Critical Issues In Adolescence

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PSY-355: Childhood and Adolescent Psychology

Critical Issues in Adolescence Table

 

Directions: Each member of the group must choose one critical issue associated with adolescence and complete the fields listed in the table below for the chosen issue.

Issue Description

(50 – 100 words)

 Impact on the adolescent (psychological, cognitive, and/or physical)

(50 – 100 words)

 Risk factors

(50 – 100 words)

 Interventions and Support Available

(50 – 100 words)
Example:

School Violence

 School violence refers to victimization as a cause of physical or nonphysical violence. This could include threats, fights, carrying weapons, etc. Some of the more publicized incidents of school violence are the shootings that have happened at various schools. The Columbine shooting was an example of school violence that was widely publicized.

(National Child Traumatic Stress Network, n.d.)

 School violence can lead a teen to feel afraid when they do attend school. Students may stop going to school; focus may decrease; they may have increased frustration, anxiety, and depression; and social relationships may suffer. In terms of their psychological health, many adolescents feel self-conscious about their ability to manage the emotions they cope with through the traumatic experience. They may feel embarrassed and not reach out for help. Bottled up emotions can lead to many other risky behaviors, such as self-harm, substance abuse, or suicide.

(National Child Traumatic Stress Network, n.d.)

 There are many risk factors that can cause an individual to get involved in school violence. Some of these risk factors include a history of victimization/being bullied, abuse at home, lack of control of behavior and emotions, substance abuse, low IQ, antisocial behaviors, poor or lack of parental involvement, parental substance abuse, lack of community involvement and support systems, multiple moves or lack of a “home base,” poverty levels, gang involvement, rejection, and others.

(CDC, 2014)

 Students who have experienced school violence may need individual or group counseling to cope with this type of traumatic experience. If and when an incident like this occurs, counselors may hold informational sessions at school to talk about coping with the stress of the incident and to provide additional resources. Adolescents may need additional support from their parents, teachers, and peers to overcome the fear of the event happening again.

(National Child Traumatic Stress Network, n.d.)
   

 

 

 

 

      
   

 

 

 

 

      
   

 

 

 

 

      
   

 

 

 

 

      
   

 

 

 

 

      

 

References

National Child Traumatic Stress Network. (n.d.). The effects of trauma on schools and learning. Retrieved from http://www.nctsn.org/resources/audiences/school-personnel/effects-of-trauma

CDC. (2014). Youth violence: Risk and protective factors. Retrieved from http://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html#1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

© 2015. Grand Canyon University. All Rights Reserved.

 

© 2015. Grand Canyon University. All Rights Reserved.

RESEARCH METHODS IN PSYCHOLOGY: Social Class, Power, And Selfishness

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RESEARCH METHODS IN PSYCHOLOGY

 

Research study Topic: Social Class, Power, and Selfishness: When and Why Upper and Lower Class Individuals Behave Unethically

1. Analyze the introduction section of the research study in about 50 to 100 words. Include the following in your response:

A. The title of the article

B. The purpose of the study

C. How the article’s introductory content is relevant and how it logically leads into the study

 

2. Analyze the method section of the research study in about 250 to 350 words. Include the following in your response:

A. The study’s method and design

B. The study’s primary hypothesis and claim

C. How the method and design aligns with the primary hypothesis to reach a strong conclusion

D. How the researchers made measurements and whether they were good choices for the conceptual variables

E. How the researchers obtained participants, how many participants there were, and their characteristics

F. The sampling characteristics (sample size, strategy, composition, etc.) as they relate to this study

 

3. Analyze the results section of the research study in about 50 to 100 words. Include the following in your response:

A. The “big idea” of the analysis (compare means, look for relationships, assess frequency, etc.)

B. How the primary hypothesis was supported

C. The analysis used for the primary hypothesis

 

 

4. Analyze the discussion section of the research study in about 150 to 200 words. Include the following in your response:

A. The major findings

B. The strengths and limitations described in the study

C. The conclusions and whether they were supported by the method that the researchers used

D. Whether the claims and inferences the researchers draw seem appropriate, given their findings

E. How the study could be improved or extended in future research

 

5. Explain how the findings of this research study could apply to your personal or professional life in about 50 to 100 words.

