Discussion: PSYFP7210 Capella University Adolescent Case Intervention Analysis

Discussion: PSYFP7210 Capella University Adolescent Case Intervention Analysis

Discussion: PSYFP7210 Capella University Adolescent Case Intervention Analysis

Question Description
Create and analyze a 1–2-page simulated case study of an adolescent with developmental challenges. Then, create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual’s lifespan.

The adolescent period begins with the onset of puberty. This is the time when people begin to try to figure out who they are and who they want to be. The quest for individuality is a prime focus at a time when significant—often uncomfortable—changes are taking place. In addition to dramatic biological changes, adolescents continue to demonstrate cognitive development and are greatly influenced by peer relationships while often being at odds with the influence of schools and parents. The issue of risk-taking behavior is prominent at this time.

Adolescent Case Intervention Analysis
What is adolescence? When does it begin and end? What risks and opportunities does it entail? This period of transformation from childhood to adulthood comprises so many changes in development—physical, cognitive, identity, and social—it has been referred to as adolescent metamorphosis.

Adolescence brings the emergence of sexual characteristics, sexual behavior, and sexual preference. Maturation affects males and females differently in terms of potential social and psychological problems.

In cognitive development, as the Piagetian stage of concrete operations is gradually supplanted by the formal operations stage, more evidence of reasoning and abstract thinking begin to emerge. The shift to this stage of formal thought has the capacity to influence adolescents’ approach to academics as well as other life domains.

In addition to biological and cognitive changes, there are dramatic advancements in socialization and peer relationships. During adolescence, relationships with parents, siblings, and peers change. Adolescents no longer fit in well with groups of younger children and at the same time, they are not sufficiently developed to associate well with adults. Thus, adolescents can be greatly influenced by peer relationships, something that often places them at odds with the influence of parents and the broader community including schools. What risky or unhealthy behaviors are associated with adolescence? Are these behaviors common across genders or across cultures?

Adolescence is a time when humans begin the process of figuring out who they are and who they want to be. The quest for individuality is a major focus at a time when significant and often uncomfortable changes are taking place. Erikson (1950) proposes that all adolescents experience an identity crisis that needs to be resolved.

Effects of earlier influences continue to manifest themselves in the development of adolescents. And, the significant biological and social changes that adolescents undergo have great implications for their emergence into adulthood.

Reference

Erikson, E. H. (1950). Childhood and society (2nd ed.). New York, NY: Norton.

APA RESOURCES
Because this is a psychology course, you must format this assessment according to APA guidelines, since it is the writing style of the profession. Use the following resources to guide your work. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom.

APA Paper Template [DOCX].
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
This book is available from the Capella University Bookstore.
SHOW LESS

SUGGESTED RESOURCES
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSY-FP7210 – Lifespan Development Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Adolescent Development
Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Boston, MA: Pearson.
This resource is available from the Capella University Bookstore.
Chapter 7, “Self and Moral Development: Middle Childhood through Early Adolescence,” pages 244–281.
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence,” pages 324–367.
Chapter 10, “The Social World of Adolescence,” pages 368–407.
Adolescent Cognitive Development | Transcript.
FMG Video
Teen Species: Understanding the Adolescent | Transcript.
This video was purchased through Films Media Group for use in this Capella course. Any distribution of video content or associated links is prohibited.
Borghuis, J., Denissen, J. A., Oberski, D., Sijtsma, K., Meeus, W. H. J., Branje, S., & … Bleidorn, W. (2017). Big Five personality stability, change, and codevelopment across adolescence and early adulthood. Journal of Personality and Social Psychology, 113(4), 641–657.
UNICEF. (2011). Adolescent voices. Retrieved from http://www.unicef.org/sowc2011/adolescentvoices.ph…
WGBH Educational Foundation. (Producer). (2001). Discovering psychology: The self [Video] | Transcript. Retrieved from http://learner3.learner.org/series/discoveringpsyc…
This video is part of series that, although recorded several years ago, presents seminal ideas.
Sample Research on Adolescent Social-Emotional Development
The following articles provide information on the social-emotional development of adolescents. Research the library for current articles that are more specific to your topic.

Blodgett Salafia, E. H., Schaefer, M. K., & Haugen, E. C. (2014). Connections between marital conflict and adolescent girls’ disordered eating: Parent–adolescent relationship quality as a mediator. Journal of Child and Family Studies, 23(6), 1128–1138.
Christ, S. L., Kwak, Y. Y., & Lu, T. (2017). Adolescents’ experience of parental psychological caregiving and neglect: Construct development. American Journal of Orthopsychiatry, 87(3), 326–336.
Kornienko, O., Santos, C. E., Martin, C. L., & Granger, K. L. (2016). Peer influence on gender identity development in adolescence. Developmental Psychology, 52(10), 1578–1592.
Lecompte, V., & Moss, E. (2014). Disorganized and controlling patterns of attachment, role reversal, and caregiving helplessness: Links to adolescents’ externalizing problems. American Journal of Orthopsychiatry, 84(5), 581–589.
Marcia, J., & Josselson, R. (2013). Eriksonian personality research and its implications for psychotherapy. Journal of Personality, 81(6), 617–629.
Sample Research on the Impact of Individual and Cultural Differences in Adolescent Development
The following articles provide information on the impact of individual and cultural differences on the development of adolescents. Research the library for current articles that are more specific to your topic.

