Identify the adolescent (aged 11–18) in your assigned family. Consider how risk-taking behaviors are impacting the adolescent and his or her family.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/10/18 at 6pm. My assigned family is the Jeong Family,

Discussion 1: Adolescents Engaging in Risk-Taking Behaviors

Consider what actions might prompt the following exchange between a parent and his or her adolescent child:

Parent: “What were you thinking?”

Child: “I wasn’t.”

Parent: “What if you got caught? What if you hurt yourself or someone else?”

Child: “It’s not a big deal. All of my other friends were there, too.”

The adolescent age is marked by impulsive decisions and risk-taking behaviors. However, despite the frustrations of parents and caregivers, there are logical explanations for teens’ sometimes seemingly senseless choices. Scientists have found that the prefrontal cortex, the lobe that controls problem solving, goal planning, behavior adjustment, impulse control, foresight, and various other functions, is still very much under development during the adolescent years. This means that the brain is not fully prepared to deal with complex decisions, peer pressure, or situations of immediate versus delayed gratification. As a result, adolescents lack the capability to weigh the benefits versus the risks of a given choice as an adult might.

As a counselor, it is likely you will work with adolescents who engage in harmful risk-taking behaviors. You must be able set aside your own beliefs about “acceptable” behaviors to better support and counsel these adolescents. For example, what might you say to an adolescent who has been court-ordered to see you after multiple underage drinking charges? What about the adolescent who participates in unhealthy eating practices to achieve a desired body image? The one who is sexually active? The daredevil?

For this Discussion, review the media, “Adolescence.” Identify the adolescent (aged 11–18) in your assigned family. Consider how risk-taking behaviors are impacting the adolescent and his or her family.

Post by Day 3 the identity of your adolescent client. Summarize the developmental crises he or she is facing. Then, explain at least two risk-taking behaviors in which the adolescent is involved and at least one protective factor that might be influencing his or her level of functioning. Finally, explain the impact of these behaviors on the adolescent and his or her family. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (review pp. 324-367)

o Chapter 10, “The Social World of Adolescence” (pp. 368-407)

· Bessant, J. (2008). Hard wired for risk: Neurological science, ‘the adolescent brain’ and developmental theory. Journal of Youth Studies, 11(3), 347–360.
Retrieved from the Walden Library databases.

· Guilamo-Ramos, V., Jaccard, J., Dittus, P., & Bouris, A. M. (2006). Parental expertise, trustworthiness, and accessibility: Parent-adolescent communication and adolescent risk behavior. Journal of Marriage and Family, 68(5), 1229–1246.
Retrieved from the Walden Library databases.

· Jaccard, J., Blanton, H., & Dodge, T. (2005). Peer influences on risk behavior: An analysis of the effects of a close friend. Developmental Psychology, 41(1), 135–147.
Retrieved from the Walden Library databases.

· Kuss, D. J., & Griffiths, M. D. (2011).Excessive online social networking: Can adolescents become addicted to Facebook? Education and Health, 29(4), 68–71.
Retrieved from the Walden Library databases.

· Reich, S. M., Subrahmanyam, K., & Espinoza, G. (2012). Friending, IMing, and hanging out face-to-face: Overlap in adolescents’ online and offline socialnetworks. Developmental Psychology, 48(2), 356–368.
Retrieved from the Walden Library databases.

· Strasburger, V. (2010). Children, adolescents, and the media: Seven key issues. Pediatric Annals, 39(9), 556–564.
Retrieved from the Walden Library databases.

· Sullivan, C. J., Childs, K. K., & O’Connell, D. (2010). Adolescent risk behavior subgroups: An empirical assessment. Journal of Youth and Adolescence, 39(5), 541–562.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013a). Adolescence [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
In this media piece, you will continue your examination of the client family assigned to you by your Instructor. This week, you will focus on the adolescent, aged 11–18.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013i). Perspectives: The adolescent world [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter speaks to the challenges in working with adolescent clients. Key lifespan concepts such as risk-taking, gender differences, and parental involvement are discussed.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Write a 350-word (double-spaced) synopsis/review of each article in your own words. Be sure to read the article fully to accomplish this goal.

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This assignment is the first step toward completing the literature review in Week 3.

  • Choose a general topic that you are interested in. Use the Area of Interest interactivePreview the document to guide your efforts. Narrow the topic so that you are looking for research to answer a particular question.

For example:
“What is the experience of military families when their soldier is deployed?” or
“Is there a link between hours of television viewing and violent behavior in children aged 8-14?”
Think of a question that might be answered in a number of different ways. Briefly describe your topic and research question.

