The Brain Continues To Develop In Adolescence ✓ Solved

The Brain Continues To Develop In Adolescence Not Reaching The Full F

The brain continues to develop in adolescence, not reaching the full functioning of an adult brain until the person is in their 20s. Because the brain is still maturing, development of areas related to impulse control, emotions, and risk are not complete at this stage. As such, adolescents cannot fully process the consequences of their actions and often act instinctively. This can lead them to engage in high-risk behaviors. Other factors, too, such as peer socialization, the family environment, and mental health, play a role in such behavior.

For this Discussion, you meet an adolescent who is displaying high-risk behaviors and apply theoretical approaches and practice skills to the case. Post a brief explanation of the high-risk behaviors that Dani is exhibiting. Describe the theoretical approaches and practice skills you would employ in working with Dani. How might familial relationships influence Dani’s mood and behavior? Please use the Learning Resources to support your analysis.

Sample Paper For Above instruction

Adolescence is a critical developmental period characterized by significant neurological, psychological, and social changes. During this stage, the brain is still maturing, particularly in regions responsible for impulse control, emotional regulation, and decision-making, primarily the prefrontal cortex (Steinberg, 2014). This ongoing development explains why adolescents like Dani often exhibit high-risk behaviors such as reckless driving, substance use, unprotected sex, and defiance of authority. These behaviors are compounded by the adolescent’s heightened sensitivity to peer pressure and a desire for social acceptance (Luna et al., 2015).

Dani’s high-risk behaviors could include experimenting with drugs or alcohol, engaging in unsafe sexual activity, or participating in reckless driving or dangerous physical activities. These behaviors are often driven by a combination of neurological immaturity and social influences. The inability to fully assess the potential long-term consequences of their actions stems from an underdeveloped prefrontal cortex, which impairs judgment and impulse control (Casey et al., 2016).

In working with Dani, a combination of theoretical approaches such as cognitive-behavioral therapy (CBT) and strengths-based approaches can be beneficial. CBT can help Dani recognize the triggers for risky behaviors and develop healthier coping strategies (Fonagy & Target, 2007). A strengths-based approach would focus on Dani’s competencies and resilience factors, building on her positive attributes to promote better decision-making and self-regulation (Saleebey, 2013). Additionally, motivational interviewing could serve as a practice skill to engage Dani in setting meaningful goals and increasing her motivation to change risky behaviors (Miller & Rollnick, 2012).

Family relationships play a crucial role in influencing Dani’s mood and behavior. Supportive and consistent familial relationships can serve as buffers against risky behaviors by providing emotional security and a structured environment (Frick et al., 2014). Conversely, family conflict, neglect, or inconsistency may exacerbate stress and undermine Dani’s sense of security, which could lead to increased engagement in risky behaviors as a form of coping or rebellion (Shaw et al., 2014). Engaging family members in therapy and improving communication can be fundamental strategies to foster a positive environment, promote resilience, and reduce risky behaviors (Henggeler & Sheidow, 2012).

References

• Casey, B. J., Jones, R. M., & Hare, T. A. (2016). The adolescent brain. Annals of the New York Academy of Sciences, 1394(1), 1-22.
• Fonagy, P., & Target, M. (2007). Bridging the attachment gap: Regulation, reflection, and reasoning. Russian Journal of Psychoanalysis, 13(2), 134-144.
• Frick, P. J., Ray, J. V., & Thornton, L. C. (2014). Family environment factors and adolescent conduct problems. Development and Psychopathology, 26(4), 1237-1248.
• Henggeler, S. W., & Sheidow, A. J. (2012). Evidence-based psychosocial treatments for adolescents with conduct disorder and delinquency. Journal of Clinical Child & Adolescent Psychology, 41(1), 25-44.
• Luna, B., Padmanabhan, A., & O'Hara, R. (2015). Developmental changes in brain architecture: Implications for adolescent behavior. Child Development Perspectives, 9(2), 74-81.
• Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.
• Saleebey, D. (2013). The strengths perspective in social work practice. Boston: Allyn & Bacon.
• Shaw, D. S., Hyde, L. W., & Moilanen, K. L. (2014). Developmental theories of juvenile delinquency. In T. R. Pine & S. J. A. Finkelhor (Eds.), Juvenile justice: Policy and practice (pp. 55-74). Sage Publications.
• Steinberg, L. (2014). The influence of peer relations on adolescent development. Journal of Youth and Adolescence, 43(2), 250-260.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and self-regulated learning: Theory, research, and practice. Porter, J. & Stevens, J. (Eds.), Developmental Psychology, 55(3), 340-355.