Human Development – Application of Theory

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply foundational theories in psychology to current issues in the field of psychology.
  • Competency 2: Describe scientific research methods presented in scholarly psychology literature.
  • Competency 3: Apply research findings from scholarly literature to current issues in the field of psychology.
  • Competency 4: Examine how human thoughts and behaviors can impact mental health and well-being.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.

Preparation

In this assignment, you will apply developmental theories to a selected scenario. After reading the scenario, identify at least two developmental theories (such as attachment, cognitive development, moral development, psychosocial development, et cetera), and apply the theories to understanding the person in the scenario. Consider what developmental challenges he or she is facing.

In the assignment preparation study activity in Unit 4, you explored a multimedia piece with two scenarios. (This multimedia piece is also in Resources for this assignment.) You were instructed to choose one of the scenarios to write about for this paper. While it is not possible to fully understand the person in the scenario based on the limited information provided, there are a number of developmental theories that can provide context and offer a possible framework for understanding the person’s attitudes and behaviors.

Instructions

Select the scenario and theories for your assessment, then write a 4–5 page paper (not including title page and references page) in which you complete the following:

  1. Give a brief overview of the case in your own words.
  2. Provide an overview of the theories you have selected to apply to the case.
  3. Describe the stage or stages of the theory that are most applicable to the person’s current phase of life. Describe in some detail the stage of life according to the theory. (For example, in Erikson’s psychosocial development theory a child who is 4 years old is in the stage of “initiative versus guilt.”)
  4. Search the library for at least two scholarly articles that provide research about the concerns of the person in the case you selected.
  5. Describe how the research from the articles applies to the person in the case you selected.
  6. Apply the theories to describe how they help us to better understand this particular person at this point in his or her life based on his or her concerns and how those concerns are impacting his or her well-being.

The paper should also include a title page and references page (not part of the 4–5 pages required).

CASE 1: THOMAS

Thomas is an 18-year-old senior in high school. It is the end of the school year, and after feeling excited to graduate most of this past year, lately he is not sure he is ready to leave high school. He has been feeling more irritable than usual and has been especially grouchy with his family. Everything his parents tell him annoys him.

He misses his girlfriend who recently broke up with him. He is supposed to be leaving for college in August, but he is feeling nervous about it. Before, he was convinced he wanted to go into engineering, but now he is not so sure. He feels pressure to go to college, but right now what he really wants is just to stay in the area and get a job and an apartment so he can hang out with all his friends who are not going away to college.

Sometimes he is so frustrated he feels the urge to break things. A few days ago when no one else was home, he punched the doorframe of his bedroom.

CASE 2: IMANI

Imani is 43 years old and wants to make some life changes. She is unhappy with her career in marketing and with her relationship status. She was divorced five years ago from Robert, whom she met during her senior year of college. They had delayed marriage until after Robert finished medical school, and were married when Imani was 27. They had discussed having children, but Robert never felt that the time was right.

Even though Imani feels alone, she is not comfortable dating. She would like to go back to school, but is not sure what career she is interested in. Plus, she has been spending a great deal of time taking care of her aging mother, with whom she has had a strained relationship over the years.

Lately, she has been thinking something is wrong with her. The kind of identity issues she is facing seem more typical of a teenager, not a 43-year-old woman. She is beginning to withdraw and to feel lonely. She feels like she has failed compared to acquaintances who are married, have children, and seem to be enjoying their careers.

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDSummarize developmental theories.
20%Does not summarize developmental theories.Lists developmental theories.Summarizes developmental theories.Summarizes developmental theories in detail and supports with examples.Describe a life stage based on a developmental theory.
20%Does not describe a life stage based on a developmental theory.Identifies a life stage based on a developmental theory but does not describe it.Describes a life stage based on a developmental theory.Describes in detail a life stage based on a developmental theory and supports with examples.Apply developmental theories to a case.
20%Does not apply developmental theories to a case.Summarizes but does not apply developmental theories to a case.Applies developmental theories to a case.Provides a clear and detailed application of developmental theories to a case.Apply findings from scholarly research.
20%Does not apply findings from scholarly research.Summarizes but does not apply findings from scholarly research.Applies findings from scholarly research.Provides a clear and detailed application of findings from scholarly research.Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
10%Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional.Writing supports an idea but is inconsistent and contains numerous errors of grammar, usage, and mechanics.Writing coherently supports a central idea with few errors of grammar, usage, and mechanics.Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics, as expected of a psychology professionalSuccessfully implement APA style.
10%Does not apply proper APA formatting and style.Written communication is adequate but has some APA errors and inconsistenciesSuccessfully implements APA style with only minor errors in format.Applies scholarly writing skills, and uses proper APA formatting and style in the body of the paper and references list.

CriteriaNeeds WorkSatisfactoryExceptionalCapellaCoachInstructor Comments

1. Critical Reading

  • Follows the assignment.
  • Selects and interprets sources appropriately.

Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 11–16: Critical Reading of Primary and Secondary Sources.

Capella Library
Sources: What Can You Use for Your Research?

Presentation: Peer-reviewed Articles and How to Find Them.
or
Libguide: What Is Peer Review?

