Describe two external stressors that are unique to adolescents NRS 434

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Describe two external stressors that are unique to adolescents NRS 434

Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.

A Sample Answer For the Assignment: Describe two external stressors that are unique to adolescents NRS 434

Title: Describe two external stressors that are unique to adolescents NRS 434

Between childhood and adulthood, adolescence is a time of growth and development. Teenagers have difficulty fitting into the community because they don’t fit neatly into either the child or adult demographics. In addition, the term “stressor” is used to describe any change that disrupts the equilibrium of our life and causes us to adjust (Singh, 2020). An occurrence in one’s life that causes bodily or mental stress is a stressor. 

Several elements contribute to teenagers’ personal and social stressors. Close relationships and mocking or being trolled are forms of pressure for teenagers, as their bodies are experiencing physiological changes, including gaining weight, clumsiness, acne development, and so on at this time. Managing a family problem and one’s online social life can also be a source of stress at this time. Many adolescents experience low self-esteem as their bodies are different, and they continue to address a sexual identity (Ngo et al., 2020). That said, adolescents’ lives revolve around fitting in and defining sexuality outside of the norm, which can be a stress source. Avoiding social situations, acting violently towards others, or abusing one’s body are all forms of social avoidance. Suicide may be considered or attempted by teens whose stress is not adequately relieved by these methods. 

The following is a list of possible reinforcement or coping techniques. To help nurses better grasp stressor signs and symptoms and how teens feel when their adult isn’t there, this would be a helpful tool for them. These issues would be more comfortable for them to discuss as a result. As a result, as nurses, we will help them learn to express their emotions by providing them with topics of conversation about which they feel at ease. Ask simple questions if you suspect suicidal thoughts or behavior. Try encouraging healthy coping techniques like exercise and listening to your favorite songs to reduce stress. Stress relief can be found in writing down feelings, even if one isn’t comfortable expressing them verbally. Finally, suicide rates are challenging issues for teenagers, and nurses must employ communications and compassion in their education to help them cope with these issues. 


Singh, V., & Singh, V. (2020). Effects of Stress in Psychological Health and Its Management. 

Ngo, H., VanderLaan, D. P., & Aitken, M. (2020). Self-esteem, symptom severity, and treatment response in adolescents with internalizing problems. Journal of Affective Disorders, 273, 183-191. 


Topic 3 DQ 2


Bullying is defined as seeking to harm, intimidate, or coerce someone perceived as vulnerable. Bullying within the adolescent community affects about 20-30 % of students who admit being the perpetrator or victim of such harassment (Faulkner, 2018).

Describe two stressors that are unique to adolescents

Bullying and identity confusion are two stressors affecting adolescent population. Bullying in any form can lead to teen depression or suicide (Falkner, 2018). Educating students, parents, professionals and communities on effects of bullying such as teen suicide and depression is imperative to stop the trend. Signs and symptoms of depression are: loss of interest in activities, sadness or hopelessness, irritability, withdrawal from friends and family, changes in eating and sleeping habits, feeling of guilt, lack of motivation/enthusiasm, fatigue and suicidal ideation..

Describe two external stressors that are unique to adolescents NRS 434
Describe two external stressors that are unique to adolescents NRS 434

Risk taking behaviors resulting from the external stressors and the coping mechanism

Low socioeconomic status, being pessimistic, cognitive factors, and gender are contributing factors that can lead to higher risk of adolescent depression (Kislitsyna, 2010). Females may be at a greater risk for developing depression because girls are more socially oriented, more dependent on positive social relations and more vulnerable to loss of such relations. Adolescents living with guardians that are depressed may also become depressed. The coping mechanisms are eating healthily, adequate exercising, sleeping adequately and building adequate relaxation time into busy schedules for teenagers. In addition, parents and caregivers should learn to listen carefully to teenager`s problems and support them in sports and other pro-social activities.

