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1 Individual Learner Case Study Draft 2 Student's Name Institution Affiliation Course Instructor's Name Date

2 Individual Learner Case Study Draft 2 Social –Emotional Influences Mia is quiet in class and rarely communicates with other students and teachers. However, at home, she speaks often to her parents and siblings. Mia loves spending time with her grandmother, and school seems to be a stressful environment for her. I learned that Mia feels anxious in the presence of her teachers and peers, making it hard to interact or speak. Additionally, I also learned that Mia has developed a strong relationship with her siblings and parents, which allows her to express herself freely at home. Although Mia is quiet in class, she is an active listener, which helps her understand and empathize with others. Mia spends most of her time generating new ideas and engaging in intellectual and artistic pursuits. The behavior portrayed by Mia of rarely communicating in the classroom and being expressive at home demonstrates her journey in the fifth stage of Erickson's theory on psychosocial development, "identity vs. Role confusion. In this stage, individuals focus on finding social environments to develop meaningful and positive relationships with others (Rageliene, 2016). In this case, Mia's differing behaviors in the classroom and at home show that her family and peers influence her in diverse ways. Additionally, her quiet behavior reflects the continuous process of self-discovery by observing and assessing how to fit in academic and social environments. Mia understands herself, so she remains silent in the classroom since she is exploring her identity. Additionally, she also identifies herself with family members, including her parents, siblings, and close relatives. Mia's behavior at home provides more insights into her understanding of gender. In this case, she loves spending time with her grandmother, who

3 educates her about her cultural background and identity. She expresses the female gender both in school and at home by wearing a skirt and long hair, just like most Koreans young girls. Mia's self-concept is largely influenced by North Korean cultural background. She likes speaking using his native language, and this helps her accept herself, although in school, most students are Native Americans. However, Mia has low self–esteem, so she speaks less in school. For example, the language barrier makes her interact less with other students and teachers. On the other hand, by openly communicating with her parents and other relatives, she shows high self– esteem in a supported and safe environment. In academics, Mia likes science and mathematics- related subjects. She also enjoys playing basketball, especially with her siblings during holidays. Moral Development Mia's behaviors focus more on emotional and social development than cognitive development. Therefore, the best theory to evaluate her behaviors is Kohlberg's theory on moral development. This theory outlines six critical stages of ethical decision-making and moral reasoning. Mia is under the second category of conventional. In this stage, children believe that other people's expectations and social rules determine acceptable and unacceptable behaviors. Additionally, during this stage, people judge the morality of actions by comparing societal expectations and views (Zhang & Zhao,2017). Mia's behaviors are reflected in stage three of Kohlberg's theory, as her decisions are largely influenced by desires to gain approval from the family since she is willing to communicate with family and close relatives. At school, she conforms to classroom rules, and at home, she listens to her parents and older siblings. Mia values her North Korean cultural values and uses them to shape her morals and beliefs, and thus, she conforms to societal laws. Moreover, her behaviors are situated at a conventional level, which focuses on family approval and self-interests.

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4 In the classroom, Mia demonstrates perspective–taking as she listens attentively and actively to other students and teachers. Additionally, before judging other students, she considers other people's options. She also understands the feelings and challenges of other people. Through perspective-taking, Mia understands other student's experiences, and she is patient. Mia is empathetic as she shares and feels other people's emotions despite going through a similar situation. She supports other students without criticism and judgment. Additionally, in class, she expresses comfort words to the stressed students. She often offers help to people going through tough times and is ready to share with others. The classroom is supportive and conducive. For example, the school has social– emotional learning programs that help students understand social skills like self-regulation, self- awareness, responsibility, and empathy. Additionally, teachers organize regular meetings in the classroom, which allow learners to discuss their feelings and share experiences. Notably, such class meetings promote a sense of belonging and help to develop a supportive classroom. Moreover, teachers also encourage a reward system for good behavior and constructive feedback. The classroom is welcoming and safe, and students can share their experiences. Lastly, the classroom does not allow negative talk among students, which helps to prevent issues like bullying and racial discrimination.

5 References Ragelienė, T. (2016). Links of adolescents identity development and relationship with peers: A systematic literature review. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25(2), 97. Zhang, Q., & Zhao, H. (2017). An analytical overview of Kohlberg's theory of moral development in college moral education in mainland China. Open Journal of Social Sciences, 5(8), 151-160.

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