Running Head: PEPSI Screening

EDU 220 PEPSI Screening

College of Southern Nevada
October 21, 2016
Ryan Moore

PEPSI Screening

This PEPSI screening is on Ashlee Susie, a recent Coronado High School graduate,
pursuing a career as a veterinary assistant. She was born in Las Vegas, and has spent her life
living and going to school in Southern Nevada. Ashlee is currently 18 years old, and has a lot of
humble goals she plans to achieve. She lives a very moderate, middle-class lifestyle. She lives
with her father and stepmother in a comfy condo in Henderson around the Green Valley area.
Life for her is routinely easy. She wakes up and goes to work five days a week, and then comes
home to complete online assignments for her school. She spends her free time catching up on
lost sleep, reading, socializing, and maintains a happy relationship with her significant other. She
comes from a very financially responsible family. Her father has been setting aside money for
her college fund since she was 4. This smart sense of financing has rubbed off on Ashlee, as she
has been saving money responsibly since she first started working at age 16. Her biological
mother left her life at age 8. Since then Ashlee has had little to no contact with her, or her 2 other
sisters who also had to deal with the disappearance of their mother. When her father remarried
she immediately became a daughter to her stepmother. This was really important to her
development in every sense. Without a strong mother figure, Ashlee could have gone on to never
realize her full potential. To this day, the wound of abandonment still slightly stings Ashlee.
Although she is extremely tough, she will never be able to understand how or why her own
mother did not want her. It is through the solid models her stepmother and father has set for her
that she was able to realize that she can do whatever she wants to put her mind to. Ashlee is a
white female, but has family with Italian as well as Syrian roots. She loves all sorts of Italian
food, as she says it reminds her of her grandpa and father. Overall, Ashlee is on a good path, and
always has been. She is bright, hard working, financially smart, and has one of the kindest hearts
in the world.

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Physical

At 18, most females are basically fully developed physically. Although there are many
factors that can change this. According to a study published by the Journal of Physical Education
and Sport, Among studied in VTS, girls are revealed as more harmoniously developedcompared
[sic] with boys. Disharmonious development among students of both sexes occurred mainly due
to overweight, excessive weight gain, and underweight (Danylenko, Ponomaryova, Shvets,
2016). Ashlee is very average physically, she does not spend copious amounts of time working
out, yet does not have a lot of body fat. According to a study done by Procedia, The times we
are living in bring along changes in life style mainly among the younger generation who, due to
the achievements of modern technology, perform much fewer activities involving exercise than
their parents used to (Gheorgheb, Jaromir, Lubica, 2014). This statement holds true to Ashlee.
As a millennial in the whirlwind of todays technology, she spends a good amount of time on
social media platforms. In high school, this caused distractions that kept Ashlee from adequately
paying attention to class. Ashlee does not have time in-between being a student and working
fulltime to devote her full attention to physical activities such as hiking, running, working out, or
playing sports. Ashlee gave both volleyball and softball a chance in high school, but became
more focused on working as her position and responsibilities increased. A study published in The
Journal of Adolescents states, Results suggest that as girls grow older, they display a poorer
physical self-perception and a reduction in their enjoyment of physical activity and motivation
(Bertollo, Bortoli, Bucci, 2013). Overall, Ashlee has physically developed at a very standard
rate. She cares very much about her appearance by wearing make up, perfume, and nice clothes.
She is very invested in her relationship with her significant other, which is where she finds a lot
of comfort in who she is as a person.

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Emotional

As soon as Ashlee graduated from high school, she started to develop a sense of self and
independence. She spends little time at home, and is saving up to move out later this year. Being
the reasonable and responsible person she is, Ashlee will have no problem transitioning from the
emotional comfort of life at home to living in her own apartment. At this point, Ashlee knows
what she wants to do, be a veterinary assistant. However it wasnt very long ago that she took a
semester to herself to figure things out. Ashlee is very empathetic, and according to a study
published in the American Journal of Management, scoring high in empathy would likely
demonstrate more compassion and responsiveness toward other (Coco & Guttikonda, 2015).
Ashlee has a great amount of control over her emotions. She rarely lets anger or sadness get the
best of her, as she tries to always see the positive side of things. Ashlee loves animals more than
anything. Her desire to work with them stems from her childhood of cats and dogs. A study
published in Procedia says, A person who pats the puffy hair of a sympathetic cat gets
addicted to this pleasure. Doing good to the animals sublimates mans soul. Especially in the
emotional development of children, the role of love for animals is of undeniably scale and
importance (Caya, 2015). Ashlees mother abandoning her has always played a big role in her
emotional development, and still does to this day. Growing up with an flaky mother who was in
a lower socioeconomic status had effects on Ashlee. A study in Early Childhood Research
Quarterly says, Links between chaos and cognition also extend to chaos measured as a function
of its component partssuch as instability and disorganization (Berry et al., 2016). For the
deck of cards Ashlee has been dealt in regards to family affairs, it is clear that she is very strong.
If anything, her mom is motivation for her to be the best person she can be.

