Details of this Paper

I am needing a Psychology expert to complete just part two of this course project

Description

solution


Question

I am needing a Psychology expert to complete just part two of this course project. I have already done part one of the course project, so only part two of the paper is needed. Below are the guidelines of the paper;This course includes two projects/papers that demonstrate your understanding and application of the concepts of human development. Each paper will consist of the developmental history of an individual. The first paper will cover the life of an individual from birth through adolescence, and the second will cover young adulthood through old age.;You must pick two individuals other than yourself to write about (one for each paper).;Papers are to be done in APA style.;Each paper should be four to six pages of content, plus a cover page.;Papers must include both introduction and conclusion paragraphs.;Key points for each stage of life are provided below. Students will want to address each area noted below, but they need not answer absolutely every question to get full credit.;Papers should demonstrate an understanding of the stages and developmental tasks of each age/stage. The use of proper terminology supported with examples from the individual?s life is a good way to demonstrate your understanding.;Each paper is to be submitted as a Microsoft Word document to the Dropbox at the end of the week that it is due.;Course Project Part 1 (Due by the end of Week 4): The subject of the first paper should be someone who is at least in late adolescence. You may use your own children or relatives, but be sure to select someone about whom you can obtain a good bit of information. You will need to be able to talk to at least one of the individual?s parents to access information about the early years and genetic background of the subject. See details below.;Course Project Part 2 (Due by the end of Week 7): The second person should be much older, someone in late adulthood (over age 60). You can choose your parents or relatives if they are of such an age, but be sure to select someone who is still mentally fit in order to be able to get the information you will need. See details below.;Course Project Part 1--Due Week 4;Back to Top;Prenatal Development (Material from Week 1);Start your report by giving some details about the individual's parents. What are the parents' height, weight, intelligence, personality traits (e.g., Type A or Type B, extraverted or introverted, controlled or emotional, etc.), physical health conditions (strengths and weaknesses), mental health issues (or are they completely mentally healthy), physical issues (e.g., family history of heart trouble, diabetes, etc.), artistic/musical/athletic abilities, interests, aptitudes, and so forth? Go into detail, and give examples where applicable.;Describe the physical and emotional environment of the mother during pregnancy. What were the sleep and diet/nutritional habits of the mother? What was her age (during pregnancy) and her general state of health? Did she exercise? Were there any known teratogens impacting development? Did she smoke? Drink alcohol? Did she have prenatal care from a doctor? Was she knowledgeable about what she needed to do to give birth to a healthy child? What was her stress level while pregnant? How did she deal with things? What else was going on in her life? Was the baby?s father staying involved/assisting? Did she have to work while pregnant? Take care of other children? Was she excited about having this baby?;20 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary/terminology of developmental psychology when applicable.;15-19 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary/terminology of developmental psychology when applicable.;10-14 points--The answer for the section is incomplete and/or not well supported.;5-9 points--An answer to the question is attempted, but the answer is wrong or examples are inappropriate.;Early Childhood (Material from Week 2);Where did the individual fall on the growth chart? Did he or she remain at about that same spot as he or she grew? Discuss the cognitive development of the child. Discuss how he or she exhibited (or failed to exhibit) Piaget's sensorimotor thinking and preoperational thinking. Did the child meet expected developmental milestones? Explain the child's development through Erikson's first three psychosocial stages.;Discuss the child's emotional development. Did he or she show traditional development of basic emotions? Did complex emotions appear at 18 to 24 months? When was he or she able to recognize emotions in others? How did the child fare at regulating his or her emotions while progressing thought the pre-school years? What was the child's level of attachment to his or her caregivers? Give examples and details.;Discuss how the child interacted with others from birth until entering kindergarten. Did the child show the typical types of play at the expected ages? How did he or she fare in learning to cooperate? Was the child altruistic? What factors can you see attributing to this? Did he or she have imaginary friends? What was the child's imagination like? Be sure to give some details and examples.;20 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary/terminology of developmental psychology when applicable.;15-19 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary/terminology of developmental psychology when applicable.;10-14 points--The answer for the section is incomplete and/or not well supported.;5-9 points--An answer to the question is attempted, but the answer is wrong or examples are inappropriate.;Middle and Late Childhood (Material from Week 3);Describe the physical growth of the individual selected. Were the height and weight within normal limits? (Use Figure 6.10 in Chapter 6--page 243) How did motor skills develop? Was the physical development in line with that of at least one of the parents? (tall parent = above-average-height child, athletic parent = athletic child, etc.) What development of motor skills was observed during the elementary school years? Was the child physically fit? Describe the cognitive