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People who force and those who are bullied have been found have suicidal ideation, physical injury, somatic problems, anxiety, loe self esteem, depression and school absenteeism than those not involved with bullying (Klein, Myhre, & Ahrendt, 2013).


Falkner, A. (2018). Adolescent Assessment. Health Assessment: Foundations for Effective Practice. Retrieved from:

Kislitsyna, O. (2010). The social and economic risk factors of mental disorders of adolescents. Russian Education and Society. 52(10). 66-84 DOI:10.2753/RES1060-9393521005

Klein. D.A, Myhre. k.k..& Ahrendt. D.M. (2013). Bullying Among Adolescents: A Challenging in Primary Care. Am Fam Physician. Vol 88(2):87-92.Retrieved from


Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.

According to Falkner, “Teenagers are often considered part of a vulnerable population group. Vulnerable populations as individuals who require special attention related to well-being and safety” (2018). Many external stressors exist in the world today, but two stressors that are unique to the adolescent population is peer pressure to engage in sexual activity, as well as social acceptance by peers which helps develop positive or negative self-image. Understanding the stages of this developmental period is important to provide further support when teenager and adolescents are asking for help.


Bullying is one of the unfortunate truths many admit to experiences in his or her life. This impacts one’s feeling of self-esteem, as well as impacts the value the hold toward themselves. When social acceptance plays such a large part in who you become, it is likely to bring negative opinions as well. Becoming one’s own source of positive reinforcement and positive talk will take the reliance of other’s and caring about other’s opinions will play less and less of a role in the development of self. When adolescents listen to opinions from others it can result in many negative outcomes, such as self-injury, withdrawal, or possible suicide. Jantzer, Haffner, Parzer, Resch, & Kaess states, “Bullying within the adolescent community is a growing concern, affecting nearly 20–30% of students who admit to being the perpetrator or victim of such harassment” (2015).


Though separate, bullying and peer influence plays a big factor in sexual partners. Though often sexual partners are by choice, there may be sometimes when “friends” force others to engage in sexual activity with someone who he or she is not intending to. There is a fine line here between consensual and forced, but when peer image plays such a substantial part in how you develop, listening to your “friends” and what they think of you makes a huge impact on the wellbeing. Encouraging individuals to think positive thoughts and have positive self-image will remove many of these external stressors faced by many.



Falkner, A. (2018). Grand Canyon University (E.D). Age-Appropriate Approach to Pediatric Health Care

Assessment. Retrieved from




Jantzer, V., Haffner, J., Parzer, P., Resch, F., & Kaess, M. (2015). Does parental monitoring moderate the

relationship between bullying and adolescent nonsuicidal self-injury and suicidal behavior? A

community based self-report study of adolescents in Germany. BMC Public Health, 15, 583-592.



Latasha Brooks

Posted Date

Feb 12, 2022, 6:59 PM


Replies to Stanley Ogbo

The goal of the healthcare professional is to provide patient education, resources, therapeutic treatment and communication, and an opportunity for the patient to better optimize their successful outcomes. When considering teens, this may be very challenging as young adults are at a cusp of transitioning into a higher level of development. It is important to note, that many adolescents may have not been afforded the opportunity or environment to take advantage of primary prevention. By focusing stressors such as bullying (in person and cyber in nature), lack of coping skills, abusive relationships, and depression, the nurse may provide access to resources to support the adolescent.

There are a number of faith based organizations that may provide resources for teens that are in abusive relationships. A lack of maturity and desires to be accepted may cause adolescents to be more vulnerable to abusive behavior. Some of the organizations that focus on support are TeenSmart,, and Teen Pregnancy Prevention Programs, to name a few (Falkner, 2018).


The American Psychological Association’s website provides information about risk factors, coping mechanisms, and resources for help. According to the CDC, suicide is one of the three leading causes of death among teens (CDC, 2020). In fact, incidents of teen suicide have increased (CDC, 2020).




