Adolescent Development Interview
Grand Canyon University Adolescent Development Interview-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University Adolescent Development Interview assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Adolescent Development Interview
Whether one passes or fails an academic assignment such as the Grand Canyon University Adolescent Development Interview depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Adolescent Development Interview
The introduction for the Grand Canyon University Adolescent Development Interview is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Adolescent Development Interview
After the introduction, move into the main part of the Adolescent Development Interview assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Adolescent Development Interview
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Adolescent Development Interview
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Teenage years are the most intriguing but yet challenging time for people. The period begin at the age of 11 and proceed through 18 years. Adolescence refers to a transitional period that occurs in the human life span and is mostly the link between childhood and adulthood. This period is a very critical and sensitive time frame in the growth and development of an individual (Pearson, 2018). However, it is important to understand the experience of an adolescent with an aim to respond to the challenging demands of psychological and physical changes that might affect their interaction with others. This will be illustrated in the present article through Erik Erikson’s psychosocial development theory and an interview performed with three teenagers.
Description of Selected Theory: Erik Erikson’s Theory
The psychologist formulates the psychoanalysis theory, which explains the eight life stages of development of an individual. Erikson’s theory associates the advancing psychosocial crises changes in an individual to the biological and sociocultural forces (Scheck, 2014). However, if a person fails to reconcile these forces across the lifespan successfully, then the challenges may be experienced in future development. According to the theory, children encounter identity vs. role confusion. During this critical development, children are bound to question their identity and seek to understand their purpose in life. The adolescents also explore various roles, ideas, and goals that fit into their model of adulthood (O’Reilly & Parker, 2014). While the children discover themselves in the whole identity framework, they encounter challenges related to the beliefs and values of society. Most often, the teenagers are bound to conform to the ideas of their parents about future development and cast a lot of confusion with regard to their perception about the world.
Description of the Interviewees
In order to assess the experience of a teenager, I have selected three participants.
Adolescent 1 is a 13-year-old African American girl who lives at home with both her parents and also attends a public middle school. Adolescent 2 is a 17-year-old Caucasian girl who also lives with her parents and has also got a driver’s license. She is also a sophomore in high school. Finally, adolescent 3 is an 18-year-old Hispanic boy who has just started college but is from a divorced home.
These teenagers feel compelled to follow the legacy of their parents in achieving academic success but are overwhelmed in balancing school work with social life. Adolescent 1 would like to pursue nursing just in the same way her mother is a nurse. Adolescent 2 wishes to become a lawyer to follow the same path of her father who currently works as an attorney in the city. On the other hand, adolescent 3 has already enrolled for a biology course and wishes to specialize as a botanist, the same profession her mother practices. As per the interview conducted for the three teenagers, it is apparent that their current identity status conforms to that of foreclosure (O’Reilly & Parker, 2014). In other words, they would wish to pursue the same courses that their parents currently practice to follow a tradition in their family. Except for adolescent 1, the other two teenagers confirmed that they were dating. However, all three adolescents admitted to value the love of their parents more than their friends or partners. Besides, they viewed teachers with respect and affirmed their like for harsh but firm trainers.
All the teenagers also admitted to have experienced a crisis in their lives particularly misunderstandings with parents, siblings, and friends. Often, in a quarrel with the parents, the participants revealed that they lose as they cannot do what they would want to achieve if it contradicts the beliefs in the family. Currently, the three teenagers do not work but focus their energy on academics. They would, however, wish to seek employment and save money for their use as well as to support the family. The teenagers as well do not seem to have a lot of responsibility since their parents take much of the tasks except house chores (Pearson, 2018). Despite control from their parents, the teenagers are granted some level of autonomy which allows each of them to make a decision about pertinent issues of their life.
How the Interviewees’ Illustrate the Selected Theory
The teenagers interviewed illustrate an account of the zone of proximal development as defined by Erikson’s theory. By this, it implies that teenagers go through various encounters where certain tasks seem too difficult to handle (Scheck, 2014). As such, they require the guidance of their seniors particularly parents and their teachers. That’s why they mention that they treasure family and also respect harsh but firm teachers. The interviewees also illustrate Erikson’s theory of adaptive behavior when they suggest that they would wish to work if an opportunity presents itself (Pearson, 2018). This explains how they can survive in an environment away from school. It further suggests that adolescents can become responsible for helping the family by offering financial support. When the teenagers opt to pursue careers that are in line with those of their parents, it can be deduced from Erikson’s theory that they are unsure of their identity and are also confused about their future.
References
O’Reilly, M., & Parker, N. (2014). Doing mental health research with children and adolescents: A guide to qualitative methods. Thousand Oaks, CA: Sage.
Pearson, F. (2018). Interviewing children and young people for research. Los Angeles: Thousand Oaks, CA: SAGE
Scheck, S. (2014). The Stages of Psychosocial Development According to Erik H. Erikson. München: GRIN Verlag GmbH