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Psychology/Lifespan Unit 9 Final Paper

For your final Assignment, you will write a 6–8 page case study paper that describes a hypothetical person in two stages of life development. View the person as a hypothetical client if you are studying Applied Behavioral Analysis (ABA) or Addictions or as a participant in a longitudinal research study if you are studying General Psychology. The goal of this paper is for you to present a developmental profile of a person in two consecutive stages of life (e.g., early and middle childhood), explaining their individual growth using biological, social, psychosocial, cognitive, and environmental theories. Select developmental periods that interest you and that correspond to your future career plans. For example, if you are studying to be an addictions specialist and want to work with adolescents, you might select adolescence and early adulthood.

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To begin, select the scenario that corresponds to your concentration track; then, choose two successive developmental stages. Create an outline of the client’s different developmental features during each of the developmental periods. Write a paper that follows the sample case study format (see below the scenarios). You must use at least five primary source references that are from peer-reviewed journals and the class text.

Applied Behavioral Analysis

Client: Jackson

Age range: you decide — example early adulthood (20–40 yrs.) to middle adulthood (40–60 yrs.).

Jackson has developed phobias over the last few years, specifically to spiders, heights, and germs. He (or his parents, if you make him a child) is uncertain as to when they began or how. However, the fear is debilitating and prevents him from being able to function in his life.

Questions to use to guide your response:

1. What are the main features of Jackson’s cognitive, social, biological, and psychosocial development during two developmental periods?
2. Which therapeutic interventions would you suggest for helping him to reduce the fear? (Hint: Again, consider his developmental period in order to create appropriate interventions.)
3. What predictions would you make for some developmental issues that might contribute to the phobias or prevent treatment from working?

Addictions

Client: Michelle

Age range: you decide — example early adulthood (20–40 yrs.) to middle adulthood (40–60 yrs.).

Michelle has been referred to you because she was arrested last week for possession of heroin with intent to distribute. She also tested positive for heroin and marijuana, adding to her charges. She has no history of prior treatment and is unwilling to enter treatment now, though she was court ordered.

Questions to use to guide your response:

1. What are the main features of Michelle’s cognitive, social, biological, and psychosocial development during two developmental periods?
2. What developmentally appropriate interventions would you propose that could be used to help Michelle to reduce her cravings?
3. What predictions would you make for some developmental issues that might contribute to the addiction problems or prevent treatment from working?

General Psychology

Participant: Patrick

Age range: you decide — example adolescence (12–17 yrs.) to early adulthood (20–40 yrs.).

You are studying the development of people who lived in New Orleans during Hurricane Katrina. Your participants lost everything, including at least one close family member. Your particular interest is in studying issues faced by them (including possible developmental problems) related to moving away from New Orleans, loss of house, loss of a family member, and change in economic status. To study these effects, you are conducting a longitudinal study using the same population, interviewed annually over many years to collect data. The main interest is in gathering data related to the specific effects of experiencing a disaster on social, biological, psychological, psychosocial, and cognitive development of different-aged people.

Patrick is one of your subjects who was forced to live in Texas temporarily and then moved to New Jersey before returning to New Orleans 3 years later.

Questions to guide your response:

1. What are the main features of Patrick’s cognitive, social, biological, emotional, and psychosocial development during two developmental periods?
2. What predictions would you make concerning the results of your findings for people in the two developmental periods? What interventions or strategies would you suggest for reducing the effects of exposure to disasters?
3. What further studies do you propose that could be created to explore your predicted findings?

Industrial/Organizational

Participant: Maxine

Age range: you decide — example early adulthood (20–40 yrs.) to middle adulthood (40–60 yrs.).

Maxine has experienced increased anxiety since her promotion to supervisor. She is currently responsible for supervising a work group of 30 people. Her employer noticed that she has been irritable and short tempered upon promotion.

Questions to use to guide your response:

1. What are the main features of Maxine’s cognitive, social, biological, and psychosocial development during two developmental periods?
2. Which therapeutic interventions would you suggest for helping her to reduce her irritability and anger?
3. What predictions would you make concerning some developmental issues that might contribute to the issue or prevent treatment from working?

Case Study Suggested Format and Strategies

Research

Begin by selecting two developmental periods (remember that they need to be consecutive) and research the typical expectations for cognitive, social, moral, and biological development. Then conduct research using a peer-reviewed journal such as Developmental Psychology or Child Development to determine what kinds of developmental problems might arise in your chosen scenario.

Use that research and knowledge of developmental theory to create your hypothetical client/participant case study.

Writing Case Studies

1. Introduction: Describe the problems to be solved, including specific information about the client/participant. Be clear in explaining the exact problem(s) or research question(s) so that your reader will be able to understand the rest of the case study.
2. Background: In this section, describe in detail the specific developmental issues and pertinent background that would help to explain why the client/participant is experiencing problems in the present. Typically, this section includes the age the problem started and any specific information from the past that relates to the current problems (e.g., child of an alcoholic).
3. Current State: In this section, explain the client/participant’s strategies for handling the problem(s). Explain the client/participant’s current developmental stages.
4. Suggested Interventions: In this section, explain how the client/participant might benefit from specific treatments or interventions. Remember to use peer-reviewed research to support your ideas.
5. Conclusion: Provide a brief restatement of the problem and ideas for future study to help others who have the same problems.ADDITIONAL INSTRUCTIONS FOR THE CLASS

   Discussion Questions (DQ)

   • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
   • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
   • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
   • I encourage you to incorporate the readings from the week (as applicable) into your responses.

   Weekly Participation

   • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
   • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
   • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
   • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

   APA Format and Writing Quality

   • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
   • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
   • I highly recommend using the APA Publication Manual, 6th edition.

   Use of Direct Quotes

   • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
   • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
   • It is best to paraphrase content and cite your source.

    

   LopesWrite Policy

   • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
   • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
   • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
   • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

   Late Policy

   • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
   • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
   • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
   • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
   • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

   Communication

   • Communication is so very important. There are multiple ways to communicate with me: 
     • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
     • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

   Psychology/Lifespan Final Paper