Assignment Question
Interview Questions Gender: Age: What grade are you in? What is your favorite subject in school? Why? Did you like school (prior to our current shut-down)? What did you like best/least about school (prior to our current shut-down)? What about now? Did you have any after-school activities(prior to our current shut-down)? If so, what? How did you like it? What are your plans for after high school? What type of job would you like to do later in life? Why? Do you have a best friend? What types of things do you like to do with your friends? Do you have a boy/girlfriend? If so, what do you like to do together? What do you like to do when you are at home? What kind of music do you like? Do you have a favorite movie? If so, what is it and why do you like it? What would you buy right now if you had the money to get it? Why would you choose that? Have you ever felt pressure to look a certain way or wear a certain thing? What did you do about it? Have you ever tried alcohol or drugs? If yes, would you do it again and why? Are you now or have you ever been connected to a gang? If yes, explain your feelings about your involvement. Have you ever felt bullied? If yes, would you be willing to tell me about it? How do you express your anger to someone else? Who is your hero? Why? What do you think about wars? If you could tell the President anything you’d like, what would you say? Do you currently feel safe from COVID 19? That’s the end. Thank the teen for talking to you. Summary Questions Reflect on and type up your answers to the following questions. Please format your paper by numbering your responses that correlate to the question. You do not need to re-type the question. Provide one text reference and citation for each question that supports your ideas from our course textbook. Be sure to carefully examine the assignment rubric, double space your paper, include a heading, and proofread for errors. 1. What was your teen’s plan for after high school? Was it a specific plan? How is the teen preparing? What stage of Erikson’s Identity Theory do you think best reflects your teen? Explain why. 2. Describe what you learned about your teen’s social life. How does it compare to your text’s information about teen friendships/relationships? 3. What influences your teen? Do you think peer pressure, alcohol or drugs, bullying, or gang activity is a factor? Is their hero a factor? Explain. 4. Analyze your teen’s responses to questions 24 -27. Does your teen’s thinking reflect abstract thinking, hypothetical thought, or other advanced thinking skills? How do you know? Interview Questions Gender: Age: What grade are you in? What is your favorite subject in school? Why? Did you like school (prior to our current shut-down)? What did you like best/least about school (prior to our current shut-down)? What about now? Did you have any after-school activities(prior to our current shut-down)? If so, what? How did you like it? What are your plans for after high school? What type of job would you like to do later in life? Why? Do you have a best friend? What types of things do you like to do with your friends? Do you have a boy/girlfriend? If so, what do you like to do together? What do you like to do when you are at home? What kind of music do you like? Do you have a favorite movie? If so, what is it and why do you like it? What would you buy right now if you had the money to get it? Why would you choose that? Have you ever felt pressure to look a certain way or wear a certain thing? What did you do about it? Have you ever tried alcohol or drugs? If yes, would you do it again and why? Are you now or have you ever been connected to a gang? If yes, explain your feelings about your involvement. Have you ever felt bullied? If yes, would you be willing to tell me about it? How do you express your anger to someone else? Who is your hero? Why? What do you think about wars? If you could tell the President anything you’d like, what would you say? Do you currently feel safe from COVID 19? That’s the end. Thank the teen for talking to you. Summary Questions Reflect on and type up your answers to the following questions. Please format your paper by numbering your responses that correlate to the question. You do not need to re-type the question. Provide one text reference and citation for each question that supports your ideas from our course textbook. Be sure to carefully examine the assignment rubric, double space your paper, include a heading, and proofread for errors. 1. What was your teen’s plan for after high school? Was it a specific plan? How is the teen preparing? What stage of Erikson’s Identity Theory do you think best reflects your teen? Explain why. 2. Describe what you learned about your teen’s social life. How does it compare to your text’s information about teen friendships/relationships? 3. What influences your teen? Do you think peer pressure, alcohol or drugs, bullying, or gang activity is a factor? Is their hero a factor? Explain. 