PSY FPX 7210 Assessment 3 Adolescent Case Intervention Analysis

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Capella University

PSY FPX 7210 Lifespan Development

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Date

Case Summary: Adolescent Development

Kim is a 17-year-old Asian female living with both parents and a younger brother. Her parents hold traditional values and are concerned that Kim may become too Americanized, potentially losing her Asian cultural identity. They are very protective of her and seldom allow her to engage in activities outside the home. As Kim prepares to graduate high school this year, she has received a full scholarship to a prestigious art program out of state; however, her parents prefer that she attend a local community college. Recently, Kim has gained a significant amount of weight and is failing several classes, except for her art class. Her parents are contemplating enrolling her in a different school for her final year due to her poor grades and ongoing conflicts with teachers and peers. Kim has been exhibiting signs of frequent sadness, confrontational behavior, crying spells, difficulty concentrating, and struggles to build relationships with her peers. Her mother has reported a family history of depression and bipolar disorder. Kim’s anger has been escalating, and she was recently involved in a physical altercation with another student, leading to a referral for services.

Educational Psychology

Educational psychology is a specialization within the field of psychology that examines how individuals learn and retain information (American Psychological Association [APA], 2010). This branch of psychology addresses social, emotional, and cognitive learning processes. In Kim’s case, the educational psychologist’s role would involve observing and identifying developmental processes that are not functioning optimally and creating a development plan to enhance Kim’s emotional and academic well-being. This is achieved through an in-depth evaluation to assess Kim’s abilities and to develop a profile of her strengths and weaknesses (Siskin Children’s Institute, 2017).

Theory & Research

Before conceptualizing a case, it is essential to recognize that developmental milestones from infancy to toddlerhood significantly influence adult functioning. Infant and toddler development is not random; it follows a continuum linked to expectations and predicted outcomes, which can be researched and charted. Relevant research and theories that inform the understanding of developmental delays during early childhood include:

Erikson’s Developmental Theory

According to Erikson’s developmental stages, the relevant stage for this case is “Identity vs. Role Confusion.” During this stage, adolescents begin to seek independence through the exploration of personal values, beliefs, and goals. While striving to establish a personal identity, it is common for adolescents to desire belonging and to explore their potential. For Kim, this is a challenge because her parents do not grant her the freedom to develop and explore her individuality. Consequently, Kim is experiencing the negative effects of unsuccessful adaptation during this stage, which include “role confusion,” uncertainty about her identity and purpose, low self-esteem, and rebellious behavior.

Cultural Influences

Socio-emotional functioning has a significant and lasting impact on social, academic, and psychological adjustment. In contemporary society, positive emotional and social development is heavily influenced by peer acceptance, academic achievement, and psychological well-being. Conversely, defiance and aggression are often linked to peer rejection, academic difficulties, and other adjustment issues (Super, 1997). Kim’s parents’ fear of losing their cultural identity has hindered her socio-emotional development. As a result, Kim may feel rejected and isolated by her peers, as well as misunderstood and insignificant to her parents.

Interventions in Psychology

Relevant supports for this case include:

Psychoeducation: Keeping parents informed and engaged is a challenge faced by practitioners when working to achieve change in adolescents. Coaching can provide additional motivation for parents to remain diligent, informed, and supportive throughout the process (Mindel et al., 2006). In this case, it is crucial for the entire family to be involved in the therapeutic process to understand the detrimental effects their actions have on Kim’s overall development.

Relevant therapies, intervention models, and assessments beneficial to this case include:

Cognitive Behavioral Therapy (CBT) for Kim and her parents: CBT is the most extensively studied intervention for treating depression in youth, with over 80% of published psychotherapy trials examining its effects (Butler et al., 2006). Research has demonstrated that one of the advantages of this intervention is its adaptability to a wide range of disorders (Butler et al., 2006).
Motivational Interviewing: Although commonly used to treat substance abuse, its strength-based qualities have proven effective across various disorders. According to Lundahl and Burke (2009), evidence for motivational interviewing has rapidly increased over a decade: from only six references between 1980 and 1989, to 78 from 1990 to 1999, and then to 707 from 2000 to 2009 (p. 1234).
Diagnostic Interview Schedule for Children: This tool is used to confirm a diagnosis of depression.