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Philosophical

If Ashlee shows any weakness in the 5 areas of development, it is in her philosophical

development. Renz (2016) talks about the awareness of our mental life as contained in our firstpersonal knowledge of our own mental states and the incorrigible knowledge of our being the
subject or maker of our mental states and attitudes. Ashlee seems very uninterested in developing
her own belief system. She was brought up as a catholic, but does not attend church. She has yet
to drop the religion, although she does not follow or participate in religious practices. Ashlee is
not interested in older literature, which can help with personal growth (Ellsworth, 1999). Ashlee
does not find importance in recognizing what the JAnne Ellsworth website refers to as
movement toward recognition of stage four membership in the community (1999). This does
not mean Ashlee is a selfish person, she just currently find purpose in financially readying
herself for the real world. She does have a good sense of self, in the sense that she is sure of her
own position in the world. She finds peace in going to school to become a veterinary assistant,
due to her outstanding love for animals. A paper published in the Journal of Pan African Studies
says Virtually all humans in every clime believe in some sort of the sacredness and dignity of
human life, and this is why the instinct of self-protection and the desire for the promotion of selfcomfort is almost natural in all human being (Obioha, 2014). This statement hold true for Ashlee,
as she has a tremendous love and appreciation for all life no matter what species, race, religion,
gender, sexual orientation, or viewpoint. She has a very firm grasp on what it means to agree to
disagree. The only thing keeping Ashlee from fully developing philosophically is her lack of
questioning. It seems that she rarely stops to question an aspect of life, whether it be purpose,
morality, ethics, or religion. Not that she has no morals, but she does not stop to develop her own
worldview through rational inquiry about the world around her.

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Social

Ashlees social development is extremely strong. She was always popular in high school
due to her ability to befriend anyone. Her current self rarely looks to peers for approval, as she
has grown tremendously since she graduated a few months ago. Ashlee only ever participated in
2 years of sports, other than that she never belonged to any clubs or groups. Outside of school
Ashlee had friends that she sees from time to time, although she spends any free time with her
significant other. However, they are more of best friends to each other than anything. An article
by Thomas Berndt (2002) describes a high quality friendship as being characterized by prosocial
behavior, intimacy, and other positive features, and low levels of conflicts, rivalry, and other
negative features. She is very strong and independent, and feels no need for outside approval.
Immediately following her high school graduation, Ashlee knew that college was not for her. She
was ready to get into a career. Her work ethic has always been stronger than her desire to learn.
So she joined a school that is six months of bookwork and another six months of hands on
training with a veterinarian. An article by Robert W. Roeser (2000) says that, Perhaps nowhere
in the life span other than infancy is the interplay of individual and collective factors in the
composition of a human life more pronounced than in the early adolescent period. It was during
Ashlees early adolescence that her mother abandoned her. This could factor into Ashlees
avoidance of commitment to a lot of people. She finds one person she really likes and sticks with
them. Conger, R., Harold, G., and Paley, B. say in their journal that children who perceive
themselves as having been treated in a hostile fashion by their parents may anticipate similar
treatment from their peers and thus behave the same way themselves, perhaps in a self-protective
manner. Ashlee has socially developed outstandingly for someone who faced abandonment in
her early adolescent years.

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Intellectual

Ashlee seems to have a harder time with reasoning and logic than what is deemed normal
for late adolescence. She does not run around denying all logic and reason, however she does
lack the desire to handle things with reason. She does a lot of actions out of impulse, without
ever pondering the consequences. Jean Piaget says, the speed of development, however, can vary
from one individual to another and also from one social environment to another; consequently,
we may find some children who advance quickly or others who are backward, but this does not
change the order of succession of the stages through which they pass. With that being said
Ashlee is extremely bright. She is a very good problem solver, and due to her impulsive ways,
she is always able to get out of something very fast. She has a good instinct of when things are
wrong or when she should get out of an uncomfortable situation. Ashlee comes from a good
father, and a loving stepmother who both fully believe in her. According to Harden and TuckerDrob (2012) Genetic influences are often found to account for upward of 50% of individual
differences in both general cognitive ability and academic achievement at the population level.
As stated earlier in this PEPSI screening, Ashlee has great financial handling skills, which come
from her father, who is a mental math wizard. According to Sastre-Riba, among other
advantages, high intellectual ability has personal value, because it is a determining influence in
the life of the people who are endowed with it, and social value (2013). Ashlee is curious
about the world she lives in, but there seems to be something holding her back from exploring it.
She sees work as the one of the more important aspects of life, which does not make her dumb.
Intellectually, Ashlee is not outstandingly developed. She knows that school is not her strong
suit, as she would rather work hands on in an environment that she enjoys.

