Suicide and Development Discussions help

To participate in the following discussions, go to this week’s Discussion link in the left navigation.

  1. Suicide
    Chapter 7 of the textbook discusses adolescent suicide. Select a group that could be considered a minority or a member of an underrepresented identity group based on one or more of the following characteristics: ethnicity, gender, sexual orientation, ability/disability [mental, physical, and cognitive], religion, age, or socioeconomic class. Identify the group you selected and and discuss the potential suicide risk for this group. What factors may make members of this group more or less likely to attempt suicide than members of other groups? What support can be given to individuals and/or communities to decrease suicide risks for the group you selected? Rely on research findings to answer these questions.
  2. Development Theories

    Select either Kohlberg’s theory of moral development, Gilligan’s theory of moral development, or Fowler’s theory of faith development. Discuss the strengths and weaknesses of your selected theory. Which stage of your selected theory, do you think that you are currently experiencing? Provide examples to reinforce your answer.

Required Resources

Required Text

  1. Read from the text, Empowerment series: Understanding human behavior and the social environment:
    1. Chapter 7: Psychological Development in Adolescence
      • This chapter examines cultural diversity in many aspects of adolescence. It also discusses different methods of communication varying in assertiveness.


  1. Graves, K. N., Kaslow, N. J., & Frabutt, J. M. (2010). A culturally-informed approach to trauma, suicidal behavior, and overt aggression in African American adolescents. Aggression and Violent Behavior, 15(1), 36-41. doi:10.1016/j.avb.2009.07.014
    (This source is located in the PsycINFO database.)
  2. Kolb, S. & Stevens-Griffith, A. (2009). “I’ll repeat myself, again?!”: Empowering students through assertive communication strategies. Teaching Exceptional Children, 41(3), 32-36. Retrieved from the ProQuest database.
  3. Kondrat, M. E. (2002). Actor-centered social work: Re-visioning “person-in-environment” through a critical theory lense. Social Work, 47(4), 435-448. Retrieved from the ProQuest database.
  4. Nichols, T. R., Graber, J. A., Brooks-Gunn, J., & Botvin, G. J. (2006). Ways to say no: Refusal skill strategies among urban adolescents. American Journal of Health Behavior, 30(3), 227-236. Retrieved from the ProQuest database.

Recommended Resources


  1. Chien-Ti, L., Beckert, T. E., & Goodrich, T. R. (2010). The relationship between individualistic, collectivistic, and transitional cultural value orientations and adolescents’ autonomy and identity status. Journal of Youth & Adolescence, 39(8), 882-893. Retrieved from the ProQuest database.
  2. Jorgensen, G. (2006). Kohlberg and Gilligan: Duet or duel? Journal of Moral Education, 35(2), 179-196. Retrieved from the EBSCOhost database.
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