PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis

PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis

Student Name

Capella University

PSY FPX 6015 Lifespan Development

Prof. Name:

Date

Adolescent Case Intervention Analysis: Case Study of Jasmine

Jasmine is a 17-year-old Chinese American who relocated from China to the United States two years ago. She resides in Oregon, attends public school, and is the youngest in her family. As a newcomer in her classroom, she struggles with the English language and often finds herself as the only minority among her peers, which leads to frequent teasing from classmates. This bullying negatively impacts her academic performance and her ability to form positive relationships with others. The leader of her class often mocks Jasmine, although he shows kindness when he is away from the other students.

Due to her feelings of frustration and confusion in the classroom, Jasmine is frequently sent to the resource room for additional support. She experiences depressive feelings that she tends to keep to herself, fearing that her parents will not understand her struggles. Jasmine has even contemplated wishing she were not alive, feeling isolated as the only Chinese American among those she knows. This situation is compounded by her need to adhere to her parents’ religious traditions, while her peers often stare at her and call her names on social media.

Development

Psychological and sociological professionals utilize a comprehensive framework for lifespan development, allowing for a thorough exploration of an individual’s growth and development. From the moment of conception, a child is expected to become a citizen who is obedient, loyal, and contributes to society through quality work and continuous learning (Broderick & Blewitt, 2020). The Theory of Lifespan Development provides a framework for monitoring and interpreting patterns of development, education, socialization, and growth, as well as identifying ways to enhance these patterns.

There are numerous aspects of human lifespan development that remain complex or underexplored. One particularly controversial aspect is the significant physiological and emotional changes that occur during adolescence. Successful life management as a young adult hinges on effective self-regulation and intentionality. Unfortunately, adolescents may struggle if they cannot adapt to the changing conditions of their social environments.

Psychological Theories Related to Case

Erik Erikson’s 8 Stages of Development

Several theories are relevant to Jasmine’s case study, with a few being particularly significant. Jasmine’s age correlates closely with her current feelings, aligning with Erik Erikson’s 8 Stages of Development. It is common for adolescents her age to grapple with identity and role confusion. Another pertinent theory is the Cultural-Historical Psychology perspective (Society for the Psychological Study of Ethnic Minority Issues & Educational Publishing Foundation, 2000).

Erikson’s 8 Stages of Development categorizes individuals by age to assess their developmental stage. The “adolescent” stage, which Jasmine fits into, spans ages 12 to 18 (J.J. Thompson, 2021). The primary conflict during this stage is Identity vs. Role Confusion (J.J. Thompson, 2021). Jasmine is expected to establish a sense of identity concerning occupation, gender roles, politics, or religion. Peer relationships are a significant aspect of her development, and unfortunately, Jasmine’s peer interactions are predominantly negative (Pond, 2017).

Cultural Psychology

The second theoretical framework is Cultural Psychology, which was developed in the 1920s by Lev Vygotsky and further expanded by his students (Wagoner et al., 2014). This theory emphasizes the cultural aspects that are transmitted across generations and how local culture influences psychological processes (Wagoner et al., 2014). Culture shapes individuals, and individuals also shape their culture. In Jasmine’s case, she feels out of place due to the cultural beliefs held by those around her. These biases contribute to her feelings of difference and isolation, which also help explain her depressive symptoms (Society for the Psychological Study of Ethnic Minority Issues & Educational Publishing Foundation, 2000).

Presenting Challenges

Early adolescence is characterized by distinct features that set it apart from other stages of adolescent development. During this period, individuals often question their values and perceptions. A fundamental conflict arises between the desire for acceptance and the fear of rejection, as adolescents become preoccupied with being liked and worry about being disliked by their peers. This conflict is exacerbated by social and identity disorganization. Adolescents seek to break free from the “internalized parent,” which includes the conventions, principles, and values imposed by their parents. In this transitional phase, adolescents may lack the experience in self-regulation and motivation necessary to achieve their goals, often due to a mismatch between their psychosocial needs and the resources available in their school environment (Broderick & Blewitt, 2020).

Primary Issues

Jasmine has encountered numerous challenges since moving to her new environment, with one significant issue being her difficulty with independent self-regulation. Self-regulation is a complex construct that encompasses various elements, indicating an individual’s ability to set and achieve personal goals (Broderick & Blewitt, 2020). The importance of self-regulation is evident, as only adolescents with high levels of independent self-regulation can maintain productive relationships across diverse social and cultural contexts that foster growth. Poor self-regulation is further complicated by a lack of peer connections, which are essential for adolescents’ identity development (Broderick & Blewitt, 2020).

Additionally, Jasmine’s ethnicity plays a crucial role in her identity and development at this stage. In a multicultural society, she grapples with the tension between her natural desire for autonomy and the cultural expectations of her background. According to Ngai et al. (2018), Chinese Americans often remain compliant with their parents’ attitudes throughout their lives, which may hinder Jasmine’s ability to engage and interact with her peers. Currently, she is experiencing a state of diffusion characterized by low levels of autonomy, identity, and self-esteem. The absence of effective peer relationships further obstructs her development of independent self-regulation. Collectively, these factors have contributed to Jasmine’s feelings of depression (Broderick & Blewitt, 2020).

Learning Evaluation and Intervention

Donovan et al. (2013) investigated whether personal identity, confusion, and ethnic identity moderate or mediate the relationship between perceived discrimination and depressive symptoms. The study included eight ethnic-generational groups and utilized a sample of 9,665 students. Researchers conducted a survey to assess these variables. Across all groups, levels of perceived discrimination and ethnic identity varied. The findings indicated that identity confusion did not moderate perceived discrimination; however, it served as a partial mediator for both immigrant and non-immigrant Hispanic and white European American participants (Donovan et al., 2013).

