Week 7 APA References Free Plagiarism Due Date 10/16/2020 Co ✓ Solved

561 Week 7apa References Free Plagiarismdue Date 10162020complete

Complete your Week 7 discussion prompts. Discussion Prompt #1: What essential elements should be included in a health teaching plan addressing physical, emotional, social, and spiritual challenges in adolescents? Discussion Prompt #2: Discuss factors that contribute to risk-taking behaviors and situations during adolescence. What impact might stress play on this age group? Do you see any connection between stress and common adolescent risk factors? Consider the findings from the 2013 APA report Stress in America on millennials (pages 19-21 of the report). Week 7 Adolescent Health Risk Seminar POWERPOINT PRESENTATION AT LEAST. For this assignment, you will develop and deliver a 10–15 minute seminar/workshop aimed at the teen or young adult audience on a specific health risk associated with the population. You will submit your presentation using the Panopto recording tool within Blackboard. 1. Choose a health risk associated with adolescence. Some categories to consider may include: · Suicide · Pregnancy · Substance use and abuse · Motor vehicle crashes · Tobacco use · Sexually transmitted disease · Domestic violence · Mental health issues · Eating disorders · Nutrition and fitness 2. As the health care advocate, you will present the following to the target audience (adolescents or young adults) in 15 slides or screens: · An overview of the risk factor · Contributing factors · Prevalence of the health risk (meaningful data) · Explain your role with the issue as a health care practitioner/advocate · Ways to identify a problem and address the issue · Present an activity or project or exercise for the audience to engage in related to the topic · Help and support resources 3. In your research materials, incorporate 3–4 current sources with one containing the most current statistics. 4. Use age-appropriate creativity to ensure the message gets across to the selected audience. As you plan your seminar, consider: · How will you initiate a conversation (rather than give a lecture)? · How will you keep the attention and respect of this audience? 5. Use APA for citing and referencing your sources.

Sample Paper For Above instruction

Adolescence is a critical developmental period characterized by numerous physical, emotional, social, and spiritual challenges. When designing a health teaching plan for adolescents, it is essential to include elements that address these multifaceted aspects comprehensively. This paper discusses the essential components of a health teaching plan tailored to adolescents, explores factors contributing to risk-taking behaviors, examines the impact of stress, and outlines a seminar on a specific adolescent health risk.

Essential Elements of a Health Teaching Plan for Adolescents

A well-structured health teaching plan should encompass several key elements to effectively address adolescents' complex needs. First, it should include age-appropriate information that resonates with the developmental stage of teenagers. Content must be relevant, engaging, and respectful of their cognitive and emotional maturity. Secondly, the plan must incorporate interactive and participatory methods, such as discussions, role-playing, and activities, to foster active learning and retention. For example, incorporating scenarios that adolescents can relate to enhances understanding and encourages behavior change.

Another critical element is cultural competence, ensuring that teachings respect and incorporate diverse backgrounds, beliefs, and values. Given the diversity within adolescence populations, culturally sensitive materials are vital to avoid alienation and improve acceptance. The plan should also integrate emotional and social support strategies, including facilitating peer-support networks and involving family when appropriate, to ensure a comprehensive support system.

Spiritual considerations, where relevant, can significantly influence health behaviors. Including discussions on moral values and spiritual beliefs can promote holistic health perspectives, fostering resilience and personal growth. Finally, the plan should emphasize skills development, such as decision-making, refusal skills, and coping strategies, empowering adolescents to navigate challenges confidently.

Factors Contributing to Risk-Taking Behaviors in Adolescence

Adolescents tend to engage in risk-taking behaviors due to a combination of neurobiological, social, and environmental factors. Neurobiologically, the adolescent brain is still developing, particularly the prefrontal cortex, which is responsible for impulse control and decision-making, leading to a propensity for thrill-seeking (Steinberg, 2010). Social influences also play a significant role; peers often incentivize risky activities, and societal norms or media representations may glamorize such behaviors.

Environmental factors, including family dynamics, socioeconomic status, and community safety, directly impact adolescent choices. For instance, lack of supervision or exposure to violence can increase susceptibility to risk behaviors such as substance abuse or reckless driving (Johnston et al., 2018). Additionally, deficient emotional regulation skills and low self-esteem may predispose adolescents to seek validation through risky behaviors.

The Role of Stress and Its Connection to Risk Factors in Adolescents

Stress significantly affects adolescent behavior and decision-making. According to the 2013 APA report, millennials experience considerable stress due to academic pressures, social relationships, and identity development (American Psychological Association, 2013). Elevated stress levels can impair cognitive functioning, leading adolescents to resort to risky behaviors as coping mechanisms (Compas et al., 2017). For example, stress may increase the likelihood of substance use, unsafe sexual practices, or violence.

This correlation is rooted in the body's stress response, which, when chronic, alters brain circuitry related to impulse control and reward sensitivity. Consequently, adolescents under high stress may prioritize immediate relief over long-term consequences, thus engaging in behaviors that pose health risks. Recognizing this connection underscores the importance of stress management interventions within adolescent health promotion strategies.

Designing an Effective Seminar on Adolescent Health Risks

A compelling seminar for adolescents about health risks should blend factual information with engaging activities. To initiate a conversation rather than a lecture, the presenter could start with a relatable story or a thought-provoking question, encouraging reflection and participation. For example, asking, “Have you ever made a decision you later regretted? What was going on at that moment?” invites dialogue.

Maintaining attention and respect involves using age-appropriate language, visual aids, and interactive elements like quizzes or group exercises. For instance, a role-play activity demonstrating refusal skills can empower teens to say no to peer pressure. Incorporating current statistics from reliable sources like the CDC or WHO can make the discussion timely and credible.

Furthermore, providing tangible resources—hotlines, counseling services, and community programs—ensures that teens know where to seek support. Emphasizing confidentiality, empathy, and the importance of personal agency creates a safe environment conducive to open conversation.

Conclusion

In sum, developing an adolescent health teaching plan requires integrating comprehensive, culturally sensitive content with active learning strategies. Addressing risk factors, understanding the influence of stress, and engaging teens through interactive seminars are crucial to fostering healthier behaviors. As healthcare practitioners and advocates, our role extends beyond delivering information to empowering young individuals to make informed, safe choices for their well-being.

References

• American Psychological Association. (2013). Stress in America: Millennials. APA Reports.
• Compas, B. E., et al. (2017). Risk and protective factors for substance use in adolescence. Journal of Youth and Adolescence, 46(3), 455-470.
• Johnston, L. D., et al. (2018). Monitoring the future national survey results on drug use, 1975–2018. ICPSR38281-v2.
• Steinberg, L. (2010). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(2), 78-106.
• World Health Organization. (2020). Adolescent health. Retrieved from https://www.who.int/health-topics/adolescent-health
• Centers for Disease Control and Prevention. (2019). Youth risk behavior survey. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/index.htm
• Lubman, D. I., et al. (2018). Risk behaviors and neurodevelopment in adolescence. Neuropsychiatry, 8(1), 107-114.
• Ford, T., et al. (2020). Mental health of young adolescents: A global perspective. Lancet Child & Adolescent Health, 4(3), 179-190.
• Patel, V., et al. (2016). The mental health of adolescents: A review of the evidence. WHO Bulletin, 94(4), 273-280.
• Zeijl, J. M., et al. (2019). Stress and coping in adolescents: A review of the literature. Child and Adolescent Psychiatry and Mental Health, 13, 35.