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The Case: Adolescence

Create a simulated case study, releant to your area of specialization, of an adolescent who presents developmental challenges related to Erikson’s age- or stage-related milestones expected at his or her age.

The adolescent and his or her strengths and challenges.
A challenge for the adolescent in terms of identity and self-concept.
The medical, family, and social context.
The developmental challenges that were evident in the behavior of the adolescent.
Evidence in the case that the adolescent struggles by not meeting the expected milestones of Erikson’s theory of adolescent development.
Individual and cultural factors that theory and/or research indicate could impact the adolescent’s development.
Any other factors you deem appropriate based on your understanding of the theory and related research.
To develop this case, you should:

Explore theory and research related to development linked to adolescence.
Utilize current research on adolescent brain development to describe potential outcomes linked to brain development at this age, including important considerations in the case you are developing.
Develop your case study further by creating an environmental context for the adolescent. Include any specific issues that you want to explore through research, such as influences of a specific culture or ethnicity or specific socioeconomic status.
Maintain a resource list of the materials you consulted to build your case.

Sample Solution

rding the sampling procedure, I applied the sampling for range technique because it guarantees the involvement of a certain number of people from identified subcategories of the studied group (Small, 2009). It was really important to have students from different countries of origin in the sample because I believed that different cultural backgrounds might account for some patterns in family communicating habits. Gender also played an important role in sampling because gender differences could also be the root of dissimilarities in contacting habits. Therefore, I wanted to have both male and female participants. Although sampling for the range was the most efficient for the goals of the research, my sample suffered from problems of representativeness and bias (Small, 2009). Moreover, all the students I interviewed were postgraduates, which potentially leads to sample bias, creating a limitation of the research. My position as an insider in the researched topic enabled me to easily access participants. I used my social networks to recruit potential interviewees. I asked university peers, either online or personally, whether they would like to take part in my research. Haraway (1988) argues that no objective knowledge production exists, therefore to decrease subjectivity paid specific attention not to involve close friends in the study. I was afraid that my background information about the interviewees and their families would influence the interview – by asking or not asking about particular issues – and the research outcome. Accordingly, the ideal participants were those, whose families I have never heard about previously. When contacting the potential interviewees, I briefly introduced the project and made candidates feel comfortable about not participating if they would not like to for any reasons. Luckily, all the four peers I contacted were happy to take part in the research. With regards to some socio-demographic characteristics of the respondents, I interviewed two males and two females from very different parts of the world: The United States, Germany, China and Italy. Their parents still live in the country of their origin. All of them are from traditional families, one of them is an only child, while the other three interviewees have one sibling each. They all have been living in London since late summer/early autumn 2018, and all of them are studying at the postgraduate level.
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