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Kenyatta University *

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Psychology

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Nov 24, 2024

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Discussion #1 Adolescent Development and Risk-Taking Behavior: Hunter’s Case Hunter Crane, a 14-year-old boy, is facing many developmental crises that are interfering with his functioning. Inconsistencies, disputes, or disorganization in one's life experience might interfere with the development of narrative identity and prompt adolescent personality disorders (Shiner et al., 2021). First is the problem of identity versus role confusion. The effort to create a sense of self is at the center of Hunter's integral developmental crisis, reflected in his reduced interest in and passion for disciplines other than art. Hunter's identity issue reflects his lack of interest in academic subjects and poor academic performance. Hunter is also facing industry versus inferiority crisis. Hunter's lack of drive and dropping grades suggest impressions of inferiority in academic success. Hunter's risky conduct comprises missing school, avoiding homework, and having negative impressions about people in general. While Hunter's risk-taking tendencies are alarming, one protective factor—his interest in art classes—might be affecting his performance. Hunter experiences a sense of success and purpose when creating art. Ferrer-Wreder and Kroger (2019) suggest that identity development is a social process impacted by interactions with others, including parents, peers, and cultural setting. Hunter's risk-taking conduct and developmental struggles hugely affect him and his family. These actions and crises add to Hunter's emotions of dissatisfaction, school disengagement, and low self-esteem. Hunter's dropping grades may also contribute to a lower feeling of self-worth and belief in his capabilities. Hunter's actions and difficulties bother and alarm his family--observing his drop in academic performance, absences from class, and his hostile temperament. The family dynamics may become intense and strained as a result, as they struggle with how to assist Hunter and support him when he faces difficulties. References Ferrer-Wreder, L., & Kroger, J. (2019). Identity in Adolescence 4e: The Balance between Self and Other . Routledge. Shiner, R. L., Klimstra, T. A., Denissen, J. J., & See, A. Y. (2021). The development of narrative identity and the emergence of personality disorders in adolescence. Current Opinion in Psychology , 37 , 49-53. Discussion #2

Holland's Theory of Personality-Environment Types: Setting Developmentally-Supportive Goals for Olivia Crane (F, 19 years) Olivia Crane, a 19-year-old female, is battling various presenting concerns that may have developmental consequences. Her struggles making friends at school, lack of social relationships, and depressive symptoms point to issues connecting with others and feeling a part of anything. Further, unsettled family issues may cause her dismal impression of college, academic difficulties, and lack of interest in intimacy. Holland's Theory of Personality- Environment Types helps shed light on these issues. Olivia's growth stage shows a probable mismatch between her personality type and the collegiate setting. Holland’s theory suggests that people are most suitable for certain fields and work environments depending on their personality types (Rocconi et al., 2020). Her portrayal of others as snobbish and exclusively concerned with partying implies a misalignment with her own principles and interests. Olivia's displeasure with her lecturers and sense of academic inadequacy reflects an inconsistency between her personality attributes and the expectations of her learning environment. Creating an alliance with Olivia and encouraging involvement in the counseling process require a safe and encouraging setting. The counselor must pay close attention to Olivia, validate her feelings, and show compassion for her problems. Establishing trust through an impartial approach will help Olivia to feel free and engage fully in the therapy process. In Olivia's quest for growth and self-understanding, developing a collaborative partnership where she feels respected and understood is crucial. Developmentally-supportive objectives for Olivia may include investigating alternate educational environments or employment opportunities suited to her unique personality. Holland asserts that people will be most content and successful in occupations that meet their dominant personality kinds (Lathifa & Yusuf, 2021). For instance, helping Olivia identify her primary personality characteristics and interests, doing career evaluations to match her talents with potential professions, and motivating her to seek other academic and extracurricular activities that align with her beliefs. Her mental health and personal development may also depend on how she handles her family background and the effects of her absent parents. References Lathifa, A., & Yusuf, A. M. (2021). HOLLAND'S THEORY APPROACH IN CAREER GUIDANCE SERVICES IN SCHOOLS: Array. Literasi Nusantara , 1 (3), 99-108. Rocconi, L. M., Liu, X., & Pike, G. R. (2020). The impact of person-environment fit on grades, perceived gains, and satisfaction: an application of Holland’s theory. Higher Education , 80 , 857- 874.

