PSY 102 RS T3 Template 1 Development Newsletter Essay
PSY 102 RS T3 Template 1 Development Newsletter Essay
PSY 102 RS T3 Template 1 Development Newsletter Essay
Adolescence (13-18)
Adolescence is a developmental stage that lasts from 13 to 18 years of age. Individuals go through substantial changes in their physical, cognitive, and socioemotional development throughout this time.
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Physical Development
During adolescence, individuals experience a rapid period of physical growth and development. This growth spurt is characterized by an increase in height, weight, and muscle mass, driven by hormonal changes. According to the Centers for Disease Control and Prevention (CDC), the average height for boys aged 12-19 years is 64.6 inches (164 cm), and for girls aged 12-19 years is 62.8 inches (159.5 cm) (CDC, 2022). Additionally, during adolescence, boys gain an average of 20 to 25 pounds, while girls gain an average of 18 to 20 pounds. During this period, adolescents may experience some physical awkwardness due to the rapid changes in their bodies. They may also become more concerned about their physical appearance, leading to the development of body image issues or eating disorders.
Cognitive Development
Adolescence is a period of rapid cognitive growth. Adolescents’ capacity to think abstractly, think rationally, and plan for the future improves throughout this period. Changes in the prefrontal cortex of the brain, which is responsible for executive functioning, promote this cognitive development. Adolescents also acquire the capacity to examine multiple perspectives and hypothetical dilemmas. Nevertheless, since their ability to evaluate the various implications of their choices is not completely developed, adolescents may struggle with decision-making and risk-taking. Individuals enter the formal operational stage of cognitive development during adolescence, according to Piaget’s theory of cognitive development, thus, they can reason abstractly and logically. Adolescents also acquire stronger impulse control and goal-setting abilities, which can be advantageous in both academic and social settings.
Socioemotional Development
Adolescence is also a period of significant socio-emotional development. Individuals establish their sense of self-identity during this time, shaped by their interactions with others. Teenagers also suffer emotional instability as they face adolescent challenges (Santrock, 2021). Adolescents may feel pressure to adhere to social standards and fit in with their peers as peer interactions become more significant to them. They also experience romantic and sexual attraction, leading to the development of intimate relationships.
Another significant socio-emotional change that occurs during adolescence is the development of a sense of identity. According to Erikson’s theory of psychosocial development, adolescents confront the dilemma of identity versus role confusion, where they must build a distinct sense of self and define their identity. This might include experimenting with new hobbies, values, and ideas, as well as conflicts with parents and peers. A sense of purpose and self-confidence can result from successful identity construction, whereas a lack of identity can result in emotions of confusion and poor self-esteem (Sarah Grison, 2022). Another socio-emotional milestone that occurs during adolescence is the development of emotional regulation skills. Adolescents may experience intense emotions, such as anger, anxiety, or depression, which can be challenging to manage. However, with practice and support, adolescents can learn to regulate their emotions effectively and develop more adaptive coping strategies. Factors that Impact Development
Family relationships: Adolescents still require support and guidance from their families, although they may begin to seek more autonomy and independence. The quality of family relationships can impact adolescent development, with positive relationships characterized by warmth, support, and effective communication, while negative relationships characterized by conflict, criticism, and neglect can lead to emotional and behavioral problems.
Peer relationships: Adolescents often begin to place more importance on their relationships with peers and may be more influenced by their peer group than by their parents or other authority figures (Ruiz-Hernández et al., 2019).Positive peer relationships can contribute to the development of social skills, self-esteem, and a sense of belonging, while negative peer relationships can lead to social isolation, bullying, and other forms of victimization. Developmental Theories
Piaget’s Cognitive Development Theory: According to Piaget’s theory, individuals progress through a number of cognitive developmental stages throughout their lives, with each stage marked by specific cognitive abilities (Thompson, 2021). Adolescents often enter the formal operational stage in adolescents, which is marked by abstract reasoning and hypothetical thinking. Individuals can reason clearly and methodically about complicated situations at this phase, allowing them to participate in critical thinking and decision-making.
