Week 5 Questionnaire Template For The Application Assignment

Week 5 Questionnaire Templatefor The Week 5 Application Assignment Yo

Week 5 Questionnaire Template for the Week 5 Application Assignment requires interviewing two adolescents between ages 13 and 18 to gather insights about affective and social development during middle adolescence. The interview should include questions across several key areas: identity, emotions and self-esteem, gender, and relationships. The interviewer can add or delete questions as needed but must ensure all major topics are covered. The completed questionnaire should include the questions asked, notes summarizing the answers received, and any relevant observations.

Paper For Above instruction

The developmental phase of adolescence is characterized by significant psychological, social, and emotional changes, making it a crucial period for understanding affective and social development. Conducting interviews with adolescents between the ages of 13 and 18 provides valuable insights into their evolving identities, emotional experiences, gender perceptions, and relationships with others. These insights can inform both academic understanding and practical approaches to supporting adolescents during this critical period.

The interview questions designed for this purpose should be comprehensive yet adaptable, covering key aspects of adolescent development. The first area, identity, aims to explore how adolescents perceive themselves and what unique qualities differentiate them from others in their social circle. A good question to initiate this discussion is, "How would you describe your identity?" followed by prompts about the influence of race, ethnicity, religion, vocation, and politics. These elements are foundational in shaping an adolescent's self-concept, especially during middle adolescence when individuals increasingly define their personal and social identities (Erikson, 1968).

Next, questions about emotions and self-esteem are vital, given that mood swings and self-evaluation are prominent during adolescence. Asking, "What emotions do you experience on a typical day?" and "How do you handle negative moods?" can reveal how adolescents cope with emotional challenges. To assess their self-perception, questions like "Do you consider yourself successful? Why or why not?" are vital. Furthermore, exploring their visions of the future—"What images do you have of your future self?"—can reflect their aspirations and sense of purpose, which influence their motivation and mental health (Bronfenbrenner & Morris, 2006).

Gender identity and perceptions constitute a third critical area. Questions such as "What does it mean to be 'masculine'?" and "What does it mean to be 'feminine'?" encourage adolescents to express their understanding of gender roles. These perceptions impact their social interactions and internal sense of self, especially in contemporary contexts where gender norms are increasingly being questioned and redefined (Kimmel, 2017).

The final area focuses on relationships, which are central to adolescent development. Exploring their friendships, romantic relationships, and familial relationships offers insights into their social worlds. Questions like "What role do friendships and/or romantic relationships play in your life?" and "How would you describe your relationships with your family members?" help assess the quality and significance of these bonds. Additionally, inquiries about community involvement—"To what community groups do you belong?"—and the role these groups play can elucidate sources of social support and identity reinforcement (Larson & Angus, 2011).

Careful observation during interviews is essential to capture non-verbal cues and emotional responses that may not be explicitly articulated. Summarizing these observations alongside the verbal responses provides a richer understanding of adolescent development.

In conclusion, a structured yet flexible interview approach covering identity, emotions—and self-esteem, gender, and relationships—can yield valuable qualitative data on middle adolescents. This information not only enhances academic understanding but also supports practitioners working with this age group by highlighting areas for targeted intervention and support.

References

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793–828). Wiley.

Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.

Kimmel, M. S. (2017). The gendered society (6th ed.). Oxford University Press.

Larson, R., & Angus, D. E. (2011). Adolescents’ participation in community activities: Benefits, barriers, and future directions. Journal of Youth and Adolescence, 40(6), 616–627.

Additional credible references can include scholarly articles and books on adolescent development, gender identity, emotional regulation, and the importance of social relationships during adolescence.