Theories of Human Development Across the Life Span

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Discussion – Week 10

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Discussion: Theories of Human Development Across the Life Span

As a social worker, you will never have the privilege of seeing a client grow and evolve over the entire length of their life. Even if you do work with a client for a long time, you won’t witness their evolution firsthand; rather, the client will convey to you what they are experiencing. For the purposes of the HBSE I and II courses, though, you have gotten this front-row seat into someone else’s life. You have seen Ray navigate hardship in childhood, adolescence, young adulthood, middle adulthood, and now later adulthood. You have seen him find a sense of joy and meaning.

Through Ray’s case, you can refine your application of human development theories in the context of an aging client who has lived a full life. For this Discussion, you do just that, selecting a theory and examining how it illuminates Ray’s life.

To Prepare:

  • Review the case of Ray, as presented in animated videos      throughout this course and HBSE I. Consider the trajectory of Ray’s life,      key life events, and his biological, psychological, social, and spiritual      development. Select one area of his life on which to focus your post.
  • Select a theory of human development throughout the      life span to apply to Ray’s experience. This may be a theory described in      this or other weeks’ Learning Resources, or you may select a theory based      on personal research.

By 02/02/2021
Post your application of a theory of human development to Ray’s life. How does the theory deepen your understanding of Ray’s experience? How might this application of theory assist you as a social worker engaging with Ray? Finally, what does Ray’s example tell you about the human spirit, resiliency, and the capacity to evolve?

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Required Readings

Hutchison, E. D. (2019). An update on the relevance of the life course perspective for social work. Families in Society, 100(4), 351–366. https://doi.org/10.1177/1044389419873240

Smith-Osborne, A. (2007). Life span and resiliency theory: A critical review. Advances in Social Work, 8(1), 152–168. https://doi.org/10.18060/138

Zacher, H., & Froidevaux, A. (2021). Life stage, lifespan, and life course perspectives on vocational behavior and development: A theoretical framework, review, and research agenda. Journal of Vocational Behavior, 126. https://doi.org/10.1016/j.jvb.2020.103476

Document: Life Span Interview (PDF)

Required Media

Meet Ray: Age 69 to 87

Time Estimate: 2 minutes

Transcript – Meet Ray: Age 69 to 87 [PDF]

Walden University, LLC. (2021). Theories of human development [Interactive media]. https://class.waldenu.edu

Follow Rubric

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

Discussion – Week 10

 

Top of Form

Discussion: Theories of Human Development Across the Life Span

As a social worker, you will never have the privilege of seeing a client grow and evolve over the entire length of their life. Even if you do work with a client for a long time, you won’t witness their evolution firsthand; rather, the client will convey to you what they are experiencing. For the purposes of the HBSE I and II courses, though, you have gotten this front-row seat into someone else’s life. You have seen Ray navigate hardship in childhood, adolescence, young adulthood, middle adulthood, and now later adulthood. You have seen him find a sense of joy and meaning.

Through Ray’s case, you can refine your application of human development theories in the context of an aging client who has lived a full life. For this Discussion, you do just that, selecting a theory and examining how it illuminates Ray’s life.

To Prepare:

 

· Review the case of Ray, as presented in animated videos throughout this course and HBSE I. Consider the trajectory of Ray’s life, key life events, and his biological, psychological, social, and spiritual development. Select one area of his life on which to focus your post.

· Select a theory of human development throughout the life span to apply to Ray’s experience. This may be a theory described in this or other weeks’ Learning Resources, or you may select a theory based on personal research.

 

By 02/02/2021 Post your application of a theory of human development to Ray’s life. How does the theory deepen your understanding of Ray’s experience? How might this application of theory assist you as a social worker engaging with Ray? Finally, what does Ray’s example tell you about the human spirit, resiliency, and the capacity to evolve?

