Readings
Citation
MLA
APA
Harvard
Vancouver
Lundahl, B. W., & Hull, G. (2014). Applied Human Behavior in the Social Environment. Pearson Education (US). https://capella.vitalsource.com/books/9780205993796
Last name, First Initial. Second Initial. Year of Publication. Title of Book (Edition of book if later than 1st ed). Publisher name.
Check for accuracy before use
Use your Applied Human Behavior in the Social Environment text to read the following:
Chapter 12, “Major Life Phases Influencing Human Behavior: Adolescence.”
In this chapter, you learn about adolescence as a critical and often difficult time when a person’s major tasks are to become intellectually, physically, emotionally, socially, and morally competent. In addition, adolescents need to develop critical life skills, such as communication, negotiation, cooperation, advocacy, decision making, problem solving, critical thinking, impulse control, as well as management of feeling and stress.
Use the Capella library to read or view the following:
Brunck, B. (2014). Howard Gardner and Katie Davis: The app generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. Journal of Youth & Adolescence, 43(8), 1404–1407.
This article addresses how technology has created an app-enabling to an app-dependent continuum for young people; this impacts their identity formation. Young people, as a generation, identify more with the technology developed during their lifetime than with political or social events.
Koughan, F., & Rushkoff, D. (Producer). (2014). Generation like [Video]. Frontline.
Thanks to social media, today’s teens are able to directly interact with their culture—artists, celebrities, movies, brands, and even one another—in ways never before possible. But is that real empowerment? Or do marketers still hold the upper hand? In this program, author and Frontline correspondent Douglas Rushkoff explores how the perennial teen’s quest for identity and connection has migrated to social media—and exposes the game of cat-and-mouse that corporations are playing with these young consumers.
Learning Components
This activity will help you achieve the following learning components:
Identify developmental stages of an age group.
Critically evaluate social work theory.
( INSTRUCTIONS)
The Changing Face of Youth
Based on the unit readings, imagine how working with the youth of today might be different from even one generation ago. Brunck (2014) makes the point that “the array of apps on a young person’s smartphone or tablet is his or her identity.” The film Generation Like shares how social media is impacting identity development as never before. For this discussion, address the following:
Describe how social work with adolescents may be now and in the future. Reference any of your readings or viewings to make your points.
Describe how you might engage with an adolescent today. What will engagement look like? Will you communicate via texting, e-mails, Twitter, or Facebook? How might you assess the influence technology has on the presenting problem that has brought the adolescent to you?
Address each of the above thoughtfully and concisely in 4–5 sentences. Complete your initial post by Thursday of this unit.
Response Guidelines
Respond to the post of at least one learner whose ideas on engagement are different from yours, and discuss how you might incorporate those differences into your thinking and social work practice. Complete your response by Sunday of this unit.
Reference
Brunck, B. (2014). Howard Gardner and Katie Davis: The app generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. Journal of Youth & Adolescence, 43(8), 1404–1407.
Learning Components
This activity will help you achieve the following learning components:
Identify developmental stages of an age group.
Identify appropriate relationship roles between adults and children.
Resources
Discussion Participation Scoring Guide.
APA Style and Format.
Generation Like.
Howard Gardner and Katie Davis: The App Generation.