development of the child. Did he or she proceed normally through Piaget's concrete-operational period? Formal-operational period? What are examples of the individual demonstrating the thinking of this period? How did the individual fare in school? Did he or she make use of the memory strategies mentioned in the text? Did the demonstrated academic abilities fall in line with what might be expected of the child, given genetics?;Discuss the relationships within the family and their influence on the child's social/emotional development. What was the family environment in which the child was raised? What was the parenting style? Were the parents a unified team? Did the parents argue a lot? Divorce or never marry? Remarry? A blended family? What can be ascertained about how all of this impacted the child? How did the child's temperament impact the parenting style? Did the birth order have an impact as may be expected? Be sure to give plenty of details and examples. Discuss the individual's peer relationships, as well as the television viewing habits, as they influenced the child's social/emotional development. Was the child able to make friends easily? Did he or she have a large circle of friends? What were the factors that contributed to this? Did the child watch much TV? Play video games? What types of shows/games did he or she gravitate toward? Did this have an impact on behavior or morals? Did the individual show Selman's stages of perspective-taking? Did he or she acquire any prejudices? If so, how?;20 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary/terminology of developmental psychology when applicable.;15-19 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary/terminology of developmental psychology when applicable.;10-14 points--The answer for the section is incomplete and/or not well supported.;5-9 points--An answer to the question is attempted, but the answer is wrong or examples are inappropriate.;Adolescence (Material from Week 4);Describe the physical development of the adolescent. What was his or her physical growth like during adolescence? Did he or she have a growth spurt? What about sexual maturation? When did signs of sexual maturation first appear? What was the individual's response to reaching sexual maturity? What was his or her diet like as an adolescent? Did he or she have weight issues? Did the person notice any friends having eating disorders or problems with obesity? How did the adolescent view his or her own physical development during adolescence? Give details and examples.;Describe the cognitive growth of the adolescent. Did the person's beliefs interfere with his or her reasoning? Where does (did) the adolescent fall on Kohlberg's levels of development? Give examples of why you placed the individual there. How did the individual fare in school? How did (does) the individual see his or her cognitive development during adolescence? Did the person exhibit the characteristics of adolescent thinking? (Table 9.2 on page 343) Be sure to give details and examples.;Discuss the adolescent's identity (including ethnic identity) and self-esteem. Did he or she exhibit Marcia's four identity statuses? What was his or her self-esteem as an adolescent? What were the influences on that? What kind of relationship did the person have with his or her parents? Did earlier parenting styles indeed play into who the adolescent was becoming? How did (does) the adolescent view himself or herself during this period in life? Discuss the adolescent's peer and romantic relationships. How important were peers? What type of company did the adolescent keep? How much influence did the acquaintances hold? How were issues of sex and drugs handled? Did the adolescent experiment? Was peer pressure involved? What did the adolescent do with free time? How did the adolescent particularly see the issues of sex and drugs?;20 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary/terminology of developmental psychology when applicable.;15-19 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary/terminology of developmental psychology when applicable.;10-14 points--The answer for the section is incomplete and/or not well supported.;5-9 points--An answer to the question is attempted, but the answer is wrong or examples are inappropriate.;Introduction and conclusions, APA style, references, spelling, grammar, and so forth;20 points--The answer has an introduction and conclusion present, APA style is accurate, and there are no spelling or grammatical errors.;15-19 points - The answer has an introduction and conclusion, may have minor errors in APA formatting, includes at least one reference, and may have minor spelling or grammatical errors.;10-14 points--The answer is lacking either an introduction or conclusion, has poor use of APA format, has no references, and has minor spelling or grammatical errors. The answer for the section is incomplete and/or not well supported.;5-9 points--The answer does not include an introduction and/or conclusion, has poor use of APA format, has no references provided, and/or has poor spelling and grammar.;Total Points: 100;Course Project Part 2--Due Week 7;Back to Top;Young Adulthood (Material from Week 5);Discuss the physical development of the selected individual during young adulthood. Were there observable changes in growth, strength, and physical functioning? How did lifestyle impact health?;Discuss the cognitive development of the selected individual during young adulthood. What developments in thinking were observed? Were there changes in morals? What possible selves were examined or explored? How did the individual fare with personal control beliefs? What were his or her dreams as a young adult? Discuss the social development of the individual during early adulthood. Were there many close friendships? How did these friendships start? What caused them to grow? What caused other ones to end? How were his or her relationships with family members? How did the individual handle Erikson's psycho-social task of intimacy versus isolation? Was the person single? Did the individual find love? Get married? Have children? Was the marriage a lasting one? Why did the relationship last or