A 16 year old excited telling his parent that he was offered a part time job. Which response is a problem-solving approach by his parents?

A 16 year old excited telling his parent that he was offered a part time job. Which response is a problem-solving approach by his parents?

• A. That's great news; we'll help you balance it.
• B. We'll set up a plan and schedule for you.
• C. How do you think you will manage school and work?
• D. You should quit one of them to avoid stress.

Answer: (C)

Opening with a question that invites the teen to think through their own plan tests their problem-solving ability and supports autonomy. The best response prompts the teen to articulate how they would handle both school and work, what challenges they foresee, and what steps they’d take to stay on top of responsibilities. This approach helps the parent assess readiness, guide planning, and provide targeted support without taking control away from the teen. It also reinforces that managing competing demands is a solution the teen can develop and own. Other options may be well‑meaning but don’t foster the same reflective planning. One option offers to fit in a balance right away, another proposes making a concrete schedule, which can be helpful after the teen shares their thinking. Pushing to quit one activity, however, bypasses the problem-solving process and teaches avoiding stress by giving up opportunities rather than learning to manage them.

Opening with a question that invites the teen to think through their own plan tests their problem-solving ability and supports autonomy. The best response prompts the teen to articulate how they would handle both school and work, what challenges they foresee, and what steps they’d take to stay on top of responsibilities. This approach helps the parent assess readiness, guide planning, and provide targeted support without taking control away from the teen. It also reinforces that managing competing demands is a solution the teen can develop and own.

Other options may be well‑meaning but don’t foster the same reflective planning. One option offers to fit in a balance right away, another proposes making a concrete schedule, which can be helpful after the teen shares their thinking. Pushing to quit one activity, however, bypasses the problem-solving process and teaches avoiding stress by giving up opportunities rather than learning to manage them.