.have related some of the events, characteristics, and phenomena in Penelope’s life to some popular theories of adolescent development. As I run through the salient answers from the interview, I shall attempt to see Penelope’s life as an adolescent in the context of development theories.
To facilitate eliciting accurate and truthful responses from the subject, I incorporated a few rapport building features in the interview. First of all, the interviewee was made to feel at ease and comfortable. The sequence of question categories gradually increases in their complexity, starting off from general questions regarding family structure, a number of siblings, relationships with parents and her personality. These were followed by questions on physical, cognitive, emotional, social and behavioral aspects of her life so far. The answers to these questions throw light on Penelope’s adolescent development. they help set a background from which a scientific analysis of Penelope’s psychological development is made easier. The theories of development discussed in this essay are those proposed by Erik Erikson, Jean Piaget, and Sigmund Freud.
According to Piaget, a growing child develops cognitive structures or cognitive concepts in order to deal with its surrounding environment. Also, these cognitive structures and concepts grow in complexity and sophistication as the child passes from one stage to the next. According to Piaget’s theory of cognitive development, Penelope should have completed all four stages of child development – sensory-motor, preoperational, concrete operations, and formal operations. Given the fact that Penelope had graduated all grades successfully indicate that she has also passed through all the four stages of Piaget’s model. As Piaget does not expand his theory to address the possible .consequences of failing to complete these stages, it offers little scope for application in Penelope’s case. . .