fail? Did the person have children? Were the children planned? How did the individual fare as a parent?;25 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary and terminology of developmental psychology when applicable.;18-24 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary and terminology of developmental psychology when applicable.;10-17 points--The answer for the section is incomplete and/or not well supported.;5-9 points--The question is attempted, but the answer is wrong or the examples are inappropriate.;Middle Adulthood (Material from Week 6);Examine the individual's occupational selection and development. Did he or she settle into one career or change careers? How did the individual come to make these choices? Was he or she satisfied with the career? Would the person have chosen to do something different if he or she had it all to do over again? Did he or she have to deal with discrimination? Unemployment?;What was the person's life outside of work like? How was the individual's relationship with his or her own parents? Did he or she have to provide care for an older family member? If so, how did that go? How was the subject's relationship with his or her own child or children? What did the person do with his or her free time? What leisure activities did he or she enjoy the most? What would the individual have done if he or she had had more free time?;Discuss the physical and cognitive development of the selected individual during middle adulthood. Were there observable changes in growth, strength, and physical functioning? Did the person have any major health problems? Did he or she have a great deal of stress? If so, from what? Did he or she exercise? What developments in thinking were observed? Were there changes in morals?;Discuss the social development of the individual during middle adulthood. Were the friendships of early adulthood maintained? Were new friendships formed? How was the relationship with members of the family of origin? Was the person close to his or her siblings (if applicable)? How did the person handle any "empty nest" issues? How did he or she handle Erikson's psycho-social task of generativity versus stagnation?;25 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary and terminology of developmental psychology when applicable.;18-24 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary and terminology of developmental psychology when applicable.;10-17 points--The answer for the section is incomplete and/or not well supported.;5-9 points--The question is attempted, but the answer is wrong or the examples are inappropriate.;Late Adulthood (Material from Week 7);Discuss the physical development of the selected individual during late adulthood. Were there any major health issues? Observable changes in weight, strength, and physical functioning? Were there issues or changes in sleep patterns?;Discuss the cognitive development of the selected individual during late adulthood. What changes in memory, attention, and processing speed were observed? Did any issues with depression, anxiety, dementia, or so forth develop?;Discuss the social development of the individual during late adulthood. What role did siblings play (if applicable)? What was his or her relationship with them like? Was he or she able to retain a degree of independence? How did the individual feel about aging? Were there many close friendships? How did the individual handle Erikson's psycho-social task of integrity versus despair? How did the individual cope with the loss of family members and good friends? To what degree did he or she experience death anxiety? How did he or she cope with it? What is his or her view of death? What religious belief does the person have regarding death? Is this a comfort? Has he or she ever had a paranormal experience with a deceased relative or friend (strange dream, premonition, vision, hallucination, etc.)? What does the individual advise young people about how to live?;25 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary and terminology of developmental psychology when applicable.;18-24 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary and terminology of developmental psychology when applicable.;10-17 points--The answer for the section is incomplete and/or not well supported.;5-9 points--The question is attempted, but the answer is wrong or the examples are inappropriate.;Introduction and conclusion, APA style, references, spelling, grammar, and so forth;25 points--An introduction and conclusion are present, APA style is accurate, and there are no spelling or grammatical errors.;18-24 points--The paper has an introduction and conclusion, may have minor errors in APA formatting, includes at least one reference, and may have minor spelling or grammatical errors.;10-17 points--The paper is lacking either an introduction or conclusion, has poor use of APA format, has no references, and/or has minor spelling or grammatical errors.;5-9 points--The paper does not include an introduction and/or conclusion, has poor use of APA format, has no references provided, and/or has poor spelling and grammar.;Additional Requirements;Min Pages: 4;Max Pages: 6;Level of Detail: Only answer needed;Other Requirements: Here are the guidelines for the paper content of this paper I need done. I need someone to actually understand the concepts and developmental stages of young adulthood all the way up until late adulthood and incorporate the content she is asking for within the body of the paper. That's why I would prefer a psychology major or someone who is an expert in psychology because they will know the exact topics to touch on instead of just someone writing a paper that lacks the substance my Professor is looking for;Course Project Part 2--Due Week 7;Back to Top;Young Adulthood (Material from Week 5);Discuss the physical development of the selected individual during young adulthood. Were there observable changes in growth, strength, and physical functioning? How did lifestyle impact health?;Discuss the cognitive development of the selected individual during young adulthood. What developments in thinking were observed? Were there changes in morals? What possible selves were