Bottom of Form

 

Required Readings

 

Hutchison, E. D. (2019). An update on the relevance of the life course perspective for social work. Families in Society, 100(4), 351–366. https://doi.org/10.1177/1044389419873240

 

 

Smith-Osborne, A. (2007). Life span and resiliency theory: A critical review. Advances in Social Work, 8(1), 152–168. https://doi.org/10.18060/138

 

 

Zacher, H., & Froidevaux, A. (2021). Life stage, lifespan, and life course perspectives on vocational behavior and development: A theoretical framework, review, and research agenda. Journal of Vocational Behavior, 126. https://doi.org/10.1016/j.jvb.2020.103476

 

 

Document: Life Span Interview (PDF)

 

Required Media

Meet Ray: Age 69 to 87

Time Estimate: 2 minutes

 

 

Transcript – Meet Ray: Age 69 to 87 [PDF]

 

 

Walden University, LLC. (2021). Theories of human development [Interactive media]. https://class.waldenu.edu

 

Follow Rubric

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

 

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

 

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

 
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Discussion 1: Mental Health and the Family

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Discussion 1 – Week 3

Discussion 1: Mental Health and the Family

The unique pressures of young and middle adulthood—financial and career ambitions, building a family, caring for older relatives—can contribute to mental health and substance use issues. It is important to remember that these issues affect not only the individual but also loved ones living in the same home such as partners and children.

In cases of mental health and substance use, social workers can use psychoeducation with family members to provide information about a mental health issue and treatment. When using this intervention, social workers must adapt it to the specific family members, accommodating their cognitive level and age.

For this Discussion, you analyze a case in which a returning soldier, who is also a husband and father, experiences mental health symptoms resulting from combat.

To Prepare:

  • Review the Learning      Resources on psychological aspects of young and middle adulthood,      psychoeducation, and military populations.
  • Access the Social Work      Case Studies media and navigate to Marcus.
  • As you explore      Marcus’s case, consider the ways in which the social environment,      including the trauma he has experienced, has impacted Marcus’s      psychological functioning.

By 12/152021
Post an analysis of how the social environment has contributed to Marcus’s psychological functioning. In what ways has trauma impacted Marcus’s daily functioning? Describe how you as the social worker would integrate elements of psychoeducation with Marcus and his family. How would you adapt psychoeducation for the cognitive level of the family member?

Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.

Discussion 2 – Week 3

Discussion 2: Characteristics of Midlife Crises

Picture someone standing in the middle of a bridge. First, they look back at where they have been and what they have done along the way to that point; then they look forward, seeing what little space they have left to travel and considering the extent they will be able to make the journey meaningful. If the bridge represents life, the person stuck in the middle, in a period of uncertainty and evaluation, is someone in a midlife crisis.

The phenomenon is often portrayed in popular media: a middle-aged man buys a sportscar, has an extramarital affair, and begins socializing with the younger generation. But what exactly is a “midlife crisis,” and why does it occur? While some researchers question the term, stating that such crises are not necessarily limited to midlife, it is believed to be experienced by a sizable segment of the population. However, the crisis may look different from person to person.

For this Discussion, you describe a midlife crisis and how biology, psychology, and sociology interact to create the phenomenon. You also envision yourself as a social worker addressing this phenomenon with a client.

To Prepare:

  • Review the Learning      Resources on midlife and middle adulthood.
  • Consider the      phenomenon of a midlife crisis, its characteristics/features, and how it      may vary for people of different genders.

By 12/16/2021
Post a description of the characteristics/features of a midlife crisis, including the different experiences in terms of gender. Explain how biology intersects with psychology and social factors in this phenomenon and provide an example. Then, explain how you as a social worker could help a person navigate a midlife crisis.

By Day 7

Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.

Required Readings

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

· Chapter 11, “Psychological Aspects of Young and Middle Adulthood” (pp. 485–535)

Herzog, J. R., Whitworth, J. D., & Scott, D. L. (2020). Trauma informed care with military populations. Journal of Human Behavior in the Social Environment, 30(3), 265–278. https://doi.org/10.1080/10911359.2019.1679693

Piotrowski, N. A., & Prest, L. A. (2019). Midlife crisis. In B. C. Auday, M. A. Buratovich, G. F. Marrocco, & P. Moglia (Eds.). Magill’s medical guide (8th ed.). Salem Press.

