Adolescent Emotional And Cognitive Development On Public Policy
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Influence on public policy by adolescent emotional and cognitive development
Executive summary
The emotional and cognitive development of adolescents has always been variable. The psychosocial, mental, and physical development has limited the adolescents’ ability to judge and perceive dangers and risks more effectively, which has resulted in the views of adolescents being incongruous with either their guardians or parents. Most adolescents have been helped by the pediatricians who have made the transition through this crucial period of development while providing parents and guardians with appropriate guidance and support. Therefore, this study explores how adolescent emotional and cognitive development should be used to influence public policy. After analyzing this topic, one should understand the various stages of adolescents’ emotional and cognitive development, understand the role of personal fable and imaginary audience in the development of adolescents, and recognize the implications of early pubertal. Furthermore, be able to interact and communicate effectively with the adolescents and be able to make the address of concerns of developmental that may arise during their development.
Discussion
Adolescents make the change or transition to adulthood from childhood. It is characterized by psychosocial, cognitive, and development emotionally. Cognitive development is the thinking progression from how a child can do things to how the adult does things. There are various stages of cognitive development that take place during the phase of an adolescent. First, the adolescent child will develop more reasoning skills advancement, such as the ability to the full exploration of the range of possibilities taking place in a situation, think in a more fact and contrary conditions, and use process of logical in their thoughts (Yeager et al. 2018). Second, adolescents will develop thinking abstractly. They move from thinking concretely, thinking having know-how or contact about thinking abstractly, thinking whereby you can imagine things you are experiencing or not seen. This allows adolescents to have more chances to love, think of spiritual information, and participate in more advanced mathematics. The adolescents who remain at the level of thinking concretely focus more on physically present things or solve real objects. As a result, they end up having difficulty or frustration in their school activities as they move in the high school process. With clinicians’ help, parents can identify these problems and help adolescents make adjustments in their education places.
Adolescents may also experience fable that is personal since they are thinking more abstractly. The building of an adventure that is personal comes when imaginary audiences think and watch about adolescents. Thus the adolescent will become different or unique. For many decades, egocentrism among adolescents has contributed to the fable, which is personal. If an adolescent gets a sexually transmitted disease or gets pregnant, there will be behavior risk-taking. Various researchers have found that there is more perceiving of risk among adolescents in some areas than adults, but being aware of these risks does not stop them from taking part in risk-taking (Casey et al. 2019). Various studies show that adolescents may undergo greater emotional satisfaction with behavior that is of risk-taking. These predisposing satisfactions may make the adolescents get involved in multiple behaviors even though they are aware of those risks. Also, adolescents who are thinking concretely may not have understanding action consequences such as avoiding to take medications, may not be able to create the link in effect and cause concerning behavior in health such as handling of drugs and alcohol, driving recklessly, and getting involved in early sex, and they cannot also avoid risks such as avoiding riding with drivers who are intoxicated and use of condoms. Again, youths who feel fable more personal are more threatened and can have depression, symptoms from multiple psychosomatic, and stress.
Emotional development
Adolescence is also connected to the development of emotional competence. Emotional competence describes the ability to manage emotions; during this process, adolescents become more concerned with identifying and managing their feelings and other feelings. The personal and cognitive development rate does not cause a parallel in the physical maturation rate. Cognitive development does not co-occur with the product emotionally, and therefore they are distinguishable. Unlike in the brain of an adult, where both the areas of prefrontal cortex and brain limbic area become more enhanced during images viewing that expressed fear, in the mind of the adolescent, after the photos are considered, there is the enhancement of the limbic area, with no activity taking place in the prefrontal cortex (Gonzalez et al. 2020). Such asynchrony in emotional, cognitive development can lead to the adolescent’s misinterpretation towards other people’s emotions and feelings.
In contrast, asynchrony in emotional, physical development can lead to adolescents being judged as older than their personal development stage. Management or regulation by oneself through emotions is a fundamental step in adolescents. Research has established that testosterone level increase during puberty can lead to amygdale swelling, the brain area, which is essential in regulating emotions. Therefore healthcare professionals can help adolescents trigger recognition and symptoms that occur out of control of emotions and skills reasoning use in stepping back, emotion examination, and long term consideration of behavior consequences.
Implications for practice
Healthcare professionals and pediatric should have the mandate of educating adolescents with their parents and guardians about the development and emotional aspects of adolescence. Explaining that adults’ physical development may be asynchronous with the result both emotionally, cognitively, and psychosocially may help avoid expectations that are not realistic and smooth processes. It is good to educate adolescents appropriate for the emotional and social changes during development (Belle et al. 2018). During this stage, the youth’s goal is to have benefits in independence and have an identity secure about who they are. Parents and guardians’ best recommendation is to continue providing supervisory monitoring and parental care to develop more healthy behaviors; resolving the conflict is critical in ensuring that teens remain safer as they grow up to become adults. Spending time with adolescents can also help them voice their concerns about health information as they build confidence simultaneously. Professionals in healthcare can use open-ended questions through the interview that allow adolescents to understand how decision making can be affected by emotions.
References
Bellé, N., Cantarelli, P., & Belardinelli, P. (2018). Prospect theory goes public: Experimental evidence on cognitive biases in public policy and management decisions. Available Administration Review, 78(6), 828-840.
Casey, B. J., Heller, A. S., Gee, D. G., & Cohen, A. O. (2019). Development of the emotional brain. Neuroscience letters, 693, 29-34.
González, L., Cortés-Sancho, R., Murcia, M., Ballester, F., Rebagliato, M., & Rodríguez-Bernal, C. L. (2020). The role of parental social class, education and unemployment on child cognitive development. Gaceta sanitaria, 34(1), 51-60.
Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2018). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13(1), 101-122.