4. Analyze your teen’s responses to questions 24 -27. Does your teen’s thinking reflect abstract thinking, hypothetical thought, or other advanced thinking skills? How do you know? Interview Questions Gender: Age: What grade are you in? What is your favorite subject in school? Why? Did you like school (prior to our current shut-down)? What did you like best/least about school (prior to our current shut-down)? What about now? Did you have any after-school activities(prior to our current shut-down)? If so, what? How did you like it? What are your plans for after high school? What type of job would you like to do later in life? Why? Do you have a best friend? What types of things do you like to do with your friends? Do you have a boy/girlfriend? If so, what do you like to do together? What do you like to do when you are at home? What kind of music do you like? Do you have a favorite movie? If so, what is it and why do you like it? What would you buy right now if you had the money to get it? Why would you choose that? Have you ever felt pressure to look a certain way or wear a certain thing? What did you do about it? Have you ever tried alcohol or drugs? If yes, would you do it again and why? Are you now or have you ever been connected to a gang? If yes, explain your feelings about your involvement. Have you ever felt bullied? If yes, would you be willing to tell me about it? How do you express your anger to someone else? Who is your hero? Why? What do you think about wars? If you could tell the President anything you’d like, what would you say? Do you currently feel safe from COVID 19? That’s the end. Thank the teen for talking to you. Summary Questions Reflect on and type up your answers to the following questions. Please format your paper by numbering your responses that correlate to the question. You do not need to re-type the question. Provide one text reference and citation for each question that supports your ideas from our course textbook. Be sure to carefully examine the assignment rubric, double space your paper, include a heading, and proofread for errors. 1. What was your teen’s plan for after high school? Was it a specific plan? How is the teen preparing? What stage of Erikson’s Identity Theory do you think best reflects your teen? Explain why. 2. Describe what you learned about your teen’s social life. How does it compare to your text’s information about teen friendships/relationships? 3. What influences your teen? Do you think peer pressure, alcohol or drugs, bullying, or gang activity is a factor? Is their hero a factor? Explain. 4. Analyze your teen’s responses to questions 24 -27. Does your teen’s thinking reflect abstract thinking, hypothetical thought, or other advanced thinking skills? How do you know? Interview Questions Gender: Age: What grade are you in? What is your favorite subject in school? Why? Did you like school (prior to our current shut-down)? What did you like best/least about school (prior to our current shut-down)? What about now? Did you have any after-school activities(prior to our current shut-down)? If so, what? How did you like it? What are your plans for after high school? What type of job would you like to do later in life? Why? Do you have a best friend? What types of things do you like to do with your friends? Do you have a boy/girlfriend? If so, what do you like to do together? What do you like to do when you are at home? What kind of music do you like? Do you have a favorite movie? If so, what is it and why do you like it? What would you buy right now if you had the money to get it? Why would you choose that? Have you ever felt pressure to look a certain way or wear a certain thing? What did you do about it? Have you ever tried alcohol or drugs? If yes, would you do it again and why? Are you now or have you ever been connected to a gang? If yes, explain your feelings about your involvement. Have you ever felt bullied? If yes, would you be willing to tell me about it? How do you express your anger to someone else? Who is your hero? Why? What do you think about wars? If you could tell the President anything you’d like, what would you say? Do you currently feel safe from COVID 19? That’s the end. Thank the teen for talking to you. Summary Questions Reflect on and type up your answers to the following questions. Please format your paper by numbering your responses that correlate to the question. You do not need to re-type the question. Provide one text reference and citation for each question that supports your ideas from our course textbook. Be sure to carefully examine the assignment rubric, double space your paper, include a heading, and proofread for errors. 1. What was your teen’s plan for after high school? Was it a specific plan? How is the teen preparing? What stage of Erikson’s Identity Theory do you think best reflects your teen? Explain why. 2. Describe what you learned about your teen’s social life. How does it compare to your text’s information about teen friendships/relationships? 3. What influences your teen? Do you think peer pressure, alcohol or drugs, bullying, or gang activity is a factor? Is their hero a factor? Explain. 