NRS 434 Assignment: Adolescence Contemporary Issues And Resources

NURS 425 Nursing Class Reflection Assignment

Do research on the contemporary issues range faced by teenagers in the present day. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

A Sample Answer For the Assignment: NRS 434 Assignment: Adolescence Contemporary Issues And Resources

Title: NRS 434 Assignment: Adolescence Contemporary Issues And Resources

Describe the contemporary issue and explain what external stressors are associated with this issue.

Unfortunately, I have seen many teens in my hometown turn to vaping whether it be from peer pressure, stress, or pure curiosity. The U.S. Food and Drug Administration found in 2022 2.14 million (14.1%) of high school students have turned to vaping nicotine products. With the attractive packaging and variety of flavors, vaping has become more intriguing to teens and makes it easier for them to not consider any of the serious consequences that come with vaping; due to the idolization that may come with smoking, teens do not realize that it takes minutes or one time smoking until vaping can become an addiction (Dar, 2010).

Some health effects that may come from teen vaping nicotine are:

• addiction
• anxiety and depression worsen with nicotine use
• It affects memory, concentration, self-control, and attention, especially in the developing brains of teens
• sleep problems
• exposure to cancer causing chemicals
• lung damage

References:

Anzilotti, A. W. (Ed.). (2022, July). Vaping: What you need to know (for teens) – nemours kidshealth. KidsHealth. https://kidshealth.org/en/teens/e-cigarettes.html

Dar, R., & Frenk, H. (2010). Can one puff really make an adolescent addicted to nicotine? A critical review of the literature. Harm reduction journal, 7, 28. https://doi.org/10.1186/1477-7517-7-28

Products, C. for T. (n.d.). Results from the annual National Youth Tobacco Survey (NYTS). U.S. Food and Drug Administration. https://www.fda.gov/tobacco-products/youth-and-tobacco/results-annual-national-youth-tobacco-survey#:~:text=2022%20Findings%20on%20Youth%20E%2DCigarette%20Use,-In%20October%202022&text=In%202022%2C%20about%201%20in,(past%2030%2Dday).&text=14.1%25%20(2.14%20million)%20of,reported%20current%20e%2Dcigarette%20use.

• Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
• Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented. Adolescence: Contemporary Issues And Resources

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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Course Code      Class Code          Assignment Title             Total Points

NRS-434VN        NRS-434VN-O505            Adolescence: Contemporary Issues and Resources  110.0

Criteria Percentage         1: Unsatisfactory (0.00%)             2: Less Than Satisfactory (75.00%)     3: Satisfactory (79.00%) 4: Good (89.00%)            5: Excellent (100.00%)

Content              80.0%

Contemporary Issue and Associated External Stressors   25.0%   A contemporary issue facing adolescents is omitted. According to Assignment: Adolescence Contemporary Issues And Resources, an issue facing adolescents is partially summarized; the issue is not relevant to adolescents. No explanation of external stressors associated with this issue is described; or, the external stressors are not relevant.  A relevant issue facing adolescents is generally discussed. A general explanation of external stressors associated with this issue is summarized. More information is needed. There are some inaccuracies.     A relevant issue facing adolescents is discussed. An explanation of external stressors associated with this issue is presented. A relevant issue facing adolescents is thoroughly discussed. An explanation of external stressors associated with this issue is well presented. Insight into adolescent issues and external stressors is demonstrated.

Assessment Strategies to Screen for the Issue and External Stressors       30.0%               as stated in NRS 434 Assignment: Adolescence Contemporary Issues And Resources strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are omitted.     Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are partially presented. The strategies are not relevant to screening for the issue or external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are omitted. Significant evidence or rationale is needed.

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are generally described. The strategies are generally relevant to screening for the issue and external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are outlined. There are some inaccuracies. Some evidence or rationale is needed.  Assignment: Adolescence Contemporary Issues And Resources states that strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are described.

The strategies are relevant to screening for the issue and external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are outlined.         Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are well described. The strategies are highly relevant to screening for the issue and external stressors. Additional assessment questions to ask are presented and relevant. The ethical parameters regarding what cannot be disclosed to the parent or guardian are clearly presented. The strategies demonstrate insight into assessment development for adolescent issues.

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Support Options for Adolescents Encountering External Stressors             25.0%              Support options for adolescents encountering external stressors are omitted.             Support options for adolescents encountering external stressors are partially described. Specific support options for the contemporary issue are omitted.             Support options for adolescents encountering external stressors are summarized. Specific support options for the contemporary issue are generally discussed. More detail or evidence is needed for support. There are some inaccuracies.            Support options for adolescents encountering external stressors are discussed. Specific support options for the contemporary issue are described. Some detail or evidence is needed for support. according to Assignment: Adolescence Contemporary Issues And Resources, overall, the support options are relevant to address external stressors, including those specific to the contemporary issue.              Support options for adolescents encountering external stressors are thoroughly discussed. Specific support options for the contemporary issue are described in detail. The support options are relevant for addressing the external stressors, including those specific to the contemporary issue. The options are well-supported by evidence and rationale.

