Reference no: EM132515340

Miguel and Carlos grew up on the same block in Southern California and have been childhood friends, since Miguel moved to the neighborhood at the start of kindergarten. The two boys were close, especially during their elementary school years, when they bonded almost every day after school over their love for Minecraft and baseball. Between 4th and 5th grade, Carlos developed an interest in skateboarding and started to spend more of his afternoons at the local park with his older brother, practicing skateboarding tricks with other skaters. As seventh graders, Miguel and Carlos remain friendly at school, and will still occasionally play video games together on weekends, but they see much less of each other now. The two no longer have overlapping schedules (e.g., Miguel has opted out of Algebra and honors English); moreover, they no longer hangout after school. Miguel is busy almost everyday after school with baseball practice, while Carlos hangs out with his skateboarding friends.

Based on course materials, (i) compare and contrast the development of identity, achievement, and intimacy for Miguel and Carlos and (ii) predict the outcomes of their identity, achievement, and intimacy development at age 18 years, providing justification for your hypothesized predictions (HINT: be sure to discuss WHY their developmental trajectories began to differ as they transitioned into adolescence).

Finally, based on course materials, explain (iii) who might be more at risk for the development of depression and substance use problems during their high school and young adult years and (iv) suggest 2 approaches for preventing that negative developmental trajectory (i.e., preventing the development of depression and substance use problems).