Compare and contrast an independent view of self versus an independent view of self according to Markus and Kitayama in relation to main points about self-identities and in-group/out-group relationships.

/in /by

Please select & respond to 2 of the prompts below in paragraph form. 2 POSTS = 500 WORDS IN TOTAL. Your choice of which 2 prompts.

1.  Compare and contrast an independent view of self versus an independent view of self according to Markus and Kitayama in relation to main points about self-identities and in-group/out-group relationships.

2.  Jack and Jill are best friends, but they are very different from each other. Jack thinks of himself as very interdependent. His in-group includes his mother, his best friend (Jill), and his baby brother, while his out-group includes his doctor. Jill thinks of herself as a very independent person. Her in-group includes her brother, her best friend (Jack), and her husband, while her out-group includes her coworker. Based on Markus and Kitayama’s model, draw a diagram for Jack and Jill, separately, that depicts their relationships with other people.

3.  In establishing a new tyrannical society, your tyrant, Teresa, is going to decide how people will go about performing their tasks. Teresa appears to have strong opinions about everything—except for agriculture. She does not care whether it is done in a method that requires immense strength and working with dangerous animals or one that is more laidback and only requires simple tools. She believes that this is especially irrelevant for gender relations in the future. According to Boserup’s hypothesis that gender norms tend to be preserved when societies shift from agricultural to industrial, do you agree or disagree with Teresa’s perspective—and why?

4. You are in a store with your friend Sarah, and you want to figure out whether she is motivated to strive for consistency within herself, or with others, by asking her how much she likes a stuffed animal in the store. Design a study, with her appraisal of the stuffed animal being the dependent variable. Then, graph the different patterns of results associated with whether Sarah strives for consistency within herself or with others.

5.  As a graduate student in the Department of Music, your thesis seeks to answer the question of whether a singer’s anxiety level during performance is associated with different forms of self-awareness. Design a study that would allow you to examine this question. In your response, make sure to use the appropriate terms for the different forms of self-awareness.

provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

/in /by

Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site. and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site. and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.

Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site. and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site. and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.

Describe how the Beck Depression Inventory-II would aid in making a diagnosis for this client. (See pages 62–63 of Abnormal Psychology). 

/in /by

Might be biopolar or depression. I will pull from our textbook to add additional resource.

Depressive Disorder Diagnosis and Assessment

Read the following vignette, keeping in mind the importance of knowing symptoms, and their duration and severity:

Christina is a 25-year-old Mexican American woman who has been working as an elementary school teacher since she graduated from college three years ago. Although she does well at her job, she has been feeling low ever since she left college. When she took this teaching position, she had to relocate to a city over four hours away from her family and the house she grew up in. Even though she has made some new friends, Christina still feels disconnected and lonely. She is also concerned about her mother, who has been diagnosed with a serious health condition.
For the past month, Christina has felt much worse. She reports feeling very sad and tired most of the time and is having difficulty concentrating at work. She says that she does not have enough energy to accomplish the things she would like to do. She admits to overeating to “unwind” after school, and is concerned she is sleeping too much on the weekends. She also has very low self-esteem, despite being well-liked at her school and receiving good performance evaluations.
Christina describes her life as “heading nowhere” and says that lately she has felt extremely hopeless. She wonders if she will ever feel as happy as she did when she was in college. She does not have a history of ever feeling worse than this, and is in good health.

Based on the information presented, address the following questions in your discussion post using headings to match content in each bullet point:

  1. What depressive disorder diagnosis would you consider assigning to Christina? Describe the process you used for making this decision, including your use of the “Differential Diagnosis by the Trees” from the DSM-5 Handbook of Differential Diagnosis (linked in Resources).
  2. Describe how the Beck Depression Inventory-II would aid in making a diagnosis for this client. (See pages 62–63 of Abnormal Psychology).
  3. What Z code or codes would you consider for Christina? How would including these systemic considerations help you understand Christina’s presenting symptoms and consider your treatment approach?

Support your ideas with references to the course texts, articles from this learning unit, articles from the optional resources on the course syllabus, or articles from peer-reviewed journals that you locate in the Capella University Library.

Explain,       from the perspective of your specialization, how the identity issues (for       example, Erikson’s theoretical perspective) that emerged in adolescence       could be manifested in adulthood.