2. Abstract and Executive Summary

  • Summarizes the main idea(s) of the paper.
  • Evaluates scholarship related to those idea(s).
  • Expresses writer’s unique perspective.

Capella Writing Center
Common Writing Assignments

The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.

Business and Technical Writing.

Business and Technical Writing Presentation.

The Writing Center: Strategies for Writing from Secondary Sources.

The Writing Center: Developing a Scholarly Voice.

Capella Library
Evaluating Sources.

Library Research Handbook: What Did You Find? Evaluating.

3. Introduction

  • Forecasts the scope and structure of the paper.
  • States the purpose of main idea(s) of the paper.
  • Demonstrates critical thinking by providing the writer’s unique perspective on the main idea(s).

Capella Writing Center
The Writing Process: Drafting. Full-text PDF, page 22: Introductions.

The Writing Process: Drafting. Full-text PDF, page 20: Main Ideas.

Common Writing Assignments

Developing a Thesis Statement.

The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.

4. Body: Organization

  • Demonstrates critical thinking by organizing ideas in logical order to support the main idea(s) of the paper.
  • Presents paragraphs with
    1. Main idea (ex. topic sentence).
    2. Evidence to support the main idea (ex. cited facts).
    3. Analysis of evidence (ex. interpretation of what those facts mean in terms of the main idea(s)).
    4. Link to next paragraph or section (ex. transitions).

Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.

The Writing Process: Drafting. Full-text PDF, pages 20–27.

Grammar Handbook: Paragraph Structure. Full-text PDF, pages 25–34.

Creative Inquiry.

Common Writing Assignments

APA Style and Formatting module.

APA Style and Format: Headings and Subheadings.

MEAL Plan.

Reverse Outlining.

5. Body: Evidence

  • Demonstrates critical thinking by integrating reputable outside sources with
    1. Summaries.
    2. Paraphrases.
    3. Quotes.

Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.

The Writing Process: Drafting. Full-text PDF, page 23: Using Sources.

Academic Honesty.

APA Style and Format. In-Text Citations.

Common Writing Assignments

The Writing Center: Strategies for Writing from Secondary Sources.

Using Paraphrases.

Writing Your Own Academic Conversation: Who Said What to Whom.

Plagiarism.

Academic Integrity.

Capella Library
Guides by School and Specification.

Anatomy of a Scholarly Article.

Presentation: Peer-reviewed Articles and How to Find Them.
or
Libguide: What Is Peer Review?

Library Research Handbook: What Did You Find? Evaluating.

6. Body: Analysis

  • Demonstrates critical thinking by reflecting on, explaining, or refuting outside sources.

Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 7–11: Critical Thinking and Writing.

The Writing Process: Revising. Full-text PDF, pages 27–34.

The Writing Center: Writing for an Academic Audience.

The Writing Center: Revising for Results.

What Is the Literature Review Mini-site.

7. Conclusion

  • Reiterates the main idea(s) of purpose of the paper.
  • Reiterates the writer’s unique perspective on the main idea(s).
  • Demonstrates critical thinking by offering ideas for future research or inquiry.

Capella Writing Center
The Writing Process: Drafting. Full-text PDF, page 26: Conclusions.

Common Writing Assignments

8. Documentation Style

  • Follows specified documentation style.
  • Uses headings and subheadings to create logical organization pattern.
  • Incorporates internal citations correctly.
  • Presents external citations correctly (ex. references in APA).

Capella Writing Center
APA Style and Format.

APA: Finding Answers.

What’s Behind APA Guidelines?

FAQs on Academic Writing.

Plagiarism.

Academic Integrity.

9. Voice (3rd Person)

  • Uses appropriate tone for the assignment.
  • Uses concrete language.
  • Uses signal phrases to separate self from sources (ex. according to the author noted).

Capella Writing Center
The Writing Process: Overview. Full-text PDF, pages 4–7: Scholarly Writing.

The Writing Process: Drafting. Full-text PDF, pages 25–26: Coherence and Transitions.

The Writing Process: Revising. Full-text PDF, pages 31–32: Voice.

The Writing Center: Developing a Scholarly Voice.

Writing in Third Person.

Writing Your Own Academic Conversation: Who Said What to Whom.

Voice, Style, and Tone.

Wordiness.

10. Grammar

  • Uses active voice.
  • Presents sentences with subject-verb agreement.
  • Evidences proofreading through lack of errors in sentence structure and spelling.

Capella Writing Center
The Writing Process: Polishing. Full-text PDF, pages 35–43: How to Edit and How to Proofread.

Grammar Handbook: Sentence Structure. Full-text PDF, pages 4–35.

Grammar Handbook: Word Choice. Full-text PDF, pages 34–37.

Active and Passive Voice.

Style: Sentence Simplicity.

Purdue University: Sequence of Tenses.

11. Punctuation

  • Uses standard American punctuation and the punctuation rules of the citation style.

Capella Writing Center
Grammar Handbook: Punctuation. Full-text PDF, pages 47–69.

Grammar Handbook: Mechanics. Full-text PDF, pages 69–73.

Basic Comma Rules.

Purdue University: Punctuation.

 
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