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Jason Van Reek’s

PEPSI Screening

By Leticia Van Reek


Jason Van Reek’s Biography

Jason is an 18 year old young man diagnosed with ADD and mild depression at the

age of 5. He has been through therapy a couple of times throughout his life for

about a year at a time with positive results. Has suffered from insomnia all of his

life, low self-esteem, and inability to follow directions, concentrate, or work

independently. He lives at home with his mother, an older brother and a younger

brother. He has a good relationship with his family. Jason stayed back in 8th grade,

and is currently in 11th grade, struggling. Jason’s father lives in another state, and

has had no contact with his sons since Jason was about 4 years old. Jason has a

girlfriend for about a year now. Jason was born in New Jersey and moved to Las

Vegas when he was 10 years old. He adapted well to his new environment. Jason

has kept the same 2 friends since 5th grade, when he arrived to Vegas. They are

very close. Jason likes to play xbox, spend time with his girlfriend and friends, and

listening to music.
1-Physical Development

Jason has developed normally. He is 6’2, 230 lbs. He is good in sports, is agile and

athletic, has great hand-eye coordination and likes to belong to a team. He wears

glasses, since his vision is not too good.

2-Emotional Development.

Jason has accepted his roles within his family, as a boyfriend, and as a friend. So in

this respect he has reached identity achievement, as described by James Marcia’s

Identity Statuses table, “Has made self-chosen commitments to at least some

aspects of identity” and “likely to form close interpersonal relationships” (p.33).

Jason suffers from low self-esteem, and does not have a good image of himself

and his capabilities. Sometimes his impulsiveness shows in angry outbursts when

things do not go his way. He sees a therapist once a week. Jason is on medication

for his ADD and anxiety/depression. Jason needs to feel loved. Needs reassurance

constantly. He wakes up every day saying he is not feeling good, and does not

want to go to school. Has many absences. Needs a lot of emotional support and

encouragement.

3-Intellectual Development.

Jason is struggling in school. Has not developed a sense of industry. According to

Erickson’s stages of Psychosocial Development, he exhibits signs of being in the


“Industry Versus Inferiority” (Middle School) stage. He has not matured to his

High School level of Industry. He avoids school work, does not finish tasks, and

owes several school assignments. According to Erickson when this is the case

“feelings of inferiority result” (p.29).

In regards to cognitive development, Jason is at the formal operational thought

stage. “There is increasing ability to engage in mental manipulations, understand

abstractions, and test hypothesis” (p. 101).

Jason has not decided on a career. According to James Marcia, he is in the

Moratorium stage about this issue. As described by Marcia, Jason “has given

some thought to identity-related questions” and his commitment is “weak. Has

not achieved satisfactory answers” (p.33). The characteristics of this stage are

“anxious, dissatisfied with school, daydreams, rejects parental and societal

values” (p.33). Jason should stay after school to work with teachers and aids to

get extra help catching up on the subjects that need it most. Scaffolding should

be used to stimulate his cognitive development. Mark Tappan four-component

model should be used with Jason. The four components are “Model desire

academic behaviors”, “create a dialogue with the student”, “practice”, and

“confirmation” (p.55).
4-Social Development.

Jason has formed positive intimate relationships with his girlfriend, friends and

family. He has matured socially. According to Erickson, this is achieved in Young

Adulthood, and Jason at 18, has reached this stage called “Intimacy Versus

Isolation. As Erickson describes it, “The hallmark of intimacy is the ethical strength

to abide by such commitments, even though they may call for significant sacrifices

and compromises” and he declares, “failure to do so will lead to a sense of

isolation” (p.30).

Jason cares very much what others think of him. Peer pressure is still very present

when he chooses clothes to go to school, or deciding which sneakers to buy. As

most teenagers, he is showing egocentrism, as David Elkind calls it. He explains

that “because adolescents are preoccupied with themselves and how they appear

to others, they assume that peers and adults are equally interested in what they

think and do” (p.44).


Jason's chart
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Intelectual performance Self-esteem Social interactions phisical development

2016 2017 2018

As the graph shows, when Jason lost weight and reached 6’2 height in
2016, his self-image and physical development improved.
Also, when he got a girlfriend in 2017 his social interaction improved.
Recommendations

Jason should stay after school to work with teachers and aids to get extra help

catching up on the subjects that need it most. Scaffolding should be used to

stimulate his cognitive development. Mark Tappan four-component model should

be used with Jason. The four components are “Model desire academic behaviors”,

“create a dialogue with the student”, “practice”, and “confirmation” (p.55).

Jason should continue with his medication and talk therapy. Jason should learn to

control his anger. Jason should learn to meditate to control stress, anxiety and

eliminate insomnia. Jason should improve his attendance in school.

Jason must have a clear understanding of what is expected of him, and the

consequences he would face if he does not comply. He needs a firm but loving

hand to guide him forward.


References

McCown, Rick, Snowman, Jack. Psychology Applied to Teaching. 14th Edition.


Cenegage Learning 2015, 2012. Print.