LAB FEM3101

ADOLESCENT DEVELOPMENT

Objective:

To help student understand adolescent better and what are the developmental aspect

involved in the process. Student will be taught how to access respondent's physical,cognitive and socio-emotional development. With the information obtained, student would

be able to make conclusion on respondent's overall development.

Task:

1. Choose an adolescent aged between 12-18 years old (state development level).

2. Collect respondent's background information. (Refer to Practical Form 1)3. Make an observation/assessment on the following dimension:

• Physical development

• Cognitive development

• Socio-emotional development

• Moral development4. Apply appropriate theory to explain respondents' development.

5. Write a report on respondents' overall development

• Introduction (Plus photo & personal information)

• Respondents' development level (based on analysis conducted)

• Conclusion on every aspect of development

• Reference• Appendix (All Lab Forms)

6. Assessment

• Introduction (lS marks)

• Main content (50 marks)

• Language and organization of idea (10 marks)

• Conclusion (15 marks)

• References and appendices (10 marks)

AMALll :BACKGROUNDObjective:

l.To know your respondent better2.Rapport Building

Respondent's Name

Age

Name of School

Observer

Date of Observation

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Ethnic

Religion._---------_. .__ .

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lNo. Sibling

Name of bestI I

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Income

Education level

_.'_. .....• ~_____ , ! I

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-_.__ .._. __ ...-._--_.

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Do you have computerat home?

Ever used a computer?What for?

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If yes, at what age doI

you start using?

How often did youplay games on yourcomputer?

>~" IName your

favourite computergame

--Hobbies

____________ min/h ours *

-.•... ;

Ambitions

(why do you want tobe a,.»» >» >00> >?)

Address

_________ -tper day /per week*

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AMALl2 PHYSICAL DEVELOPMENT

Objective: To evaluate respondent's physical development level.Task

1. Enquire/observe respondent's physical development 0 used the questions provided. Write yourcomment in the space provided.

2. Observe specific activity (either structured or unstructured) that involves physical development(sport, recreational activities, gardening, swimming etc.). Write your conclusion on his/herphysical development based on your observation.

3. Make an overall conclusion about your respondent physical development.

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1. Changes in voice

~. Changes in body structure

13. Have reach puberty? When?

~. Involvement in sports. If active,state type of activities.

~. Involvement in recreationalactivities. e.gcamping, mountainclimbing, canoeing etc.State activity.

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4

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[Conclusion: Based on activities that involves physical development

verall conclusion on adolescent physical development

, --

5

AMALI 3: COGNITIVE DEVELOPMENT

Objective: - To evaluate respondent cognitive development.- To observe respondent intellectual-and creative thinking.

Task: In this session you (student) must-1. (Section A)

o Observe how respondent think? Is it based on their logical thinking or based on facts obtained .from their observation and reading? Observe whether respondent are able to do abstractthinking and concept-building.

o Observe whether answers given were based on concrete thinking or own sentimental values.

o Report all the answers and discussions.

2. (Section B).

o Conduct Torrence Test of Creativity To calculate the score, refer to Dr. Rohani Abdullah:Perkembangan kanak-kanak. Page 132

***********************************************************************Section A: Items to be forwarded to respondent:

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. In your opinion, What are the characteristicsof a good teacher? Why?

• If student have problems, how can ateacher help?

• Do your teacher always motivate her/hisstudents? How?

• What can she/he do if the class isnoisy/students are naughty?

1. Give the meaning of the followingproverbs:

"Scperti Kacang Lupakan Kulit"

What is the meaning of this proverb?

How is it correlated?

What is the significance of this proverb?

Give examples on situations reflected in thisproverb.

--_. -.-.~-- ----l

.~

. What is your favourite board game?

Why?

ie Does it have a specific rule Iregulation? howdo you play it? .

• Do you need to think while playing?

6

._--------_ ..---_._--------------

Section B: Torrence Test of Creativity

Taskl: Observe how respondent expand /develop his/her ideas, THEN evaluate their creativity level.

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Task 2: Complete the circles into meaningful/attractive picture.

8

Write a.conclusion on respondents cognitive development based on Tasks carried out inSection A and Section B

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....--

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AMALI 4: SOCIO-EMOTIONAL DEVELOPMENT

Objective : To evaluate respondent socio-emotionaldeve!opmentallevel.taskSection A: Assess respondent's relationship with family and friendsSection B: Access respondent's self-esteem.To calculate self-esteem score:

• 2 marks for every! No answer given (except for Q 4, 7, 9, 12)• 1 marks for every Don't Know· Calculate total score

• A high score indicate a high se!f-esteernlevel.• Make a conclusion on respondent socio-emotional development, based on what you

have observed/enquired.Section A:

Task1: Ask the following questions:

Relationshi

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i

How is your relationship with yourpeers? (good/close/not good/etc.)

