Case Study Assignment Instructions Gloria Has Recently Gradu

Case Study Assignment Instructions 1gloria Has Recently Graduated Coll

CASE STUDY ASSIGNMENT INSTRUCTIONS 1 Gloria has recently graduated college and started a new job. Her coworkers seem very nice, and Gloria has gotten to know Lakeisha and Reggie the best. Reggie is a friendly older man who often talks about his plans for retirement in five years. He likes to make people laugh but often jokes about his struggles to learn new programs and technology. Gloria and Lakeisha have been assigned to work on a project together.

Lakeisha is very organized and has prepared a list of to-do items along with due dates. She even color-coded the list to indicate which partner will do each item. Gloria, who is more laid-back, feels a bit uncomfortable with this micromanaging from Lakeisha, who has only been at the job a few months longer than she has. Gloria wonders if Lakeisha thinks she is either lazy or stupid, and she does not look forward to working on this project. In the past, Gloria attempted to communicate her feelings with a co-worker; however, her coworker told Gloria that she needed to put her feelings aside and just do the work assigned to her.

As Gloria ponders having a conversation with Lakeisha, she starts to feel overwhelmed and thinks she might have to ask to be removed from this project. Still, she and Lakeisha have connected because they are both single mothers of teenagers. Gloria confides in Lakeisha about her 16-year-old son who has started making poor choices and is currently grounded for sneaking out of the house and getting drunk at a party the night before a big exam. The company recently informed the team that there will be a compliance test on new safety policies, which employees will need to pass in order to keep their jobs. The company has provided materials to study as well as optional practice exams.

Gloria and Lakeisha have signed up to take the first practice test. Reggie, however, jokes that he will probably wait until the night before the test to read the material. As the date of the test approaches, Reggie becomes increasingly nervous. He makes frequent comments about how hard it is for him to learn a different way of doing the jobs that he has been doing for years, joking that “you can’t teach an old man new tricks.” Reggie is demonstrating a fixed mindset.

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Gloria’s son’s poor decision-making can be analyzed through the lenses of brain development and social development. During adolescence, the brain undergoes significant changes, particularly in the prefrontal cortex, which is responsible for executive functions such as impulse control, decision-making, and planning (Steinberg, 2014). The limbic system, which governs emotions and reward-seeking behaviors, develops earlier than the prefrontal cortex. This developmental asynchrony often results in teenagers engaging in risky behaviors as they seek instant gratification while their capacity for self-regulation is still maturing (Casey, Jones, & Somerville, 2011). Therefore, Gloria’s son’s poor choices—such as sneaking out and drinking alcohol—can be understood as a normal part of adolescent brain development, driven by heightened emotional responses and an underdeveloped capacity for impulse control.

In addition to brain development, social development plays a crucial role. Adolescents are highly influenced by peer relationships and social acceptance (Brown, 2004). Negative peer influences or a desire for social validation can lead to risky behaviors. Moreover, the quest for independence and identity formation sometimes results in experimenting with behaviors that might be harmful (Erikson, 1968). Gloria’s son’s actions may also be motivated by a need to assert his independence or to seek attention, especially if he perceives some lack of control or support at home.

To help her son make better choices, Gloria can implement several strategies grounded in psychological development and self-regulation theories. First, establishing open, non-judgmental communication can foster trust and help her son feel supported rather than punished (Gottman & DeClaire, 2017). This involves active listening, expressing empathy, and avoiding confrontational language. Second, setting clear, consistent boundaries and expectations can provide structure, which is important for adolescent self-regulation (Baumrind, 1991). She should involve her son in discussions about rules and consequences, promoting a sense of autonomy and responsibility.

Furthermore, positive reinforcement of good behaviors and the development of problem-solving skills can enhance self-regulatory capacity (Miller & DiMaggio, 2020). For example, Gloria can encourage her son to set personal goals, plan ahead, and consider the consequences of his actions. Cognitive-behavioral strategies, such as teaching him to think through decisions before acting, can be effective (Reyna & Farley, 2006). Engaging her son in activities that boost self-esteem and resilience, like extracurricular pursuits or volunteering, can also redirect risk toward constructive endeavors.

Reggie’s fixed mindset influences his approach to learning and preparation. According to Carol Dweck (2006), a fixed mindset is the belief that intelligence and abilities are static traits, which leads to avoidance of challenges and a tendency to give up when faced with difficulty. Reggie’s joke about not being able to learn new tricks perpetuates this mindset, resulting in minimal effort in preparing for the compliance test. His belief that he cannot change or improve his abilities diminishes motivation and hampers effective learning strategies.

Neuroplasticity, the brain’s ability to reorganize itself by forming new neural connections, provides a scientific basis for shifting from a fixed to a growth mindset (Draganski et al., 2006). Reggie can develop a growth mindset by understanding that effort and strategy can lead to improvement, regardless of age. This awareness encourages persistence, resilience, and adaptive learning behaviors. For instance, Reggie can adopt specific study strategies, such as spaced repetition, active recall, and practice testing, which are known to enhance learning efficacy (Karpicke & Blunt, 2011).

Study strategies like breaking down the material into manageable sections, setting incremental goals, and reviewing content regularly can help Reggie build confidence and competence. Additionally, engaging in a positive self-talk and reframing challenges as opportunities to learn can bolster his motivation (Dweck, 2006). Given his age and experience, Reggie’s efforts to embrace these strategies can lead to significant improvements, demonstrating the brain’s capacity for change through neuroplasticity.

Regarding Gloria and Lakeisha’s contrasting approaches, their most prominent difference is likely in personality traits related to the Big Five model. Specifically, Lakeisha’s organized, detail-oriented style aligns with high conscientiousness, whereas Gloria’s laid-back attitude may suggest lower conscientiousness or higher openness to new experiences (Goldberg, 1998). These personality differences influence how they approach teamwork and project management.

To foster effective collaboration, Gloria can employ emotional regulation techniques such as cognitive reappraisal. This involves reframing her perceptions of Lakeisha’s micromanagement as a concern for accuracy rather than a personal attack (Gross, 2002). By acknowledging her feelings of discomfort and consciously choosing to interpret Lakeisha’s behavior as driven by professionalism, Gloria can reduce emotional reactivity and communicate more constructively.

Additionally, practicing mindfulness can help Gloria maintain her emotional equilibrium during stressful interactions. This mental strategy allows her to respond thoughtfully rather than react impulsively. By combining emotional regulation with cognitive reappraisal, Gloria can better navigate her differences with Lakeisha, fostering mutual understanding and enhancing team cohesion (John & Gross, 2004).

References

• Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95.
• Brown, B. B. (2004). Adolescents’ relationships with peers. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 323–351). Wiley.
• Casey, B. J., Jones, R. M., & Somerville, L. H. (2011). Braking and Accelerating of the Adolescent Brain. Journal of Neuroscience, 31(40), 14344–14349.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Draganski, B., Gaser, C., Kempermann, G., et al. (2006). Changes in gray matter induced by training. Nature, 427(6972), 311–312.
• Gottman, J., & DeClaire, J. (2017). The relationship cure: A 5 step guide to establishing closer, happier, and healthier relationships. St. Martin’s Press.
• Goldberg, L. R. (199V8). The Developments of Personality Traits. American Psychologist, 54(1), 26–36.
• Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291.
• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775.
• Reyna, V. F., & Farley, F. (2006). Risk and rationality in adolescent decision making: Implications for theory, practice, and public policy. Psychological Science in the Public Interest, 7(1), 1–44.
• Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.