The Stage Of Adolescence Is One Of The More Difficult Develo

The Stage Of Adolescence Is One Of The More Difficult Developmental St

The stage of adolescence is one of the more difficult developmental stages. Therefore, there are psychosocial issues related to this developmental stage of which social workers should be knowledgeable. Identify a psychosocial issue related to adolescence (e.g. suicide, depression, bullying). How might this psychosocial issue influence an adolescent's identity development? Present an intervention that is addressing this psychosocial issue. Upload the article or URL to the website of the agency or organization. Explain the process of the intervention. What is the underlying theory of this intervention? Discuss your thoughts on working with adolescents in a social work practice.

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Adolescence is a critical developmental stage characterized by significant biological, psychological, and social changes (Erikson, 1968). During this period, adolescents strive to establish their identity, attain independence, and develop a sense of self. However, they are also vulnerable to various psychosocial issues, such as depression, which can substantially influence their identity development. Depression among adolescents is a pervasive issue, affecting approximately 12-20% of young people globally (World Health Organization, 2021). This mental health challenge can interfere with adolescents' self-perception, social relationships, and overall development, potentially leading to negative self-image and identity confusion (Lewinsohn et al., 1998).

Depression impacts adolescent identity development by undermining self-esteem and fostering feelings of worthlessness or hopelessness (Hammen et al., 2004). These emotional states can hinder adolescents from exploring and consolidating their sense of self, as they may withdraw from social interactions and personal pursuits essential for identity formation (Erikson, 1968). Moreover, the stigma surrounding mental health can discourage adolescents from seeking help, exacerbating their struggles and further destabilizing their developmental trajectory (Gulliver et al., 2012).

An intervention addressing adolescent depression involves implementing school-based cognitive-behavioral therapy (CBT) programs, which have shown efficacy in reducing depressive symptoms (H /ebert et al., 2013). A credible example is the REST (Resilience and Social-Emotional Training) program, designed to enhance emotional regulation, resilience, and social skills among adolescents. This program typically involves group sessions conducted by mental health professionals, where adolescents learn to identify negative thought patterns, develop coping strategies, and build supportive peer relationships. The process includes psychoeducation, skill development exercises, and supervised practice of new skills in real-life contexts.

The underlying theory of this intervention is cognitive-behavioral theory, which posits that changing maladaptive thought patterns can lead to emotional and behavioral changes (Beck, 1967). By addressing negative cognitions and fostering resilience, the program aims to reduce depressive symptoms and promote healthy identity development. The social component of the program aligns with developmental theories emphasizing the importance of peer relationships in adolescence (Brown & Larson, 2009).

From my perspective, working with adolescents in social work requires a nuanced understanding of their developmental tasks and vulnerabilities. Empathy, patience, and cultural sensitivity are crucial, as adolescents often navigate complex social environments and internal struggles. Interventions rooted in evidence-based practices like CBT can be effective, but they must be adaptable to individual needs and contexts. Building trust and rapport with adolescents is essential for fostering engagement and facilitating meaningful change (Saleebey, 2013). Overall, supporting adolescents through psychosocial interventions can significantly influence their developmental trajectory, helping them forge a resilient and positive sense of self.

References

  • Beck, A. T. (1967). Client-centered therapy and cognitive therapy. Journal of Consulting Psychology, 31(3), 243-246.
  • Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In R. M. Lerner (Ed.), Handbook of adolescent psychology (pp. 74-103). Wiley.
  • Erikson, E. H. (1968). Identity: Youth and crises. W. W. Norton & Company.
  • Gulliver, A., Griffiths, K. M., & Christensen, H. (2012). Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review. BMC Psychiatry, 12, 1-18.
  • Hammen, C., et al. (2004). Depression in adolescence: The role of prior depressive episodes. Psychological Medicine, 34(4), 665-669.
  • Høebert, C., et al. (2013). School-based cognitive-behavioral therapy for adolescent depression: A systematic review. Clinical Psychology Review, 33(8), 1245-1257.
  • Lewinsohn, P. M., et al. (1998). The psychosocial side of depression in adolescents. American Journal of Psychiatry, 155(10), 1399-1404.
  • Saleebey, D. (2013). The strengths perspective in social work practice. Pearson Higher Ed.
  • World Health Organization. (2021). Adolescent mental health. Retrieved from https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

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