  • Conduct a search through the Ashford University Library and locate a minimum of five (5) research studies from peer-reviewed sources that are related to the topic of your choice. Find at least two studies that use qualitative data and at least two studies that use quantitative data.
  • Write a 350-word (double-spaced) synopsis/review of each article in your own words. Be sure to read the article fully to accomplish this goal. Do NOT simply rely on the Abstract, as the Abstract is limited in two ways: 1) it omits important information you might find useful; and, 2) it does not describe all aspects of the research that you will need for your literature review in Week 3. Thus, be sure to discuss what you find significant about the study for your topic, not just, what the author thought.
  • The assignment should include:
    1. A brief discussion of your topic and research question.
      For each article, turn in
    2. The citation (properly formatted in APA style),
    3. The article’s original abstract.
    4. Your one-page synopsis, and
    5. Whether the study is a quantitative approach (uses statistical analyses) or a qualitative approach.

Point Value: 9 Points
Weekly Learning Outcome Alignment: 2, 3

Choose one non-evidence-based treatment discussed in the chapter and talk about it in it’s historical context (the time in which it was used)

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Reflections on Treatment Options

 

Prior to beginning work on this journal, please read Chapter 13 in History and Philosophy of Psychology. This journal invites you to engage in creative thinking regarding the future potential for non-evidence-based treatments. Research one of the non-evidence-based treatments from the Chung (2012) e-book, summarize views of this treatment within its historical context, and relate these views to at least one modern theoretical perspective on psychopathology. Devise a strategy for transforming the non-evidence-based treatment into an evidence-based treatment by integrating a specific psychological theory with new or existing research.

 

There are no explicitly wrong or right answers for this journal entry. Your journal will be graded based on whether or not you provide a substantive and thoughtful supported by existing literature.

 

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment. plese make sur you cover all of thes area. his paper will have to be redone. Many of the sentences are difficult to read and don’t make sense. Let’s go over the assignment criteria so you can focus better on what to do in the paper.
1) Read chapter 13 in “History and philosophy of psychology” textbook (author Chung & Hyland) (2012) This is found in the Ashford library as an e-book
2) Choose one non-evidence-based treatment discussed in the chapter and talk about it in it’s historical context (the time in which it was used)
3) discuss a modern theoretical perspective related to the historical perspective you discussed
4) talk about how you could get the non-evidence based practice to become integrated into current research

Describe the influence of nature and nurture on intelligence: what is heritability? What do twin studies tell us about the importance of genetics on intelligence?

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INSTRUCTIONS:  In this 3-5 page paper, you will identify and discuss personal attitudes, values, behaviors, and experiences that may impede or enhance your ability to do crisis work.  Your paper must reflect accurate and supported knowledge of effective crisis worker characteristics and the dynamics of counselor burnout, vicarious traumatization, and compassion fatigue.  You will use the course readings, the assigned chapter below, and at least 2 professional journal articles dealing with counselor burnout, vicarious traumatization, or compassion fatigue.  Cite all references in the Outline and References Assignment in APA and use the alphanumeric outline format posted in the Paper Information folder in Blackboard under Course Information.  Cite all references and format the rough draft and final paper using APA style.  NOTE:  The page length above does not include the title page, reference page, or any appendices you may use.

James, R. K. (2008).  Human service workers in crisis:  Burnout, vicarious traumatization, and   compassion fatigue.  In Crisis intervention strategies (pp.530-562).  Belmont, CA:    Brooks/Cole, Cengage Learning.

Reminder:  This self-assessment must be informed by the course concepts, the assigned   reading, and at least 2 professional journal articles as described above.

Directions: Using MS Word, answer the following questions in a minimum of 500 words total. Your document MUST be in the MS Word format in order for your Instructor to be able to open it.

Use Basic APA format: 1 inch margins, Times New Roman font- size 12, Double space entire paper including reference page.

Define Intelligence. Describe the influence of nature and nurture on intelligence: what is heritability? What do twin studies tell us about the importance of genetics on intelligence? What about how children who have been adopted and how their intelligence scores relate to their biological parents?

What are some environmental influences on intelligence?

Discuss gender differences in intelligence: do men or women have higher verbal memory? Nonverbal memory? Emotion-detecting ability? Math aptitude? Spatial ability? What does it mean to say men have greater variability in intelligence?

Finally, discuss stereotype threat and how that might affect scores on intelligence tests and in school.