Part one<\/p>\n\n\n\n
It is proper to suggest that poor and low-income adolescents will be in worse health, be more likely to do dangerous things, and have fewer educational opportunities and less promising careers than their more affluent peers when they reach young adulthood. As a child or teen, low socioeconomic status often impacts the rest of your life. Intergenerational income mobility studies have found a strong link between the incomes of fathers and the incomes of their sons at the same points in their careers. The link between family income and children’s incomes after they reach adulthood is even stronger. This means that there is still a lot of income immobility across generations in the United States.<\/p>\n\n\n\n
Part two<\/p>\n\n\n\n
There are numerous cognitive and learning theories that can be used to predict the impact of early poverty and socioeconomic deprivation on adolescent development. According to Vygotsky’s sociocultural theory, learning is fundamentally a social process in which the support of parents, caregivers, peers, and the wider society and culture, plays a critical role in the development of higher psychological processes in children (Veraksa & Veraksa, 2018; Santrock, 2019). Thus the theory can be used to predictive how the absence of parental support and care can lead to socioeconomic deprivation and poverty on adolescent development.<\/p>\n\n\n\n
Part three<\/p>\n\n\n\n
Yes, recent research supports the influences identified as part of behavioral genetics. Essentially, the studies on genetic influences have provided sufficient and recent information on how the environment acts behaviors from a genetic perspective. This is the same case for cognitive theories observed in real-world teens. For example, a therapist can use cognitive theory to teach a teen to transform maladaptive thoughts into constructive ones (Burgoyne et al., 2020).<\/p>\n\n\n\n
Reference<\/p>\n\n\n\n
Burgoyne, A. P., Carroll, S., Clark, D. A., Hambrick, D. Z., Plaisance, K. S., Klump, K. L., & Burt, S. A. (2020). Can a brief intervention alter genetic and environmental influences on psychological traits? An experimental behavioral genetics approach. Learning and Motivation<\/em>, 72<\/em>, 101683.<\/p>\n\n\n\n Santrock, J. W.2019. Edition: Seventeenth edition.Publisher: NewYork, NY : McGraw-Hill Education.<\/p>\n\n\n\n Veraksa, N., & Veraksa, A. (2018). Lev Vygotsky\u2019s cultural-historical theory of development and the problem of mental tools. Papeles del Psic\u00f3logo, 39(2), 150-154.<\/p>\n","protected":false},"excerpt":{"rendered":" Part one It is proper to suggest that poor and low-income adolescents will be in worse health, be more likely to do dangerous things, and have fewer educational opportunities and less promising careers than their more affluent peers when they reach young adulthood. As a child or teen, low socioeconomic status often impacts the rest […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[],"class_list":["post-944","post","type-post","status-publish","format-standard","hentry","category-psychology"],"yoast_head":"\n