PANDUAN TUGASAN AMALI FEM3101 2

· / . AMALI FEM 3101 ADOLESCENT DEVELOPMENT Objective: To help student understand adolescent better and what are the...

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. AMALI FEM 3101

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 socioemotional development With the information obtained, student would be able to make conclusion on respondent's overall development.

Task: l.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: o Physical development o Cognitive development o Socio-emotional development o Moral development 4.Apply appropriate theory to explain respondent's development. . S.Write a report on respondent's overall development o Introduction (Plus photo & personal information) o Respondent's development level (based on analysis conducted) o Conclusion on every aspect of development o Reference o Appendix (All amali Forms)

AMALIl : BACKGROUND Objective: 1.To know your respondent better 2.Rapport Building

Respondent's Name Age Name of School

Observer Date of Observation

o. Sibling

Occunation

Income

Education level

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Do you have computer at home?

Ever used a computer? What for?

If yes, at what age do you start using? How often did you play games on your computer? .------..,

Name your favourite computer game Hobbies

---------------------- minlhours * ____________________

-'per day Jper week*

Ambitions (why do you want to be a ?)

Address

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AMALI 2:

PHYSICAL 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

· Have reach puberty? When?

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

· Involvement in recreational activities. e.g camping, mountain climbing, canoeing etc. State activity.

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IConclusion: Based on activities that involves physical development

Overall 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) must:1. (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: Give the meaning of the following proverbs:

"Seperti 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 . . What is your favourite board game?

• Does it have a specific rule /regulation? 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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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 Section A and Section B

based on Tasks carried out in

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AMALI 4:

SOCIO-EMOTIONrL

Objective Task

:

DEVELOPMENT

To evaluate respondent socio-emotional developmental level.

Section A: As:sess respondent's relltionshiP with family and friends Section B: Access respondent's self-esteem.To calculate self-esteem score: • 2 marks for every I No answer given (except for Q 4, 7, 9, 12) • 1 marks for every Don't Know

Calculate total sc~re • A high score indicate a high self-esteem level. • Make a conclufion on respondent socio-emotional development, based on what you o have observed/enquired. Section A: Task1:

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Ask the following questions:

RIoe ations hIP WIt Oh O

O d Unen s

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How is your relationship with ~our peers? (good/close/not good/eT

100 you have a best friend??

~O you have a special bOYfrier

irlfriend What is your perception towar~s riendship? (negative/positive) I

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Relationship with family How is your relationship with tour Ifamily? (good/close/not goodleJco)

~hat is your opinion of your parents baiklgarang/ mesra)

What is your opinion towards your sibling? Are you close with any of hem? Who?

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ROSENBERG SELF-ESTEEM

SCALE

The scale is a 10-item Likert scale with items answered on a four point scale--from strongly agree to strongly disagree. The original sample for which the scale 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, circle A; if you disagree, circle D; and, if you strongly disagree, circle SD. 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 tb be proud of 6. * I certainly feel useless at dmes 7. I feel that I'm a person of'l0rth, at least equal to others 8. * I wish I could have more r~spect for myself 9. * All in all, I am inclined to eel that I'm a failure 10. Itake a positive attitude t~ward myself

SA SA SA SA SA SA SA SA SA SA

A A A A A A A A A A

D D D D D D D D D D

SD SD SD SD SD SD SD SD SD 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: Your Total Grand Total --I

Score between 15-25 are considered average

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oeu-esteem ecaie

the appropriate section:

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1. Does your parents like to hear your opinion? 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 befriend with you?

~. Do you like outdoor games? ~. Do you think that other children do not like you? ~. Do you feel embarrassed if you are forced to speak to a teacher?

r? Do you like to write stories or do creative writing? 8: In school, do you ever feel sad because no one wants to play with you.? ~. Are you good in maths?

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10. Are there many things about ~ou that

YOU

want to change?

11. Do you feel stupid and embarrassed if you have to speak in front of other children? I 12. Is it difficult for you to do craft work/wood work? 13. When you want to inform something to your teacher, do you feel stupid? I 14. Do you always have to seek for new friends because your old friends are with someone else? IS.Do you always feel stupid when talking to your parents? 16. Does other people always think that you like to tell lies?

Write a Conclusion I

on respondents's

psychosocial development:

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AMALI 5: MORAL DEVELOPMENT Objective: To evaluate respondent,l moral development based on Kohlberg Theory. Task: I 1. Read the passage below to your respondent and ask the questions below. 2. Observe:j o Respondent thinking process . o Whether respondent lev~l of thinking parallel to the level in Kohlberg Moral development I Theory. I

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

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1. 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 ?

3. 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 Report 1. Format lab Report • Times New Roman, Font 12, Double spacing • Lessthan 50 pages • Bibliography i1nAPA style 2. Checklist

1. 2. 3.

4.

5.

6.

7. 8. 9.

Table of content 1. Introduction 1.1 Adolescents' background 2. Physical development 2.1 Theory 2.2 Gross motor developmeit and fine motor development 2.3 Comparisons 2.4 Conclusion 3. Intellectual development 3.1 Theory 3.2 Thinking skill 3.3 Drawing (Torrence Creative Test) 3.4 Comparisons 3.5 Conclusion 4. Social emotional development 4.1 Theory 4.2 Relationship with family, peer and selfesteem 4.3 Comparisons 4.4 Conclusion 5. Moral development 5.1 Theory 5.2 Comparisons 5.3 Conclusion 6. Overall conclusion 7. Bibliography 8. Appendix