Keynote Speech Assessment |

Keynote Speech Assessment

Keynote Speech Assessment
Institutional Affiliation
Keynote Speech Assessment
Child psychology professionals dealing with adolescents know for sure that this stage
involves significant physical changes that affect children’s behavior. In the field, an encounter
with the issues surrounding the development of teens gives a new insight on how to help
adolescents deal with the physical changes within and around them (Ricker & Crowder, 2014).
Notably, this speech rotates around a 13-year-old Hispanic boy who struggles with balancing
school, extracurricular and home responsibilities that are pushing him to refuse school. It is up to
the professionals to find recommendable ways of how Miguel and other adolescents can continue
to school amidst all environmental influences surrounding them. The speech will assess Miguel’s
needs, his physical, social, intellectual and emotional development; the impact of family, society
and culture as well as evidence-based concepts which will help develops recommendations.
Miguel’s Needs and Related Theorist
Miguel Soto, a 13-year old Hispanic boy in junior high, is not good enough at school due
to his family environment. His parents and two siblings work for a living due to their low-
income status, while he babysits his younger brother. Given their cultural background, they use
Spanish which limits his linguistic expression and confidence in school. Besides, Miguel is less
friendly because of his language problems. Erik Erikson’s psychosocial development theory
emphasizes the role of society and culture in a child’s development (Levy & Shiraev, 2013). In
the fifth stage, Erik explains the adolescent’s construction of identity and if failed becomes role
confusion. In fact, the theorist explains what Miguel is going through as he must stay in school,
but has issues with attending. Therefore, society and family matters hinder Miguel’s condition of
searching for a personal identity.
Social and Physical Development
Miguel’s family is of Hispanic origin, and he is the third of the four children in this
home. The family has financial problems which necessitate that everyone plays a part in
improving his or her condition, a requirement that pushes Miguel to baby caring while the rest
work. The thirteen-year-old is at a stage where building relationships and independence
develops, but has to do that taking care of the baby. He is at the junior high level, but due to his
Hispanic origin, he is not good at English, which limits his level of socialization with
schoolmates and teammates. Therefore, although he has some friends, he cannot express himself
fully and comfortably as required by his stage of development, making deficits in developing the
identity necessary for socialization.
Emotional Development
Miguel is a good boy from the start and tries to do his best to balance home and school.
Since the family speaks no English at home, the reading and speaking in this language are
limited. Evidently, this creates a sense of fear in Miguel and makes him limit the interaction,
talking and engaging in regular school activities as other children. Honestly, this makes him
develop negative emotions about himself and who he is because he cannot fit in the society
around while taking care of the little one. Erik calls this identity crisis in which a child makes
terrible decisions like dropping out of school due to the misfit and confidence issues
(Parta, 2013). Therefore, Miguel’s emotional development has problems, since he has to ensure
he fulfills the needs of home as well as school.
Intellectual Development
At adolescence stage, the child is highly intelligent and can do most of the things with
absolute knowledge. Miguel’s case is entirely different; he does not perform well in class but has
average grades. Findings reveal that intellectual development among teens is evident in their
overall class performance and in the kind of decisions they make in life (Carlock, 2013). Miguel
has issues that limit developing entirely intellectually due to his family background and
responsibilities. For instance, he is deficient in math, music, art, drama, and acting, and much
more an indication that the adolescent’s intellectual capacity in school is meager. Therefore, the
environment has to be favorable for a young teen to develop intellectually fully; otherwise, this
causes failure in usual activity and cognitive potential of the child.
Family Influence
The family is significant in child growth and development because it is the immediate
environment that models behavior. Miguel’s family is financially down, which causes all family
members to engage in economic activities to earn a living. Similarly, Miguel is young and not
eligible for employment, which makes him the best candidate for babysitting his younger brother
like the rest work. Besides, they speak Spanish at home, which brings about the language
impairment issues that the teen faces at school. Family background and economic status are
essential for the child’s development the form of support and upbringing (Carlock, 2013). As this
author says, Miguel’s problems have roots in the organization of their family. Therefore, the
adolescent’s family has a significant influence on how he associates with others and his decision
to quit school.
Society and Culture Influence
Society and culture are also present as significant influences to Miguel’s issues in school.
First, the family is of Hispanic origin which makes the adolescent feel like he is in a wrong place
with people from different culture speaking an unknown language. Second, he is in school where
he cannot easily express himself due to language impairments. Finally, he has extra-curricular
activities to take on while studying, as well as staying at home with the little boy. According to
Parta (2013), culture and society are essential for a teenager because it shapes their behavior and
helps them develop a sense on of identity and build relationships. Therefore, Miguel has the
cultural issue of language which affects his social life, making him feel like unfitted for the
school society.
The boy is interested in soccer, but cannot participate as required due to language issues
and the babysitting responsibility. Erik’s fifth stage states that adolescence is a change from
childhood to adulthood where the child looks at their future career, family, relationships and
more to fit into society (Levy & Shiraev, 2013). Meaning, Miguel’s parents should allow him
more time at school to take part in soccer to fully develop his identity and learn English.
Otherwise, the adolescent will lose his sense of identity in his society, the school, which
contributes to refusing school. Miguel should be left to develop his personality than keeping him
at home. Therefore, the boy should be allowed more school and activity time to learn English
and fit in with the rest of the students; then interact and express freely in public.
Miguel’s development as an adolescent has several issues that influence what he becomes
and decides. He is 13 years old junior high student who is struggling with learning English to fit
in his society. However, his low-income family, which speaks Spanish and expects him to care
for his sibling limits his efforts. All this ends up as limited school time making Miguel lose
interest in school. The theorist Erik Erikson suggests that full identity development requires an
enabling environment. Meaning, Miguel’s family must consider adopting English in their home
and letting the boy mix with others freely without extra home responsibilities. Ultimately, the
suggested intervention by the family will help Miguel not to refuse school and face the Truancy
court since he will learn English and comfortably express himself in the society.
Carlock, C. J. (2013). Enhancing Self Esteem. Hoboken: Taylor and Francis.
Levy, D., & Shiraev, E. (2013). Erikson, Erik. The Encyclopedia of Cross-Cultural Psychology,
493-494. doi:10.1002/9781118339893.wbeccp202
Parta, M. (2013). Jungian typology and developmental theories of Piaget and Erikson:
Typological and pesona development in childhood. Carpinteria, CA: Pacifica Graduate
Ricker, A., & Crowder, C. (2014). Backtalk: 3 Steps to Stop It Before the Tears and Tantrums
Start. New York: Touchstone.

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