Schnyders, C. M., Rainey, S., & McGlothlin, J. (2018). Parent and peer attachment as predictors of emerging adulthood characteristics. Adultspan Journal, 17(2), 71–80. https://doi.org/10.1002/adsp.12061

Sherman, M. D., & Larsen, J. L. (2018). Family-focused interventions and resources for veterans and their families. Psychological Services, 15(2), 146–153. https://doi.org/10.1037/ser0000174

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© 2021 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social

work case studies: Foundation year. Laureate International Universities Publishing.

Marcus

Marcus is a 28-year-old, African American male who recently returned to his hometown

after having served in multiple deployments in both Iraq and Syria. Marcus lives with his

wife, Tamika, and their 5-year-old son, Jayson. While serving overseas, Marcus was

exposed to combat and to blasts from three explosions caused by improvised explosive

devices (IEDs). As a result of his experiences, Marcus sustained several physical

injuries, including wounds from shrapnel released by the IEDs, a mild traumatic brain

injury (TBI) in the form of a concussion caused by being thrown from a blast site after an

explosion, and mild hearing loss in one ear that does not require the use of a hearing

aid. Marcus’s physical wounds had healed completely at the time of his discharge.

Marcus joined the military immediately after his graduation from high school and

planned to begin working at least part time while studying for an associate’s or

bachelor’s degree after his honorable discharge from the U.S. Army. Marcus sought

mental health treatment with me because he “felt different” after arriving back home

from military duty. Marcus reported that he was having difficulties adjusting to domestic

life and found it hard to feel emotionally connected to his wife, though he knew that he

loved her. Similarly, Marcus felt that he had difficulty being an attentive father to his son.

Marcus also reported that despite his goals for continued employment and education,

he could not motivate himself to look for a job or enroll in courses at the local

community college and spent most of his days sitting on the back porch of his home

smoking cigarettes, “staring into space,” and remembering violent scenes from his

combat experience. Additionally, Marcus was having difficulty sleeping due to

nightmares, had lost weight because of a general loss of appetite, had an increasingly

“short fuse” with his family, and reported that he felt constantly nervous and “on edge,

like something is going to blow” inside him.

Treatment

Strengths and Goals

Marcus came to treatment with several strengths, including the ability to identify his

symptoms and their effect on his life, his strong connections to his family, vocational

and educational goals, and the ability to work well within structured environments under

a great deal of pressure, as evidenced by his successful wartime military career.

Marcus reported that his goals for treatment included being able to be a more active

husband and father, to stop thinking so much about his combat experiences, and to

reengage in working and going back to school.

Neurological and Physical Evaluation

Because Marcus has a history of mild TBI, I referred him to a neuropsychologist for an

evaluation to rule out cognitive and/ or behavioral complications that could be attributed

to his past concussion as well as to a general physician to be sure that there were not

any undiagnosed medical conditions exacerbating Marcus’ symptoms. After determining

 

 

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© 2021 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social

work case studies: Foundation year. Laureate International Universities Publishing.

that there were no physical complications and no detectable ongoing symptoms of the

TBI, the neuropsychologist diagnosed Marcus with post-traumatic stress disorder

(PTSD) and referred him to a psychiatrist for an evaluation for medication. Marcus was

prescribed a selective serotonin reuptake inhibitor (SSRI) antidepressant and began

taking the medication as directed as soon as the prescription was filled. After several

weeks, Marcus reported an increased ability to sleep through the night as well an

increase in his ability to concentrate and improved appetite during the day.