Organization and Effectiveness  15.0%

Thesis Development and Purpose            5.0%      Paper lacks any discernible overall purpose or organizing claim.        Thesis is insufficiently developed or vague. Purpose is not clear.        Thesis is apparent and appropriate to purpose.              Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.              Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction            5.0%     as stated in NRS 434 Assignment: Adolescence Contemporary Issues And Resources, statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.   Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.     Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.   Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.         Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing  (includes spelling, punctuation, grammar, language use)              5.0%      Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.    according to NRS 434 Assignment: Adolescence Contemporary Issues And Resources, frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.             Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.     Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.         Writer is clearly in command of standard, written, academic English. Adolescence: Contemporary Issues And Resources

Format 5.0%

Paper Format  (use of appropriate style for the major and assignment)    2.0%              Template is not used appropriately or documentation format is rarely followed correctly.          Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.     Template is used, and formatting is correct, although some minor errors may be present.              Template is fully used; There are virtually no errors in formatting style.              All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0%      Sources are not documented.              Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.          Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.           Sources are documented, as appropriate to assignment and style, and format is mostly correct.              Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Adolescence: Contemporary Issues And Resources

Grand Canyon University requires all students enrolled in an online course to attend every week. This attendance is marked by activity in the online classroom. An online week for undergraduate students is Monday through Sunday. Students are not permitted to be out of attendance more than two consecutive, online weeks. An administrative withdrawal will be processed should a student be out of attendance for more than two consecutive, online weeks.

Assignment Submissions-

As stated in NRS 434 Assignment: Adolescence Contemporary Issues And Resources, all assignments should be submitted through the drop box in the learning management system as Word documents with extensions of .doc or .docx unless otherwise indicated in the assignment description. Written assignments of 500 words or more are required to be submitted to Lopeswrite before submitting to the Assignments drop box in the learning management system, thus allowing students to make adjustments prior to submitting the final version for grading. Adolescence: Contemporary Issues And Resources

Late Policy-

All assignments are due before midnight Arizona time on the due dates indicated. Assignments posted after the indicated due dates will be subject to a deduction of 10% of the available points for each day late. No assignment can be accepted for grading after midnight on the final day of class.NRS 434 Assignment: Adolescence Contemporary Issues And Resources notes that technical issues are not valid excuses for late work unless the problem stems from GCU servers. Exceptions to this policy are at the discretion of the instructor.

Class Participation-

Participating in classroom discussion is paramount to the learning experience. Participating in the weekly discussions allows students and instructors to share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives. The qualitative participation requirements are:

• Discussion Questions (DQ)- You have 2 discussion questions each week. You are required to have a minimum of 250 words, with references for both of these questions. ****Note the overall word count on assignments does not count title or references pages for the minimum.
• Students are to actively participate in the main forum for DQ at least 3/7 days a week, responding to other posts to total a minimum of at least 6. References and research articles are to be used to qualify as substantial posts.
• Follow-up responses to classmates’ initial answers or responses that integrate course theories with a practical application of the subject, offering a personal observation or experience, or referencing real-world examples, current events, or presenting current research on the topic. Peer responses- These are the 6 minimum responses you have to your peers per week. This is in addition to both DQs (which is graded seperatly). These responses must have a min. of 125 words for each of the required 6 responses. You can always do more responses with as many for few words as you would like.
• Classroom interaction demonstrating deeper or broader thoughts beyond rephrasing what the textbook has presented on the topic.
• Responses encouraging further discussion and ongoing dialogue with other students and the instructor in the class.
• Asking additional, relevant questions about the week’s topic.
• Communications that are presented in a professional and supportive manner, and with respectful tone in the online classroom. Adolescence: Contemporary Issues And Resources

A Sample Answer 2 For the Assignment: NRS 434 Assignment: Adolescence Contemporary Issues And Resources

Title: NRS 434 Assignment: Adolescence Contemporary Issues And Resources

Adolescents encounter real-life problems daily as they experience the most dramatic growth changes. They face social, puberty, and social pressures, hormonal changes, and school pressures (Collishaw, 2015). They are expected to cope with each of these life struggles, which often leaves them overwhelmed. The typical contemporary issues adolescents face today include bullying, alcohol and substance use, cyber addiction, depression, teen pregnancy, peer pressure, and eating disorders (Collishaw, 2015). These issues are connected, with one resulting in another. This paper seeks to explore the contemporary adolescent issue on depression and will include assessment strategies and support options for depression in adolescents.

Depression in Adolescence

Unipolar depressive disorder is a major mental health problem affecting adolescents globally. It has an estimated prevalence of 4-5% in mid to late adolescence lasting for one year. The incidence of suicide, particularly in girls, increases dramatically after puberty and, by the end of adolescence (Thapar, Collishaw, Pine & Thapar, 2012). The burden of depression is highest in middle-income and low-income countries (Avenevoli et al., 2015). Depression in adolescents has been associated with the increasing rates of suicide, which has been ranked as the third cause of death among adolescents (Avenevoli et al., 2015). More than 50% of reported adolescent suicide cases had depressive symptoms at the time of death. Depression has resulted alcohol use, and obesity among adolescents (Thapar et al., 2012). It is thus vital that the disorder is recognized early and treated.

