Influence Behavior and Decision-Making in Her Adolescence
Three ways that Susie’s environment has influenced her behavior and decision-making in her adolescence, according to the book “Applying the Framework: A Depressed Adolescent,” are through the media, peer pressure, and parental support. Susie’s environment has influenced her behavior by providing abundant entertainment that can influence behaviors such as cyberbullying and social media addiction. The media is also a source of information about peer pressure, which can influence adolescents to engage in risky behaviors such as drug use or unprotected sex. Peer pressure is a powerful force that makes it difficult for adolescents to resist engaging in risky behaviors like alcohol because they think they are being cool (Burroughs, 2020). This often leads to negative outcomes such as unprotected sex and drug addiction among teens. Parental support is also an important factor in helping adolescents make good decisions about their behavior and lifestyle choices, especially when dealing with problems such as mental health issues.
Ethical Concerns and Its Application
The ethical concern I would need to consider when working with Susie or her family is confidentiality. The case study details indicate that Susie has been experiencing some problems in school, and her parents are concerned about her overall academic performance. They have decided to seek professional help for their daughter but do not want to discuss these concerns with anyone else at school. I can address confidentiality by keeping all conversations between myself and Susie’s parents confidential until we complete our work together (Zisk et al., 2019). This means that no one at school will know about our conversations unless we come out publicly with this information ourselves. It’s also important that we don’t tell anyone about what we’ve discussed because it could potentially be used against them if they choose not to participate in therapy or counseling sessions with me later on down the road.
Assistance and Support for Her Current Issues
Susie would need to be referred to a human service professional who could help her with her current issues. There are three specific services that this agency could provide that would be helpful to Susie. First, Susie needs to receive a diagnosis for her mental health issues to begin the treatment process for these issues. Second, she may need some education about living with depression to understand better what it entails and how it affects her life (Burroughs, 2020). Finally, she may need some assistance in finding resources within the community, such as peer support groups, and outside of it, such as family members or friends who can help her through this difficult time. These services could be provided by one human service agency. The name of this agency is NAMI. They are a nonprofit organization that provides mental health services such as counseling, therapy, and other types of emotional support to people in its community. They also offer programs like suicide prevention and substance use disorder treatment.
Knowledge of Ethical Standards and Available
Susie is a young, depressed adolescent. She has a history of depressive symptoms and self-harming behaviors that have been a serious concern for her family, school, and community. The first step in helping Susie develop the ability to cope with these life challenges is to help her understand the impact they have on her well-being. The human service professional must be aware of Susie’s strengths and vulnerabilities so they can better address her needs (Bodden et al., 2018). Further, Susie has struggled with depression throughout much of her life, which means she requires extra support when dealing with stressors or negative emotions.
Finally, Susie needs more resources than most adolescents because she may struggle with substance abuse, other forms of self-harm, and mental health issues such as depression (Wark et al., 2019). The human service professional should work closely with Susie’s family members and teachers to understand what resources are available in their community and make informed decisions about which services best meet their needs.
References
Bodden, D. H. M., Stikkelbroek, Y., & Dirksen, C. D. (2018). The societal burden of adolescent depression, an overview, and cost-of-illness study. Journal of affective disorders, 241, 256-262. DOI: 10.1016/j.jad.2018.06.015
Burroughs, E. (2020). Ethical Standards of Human Services Professionals in Trauma Informed Care Across Diverse Settings. https://doi.org/10.1080/14719037.2019.1601241
https://doi.org/10.1080/14719037.2019.1601241
Wark, L., Dice, T., Kerewsky, S., & Hudson, T. (2019). Ethics education in human services: Course context and teaching activities. Journal of Human Services, 39(1).
Zisk, A., Abbott, C. H., Bounoua, N., Diamond, G. S., & Kobak, R. (2019). Parent–teen communication predicts treatment benefit for depressed and suicidal adolescents. Journal of consulting and clinical psychology, 87(12), 1137. doi: 10.1037/ccp0000457
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