Cognitive Behavioral Therapy

To address his other symptoms, including emotional numbing and intrusive memories of

his combat experiences, I employed both cognitive behavioral therapy (CBT) and

exposure-based treatment. The CBT was used to help dismantle negative and irrational

thoughts that fueled Marcus’ symptoms. For example, Marcus reported a negative belief

that if he had been a better soldier, other soldiers would not have died during IED

explosions. Treatment focused on helping to replace these negative cognitions with

more positive, realistic cognitions, such as “I did the best work I possibly could as a

soldier, even when I couldn’t control everything.” Exposure therapy was used to reduce

the intrusive thinking about combat experiences. Marcus used a special computer

program that exposed him to scenes typical of what he experienced during his

deployment, including events involving IEDs. Marcus could control how much of the

scenes he watched and worked on reducing the amount of psychological and physical

arousal that exposure to these scenes caused. Additionally, I referred Marcus to

resources in the community tailored for veterans and their families.

After 6 months of treatment occurring twice weekly, Marcus reported that he was having

significantly less conflict with his wife and was able to connect to his loving feelings for

her and enjoy spending time together as a couple. Marcus was also able to spend more

time with his young son without losing his temper or getting frustrated as quickly. In

addition, Marcus reported significantly improved concentration, the ability to sleep well

nearly every night, as well as a marked decrease in intrusive thoughts and enhanced

coping skills for managing the intrusive thoughts when they did occur. By the end of his

treatment, Marcus had also obtained a part-time job working as an accountant’s

assistant and had enrolled in two business courses at the local community college. In

addition, he had begun to volunteer, running a social group for veterans and their

families at his local church, and was enjoying the social and spiritual support he

received. He reported that he saw a future for himself in a life outside of the military and

felt that he could forge a productive place for himself in the community.

 
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Maximal Oxygen Consumption

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I’m working on a kinesiology multi-part question and need a sample draft to help me study.

I will provide for you two articles that you need to read to help you solve the worksheet and also excel data that you will need to use for completing part 15.2 in the worksheet. Let me know if you have any question.

You need to complete the worksheet that has two forms for 15.1 and 15.2, and also there is a multiple questions that you need to answer for part 15.3 and I will provide for you that box with the questions that needs to be answered for 15.3. I will provide powerpoint to better understand the material.

These are information on how to do the forms 15.1 and 15.2:

1- On form 15.1, the data is provided for you. You will need to calculate VE STPD, Abs VO2, Rel VO2, % E from fat and carbohydrates, E in kcal/min. You will also need to determine which criteria for max were met, what the absolute and relative VO2 max are and what aerobic fitness category their max falls within.

2- on form 15.2 you can use excel that is provided for you.You will need to calculate Abs VO2, Rel VO2, % E from fat and carbohydrates, E in kcal/min for each of the 11 minutes. You will also need to determine which criteria for max were met, what the absolute and relative VO2 max are and what aerobic fitness category their max falls within.

VO2 Max

KIN 330

 

 

 

 

Learning objectives

To describe what VO2 max is and why it is measured.

Be familiar with values for VO2 max .

To describe how we verify achievement of VO2 max .

To explain the physiological factors that contribute to VO2 max .

To broadly understand how to increase VO2 max .

 

 

VO2 max

AKA: VO2 max, maximal oxygen consumption, maximal oxygen uptake, maximal aerobic power, aerobic capacity

The greatest amount of O2 that can be utilized per minute to produce ATP during large muscle activity

Occurs at the point in incremental exercise when VO2 plateaus even though workload increases

 

 

 

 

VO2 max (cont.)

 

Determined during incremental exercise test

VO2 is a linear function of workload until maximal levels are achieved (VO2 max)

Represents the maximal rate of aerobic re-synthesis of ATP

CV system’s ability to deliver O2

muscle’s ability to use O2

 

 

 

 

4

Criteria for VO2 max

Copyright© 2021 McGraw-Hill Education. All rights reserved. No reproduction without the prior written consent of McGraw-Hill Education

Gold Standard = plateau in VO2 even with increase in work rate

If a plateau in O2 consumption is not achieved…secondary criteria include:

Age-predicted max heart rate (+/- 10 beats/min)

Blood lactate concentration of 8 mM or higher

RER of 1.15 or higher

****Research reveals that these criterial do not always “prove” that VO2 max has been reached

 

 

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ACSM Guidelines- VO2 max values

1 MET = 3.5 ml/kg/min

 

 

 

 

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Why do we measure?