Risk factors for adolescent depression can be categorized into genetic, biological, and psychosocial factors. The greatest risk factors include exposure to psychosocial stress and a family history of depression (Collishaw, 2015). Acute stressful situations that contribute to depression include bereavement and personal injury, while chronic conditions include chronic physical illness, maltreatment, poverty, bullying by peers, and family discord (Thapar et al ., 2012). Stressful life situations are mostly associated with the initial onset of a depressive disorder rather than its recurrence. Furthermore, girls have a higher risk of being affected by external stressors compared to boys (Thapar et al., 2012). The stressors also have a higher impact on adolescents who have had a history of multiple negative life situations than those exposed to one situation (Avenevoli et al., 2015). Children exposed to traumatic events such as torture, war, orphanhood, displacement, and HIV infection are at risk of developing a long-term depressive disorder if they are exposed to multiple traumas or if there is a family history of depression.

Assessment Strategies for Screening Depression in Adolescents

Despite adolescents being a high-risk group for depression, the disorder is often under-diagnosed. It is, therefore, essential for health professionals caring for the age group to be aware of the possibility of every adolescent patient having a depressive disorder. One of the most commonly used screening strategies is the use of questionnaires, which are preferred since they are economical and quick (Siu, 2016). Two of the most used questionnaire tools are the Patient Health Questionnaire for Adolescents (PHQ-A) and Beck Depression Inventory (BDI).

Since the questionnaire depends on the adolescent self-report, all responses should be confirmed by the examiner. The author will need to ask additional assessment questions about the depressive symptoms, severity, duration, and any associated impairments (Siu, 2016). For instance, the author will ask: How long have you experienced a low mood? When did you start to experience poor concentration in school? How have the symptoms affected your academic performance? Have the symptoms contributed to other health problems? Do you ever think that you are better off dead? Have you contemplated of ending it all?

Information from the parent is vital since a diagnosis established from several informants has greater reliability and validity. Despite obtaining information from the parent, ethical principles require the examiner to restrain from communicating about the problem with the parent without written consent from the adolescent (Thapar et al., 2012). The clinician should discuss with the adolescent whether to share the health findings with the parents and obtain the written consent. The adolescent should also consent whether the information should be provided once or regularly (Thapar et al., 2012). Nevertheless, the health provider is permitted to discuss with the adolescent’s guardian if there is a medical emergency or if the provider suspects assault, child abuse, or bullying.

Support Options for Adolescents Encountering External Stressors

Available support options for adolescents facing external stressors include community support groups where they are trained on how to address life stressors positively. They are also taught how to recognize a person having external stressors and treatment options available for them (Ames et al., 2014). Support options for adolescents with depression include psychotherapy programs on cognitive-behavioral therapy (CBT) strategies. CBT entails training adolescents on cognitive restructuring and behavioral strategies to enable them to change negative thoughts and solve maladaptive responses (Ames et al., 2014). In addition to CBT, adolescents are educated on depression, including symptoms, impact, and treatment options for depression.  The strategies also target adolescents with parents with a history of depression, those with sub-threshold depressive symptoms, and a history of depressive disorder.

 Conclusion

Adolescents are exposed to several devastating internal and external life struggles, which result in issues such as depression. The most common risks for adolescent depression include external stressors such as peer victimization through bullying, maltreatment, and negative family relationships. Girls faced with external stressors have a higher susceptibility to depression than boys. Besides, depression has contributed to alcohol and substance use, decline in academic performance, and suicide in adolescents. Depression screening tools available for the adolescent population include PHQ-A and BDI. The clinician should also ask questions to determine the onset, severity, and associated comorbidities. Support options available include support groups and psychotherapy programs to help adolescents have cognitive restructuring and behavioral strategies.

References

Ames, C. S., Richardson, J., Payne, S., Smith, P., & Leigh, E. (2014). Mindfulness‐based cognitive therapy for depression in adolescents. Child and Adolescent Mental Health, 19(1), 74-78.

Avenevoli, S., Swendsen, J., He, J. P., Burstein, M., & Merikangas, K. R. (2015). Major depression in the national comorbidity survey–adolescent supplement: Prevalence, correlates, and treatment. Journal of the American Academy of Child & Adolescent Psychiatry, 54(1), 37-44.

Collishaw, S. (2015). Annual research review: Secular trends in child and adolescent mental health. Journal of Child Psychology and Psychiatry, 56(3), 370-393.

Siu, A. L. (2016). Screening for depression in children and adolescents: US Preventive Services Task Force recommendation statement. Annals of internal medicine, 164(5), 360-366.

Thapar, A., Collishaw, S., Pine, D. S., & Thapar, A. K. (2012). Depression in adolescence. Lancet (London, England), 379(9820), 1056–1067. https://doi.org/10.1016/S0140-6736(11)60871-4

A Sample Answer 3 For the Assignment: NRS 434 Assignment: Adolescence Contemporary Issues And Resources

Title: NRS 434 Assignment: Adolescence Contemporary Issues And Resources