PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Student Name

Capella University

PSY FPX 7230 Adolescent Psychology

Prof. Name:

Date

Working with Adolescents

Adolescence is categorized into three stages: early, middle, and late. Between the ages of ten and fourteen, adolescents undergo significant physical, cognitive, and social transformations. During this period, individuals transition from a prepubescent stage with childlike features to a more mature appearance, resembling adults. This stage is crucial as it involves social and cognitive shifts that shape lifelong capacities and ambitions. Social relationships expand beyond family to include peers, influencing behaviors that impact future life. In many cultures, this period also includes a shift from primary to secondary education, or early departure from school, leading to employment in either the formal or informal sectors, and possibly early marriage (Blum, Astone, Decker, & Mouli, 2014).

The developmental transitions during adolescence are profound, second only to those in infancy. Adolescents face numerous developmental challenges at varying paces, such as a growing need for independence, evolving sexuality, transitioning through education and into employment, combining advanced cognitive abilities, altering relationships with family, peers, and other social connections, assuming legal responsibilities, and developing personal ethics and a healthy identity (Schmied & Tully, 2009).

The adolescent phase is characterized by increased involvement in risk behaviors, which, while potentially leading to poor long-term outcomes, are also considered a normal part of adolescent development and typically resolve by adulthood. However, it is a misconception that young people will naturally outgrow their issues. For instance, there is a growing recognition of the distinction between adolescence-limited conduct problems, which emerge during adolescence but do not persist into adulthood, and life-course persistent conduct problems, which begin in early childhood, continue into adulthood, and are associated with significant mental health issues, substance abuse, and violence. While adolescence is a period of increased risk, it also presents a critical opportunity for positive intervention (Schmied & Tully, 2009).

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

In addition to increased risk-taking and exploration, adolescence involves other behavioral changes such as more time spent with peers, increased conflicts with authority, changes in sleep patterns, and decreased satisfaction with daily life. These behavioral changes can be attributed to the significant hormonal and physical changes during adolescence, as well as alterations in brain function. Some changes in brain function during adolescence may explain common behaviors such as impulsivity and risk-taking (Schmied & Tully, 2009).

Certain characteristics of adolescent development, such as individuation from parents and the development of cognitive reasoning abilities, can influence the choice of interventions and service delivery for young people. Some adolescents may not yet be ready to confront their challenges independently but may still be in the process of separating from their parents, exploring their own thoughts, beliefs, and values, and realizing that their beliefs may differ from those of their parents (Schmied & Tully, 2009).

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Supporting a young person’s journey toward independence can be challenging for both caregivers and caseworkers. Determining when to intervene in decision-making and when to allow the adolescent to make their own choices and experience the consequences can be difficult. Young people may send mixed signals about their desire for autonomy versus wanting boundaries set for them (Schmied & Tully, 2009).Jean Piaget’s theory of cognitive development provides insight into how children construct a mental model of the world. Piaget rejected the notion that intelligence is a fixed trait, instead viewing cognitive development as a process influenced by biological maturation and environmental interaction. He made several assumptions in his theory, believing that children build their own knowledge through experiences, learn independently of adults, and are intrinsically motivated to learn without the need for external rewards (Kalina & Powell, 2009).

When working with adolescents, it is essential to expose them to a variety of real-world and hands-on learning experiences. As they grow older, these experiences should be broadened and applied to new, even hypothetical, situations. Diverse experiences allow children to gain an understanding of different concepts in a practical, experiential way (Kalina & Powell, 2009).Incorporating Piaget’s philosophy into the educational system can involve providing opportunities for trial and error, focusing on the learning process rather than the outcome, and using visual aids to illustrate concepts. Educators should provide opportunities for children to classify or group information and engage in analytical and logical thinking. It is also important to cater to each child’s specific learning style (Kalina & Powell, 2009).

Background Factors on Adolescents

Risk factors, which increase the likelihood of maladaptive outcomes, can be grouped into five broad domains: individual factors such as personality traits and developmental delays; family factors including low socioeconomic status, mental illness, family conflict, and coercive parenting; peer factors such as peer rejection or association with deviant peer groups; school factors including academic failure and low commitment to school; and community factors, such as living in poverty-stricken neighborhoods (Schmied & Tully, 2009).

Research has predominantly focused on risk factors associated with specific outcomes or behaviors, such as depression, substance misuse, and suicide/self-harm. A study by Bond et al. (2005) involving Victorian secondary school students found that depressive symptoms were linked to increased risk factors across all domains, with the strongest associations in the family domain. In a literature review on conduct disorder risk factors, Bassarath (2001) identified several factors strongly associated with future conduct problems, including prior antisocial behaviors, association with antisocial peers, poor social connectedness (e.g., low popularity and peer rejection), early substance use, male gender, and having antisocial parents. Family factors such as poor supervision, low warmth, and a negative attitude toward the child were moderately predictive of later issues.

Miller and Glinski (2000) examined risk factors for youth at risk of suicide and/or self-harm, identifying factors such as drug and alcohol misuse, mood disorders, conduct disorders, and personality disorders (e.g., borderline personality disorder). Family discord, including dysfunctional communication, parental mental health problems, family stress, and experiences of abuse and neglect, are also predictors of self-harming behaviors in youth.In addition to distal influences, more proximal precipitating events are also relevant to self-harm, such as stressful events like the breakdown of a romantic or family relationship or leaving home (Schmied & Tully, 2009). Miller and Glinski (2000) suggest that these precipitating events, in combination with distal influences, increase the likelihood of a young person attempting self-harm.