,

po you have a best friend??

loo you have a special boyfrierid'girifriend

,Iwhat is your perception towardsirriendship? (negative/positive) I

------

.elationshin with family

IHow is your relationship with tour

amily? (good/close/not goodlelc.)

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What is your opinion of your parentsbaiklgaranglmesra)

_.

IWhat is your opinion towards yoursibling? Are you close with any ofhem? Who?

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ith fri

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10

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,,~'-uvuD; "1:11-I:Sleem I:)caleTick" the appropriate section:

~'1. Does your parents like to hear your opinion? I ! I I~. Are you always feeling lonely in school?

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,

~. Are the other students in your school bored with you and reluctant to Ibefriend with you?

~. Do you like outdoor games?

5. Do you think that other children do not like you?

6. Do YOU feel embarrassed if you are forced to speak to a tea~her?~. Do you like to write stories or do creative writing? I~: In school, do you ever feel sad because no one wants to play with you.?

19. Are you good in maths? ..._ ..._-- -- ..-i

10. Are there many things about you that you want to change?

11. Do you feel stupid and emb~assed if you have to speak in front of otherchildren? ..

I12. Is it difficult for you to do craft work/wood work? -_ ..... ".

13. When you want to inform something to your teacher, do you feelstupid?

14. Do you always have to seek for new friends because your old friends are lwith someone else?1-.

15.Do you always feel stupid when talking to yo~arents? I.____J. __

.!.§. Does other people always think that you like to tell lies? I I

Write a Conclusion on respondents's psychosocial development:

/'"",,

11

ROSENBERG SELF-ESTEEM SCALE

The scale is a lO-item Likert scale with items answered on a four point scale--fromstrongly agree to strongly disagree. The original sample for which thescale wasdeveloped consisted of over 5,000 High School Juniors and Seniors from 10 randomlyselected schools in New York State.

Instructions: Below is a list of statements dealing with your general feelings aboutyourself. If you strongly agree, circle SA; if you agree with the statement, circleA; if youdisagree, circle D; and, jf you strongly disagree, circle SD.

1. On the whole, I am satisfied with myself. SA A D SD2.* At times, I think I am no good at all. SA A D SD3. I feel that I have a number of good qualities SA A D SD4. I am able to do things as well as most other people SA A D SD5.* I feel I do not have much to be proud of SA A D SD

~, 6.* I certainly feel useless at times SA A D SD7. I feel that I'm a person of worth, at least equal to others SA A D SD8.* I wish I could have more respect for myself· SA A D SD

·9.* All in all, I am inclined to feel that I'm a failure SA A D SD10. Itake a positive attitude toward myself SA A D SD

Scoring:-For questions 1,3,4, 7, and 10 score SA=3, A=2, D=I, and SD=O: Your Total _-For questions 2,5,6,8, and 9 score SA=O, A=l, D=2, and SD=3: YourTotal _

Grand Total----

Score between 15-25 are considered average

---...\

~-....\

AMALI 5: MORAL DEVELOPMENT

Objective: To evaluate respondent's moral development based on Kohlberg Theory.Task:

1. Read the passage below to your respondent and ask the questions below.2. Observe:- <

o Respondent thinking processo Whether respondent level of thinking parallel to the level in Kohlberg Moral development

Theory. -

*****************************t******************************************------------------------.,uad is very lazy. He is also laZYiin school. En. Zamri (his form teacher) wants Fuad to stndybarnd start concentrating in his study. Therefore, he instructed other students not to help Fuad with!is schoolwork. Hamdan, Fuad best friend, ignored En. Zamri's instructions, and helped Fuad witpis school work because he want ~obe a good friend to Fuad.

Answer the following questions:-

I < What is your opinion towards Hamdan? Is his action right or wrong?

2. In your opinion, what will happen to Hamdan when En. Zamri found that he helped Fuad ?

J In your opinion, how will the other students react to Hamdan's action?

Give your conclusion on respondents reasoning ability, and relate this to their moral developmentlevel.-

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Adolescents Lab's ReRQ!!

1. Format Lab Report

2. Checklist

• Times New Roman, Font 12, Double spacing

• Less than 50 pages

• Bibliography in APA style

3. I 2. Physical development2.1 Theory2.2 Gross motor development and fine motor

development2.3 Comparisons2.4 Conclusion

4. I 3. Intellectual development3.1 Theory3.2 Thinking skill3.3 Drawing (Torrence Creative Test)3.4 Comparisons3.5 Conclusion

5. I 4. Social emotional development4.1 Theory4.2 Relationship with family, peer and self-

esteem4.3 Comparisons4.4 Conclusion

6. I 5. Moral development5.1 Theory5.2 Comparisons5.3 Conclusion

7. I 6. Overall conclusion

8. I 7. References

9. I 8. Appendix

Table of content

1. Introduction1.1 Adolescents' background