Demir et al. (2010) aimed to explore the relationship between a sense of identity and depression among adolescents. The study involved 31 depressed adolescents and 31 control participants, who were evaluated using the Sense of Identity Assessment Form and the Hamilton Depression Rating Scale. After eight weeks of antidepressant treatment, the depressed participants were reevaluated. Results showed that the depressed adolescents exhibited higher rates of sense of identity compared to their baseline measurements, in contrast to the control group. Demir et al. (2010) concluded that there are significant positive relationships between sense of identity, depression, and anxiety scores, with changes in identity scale assessment scores being able to predict remitters and non-remitters. These findings highlight the association between depression and identity confusion among adolescents (Demir et al., 2010).

PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis

Zisk et al. (2019) conducted a study to assess the benefits of parent-teen communication for adolescents experiencing depression and suicidal thoughts. A total of 253 adolescents were screened for eligibility, resulting in a sample of 129 depressed or suicidal adolescents aged 12-18 who were randomized into either attachment-based family therapy (ABFT) or family-enhanced nondirective support therapy (FE-NST). Prior to treatment, parents and adolescents participated in a 10-minute conflict discussion, which was recorded. Participants were divided into two groups: one receiving ABFT, a 16-week treatment designed to address conflicts between adolescents and their caregivers, and the other receiving FE-NST, which is based on supportive relationship treatment.

During ABFT, therapists engage in reflective listening, empathy, and offer new perspectives to the adolescent. Those who exhibited uncooperative communication with their parents during the conflict discussion or struggled to maintain cooperative communication showed more significant reductions in depressive symptoms and were more likely to benefit from the treatments. Additionally, adolescents from traditionally underserved families experienced greater improvements during these interventions. The results of Zisk et al. (2019) underscore the advantages of family-supportive therapy, particularly for underserved populations.

Yang et al. (2020) compared dialectical behavioral therapy (DBT) to supportive group therapy in reducing suicidal risks and depressive symptoms. The study involved 97 suicidal participants who were randomized into either a DBT skills training group or a supportive group therapy. Out of 244 students interviewed, 189 were diagnosed with severe depression, and 97 agreed to participate in the study. DBT included treatment modules focused on phone coaching, acceptance-oriented skills, mindfulness, distress tolerance, emotional regulation, and interpersonal effectiveness.

References

Broderick, P. C., & Blewitt, P. (2020). The Life Span: Human Development for Helping Professionals. Pearson Education, Inc.

Carhart-Harris, R. L., Roseman, L., Bolstridge, M., Demetriou, L., Pannekoek, J. N., Wall, M. B., Tanner, M., Kaelen, M., McGonigle, J., Murphy, K., Leech, R., Curran, H. V., & Nutt, D. J. (2017). Psilocybin for treatment-resistant depression: FMRI-measured brain mechanisms. Scientific Reports, 7(1), 13187-11. https://doi.org/10.1038/s41598-017-13282-7

Davis, A. K., Barrett, F. S., May, D. G., Cosimano, M. P., Sepeda, N. D., Johnson, M. W., Finan, P. H., & Griffiths, R. R. (2021). Effects of psilocybin-assisted therapy on major depressive disorder: A randomized clinical trial. JAMA Psychiatry (Chicago, Ill.), 78(5), 481-489. https://doi.org/10.1001/jamapsychiatry.2020.3285

Demir, B., Kaynak-Demir, H., & Sönmez, E. I. (2010). Sense of identity and depression in adolescents. Turkish Journal of Pediatrics, 52(1), 68-72.

PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis Donovan, R. A., Huynh, Q., Park, I. J. K., Kim, S. Y., Lee, R. M., & Robertson, E. (2013). Relationships among identity, perceived discrimination, and depressive symptoms in eight ethnic-generational groups. Journal of Clinical Psychology, 69(4), 397-414. https://doi.org/10.1002/jclp.21936

Thompson, M. J. J. (2021). Piaget’s stages of cognitive development and Erikson’s stages of Psychosocial Development. Child and Adolescent Mental Health, 55–59. https://doi.org/10.4324/9781003083139-10

Ngai, S. S., Xie, L., Ng, Y., & Ngai, H. (2018). The effects of parenting behavior on prosocial behavior of Chinese adolescents in Hong Kong. Children and Youth Services Review, 87, 154-162. https://doi.org/10.1016/j.childyouth.2018.02.030

PSY FPX 6015 Assessment 3 Adolescent Case Intervention Analysis

Pond, J. (2017). Treading water: Considering adolescent characters in moratorium. Children’s Literature in Education, 49(2), 87-100. https://doi.org/10.1007/s10583-017-9312-z

Society for the Psychological Study of Ethnic Minority Issues, & Educational Publishing Foundation. (2000). Cultural diversity & ethnic minority psychology. Cultural Diversity & Ethnic Minority Psychology.

Wagoner, B., Chaudhary, N., & Hviid, P. (2014). Cultural psychology and its future: Complementarity in a new key. Information Age Publishing.

Yang X., Liu D., Wang Y., Chen Y., Chen W., Yang C., Zhang P., Ding S., Zhang X. (2020). Effectiveness of Zhong-Yong thinking based dialectical behavior therapy group skills training versus supportive group therapy for lowering suicidal risks in Chinese young adults: A randomized controlled trial with a 6-month follow-up. Brain Behav., 10(6), e01621. doi: 10.1002/brb3.1621.

Zisk A., Abbott C. H., Bounoua N., Diamond G. S., Kobak R. (2019). Parent-teen communication predicts treatment benefit for depressed and suicidal adolescents. J Consult Clin Psychol, 87(12), 1137-1148. doi: 10.1037/ccp0000457.