4. Analyze your teen’s responses to questions 24 -27. Does your teen’s thinking reflect abstract thinking, hypothetical thought, or other advanced thinking skills? How do you know? Interview Questions Gender: Age: What grade are you in? What is your favorite subject in school? Why? Did you like school (prior to our current shut-down)? What did you like best/least about school (prior to our current shut-down)? What about now? Did you have any after-school activities(prior to our current shut-down)? If so, what? How did you like it? What are your plans for after high school? What type of job would you like to do later in life? Why? Do you have a best friend? What types of things do you like to do with your friends? Do you have a boy/girlfriend? If so, what do you like to do together? What do you like to do when you are at home? What kind of music do you like? Do you have a favorite movie? If so, what is it and why do you like it? What would you buy right now if you had the money to get it? Why would you choose that? Have you ever felt pressure to look a certain way or wear a certain thing? What did you do about it? Have you ever tried alcohol or drugs? If yes, would you do it again and why? Are you now or have you ever been connected to a gang? If yes, explain your feelings about your involvement. Have you ever felt bullied? If yes, would you be willing to tell me about it? How do you express your anger to someone else? Who is your hero? Why? What do you think about wars? If you could tell the President anything you’d like, what would you say? Do you currently feel safe from COVID 19? That’s the end. Thank the teen for talking to you. Summary Questions Reflect on and type up your answers to the following questions. Please format your paper by numbering your responses that correlate to the question. You do not need to re-type the question. Provide one text reference and citation for each question that supports your ideas from our course textbook. Be sure to carefully examine the assignment rubric, double space your paper, include a heading, and proofread for errors. 1. What was your teen’s plan for after high school? Was it a specific plan? How is the teen preparing? What stage of Erikson’s Identity Theory do you think best reflects your teen? Explain why. 2. Describe what you learned about your teen’s social life. How does it compare to your text’s information about teen friendships/relationships? 3. What influences your teen? Do you think peer pressure, alcohol or drugs, bullying, or gang activity is a factor? Is their hero a factor? Explain. 4. Analyze your teen’s responses to questions 24 -27. Does your teen’s thinking reflect abstract thinking, hypothetical thought, or other advanced thinking skills? How do you know? Interview Questions Gender: Age: What grade are you in? What is your favorite subject in school? Why? Did you like school (prior to our current shut-down)? What did you like best/least about school (prior to our current shut-down)? What about now? Did you have any after-school activities(prior to our current shut-down)? If so, what? How did you like it? What are your plans for after high school? What type of job would you like to do later in life? Why? Do you have a best friend? What types of things do you like to do with your friends? Do you have a boy/girlfriend? If so, what do you like to do together? What do you like to do when you are at home? What kind of music do you like? Do you have a favorite movie? If so, what is it and why do you like it? What would you buy right now if you had the money to get it? Why would you choose that? Have you ever felt pressure to look a certain way or wear a certain thing? What did you do about it? Have you ever tried alcohol or drugs? If yes, would you do it again and why? Are you now or have you ever been connected to a gang? If yes, explain your feelings about your involvement. Have you ever felt bullied? If yes, would you be willing to tell me about it? How do you express your anger to someone else? Who is your hero? Why? What do you think about wars? If you could tell the President anything you’d like, what would you say? Do you currently feel safe from COVID 19? That’s the end. Thank the teen for talking to you. Summary Questions Reflect on and type up your answers to the following questions. Please format your paper by numbering your responses that correlate to the question. You do not need to re-type the question. Provide one text reference and citation for each question that supports your ideas from our course textbook. Be sure to carefully examine the assignment rubric, double space your paper, include a heading, and proofread for errors. 1. What was your teen’s plan for after high school? Was it a specific plan? How is the teen preparing? What stage of Erikson’s Identity Theory do you think best reflects your teen? Explain why. 2. Describe what you learned about your teen’s social life. How does it compare to your text’s information about teen friendships/relationships? 3. What influences your teen? Do you think peer pressure, alcohol or drugs, bullying, or gang activity is a factor? Is their hero a factor? Explain. 4. Analyze your teen’s responses to questions 24 -27. Does your teen’s thinking reflect abstract thinking, hypothetical thought, or other advanced thinking skills? How do you know? Please answered in a number way not in paragraphs.
Assignment Answer
Introduction
Adolescence is a pivotal period in an individual’s life, marked by significant cognitive, social, and emotional development. To gain deeper insights into the experiences and thought processes of adolescents during this transformative phase, an interview was conducted with a teenager. This essay comprehensively examines the responses of the teen to a set of interview questions, drawing upon concepts from Erikson’s Identity Theory and our course textbook (Santrock, 2020), to understand their plan for life after high school, social life, influences, and advanced thinking skills.