examined or explored? How did the individual fare with personal control beliefs? What were his or her dreams as a young adult? Discuss the social development of the individual during early adulthood. Were there many close friendships? How did these friendships start? What caused them to grow? What caused other ones to end? How were his or her relationships with family members? How did the individual handle Erikson's psycho-social task of intimacy versus isolation? Was the person single? Did the individual find love? Get married? Have children? Was the marriage a lasting one? Why did the relationship last or fail? Did the person have children? Were the children planned? How did the individual fare as a parent?;25 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary and terminology of developmental psychology when applicable.;18-24 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary and terminology of developmental psychology when applicable.;10-17 points--The answer for the section is incomplete and/or not well supported.;5-9 points--The question is attempted, but the answer is wrong or the examples are inappropriate.;Middle Adulthood (Material from Week 6);Examine the individual's occupational selection and development. Did he or she settle into one career or change careers? How did the individual come to make these choices? Was he or she satisfied with the career? Would the person have chosen to do something different if he or she had it all to do over again? Did he or she have to deal with discrimination? Unemployment?;What was the person's life outside of work like? How was the individual's relationship with his or her own parents? Did he or she have to provide care for an older family member? If so, how did that go? How was the subject's relationship with his or her own child or children? What did the person do with his or her free time? What leisure activities did he or she enjoy the most? What would the individual have done if he or she had had more free time?;Discuss the physical and cognitive development of the selected individual during middle adulthood. Were there observable changes in growth, strength, and physical functioning? Did the person have any major health problems? Did he or she have a great deal of stress? If so, from what? Did he or she exercise? What developments in thinking were observed? Were there changes in morals?;Discuss the social development of the individual during middle adulthood. Were the friendships of early adulthood maintained? Were new friendships formed? How was the relationship with members of the family of origin? Was the person close to his or her siblings (if applicable)? How did the person handle any "empty nest" issues? How did he or she handle Erikson's psycho-social task of generativity versus stagnation?;25 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary and terminology of developmental psychology when applicable.;18-24 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary and terminology of developmental psychology when applicable.;10-17 points--The answer for the section is incomplete and/or not well supported.;5-9 points--The question is attempted, but the answer is wrong or the examples are inappropriate.;Late Adulthood (Material from Week 7);Discuss the physical development of the selected individual during late adulthood. Were there any major health issues? Observable changes in weight, strength, and physical functioning? Were there issues or changes in sleep patterns?;Discuss the cognitive development of the selected individual during late adulthood. What changes in memory, attention, and processing speed were observed? Did any issues with depression, anxiety, dementia, or so forth develop?;Discuss the social development of the individual during late adulthood. What role did siblings play (if applicable)? What was his or her relationship with them like? Was he or she able to retain a degree of independence? How did the individual feel about aging? Were there many close friendships? How did the individual handle Erikson's psycho-social task of integrity versus despair? How did the individual cope with the loss of family members and good friends? To what degree did he or she experience death anxiety? How did he or she cope with it? What is his or her view of death? What religious belief does the person have regarding death? Is this a comfort? Has he or she ever had a paranormal experience with a deceased relative or friend (strange dream, premonition, vision, hallucination, etc.)? What does the individual advise young people about how to live?;25 points--The answer clearly and fully addresses the concepts in the section. The paper reflects an understanding of the developmental concepts in the section. All concepts are addressed and supported with relevant examples. The answer uses and applies the vocabulary and terminology of developmental psychology when applicable.;18-24 points--The answer addresses the concepts in the section, but it is not completely developed or supported with relevant examples. The answer does not address all of the developmental concepts of the section. The answer does not use and apply the vocabulary and terminology of developmental psychology when applicable.;10-17 points--The answer for the section is incomplete and/or not well supported.;5-9 points--The question is attempted, but the answer is wrong or the examples are inappropriate.;Introduction and conclusion, APA style, references, spelling, grammar, and so forth;25 points--An introduction and conclusion are present, APA style is accurate, and there are no spelling or grammatical errors.;18-24 points--The paper has an introduction and conclusion, may have minor errors in APA formatting, includes at least one reference, and may have minor spelling or grammatical errors.;10-17 points--The paper is lacking either an introduction or conclusion, has poor use of APA format, has no references, and/or has minor spelling or grammatical errors.;5-9 points--The paper does not include an introduction and/or conclusion, has poor use of APA format, has no references provided, and/or has poor spelling and grammar.

 

Paper#22230 | Written in 18-Jul-2015

Price : $37
SiteLock