prepares to enter high school, physical activity will reduce significantly in her

later years. A minimum of thirty minutes of activity will help maintain a healthy physique. Her

family is encouraged to be aware of any eating or behavioral changes, as they can be an

indication of serious problems. Young adult females in high school are equally likely to develop

eating disorders or reduced eating habits as their middle school counter parts. Healthy eating and

physical activity together work best in ensuring positive mental health.

There will be an increased pressure from both school and home for Jessica to develop a

plan after high school. Parents and teachers are encouraged to refrain from pressing the topic too

much, as it can cause a backlash. During this time students are still in Eriksons identity v. role

confusion stage and constant pressure of making future plans will cause a negative result of role

confusion. What will work best for her is not focusing on time and feeling as though everything

has an expiration date. Having a relaxed approach to her future endeavors will allow her to make

a rational decision that she feels confident in making.

Jessicas moral development is progressing in a normal manner currently, without

focusing on religious beliefs. Jessica does not have a strong sense of religious connection, and as

a result she is not influenced by a church. Her morals stem from her familys morals and she

should be questioning the validity in those beliefs. Her family should not hinder this questioning

process, they should actually encourage her doing so. Teachers should also reinforce students to

question their environment because this will encourage the development of critical thinking

skills.

Socially Jessica is excelling gracefully. She should mainly focus on strengthening some

of her relationship with her peers and drawing boundaries with others. She also should not limit
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herself to her small circle of friends, but also feel encouraged to make new healthy friendships.

Cooperative learning strategies does allow her to work with other individuals she would not

otherwise work with. Though in the past, the result of working cooperatively was not a positive

one. When she expressed the lack of help from others or constant bickering within the group, her

teachers would not intervene. Jessica has even gone as far as saying her teachers did not care

enough about her problems. Teachers should take these claims and intervene as soon as possible.

These negative experiences will not allow the student to work well with others in groups and

negatively result with other students believing they can do minimal work to get full credit.

Lastly, intellectually Jessica will benefit in being challenged in all areas of education. She

already will spend much of her day researching questions she has and really enjoys having

debates with her sister and friends. Teachers could assign a research paper about what students

find interesting. This will allow students to become creative and enjoy the research process. Her

parents should encourage her doing her own research because she will be able to identify any

unreliable resources. Especially since recently fake news stories have been spreading amongst all

social media platforms, having the correct information will eliminate ignorance.
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References

Ellsworth, J. (1998). Building a P.E.P.S.I. Retrieved March 9, 2017, from

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/assign2-1-1.html

McLeod, S. (2008). Erik Erikson. Retrieved March 9, 2017, from

http://www.simplypsychology.org/Erik-Erikson.html

Snowman, J., & McCown, R. (2015). Psychology Applied to Teaching (14th ed.). Stamford, CT:

Cengage Learning.