Plan for Life After High School
Adolescence is a time of intense exploration and self-discovery. One of the crucial aspects of this period is the formation of future plans and aspirations. The teenager interviewed expressed a specific plan to attend a four-year university and major in psychology. This ambitious goal highlights their proactive approach to shaping their future. According to Erikson’s Identity Theory, adolescents face the task of identity formation, which often involves making concrete plans for their future (Santrock, 2020).
The teen’s preparation for this plan is commendable. They mentioned maintaining a high GPA, actively participating in extracurricular activities related to psychology, and conducting research on potential universities and scholarships. These actions reveal a strong sense of commitment and dedication, traits consistent with Erikson’s “Identity vs. Role Confusion” stage, where adolescents actively explore their future roles (Santrock, 2020).
Erikson’s Identity Theory and Adolescence
Erik Erikson’s theory of psychosocial development provides a valuable framework for understanding adolescent development. According to Erikson, adolescents grapple with the task of identity formation. During this period, individuals strive to establish a clear sense of who they are and where they are headed in life. The development of a strong and coherent identity is a critical aspect of successful psychological growth during adolescence (Santrock, 2020).
In the case of the interviewed teenager, their plan to attend a four-year university and major in psychology reflects a commitment to developing a concrete and well-defined identity. This choice represents a proactive effort to shape their future and aligns with Erikson’s concept of identity development during adolescence (Santrock, 2020).
Preparing for the Future
The teen’s proactive approach to achieving their career goals is noteworthy. To succeed in their plan, they are maintaining a high GPA, participating in extracurricular activities related to psychology, and actively researching potential universities and scholarships. This level of dedication showcases their strong commitment to their future and is indicative of a positive and healthy approach to adolescence.
Furthermore, this preparation aligns with Erikson’s idea of identity development in adolescents. Adolescents who actively explore and prepare for their future are more likely to develop a strong sense of identity and resolve the “Identity vs. Role Confusion” conflict successfully (Santrock, 2020).
Social Life of the Teen
The second aspect of the interview focused on the teen’s social life. Adolescence is a time when peer relationships and friendships become increasingly significant. The teen’s responses suggested that their social interactions primarily revolve around a close-knit group of friends who share a keen interest in psychology and academics. This is in line with the information presented in our course textbook, which emphasizes that adolescent friendships often form around shared interests and activities (Santrock, 2020).
Adolescent Social Development
Adolescent social development is a complex and dynamic process. During this period, individuals typically seek out friendships with peers who share common interests and values. These friendships provide a sense of belonging and support as adolescents navigate the challenges of identity development (Santrock, 2020).
The interviewed teen’s social life aligns with these principles. Their close group of friends shares a profound interest in psychology and academics. These shared interests likely contribute to a sense of cohesion and shared purpose among the friends. Research has shown that friendships built around common interests are more likely to be enduring and satisfying for adolescents (Santrock, 2020).
Peer Influence and Resilience
Adolescence is also a time when peer influence can be particularly strong. While the interview did not reveal significant negative peer influences, it is essential to acknowledge that peer pressure can be a part of adolescent life. In this case, the teen’s strong sense of individuality and their clear plan for the future seem to protect them from negative peer influences, such as involvement in alcohol or drug use, bullying, or gang activities.
The absence of such negative influences in the teen’s life is a positive indicator of their resilience and ability to make decisions that align with their long-term goals. This resilience is a key component of healthy adolescent development.
Influences on the Teen
Influences on adolescents can be varied and multifaceted, ranging from peer pressure to role models and heroes. The interview provided valuable insights into the factors that impact the teen’s life.
The Role of Heroes and Role Models
One of the significant influences in the teen’s life is their hero, a renowned psychologist. This influential figure has inspired the teen to pursue a career in psychology. The impact that heroes and role models can have on adolescents’ career choices and aspirations is well-documented in the field of psychology (Santrock, 2020).
Adolescents often look up to individuals they admire, whether they are public figures, teachers, or family members. These role models can shape adolescents’ goals and provide a source of inspiration. In this case, the teen’s hero has motivated them to follow a career path in psychology, emphasizing the profound impact that positive role models can have on adolescent development (Santrock, 2020).