Conclusion

Parents and caregivers play a crucial role in the success of psychotherapy for adolescents.

Importance of Caregiver Involvement in Therapeutic Interventions

It is crucial for caregivers to learn how to integrate therapeutic interventions into their daily routines, as repetition is often key to modifying behaviors. Additionally, it is essential for the family to understand and support the primary therapeutic goals (Siskin Children’s Institute, 2017). Many parents may not realize how their actions can significantly influence their child’s future as an adult. If Kim’s parents remain resistant to her socio-emotional development, they risk creating a ripple effect of developmental delays that Kim will carry into adulthood. They must be willing to confront their fears and allow Kim the freedom to grow.

Appendix: Simulated Case History

Kim is a 17-year-old Asian female living with both parents and a younger brother. Her parents are very traditional and fear that Kim will become too Americanized and lose her Asian values. They are highly protective of her and seldom permit her to engage in activities outside the home. As Kim prepares to graduate high school this year, she has been awarded a full scholarship to a prestigious art program out of state; however, her parents prefer that she attend a local community college. Recently, Kim has gained a significant amount of weight and is failing several classes, with the exception of her art class. Her parents are considering enrolling her in a new school for her final year due to her poor grades and ongoing conflicts with teachers and peers. Kim has been exhibiting signs of frequent sadness, confrontational behavior, crying spells, difficulty concentrating, and struggles to build relationships with her peers. Her mother has reported a family history of depression and bipolar disorder. Kim’s anger has been escalating, and she was recently involved in a physical altercation with another student, leading to a referral for services.

Identified Strengths

Recognizing strengths and resilience factors can greatly enhance the therapeutic process. In Kim’s case, she has demonstrated a strong skill and passion for art, which is the one area where she has received public recognition and affirmation for her success. This can be beneficial in helping Kim navigate her depressive state.

Identified Weaknesses

Kim’s parents are the primary source of her triggered depression and academic decline. Motivating Kim will be challenging if they do not provide support and continue to hinder her progress.

Physical Development

Kim is significantly overweight for her height and age, which is an outward manifestation of her emotional state and her attempts to cope with her current struggles.

Cognitive Development

Kim’s responses and behaviors resemble those of a younger child. Her limited interpersonal skills have resulted in severe cognitive delays, affecting her reasoning, problem-solving, and comprehension abilities.

Emotional/Social Development

Kim has been exhibiting frequent sadness, confrontational behavior, extreme aggression, and an inability to control her anger. She often cries, has difficulty concentrating, and struggles to build relationships with her peers. Additionally, her family history of emotional disorders places her at a high risk for developing major depressive disorder.

References

American Psychological Association. (2015a). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

Butler, C. A., Chapman, E. J., Forman, M. E., & Beck, T. A. (2006). The empirical status of cognitive-behavioral therapy: A review of meta-analyses. Clinical Psychology Review. Retrieved from http://johnjayresearch.org/cje/files/2012/08/EmpiricalStatus-of-CBT.pdf

Edeland, B. (2009). Attachment-based intervention and prevention programs for young children. Retrieved from http://www.childencyclopedia.com/attachment/according-experts/attachment-based-intervention-and-prevention-programs-young-children

Lundahl, B., & Burke, B. (2009). The effectiveness and applicability of motivational interviewing: A practice-friendly review of four meta-analyses. Retrieved from http://www.antoniocasella.eu/archila/Lundahl_2009.pdf

Siskin Children’s Institute. (2017). Facts about developmental delay. Retrieved from http://www.siskin.org/142.102/developmental-delays

Sokol, J. T. (2009). Identity development throughout the lifetime: An examination of Eriksonian theory. Graduate Journal of Counseling Psychology, 1(2), Article 14. Available at http://epublications.marquette.edu/gjcp/vol1/iss2/14