Erikson’s Psychosocial Theory: Erikson’s theory proposes that people go through a succession of psychosocial phases throughout their lives, each with its own developmental challenge (Maree, 2021). The developmental stage known as identity versus confusion occurs in adolescents. During this stage, adolescents are confronted with the task of establishing a sense of identity by exploring and experimenting with various roles, values, and beliefs (Maree, 2021). If they successfully navigate this stage, they develop a strong sense of personal identity and a clear sense of direction for their lives. On the other hand, if they fail to establish a strong identity, they may experience confusion, a lack of direction, and a sense of self-doubt.
Several factors can impact an adolescent’s ability to successfully navigate this stage, including parental support, peer relationships, and cultural influences. By understanding these theories, individuals and healthcare professionals can provide appropriate support and guidance to help individuals successfully navigate these challenges and achieve their full potential.
References
References
CDC. (2022). Clinical growth charts. Cdc.gov. https://www.cdc.gov/growthcharts/clinical_charts.htm
Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: critical overview. In The Influence of Theorists and Pioneers on Early Childhood Education (1st Edition, pp. 119–133). Routledge. https://doi.org/10.4324/9781003120216-11
Ruiz-Hernández, J. A., Moral-Zafra, E., Llor-Esteban, B., & Jiménez-Barbero, J. A. (2019). Influence of parental styles and other psychosocial variables on the development of externalizing behaviors in adolescents: A sytematic review. The European Journal of Psychology Applied to Legal Context, 11(1), 9–21. https://doi.org/10.5093/ejpalc2018a11
Santrock, J. W. (2021). Adolescence. McGraw-Hill Education. https://www.mheducation.com/highered/product/adolescence-santrock/M9781260058789.html
Sarah Grison, M. G. (2022). Psychology in Your Life FOURTH EDITION. Wwnorton.com. https://digital.wwnorton.com/psychlife4-598902
Thompson, M. (2021). Piaget’s stages of cognitive development and Erikson’s stages of psychosocial development. In Child and Adolescent Mental Health (3rd Edition, pp. 55–59). CRC Press. https://doi.org/10.4324/9781003083139-10
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Development Newsletter (Obj. 3.1 and 3.3)
Follow the instructions below to create a newsletter on a specific developmental period.
Part 1: Select a developmental period:
infancy (birth-2), toddler (2-4), early childhood (5-9), late childhood (10-12), adolescence (13-18), emerging adulthood (19-25), early adulthood (26-39), middle adulthood (40-64), or late adulthood (65+).
Part 2: Create a newsletter (500 words) using one of the attached templates, which includes:
1. A description of physical, cognitive, and socioemotional development in the selected period.
2. Explanation of factors (minimum of two) that are impactful and specific to the selected developmental period (for example, Attachment in Infancy, Parenting Styles in Childhood, Bullying in Adolescence, Marriage in Early Adulthood, Stigmas Associated With the Elderly in Late Adulthood).
3. Explain and apply a minimum of two developmental theories (e.g., Piaget, Erikson, Kohlberg, Bowlby, Freud, Bandura, Bronfenbrenner).
4. Relevant visual aids/graphics.
Cite the textbook and two additional scholarly sources. Use in-text and full references. Scholarly sources can include journal articles from the GCU Library or credible websites such as the American Psychological Associations website. Scholarly sources are NOT blogs such as Simply Psychology, VeryWellMind, and WebMD. Please avoid citing blogs in your academic work.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, including an APA formatted reference list, which can be 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. Please refer to the directions in the Student Success Center.
