Assignment Task

Introduction

For this assessment, you are required to collect developmental data for a single child, adolescent, or adult closely, and report your findings. By definition, a case study is: “an intensive analysis of an individual unit (as a person or community) stressing developmental factors in relation to environment” (Merriam-Webster, n.d.). The purpose of this project is to consolidate your knowledge and understanding of human development through its specific application to an individual in the context of their family and community. Your challenge is to collect data through a combination of techniques that are currently used in research and produce a written report demonstrating your understanding of biological, psychological, and social processes of development as they apply to a person in the age group you select. You are also expected to demonstrate your ability to use the collected information to formulate reasonable and justifiable predictions about the participant’s future development (n.b. it is best not to use the word “subject” because people find the term demeaning).

Keep in mind that the purpose of every piece of assessment is to test your knowledge and understanding of the material presented in the unit you are studying. To get the best possible result you should make yourself familiar with the unit outline, lecture notes, textbook chapters, and articles in the reading list. As this unit focuses on research evidence that comes from a variety of different academic disciplines, such as psychology, neuroscience, and epidemiology, it will be important to demonstrate that you have engaged with this evidence-based literature. Use the marking rubric as a checklist to ensure project expectations are met. It is best to read the instructions very carefully before you begin. However, if you need clarification about any part of this assessment, do not hesitate to speak with your tutor.

First, you will select a suitable participant and obtain informed consent from the person or a parent (or guardian) in the case of a child or adolescent. Second, you will collect data. Third, you will write a report in which you will discuss your findings in the context of recent, evidence-based literature. Each of these steps is explained in some detail in the sections below.

Participant selection, informed consent, and duty of care

The person you choose to study must be a child or adolescent 15 years of age or younger or an adult 60 years of age or older. The instructions contained in this document are specific to a child or adolescent 15 years or younger. If you wish to study an adult 60 years or over, see the separate instruction document.

It is important that you do not know the child/adolescent or their family well. You should not choose your own son or daughter or a relative, such as a niece, nephew, or grandchild or personal psychologist, counsellor, physiotherapist etc. The reason is that the familiarity of the participant may comprise your findings. You should ask if you can do the case study with the child of a colleague or an acquaintance. Another possibility is to ask a family member who has children to ask one of their friends to take part.

Most parents are very interested and happy to participate

When you have chosen a child/adolescent for your study, you must first secure the parents` informed consent (see Informed Consent – Assessment – Blackboard). The information sheet explains that you are doing this research for a course in life course development, that the child`s/adolescent’s name will not be used in the report, and that the main purpose of the report is to help you see the relationship between textbook knowledge of child/adolescent development and real children. The consent form must be signed by the participant, or the parent/guardian, and student in person. N.B. electronic signatures are not permitted.

As with all research, you have a duty of care to protect the health and wellbeing of your participant. If you believe on the basis of your assessment that your participant’s level of development differs from that which is typical for children of the same age and the child’s parent or guardian is not aware of the issue, you should refrain from mentioning it as this may cause unnecessary worry. You should, however, immediately inform the unit coordinator of your concerns. The unit coordinator will follow the matter up with the parent or guardian as necessary. An assessment with a qualified health professional will be organised if required.

Data collection

Collect the information for your report by using all three of the following research methods. For children under 5 years of age ask the parents when the child is likely to be awake and active. For children 6 years of age and over and adolescents you will need to organise a time when the child/ adolescent is free from school and other activities. If at all possible, observe the child/adolescent interacting with another child/adolescent or adult either inside or outside their home, or in some other social setting. It is okay if the person is alone, but engaging in some meaningful activity, such as playing “dress-up” or playing with Lego. There is little point observing the person when they are engaging in screen activities, such as watching TV or playing a computer game.

Informal interaction and developmental

Your goal is to observe the participant’s behaviour and capabilities in a relaxed setting. The particular activities you engage in will depend on the participant’s age and how they respond to you. Most children/adolescents enjoy playing games, reading books, drawing, and talking. Asking a younger child to show you his or her room and favourite toys is a good way to break the ice. Asking an older child/adolescent to show you the neighbourhood can provide insights

Two questionnaires have been placed in the Assessment section of Bb to help you with this aspect of your data collection:

1) The Ages and Stages Questionnaires (ASQ) are very age specific (in months) and are suitable for assessing the development of children up to 5 years of age. Choose the questionnaire that comes closest to the child’s age in months. Do not attempt all of the items, rather try a few items from the different domains of development, such as gross motor and communication skills. Test the child yourself during the period of interaction and/or ask the child’s parent if the child is able to perform a number of tasks.

2) The Child/Adolescent Questionnaire is taken from the Western Australian Pregnancy Cohort (Raine) Study and is suitable for children over the age of 5 and adolescents. It asks about leisure activities, schooling, language development, behaviour, and general health. Again, it is not necessary to ask all of the questions. Use it as a guide for questions to ask an older child/adolescent when you are interacting with them

When you have finished your data collection write a summary of your interaction in 2-3 paragraphs. First, describe the setting and the specific activities you were engaged in. Second, describe how the person responded to you. For example, was the person shy and reserved or outgoing and talkative. Third, summarise your findings from the ASQ or Child/Adolescent Questionnaire. Do not scan the completed ASQ form or the Child/Adolescent Questionnaire into your document. It is unnecessary and it will make your document run slowly. Fourth, describe any additional features you have learned about this person and their development.

Questions

1. On average, how much time do you spend with your child each day from Monday to Friday (Include the time you spend caring for your child as well as the time you spend helping with homework, talking and just ‘being together’)

2. How much time does your child usually spend watching TV and/or playing computer games?

3. How would you compare the physical activity level of your child with that of other children of the same age?

4. How does your child’s level of activity now compare to 12 months ago?

5. Does your child participate in any regular physical activity before school, after school or during the weekend?

6. Compared to other children of the same age, how applicable are the following items for your child now or within the past six months?

7. Did your child ever attend Kindergarten or Preschool?

8. Did your child ever attend Pre-primary?

9. In what year did your child begin Year 1/Grade 1 at school?

10. How many primary schools has your child attended since beginning Year 1/Grade 1)?

11. change of teachers during the year eg. change of school, teacher on maternity leave?

12. Has your child ever repeated a year/grade at school?

13. How satisfied are you with the standard of education offered at your child’s current school?

14. How would you describe your child`s academic performance in school during the past six months?

15. Does your child have now, or has your child had in the past, any of the following health professional-diagnosed medical conditions or health problems?

16. Is your child limited in the kind or amount of school work he/she does because of speech and/or language problems?

17. During the past six months has your child (or have you on your child`s behalf) had contact with a teacher for a behavioral problem or a learning problem?