Wise Judgment Scenario: Using and Applying the Five Components of Wise Judgments

The scenario in which I have chosen to discuss and evaluate is the first scenario. This scenario is about a teenage girl who is “in love” with her 17 year old teenage boyfriend. The teenage girl, 17-year-old teenage boyfriend, is encouraging her into having sex with her by saying that he will make sure that they only have “protected” sex. In my opinion, this scenario is missing chief information such as: are they in school, how long has this couple been dating, how old is the teenage girl, and do the 17 year old teenage boy have the same feelings as does his teenage girlfriend. The scenario does not present adequate information to, fully make a sound judgment; therefore, to determine an appropriate course of action, I will be applying the five components of wise judgments to make a decision based on the information provided.

To begin this evaluation, I will start by determining the goals and interest of both the teenage girl and the 17-year-old teenage boy. Then, I will determine both short-term and long-term interest of the teenage girl and the 17-year-old teenage boy. Next, I will be examining the choices to shape, adapt, or select a new environment, which will aid in determining an appropriate course of action for the teenage couple, using tactic knowledge. Finally, I will apply the five components of wise judgments to the chosen scenario of the teenage girl and the 17-year-old teenage boy. In addition, I will be providing a decision as to the course of action in which, I have chosen.

Determining Goals and Interest

The goal of the 17-year-old teenage boy is to encourage his teenage girlfriend into having protected sex with him. The goal of the teenage girl is not stated, although, she is “in love” with her 17 year old teenage boyfriend. The interest of the 17-year-old boy is to get, or talk his teenage girlfriend into having protected sex with him before finishing high school, or getting married. The interest of the teenage girlfriend is not stated, although, the scenario mentioned that the 17 year old boy is encouraging his teenage girlfriend to have protected sex with him; therefore, from this statement, the teenage girl really is unsure that she is ready to have sex (unprotected or protected) with her 17 year old teenage boyfriend.

Determining Short-Term and Long-Term Interest

The short-term interest of the 17 year old teenage boy is, to have protected sex with his teenage girlfriend, and the short-term interest of the teenage girl (whom is “in love” with her 17 year old teenage boyfriend), is not implied. However, the teenage girl is indeed, “in love” with her 17 year old teenage boyfriend. Consequently, in my opinion, the teenage girl wants to continue to feel the feelings of love that she is feeling from her 17-year-old teenage boyfriend, as does anyone whom have ever experienced love.

Long-term interest for the 17 year old teenage boy and for the teenage girl is, not mentioned, although, the scenario does state that the teenage girl is “in love” with her 17 year old teenage boyfriend. Nevertheless, it does not state whether, or not the 17-year-old teenage boy is in love with the teenage girl; the scenario merely states that the 17-year-old teenage boy is encouraging the teenage girl to have protected sex with him. In my opinion, because the scenario does not give specific information, or various other chief details, the 17-year-old teenage boy does not have any long-term interest, and the long-term interest of the teenage girl, as is her short-term interest, is to continue to have that feeling of love from her 17-year-old teenage boyfriend.

Shaping, Adaptation, and Selection Examination

Giving the choice whether this couple should shape, adapt, or select a different environment would be, based on this examination. Shaping the scenario for it to work in the favor of the girl, she could inform her 17-year-old boyfriend that she is not ready to fully commit to having sex, whether unprotected or protected, or either she could discuss the alternative of waiting awhile before they have sex (until they both finish school and get married). Shaping the scenario for it to work within the 17-year-old teenage boy’s favor, he could continue to encourage his teenage girlfriend to have sex with him and ensuring her that it will only be protected sex.

Adapting to the scenario for it to work in the favor of the teenage girl, she could give in and have protected sex with her 17-year-old teenage boyfriend, based on the fact that she is “in love” with him and want to continue to feel the feelings in which she is feeling from her 17-year-old teenage boyfriend. Adapting to the scenario for it to work in the favor of the 17-year-old teenage boy, he could commit to the acceptance of his teenage girlfriend willingness to have protected sex with him in order to keep their relationship going smooth, and to get what he want. In addition, he could also adapt by accepting the fact that his teenage girlfriend is not ready to have sex with him right now.

To select a new environment for it to work in the favor of the teenage girl, she could select to choose not to be with her 17-year-old teenage boyfriend because of the fact that he is pressuring, or how the scenario states it, “encouraging” her into having protected sex with him. To select a new environment for it to work in the favor of the 17-year-old teenage boy, he could choose to leave his teenage girlfriend because of the fact that she is just not ready to have sex (protected or unprotected), and find someone else who is willing to have sex (protected or unprotected) with him.

Using Tactic

Based on the scenario, and the choices of adaptation, shaping, or selection, and using tactic knowledge, in favor of the teenage girl and the 17-year-old teenage boy, the choices would be evident from within the below approach.

Shaping, Adapting & Selecting

1. If the teenage girl informs her 17 year old teenage boyfriend that she is not ready to commit to having sex with him;
   
   1. and if she discuss the alternative of waiting until they finish school and get married;
      
      1. and if her 17 year old teenage boyfriend continues to encourage his teenage girlfriend into having sex with him;
         
         1. then the teenage girl theoretically, they are both ignoring the needs of each other and will therefore, generate unnecessary social conflict, which will most likely lead to the teenage couple breaking up.
            
2. If the teenage girl decides to adapt within her situation, and give into the encouragements of her 17-year-old teenage boyfriend because of the fact that she is “in love” with him;
   
   1. and if the 17-year-old teenage boy decides to commit to the acceptance of his teenage girlfriend willingness to have protected sex with him;
      
      1. then, the teenage girl own personal needs would have, not been met, and constructive social change will have never occurred. For the 17-year-old teenage boy, his own personal needs would have, been met, being that his teenage girlfriend has accepted, or adapted to his encouragements; however, constructive social change has not occurred either.
         
