NRS 434 Adolescence: Contemporary Issues and Resources Paper

NRS 434 Adolescence: Contemporary Issues and Resources Paper

NRS 434 Adolescence: Contemporary Issues and Resources Paper

NRS 434 Adolescence: Contemporary Issues and Resources
Adolescents often face psychological challenges associated with the transition from childhood to adulthood. Adolescence is a period of self-discovery whereby adolescents adjust to new experiences and other changes happening to them biologically and socially. The changes in adolescence often bring distress to individuals, leading to behavioral issues in this population. The purpose of this paper is to discuss a contemporary issue in adolescence, describe assessment strategies for this issue, and identify support options.

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Contemporary Issue
Bullying is the selected contemporary issue faced by adolescents. It has been identified as a serious public health problem in childhood due to its undisputed stressful nature. Bullying is an aggressive behavior aimed at showing power and control over another person (Källmén & Hallgren, 2021). Besides, bullies may harass others using technology like text messages, social media posts, and blogs. Heerde and Hemphill (2019) explain that victims of bullying have anxious, depressive, and somatic symptoms, low self-esteem, poor academic performance, and suicidal ideations.
Studies have shown that adolescent female victims have a higher risk for internalizing symptoms like depression and suicidal ideation (Fredrick & Demaray, 2018; Cao et al., 2020). Furthermore, adolescent girls exhibit higher negative psychological symptoms and suicidal behavior than their male counterparts (Rey et al., 2019). External stressors associated with bullying include peer rejection, school failure, being a victim of bullying, low self-esteem, and childhood neglect, abuse, or lack of love and security at home. Besides, some adolescents displace anger, rejection, and frustration by bullying others. Exposure to violence through media and exposure to parents’ bullying behavior can cause adolescents to be bullies.
Assessment Strategies for Screening Bullying in Adolescents
The self-report questionnaire is the most common assessment strategy to screen bullying in adolescents. The Olweus Bully/Victim Questionnaire (OBVQ) is one of the widely used screening instruments for bullying worldwide. OBVQ provides adolescents with a clear definition of bullying that comprises the three fundamental characteristics: Intention to cause harm to another person; repetitive conduct; and power imbalance between the victim and the bully (Gaete et al., 2021).
Clinicians can also assess common characteristics common among victims and perpetrators. Adolescents facing bullying tend to become very irritable and constantly want to skip school. They are also easily tearful, more tense, worried than usual, and throw sudden temper tantrums. Furthermore, they begin to exhibit sudden defiant behavior, make unreasonable demands, and have a significant decline in their academic performance (Källmén & Hallgren, 2021). On the other hand, perpetrators are usually quick to blame others and reluctant to be accountable for their actions. They also lack empathy, and compassion, want to be in control, and have underdeveloped social skills. Besides, they are usually frustrated, nervous, or depressed.
Support Options for Adolescents Encountering External Stressors
Support options for adolescents facing bullying include school bullying and violence prevention programs. Bullying prevention programs have been implemented to create a more positive school environment. Besides, bullying prevention programs raise awareness of this issue within the entire school community, improve the school environment, and reduce conflict and instances of bullying (Sainz & Martín-Moya, 2023). Mediation Teams is a bullying prevention program where victims and perpetrators of bullying are helped to work things out by a mediator.
Conclusion
Perpetrators of bullying violate the space of another person through physical, verbal, and non-verbal abusive behavior. Victims of bullying exhibit anxious, depressive, and somatic symptoms, low self-esteem, poor academic performance, and suicidal ideations. Bullying can be screened using the Olweus Bully/Victim Questionnaire or assessing various characteristics common among victims and perpetrators of bullying.
References
Cao, Q., Xu, X., Xiang, H., Yang, Y., Peng, P., & Xu, S. (2020). Bullying victimization and suicidal ideation among Chinese left-behind children: Mediating effect of loneliness and moderating effect of gender. Children and youth services review, 111, 104848.
Fredrick, S. S., & Demaray, M. K. (2018). Peer victimization and suicidal ideation: The role of gender and depression in a school-based sample. Journal of school psychology, 67, 1–15. https://doi.org/10.1016/j.jsp.2018.02.001
Gaete, J., Valenzuela, D., Godoy, M. I., Rojas-Barahona, C. A., Salmivalli, C., & Araya, R. (2021). Validation of the revised Olweus Bully/Victim questionnaire (OBVQ-R) among adolescents in Chile. Frontiers in Psychology, 12, 578661.
Heerde, J. A., & Hemphill, S. A. (2019). Are Bullying Perpetration and Victimization Associated with Adolescent Deliberate Self-Harm? A Meta-Analysis. Archives of suicide research: official journal of the International Academy for Suicide Research, 23(3), 353–381. https://doi.org/10.1080/13811118.2018.1472690
Källmén, H., & Hallgren, M. (2021). Bullying at school and mental health problems among adolescents: a repeated cross-sectional study. Child and adolescent psychiatry and mental health, 15(1), 74. https://doi.org/10.1186/s13034-021-00425-y
Sainz, V., & Martín-Moya, B. (2023). The importance of prevention programs to reduce bullying: A comparative study. Frontiers in Psychology, 13, 1066358. https://doi.org/10.3389/fpsyg.2022.1066358

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Assessment Description

Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

Describe the contemporary issue and explain what external stressors are associated with this issue.

Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.

Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

SUBMIT ASSIGNMENT

Adolescence: Contemporary Issues and Resources – Rubric

LISTGRID

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Rubric Criteria

Total90 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Contemporary Issue and Associated External Stressors

A description of the contemporary issue and explanation of what external stressors are associated with the issue are provided.

0 points

A description of the contemporary issue and explanation of what external stressors are associated with the issue are omitted or inaccurate.

16.88 points

A description of the contemporary issue and explanation of what external stressors are associated with the issue lack detail or are incomplete.

17.78 points

A description of the contemporary issue and explanation of what external stressors are associated with the issue are present.

20.03 points

A detailed description of the contemporary issue and explanation of what external stressors are associated with the issue are present.

22.5 points

A thorough and accurate description of the contemporary issue and explanation of what external stressors are associated with the issue are present.

Assessment Strategies to Screen for the Issue and External Stressors

An outline includes assessment strategies to screen for the issue including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is provided.

0 points

An outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is omitted or inaccurate. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian lacks detail or is omitted or inaccurate.

16.88 points

An outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, lacks detail or is incomplete. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian lacks sufficient detail or is incomplete.

17.78 points

An outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is present. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is present.

20.03 points

A detailed outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is present. A detailed definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is present.

22.5 points

A thorough and accurate outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is present. A thorough and accurate definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is present.

Support Options for Adolescents Encountering External Stressors

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is provided.

0 points

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is omitted or inaccurate.

13.5 points

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented lacks detail and is incomplete.

14.22 points

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue is present.

16.02 points

A detailed of includes support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is present.

18 points

A thorough and accurate discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is present.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

4.73 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

4.98 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

5.61 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

6.3 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

4.73 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

4.98 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

5.61 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

6.3 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

4.05 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

4.27 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

4.81 points

Relevant evidence that includes other perspectives is used.

5.4 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

4.05 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

4.27 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

4.81 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

5.4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

2.7 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

2.84 points

Appropriate format and documentation are used, although there are some obvious errors.

3.2 points

Appropriate format and documentation are used with only minor errors.

3.6 points

No errors in formatting or documentation are present.

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