Apply developmental conceptual material to a “real life” individual. The paper will emphasize the influence of social structures expressed as risk or protective factors and any traumatic experiences that have shaped the developmental experiences and outcomes of an individual.
Developmental Paper outline:
Important information:
a. Number of pages for each section is an estimate.
b. Each section provided in bold (below) should correspond to a subheading in the paper. These are the only subheadings that you need in the paper.
Paper Structure:
- Introduction (about a paragraph … “The purpose of this paper is …”)
- Summary of relevant biographical information (2-4 pages)
a. Includes factual information from birth to current situation.
b. Includes information on key life events and/or turning points relevant to understanding the individual’s trajectory.
c. Includes information that provides a “backdrop” for subsequent discussion of two key developmental experiences (see #3 and #4).
d. Includes information that provides evidence for identification of narrative theme(s) (see #5). - Developmental Concept #1 (3-5 pages)
a. Presentation of concept
i. Defines and explains the concept and is consistent with the textbook definition/explanation. (Must reference the required text)
Santrock, J. W. (2019). Life-span development (17th ed.). New York, NY: McGraw Hill Higher Education.
Ch. 9:Physical and Cognitive Development in Middle and Late Childhood
Ch. 10: Socioemotional Development in Middle and Late Childhood
Ch. 11: Physical and Cognitive Development in Adolescence
Ch. 12: Socioemotional Development in Adolescence
Ford, J. D., Connor, D. F., Cruise, K. R., & Chapman, J. (2012). Complex trauma and aggression in secure juvenile justice settings. Criminal Justice and Behavior, 39(6), 694-724.
ii. Includes information about the concept’s relevance to its corresponding developmental stage.
iii. Includes a discussion of concept’s relevance to other concepts/information.
iv. Significance of concept to developmental outcomes is included.
b. Presentation of developmental experience
i. Describes the developmental experience and clarifies age/stage when experience occurs.
ii. Includes other information about experience relevant to subsequent analysis (e.g., cultural/contextual information).
iii. Includes how experience is indicative of continuity or change in individual’s life course. (Or, could do this in part “c”)
c. Analysis: Linkage of developmental experience with concept
i. Includes information about what aspects of experience illustrate dimensions of concept presented in 3a.
ii. Includes explanation of how/why story and conceptual information provide insight and increased understanding of individual change within a developmental framework.
- Developmental concept #2 (3-5 pages)
Structured exactly like #3 but with a different concept and experience/story - Summary of individual’s narrative using developmental information from #3 and #4 as evidence/support for observations/conclusions. (1-3 pages)
a. Includes identification/discussion of narrative identity based on information presented (e.g., “As can be seen in the previous discussion, my aunt is the kind of person who ….”)
b. Includes information about how individual’s experience of relevant issue/concept contributed to individual’s understanding of self.
c. Includes information about how student’s assessment or understanding of person’s narrative as illustrated, in part, by discussion of two developmental issues is similar to or different from individual’s perception, and why. - Conclusion (one paragraph)
Some additional information that may be helpful:
On p. 518 of the textbook, there is a section titled “Narrative psychology: Identity as a life story.” You may find it helpful to read this section prior to starting to organize this paper.
If you want more information on narrative psychology (which is the basis for narrative therapy), you may want to look at the following article cited by the authors. The article is available online through our library:
Singer, J. A. (2004). Narrative identity and meaning making across the adult lifespan: An introduction. Journal of Personality, 72(3), 437-468.
The following are a few quotes from the article that you may find useful:
“To do research in narrative identity is to embrace a lifespan developmental perspective on personality. Biological and cognitive changes, role demands of particular life stages, historical and cohort influences all conspire to make an individual’s narrative a fluid and evolving work in progress” (p. 445).
“… Their personal narratives, their “narrative identity,” situates them meaningfully in their culture, providing unity to their past, present, and anticipated future” (pp. 445-446).
One last thing: In terms of organizing this paper, you may consider beginning in reverse. That is, after your interview, ask yourself, “Who is this person and how did he/she become this way? What stories helped illustrate this?” After you are clear on that, then you can begin to think about constructing your paper.
