Course Code:<\/b> PSY-206 \/ DEV-301<\/p>\n
Module Title:<\/b> Adolescent Psychology: Identity, Culture, and Transition<\/p>\n
Term:<\/b> Spring Semester 2026<\/p>\n
Assessment Type:<\/b> Case Study Analysis (Individual)<\/p>\n
Weighting:<\/b> 40% of Final Grade<\/p>\n
Word Count:<\/b> 1,500 words (+\/- 10%)<\/p>\n
Due Date:<\/b> Monday, March 23, 2026, by 11:59 PM (Local Campus Time)<\/p>\n
Submission Method:<\/b> Turnitin via Learning Management System (LMS)<\/p>\n
\n1. Assignment Overview<\/h2>\n
This assignment asks you to apply core developmental theories to a realistic case vignette. You are required to act as a developmental psychologist analyzing the behaviors, environmental stressors, and cognitive processes of a 16-year-old adolescent.<\/p>\n
Your Goal:<\/b><\/p>\n
To demonstrate your ability to move beyond describing<\/i> theory to applying<\/i> it. We are looking for your ability to diagnose developmental roadblocks and explain why<\/i> they are happening using evidence-based frameworks.<\/p>\n Liam is a 16-year-old high school sophomore. Until recently, he was a high-performing student and a dedicated swimmer. Over the last six months, his grades have dropped, and he quit the swim team, stating, “It\u2019s just what my dad wanted, not me.”<\/p>\n Liam spends approximately 6 hours a day on social media, curating a persona of an “underground musician,” though he rarely plays his guitar offline. He has distanced himself from his childhood friends, calling them “immature,” and has begun associating with an older peer group he met online.<\/p>\n His parents are concerned. They report that Liam oscillates between demanding total privacy and exhibiting intense anxiety when his phone is taken away. When asked about his future, Liam shrugs and says, “Does it even matter? The world is burning anyway.”<\/p>\n<\/blockquote>\n Write a 1,500-word analysis<\/b> of Liam\u2019s case. Your paper must address the following three sections:<\/p>\n Analyze Liam\u2019s behavior using Erik Erikson\u2019s Psychosocial Theory<\/b> and James Marcia\u2019s Identity Statuses<\/b>.<\/p>\n Which specific stage of conflict is Liam currently navigating?<\/p>\n<\/li>\n Using Marcia\u2019s framework, identify which identity status (Diffusion, Foreclosure, Moratorium, or Achievement) Liam best fits regarding his career (swimming\/school) and his social identity. Justify your classification with evidence from the vignette.<\/p>\n<\/li>\n<\/ul>\n Apply Urie Bronfenbrenner\u2019s Ecological Systems Theory<\/b> to explain the environmental influences on Liam.<\/p>\n Microsystem:<\/b> How are the immediate conflicts (parents vs. online peers) impacting his emotional regulation?<\/p>\n<\/li>\n Chronosystem\/Macrosystem:<\/b> How does the modern context of digital social comparison (social media) and global anxiety (“the world is burning”) shape his development differently than it might have 20 years ago?<\/p>\n<\/li>\n<\/ul>\n Based on your analysis, propose two (2) evidence-based strategies to support Liam\u2019s healthy development. These should focus on fostering Identity Achievement<\/b> or improving socio-emotional regulation<\/b>.<\/p>\n Note:<\/i> Do not offer medical advice. Focus on psychological support strategies (e.g., scaffolding, authoritative parenting adjustments, or cognitive reframing).<\/p>\n<\/li>\n<\/ul>\n Style:<\/b> APA 7th Edition (American Psychological Association) is mandatory for in-text citations and the reference list.<\/p>\n<\/li>\n Structure:<\/b> Use clear headings (Introduction, Theoretical Analysis, Ecological Context, Recommendations, Conclusion).<\/p>\n<\/li>\n Tone:<\/b> Formal, objective, and analytical. Avoid first-person narration (“I think…”) unless reflecting on your own bias (not required here).<\/p>\n<\/li>\n Sources:<\/b> You must cite at least 6 peer-reviewed academic sources<\/b>. At least 4 of these must be published between 2020 and 2026 to ensure you are using current research on digital adolescence.<\/p>\n<\/li>\n<\/ul>\n “Liam exhibits behaviors consistent with James Marcia\u2019s status of Identity Moratorium<\/b>. By quitting the swim team\u2014a commitment likely driven by his father (representing a previous state of Identity Foreclosure<\/i>)\u2014Liam is actively exploring alternative roles through his ‘underground musician’ persona. However, he has not yet committed to a tangible future path. According to recent research on digital adolescence, this exploration is now often performed on ‘front stage’ online environments (Odgers et al., 2020). While Erikson would classify this as the Identity vs. Role Confusion<\/i> crisis, Bronfenbrenner\u2019s model suggests the conflict is exacerbated by a clash between his microsystem<\/b> (parental expectations) and his macrosystem<\/b> (a digital culture that rewards curated performativity over authentic connection).”