Adolescence: Contemporary  Issues & Resources.

March 8, 2022
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Adolescence: Contemporary  Issues & Resources.

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Adolescence: Contemporary  Issues & Resources.

Research the range of contemporary issues teenagers face today. 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:

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

2. 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.

3. Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.

Use as reference:  https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter/3

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.

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.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Adolescence: Contemporary Issues and Resources – Rubric

Contemporary Issue and Associated External Stressors

Criteria Description

Contemporary Issue and Associated External Stressors

5. 5: Excellent

27.5 points

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.

4. 4: Good

24.48 points

A relevant issue facing adolescents is discussed. An explanation of external stressors associated with this issue is presented.

3. 3: Satisfactory

21.73 points

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.

2. 2: Less Than Satisfactory

20.63 points

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.

1. 1: Unsatisfactory

0 points

A contemporary issue facing adolescents is omitted.

Assessment Strategies to Screen for the Issue and External Stressors

Criteria Description

Assessment Strategies to Screen for the Issue and External Stressors

5. 5: Excellent

33 points

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.

4. 4: Good

29.37 points

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.

3. 3: Satisfactory

26.07 points

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.

2. 2: Less Than Satisfactory

24.75 points

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.

1. 1: Unsatisfactory

0 points

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are omitted.

Support Options for Adolescents Encountering External Stressors

Criteria Description

Support Options for Adolescents Encountering External Stressors

5. 5: Excellent

27.5 points

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.

4. 4: Good

24.48 points

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. Overall, the support options are relevant to address external stressors, including those specific to the contemporary issue.

3. 3: Satisfactory

21.73 points

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.

2. 2: Less Than Satisfactory

20.63 points

Support options for adolescents encountering external stressors are partially described. Specific support options for the contemporary issue are omitted.

1. 1: Unsatisfactory

0 points

Support options for adolescents encountering external stressors are omitted.

Thesis Development and Purpose

Criteria Description

Thesis Development and Purpose

5. 5: Excellent

5.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. 4: Good

4.9 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3. 3: Satisfactory

4.35 points

Thesis is apparent and appropriate to purpose.

2. 2: Less Than Satisfactory

4.13 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

Criteria Description

Argument Logic and Construction

5. 5: Excellent

5.5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4. 4: Good

4.9 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

3. 3: Satisfactory

4.35 points

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.

2. 2: Less Than Satisfactory

4.13 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

1. 1: Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. 5: Excellent

5.5 points

Writer is clearly in command of standard, written, academic English.

4. 4: Good

4.9 points

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.

3. 3: Satisfactory

4.35 points

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.

2. 2: Less Than Satisfactory

4.13 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (use of appropriate style for the major and assignment)

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. 5: Excellent

2.2 points

All format elements are correct.

4. 4: Good

1.96 points

Template is fully used; There are virtually no errors in formatting style.

3. 3: Satisfactory

1.74 points

Template is used, and formatting is correct, although some minor errors may be present.

2. 2: Less Than Satisfactory

1.65 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. 1: Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources