Introduction The Summative Assignment is an assignment to be submitted for a grade. This is the sec ...
Introduction The Summative Assignment is an assignment to be submitted for a grade. This is the second of two Summative Assignments to be submitted during the semester. Read the directions carefully and read the Grading Rubric, which can be viewed at the bottom of this page, then compose your response and submit your response by clicking the Submit Assignment button. Directions: In this Summative Assignment, you will create a fictitious case study of an individual beginning in early adulthood, then progressing to young adulthood, then middle adulthood, and then late adulthood. Describe the fictitious person in terms of their physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Then, with the information, key terms, and concepts pertaining to death and dying, incorporate the material into the fictitious person's life in the four age ranges of early adulthood, young adulthood, middle adulthood, and late adulthood by creating an example of how the fictitious person encountered a death and dying experience and coped with the death and dying experience in each age range. Then create a description of a fictitious research project related to death and dying in which the fictitious person participated by including a description of a classic developmental research learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. The fictitious person described in young adulthood should be the same fictitious person described in early adulthood. The fictitious person described in middle adulthood should be the same fictitious person who was described in early adulthood and young adulthood. The fictitious person described in late adulthood should be the same fictitious person who was described in early adulthood, young adulthood, and middle adulthood. Please see the Grading Rubric for the Summative Assignment, which can be viewed at the bottom of this page. The Summative Assignment should be saved in a Word document file that ends in .doc or .docx or a PDF document. The Summative Assignment is to be submitted on the Canvas website. Tasks: Task item 1. Describe a fictitious individual in the period of early adulthood, which is the age range of about 18 to about 28. Include information about physical development, cognitive development, social development, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty G. is a 20 year old female, who is in the period of human development known as early adulthood. She enjoys excellent health, as she always has up until this point, without chronic illnesses or frequent acute illnesses, and she eats a healthy diet that includes fruits and vegetables, as she lives at home, and her parents encourage healthy eating habits and have stocked the refrigerator with abundant food. She has begun to engage in post formal thought, which has helped her tremendously in terms of developing critical thinking skills, advancing her ability in the cognitive area of development. She mainly socializes with friends from work and with her friends from her college classes, and she spends less time with her parents and family of origin, even though she lives at home, as she is trying to form her own adult identity. Emotionally, using the typological approach, she could be seen as ego-resilient, as she has confidence in herself and projects a strong, independent, well-adjusted person, without signs of shyness, being withdrawn, or nervous. She is participating in a longitudinal study for 30 years on happiness. Sample of Good Work 2 Lori L. is a 22 year old woman, who is in early adulthood, and she is in good health, except for seasonal allergies to pollen. Her cognitive abilities are noteworthy in the positive sense, as she just graduated from college and has been accepted to graduate school. Socially, she has been in a relationship for the past two years, but does not feel ready to get married. She is emotionally stable and is an extrovert, without showing signs of neuroticism. She participated in a cross-sectional research project that examined the eating habits of individuals in emerging adulthood, young adulthood, and middle adulthood. Task item 2. Describe a fictitious individual in the period of young adulthood, which is the age range of 20 to 40, who is the same person as the fictitious person described in early adulthood. Include information about physical development, cognitive development, social development, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty is a 35 year old female in the young adulthood period of human development, who enjoys good physical health, gets an adequate amount of sleep each night, and does not smoke or drink alcohol. Cognitively, she engages in reflective thinking, and this has helped her succeed in decisions she needs to make on a regular basis and in problem solving tasks. In the social area of development, she has resolved Erik Erikson’s sixth stage of psychosocial development, intimacy versus isolation, with a healthy resolution. Using the Five Factor Model, she is low in neuroticism, showing stable emotions. She is about to participate in a cross-sequential research project on mental health with other young adults, middle aged adults, and individuals in late adulthood for 10 years. Sample of Good Work 2 Lori is 39 and is still in good health, as she eats a proper diet, engages in regular physical activity, and makes sure she gets enough sleep every night, avoiding cigarettes and alcohol. She completed graduate school, started working, managed her money well, paid off her student loans, and takes continuing education classes that she arranged for her company to pay for, to further her intellectual development and to train others at work with the new information she learned in the classes. Her social life consists of being married and getting together with other couples on a regular basis, as well as socializing with her single friends. Emotionally, she continues to be an extrovert, as this is a stable trait, and she is open to new experiences. She is in a longitudinal study for 40 years that focuses on cognitive abilities and will examine her cognitive stability and changes over time. Task item 3. Describe a fictitious individual in the period of middle adulthood, which is the age range of 40-65, who is the same person that was described in young adulthood. Include information about physical development, cognitive development, social development, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 At age 60, Betty is in middle adulthood, and physically, she enjoys good health and does not show signs of osteoporosis, like some of her friends, for which she is grateful. She has shown some cognitive changes, in the sense that her crystalized intelligence has improved. In the social realm, she has resolved Erik Erikson’s seventh stage of psychosocial development, generativity versus stagnation, with a healthy outcome, as is evidenced by her community involvement, where she volunteers in three places each month, at a food bank, at an animal shelter, and at her neighborhood council through the councilmember’s office. Emotionally, she has not had a midlife crisis, and she accepts herself for who she is, enjoying a sense of subjective well-being and contentment, and she does not have symptoms of anxiety or depression. She will participate in a cross-sectional study on family life in middle age with individuals who are 45, 50, 55, and 60. Sample of Good Work 2 Lori is now 64 years old, and her physical health is still good, but she walks a little slower, and she doesn't take the stairs as much as she used to, compared to when she was younger. Her cognitive functioning is holding up, as she retains her memory, which was good to begin with, and she has become an expert in her field, and has encapsulated knowledge. She volunteers on a weekly basis, to feel a sense of generativity, and she is still married. Emotionally, she worries about her parents, who are aging and live out of state, and feels a sense of stress while trying to coordinate care for them. She participated in a longitudinal study that just concluded after 10 years on relationships with friends in middle adulthood. Task item 4. Describe a fictitious individual in the period of late adulthood, which is the age range of 65 and older, who is the same person who was described in middle adulthood. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty, age 70, is in the late adulthood period of human development. Physically, she has some gray hair that she never had before and she walks a little slower than she used to, and, she is not as strong as she used to be, but she doesn’t feel old. Cognitively, she feels a little bit forgetful at times, but when she was tested, very mild declines in her short term memory were revealed, but she was told it was age appropriate and not something to worry about. In the social sphere, she has resolved Erik Erikson’s psychosocial crisis of ego integrity versus despair with a healthy resolution, feeling that she had a good life, without regrets. She still works at a job that she loves and does not plan to retire for at least another 10 years. She is also still married, with high marital satisfaction, which contributes to her emotional well-being, and she has a few good friends with whom she receives emotional support when needed, and to whom she gives emotional support when they need it. When she was asked to participate in a cross-sectional study on ageism, she agreed, with the responses from her age group, 70-80, being compared to the responses of participants who are 81-89, and 90-100. Sample of Good Work 2 Lori is now 88 years old, and has gray hair, which she does not want to dye, and she has a mild loss of hearing. She has slight memory impairment and takes classes to keep her mind active, yet she does not show signs of dementia of any kind. Still married, her social life includes getting together with family and friends. Emotionally, she enjoys a sense of well-being, and she uses problem-focused coping when under stress. Lori is participating in a correlational study on primary aging, looking at the two variable of physical health and use of alcohol. Task item 5. With the information, key terms, and concepts pertaining to death and dying, incorporate the material into the fictitious person's life in the four age ranges of early adulthood, young adulthood, middle adulthood, and late adulthood. Create an example of how the fictitious person encountered a death and dying experience and coped with the death and dying experience at each age range. Then create a description of a fictitious research project related to death and dying in which the fictitious person participated by including a description of a classic developmental research learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Early Adulthood death and dying experience-1 point Young Adulthood death and dying experience-1 point Middle Adulthood death and dying experience-1 point Late Adulthood death and dying experience-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty has had a number of experience with death of relatives, beginning at age 21, when her father died. She felt angry, because it was during finals week, but she experienced grief and then bereavement for over one year. When she was 35, in young adulthood, Betty's aunt died. Betty experienced sadness and was bereaved for about 10 months. When Betty was in middle adulthood, Betty's grandmother died. Betty knew that the death was imminent, but she still felt a tremendous sense of grief and was in bereavement for about 2 years. When Betty was in middle adulthood, her husband died. She experienced anger and a strong sense of grief. When Betty was in late adulthood, her daughter, who was 50 years old died. Betty was distraught and was in bereavement for many years. She agreed to participate in a cross-sectional research project that focused on widowhood in individuals who were 30, 40, and 50. Sample of Good Work 2 Lori was in early adulthood, at age 20, when her cousin died. She experienced shock and disbelief. She was able to adjust to her cousin's death over time. When Lori was in young adulthood, at age 30, she uncle died. She went through a period of bereavement and then her life went back to the way it was before her uncle died. In middle adulthood, when Lori was 45, her grandfather died. She was devastated. She experienced grief and then bereavement for one year. In late adulthood, Lori's close female friend died when Lori was 95 years old. She felt sad and a sense of loss, but was able to cope with the loss and accepted the death of her friend. At age 95, she participated in a cross-sectional research project on bereavement with individuals who were age 65, 75, 85, and 95. How to Complete the Assignment: Read the five task items, and then compose a response to each of the five task items in the order in which they appear. Be as specific as possible. The responses should show that you have an understanding of the concepts being addressed. How the Assignment will be Scored: The assignment will be scored using the Grading Rubric for the assignment, which can be viewed at the bottom of this page. The Grading Rubric is based on the Task items, which are aligned with the Learning Objectives of the chapters, which are aligned with the Course Objectives that are on the Syllabus, and which are aligned with the Student Learning Outcomes (SLO) for the course that are on the Syllabus. If a response meets the criterion set forth in the Grading Rubric, then the response will earn 1 point. If a response does not meet the criterion set forth in the Grading Rubric, then the response will not earn 1 point. Each assignment is scored independently from previous assignments and each assignment is scored independently from future assignments. Where to Access the Score:
