C.

Elizabeth Barrette
EDUC 5339 Dr. Kristen Allman
March 28, 2016

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Field Observations Summary
This assignment asks M.Ed. students to conduct field observation research into the
mismatch between adolescent brain development and environmental influences on adolescents, a
mismatch which can lead to many challenges. Students are asked to conduct an interview of an
adolescent between the ages of 11 and 18 in an effort to identify the adolescent's key stressors
and coping strategies. It is suggested that questions concerning friendships, dating relationships,
the digital world, school, family life, and such be considered to enrich the interview. A fieldwork
summary of the interview and self-reflection that compares and contrasts the interviewee's
challenges and coping strategies with the M.Ed. students recollections of their own in
adolescence will follow.
For this field observation, an adapted version of the HEADSSS1 Psychosocial Interview
Method developed by Diane Sacks, MD FRCPC2 and Michael Westwood, MB ChB FRCPC3 was
utilized. As in other field observations performed for this class, perspectives gleaned are
enhanced by juxtaposing data collected alongside the expertise of other research in the field. Dr.
Kathleen S. Berger notes that The general emotional trend from late childhood through
adolescence is toward less confidencefor children of every ethnicity and gender[with] selfesteem [being] lower in girls than boys (Berger, 2014, p. 473). Currently, for every five female
1 The mnemonic for the Home, Education/Employment, Activities, Drugs, Sexuality, Safety, (violence
and abuse), and Suicide survey developed by Sacks & Westwood (2003).
2 North York General Hospital, Toronto, Ontario, Canada
3 Department of Pediatrics, University of Toronto, Ontario, Canada

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adolescents, one will suffer clinical depression, according to Berger. Sex hormones are
probably part of the reason, but girls also experience social pressures from their families, peers,
and cultures that boys do not (Berger, 2014, p. 474). Indeed, a 2011 Youth Risk Behavior
Survey revealed that almost one-fifth (19.3 percent) [of U.S. high school girls] seriously
thought about suicide (Berger, 2014, p. 473, 475). These statistics further illuminate the
feedback given by the adolescent interviewed for this study. The field observations were
obtained with parental consent and revealed to all concerned as a formal study pursuant to a
graduate class assignment. Unbeknownst to the subject, a brief follow-up interview with the
parents was conducted and, when appropriate, their reflections are included in the applicable
synopses that follow. All observations and conclusions are summarized below and field
observation notes are provided in the Appendix. The discussion closes with a self-reflection
comparing and contrasting challenges and coping strategies between the subject and the M.Ed.
students own adolescence.
Description of Activities
The primary subject for this field observation is a 17-year-old adolescent female with a
history of significant behavioral challenges. She spent her high school freshman year in a
traditional, college-preparatory public high school in a grade-level class of over 800 students.
She began her sophomore year in significant emotional distress; she was psychiatrically
hospitalized for two weeks and simultaneously formally withdrew from her high school in
October 2014. She is currently enrolled in a small alternative high school in close proximity to
her family home and is scheduled to graduate in May 2016. The subjects parents, mid-forties in
age, fit a classic prototype: the mother does not work outside the home to better facilitate her
being present on a full-time basis for their four children. The father works full-time as an

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account executive for a major technology firm. Both are concerned and in profound conflict
about their eldest daughters current behaviors and future prospects.
The subject was interviewed remotely via the Apple FaceTime digital application. The
subject was given permission to use her mothers iPhone because her own private phone
privileges have been suspended since April 2015 as a consequence of a runaway attempt. The
parents were fully informed of all research questions and given a copy of the administered
survey. Both subject and parents were advised that they could freely choose to decline
answering any questions without contest or protest.
Interpretation and Analysis
This interview/survey, though conducted somewhat informally, yielded useful, if
troubling and sad, insights into a clinically depressed adolescent females current view of herself,
her world and her outlook on her future. In significant ways, the subject seems to be mirroring
the patterns set by her parents. She has both strength of character and a profound, sometimes
nave vulnerability. She can react rashly, particularly when she wishes to make a statement,
stand out or be heard, supporting Dr. Bergers assessment that Teens are intuitive, impulsive,
and egocentric, and they often have difficulty analyzing the impact of whatever they send[say]
or read (Berger, 2014, p. 443).
The subject has acknowledged suicidal thoughts and is a cutter4; she states, Most of
the time, I cut because Im sick of where I am, real frustrated, real angry (Interview). Berger
emphasizes this is certainlya marked indication of serious depression (Berger, 2014, p. 411).
4 Self-harm in the form of deliberately slicing into ones own epidermis, most often performed by
adolescent women in an effort to achieve a sense of control and/or calm. Dr. Berger accurately terms it a
self-destructive obsession (Berger, 2014, p. 443).

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As evidenced in the interview notes in the Appendix, the subject has experienced and/or
promulgated multiple occasions of independent thinking, at times to her detriment, and seeks out
friends who share some of the same passions and dissatisfactions as herself. Parental presence,
input and approval are not currently high priorities with her. She would stay alone (reclusively)
in her room for hours on end, if allowed. The subject has deeply questioned her sexuality and, at
this writing, has concluded she is lesbian. This is somewhat expected; indeed, Berger notes,
Sexual orientation is surprisingly fluid among adolescents (Berger, 2014, p. 471).
Self-Reflection, Conclusions and Recommendations
The importance of a setting expectations and providing positive guidance at any age
cannot be underestimated. In comparing this adolescents challenges with my own at the same
age, I am freshly aware of the long-term (and long fingers) of the negative impact of a shamebased disciplinary style. My most prominent recollections of maternal guidance feel rooted in
shame; I more easily recall the admonitions of What were you thinking?, Nice girls dont,
Why cant you be more thick-skinned like your brothers?, Do you really need to eat that?,
A 98? What did you miss? than I remember words of encouragement or positive
reinforcement. My mother would be horrified to read this; indeed, she now frets over these
words being the ones my siblings and I most remember and simultaneously worries about where
she went wrong, which profoundly saddens me. What I have come to understand is that my
parents both did the best they could with what they had and what they knew. Coming to this
conclusion has occupied years of self-analysis and of simply maturing to a more positive place. I
have a sense that my subjects parents are in the same conundrum. I see the repetition of patterns
in their parenting; both maternal and paternal parenting models include both golden-hearted
loving along with significant shame-based disciplining. Almost as counseling-phobic as my own

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parents, they are still endeavoring to stay connected with their adolescent daughter, to set
appropriate boundaries, and to reach beyond their own comfort zones to find assistance for their
daughters emotional health concerns. At some point, this 17-year-old will become an 18-yearold legal adult and thereby granted more liberties by the state and federal law. Her parents feel
significant fear in particular for her, afraid (with reason) that her emotional maturity and wisdom
will not be sufficient to meet the challenges of young adulthood. To my knowledge, my parents
felt differently; though nervous about sending their first-born off to college in a distant city, I do
not recall their feeling I was lacking the maturity to do so. This is a key difference between my
adolescent subject and myself at her age.
I continue to recommend seeking solid, intensive professional counseling for not only the
adolescent but for each family member as well. In many ways, this is a family system issue. It
would be far simpler to cast all causes of (also known as blame for) family disruption on the
shoulders of this adolescent but to do so would be both emotionally costly and erroneous. The
family is stressed and distressed one; I believe the stress is in many ways, playing itself out on
this adolescents stage. To continue along this current trajectory seems a solid path to
becoming one of Dr. Bergers sobering statistics concerning troubled adolescents. I strongly
agree with Dr. Berger that Adults need to engage marginalized 11-year-olds instead of blaming
their friends later (Berger, 2014, p. 469). It might be tempting for these parents to conclude that
by age 17, it is too late to expect engaging their marginalized eldest child. I do not agree and
deeply hope they and their adolescent daughter will take courageous steps along a more
emotionally stabilizing and positive pathway.

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Appendix
Adolescent Stressors and Coping Strategies Field Observations ~ Notes
(Non-normative/qualitative; adapted using the HEADSSS5 Psychosocial Interview Method and
University of Californias writing guide for field reports6)

Introduction to the Interviewees: My task for this assignment is to identify an adolescent's key
stressors and coping strategies. Questions concerning your friendships, dating relationships, the
digital world, school, family life, and such are included to enrich the gathered data. The
information gathered for this study will be used to draw preliminary conclusions concerning how
educators might leverage adolescent insights for creating more positive experiences in
educational settings. Your insights related to this topic will be particularly welcomed and useful.
Your input will be held in confidence and used for this assignment only. Moreover, you may
decline answering any questions as desired.
Subject: B. M. B. (age: 17 years) ~ female
Date of field study: March 26, 2016
Observations:

Physical setting. FaceTime between homes

Objects and material culture. [This refers to the presence, placement, and arrangement of objects
that impact the behavior or actions of those being observed. If applicable, describe the cultural artifacts
representing the beliefs--values, ideas, attitudes, and assumptions--used by the individuals you are
observing (University of California, 2016)].

FaceTime background was my dining room; Bs was her bedroom

Use of language. Language was friendly, casual. B was at ease, for the most part. We
have discussed her situation on prior occasions so this particular interview was not
viewed (as far as I could tell) as intrusive, fear-inducing or threatening.

Behavior cycles. Had it been an adolescent with whom I had not discussed the in-depth
topics we explored in prior conversations, I imagine the behaviors would have varied

5 The mnemonic for the Home, Education/Employment, Activities, Drugs, Sexuality, Safety, (violence
and abuse), and Suicide survey developed by Sacks & Westwood (2003).
6 University of California. (2016, March 12). Writing a field report. Retrieved from
http://libguides.usc.edu/writingguide/fieldreport

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more widely. As it was, Bs and my behaviors were largely open, empathetic and
unchallenging.

The order in which events unfold. After a brief discussion of Bs upcoming high school
graduation (from an alternative school program), we followed the course of questions
proscribed by the HEADSSS survey.

Physical characteristics of subjects. We were both casually dressed.

Expressive body movements. Expressive body movements supported the language used
in conversation.

Analysis of Observations:

What is the meaning of what you have observed? B is a very troubled adolescent,
confused about her sexuality and both bullied and, at times, a bully. She has felt like an
outsider/outlier since leaving elementary school.

Why do you think what you observed happened? What evidence do you have for your
reasoning? In large part, B is mirroring the patterns set by her parents, it seems to me.
She has both strength of character and a profound, sometimes nave vulnerability. She
can react rashly, particularly when she wishes to make a statement, stand out or be
heard.

Do you see any connections or patterns in what you observed? Bs behaviors were
consistent with those of a relatively troubled young person entering young adulthood.

Did the stated or implicit objectives of what you were observing match what was
achieved? Yes.

What were the relative merits of the behaviors you observed? There are multiple aspects
of Bs character that are strong and endearing. She does have a strong personalityoften
punctuated by periods of insecurity and poor decision-making.

What were the strengths and weaknesses of the observations you recorded? Strengths: I
know the subject very well and can bring to bear a historical perspective on current
observations; Weaknesses: I am likely (almost surely) not objective where B is
concerned; I am her aunt. We have maintained a closeness through the years that (thus
far) gives her apparent freedom to tell me what she thinks. Is it all complete truth?
Probably notand I cannot know, especially since we live in two different Texas cities.

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Do you see connections between what you observed and the findings of similar studies
identified from your review of the literature? Yes, Bs behavior is consistent with a
behaviorally-troubled young adolescent female on the cusp of (technically) becoming a
young adult. As noted above (and evidenced in the interview notes below), B has
experienced and/or promulgated multiple occasions of independent thinking, at times to
her detriment, and seeks out friends who share some of the same passions and
dissatisfactions as herself. Parental presence, input and approval are not currently high
priorities with B. She would stay alone (reclusively) in her room for hours on end, if
allowed.

Have you learned anything from what you observed? descriptions of troubled Bergers
youth and the other studies I have referenced were repeatedly supported throughout our
conversation. Moreso than I anticipated.

Interview Notes:
Home

Where, who lives there? How do the people in your family get along? [Interviewer note:
B lives at home with two parents (mid-forties -- have a troubled marriage) and three
younger siblings.] Oh my God. We dont get along well; youve seen us. I get along
with the sibs OKmost of the time. I do like being big sister to A (the youngest).

Do you argue with your parents? ALL THE TIME. Especially Dad. We argue
constantly. I have no respect for him and just wish he would leave.

Do you feel safe at home? Yeah, I do. Too safe. I feel like a prisoner sometimes.

Education/Employment

Do you feel safe at school? Yeah, I guess so. I dont feel as unsafe as I did when I was at
the public high school. [Interviewer note: B is voluntarily (at her request) attending an
alternative high school for teens. She will graduate in May 2016.]

Performance at school (report card if possible). My grades are pretty good, except in
Math. Hate Math.

Do you have a job? How many hours? Yes. Waitressing. 15 hours a week.

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Have you ever failed or repeated a grade? No, but I wouldve had I stayed at the public
high school. Im sure of it.

Have you ever been suspended? Oh yeah I didnt do what they said I did. (And what
was that?) Id rather not go into why

Activities

What do you and your friends do for fun? Hang out, play video games. Mom and Dad
are super restrictive now on who I can hang with.

What are your hobbies? Dont really have anynot anymore.

Do you participate in sports? Used to; played basketball and soccer. I was pretty good at
basketball.

What would you like to do after you finish school? LEAVE HOME.

Drugs and dieting

Do you or your friends often drink or smoke pot at parties? I dont really go to parties.

Do you ever drink or smoke pot alone? Ive smoked pot; I told you that.

Have you ever been in a car driven by someone who was drunk or high? Yeah

Have you ever tried any other drugs? [Interviewer note: Answer declined.]

Are you satisfied with your weight? Have you ever dieted, exercised or used drugs to
change your weight? I dont really like how I look, especially with the scars (from
cutting). Ive dieted. No pills, though.

Is there anything about yourself you want to change? Well, I want to get out of here. I
want to go to Oregon where weed is legal. Itd be easier if I was more normal but Im
not.

Sexuality do not assume heterosexuality

Do you have any concerns about your physical/sexual development? I dont know why I
have to be different; I havent changed since we last spoke about this. I still feel attracted

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to women over men. I knowIm weird. I havent grown out of it like my parents
hope I will.

Are you dating? How long have you been together? Not since M and I took off.

Have you ever had sex? Are you sexually active now? How often do you have sex? I
have but not lately.

Suicide (and depression)

Do you feel down or depressed much of the time? Oh yeah

For how long have you felt this way? Since middle school.

Have you thought of hurting yourself? You know I have. Almost all the time. Not just
thought about it but have done it.

Have you ever tried to harm yourself? Of course. Im a cutter; still am when things get
real bad.

When the going gets tough, whats usually happening? What makes the going tough?
Its usually things at home; Dad spouting off about something (like we never do anything
to help out, hes doing all the work, Mom doesnt feed us right, whatever). Moms tired a
lot and I honestly dont know why she doesnt DO something. Shes real supportive and
I know she cares but sometimes, shes just clueless.

So, thats when you cut? Yep. Most of the time, I cut because Im sick of where I am,
real frustrated, real angry.

Besides cutting, what else do you do? Hang on the internet, when I can. Hang with
friends.

Is there anything you would do differently? Id leave! Or change the way this place is.

Safety (violence and abuse)

Have you ever seen or been the victim of violence? Uhno[Interviewers note: I get
the distinct impression she hasbut she would not reveal details and I didnt press]

Is there a gun in your home? Not that I know of. Moms tried to hide all the sharp
objects in the house.

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Have you ever been in trouble with the law? You know I havewell, in a way. I ran
away from home and because the girlfriend I ran away with was 18, she got nailed for
kidnapping a minor. So, my parents wanted to press charges. Not sure where all that is
now. You know what all that lead toreduced phone privileges, no car, hardly ever get
on social media that they know of. And no, Im not going to tell you any more than that.

Do you have use of a car? Do you wear a seat belt? Not really.

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References
B., B. M. (2016, March 26). Interview with adolescent, aged 17 [Personal interview/Field
observation].
Berger, K. S. (2014). Developing person through the lifespan (Ninth ed.). New York, NY: Worth
Publishers.
Coban, A. E. (2013). Interpersonal cognitive distortions and stress coping strategies of late
adolescents. Eurasian Journal of Educational Research, (51), 65-83.
Sacks, D., & Westwood, M. (2003, November). An approach to interviewing adolescents.
Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2794315/
University of California. (2016, March 12). Writing a field report. Retrieved from
http://libguides.usc.edu/writingguide/fieldreport