Week 7 Discussion 1

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 

©2013 Laureate Education, Inc. 1

“Adolescence”
Program Transcript

Instructions:

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.

Respond by Day 5 to at least two of your colleagues using one or more of the
following approaches:

Select a colleague who was assigned a different client than you. Offer and
support at least two counseling strategies he or she might use to establish a
trusting relationship with his or her adolescent client. Support your response with
authentic observations/experiences and the current literature.

Select a colleague who was assigned the same client as you. Expand on his or
her posting by describing how you might integrate the parents/caretakers into the
adolescent’s treatment plan while also maintaining a trusting relationship with the
adolescent.

Select a colleague who was assigned the same or different client family from
you. Offer and support at least two strategies he or she might use to encourage
healthy risk-taking behaviors with their adolescent client.

[Martinez Family]

General Background:

The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).

The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.

They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.

Presenting Issues:

© 2013 Laureate Education, Inc. 2

Jeannette has brought Gabby (now 16) in to see you.

You meet with mother and daughter together, but Gabby does not speak.
Jeannette is angry and yelling at Gabby, despite your requests for her to please
calm down, take a deep breath, and speak more calmly.

Jeannette tells you that her daughter is a “slut.” She has found out that Gabby
has been having sex, which “goes against everything [they] taught her.”
Jeannette adds that Gabby now cannot get married in their church because she
is “damaged goods.” She states that she is horrified by her daughter’s behavior
and ashamed of her.

When you speak with Gabby alone, Gabby begins to cry, telling you that she
loves her boyfriend very much and doesn’t believe that having sex with him is
wrong. She tells you that the only thing that makes her sad is that her parents
“hate” her now, and she’s afraid that she’s “disappointed God.”

Gabby does admit to having lost her virginity at 14 under circumstances she
regrets but states that now she believes this behavior is okay. She asks you to
reassure her that she’s “still a good girl.”

[Week 7: Reeves Family]

General Background:

The Reeves family consists of Lucas, John, Justin, and Emme. Lucas’ wife,
Anne, left him and the children shortly after Emme was born.

The family is Caucasian and of mixed European ethnic descent.

Their faith is Protestant, although Lucas notes that they do not attend church
regularly.

Lucas also shares that the he has no family in the area to help him with the
children, and he often feels overwhelmed.

Presenting Issues:

Lucas has brought John (now 13) to you as a requirement of John’s probation.

John was arrested for robbing a convenience store along with two other boys,
ages 14 and 16. The older boys assaulted the store owner in the process, and
they are currently in juvenile detention.

The probation officer told Lucas that, although the surveillance video showed
John as mostly an accomplice, the charges are still quite serious, and there may

© 2013 Laureate Education, Inc. 3

yet be additional repercussions for John. However, as it is his first offense, his
case is still being reviewed.

The probation officer also told Lucas that the crime was related to a gang
initiation, which is of great concern to the probation officer and to Lucas.

When confronted about the gang involvement, John did not directly deny it but
rather became angry and avoidant, stating, “At least someone cares about me.”

When you speak to John alone, you avoid the topic of the crime and the gang
and ask about how things are with his family. John responds that he “has no
family”—his friends are his family.

[Jeong Family]

General Background:

The Jeong family consists of Kimball (“Kim,” a physician), Meg (a nurse), Steven,
Kelsey, and Joey.

The family is of Korean descent and describes themselves as “very
Americanized.”

They are Christian Buddhists and embrace their faith strongly.

Both Kim’s and Meg’s extended families live within about an hour of the Jeongs,
providing the family with both support and unsolicited advice.

Meg divides her time between Kim’s private practice and taking care of the
children, particularly Joey, who has been diagnosed with autism.

Presenting Issues:

It’s been several years since you’ve seen the Jeongs.

Meg brings her son Steven (now 17) to see you regarding concerns over his
substance abuse. Recently, Meg found two empty bottles of vodka buried in
Steven’s closet. She turned his room upside down and found a bottle of what
appeared to be prescription medication, but she could not identify it. Steven
claimed that he did not know where the bottle came from and that the alcohol
belonged to his neighbor.

When you speak with Steven alone, he first maintains his story. However, he
eventually admits to “[drinking] a little bit—but what teenager doesn’t?” Steven
seemingly changes the subject, stating that his parents are always “ragging on
[him]” about something and that they still can’t agree—even after all these years.

© 2013 Laureate Education, Inc. 4

He constantly feels like he is in the middle of family “drama” and needs to keep
the peace.

Steven also shares that his girlfriend just broke up with him after she cheated on
him with his best friend. He then quit baseball, since his best friend was on the
team, and has no interest in “that bullshit” anymore.

He grows quiet briefly and eventually shares that sometimes he just needs to
escape—but he’s always careful.

[Crane Family]

General Background:

The Crane family consists of Carol, Hunter, and Olivia.

Carol is a single mother living in the inner city under very poor conditions.
Although she has a job, she barely makes ends meet and receives federal
assistance for her children. She cannot afford good food, nor can she afford to
live in a safer area. She currently lives in a subsidized housing development,
which is under investigation for possible lead paint.

The family is Caucasian, of European descent, and agnostic.

Presenting Issues:

It’s been about six years since you last saw Hunter, who responded well to
treatment with you in earlier childhood. Carol brings Hunter back to see you
when he starts to have significant issues in high school.

Hunter (now 14) is a freshman with only a few friends. Lately he has been
skipping school, refusing to do his homework, and showing signs of depression.
Carol was first worried that he might be using drugs, but she has drug tested him
twice and he’s been clean both times. His grades have plummeted, and Carol is
worried.

When you meet with Hunter alone, he tells you that he hates school and only
feels motivation in his art classes, where he has As.

[Anderson Family]

General Background:

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The Anderson family consists of grandparents Ernie and Audrey, Jamal
(diagnosed with Asperger’s disorder), Marcus, and Artesia.

Ernie and Audrey gained custody of their three grandchildren after their daughter
and her husband were killed in a car accident. Their daughter and her husband—
the parents of the children—had been living with them prior to the accident, as
they had fallen on hard times after both parents lost their jobs and subsequently
had to give up their home.

The family is African American, Southern Baptist, and very involved in their
church.

Presenting Issues:

It’s been about 10 years since you last worked with the Anderson family.

Audrey has brought Marcus in to see you. You meet with them together first and
listen as Audrey shares her concerns about Marcus’ behavior. She states that
Marcus has lost considerable weight over the past six months or so. He eats
“practically nothing” and seems obsessed with exercise. He has withdrawn from
his church youth group and rarely goes out.

Audrey became very alarmed when she found cuts on Marcus’ arms—not deep
enough for stitches but severe enough to scar. When pressed for an explanation,
Marcus refused to talk about it.

Marcus is quiet and appears teary while his grandmother speaks. When Audrey
leaves and you are alone with Marcus, he breaks down crying. He asks you to
promise not to tell his grandmother, because he’s afraid she “won’t love [him]
anymore.” Marcus shares that he is gay—something he’s known for a long time
but doesn’t think he can hide any longer. He is afraid of the implications in his
family, his church, and among his community.

Marcus tells you that the cutting is not suicidal, although it does help him “release
[his] pain.” He also admits that sometimes he wishes he could “just disappear.”