Psy 241 Progressive Journal 4 Adolescence Part 1 Dice Roll B

Psy 241progressive Journal 4 Adolescencepart 1 Dice Rollbefore Compl

Before completing the written portion of the journal assignment, you must complete the dice roll. During the dice roll, you will identify specific characteristics of your “person.” Instructions: Roll one die one time for each set of characteristics listed below. Your “person” will have the characteristics for the corresponding numbers listed. Characteristics:

1. Did your person graduate from high school? To find out, choose one of the following:

  • OPTION 1: If the parents did not graduate high school AND you determined that the individual has an emotional or substance abuse problem; THEN:
  • 1, 2, 4, 5, 6 = NO
  • 3 = YES
  • OPTION 2: If the parents did not graduate high school, but you have determined that the individual does not have an emotional or substance abuse problem; THEN:
  • 1, 3, 5 = NO
  • 2, 4, 6 = YES
  • OPTION 3: If the parents did graduate high school AND you determined that the individual has an emotional or substance abuse problem; THEN:
  • 1, 3, 5 = YES
  • 2, 4, 6 = NO
  • OPTION 4: If the parents did graduate from high school, AND you determined that the individual does not have any emotional or substance abuse problems; THEN:
  • 1, 2, 4, 5, 6 = YES
  • 3 = NO

2. Now, you must determine the marital status of your person.

  • OPTION 1: If your person DID graduate from high school; THEN:
  • 1, 3, 4, 6 = YES
  • 2, 5 = NO
  • OPTION 2: If your person DID NOT graduate from high school; THEN:
  • 1, 6 = YES
  • 2, 3, 4, 5 = NO

Instructions also include creating a database with multiple forms, queries, macros, and buttons to manage data related to movies, stars, directors, and awards. You will design specific forms such as Star_Productivity_frm and Director_Star_frm, incorporating dropdowns, lookup functions, macros for dynamic content, and sub-forms for enhanced display. All forms should be navigable from a Main Menu that opens automatically when Access starts, with buttons linking between menu and sub-forms, and updating data dynamically. The database tasks involve creating and binding queries, setting control properties, and writing macros using DLOOKUP, SetValue, and control path functions to display relevant information based on user interaction. The project emphasizes creativity in displaying awards data, implementing conditional macros, and ensuring form interactivity through buttons and refresh functions. Additionally, all database elements must be submitted together, functioning seamlessly to manage movie industry data efficiently.

Paper For Above instruction

The adolescence period is a critical developmental stage that encompasses numerous biological, psychological, and social changes. Understanding these changes, especially through the lens of Erik Erikson’s psychosocial theory and Marcia’s identity statuses, provides valuable insights into adolescent development. This paper discusses specific characteristics derived from a simulated dice roll exercise to model an individual's developmental profile, explores identity status choices during emerging adulthood, and considers factors influencing education and occupation decisions.

Characteristics List

  1. High school graduation status
  2. Parents' educational background
  3. Presence of emotional or substance abuse problems
  4. Marital status
  5. Other demographic and developmental traits (not explicitly listed but relevant in context, such as health, temperament, SES, peer influences, etc.)

Identity Status Selection and Influences

Choosing an identity status for an individual progressing toward emerging adulthood involves understanding Marcia’s framework, which delineates four statuses: identity achieved, identity moratorium, identity foreclosure, and identity diffusion. Based on the characteristics derived from the dice roll and contextual factors such as ethnicity, gender, socioeconomic status (SES), parental style, and peer influence, I would select the identity moratorium for my hypothetical individual.

For example, if the individual is from a diverse ethnic background with moderate SES, has experienced exploration in educational or career pursuits but hasn't committed fully yet, and has supportive parental figures encouraging exploration, they fit the profile of moratorium. Factors like mental health concerns or substance abuse elevate the complexity of identity development, often prolonging exploration, yet support systems can promote movement toward commitment, characteristic of moratorium status during emerging adulthood (Marcia, 1966; Kroger, 2007).

Other influences such as peer pressure, academic achievement, and sexual maturity also contribute, with risky behaviors possibly induced by low parental supervision or community influences, affecting exploration activities. Parental style—authoritative versus authoritarian—either fosters healthy exploration or constrains identity development, respectively (Baumrind, 1991). Thus, my chosen status reflects a dynamic interplay of personal exploration within a socio-cultural context.

Final Education Level and Occupation

For the hypothetical individual, I project a final education level of a bachelor’s degree in psychology. This choice aligns with a moderate level of academic commitment considering their exploratory stage and open career interests. The occupation I envision is a mental health counselor, which requires a minimum of a bachelor’s degree, with potential pursuit of further certification or advanced degrees depending on personal development and financial resources.

These choices stem from evaluating the importance of personal interest in helping others, societal needs, and the educational pathways available. Factors influencing this decision include the individual’s academic performance, personal exploration, societal demand for mental health professionals, and accessibility of advanced education within their community. Contradictory factors, such as a strong interest in arts rather than psychology or economic constraints preventing graduate studies, were considered but discounted due to the individual’s aspirations for stable employment and a passion for mental health advocacy, supported by their exploration phase (Arnett, 2000; Lerner, 2012).

In conclusion, the development of identity and career trajectory in adolescence and emerging adulthood is multifaceted. The interplay of personal characteristics, socio-cultural influences, and environmental factors shapes decisions regarding education and occupation. Recognizing these influences helps in understanding adolescent development comprehensively, supporting tailored interventions and guidance for young individuals during this pivotal stage (Erikson, 1968; Marcia, 1966; Kroger, 2007; Arnett, 2000; Lerner, 2012).

References

  • Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480.
  • Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56–95.
  • Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
  • Kroger, J. (2007). Identity development: Adolescence through adulthood. Sage Publications.
  • Lerner, R. M. (2012). Concepts and theories of human development (2nd ed.). Routledge.
  • Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality, 34(1), 118–132.
  • Additional scholarly sources may include recent journal articles and authoritative texts on adolescent development, identity formation, and career decision-making theories.

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