PSY FPX 5201 Assessment 2 Media use in adolescents: The impact on social development
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Assessment Overview:
PSY FPX 5201 Assessment 2: explores how social media use impacts adolescent social development. While media can promote connection and entertainment, inordinate use is linked to sleep dislocation, anxiety, depression, cyberbullying, social insulation, and unrealistic social comparisons. Positive issues are possible through guided, responsible media use that balances online and offline social guests .
How to Pass PSY FPX 5201 Assessment 2 Media use in adolescents: The impact on social development
- Focus on the “Social” in Social Media: Emphasize that adolescence is a peak period for peer acceptance. Explain how “likes” and “comments” serve as digital proxies for social standing.
- Apply Bronfenbrenner: Use the Ecological Systems Theory to show that media isn’t just an app—it’s an environment that interacts with the family, school, and broader culture.
- Highlight the Biological Gap: Mention that adolescents have highly active reward centers (dopamine) but underdeveloped prefrontal cortexes (impulse control), making them more prone to smartphone addiction.
- Address Sleep & Anxiety: Connect “blue light” and late-night scrolling to disrupted circadian rhythms, which directly fuels anxiety and depression.
- Define Cyberbullying Dynamics: Explain that the anonymity of the internet lowers “inhibitions,” leading to more aggressive social behaviors than face-to-face interactions.
- The “Influencer” Effect: Discuss Social Comparison Theory. Explain how filtered, unrealistic depictions of life lead to a “deficit” in self-esteem for the average teen.
- Promote Balanced Use: Don’t just argue for “banning” media; argue for “Digital Literacy”—teaching teens how to critically analyze what they see online.
- Include Positive Outcomes: Mention that for marginalized groups (like LGBTQ+ youth), social media can provide a life-saving sense of community and belonging.
- Cite Contemporary Research: Use recent sources (2020–2022) to reflect the post-pandemic shift in how adolescents interact with digital tools.
- Adult Guidance: Conclude with the importance of “co-viewing” and adult role modeling of healthy tech boundaries.
Sample Assessment:
Media use in adolescents: The impact on social development
The use of media is added daily and while it can be amusing and useful, it can also be damaging to one’s social development. In this exploration paper, the experimenters aimed to understand and test the impact of social media on nonage, exploring ways in which it affects social development. Social development involves literacy to interact with others and forming connections, but media use can hamper face- to- face social development due to colorful reasons. For example, inordinate darkness social media use has been linked to poor sleep quality, advanced situations of anxiety, and depression, leading adolescents to withdraw and impact their tone- regard( Keles et al., 2019).
As adolescents grow, they tend to spend lower time with their families and further time with peers, developing stronger connections outside the family circle, which may include adult instructors( Boer et al., 2020). Still, adolescents are largely sensitive to acceptance and rejection on social media, which, coupled with their emotional perceptivity and still- developing cognitive control, makes them reactive to emotion- arousing media( Back et al., 2018). Also, exploration on adolescents’ energy situations has linked gaps in understanding, indicating the need for further disquisition( Forrestal, 2010).
Throughout history, media has offered multitudinous advantages, but recent studies have stressed both positive and negative goods of social media use on cerebral well- being. While it can grease social connections, inordinate use can lead to smartphone dependence and social insulation( Ostic et al., 2021). Despite literal psychologists like Sigmund Freud not having endured social media, contemporary propositions like Bronfenbrenner’s ecological systems proposition and media proposition give perceptivity into how media affects child development( Guy- Evans, 2020).
PSY FPX 5201 Assessment 2 Media use in adolescents: The impact on social development
Current challenges faced by adolescents regarding social media use include distractions, sleep dislocation, exposure to bullying and rumors, unrealistic views of others’ lives, and peer pressure( Vasanth et al., 2021). Cyberbullying, in particular, has been linked to adverse issues similar as self-murder attempts, pressing the mischievous impact of media on social development( Hinduja et al., 2010).
Also, peer pressure and unrealistic descriptions on social media contribute to adolescents’ challenges. Unrealistic norms set by influencers and peers can lead to social comparison and pressure to conform, impacting tone- regard and social development( Allen & Antonishak, 2008).
exploration suggests that adolescents use media for colorful reasons, including staying informed, entertainment, and socializing( Madge et al., 2009). Addressing adolescent media use requires supporting their social lives both online and offline, promoting tone- mindfulness, prioritizing offline connections, and fostering positive development( Eschenbeck et al., 2018).