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Development Newsletter (Obj. 3.1 and 3.3) – Rubric Total 130 points
Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Physical, Cognitive, and Socioemotional Development
Description of physical, cognitive, and socioemotional development in the selected period. |
0 points
Newsletter omits or incompletely describes the physical, cognitive, and socioemotional development in the selected period |
25.35 points
Newsletter inadequately describes the physical, cognitive, and socioemotional development in the selected period. The explanation is weak and missing evidence to support claims. Writing demonstrates a poor understanding of the topic. |
29.25 points
Newsletter adequately describes the physical, cognitive, and socioemotional development in the selected period. The explanation is limited and lacks some evidence to support claims. Writing demonstrates a basic understanding of the topic. |
33.15 points
Newsletter clearly describes the physical, cognitive, and socioemotional development in the selected period. The description is strong with sound analysis and some evidence to support claims. Writing demonstrates an understanding that extends beyond the surface of the topic. |
39 points
Newsletter expertly describes the physical, cognitive, and socioemotional development in the selected period. The description is comprehensive and insightful with relevant evidence to support claims. Demonstrates an exceptional understanding of the topic. Supportive evidence was included. |
Impactful and Specific Factors
Explanation of factors (minimum of two) that are impactful and specific to the selected developmental period. |
0 points
Newsletter omits or incompletely describes two factors that are impactful and specific. |
25.35 points
Newsletter inadequately explains two factors that are impactful and specific to the selected development period. Less than two factors are addressed. The explanation is weak and missing evidence to support claims. Writing demonstrates a poor understanding of the topic. |
29.25 points
Newsletter adequately describes and explains two factors that are impactful and specific to the selected development period. The explanation is limited and lacks some evidence to support claims. Writing demonstrates a basic understanding of the topic. |
33.15 points
Newsletter clearly describes and explains two factors that are impactful and specific to the selected development period. The description is strong with sound analysis and some evidence to support claims. Writing demonstrates an understanding that extends beyond the surface of the topic. |
39 points
Newsletter expertly describes and explains two factors that are impactful and specific to the selected development period. The description is comprehensive and insightful with relevant evidence to support claims. Demonstrates an exceptional understanding of the topic. Supportive evidence was included. |
Explanation of Development Theories
Explain and apply a minimum of two developmental theories that relate to the selected period of development. |
0 points
Newsletter omits or incompletely explains and applies two developmental theories that relate to the period of development. |
25.35 points
Newsletter inadequately explains and applies two developmental theories that relate to the period of development. Less than two theories are addressed. The explanation is weak and missing evidence to support claims. Writing demonstrates a poor understanding of the topic. |
29.25 points
Newsletter adequately explains and applies two developmental theories that relate to the period of development. The explanation is limited and lacks some evidence to support claims. Writing demonstrates a basic understanding of the topic. |
33.15 points
Newsletter clearly explains and applies two developmental theories that relate to the period of development. The description is strong with sound analysis and some evidence to support claims. Writing demonstrates an understanding that extends beyond the surface of the topic. |
39 points
Newsletter expertly explains and applies two developmental theories that relate to the period of development. The description is comprehensive and insightful with relevant evidence to support claims. Demonstrates an exceptional understanding of the topic. Supportive evidence was included. |
Layout |
0 points |
2.54 points |
2.93 points |
3.32 points |
3.9 points |
Contributes to the overall message. | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the | The layout shows some structure but appears cluttered and busy or distracting with large gaps of white | The layout uses horizontal and vertical white space appropriately. Sometimes, the fonts are easy to read, but in a few | The layout background and text complement each other and enable the content to be easily read. The fonts | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, |
readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | places, the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | are easy to read, and point size varies appropriately for headings and text. | subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
Language Use and Audience Awareness Includes sentence construction, word choice, etc. |
0 points
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of |
1.69 points Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits |
1.95 points
Language is appropriate to the targeted audience for the most part. |
2.21 points The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the target audience, |
2.6 points The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative |
audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | some lack of control in using figures of speech appropriately. | and uses figures of speech to communicate clearly. | ways that are appropriate to purpose, discipline, and scope. | ||
Mechanics of Writing |
0 points |
1.69 points |
1.95 points |
2.21 points |
2.6 points |
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. | Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence | Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure | Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure | Few mechanical errors are present. Suitable language choice and sentence structure are used. | No mechanical errors are present. Appropriate language choice and sentence structure are used |
structure errors are found throughout. | are recurrent. | is attempted. | throughout. | ||
Citations |
0 points
Neither in-text citation nor reference list were present. |
2.54 points
In-text citations and/or reference list were present, but not properly formatted in APA. Cites less than two scholarly sources or sources cited are not scholarly. |
2.93 points
Both in-text citations and reference list were present, but with obvious formatting errors. A minimum of two scholarly sources were cited. |
3.32 points
Both in-text citations and reference list were included. APA formatting was fully used with only minor errors. A minimum of two scholarly sources were cited. |
3.9 points
Both in-text citations and reference list were included. APA formatting was fully used with no errors. A minimum of two scholarly sources were cited. |
Includes APA style in-text citation and APA reference list for a minimum of two scholarly sources. |