Centers for Disease Control and Prevention. (2020). National Vitals Statistics Report. (69). Retrieved from


Falkner, A. (2018). Grand Canyon University (E.D). Age-Appropriate Approach to Pediatric Health Care Assessment. Retrieved from

  • TL

Thomas Leen

replied toLatasha Brooks

Feb 12, 2022, 8:13 PM


Replies to Latasha Brooks


You touched on a great point about teen relationships; they often get to the point of feeling comfortable and vulnerable. Some of these teens that suffer from external stressors do not know how to get out of such a situation. Understanding where they are coming from, understanding his or her home life, and also knowing coping strategies/support will be crucial to help this patient population. They often seek help after they have been accepting the situation for a while. We must give them a place of comfort and acceptance.

  • JL

James Lokko

replied toLatasha Brooks

Feb 12, 2022, 10:47 PM


Replies to Latasha Brooks

Hello Latasha,Education and societal expectations are the major external stresses distinctive to adolescents (Coyne et al., 2020). Education stress is significant, whether maintaining up academics, enrolling in universities, or figuring out what to do the following completion. Extra-curricular activities, social gatherings, and sporting commitments sometimes give way to homework and a hefty academic load. In addition, because it’s human nature to desire to be accepted by one’s schoolmates and fellow students, going to school can be a source of social anxiety.

Nevertheless, with our 24/7 connectivity to the internet, it’s difficult not to compare ourselves to others continually. Societal pressure is a real possibility for teens. Stress might be exacerbated when you feel compelled to participate in activities or actions beyond your normal range of conduct. Another is a problem with body image. The bodily changes that occur during adolescence are unavoidable, and It’s difficult to hide such changes. It’s possible to compare yourself to those around you who are also going through them. At this point, it’s typical to be feeling stressed. Trying to “blend in” can be challenging if you’re developing at a different rate than others. As your body, which you’ve known for a long time, begins to change, you might feel as if you’ve lost your identity during this time.


Coyne, C. A., Poquiz, J. L., Janssen, A., & Chen, D. (2020). Evidence-based psychological practice for transgender and non-binary youth: Defining the need, framework for treatment adaptation, and future directions. Evidence-Based Practice in Child and Adolescent Mental Health5(3), 340-353.

  • MG

Marise Guillaume Charles

replied toLatasha Brooks

Feb 13, 2022, 7:43 AM

Replies to Latasha Brooks

Hello Latasha,

It is true that a nurse should know that there are differences between physical assessments on a child and an adult. Age factor plays a crucial role in drawing the distinction. A physical assessment of an adult starts with examining the vital, moods, and consciousness levels (Desroches et al., 2022). During the examination, physicians may obtain additional crucial information from the adult from questioning. Regrettably, for the young ones the nurse will have to rely on their parents or guardians. Engaging the third party in the assessment process may trigger inconveniences like prolonged time or response inconsistencies (Leahy, 2018). However, when nurses understand the difference in examining the children and adults handling both situations may be an easy assignment. Occasionally, nurses may involve a pediatric patient. On such occasions, therapeutic communication becomes important (Gharaibeh et al., 2019). The patient may be a child or adult. Supposedly, the pediatric patient is a child the physician may communicate with the parents.


Desroches, M. L., Howie, V. A., Wilson, N. J., & Lewis, P. (2022). Nurses’ attitudes and emotions toward caring for adults with intellectual disability: An international replication study. Journal of Nursing Scholarship54(1), 117-124.

Gharaibeh, B., Al‐Smadi, A. M., Ashour, A., & Slater, P. (2019, January). Development and psychometric testing of the Physical Examination Attitudes and Practices Scale. In Nursing Forum (Vol. 54, No. 1, pp. 111-120).

Leahy, L. G. (2018). Diagnosis and treatment of ADHD in children vs adults: What nurses should know. Archives of psychiatric nursing32(6), 890-895.