Discussion #3 Exploring Developmental Challenges and Counseling Goals for Carol Crane (F, 45 years) in Achieving Personal Fulfillment and Overcoming Alcohol-Related Issues Carol Crane, a 45-year-old lady, experiences numerous developmental issues. Her recent drunk driving offenses and therapy mandated by the court suggest that she may struggle with alcohol usage and face legal repercussions. Carol's refusal to admit she has a drinking problem whilst enduring the effects raises the possibility of a limitation to self-awareness and transformation. Her disturbed sleep habits, loneliness, and dependence on alcohol as a coping technique point to possible emotional and social difficulties. Carol's inability to maintain healthy love relationships and her discontentment with her career serve as more examples of her struggles with happiness and fulfillment in life. The first possible counseling approach may be to fix her alcohol usage and build healthier coping methods. The effort would entail assisting Carol in understanding her attachment with alcohol, examining the root causes, and adopting other stress-reduction and emotional wellness practices. The capacity to effectively navigate the identity vs role confusion dilemma during young age significantly affects psychosocial development throughout adulthood (Mitchell et al., 2021). Secondly, reestablishing individual ambitions and pursuing valuable goals. This objective would entail supporting Carol reclaim her love of writing, integrate her interests into her present life, and develop a sense of meaning and satisfaction outside of her previous responsibilities as a single parent and provider. A developmentally helpful solution from a wellness viewpoint may be to motivate Carol to participate in imaginative self-expression and to pursue writing as a therapeutic activity. Therapeutic writing may entail starting a diary, embracing creative writing activities as prompts, or enrolling in a local writing class or group. Expressive writing can assist Carol in processing her feelings, gaining clarity, and rediscovering her sense of self and purpose. Carol's drinking problems might be exacerbated by biological factors such as hereditary preferences to substance abuse. Environmental circumstances, including the lack of intervention from her children's father and the lack of a stable support structure, may increase stress and emotional difficulties. Cultural influences may also affect Carol's sense of personal fulfillment, intimacy, and professional decisions. Examples include societal standards around gender roles and the impact of doubt on Carol's perspective. References

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Mitchell, L. L., Lodi-Smith, J., Baranski, E. N., & Whitbourne, S. K. (2021). Implications of identity resolution in emerging adulthood for intimacy, generativity, and integrity across the adult lifespan. Psychology and Aging , 36 (5), 545. Assignment #4 Assessment Instrument Hunter Crane This assessment uses a case study methodology to examine the developmental crises that male 14-year-old Hunter Crane is now experiencing. The test asks questions on Hunter's current problems, family history, cultural upbringing, and particular behaviors and attitudes that point to developmental difficulties. Hunter is resistive and hesitant to participate in the assessment, demonstrated by his assertion that he did not want to be involved. He considers the questions invasive and the assessment a selfish interest to his mother rather than his own. Hunter's remarks reveal his lack of drive, disapproval of other people, and lack of interest in education (Shiner et al., 2021). He demonstrates desire and a sense of success when talking about his art studies. The results of the evaluation, especially in identity versus role confusion and industry vs inferiority, reveal Hunter's serious developmental crises. These results validate his problems and reveal opportunities for intervention and help. The assessment findings give useful insights into Hunter’s behavior, but require further information and observations. The assessment helps Hunter reflect on his experiences, actions, and problems. It creates a foundation for comprehending his own growth and the causes of his challenges. It also assists him and the counselor in identifying areas of strength and possible improvement.

Hunter at first object to the evaluation and feel hesitant about disclosing personal details. He, however, eventually opens up to self-reflection and expressing his views and experiences based on the evaluation's flow and the rapport established with the counselor. Olivia Crane and Carol Crane The assessments in Olivia and Carol's issues entail collecting information through interviews or self-report surveys regarding their experiences, feelings, and perceptions of their issues. In response to questioning, Olivia experiences a combination of annoyance, skepticism, and an insatiable desire to be understood. Responding to the questions entails thinking on her college experiences, academic problems, and impressions of social relationships. The results support her struggles and offer understanding into the underlying causes of her problems. Carol experiences the same spectrum of feelings when questioned, including anger, frustration, and desire. The results help to further understand her alcohol-related problems and her discontent with her present situation. The assessments are done in a secure and non-judgmental setting to guarantee accurate and relevant results. Olivia and Carol acquire insights into their own emotions, ideas, and actions, assisting them in understanding the underlying issues leading to their problems. She must consider her prior decisions, regrets, and unfulfilled goals to provide thoughtful answers (Mitchell et al., 2021). Additionally, it validates their experiences and guides them towards effective interventions. Olivia and Carol feel comfortable and optimistic that their problems are being identified and addressed. Creating a friendly and non-threatening setting can reduce feelings of uncertainty and encourage participation in the assessment process. References Mitchell, L. L., Lodi-Smith, J., Baranski, E. N., & Whitbourne, S. K. (2021). Implications of identity resolution in emerging adulthood for intimacy, generativity, and integrity across the adult lifespan. Psychology and Aging , 36 (5), 545.

Ferrer-Wreder, L., & Kroger, J. (2019). Identity in Adolescence 4e: The Balance between Self and Other . Routledge.

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