3. If the teenage girl decides to choose not to be involved with her 17-year-old teenage boyfriend;
   
   1. and if, the 17 year old teenage boy decides not to be with his teenage girlfriend;
      
      1. then the teenage girl and her 17-year-old teenage boyfriend would have undermined their long-term commitment, which ensures stability. Moreover, neither has fully learned to appreciate each other, nor have they learned to respect each other’s wishes or feelings before making their decisions.
         
4. If the teenage girl informs her 17 year old teenage boyfriend that she is not ready to commit to having sex with him,
   
   1. and if she discuss the alternative of waiting until they finish school and get married,
      
      1. and if her 17 year old teenage boyfriend accepts her wishes of not having sex (protected or unprotected);
         
         1. then the couple will be taking into account the interests of each other; therefore, allowing them both to have made wise choices within their relationship. This has lead the teenage girl to have shaped her relationship for it to work for her, and this has lead the 17 year old teenage boy to have adapted within his relationship.
            

Using and Applying the Five Components of Wise Judgments

Factual Knowledge

Factual knowledge about matters of life of the five components of wise judgments, based on this scenario, includes knowledge about human nature, interpersonal relations, and social norms, according to our weeks reading material (Axia 2009). Using factual knowledge within this scenario, we know that the teenage girl is “in love” with her 17 year old teenage boyfriend. We also know that the 17-year-old teenage boyfriend has been encouraging his teenage girlfriend into having “protected” sex with him.

Procedural Knowledge

The procedural knowledge of the five components of wise judgments, based on this scenario, involves strategies for dealing with life’s problems and weighing goals, methods of handling conflict, and ways of offering advice, according to our weeks reading material (Axia 2009). The life problems in which, the teenage couple is dealing with, is the fact that the teenage girl is not ready to have sex (protected or unprotected), and the 17 year old teenage boy is ready to have protected sex. The goals and interest of this couple are divergently dismayed. This couple in my opinion should result to shaping and adapting within their relationship that is, if they both agree upon continuing their relationship.

Lifespan or Contextualism

The lifespan or Contextualism of the five components of wise judgments, based on this scenario is the knowledge about the different roles and contexts of life, (e.g., family, friends, work, recreation) and how these may change over the life span, according to our weeks reading material (Axia 2009). Within this scenario, there is no true evidence of the age of the teenage girl, whether the 17 year old teenage boy is in love with his teenage girlfriend, and no evidence of how long this couple has been a couple. In addition, there is no background of their relationship.

Recognition and management of Uncertainty

The recognition and management of uncertainty of the five components of wise judgments, based on this scenario is the awareness that human knowledge is limited, the future cannot be fully, known in advance, and life is unpredictable. The recognition, that there may be no perfect solution, according to our weeks reading material (Axia 2009). Because of the fact that there is no true evidence as to the history of this teenage couple, the extent of this couple cannot be fully determined only speculated.

Relativism of Solutions

The relativism of solutions of the five components of wise judgments, based on this scenario is the acknowledgement of individual and cultural differences in values and life priorities, according to our weeks reading material (Axia 2009). According to the scenario, the teenage girl seems to display some type of moral or values, because of the hesitation to consent to having sex in the first beginning with her 17-year-old teenage boyfriend. The 17-year-old boy for instance, may not have been, raised, as did his teenage girlfriend; therefore, his morals and values could be different, because of the fact that he is willing to commit to having premarital sex; sex before he is married.

The Appropriate Course of Action and Its Significance

As parents, it would be highly unlikely for us to consent to our children having sex while of the age of teenagers; however, the fact of the matter is that some are trying it and liking it. There are several factors, which influence today’s teenagers into having sex; such factors include peer pressure, fitting in, and being “in love”. Peer pressure, as with this scenario, involved a 17-year-old teenage boy “encouraging” his teenage girlfriend into having sex, and ensuring her that it will only be “protected” sex. Fitting in is being apart of the crowd; and what teenager does not want to be apart of the crowd; therefore, sometimes teenagers does things, in which they really does not want to them; moreover, in order for that particular person to like them, they given into fitting in. Being “in love” is another huge factor, just on the basis that it might be infatuated love, and not true or real love because of their inexperience. Ultimately, these are the factors, which shape the desires for our children to consent to having sex, even with the fact of knowing, that parents teach their children that premarital sex is a sin. Unfortunately, not every child will grow-up with the same teachings or moral beliefs as does other children.

An appropriate course of action for within this scenario would be that the teenage girl shapes her relationship by informing or discussing how she feels about having sex with her 17-year-old teenage boyfriend. In turn, the 17-year-old teenage boy must adapt to the feelings of his teenage girlfriend; that is, if he feels the same way as does the teenage girl. In contrast, if the teenage girl is not use to openly communicating, she may never receive the opportunity to speak up for herself to let her 17-year-old teenage boyfriend know exactly how she feels. The 17 year old teenage boy, may not want to adapt to the wishes of his teenage girlfriend; therefore, leading for the teenage couple parting because of lack of communication, or lack of understanding and real commitment. As this weeks reading material suggest, “there may be no perfect or real solution” (Axia 2009).

References

Axia College University of Phoenix, week three reading material, “Wisdom: Emotion Intelligence, Successful Intelligence, Understanding Wisdom, and Learning Wisdom”. Retrieved June 3, 2009 from PSY 220 Positive Psychology (Axia 2009).