Cardiovascular fitness

One of the main determinants of aerobic performance

Indicator of cardiovascular health

 

 

Physiological Factors that Contribute to VO2 max

 

 

 

How to increase your VO2 max

Unfit:

moderate intensity for 30 minutes or more minutes at least 3 days/week

 

Fit:

vigorous intensity for 20 or more minutes at least 3 days/week

 

 

Summary

Important measure and marker of health and performance.

 
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Pathophysiology

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Assignment:

  1. Complete the weekly Discussion questions requirement.
  2. In a 1000-word APA essay – Complete all three of the following SherPath case studies: 1. Detached Retina, 2. Cardiovascular Accident, 3. Parkinson’s Disease.

Case Study

Neurologic System: Sensory Organs

Case Study: Detached Retina

approx 30 min

Mr. Gray, a 65-year-old man, was in an automobile accident in which he suffered a concussion. Soon after he was released, he noticed what he described as a “gray spot” in his field of vision. At first he ignored it, thinking it would go away, but the spot seemed to darken and spread over his visual field. He didn’t report any pain with the problem. On calling his physician, he was advised to go to the nearest hospital immediately. A detached retina was diagnosed.

After treatment, he regained most of his normal sight back. Five years later, he began having problems again. The central area of his visual field was becoming blurred, and he was losing his depth perception. An initial eye examination revealed neovascularization in both eyes.

Question 1

Relate the patient history and circumstances of the injury and the signs and symptoms related to the pathophysiology of this condition.

Answers may vary.

Question 2

Discuss the treatments available for the patient.

Answers may vary.

Question 3

Relate the symptoms and signs to those of macular degeneration.

Answers may vary.

Question 4

Discuss the treatment available and the prognosis for recovering his normal vision.

 

Mr. Quinn, age 64 years, developed a severe headache several hours ago that has not responded to acetaminophen. Now his speech is slurred, and his right arm and the right side of his face feel numb. He is very anxious and is transported to the hospital. Mr. Quinn has a history of smoking and arteriosclerosis, and there is family history of CVA and diabetes. Assessment at the hospital indicated weakness on the right side, including facial asymmetry and a blood pressure of 220/110 Hg mm. A CT scan showed damaged tissue on the left side of the brain, and an angiogram indicated narrowing of the carotid arteries and middle cerebral arteries, with occlusion of the left middle cerebral artery.

Question 1

Discuss the pathophysiology related to CVA due to thrombus vs. embolus. Describe the stages in the development of an atheroma.

Answers may vary.

Question 2

Explain the predisposing factors in this case, and relate Mr. Quinn’s initial signs to the pathological changes.

Answers may vary.

Question 3

Discuss the treatments available after first aid for stroke patients and the patient’s prognosis.

Case Study

Neurologic System: Chronic

Case Study: Parkinson’s Disease

approx 30 min

Mr. Nimmo, age 66, has noticed excessive fatigue, muscle aches, and weakness in his legs for some time. His hands were shaking slightly, although his wife reported that the shaking appeared to stop when he fell asleep. Some unintentional head movements were also apparent. He remembers that his grandfather died in his mid-60s after suffering for years from a condition with similar symptoms. After several tests and the elimination of some other neuromuscular conditions, a diagnosis of Parkinson’s disease was made for Mr. Nimmo.

Question 1

Discuss the pathophysiology of Parkinson’s disease and how it differs from other neuromuscular conditions affecting older adults.

Answers may vary.

Question 2

Discuss the usual progression of the disease as the pathophysiology develops further. Indicate additional manifestations that will be noticeable.

Answers may vary.

Question 3

Describe the complications that frequently develop, including the rationale for each and the early indications of each problem.

Answers may vary.

Question 4

Discuss the treatments available to this patient.

 
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