 

6. Citation is an important part of research and using the established patterns makes citations much easier to read. Cite the article you chose, and any other resources you referenced, in proper APA format below. Your reference list will be automatically formatted using a hanging indent when you download your assignment.

List your references in APA Style below. Remember that they should

CNL 500 Power Point Presentation

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Benchmark – Major Counseling Theories Presentation (Obj. 8.1 and 8.2)

Throughout the course, you have studied and written about several counseling theories that are used in the counseling profession. In this PowerPoint presentation, select one counseling theory you see yourself being most effective in, and create a 7-10-slide presentation that includes the following:

  • The founding theorists and a description of how the theory was developed
  • Major concepts for selected theory
  • Standard interventions for selected theory
  • How you personally identify with the concepts of this theory
  • How you can grow as a counseling student to use this theory most effectively by the time you reach practicum
  • Strengths and limitations when applying this theory to diverse client populations
  • Select three dispositions from the GCU Counselor Dispostions or the Professional Dispositions of Learners documents, and explain how this theory can help you utilize these concepts in your personal counseling approach.

Include the ACA or ASCA Code of Ethics and six scholarly references beyond the course textbook in your presentation.

Title slide and reference slide are not included in the slide count. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 150 words.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

What symptoms of schizophrenia does Ted exhibit?

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Read the Topic 5 Ted Case Study. Using 1,200- words create a treatment plan for Ted that answeres the following:

  • What symptoms of schizophrenia does Ted exhibit? Based on the sub-types criteria for schizophrenia, which symptoms does Ted display?
  • What are some potential secondary diagnoses? What evidence would support these secondary diagnoses?
  • What theory and treatment options would be most effective in treating schizophrenia? Use evidence-based knowledge as justification to address the presenting symptoms in Ted’s case.
  • Identify three treatment goals and three objectives for each treatment goal that addresses the salient concerns and adverse risks in the case of Ted.
  • Include at least five scholarly references in addition to the textbook in your paper.

Prepare this assignment in the APA Style

 

 

 

 

 

CNL-605 Topic 5 Case Study: Ted

A single man of 40 years of age named Ted cut his carotid artery at home. He had suffered from chronic schizophrenia, dominated by paranoid symptoms, for 20 years. During his illness, Ted had spent a total of 12 years in mental hospitals; individual hospitalizations had varied in duration. While he was hospitalized, his bizarre delusions of altered body states and his experiences of being controlled by external, often invisible, agents rapidly disappeared. He had death wishes and suicidal thoughts since the onset of his schizophrenia. Death wishes also stopped soon after hospitalization.

Over the years, opinion about Ted changed and his condition began to be regarded as hopeless. He was difficult to treat; he accused personnel, was unreliable, acted pretentiously, and reacted by acting out. Four years before committing suicide, he had to be transferred to another mental hospital. Two years before his death, he was transferred to a halfway house belonging to the hospital, because the staff feared that his dependence on the hospital might become excessive. After his transfer to outpatient care, his suicidal tendencies increased. Six months before committing suicide, he lost his long-term nurse. Subsequent treatment consisted of occasional office visits with a psychologist or psychiatrist.

Just before committing suicide, Ted tried to enter the hospital where he had been during the initial phases of his illness. He had suffered increasingly for a few months from paranoid fears of being murdered. He threatened to commit suicide unless he was admitted to the hospital, but the threat was considered demonstrative and hospitalization was brief.

The day before he committed suicide, he visited his childhood home and became afraid that a group of men had surrounded the house. He repeated his wish to enter a mental hospital. During his final night, his state changed. According to his father, Ted was exceptionally calm on the day of his death. The father said, “He no longer seemed afraid of anything.”

Adapted from:

Saarinen, P. I., Lehtonen, J., & Lönnqvist, J. (1999). Suicide risk in schizophrenia: An analysis of 17 consecutive suicides. Schizophrenia Bulletin, 25, 533-542.

© 2021. Grand Canyon University. All Rights Reserved.