Scenario: Manny

You work as a psychologist in an outreach program within your community. Your new client, Manny, is a 14-year-old Hispanic male who lives with his grandmother in a two-room apartment in a poor section of the city. He is physically small for his age and seems to struggle with academic skills (he is functionally illiterate according to the intake assessor). His grandmother recently found out Manny had been drinking beer with other teenagers at a local park. Manny is also known as a “risk taker” and enjoys showing off, particularly in front of his friends. When asked about his behavior, he simply looks at his shoes and shrugs. In fact, he really does not provide much information about anything, which you know is typical of most adolescents. You notice that Manny does become animated when you ask about his grandmother, music, and cars.
In this session, he finally tells you more about himself and his troubles. He tells you that he has not attended his classes at the high school (he is a freshman) in over 2 weeks. Now, he is afraid to return because he thinks that he will be in trouble and that they may not allow him to return. He says that he realizes that getting an education will help him to leave his neighborhood someday for a better life. In addition, he expresses his concern about his current friend group and is worried that they all may get into serious trouble eventually.
  1. Given what you know about adolescent development, assess Manny’s main problems. Predict which of the problems might worsen without proper intervention and support your ideas using the concepts/theories from the Reading.
  2. Create a short dialogue of what you would say to Manny to help him to identify his core issues. Then, guide him towards     understanding the core issues, focusing on how his biological development might be interfering with his social                    development.
Reading
Read Chapter 11: “Physical and Cognitive Development in Adolescence”
Read Chapter 12: “Emotional and Social Development in Adolescence”
Read Dahl, R. E. (2004). Adolescent Brain Development: A Period of Vulnerabilities and Opportunities. Annals of New York Academy of Sciences, 1021, 1–22.
In this unit, you will integrate your knowledge of key developmental theories to assess common issues faced by adolescents and   to propose appropriate interventions (clinical, educational, and/or social). Adolescents face a difficult time of physical change,        including changes in the brain (neural activity increases between prefrontal cortex and the cerebellum) causing a number of identity challenges. Your assigned readings describe how these changes directly relate to the treatment of adolescents in clinical and       educational settings.
Read the following articles located in the Library Guide:
McLean, K.C., Breen, A.V., & Fournier, M.A. (2010). Constructing the self in early, middle, and late adolescent boys: Narrative          identity, individuation, and well-being. Journal of Research on Adolescence (Wiley-Blackwell), 20(1), 166-187.
Walton, G.M., & Wilson, T.D. (2018). Wise interventions: Psychological remedies for social and personal problems. Psychological Review, 125(5), 617-655.
Ambrosia, M., Eckstrand, K.L., Morgan, J.K., Allen, N.B., Jones, N.P. Sheeber, L. Forbes, E.E. (2018). Temptations of friends: adolescents’ neural and behavioral responses to best friends predicts risky behavior. Social Cognitive and Affective Neuroscience, 13(5), 483-491.
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