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Using what you have learned about the adolescent brain and social development, answer the questions in this case study assignment. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem. For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

Paper For Above instruction

Adolescence is characterized by significant changes in brain development, particularly in areas responsible for decision-making, impulse control, and social cognition. One key aspect involves the prefrontal cortex, which matures gradually during adolescence and is responsible for weighing risks and rewards. During this developmental period, the limbic system, especially the amygdala, becomes more active, heightening emotional responses and sensitivity to social stimuli. This imbalance between a more reactive limbic system and a still-developing prefrontal cortex makes teenagers like Jordan more prone to impulsive decisions, often prioritizing immediate rewards over potential risks. Consequently, Jordan might struggle to accurately assess the long-term consequences of his actions, leading to risky behaviors. Understanding these neural processes helps explain why adolescents tend to take more risks and have difficulty in modulating their impulses effectively.

Moreover, the adolescent brain is particularly susceptible to peer influence due to heightened activity in the reward circuitry, specifically in response to social acceptance. Peer opinions become more salient because the developing brain assigns significant value to social approval, often surpassing familial advice or authority figures. This shift is tied to the increased activity in the ventral striatum, which is linked to reward processing, and reflects a preference for peer validation during adolescence. As a result, Jordan may perceive his peers' opinions as more trustworthy or important than his mother's, influencing his decision-making process. This tendency can lead teenagers to conform to peer norms to gain acceptance, sometimes at the expense of their own safety or values. Recognizing this psychological phenomenon enables better understanding and strategies to provide effective guidance to adolescents.

To help Jordan make better decisions, Monica could employ several strategies rooted in developmental psychology. One effective approach is teaching him about the neural processes involved in decision-making, helping him become more aware of how his brain functions during risky situations. Encouraging Jordan to practice mindfulness or self-regulation techniques can also improve his impulse control. Monica might set clear, consistent boundaries and involve Jordan in discussions about the consequences of his actions, fostering his sense of responsibility. Additionally, positive reinforcement when he demonstrates good decision-making can promote healthier choices. Engaging Jordan in activities that fulfill his need for social acceptance, such as sports or clubs, can reduce the allure of peer pressure. Ultimately, patience and ongoing conversations about risks and rewards are critical in guiding adolescents toward more prudent decisions.

If I were in Monica’s shoes, I would likely feel a mixture of concern, frustration, and helplessness. Seeing a child make reckless choices can evoke anxiety about their safety and future. Understanding her perspective, however, can help her approach the situation more constructively. Recognizing that Jordan’s brain development naturally predisposes him to impulsivity and peer influence can foster empathy. This empathetic understanding may lead Monica to adopt strategies that are more supportive rather than punitive, emphasizing communication and education. By understanding her own emotional responses, Monica can maintain a calm and patient demeanor, which models better decision-making for her son. Such an approach can improve their relationship and create an environment more conducive to guiding Jordan positively through adolescence.

References

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• Crone, E. A., & Dahl, R. E. (2012). Understanding Adolescence as a Period of Social–Affective and Affective Neurodevelopment. Nature Reviews Neuroscience, 13(9), 636-650.
• Giedd, J. N. (2004). Structural Magnetic Resonance Imaging of the Adolescent Brain. Annals of the New York Academy of Sciences, 1021, 77-85.
• Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
• Nelson, C. A., Jernigan, T. L., & Ogden, C. A. (2003). Imaging the Developing Brain. Academic Radiology, 10(11), 1232-1248.
• Luna, B., et al. (2015). The Neural Basis of Cognitive Control in Adolescence. Developmental Cognitive Neuroscience, 14, 88-100.
• Somerville, L. H., & Casey, B. J. (2010). Developmental Neurobiology of Cognitive Control and Adolescence. Annals of the New York Academy of Sciences, 1191, 77-86.
• Yurgelun-Todd, D. (2007). Emotional and Cognitive Development During Adolescence. Current Directions in Psychological Science, 16(4), 194-198.
• Blakemore, S. J., & Choudhury, S. (2006). Neuroscience of Peer Influence. Journal of Research on Adolescence, 16(2), 159-166.
• Casey, B. J., et al. (2008). The Adolescent Brain. Annals of the New York Academy of Sciences, 1124(1), 111-126.