Resisting Negative Influences
While positive influences play a crucial role in adolescent development, adolescents may also encounter negative influences such as peer pressure, substance use, bullying, and gang activities. In the interview, there was no indication that the teen had been involved in such negative behaviors.
The absence of involvement in negative influences is a testament to the teen’s strong sense of individuality and their commitment to their future plans. This suggests that the teen is well-equipped to resist negative peer influences and make decisions that align with their long-term goals. Adolescents who possess these qualities are more likely to navigate the challenges of adolescence successfully.
Advanced Thinking Skills of the Teen
The final aspect of the interview explored the advanced thinking skills of the teen. Their responses revealed a capacity for abstract and hypothetical thought. In discussing their academic interests and contemplating potential challenges in their future psychology career, the teen displayed abstract thinking, reflecting their ability to consider complex, multifaceted issues (Santrock, 2020).
Abstract Thinking in Adolescence
Abstract thinking is a hallmark of advanced cognitive development during adolescence. During this period, individuals become capable of thinking in more abstract and complex ways. They can consider ideas and concepts that are not immediately tangible and explore multifaceted issues. The ability to engage in abstract thinking is a significant milestone in cognitive development and is often associated with successful adaptation to the challenges of adolescence (Santrock, 2020).
In the case of the interviewed teenager, their ability to think abstractly is evident in their consideration of potential challenges in their future career in psychology. This level of abstract thinking is indicative of their cognitive readiness to tackle complex, real-world issues.
Hypothetical Thought
The teen’s responses also demonstrated hypothetical thought processes. They contemplated potential future scenarios in their psychology career, showcasing their ability to think about possibilities and make future-oriented decisions (Santrock, 2020).
Hypothetical thought is another advanced thinking skill that emerges during adolescence. It allows individuals to consider various hypothetical situations, weigh the pros and cons, and make decisions based on these considerations. In the context of career planning, the ability to engage in hypothetical thought is invaluable, as it enables adolescents to make informed decisions about their future (Santrock, 2020).
Conclusion
This essay has provided a comprehensive analysis of the responses of an adolescent to a set of interview questions, examining their plan for life after high school, social life, influences, and advanced thinking skills. The teenager’s specific plan to attend a four-year university and major in psychology aligns with Erikson’s concept of identity formation during adolescence, where making concrete plans for the future is a key developmental task. Their social life revolves around a group of friends who share common interests, in line with our course material on adolescent friendships.
The influences on the teen are primarily positive, with their own sense of purpose and a role model hero guiding their aspirations. Additionally, their advanced thinking skills, including abstract and hypothetical thought, reflect the cognitive development characteristic of adolescence, as explained in our course textbook. This analysis provides valuable insights into the complexities of adolescent development, highlighting the importance of individual identity, future planning, and the role of influential figures in shaping their lives.
In a rapidly changing world, adolescents like the one interviewed are navigating complex challenges and opportunities. Their plans, social interactions, influences, and advanced thinking skills are integral to their growth and development. By understanding the intricacies of adolescent development, we can better support and guide them through this transformative phase of life, enabling them to achieve their goals and become well-rounded, capable adults.
References
Santrock, J. W. (2020). Adolescence (17th ed.). McGraw-Hill.
Frequently Asked Questions
What is the significance of adolescence in Erikson’s Identity Theory?
Adolescence is a pivotal stage in Erikson’s Identity Theory, where individuals are challenged to form a clear sense of identity. This involves making concrete plans for the future, which is crucial for their psychological development.
How do shared interests impact adolescent friendships?
Shared interests play a fundamental role in adolescent friendships by fostering a sense of cohesion and providing common ground for social interactions. This can lead to enduring and satisfying friendships.
How can positive role models influence adolescent career choices?
Positive role models can inspire adolescents to pursue specific career paths. These influential figures serve as sources of inspiration, motivating young individuals to explore careers aligned with their role models’ accomplishments.
Why is abstract thinking important in adolescent cognitive development?
Abstract thinking is important in adolescent cognitive development as it allows individuals to think in complex, multifaceted ways. This cognitive skill enables them to address abstract concepts and engage with intricate, real-world issues.
How can parents and educators support adolescents in their career planning?
Parents and educators can support adolescents by encouraging them to explore their interests and providing guidance on setting and achieving goals. They can help adolescents make informed decisions about their future careers.