The following Rubric is used to grade the assignment:
Rubric: Developmental Paper
% Exceptional
Competency Meets Competency
Below Competency
No
Competency
Presentation of Concepts
20 Defines and explains two concepts based on the textbook and other literature for definition and explanation.Includes a discussion of the concepts from a trauma informed lens, paraphrasing and citing related literature.
Defines and explains two concepts and refers to literature other than textbook for definition and explanation.
Includes a discussion of the concept from a trauma informed lens, citing related literature; however, there is an excessive use of quotes with citations rather than paraphrasing with citations. Defines and explains the concepts without referring to literature.
Includes some information about each concept, the corresponding developmental stage, including the key crisis and age range associated with each stage selected for the paper without referring to the text. Does not define or explain concepts identified.
Does not include any information about each concept, the corresponding developmental stage, key crisis or age range associated with each stage selected for the paper.
Application of Concepts to Developmental Stages
20 Includes relevant information about the application of each concept to each of the two corresponding developmental stages, from text, including theory, the name of the theorist associated with the theory, the key crisis and age range associated with each stage selected for the paper. Includes some information about each concept, the corresponding developmental stage, from text, including the key crisis and age range associated with each stage selected for the paper.
Includes a discussion of the concepts from a trauma informed lens, with no references. Does not Include a discussion of the concept from a trauma informed lens. .
Critical Thinking
20 The two developmental concepts are clearly defined and the writer provides a strong rationale for the application of the selected developmental concepts to each significant event highlighted in the individual’s life. Concepts, assumptions, inferences, & conclusions are clearly and thoroughly expressed. Analysis is logical and thorough. The two developmental concepts are adequately defined and cited and the writer provides a satisfactory rationale for the application of the selected developmental concept to each significant event highlighted in the interview. Although theories are identified and concepts are mentioned, there are excessive quotations with citations. The concepts, assumptions, inferences, & conclusions are adequately addressed. Concepts, assumptions, inferences & conclusions are inconsistently expressed. Analysis is flawed in some places. Concepts, assumptions, inferences, & conclusions are unclear; analysis is absent or logic is flawed. Quality and Use of Evidence
20 Uses at least 3 references in addition to the course textbook. Demonstrates skillful use of high-quality, credible, and relevant sources. Uses the interviewee’s own words where appropriate, and summary where appropriate.
Appropriately uses 2 references aside from the textbook.Provides a moderately concise summary of interviewee’s narrative; however, does not use interviewee’s own words, or only uses interviewee’s words and fails to provide summary where appropriate.
Uses 1 reference aside from the textbook. Provides only one definition for a selected developmental concept, and provides a rationale for the application of the selected developmental concept to the one significant event highlighted in the interview.
Provides a fairly concise summary of interviewee’s narrative.
Does not use references other than the textbook.Does not provide a definition for any developmental concepts or fails to provide a rationale for the application of the applied developmental concepts to the significant event(s) highlighted in the interview.
Does not provide a concise summary of interviewee’s narrative.
Organization & Mechanics
10 Significance of concept to developmental outcomes is included, with reference to literature and APA citations.
Organization is sequential and appropriate to assignment; paragraphs are well developed; ideas linked with smooth and effective transitions; virtually error free and reads exceptionally well Significance of concept to developmental outcomes is included, with reference to literature but not all are cited correctly.
Competent organization and paragraph structure; language has few errors and reads well Significance of concept to developmental outcomes is included, without reference to literature.
Limited attempts to organize ideas; paragraphs are simple and/or disconnected; no transitions; writing includes some errors; reading presents with difficulty No attempt to provide significance of developmental concept is included.
Organization, if at all, is confusing and disjointed; weak paragraph structure; transitions are missing or illogical; errors are numerous and seriously undermine any coherent reading
APA Format & Citations
10 APA format is exceptional in the paper; all sources are cited correctly and thoroughly. APA format, when used, is accurate in the paper; the majority of sources are cited correctly. There are frequent errors in APA format; not all sources are cited correctly. Format of the document is not recognizable as APA; reference page is missing or so disorganized it does not represent APA citation style.