Thisis a case study of an individual who is in the adolescent life-spanstage. The individual is a 17 year old male who resides in America.His name is Thomas, and he lives with his grandmother who constantlymonitors him due to his condition Attention Deficit HyperactivityDisorder (ADHD). Thomas is in school but, he receives specialeducation. He is in the tenth grade, and attends school with studentswho have deficits akin to his.
Applicationof Vygotsky Theory
Accordingto the Vygotsky theory, social interaction is mandatory for anindividual’s cognitive behavior to improve (Santrock, 2010). Whenhe began school, Thomas was a slow learner but, after interactingwith other students, his grades took a positive turn.
Inschool, it was observed that Thomas had always been a slow learner.His teachers had to repeat instructions more than once before Thomascould grasp it. When he joined school, his intelligence quotient (IQ)was extremely low. Thomas did not get any grade above a D, and thisfrustrated him because his friends were excelling. However, he didnot lose any hope, and continued to read, and work out puzzles withhis friends which boosted his cognition (Santrock, 2010). As soon ashe joined the fifth grade, Thomas began to get better grades rangingfrom a C to a B.
Thomashealth status is at risk due to his condition, ADHD. His physicaldevelopment has been curbed by the condition because of many reasons.Firstly, he would rather stay indoors than go outside, and that isunhealthy for him. He is required to constantly exercise, and keephimself fit so as to improve his physical development. Also, he oftenhas bad eating habits, and for this reason, he does not feed in theway in which he is expected. As a result, his health deteriorates dueto lack of enough energy. Furthermore, Thomas experiences sleepingdisorders ranging from insomnia to narcolepsy (Santrock, 2010).Thomas is bound to have poor health if he is exhibiting poor sleepinghabits.
Hispsychologist observed that Thomas is unpredictable in regard to hisemotions. There are times when he is extremely bubbly, and smileywith everyone around him. Other times, Thomas is aggressive, andangry at everyone, and everything. When he is happy, he likes towrite down his thoughts in his diary. Writing makes him happy, andrelax hence his doctor recommends that his grandmother ensures thathe always has his diary, and a pen. On the other hand, Thomas isuncontrollable when he is angry, or frustrated. He punches walls, andhurts himself, and feels better once he cannot take the pain anylonger. Thomas always lets out his emotions (Santrock, 2010).
Mostof his friends have deficits but, he also has friends who are notsick. He interacts with each group well because they understand him(Santrock, 2010). His friends know that there are those times when hewould rather be by himself, and there are times when he willsocialize. In the same way, they are familiar with his emotionaloutbursts, and have learnt how to deal with him. Thomas relates wellwith his peers, and friends.
Accordingto Kohlberg, morality is a continuous process that occurs throughoutone’s lifespan. Thomas’ view on morality is therefore,affirmative. The affirmation is owed to the fact that he lives withhis grandmother, who gives him sound advice. Old people are known tobe wise, and as a result, it is salient that Thomas is an individualwith formidable morals. Additionally, he develops morally as a resultof his teachers at school.
Sincehe was born, Thomas has always conformed to norms of society. Otherthan his aggression, during his anger outbursts, he adheres to rules,and regulations. In regard to socialization, Thomas is still averagebecause he mostly socializes with the people he is familiar with. Hefinds it difficult to speak, to new people. With his condition, it isevident that Thomas is above average regarding his school work. Infact, he even gets better grades than those students who arehealthier than him. His psychologist is constantly assisting Thomasin controlling his anger and aggression because he is below averagein that sector (Santrock, 2010).
Santrock,J.W. (2010). Life-spandevelopment.(14th Ed). Boston: McGraw-Hill Publishers.