<\/p>\n<\/blockquote>\n Odgers, C. L., & Jensen, M. R. (2020).<\/b> Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions. Journal of Child Psychology and Psychiatry<\/i>, 61(3), 336\u2013348. https:\/\/doi.org\/10.1111\/jcpp.13190<\/a><\/p>\n<\/li>\n Twenge, J. M., Haidt, J., & Martin, G. N. (2024).<\/b> Global increases in adolescent mental distress: The role of digital media and social fragmentation. Psychological Science<\/i>, 35(2), 120-135.<\/p>\n<\/li>\n Branje, S., & Morris, A. S. (2021).<\/b> The impact of the COVID-19 pandemic on adolescent emotional, social, and academic adjustment. Journal of Research on Adolescence<\/i>, 31(3), 486\u2013493. https:\/\/doi.org\/10.1111\/jora.12668<\/a><\/p>\n<\/li>\n Crocetti, E., & Meeus, W. (2019).<\/b> “Identity formation in adolescence and emerging adulthood.” In The Oxford Handbook of Identity Development<\/i>. Oxford University Press.<\/p>\n<\/li>\n2. The Case Study: “Liam”<\/h2>\n
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3. The Task Details<\/h2>\n
Part A: Theoretical Application (approx. 600 words)<\/h3>\n
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Part B: The Ecological Context (approx. 500 words)<\/h3>\n
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Part C: Recommendations (approx. 400 words)<\/h3>\n
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4. Formatting and Academic Expectations<\/h2>\n
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5. Grading Rubric (Marking Criteria)<\/h2>\n
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\n Criteria<\/strong><\/td>\n High Distinction \/ A (80-100%)<\/strong><\/td>\n Distinction \/ B (70-79%)<\/strong><\/td>\n Credit \/ C (60-69%)<\/strong><\/td>\n Pass \/ D (50-59%)<\/strong><\/td>\n Fail \/ F (<50%)<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Theoretical Knowledge (30%)<\/b><\/span><\/td>\n Exceptional command of Erikson, Marcia, and Bronfenbrenner. Nuanced understanding of concepts (e.g., distinguishing moratorium<\/i> from confusion<\/i>).<\/span><\/td>\n Strong understanding of theories. Definitions are accurate and clearly linked to the prompt.<\/span><\/td>\n Adequate understanding. Covers the basics but may miss subtle distinctions in the theories.<\/span><\/td>\n Limited understanding. Theories are described but may contain inaccuracies.<\/span><\/td>\n Theories are missing, fundamentally incorrect, or irrelevant.<\/span><\/td>\n<\/tr>\n \n Application to Case (30%)<\/b><\/span><\/td>\n Insightful application. Uses specific quotes and behaviors from “Liam” to prove theoretical points. No generic statements.<\/span><\/td>\n Good application. Links theory to the case clearly, though some connections could be deeper.<\/span><\/td>\n Satisfactory application. Connects theory to the case, but relies too heavily on description rather than analysis.<\/span><\/td>\n Weak application. Discusses theory and the case separately with little integration.<\/span><\/td>\n No connection made between the theory and Liam\u2019s behavior.<\/span><\/td>\n<\/tr>\n \n Critical Analysis (20%)<\/b><\/span><\/td>\n Critically evaluates the interaction between digital environments and development. Recognizes the complexity of modern adolescence.<\/span><\/td>\n Analysis is solid. Discusses the impact of social media and parenting effectively.<\/span><\/td>\n Descriptive analysis. States what is happening but lacks depth on the “why.”<\/span><\/td>\n Superficial analysis. Relies on common sense or anecdotal assumptions rather than psychological science.<\/span><\/td>\n No analysis present.<\/span><\/td>\n<\/tr>\n \n Writing & APA Style (20%)<\/b><\/span><\/td>\n Professional, publication-ready academic writing. Perfect APA 7th formatting.<\/span><\/td>\n Clear writing with good flow. Minor APA errors that do not distract from content.<\/span><\/td>\n Readable. Some grammatical or structural issues. APA formatting is attempted but has consistent errors.<\/span><\/td>\n Difficult to read. Major structural flaws. Citations are missing or incorrect.<\/span><\/td>\n Incoherent writing. Plagiarism or lack of references.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n6. <\/i><\/h2>\n
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7.\u00a0 Learning Resources<\/h2>\n
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