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Regarding individual risk factors, early puberty onset is associated with a range of emotional and behavioral problems and risk behaviors. There is growing evidence linking earlier pubertal timing to anxiety, conduct disorder, and substance use (Burt, McGue, DeMarte, Krueger, & Iacono, 2006). However, the nature of these relationships is not yet fully understood. For example, in relation to conduct disorder, early puberty might lead young people to associate with older, more deviant peers, but it is also possible that biological or genetic factors contributing to early puberty also influence conduct problems (Schmied & Tully, 2009).The impact of community and neighborhood factors on adolescent development is less researched. Concentrated disadvantage has been shown to increase juvenile offending rates. The economic and social stress of living in disadvantaged neighborhoods can disrupt parenting, making children and adolescents more susceptible to later criminal behavior through association with delinquent peers. Low socioeconomic neighborhoods generally have higher populations of delinquents, leading to increased interactions between young people already involved in crime and those at risk of becoming involved (Schmied & Tully, 2009).

Young people who have experienced abuse or neglect in childhood face additional challenges as they transition through adolescence and cope with the emotional and psychological impacts of their past experiences (Schmied & Tully, 2009). Recent research by Wekerle, Waechter, Leung, and Leonard (2007) has highlighted the unique challenges faced by adolescents with a history of maltreatment, including difficulties forming attachments, managing emotions—especially maltreatment-related avoidant emotions such as anxiety and panic—information processing biases like self-blame and hostile interpretations of others’ intentions, and symptoms of hyperarousal often associated with PTSD, such as anxiety, impulsivity, intrusive thoughts, and sleep disturbances.

While childhood abuse or neglect is known to be a risk factor for various problems later in life, much less is known about the effects of maltreatment during adolescence. Smith, Ireland, and Thornberry (2005) have suggested that adolescent maltreatment is often overlooked in research, possibly due to the perception that older children are better protected against maltreatment and less harmed by it. However, recent studies have found that substantiated abuse and neglect during adolescence are associated with an increased likelihood of arrest, general and violent offending, and illicit drug use in young adulthood (Schmied & Tully, 2009).

Strengths & Weaknesses of Jean Piaget’s Cognitive Development Theory

Jean Piaget’s theory of cognitive development suggests that children progress through four stages of mental development. His theory focuses on understanding how children acquire knowledge and the nature of intelligence. The stage relevant to adolescents is the Formal Operational Stage, during which they begin to think abstractly and reason about hypothetical problems. Adolescents start to consider moral, ethical, social, and political issues that require abstract and theoretical reasoning (Ghazi & Ullah, 2015).

Piaget believed that deductive logical thinking is particularly significant during this period. Deductive reasoning involves working through theoretical situations, which is especially important in the natural sciences and mathematics. During this stage, problem-solving skills are honed through trial and error in resolving various issues (Ghazi & Ullah, 2015).

One of the strengths of Piaget’s theory is that it introduced a new perspective that has significantly contributed to developmental psychology. It inspired further research and influenced various fields, particularly education, by emphasizing qualitative development. Piaget’s ideas have facilitated communication and understanding of children, aiding in the development of instructional strategies and educational programs (Sobaci, 2013).However,some researchers have criticized Piaget’s theory for relying too heavily on a fixed sequence of stages and potentially underestimating children’s abilities. It may also lack sufficient consideration of cultural and social influences on cognitive development (Sobaci, 2013).

Conclusion

Jean Piaget’s theory of cognitive development has been instrumental in enhancing our understanding of how children learn and develop. Adolescence, in particular, represents a critical stage in cognitive development, where abstract thinking and problem-solving become more prominent. While Piaget’s theory has its strengths in influencing educational practices, it also has limitations, such as potentially underestimating the role of culture and social factors. Understanding the complexities of adolescent development, including the interplay of cognitive, social, and emotional factors, is crucial for effectively supporting young people during this critical period.

References

Blum, R. W., Astone, N. M., Decker, M. R., & Mouli, V. C. (2014). A conceptual framework for early adolescence: A platform for research. International Journal of Adolescent Medicine and Health, 26(3), 321-331.

Burt, S. A., McGue, M., DeMarte, J. A., Krueger, R. F., & Iacono, W. G. (2006). Timing of menarche and the origins of conduct disorder. Archives of General Psychiatry, 63(8), 890-896.

Ghazi, S. R., & Ullah, K. (2015). Concrete operational stage of Piaget’s cognitive development theory: An implication in learning general science. Gomal University Journal of Research, 31(1), 100-111.

Kalina, C. J., & Powell, K. C. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.

Miller, D. N., & Glinski, J. (2000). Youth suicide: A review of the literature. School Psychology Review, 29(4), 593-611.

PSY FPX 7230 Assessment 1 Constructing a Personal Theoretical Framework

Schmied, V., & Tully, L. (2009). Effective strategies and interventions for adolescents in a child protection context: Literature review. NSW Department of Community Services, Centre for Parenting & Research.

Smith, C. A., Ireland, T. O., & Thornberry, T. P. (2005). Adolescent maltreatment and its impact on young adult antisocial behavior. Child Abuse & Neglect, 29(10), 1099-1119.

Sobaci, B. (2013). Cognitive development in Jean Piaget’s work and its implications for instructional strategies. Education Sciences: Theory & Practice, 13(3), 1433-1440.

Wekerle, C., Waechter, R., Leung, E., & Leonard, M. (2007). Adolescence: A window of opportunity for positive change in mental health. Adolescent Health, Medicine and Therapeutics, 8(4), 1-10.