Psy 101 Case Study 1 Week 4 Type Your Name Here

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PSY101 CASE STUDY #1 – WEEK 4 Type Your Name Here Smarter Decision Making through Psychology December 4, 2019 Using what you have learned about the adolescent brain and social development in Chapter 3 of the webtext, answer the questions below to help Gloria understand why her son is making such poor choices, and pose some recommendations to help her solve her problem. (Use page 3.4 for brain development and page 3.6 for social development.) For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Soomo webtext as a resource.

Paper For Above instruction

The adolescent brain undergoes significant development during teenage years, particularly in areas responsible for impulse control, decision-making, and assessing risks and rewards. According to Myers and DeWalls (2019), the prefrontal cortex, which governs rational thinking and impulse regulation, is still maturing during adolescence. Meanwhile, the limbic system, which influences emotions and reward sensitivity, develops earlier and becomes highly active in teens. This asynchronous development creates a disparity where teenagers like Gary are more driven by immediate rewards and peer influence than by long-term consequences, making it difficult for them to accurately weigh risks against potential gains. Consequently, Gary's decision-making is skewed toward actions that provide quick gratification despite potential dangers. This neurological immaturity explains why teenagers often engage in risky behaviors, as their brains are wired to prioritize social acceptance and thrill-seeking over caution and foresight.

Social development also plays a crucial role in adolescents' decision-making processes. During this stage, peer approval becomes highly salient, often surpassing familial influence. Gary likely values his peers more than his mom because during adolescence, the social brain emphasizes peer acceptance and belonging as a fundamental need (Myers & DeWall, 2019). This shift occurs as teenagers seek independence and develop their identity, which makes peer opinions more influential than parental guidance. Additionally, social rewards from peers can activate the same neural pathways as tangible rewards, reinforcing risky or rebellious behaviors that help establish peer status. Understanding this developmental focus helps Gloria realize that her son's behaviors are, in part, driven by her need to support his social integration, but she also needs to establish appropriate boundaries that respect his emerging independence while promoting safe decision-making.

To help Gloria guide her son toward better choices, several strategies grounded in adolescent development can be employed. First, it is important to foster open communication, where Gary feels heard and respected, thus enhancing his receptivity to parental guidance (Page 3.7). Implementing consistent boundaries and consequences can also provide structure, helping him understand the real-world implications of his actions (Page 3.17). Encouraging positive peer interactions and involvement in structured activities like sports, clubs, or volunteer work can redirect his focus toward constructive social rewards. Additionally, using problem-solving and decision-making exercises can strengthen his capacity to evaluate risks more effectively. Lastly, reinforcing the value of long-term goals, perhaps through shared activities like planning for future education or career aspirations, can motivate him to consider the bigger picture beyond immediate peer approval.

Understanding Gloria’s feelings is essential for designing compassionate and effective advice. As a parent, she may feel frustration, worry, or helplessness witnessing her son make dangerous choices that threaten his well-being, which can lead to feelings of failure or guilt. Recognizing her emotional state allows us to approach her with empathy, validating her concerns while providing her with practical tools to support her son. Acknowledging her feelings can also help her remain patient and consistent in her parenting approach, which is crucial for reinforcing new strategies. Moreover, offering reassurance that adolescent risk-taking is a normal developmental phase can reduce her anxiety and promote resilience. By understanding her emotional experience, we can foster a supportive environment that encourages positive change without increasing stress or conflict, ultimately strengthening the parent-child relationship and promoting safer decision-making.

References

• Myers, D. G., & DeWall, C. N. (2019). Psychology (6th ed.). Soomo Learning.
• Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
• Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3-4), 296-312.
• Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social-affective engagement and regulation. Nature Reviews Neuroscience, 13(9), 636-650.
• Steinberg, L. (2010). A dual systems model of adolescent risk-taking. Developmental Psychobiology, 52(3), 216-224.
• Nelson, C. A., et al. (2005). The development of the adolescent brain: Implications for understanding risky behavior. Journal of Child Psychology and Psychiatry, 46(7), 75-81.
• Crone, E. A., & Van Leijenhorst, L. (2016). Neurocognitive development of the adolescent brain: Implications for behavior. Brain and Cognition, 104, 1-3.
• Casey, B. J., et al. (2010). The adolescent brain. Annals of the New York Academy of Sciences, 1124(1), 111-126.
• Giedd, J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021(1), 77-85.
• Somerville, L. H. (2013). The teenage brain: Sensitivity to social evaluation. Current Directions in Psychological Science, 22(2), 121-127.