Understanding An Adolescent's Behavior Can Be Elusive

Understanding An Adolescents Behavior Can Be At Times Elusive And Eve

Understanding an adolescent’s behavior can be at times elusive and even frustrating. Due to the multiple aspects of the developmental tasks during these years, it can be at times quite challenging to clearly define the issue(s) at hand. Assessment during this stage will include an evaluation of whether an adolescent’s actions are indicative of unhealthy behavior or merely representative of being an adolescent. A comprehensive assessment that includes an evaluation of the client’s developmental stage is a priority when working with this age group. For this Discussion, choose the opposite case from Discussion 1 and use Erikson’s developmental theory.

Post an assessment of whether the client - The Bradley Family - is mastering the stage of identity. Identify the areas that should be addressed in an intervention based on his or her developmental stage. Describe how you might address those areas. Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references.

Paper For Above instruction

The adolescent development stage identified by Erik Erikson that is most relevant to the Bradley family case is the fifth stage: identity vs. role confusion. According to Erikson (1968), this stage typically occurs between the ages of 12 and 18 years and is crucial for fostering a sense of personal identity and direction. An adolescent who successfully navigates this stage develops a coherent sense of self, while failure to do so may result in confusion about one’s identity and future roles. Assessing the Bradley family, it appears that the adolescents within the family are grappling with the aspects of identity development, particularly given the challenges they face in understanding themselves and their place within their social context.

In evaluating whether the adolescents are mastering the stage of identity, several indicators are considered. These include their exploration of different roles, beliefs, and values; their self-concept; and their capacity for future planning and decision-making. From the case overview, it appears that there are some struggles in these areas. For example, one adolescent may exhibit confusion about their career aspirations, while another may have difficulty establishing their peer relationships and personal values (Springer & Powell, 2013). Such signs suggest that these adolescents are still in the process of identity formation, and their developmental task is ongoing.

Based on Erikson's theory, interventions should focus on fostering a strong sense of identity by encouraging exploration, self-reflection, and supportive social interactions. It is essential to create a safe environment where adolescents feel accepted and able to express their authentic selves (Gross et al., 2017). Intervention strategies could include individual counseling sessions that explore their interests, vocational guidance, and programs that promote peer engagement and community involvement. Such approaches can help adolescents clarify their values and goals while developing a positive self-concept.

Specifically, addressing identity crises involves helping adolescents to explore different roles without fear of judgment. Techniques such as narrative therapy can assist adolescents in constructing their stories and understanding their evolving identities (Plummer, Makris, & Brocksen, 2014a). In group settings, fostering peer support can facilitate identity experimentation and validation (Withers, McWey, & Lucier-Greer, 2016). Furthermore, involving family members in therapy can enhance communication, support autonomy, and reinforce positive identity development (Springer & Powell, 2013).

Therefore, addressing the needs of the Bradley family involves designing interventions that promote exploration, provide validation, and support autonomy. Educating families about developmental tasks helps them foster a nurturing environment conducive to healthy identity formation. As adolescents navigate this critical period, consistent support from mental health professionals and family members can significantly impact the development of a stable, cohesive sense of self (Gross et al., 2017).

References

• Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
• Gross, J. T., Stern, J. A., Brett, B. E., & Cassidy, J. (2017). The multifaceted nature of prosocial behavior in children: Links with attachment theory and research. Social Development, 26(4), 661–678.
• Plummer, S.-B., Makris, S., & Brocksen, S. M. (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing.
• Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Wiley.
• Withers, M. C., McWey, L. M., & Lucier-Greer, M. (2016). Parent–adolescent relationship factors and adolescent outcomes among high-risk families. Family Relations, 65(5), 667–680.