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, develop
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.
2
ADOLESCENT HIGH-RISK BEHAVIOR
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.
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
TO PREPARE:
· Review the Learning Resources on psychological development.
· Review Dani’s case in the Social Work Case Studies interactive media in the Learning Resources.
· Consider Dani’s case, focusing on any high-risk behaviors she may be exhibiting.
BY DAY 3
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.
BY DAY 6
Respond to two colleagues by explaining why you agree or disagree with your colleague’s use of a particular theoretical approach and/or practice skill in working with Dani.
references
· Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 7, “Psychological Development in Adolescence” (pp. 320–360)
· Flaherty, H. B. (2018). Treating adolescent nonsuicidal self-injury: A review of psychosocial interventions to guide clinical practiceLinks to an external site. . Child and Adolescent Social Work Journal, 35, 85–95. https://doi.org/10.1007/s10560-017-0505-5
· Silverman, J. R., Ross, E. H., & Kearney, C. A. (2018). Non-suicidal self-injury among male adjudicated adolescents: Psychosocial concerns, coping responses, diagnoses, and functionsLinks to an external site. . Journal of Child and Family Studies, 27, 3564–3571. https://doi.org/10.1007/s10826-018-1172-7
· National Alliance on Mental Illness. (n.d.). Self-harm Links to an external site. . https://www.nami.org/About-Mental-Illness/Common-with-Mental-Illness/Self-harm
· Walden University Writing Center. (n.d.). General templates: PowerPoint presentation Links to an external site. . https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293636
· Microsoft. (n.d.). Record a slide show with narration and slide timings Links to an external site. . https://support.microsoft.com/en-us/office/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c
Media
· Walden University, LLC. (2021). Social work case studies Links to an external site. [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com
· Navigate to Dani
· Psych Hub. (2020, January 7). What is self-harm? Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=k8jw3JVfK0w&t=208s
Note: The approximate length of this media piece is 3 minutes.
Walden University, LLC. (2021). Meet Ray: Age 13-16 [Video]. Walden University Blackboard. https://waldenu.instructure.com
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