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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PHI208 WEEK2 D1

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Post on at least three separate days. This week our main discussion  will focus on explaining and evaluating the utilitarian ethical theory  as discussed in Chapter 3 of the textbook. Your instructor will be  choosing the discussion question and posting it as the first post in the  main discussion forum. The requirements for the discussion this week  include the following:

  • You must begin posting by Day 3 (Thursday).
  • You must post a minimum of four separate posts on at least three  separate days (e.g., Wednesday, Friday, and Saturday, or Thursday,  Friday, and Sunday, or Thursday, Saturday, and Monday, etc.).
  • The total combined word count for all of your posts, counted together, should be at least 600 words, not including references.
  • You must answer all the questions in the prompt and show evidence of  having read the resources that are required to complete the discussion  properly (such as by using quotes, referring to specific points made in  the text, etc.).
  • In order to satisfy the posting requirements for the week, posts  must be made by Day 7 (Monday); posts made after Day 7 are welcome but  will not count toward the requirements.
  • Be sure to reply to your classmates and instructor. You are  encouraged to read posts your instructor makes (even if they are not in  response to your own post) and reply to those as a way of examining the  ideas in greater depth.
  • All postings (including replies to peers) are expected to be thought  out, proofread for mechanical, grammatical, and spelling accuracy, and  to advance the discussion in an intelligent and meaningful way (i.e.,  saying something like “I really enjoyed what you had to say” will not  count). You are also encouraged to do outside research and quote from  that as well.

 

To ensure that your initial post starts its own unique thread, do  not reply to this post.  Instead, please click the “Reply” link above  this post. 

Please read the general discussion requirements above, as well as  the announcements explaining the discussion requirements and answering  the most frequently asked questions.  If you are still unsure about how  to proceed with the discussion, please reply to one of those  announcements or contact your instructor.

After reading Chapter 3 of the textbook, consider the following scenario, taken from “Going Deeper: The Trolley Problem”:

What if you could save five lives in a way that results in the  death of a single person? If the overall consequences were the same,  would it matter if you were intentionally harming that person or not?  This problem is raised by the philosopher Philippa Foot (2002c) in her  famous “trolley problem.”

Imagine that you are a standing next to a railroad track, and a  runaway train is careening down the track. In the path of the train are  five workers (let’s suppose they cannot escape the path of the train;  perhaps they are in the middle of a long, narrow bridge high above a  ravine). You know that if the train continues on its path, it will  certainly kill those five workers.

However, you see that there is a sidetrack, and on the sidetrack is a  single worker.  Let’s also suppose that you know that if the train goes  onto the sidetrack, that single worker will be killed.

As it happens, you are standing next to a lever that can send the  train onto the sidetrack. Therefore, you are faced with a decision: to  pull the lever and send the train to the sidetrack, killing the one  worker but sparing the five, or do nothing and allow the train to  continue on its course, killing the five workers.

[There is an interactive illustration of this in your textbook, so be sure to take a look]

Now consider this slight variation:

Instead of standing next to a lever that can switch the train to  another track, you are standing on a bridge overlooking the track, and  next to you is a very large man (think someone the size of an NFL  lineman – someone who is just big, not necessarily obese or otherwise  unhealthy).  He’s leaning precariously over the railing such that barely  a push would send him over the railing and onto the tracks. Let’s  suppose that he’s large enough to stop the train, thus sparing the five  workers, but his own life will be lost. Let’s also suppose that you  aren’t large enough to stop the train, so it would do no good to throw  yourself over.

Should you throw the large man over the bridge?

In the course of the week’s discussion, you will need to do the following (not necessarily in this order):

  1. Engage with the text:

What would a utilitarian say is the right action in each of the  cases?  Give the reasoning by referring to Chapter 3 of the textbook,  especially John Stuart Mill’s arguments found in this week’s reading,  and be as precise as you can.

  1. Reflect on yourself and others:

Do you agree with that?  Why or why not?

Do you find yourself agreeing with the utilitarian about the answer  to one of the scenarios but not the other?  If so, explain what accounts  for that difference.  Does this point to objections, limitations, or  flaws in the utilitarian approach?  Explain.

If you found yourself agreeing with the utilitarian about both  scenarios, how would you defend your view against those that might have  given different answers?

  1. Discuss with your peers:

This scenario and the corresponding questions always elicit a wide  range of responses.  Some people will disagree about the right choice to  make, and some people will agree on the right choice but for different  reasons.  Discuss with your peers each other’s answers to these  questions, especially when your peers’ answers differ from yours, and  use that as a chance to draw out the strengths and weaknesses of  utilitarianism.

Thames, B. (2018). How should one live? Introduction to ethics and moral reasoning (3rd ed.). San Diego, CA: Bridgepoint Education.

 
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The ASPIRE Plan Activity

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My A.S.P.I.R.E Plan

 

You have just reviewed a whole new approach to studying! It may feel a bit overwhelming to you. Let’s reflect on each area and see how you can use it to your advantage.

· Answer the following reflection questions using complete sentences with proper spelling and grammar.

· Remember if you reference another source in your reflection, you need to cite the source at the end of your response.

 

1. When thinking about the A.S.P.I.R.E. study plan, a study strategy I already use that works well for me is… Click here to enter text.

 

2. The study strategy I already use works well for me because…Click here to enter text.

 

3. In the past, the most difficult part of studying has been… Click here to enter text.

 

4. I think the most difficult part of studying has caused difficulty because…Click here to enter text.

 

5. After reviewing the content on the A.S.P.I.R.E. study plan, I have decided a new study strategy that I plan to try is…Click here to enter text.

 

6. I plan to try this new study strategy because… (State how you think it will be beneficial to you.) Click here to enter text.

 

7. Upon thinking about the A.S.P.I.R.E study plan, I realized that something I am afraid to try is… (State a study strategy you know would be beneficial to you, but you are apprehensive to try it.)Click here to enter text.

 

8. I am going to make a commitment to myself to try the new study strategy on my next assignment or exam. My next exam or assignment is… (State the subject and date of your next assignment or exam.)Click here to enter text.

 

9. If that specific study strategy does not work for me, the next one I will try is… (State the strategy and why you think this strategy might be beneficial for you.)Click here to enter text.

 
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Case Study, Chapter 8, Disorders of Fluid, Electrolyte, and Acid-Base Balance

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Case Study, Chapter 8, Disorders of Fluid, Electrolyte, and Acid-Base Balance

· Answer all questions in complete sentences. One paragraph for each question (one paragraph must have 5-7 sentences).

· APA format, double sace, Times News Roman, Font 12

Case Study, Chapter 8, Disorders of Fluid, Electrolyte, and Acid–Base Balance Amanda are an 18-year-old with anorexia nervosa. She was recently admitted to an eating disorders clinic with a BMI of 13.9, and although she was a voluntary patient, she was reluctant about the treatment. She was convinced that she was overweight because her clothes felt tight on her. She complained that even her hands and feet “were fat.” One of her nurses explained that a protein in her blood was low. The nurse further explained that, as difficult as it may be to believe, eating a normal healthy diet would make the “fat hands and feet” go away

1) What protein do you suspect the nurse was referring to? How would a deficiency in this protein contribute to edema?

2) What is the difference between the physiology of pitting and no pitting edema?

3) Because of her weakened condition, Amanda was moved around the ward in a wheelchair when she was not on bed rest. How does this affect her edematous tissues?

 
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