LAB FEM3101 ADOLESCENT DEVELOPMENT
Objective: To help student understand adolescent better and what are the developmental involved in the process. Student will be taught how to access respondent's cognitive and socio-emotional
development.
With the information
aspect
physical,
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 2. Collect respondent's
background information.
3. Make an observation/assessment •
Physical development
•
Cognitive development
•
Socio-emotional
•
Moral development
(Refer to Practical Form 1)
on the following dimension:
development
4. Apply appropriate theory to explain respondents' development. 5. Write a report on respondents' overall development (Plus photo & personal information)
•
Introduction
•
Respondents' development
•
Conclusion on every aspect of development
•
Reference
•
Appendix (All Lab Forms)
level (based on analysis conducted)
6. Assessment
(lS marks)
•
Introduction
•
Main content (50 marks)
•
Language and organization of idea (10 marks)
•
Conclusion (15 marks)
•
References and appendices (10 marks)
level).
AMALll : BACKGROUND Objective: l.To know your respondent better 2.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 best
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Income Education level _.'_.
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Do you have computer at home?
Ever used a computer? What for?
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If yes, at what age do
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you start using?
How often did you play games on your computer?
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Name your favourite computer game
--
____________
Hobbies
_________
min/h ours * -tper day /per week*
Ambitions
(why do you want to be
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Address
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PHYSICAL
AMALl2
DEVELOPMENT
Objective: To evaluate respondent's physical development level. Task 1. Enquire/observe respondent's physical development 0 used the questions provided. Write your comment 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/her physical 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
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reach puberty? When?
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~. Involvement in sports. If active, state type of activities. .~,
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~. Involvement in recreational activities. e.gcamping, mountain climbing, canoeing etc. State activity.
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[Conclusion: Based on activities
that involves physical development
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verall conclusion on adolescent
,
physical development
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AMALI 3:
COGNITIVE DEVELOPMENT
Objective:
- To evaluate respondent cognitive development.
- To observe respondent intellectual-and creative thinking. Task: In this session you (student) must1. (Section A)
2.
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 abstract thinking and concept-building.
o
Observe whether answers given were based on concrete thinking or own sentimental values.
o
Report all the answers and discussions.
(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:
t~(0:;;1-5~~}j;~~!-;£i:'~~w~t~£~~~~~§1~~~ilif§'~~~!~~hj£jlJg:U~~'i5~~f~~ 1. Give the meaning of the following
proverbs: "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 this proverb. --_.
-.-.~--
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. What is your favourite board game? Why? ie .~
Does it have a specific rule Iregulation? how do you play it? .
• Do you need to think while playing? . In your opinion, What are the characteristics of a good teacher? Why? • If student have problems, how can a teacher help?
• Do your teacher always motivate her/his students? How? • What can she/he do if the class is noisy/students are naughty?
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._--------_
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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.
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Write a.conclusion on respondents cognitive development based on Tasks carried out in
Section A and Section B
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....--
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AMALI 4:
SOCIO-EMOTIONAL DEVELOPMENT
Objective : To evaluate respondent socio-emotionaldeve!opmentallevel. task Section A: Assess respondent's relationship with family and friends Section 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
ith fri i
How is your relationship with your peers? (good/close/not good/etc.) ~
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po you have a best friend??
loo you have a special boyfrierid'
girifriend ,
Iwhat is your perception towards irriendship? (negative/positive)
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R.elationshin with family
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How is your relationship with tour .......••.•
amily? (good/close/not goodlelc.) l I
What is your opinion of your parents baiklgaranglmesra)
_.
IWhat is your opinion towards your sibling? Are you close with any of hem? Who?
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Tick"
"1:11-I:Sleem
I:)cale
the appropriate section:
~ '1. Does your parents like to hear your opinion?
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~. Are you always feeling lonely in school?
,
~. Are the other students in your school bored with you and reluctant to befriend with you?
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~. 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?
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~. Do you like to write stories or do creative writing? ~: In school, do you ever feel sad because no one wants to play with you.?
19.
Are you good in maths?
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10. Are there many things about you that you want to change?
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11. Do you feel stupid and emb~assed children?
if you have to speak in front of other ..
12. Is it difficult for you to do craft work/wood work?
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13. When you want to inform something to your teacher, do you feel stupid? 14. Do you always have to seek for new friends because your old friends are with someone else?
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15.Do you always feel stupid when talking to yo~arents?
.!.§. Does other people always think that you like to tell lies?
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.____ J. __
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Write a Conclusion on respondents's psychosocial development:
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ROSENBERG SELF-ESTEEM SCALE The scale is a lO-item Likert scale with items answered on a four point scale--from strongly agree to strongly disagree. The original sample for which thescale was developed consisted of over 5,000 High School Juniors and Seniors from 10 randomly selected schools in New York State. Instructions: Below is a list of statements dealing with your general feelings about yourself. If you strongly agree, circle SA; if you agree with the statement, circleA; if you disagree, circle D; and, jf you strongly disagree, circle SD.
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1. On the whole, I am satisfied with myself. 2. * At times, I think I am no good at all. 3. I feel that I have a number of good qualities 4. I am able to do things as well as most other people 5. * I feel I do not have much to be proud of 6. * I certainly feel useless at times 7. I feel that I'm a person of worth, at least equal to others 8. * I wish I could have more respect for myself· ·9. All in all, I am inclined to feel that I'm a failure 10. Itake a positive attitude toward myself
*
SA SA SA SA SA
A A A A A
SA
A
SA SA
A
SA
A
SA
A
A
D D D D D D D D D D
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
SD SD SD SD SD
SD SD SD
SD SD
_ _
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 process <
o
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 stndybar nd start concentrating in his study. Therefore, he instructed other students not to help Fuad with! is school work. Hamdan, Fuad best friend, ignored En. Zamri's instructions, and helped Fuad wit school work because he want ~obe a good friend to Fuad.
pis
Answer the following questions:I
---...
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What is your opinion towards Hamdan? Is his action right or wrong?
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2. In your opinion, what will happen to Hamdan when En. Zamri found that he helped Fuad ?
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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 development level.-
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Adolescents Lab's ReRQ!! 1. Format Lab Report •
Times New Roman, Font 12, Double spacing
•
Less than 50 pages
•
Bibliography in APA style
2. Checklist
Table of content 1. Introduction 1.1 Adolescents' 3.
4.
background
I 2. Physical development 2.1 Theory 2.2 Gross motor development development 2.3 Comparisons 2.4 Conclusion I 3. Intellectual development 3.1 Theory 3.2 Thinking skill
and fine motor
3.3 Drawing (Torrence Creative Test) 3.4 Comparisons 3.5 Conclusion 5.
6.
I 4. Social emotional development 4.1 Theory 4.2 Relationship with family, peer and selfesteem 4.3 Comparisons 4.4 Conclusion I 5. Moral development 5.1 Theory 5.2 Comparisons 5.3 Conclusion
7.
I 6. Overall conclusion
8.
I 7. References
9.
I 8. Appendix
