Q Competencies In this project, you will demonstrate your mastery of the following competencies: • Draw connections between research in lifespan development and lived experiences • Analyze theories of lifespan development • Evaluate factors that affect lifespan development Scenario For this project, you will be completing a case study analysis on the scenario below. The Module One and Module Two milestones and required reading have prepared you to complete this project. This type of analysis would typically be performed by a social worker as part of an interdisciplinary team focused on patient care. For more information on related career pathways, review the Project One Career Spotlights document, linked in the Supporting Materials area below. Read this scenario to complete your project: As you recall, Jan and Judi are identical twins who, tragically, were separated at birth after an administrative mishap in the hospital where they were born. Jan was raised in a warm, loving environment where her identity was allowed to flourish in authentic ways. Sadly, Judi was not as fortunate as her twin sister; she was raised in a psychologically abusive and chaotic environment that included parental neglect, substance abuse, and toxic relationships. Compared to Jan, Judi’s life has been anything but easy. As previously discussed, Judi had two children with past partners; tragically, one teenage child died from addiction, while the other, nine-year old Jamie, is prone to angry outbursts and struggles with childhood anxiety and depression. Also, Jamie presents as fearful and distrusting, as evidenced by her tendency to retreat and isolate when in social situations. Given Judi’s history of excessive drinking, inattention to good health practices, and severe psychosocial trauma, she is reflecting on how her choices may have impacted Jamie’s development. After Jamie’s teachers expressed concern about her ability to attend to tasks, recent follow-up psychometric tests conducted by the school psychologist revealed evidence of attention-deficit issues. In addition, Jamie has difficulty regulating her emotions when faced with challenging situations across a variety of contexts. According to her teachers, Jamie has exhibited angry outbursts when waiting for her peers to answer questions or losing at games, and when mistakes cause her to feel embarrassment. These circumstances cause exasperation and anxiety for Jamie, which often result in uncontrollable emotional outbursts that require intervention from school faculty and administrators. Judi believes that she has unknowingly internalized and passed many of the psychosocially dysfunctional qualities that she learned from observing her parents on to Jamie. In a session with her guidance counselor, Jamie acknowledged that her quick escalation into intense displays of anger often results in feelings of guilt and shame. During the session, Jamie also acknowledged that her inability to control her emotions makes it difficult to sustain peer relationships. To cope, Jamie often seeks reassurance from peers by inquiring as to whether they will give her another chance. However, when her peers deny Jamie the opportunity to prove herself, she feels rejected, lost, and abandoned. In an effort to help her daughter get the support that she desperately needs, Judi has reached out for help—and hopes for a miracle. Supporting Materials The following resources support your work on the project: • Project One Career Spotlights: Refer to this document to better understand the careers highlighted in this project. • Module One Milestone: Refer to your milestone and milestone feedback before completing your project. • Module Two Milestone: Refer to your milestone and milestone feedback before completing your project. • Project One Template: Use this template to complete your case study analysis. Directions After reviewing the scenario and the supporting materials, use the Project One Template to complete your case study analysis. Answer each question with a minimum of 3 to 5 sentences. Support your answers with credible sources when appropriate. You must address the rubric criteria listed below: 1. Describe the ways in which Piaget’s research applies to Jamie’s development. 2. Describe the ways in which Vygotsky’s research applies to Jamie’s development. 3. Identify factors that could have influenced Jamie’s physical well-being during the prenatal, birth, and early childhood stages of development. 4. Identify factors that could have influenced Jamie’s cognitive well-being during the prenatal, birth, and early childhood stages of development. 5. Identify factors that could have influenced Jamie’s psychosocial well-being during the early and middle childhood stages of development. 6. Evaluate the sociocultural factors that could have contributed to Jamie’s maladaptive behavior. 7. Explain why it is important to consider the physical, cognitive, and psychosocial factors in combination (versus separately) throughout the life span when evaluating an individual’s well-being. 8. Describe the research or theory that best explains Jamie’s behavior. Explain your response. What to Submit To complete this project, you must submit the following: Case Study Analysis Submit your completed Project One Template. Sources should be cited according to APA style. Project One Rubric Criteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Piaget’s Research Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes the ways in which Piaget’s research is relevant to Jamie’s development Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the ways in which Piaget’s research is relevant to Jamie’s development Does not attempt criterion 11 Vygotsky’s Research Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes the ways in which Vygotsky’s research is relevant to Jamie’s development Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the ways in which Vygotsky’s research is relevant to Jamie’s development Does not attempt criterion 11 Physical Well-Being Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Identifies factors that could have influenced Jamie’s physical well-being during the prenatal, birth, and early childhood stages of development Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to factors that could have influenced Jamie’s physical well-being during the prenatal, birth, and early childhood stages of development Does not attempt criterion 11 Cognitive Well-Being Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Identifies factors that could have influenced Jamie’s cognitive well-being during the prenatal, birth, and early childhood stages of development Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to factors that could have influenced Jamie’s cognitive well-being during the prenatal, birth, and early childhood stages of development Does not attempt criterion 11 Psychosocial Well-Being Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Identifies factors that could have influenced Jamie’s psychosocial well-being during the early and middle childhood stages of development Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to factors that could have influenced Jamie’s psychosocial well-being during the early and middle childhood stages of development Does not attempt criterion 11 Sociocultural Factors Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Evaluates what sociocultural factors could contribute to Jamie’s maladaptive behavior Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the socio-cultural factors that could contribute to Jamie’s maladaptive behavior Does not attempt criterion 11 Physical, Cognitive, and Psychosocial Factors Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Explains why it is important to consider the physical, cognitive, and psychosocial factors in combination throughout the life span when evaluating an individual’s well-being Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to why it is important to consider the physical, cognitive, and psychosocial factors in combination throughout the life span when evaluating an individual’s well-being Does not attempt criterion 11 Research Theory Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes which research or theory best explains Jamie’s behavior, and supports response with credible explanation Shows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to which research or theory best explains Jamie’s behavior or to the response explanation Does not attempt criterion 11 Articulation of Response Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas 8 Citations and Attributions Uses citations for ideas requiring attribution, with few or no minor errors Uses citations for ideas requiring attribution, with consistent minor errors Uses citations for ideas requiring attribution, with major errors Does not use citations for ideas requiring attribution 4 Total: 100%