PEPSI Screening

PEPSI Graph

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Recommendations for Teachers/Parents

Ashlee is a very bright young woman. Physically, it would be beneficial to get at least 30
minutes of exercise a few times a week. Physical activity not only is good for keeping the body
in shape, but its good for mental health as well. When one takes care of themselves, the body
reacts in a very positive way as the brain begins to function on higher levels of cognition.
Emotionally, Ashlee is very strong. After all she has gone through in life, it is clear that she
understands her own feelings and how to control them for the most part. I would recommend that
she start to say no to more people. She should feel as though she can do as she pleases without
having to do it for anyone but herself. I would recommend that Ashlee work on philosophical
development more than the other four stages. She is bright, but does not often enough think
about the outside world with curiosity and awe towards finding what she thinks is true or false.
She should try to disassociate from the beliefs and views she was brought up with, and develop
her own worldview based on rational inquiry. Ashlee has socially developed very well with
everything she has gone through. Her mothers abandonment left her with trust issues, as she still
has a hard time getting close to people she doesnt know very well. However, she has very good
sense of self, and does the things she likes to do only for herself. Intellectual development is no
problem for Ashlee. She is smart enough to know that college isnt for her. She would rather
work in a career that doesnt require four years at a college, and work hands on as soon as
possible doing what she is passionate about. If I can make any recommendation for Ashlees
intellectual development it would be to illustrate to importance and benefits to living a life
through reason. Overall, Ashlee has developed well in all five stages, and will make a great
veterinary assistant should she choose to continue pursuing it.

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References

Berndt, T. (2002). Friendship Quality and Social Development. Current Directions in

Psychological Science, 11(1), 7-10. Retrieved from http://www.jstor.org/stable/20182753
Berry, D., Blair, C., Garrett-Peters, P., Mills-Koonce, W.R., Vernon-Feagans, L., (2016).
Household chaos and childrens cognitive and socio-emotional development in early
childhood: Does childcare play a buffering role? Early Childhood Research Quarterly.
Elsevier Ltd.
Bertollo, M., Bortoli, L., Bucci, I., Labbrozzi, D., Robazza, C., (2013).
Pubertal development, physical self-perception, and motivation toward physical activity
in girls. Journal of Adolescents. Elsevier Ltd.
Caya, S. (2015). The Importance of House Pets in Emotional Development. Procedia Social and
Behavioral Sciences. Elsevier Ltd.
Coco, C. M., & Guttikonda, R. R. (2015). Managing emotions: Emotional development and
student behavior. American Journal of Management, 15(1), 81-83. Retrieved from
http://ezproxy.library.csn.edu/login?url=http://search.proquest.com/docview/1726791342
?accountid=27953
Danylenko, G. M., Ponomaryova, L. I., & Shvets, A. M. (2016). Monitoring of physical
development of vocational and technical school students. Journal of Physical Education
and Sport, 16, 616-619. doi:http://dx.doi.org/10.7752/jpes.2016.s1097
Ellsworth, J. (n.d.). Late Adolescence - jan.ucc.nau.edu. Retrieved October 21, 2016, from
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-2.html
Gheorgheb, B., Jaromir, S., Lubica, P., (2014). Physical Development and General Motor

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Performance of Bratislava University Students. Procedia Social and Behavioral Sciences.

Elsevier Ltd.
Obioha, P. U. (2014). A communitarian understanding of the human person as a philosophical
basis for human development. Journal of Pan African Studies, 6(8), 247+. Retrieved from
http://go.galegroup.com.ezproxy.library.csn.edu/ps/i.do?p=LitRC&sw=w&u=las55353&
v=2.1&it=r&id=GALE%7CA367197634&asid=c05bf3255362717810123f034abd8ff4
Paley, B., Conger, R., & Harold, G. (2000). Parents' Affect, Adolescent Cognitive
Representations, and Adolescent Social Development.Journal of Marriage and
Family, 62(3), 761-776. Retrieved from http://www.jstor.org/stable/1566795.
Piaget, J. (2008). Intellectual evolution from adolescence to adulthood. Human Development.
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http://ezproxy.library.csn.edu/login?url=http://search.proquest.com/docview/224016422?
accountid=27953.
Renz, U. (2016). The idea of philosophical development. Kant-Studien,
Roeser, R., Eccles, J., & Sameroff, A. (2000). School as a Context of Early Adolescents'
Academic and Social-Emotional Development: A Summary of Research Findings. The
Elementary School Journal. Retrieved from http://www.jstor.org/stable/1002279.
Sastre-Riba, S. (2013, 03). High intellectual ability: Extracurricular enrichment and cognitive
management. Journal for the Education of the Gifted, 36, 119-132. Retrieved from
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?accountid=27953.
Tucker-Drob, E. M., & Harden, K. P. (2012). Intellectual Interest Mediates Gene.

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Socioeconomic Status Interaction on Adolescent Academic Achievement. Child
Development.

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