Meca, A., Sabet, R. F., Farrelly, C. M., Benitez, C. G., Schwartz, S. J., Gonzales-Backen, M., & … Lizzi, K. M. (2017). Personal and cultural identity development in recently immigrated Hispanic adolescents: Links with psychosocial functioning. Cultural Diversity and Ethnic Minority Psychology, 23(3), 348–361.
Reese, E., Fivush, R., Merrill, N., Wang, Q., & McAnally, H. (2017). Adolescents’ intergenerational narratives across cultures. Developmental Psychology, 53(6), 1142–1153.
Sample Evidence-Based Interventions for Adolescent Developmental Challenges
The following resources provide information about evidence-based interventions for adolescent development challenges. Research the library for current articles that are specific to your topic.

Moretti, M. M., Obsuth, I., Craig, S. G., & Bartolo, T. (2015). An attachment-based intervention for parents of adolescents at risk: Mechanisms of change. Attachment & Human Development, 17(2), 119–135.
Piehler, T. F., & Winters, K. C. (2017). Decision-making style and response to parental involvement in brief interventions for adolescent substance use. Journal of Family Psychology, 31(3), 336–346.
Simon, D. J. (2016). Overview of psychological interventions for children and adolescents. In School-centered interventions: Evidence-based strategies for social, emotional, and academic success (pp. 29–46). Washington, DC: American Psychological Association. ISBN: 9781433820861.
PART 1: CREATE THE CASE: ADOLESCENCE
Create a simulated case study, relevant to your area of specialization, of an adolescent who presents developmental challenges related to Erikson’s age- or stage-related milestones expected at his or her age.

Your case study should be 1–2 pages in length and it should describe:

The adolescent and his or her strengths and challenges.
A challenge for the adolescent in terms of identity and self-concept.
The medical, family, and social context.
The developmental challenges evident in the behavior of the adolescent.
Evidence in the case that the adolescent struggles by not meeting the expected milestones of Erikson’s theory of adolescent development.
Individual and cultural factors that theory and/or research indicate could impact the adolescent’s development.
Any other factors you deem appropriate based on your understanding of the theory and related research.
To develop this case, you should:

Explore theory and research related to development linked to adolescence.
Utilize current research on adolescent brain development to describe potential outcomes linked to brain development at this age, including important considerations in the case you are developing.
Develop your case study further by creating an environmental context for the adolescent. Include any specific issues that you want to explore through research, such as influences of a specific culture or ethnicity or specific socioeconomic status.
Maintain a resource list of the materials you consulted to build your case.
Follow current APA guidelines for style and formatting, as well as for citing your resources. Include a reference list of the scholarly resources you use.

PART 2: ADOLESCENT CASE INTERVENTION ANALYSIS
Research
Complete the following:

Research evidence-based interventions that have been effective in meeting the challenges of the adolescent you described in your case study, from the perspective of your own professional specialization (as far as possible).
Explain how the deficits in the social-emotional developmental domain impact development.
Explain how the environmental contexts impact development.
State the recommended interventions that align with your specialization.
Include evidence for those recommendations and outcomes from the professional literature.
Explore briefly the literature on adult identity and self-concept, considering that early influences can impact development across the lifespan.
Explain, from the perspective of your specialization, how the identity issues (for example, Erikson’s theoretical perspective) that emerged in adolescence could be manifested in adulthood.
Explain how this might help in understanding and determining an approach to working with an adult with a history of identity issues.
STRUCTURE OF THE REPORT
Use the following format to structure your report:

Title page.
A descriptive title of 5–15 words that concisely communicates the purpose of your report and includes the name of the fictional subject. Be sure to follow Capella’s suggested format for title pages on course papers.
Introduction.
An overview of the paper contents, including a brief summary (approximately ½ page) of the background information regarding the case study. (The complete 1–2 page case you developed will be included as an appendix.)
Body of the report.
The presenting challenges and primary issues.
An analysis of how lifespan development theory and research may account for the presenting challenges.
An assessment of the potential impact of individual and cultural differences on development for the age and context described in the case study.
Suggestions of evidence-based intervention strategies that have proven effective in similar cases, supported by citations of research and any applicable theories.
Projections, based on research and/or theory, of possible long-term impacts that the current challenges may produce across the individual’s lifespan.
Conclusion.
A summary of what was introduced in the body of the paper with respect to the case study context, challenges, and interventions.
Reference page.
A minimum of five scholarly sources from current peer-reviewed journals, formatted in current APA style.
Appendix.
The simulated case study you created in Part 1.
OTHER REQUIREMENTS
Your paper should meet the following requirements:

Written communication: Write coherently to support central ideas, in appropriate APA format, and with correct grammar, usage, and mechanics.
Length of paper: 5–7 typed, double-spaced pages, not including the title page, reference page, or case study appendix.
References: At least five scholarly sources (peer-reviewed journals).
APA format: Follow current APA guidelines for style and formatting, as well as for citing your resources in the body of your paper and on the reference page.
Font and font size: Times New Roman, 12 points.
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ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Discussion: PSYFP7210 Capella University Adolescent Case Intervention Analysis

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.