DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Grand Canyon University DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434-Step -By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Whether one passes or fails an academic assignment such as the Grand Canyon University DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
The introduction for the Grand Canyon University DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
After the introduction, move into the main part of the DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434 assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434 Included After Question
Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.
A Sample Answer For the Assignment: DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Title: DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Introduction
Bullying is defined as seeking to harm, intimidate, or coerce someone perceived as vulnerable. Bullying within the adolescent community affects about 20-30 % of students who admit being the perpetrator or victim of such harassment (Faulkner, 2018).
Describe two stressors that are unique to adolescents
Bullying and identity confusion are two stressors affecting adolescent population. Bullying in any form can lead to teen depression or suicide (Falkner, 2018). Educating students, parents, professionals and communities on effects of bullying such as teen suicide and depression is imperative to stop the trend. Signs and symptoms of depression are: loss of interest in activities, sadness or hopelessness, irritability, withdrawal from friends and family, changes in eating and sleeping habits, feeling of guilt, lack of motivation/enthusiasm, fatigue and suicidal ideation..
Risk taking behaviors resulting from the external stressors and the coping mechanism
Low socioeconomic status, being pessimistic, cognitive factors, and gender are contributing factors that can lead to higher risk of adolescent depression (Kislitsyna, 2010). Females may be at a greater risk for developing depression because girls are more socially oriented, more dependent on positive social relations and more vulnerable to loss of such relations. Adolescents living with guardians that are depressed may also become depressed. The coping mechanisms are eating healthily, adequate exercising, sleeping adequately and building adequate relaxation time into busy schedules for teenagers. In addition, parents and caregivers should learn to listen carefully to teenager`s problems and support them in sports and other pro-social activities.
Conclusion
People who force and those who are bullied have been found have suicidal ideation, physical injury, somatic problems, anxiety, loe self esteem, depression and school absenteeism than those not involved with bullying (Klein, Myhre, & Ahrendt, 2013).
References
Falkner, A. (2018). Adolescent Assessment. Health Assessment: Foundations for Effective Practice. Retrieved from: https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter/3
Kislitsyna, O. (2010). The social and economic risk factors of mental disorders of adolescents. Russian Education and Society. 52(10). 66-84 DOI:10.2753/RES1060-9393521005
Klein. D.A, Myhre. k.k..& Ahrendt. D.M. (2013). Bullying Among Adolescents: A Challenging in Primary Care. Am Fam Physician. Vol 88(2):87-92.Retrieved from https://www.aafp.org/afp/2013/0715/p87.html
A Sample Answer 2 For the Assignment: DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Title: DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.
According to Falkner, “Teenagers are often considered part of a vulnerable population group. Vulnerable populations as individuals who require special attention related to well-being and safety” (2018). Many external stressors exist in the world today, but two stressors that are unique to the adolescent population is peer pressure to engage in sexual activity, as well as social acceptance by peers which helps develop positive or negative self-image. Understanding the stages of this developmental period is important to provide further support when teenager and adolescents are asking for help.
Bullying is one of the unfortunate truths many admit to experiences in his or her life. This impacts one’s feeling of self-esteem, as well as impacts the value the hold toward themselves. When social acceptance plays such a large part in who you become, it is likely to bring negative opinions as well. Becoming one’s own source of positive reinforcement and positive talk will take the reliance of other’s and caring about other’s opinions will play less and less of a role in the development of self. When adolescents listen to opinions from others it can result in many negative outcomes, such as self-injury, withdrawal, or possible suicide. Jantzer, Haffner, Parzer, Resch, & Kaess states, “Bullying within the adolescent community is a growing concern, affecting nearly 20–30% of students who admit to being the perpetrator or victim of such harassment” (2015).
Though separate, bullying and peer influence plays a big factor in sexual partners. Though often sexual partners are by choice, there may be sometimes when “friends” force others to engage in sexual activity with someone who he or she is not intending to. There is a fine line here between consensual and forced, but when peer image plays such a substantial part in how you develop, listening to your “friends” and what they think of you makes a huge impact on the wellbeing. Encouraging individuals to think positive thoughts and have positive self-image will remove many of these external stressors faced by many.
References:
Falkner, A. (2018). Grand Canyon University (E.D). Age-Appropriate Approach to Pediatric Health Care
Assessment. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-
foundations-for-effective-practice/v1.1/#/chapter/3
Jantzer, V., Haffner, J., Parzer, P., Resch, F., & Kaess, M. (2015). Does parental monitoring moderate the
relationship between bullying and adolescent nonsuicidal self-injury and suicidal behavior? A
community based self-report study of adolescents in Germany. BMC Public Health, 15, 583-592.
doi:10.1186/s12889-015-1940-x
A Sample Answer 3 For the Assignment: DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Title: DESCRIBE TWO EXTERNAL STRESSORS THAT ARE UNIQUE TO ADOLESCENTS NRS 434
Two external stressors unique to adolescents are peer pressure and drug abuse. Adolescents face a lot of pressure from their peers, which they try to conform to. Teenagers want to behave, look and think in a particular manner. When they try to conform to these ideals, they develop pressures. Adolescents tend to influence each other to act and think in a specific way. Sometimes, they unknowingly respond to society’s pressures by doing what their peers do (Moldes et al., 2019). Teenage is an experimental age where every person wants to try what others are doing or what they have heard. Therefore, most teenagers indulge themselves in harmful behaviors such as drug abuse. Drug abuse is a teenage issue that is eating away their future. Teenagers abuse different kinds of drugs as they experiment on them or as they try to bow down to peer pressure.
Risk-taking behaviors resulting from peer pressure include drug abuse, heavy alcohol consumption, and teenage pregnancy. Teenagers are influenced by their peers to engage in various activities, some of which pose a significant threat to their health and wellbeing. They may indulge in drugs and alcohol, prompting them to drop out of school (Duckworth & Trautner, 2019). Also, drug abuse affects the brain’s functioning, and a person under the influence may engage in sex, leading to teenage pregnancy. Support for the teenagers includes counseling at school and parents taking the responsibility of talking to their children.
References
Duckworth, K. D., & Trautner, M. N. (2019). Gender goals: Defining masculinity and navigating peer pressure to engage in sexual activity. Gender & Society, 33(5), 795-817.
Moldes, V. M., Biton, C. L., Gonzaga, D. J., & Moneva, J. C. (2019). Students, peer pressure, and their academic performance in school. International Journal of Scientific and Research Publications, 9, 1, 2250, 3153.
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