This second practice theory course builds on SWK 501, Generalist Practice with Individuals, Families and Small Groups, extending the concepts of strengths based practice to work with organizations and communities. The relationships between communities and organizations and at risk populations are infused throughout the course. Knowledge, values and skills will be obtained throughout the course. These will be gained through readings, oral and written assignments, and videos

1. Understanding Human Behavior and the Social
Environment
Eleventh Edition
Chapter 7
Psychological
Development in
Adolescence
Copyright © 2019 Cengage. All Rights Reserved.

2. Copyright © 2019 Cengage. All Rights Reserved.
Learning Objectives
• LO 7-1 Explore identity formation in adolescence
(including Erikson’s psychosocial theory, Marcia’s
categories of identity, and Glasser’s Theories)
• LO 7-2 Examine race, culture, ethnicity, and identity
development
• LO 7-3 Explore moral development (including
Kohlberg’s theory, Gilligan’s approach, and a social
learning perspective)
• LO 7-4 Review Fowler’s theory of faith development
• LO 7-5 Assess empowerment through assertiveness
and assertiveness training
• LO 7-6 Explore suicide in adolescence

3. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-1
• Explore Identity Formation in Adolescence
– Erikson’s Psychosocial Theory
– Implications of Identity Formation in Adolescence
– Marcia’s Categories of Identity
– Critical Thinking: The Evaluation of Theory and
Application to Client Situations
– Glasser’s Theories on Identity
– Comments on Glasser’s Theories on Identity

4. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-2
• Examine Race, Culture, Ethnicity, and Identity
Development
– An Alternative Model of Racial and Cultural Identity
Development
– Communities and Schools Can Strengthen Racial and
Cultural Identity Development for Adolescents
– Lesbian and Gay Adolescents: The Need for
Empowerment

5. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-3 (1 of 3)
• Explore Moral Development
– Young adulthood is filled with avid quests for intimate
relationships and other major commitments involving
career and life goals.
– Moral issues range from very major to minor day-to-day
decisions.
• Moral Development: Kohlberg’s Theory
– Level 1: The Preconventional or Premoral Level
– Level 2: The Conventional Level
– Level 3: The Postconventional Level

6. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-3 (2 of 3)
– Critical Thinking: Evaluation of Kohlberg’s Theory
– Moral Development and Women: Gilligan’s Approach
 A major criticism of Kohlberg’s theory is that virtually all of the
research on which it is based used only men as subjects.
 Level 1: Orientation to Personal Survival
 Transition 1: Transition from Personal Selfishness to
Responsibility
 Level 2: Goodness as Self-Sacrifice
 Transition 2: From Goodness to Reality
 Level 3: The Morality of Nonviolent Responsibility

7. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-3 (3 of 3)
– Critical Thinking: Evaluation of Gilligan’s Theory
 Some research has established support for Gilligan’s proposed
gender-based differences in moral reasoning.
 Other research has found that little if any difference exists
between the moral reasoning of men and women.
– Ethical Applications of Gilligan’s Theory to Client
Situations
– Moral Development: A Social Learning Theory
Perspective

8. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-4 (1 of 2)
• Review Fowler’s Theory of Faith Development
– Spirituality is an important aspect of human diversity. It
shapes major dimensions of many people’s lives and
can provide a significant source of strength.
– Spirituality can serve as a major source of
empowerment that social workers must address.
– Fowler’s Seven Stages of Faith Development
 Stage 1: Primal or Undifferentiated Faith (Birth to 2 Years)
 Stage 2: Intuitive-Projective Faith (Ages 2 to 6)

9. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-4 (2 of 2)
 Stage 3: Mythic-Literal Faith (Ages 6 to 12)
 Stage 4: Synthetic-Conventional Faith (Ages 12 and Older)
 Stage 5: Individuative-Reflective Faith (Early Adulthood and
Beyond)
 Stage 6: Conjunctive Faith (Midlife and Beyond)
 Stage 7: Universalizing Faith (Midlife and Beyond)
– Critical Thinking: Evaluation of Fowler’s Theory
– Social Work Practice and Empowerment Through
Spiritual Development
– Significant Issues and Life Events: Assertiveness and
Suicide

10. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-5
• Assess Empowerment Through Assertiveness and
Assertiveness Training
– The Relevance of Assertiveness
– Nonassertive, Assertive, and Aggressive Communication
– Each of Use Has Certain Assertive Rights
– The Advantages of Assertiveness
– Assertiveness Training
– Application of Assertiveness Approaches to Social Work
Practice

11. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-6 (1 of 5)
• Explore Suicide in Adolescence
– Suicide can occur during almost any time of life.
– However, it might be considered especially critical in the
years of adolescence and youth.
• Incidence of Suicide
– Suicide is one of the most critical health problems in the
United States today.
– Far more adolescents think about committing suicide or
make an unsuccessful attempt than those who actually
succeed.

12. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-6 (2 of 5)
• Causes of Adolescent Suicide
• Lesbian and Gay Adolescents and Suicide
– The majority of “lesbian and gay youth cope with the
stressors of their lives well and most of them do not
attempt suicide”
• Suicidal Symptoms
– It should be emphasized that any of the many available
guidelines to assess suicide potential are just that—
guidelines.
– People who threaten to commit suicide should be
believed.

13. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-6 (3 of 5)
How to Use the SAD PERSONS Scale
Total Points Proposed Clinical Actions
0 to 2 Send home with a follow-up.
3 to 4 Consider hospitalization.
5 to 6 Strongly consider hospitalization, depending on
confidence in the follow-up arrangement
7 to 10 Hospitalize or commit

14. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-6 (4 of 5)
The SAD PERSONS Scale
S (Sex)
A (Age)
D (Depression)
P (Previous Attempt)
E (Ethanol Abuse)
R (Rational Thinking Loss)
S (Social Supports Lacking)
O (Organized Plan)
N (No Spouse)
S (Sickness)
SOURCE: This article was published in Psychosomatics 24(4), W. M. Patterson, H. H. Dohn, J.
Bird, and G. A. Patterson, “Evaluation of Suicidal Patients. The SAD PERSONS Scale.”

15. Copyright © 2019 Cengage. All Rights Reserved.
LO 7-6 (5 of 5)
– Guidelines for Helping Suicidal People
 Two levels of intervention are possible for dealing with a
potentially suicidal person.
o The first involves addressing the immediate crisis.
o The second level would address the other issues that worked
to escalate his or her stress.
– Community Empowerment: Suicide Prevention and
Crisis Intervention
 If resources are not available, you as a social worker may need
to advocate for new programs or to expand services within your
own or other agencies.