Adolescents struggling with eating disorders DQ
Adolescents struggling with eating disorders DQ
There are no clear-cut guidelines for how adolescents are supposed to behave. On the one hand, they are children, but on the other hand, they are adults.
—Zaslow, Kirst-Ashman and Hessenauer (2019, p. 284)
The overwhelming and quickly paced physical changes adolescents experience can have a powerful impact on the way they see themselves and their place in the world. Going through puberty can wreak havoc on an adolescent’s self-concept, self-image, and self-esteem. In addition to weathering dramatic physical and psychological changes, adolescents must handle peer pressure and social media messages related to alcohol consumption, drug use, and sexual activity. When adolescents do not have sufficient social or familial support, they may lack healthy coping mechanisms. This circumstance can often lead them to use unhealthy coping mechanisms like undereating or overeating, abusing drugs and/or alcohol, or physical self-harm. This week, consider the ways adolescents try to handle such significant physical changes and such consistent pressure.
References
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.
Learning Objectives
Students will:
• Apply knowledge of human development to personal experiences
• Analyze the effect of the social environment
• Analyze strengths across developmental stages
• Evaluate relationship between article findings and current thinking about eating disorders
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Learning Resources
Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.
• Chapter 6, “Biological Development in Adolescence” (pp. 282-319)
Melchert, T. P. (2015). Assessment. In Biopsychosocial practice: A science-based framework for behavioral health care (pp. 149-182). Washington, DC, US: American Psychological Association.
Reamer, F. (2013). Preventing ethics blindness in Social Work. Social Work Today. Retrieved from http://www.socialworktoday.com/news/eoe_021213.shtml
Caputo, R. (2009). Adolescent sexual debut: A multisystem perspective of ethnic and racial differences. Journal of Human Behavior in the Social Environment, 19(4), 330–358.
Day, C., Kearney, C., & Squires, F. (2016). Art, science and experience of peer support: Learning from the Empowering Parents, Empowering Communities programme. International Journal Of Birth & Parent Education, 4(2), 13–18.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