Despite the negative impacts, there’s eventuality for using media to enhance social development by promoting responsible and positive media use. Encouraging adolescents to use media in formative ways, with guidance from grown-ups and part models, can alleviate negative goods( Tur et al., 2015).
In conclusion, while media use among adolescents can have mischievous goods on social development, understanding these impacts and enforcing strategies for responsible media use can help alleviate these goods. Further exploration and visionary measures are demanded to support adolescents in navigating media use while fostering healthy social development.
PSY FPX 5201 Assessment 2 Media use in adolescents: The impact on social development
Forrestal, S. G. (2010, August 23). Energy intake misreporting among children and adolescents: a literature review. Wiley Online Library.
Guy-Evans, O. (2020). Bronfenbrenner’s ecological systems theory. https://www.simplypsychology.org/Bronfenbrenner.html.
Valkenburg, P. M., Meier, A., & Beyens, I. (2022). Social media use and its impact on adolescent mental health: An umbrella review of the evidence. Current opinion in psychology, 44, 58-68
References (APA 7 Format)
- Allen, J. P., & Antonishak, J.( 2008). Adolescent peer influences. Understanding peer influence in children and adolescents, 141- 160. https://www.simplypsychology.org/Bronfenbrenner.html.
- Baldry, A. C.( 2017, September 17). The impact of direct and circular bullying on the internal and physical health of Italian youths. Wiley Online Library. https://doi.org/10.1007/s10803-018-3524-y.
- Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S. J., Post, L. A., & Heraux, C. G.( 2009). Individual characteristics and the multiple surrounds of adolescent bullying An ecological perspective. Journal of youth and nonage, 38( 1), 101- 121. https://www.simplypsychology.org/maslow.html
- Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R.( 2013). A methodical review of the cerebral and social benefits of participation in sport for children and adolescents informing development of an abstract model of health through sport. International journal of behavioral nutrition and physical exertion, 10( 1), 1- 21. https://doi.org/10.1007/s10803-018-3524-y.
Rubric Breakdown
| Evaluation Criterion | Distinguished | Proficient | Basic |
| Developmental Analysis | Critically evaluates the link between neurobiology (emotional sensitivity) and social media reactivity. | Describes how media use affects adolescent peer relationships and self-esteem. | Mentions media use but lacks a specific developmental focus. |
| Theoretical Application | Seamlessly integrates Bronfenbrenner’s Theory to explain the digital impact across multiple life layers. | Applies basic psychological theories (e.g., Media Theory) to the case. | Lists theories without applying them to adolescent behavior. |
| Impact Assessment | Provides a nuanced view of both risks (Cyberbullying) and opportunities (Connectivity). | Identifies key challenges like sleep disruption and social comparison. | Mentions that social media is “bad” or “good” without evidence. |
| Strategy Formulation | Proposes evidence-based interventions focusing on “Media Literacy” and adult modeling. | Suggests general solutions like limiting screen time. | Fails to provide actionable strategies for mitigation. |
Step-by-Step Guide
- Define Focus Examine the goods of social media on adolescents’ social development.
- Literature Review Hunt databases using keywords like “ adolescents, ” “ media use, ” “ social development, ” and “ cyberbullying. ”
- Identify Impacts Document negative goods( e.g., anxiety, depression, sleep dislocation, peer pressure) and positive aspects( e.g., connectivity, information sharing).
- Theoretical fabrics Apply Bronfenbrenner’s ecological systems proposition and media proposition to understand media influence on adolescent development.
- Propose results Encourage responsible media use, promote offline social relations, and give adult guidance and part modeling.
Frequently Asked Questions
Why is media use concerning adolescents?
Inordinate use can disrupt sleep, increase anxiety, and hamper face- to- face social chops.
Can social media have benefits?
Yes, it can grease social connections and give educational content if used responsibly.
How does cyberbullying affect social development?
It can lead to low tone- regard, social pullout, and increased threat of internal health issues.
What strategies help alleviate negative goods?
Encourage offline relations, limit screen time, promote media knowledge, and model responsible use.
Why are propositions like Bronfenbrenner’s applicable?
They give a frame to understand how social, environmental, and media influences interact in adolescent development.
Integrity Note
Note: Only use this assessment example for learning and structure purpose. Do not submit as your own work.
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