/in /by

Assessment 3:

Create and analyze a 1–2-page simulated case study of an adolescent with developmental challenges. Then, create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual’s lifespan.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

  • What      does the research say about the apparent inevitability of conflict between      parents and adolescents?
  • What      qualities will help a family lessen the conflict between parents and      adolescents?
  • What      does the research say about possible reasons behind adolescents’ behavior?
  • How      can you use your knowledge of adolescent behavior to work more effectively      with adolescents in your professional pursuit?
  • Should      juvenile offenders be treated differently from adults? Why or why not?
  • How      do ethnic and cultural factors affect adolescent identity development?
  • What      parenting practices can enhance adolescent social development?
  • What      are the roles of parents, siblings, and peers during this developmental      period?

Part 1: Create the Case: Adolescence

Create a simulated case study, relevant to your area of specialization, of an adolescent who presents developmental challenges related to Erikson’s age- or stage-related milestones expected at his or her age.

Your case study should be 1–2 pages in length and it should describe:

  • The      adolescent and his or her strengths and challenges.
  • A      challenge for the adolescent in terms of identity and self-concept.
  • The      medical, family, and social context.
  • The      developmental challenges evident in the behavior of the adolescent.
  • Evidence      in the case that the adolescent struggles by not meeting the expected      milestones of Erikson’s theory of adolescent development.
  • Individual      and cultural factors that theory and/or research indicate could impact the      adolescent’s development.
  • Any      other factors you deem appropriate based on your understanding of the      theory and related research.

To develop this case, you should:

  • Explore      theory and research related to development linked to adolescence.
  • Utilize      current research on adolescent brain development to describe potential      outcomes linked to brain development at this age, including important      considerations in the case you are developing.
  • Develop      your case study further by creating an environmental context for the      adolescent. Include any specific issues that you want to explore through      research, such as influences of a specific culture or ethnicity or specific      socioeconomic status.
  • Maintain      a resource list of the materials you consulted to build your case.

Follow current APA guidelines for style and formatting, as well as for citing your resources. Include a reference list of the scholarly resources you use.

Part 2: Adolescent Case Intervention Analysis

Research

Complete the following:

  • Research      evidence-based interventions that have been effective in meeting the      challenges of the adolescent you described in your case study, from the      perspective of your own professional specialization (as far as possible).
    • Explain       how the deficits in the social-emotional developmental domain impact       development.
    • Explain       how the environmental contexts impact development.
    • State       the recommended interventions that align with your specialization.
    • Include       evidence for those recommendations and outcomes from the professional       literature.
  • Explore      briefly the literature on adult identity and self-concept, considering      that early influences can impact development across the lifespan.
    • Explain,       from the perspective of your specialization, how the identity issues (for       example, Erikson’s theoretical perspective) that emerged in adolescence       could be manifested in adulthood.
    • Explain       how this might help in understanding and determining an approach to       working with an adult with a history of identity issues.

Structure of the Report

Use the following format to structure your report:

  • Title      page.
    • A       descriptive title of 5–15 words that concisely communicates the purpose       of your report and includes the name of the fictional subject. Be sure to       follow Capella’s suggested format for title pages on course papers.
  • Introduction.
    • An       overview of the paper contents, including a brief summary (approximately       ½ page) of the background information regarding the case study. (The       complete 1–2 page case you developed will be included as an appendix.)
  • Body      of the report.
    • The       presenting challenges and primary issues.
    • An       analysis of how lifespan development theory and research may account for       the presenting challenges.
    • An       assessment of the potential impact of individual and cultural differences       on development for the age and context described in the case study.
    • Suggestions       of evidence-based intervention strategies that have proven effective in       similar cases, supported by citations of research and any applicable       theories.
    • Projections,       based on research and/or theory, of possible long-term impacts that the       current challenges may produce across the individual’s lifespan.
  • Conclusion.
    • A       summary of what was introduced in the body of the paper with respect to       the case study context, challenges, and interventions.
  • Reference      page.
    • A       minimum of five scholarly sources from current peer-reviewed journals,       formatted in current APA style.

Other Requirements

Your paper should meet the following requirements:

· Written communication: Write coherently to support central ideas, in appropriate APA format, and with correct grammar, usage, and mechanics.

· Length of paper: 5–7 typed, double-spaced pages, not including the title page, reference page, or case study appendix.

· References: At least five scholarly sources (peer-reviewed journals).

· APA format: Follow current APA guidelines for style and formatting, as well as for citing your resources in the body of your paper and on the reference page.

· Font and font size: Times New Roman, 12 points.

Note: In graduate-level writing, you should minimize the use of direct quotes. Lengthy quotes do not count toward assessment minimums. It is your interpretation of the material and its application to practice that is assessed.