Developmental Review Sample Essay

Developmental Review Sample Essay.

Developmental Review Sample Essay

Category: Others

Developmental Case Study (100 points) Identify a child (age 6 to 11) or adolescent (age 12 to 18) who will serve as a case study for the course. The student you identify should be related to your topic of study. You will collect information about the child/adolescent and their experiences, background, opinions, and worldview. You will produce a short, 5-page report explaining your observations and interpretations in light of what we cover in this course about theories of child and adolescent development. You may use the results of your case study in the development of your independent study project. If you do not have access to child to work with due to COVID-19, please let me know and I will provide you with an alternative option to complete the assignment. Use the case study rubric to guide your writing.

I have attached the rubric. We can focus on the topic of co-dependency. since that’s my topic. Case study can be a teen child who has a codependent parent you may have to wing it because I do not have access to any students due to Covid

Requirements: minimum 4


Student’s Name

Institutional Affiliation


A codependent parent has an unhealthy attachment to their child and tries to exert excessive control over that child because of that attachment. We will look at a case of a teenage girl, whom, for the sake of anonymity, we will use the initials J.M.J.M, a sixteen-year-old girl born on 1st  April 2006. She was a close ally of her mother and always wanted the best for her while growing up. Her mother, however, was a single parent who had just gone through a divorce. She had always wanted her to be happy and became concerned whenever her mother did not socialize.

J.M spends most of her time with friends and frequently has a relationship with boyfriends. She expresses that she spends most of her time away from home to not see her mother sad and lonely in the house. J.M is constantly moody, displays symptoms of withdrawal, has anger issues, and constantly verbally acts out. She is spotted being absent-minded on several occasions as well. She withdrew from church attendance which was every week before her parents’ divorce. She does not like being asked how she is doing by people. She has broken curfew several times because she prefers being out with friends. She feels as though her mother is very restrictive of her.

She admits to occasionally feeling at the center of the situation. She feels unable to enjoy her social life because of responsibility and guilt because her mother is home alone. Her self-esteem is generally low. Her behavior shows a manifestation of insecurity as thought by both parents. She also expressed being unable to stay out of drugs and alcohol and her friends not being genuine friends.

She is mainly concerned with the present and lives for the day when it comes to her future. She perceives the future as neither concern for her education nor her future marital plans. As of now, she is well taken care of and around her mother to help her out, and that is all that matters to her.

Based on these, we can observe that J.M has learned that her emotions and needs are unimportant and has not had the chance to develop her personality. She puts her mother’s feelings before her own. Whatever she does is strictly and majorly to make her mother happy. She even stays with friends she knows are not genuine and does whatever they request her to do to see them happy at her own expense. This is the very same situation she is used to even in her parents’ home.

J.Ms’s mother’s over-restrictive tendencies have led to her inability to develop her sense of identity, which is built through her choices and commitments. She cannot commit to her chosen beliefs and values and has remained with a diffused identity instead. She is constantly shy and has fallen into drug and substance abuse. However much she has tried getting herself out of it, she ends up falling back into the trait even harder than her previous encounters. She has also, in turn, chosen to stay with a group of friends who disregard her value in their friendship.

J.M is also unable to do things for herself or even imagine herself being independent in the future. This is because she is used to having her mother do everything for her for as long as she can remember. This is a hindrance to her intellectual development as an ordinary sixteen-year-old girl. At that age, most adolescents can already stand on their own, run their school timetables, and have plans about continuing their education eventually.

As discussed by (Fischer & Collins 2021), these tendencies also affect these children’s academic performance. J.M herself recorded a decline in her grades. She lost interest in school and disliked studying. She, in addition, had poor study habits. She even went ahead to lose an academic year due to truancy and her apparent loss of interest. This results from the inappropriate caretaking done by her mother, who would even go to the extent of doing her assignments to keep her out of trouble.

J.M also has difficulty in speech as well which is unexpected for a child of her age who had no such prior condition. Jean Piaget explains in his studies that language and speech are still being developed at this age. The constant guilt-tripping by her mother could be a significant cause of this. Her mother hardly wishes to be seen as wrong and tries to blame for the situation. This results in her forcing the child to accept the blame, which gradually hinders and interferes with the child’s speech and confidence as the child is constantly doubting if what she is saying is correct. This also further explains J.Ms’s shyness.

When J.M’s emotional development is observed, she has developed an uncomfortable relationship with intimacy issues. She is constantly involved with very many random men at once, both single and married. For her, it’s an issue of sexual fulfillment rather than the expected emotional attachment and need for intimacy. This is because she is constantly scared of how they perceive her need to be there for her mother. She is similarly worried if they will accept her insecurities which have developed throughout staying with her mother.

J.M is also very self-defensive when approached concerning this matter of having her character being influenced by a codependent parent. This, I perceive, has rubbed off on her from her mother’s constant self defensiveness. This, I believe, happened whenever her mother was approached about guilt-tripping her into accepting a wrong she had not yet done. J.M has fully taken this trait up and lives in denial of this being the primary cause of her change in character.

J.M watched her mother be lonely and sad around the period of her divorce and a long time after while she grew up. This led her to have a constant fear of being alone. This has led her to have a preference for fantasy bonds even in her adolescence. A fantasy bond is one where the factor that ties people together is roles and routines rather than the generally accepted emotional attachment (Weinhold, 2012). This is clear in her numerous relationship with both single and married men. She has no preference whatsoever as long as she is just with someone she plays her daily roles around. Her role here is the exchange of sexual pleasure with no strings attached.

In conclusion, it is evident that her mother’s manipulation greatly affected her character and growth. In such a situation, communication between the parent and child should increase, and the relationship should be eased to reduce the occurrence of manipulation. There is also a consistency observed in the behavior of children with codependent parents such as J.M, who may need to be reached out to and helped out of their turbulent teenage years.

These results clearly show the developmental and emotional barriers caused by codependent parents on their children (Husband, 1986). This research acts as a call to educators, ministers, and relatives of such children to assist these children and parents through providing programs for them. These programs are those that help them rehabilitate and have better relationships with each other. They can also guide them and develop support systems that help them not fall back into their previous shells and harmful behaviors. Such children should also be helped to adjust to the environment around them with kindness and no ridicule to encourage them to boost their confidence and seamlessly fit into society without the challenge of their upbringing being brought to light to humiliate them.


Fischer, K., & Collins, W. (2021). Cognitive Development In School-Age Children: Conclusions And New Directions. Retrieved 15 October 2021, from

Husband, L. (1986). A Case Study of Three Children from Single Parent Divorced Families. Retrieved 15 October 2021, from

Weinhold, J. (2012). Parentized Children & Codependency. Barry and Janae Weinhold. Retrieved 15 October 2021, from

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