Apply conceptual frameworks and developmental theories in describing human development and behavior for young, middle, and later adulthood. Explain how biological, psychological, and sociological developmental dimensions affect one another throughout the lifespan. You are to identify an adolescent or an adult (young or middle) who is known or was known to you, upon which you will base your assignment. Criteria 1 The individual should be well known to you. He or she can be a present or past client, but does not need to be. He/she can be a current acquaintance, a relative, or a friend from the past. It is critical that you know, or knew, details about this individual’s life. You will not be able to do the assignment if you do not/did not know this individual well. Criteria 2 This child or adolescent, or family with children and/or adolescents, should have, or have had, a clear interaction with a large system, such as the medical system, school system, penal system, foster care system, welfare system, social service system, psychiatric service system, or housing system. The assignment is most easily done if the nature of the relationship with the system is either notably problematic or notably helpful. Criteria 3 This individual should identify as a member of a group that has experience with prejudice and discrimination based on, for example, SES, health status, immigration status, race, ethnicity, psychiatric history, gender, sexual orientation, sexual identity, religious affiliation, or ability. To understand the impact of the system on the life course of the individual, we will need to know the following: A description of who this individual is based on biological, psychological, and social issues, and an identification of a theoretical framework appropriate for the individual’s age, gender, race, ethnicity, religion, family constellation, and/or other significant events in the individual’s life. What is the physical environment in which this individual resides? This will be more relevant to some than to others, but in a nutshell, all of your “subjects” reside somewhere—where is it, literally? Does it matter that they reside in Southern California or Northeastern .? Urban or rural? Share something substantive about the system and how it works and doesn’t work for the individual. Describe how the individual interacts with the system and his/her environment. How do the system and the environment influence the individual’s behavior? What is different before and after the system became involved, OR, in what way has the system changed the individual? Organize the information you garnered for your review in terms of other cultural factors, environmental concerns, governmental policies, and environmental issues and their impact on the individual. Begin your conclusion with how this informs your understanding of the importance of a life course perspective. What is the implication for practice based on this evaluation? Please ensure the following: Introduction Provide short introduction related to the purpose of the paper. Application of theoretical framework Describe the individual based on biological, psychological, social, and theoretical framework appropriate for the age. Apply an appropriate framework for the case with an excellent description. Review of the system Review all the systems that the individual is interacting with and explain how systems influence the individual. Explain what works and doesn’t work for the individual. Interaction with the system and the environment Describe how the individual interacts with the system and his/her environment. Excellent linking of the life course to the case Self-reflection Outline implication for social work practice: What is the implication for practice based on your evaluation of the case? Use critical thinking skills in self-reflection on the usability of the theories applicable to cases and their advantages and disadvantages. Summary Provides summary of the case to include summation of thoughts and understanding of various skills. Rogers, A. T. (2019). Human behavior in the social environment: Perspectives on development and the life course (5th ed.). Routledge. Chapter 9: Development in Adolescence Chapter 10: Development in Early Adulthood Chapter 11: Development in Middle Adulthood Conklin, W. (2001). The illusion of diversity: When ethics, technology and diversity clash. Diversity Factor, 9(2), 5–11. Cox, C. (1998). Ethnicity and social work practice. Oxford University Press. Evans, K. M., & Herr, E. L. (1991). The influence of racism and sexism in the career development of African American women. Journal of Multicultural Counseling and Development, 19(3), 130–135. Gelfand, M. (2000). Culture and social prediction: The role of information in enhancing confidence in social predictions in the United States and China. Journal of Cross-Cultural Psychology, 31(4), 489–517. Citations used no more than five years old. Please use Permalink for all citations used.
