Building on the strengths perspectives, this assignment calls on you to write a life history narrative and to interpret it by applying key concepts from the developmental theorists whose work we are studying this term.
You are encouraged to write this paper with an older relative, sixty-five years old or older, such as a parent, grandparent, aunt, or uncle. If an older relative is not available, you may use your imagination as if you were talking to a older relative or your life if yoy are older and experience things. You must use material from at least five outside, professional sources such as articles from professional journals, websites from professional organizations and .gov articles (NO WIKIPEDIA). These 5 articles are in addition to readings from class.
Theories of development concept and applications- Crain W
Dimensions of human behavior: the changing life course- Hutchison E
The body of the paper needs to be between 4-8 pages in length. Use APA style, including an appropriately annotated Reference Page, Times Roman 12-point font, 1” margins, and double-spacing.
Use the following outline for your paper:
Part 1: Developmental Theorist and Concepts
List and clearly define the developmental concepts from a minimum of three theories, which you believe are relevant to comprehending your participant’s narrative. These concepts should be clearly defined (appropriately noting the source). These will provide the theoretical framework for your developmental narrative in Part 3 of this paper.
Part 2: Narrative
a. This assignment requires that you identify a participant, and request their participation with this assignment. You should prepare an interview outline, and allow the person to relate to this in a natural way. It may be optimal to have two or three interviews (2 or 3 hours) over several weeks. Based on these interviews, write a narrative of your participant’s life, describing the person’s life over time: (infancy; early childhood; late childhood; adolescence); with particular emphasis on young adulthood, middle and older adulthood. It may be helpful to create a lifetime line, with major events listed, such as births, moves, traumas, changes in family composition, employment, graduation, etc.
b. Describe key relationships, affiliations, and experiences, and how these influenced your participant’s development at each stage. Encourage your participant to explore memories of things they enjoyed along the way, along with challenges faced, and difficulties, if they choose to share these with you.
c. Most people do not recall their earliest years. Your participant may have impressions of his or her infancy and early childhood based on the stories of others, or photographs, etc. You may write about these stages based on what your participant believes about her or his development.
d. You may ask for stories told about the family’s journey to the U.S., even if this occurred generations ago, or other family stories. You may also prompt your participant for information about periods of their life that they have not mentioned.
However, it is your participant’s story, and if the person chooses to ignore or leave out periods, do not challenge the person for information.
Part 3: Theoretical Interpretation
This section of the paper asks you to apply the concepts you selected in Part 1 to your developmental narrative. Use these concepts as a framework for interpreting the developmental stages you described in Part 3. Remember also to emphasize strengths and cultural context issues. You must use APA style!
Part 4: Personal Reflections
This section allows you, the Social Worker, the opportunity to reflect on the life course experience of your interviewee through the lens of your profession… and to consider your own professional trajectory and future as you, too, move into various stages of adulthood.
Consider how the life course has effected diversity and shaped the human experience. Multiple factors such as age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status have impacted your interviewee and you, the social worker.
Consider how cultural structures, values & expectations may oppress or create privilege.
Address the following questions:
1. Did your interviewee face oppression, discrimination, poverty, marginalization or alienation during their historical or generational time? Explain.
2. What did this look like at the micro, mezzo and macro level?
3. How did society support (or not support) this person’s growth, goals and aspirations? How did this effect their trajectory? Explain.
4. How does our profession seek to address social inequity? (consult the NASW Code of Ethics and/or the 12 Grand Challenges)
5. Thinking of your own life course, do you think you have power and/or privilege as a Social Worker? Explain.
6. How will you seek to address your own biases as you work with new populations?
7. Where do you see your professional trajectory in 20 years… and what steps will help you attain your goal?
Part 4 does NOT require APA format. Use first person language.
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