This paper has some similarities with The Aging Simulation, the critical difference of this assignment now requires that you observe and interview live people. This time you will sharpen your skills of observation and interviewing while relating relevant theories to these observations. You will utilize relevant sources and theoretical material to understand the development your interviewee describes. You will construct a set of 15 open ended questions relevant to your population based on your readings and research which guide you through the interview.
Please select one population you want to interview; young adult, mid-life, or older adult. You will be required to interview a standardized client in the Simulation Lab for 25-30 minutes. Following the interview, you will be asked to meet with your Standardized Client for feedback. This session is usually about 5 minutes. The reflection and simulated life span interview will be 20% of the grade you earn on your Life Span Interview paper.
You will interview a young adult 18-30 years of age. You will interview the young adult in a simulated situation letting the client describe the process of emerging from parental oversight into the role of an adult. Use open ended questions such as, “How has your relationship with your parents changed since you have started to become more independent?” or “What factors have influenced your decisions about career, college or work?” or “What are things that have been difficult finding and building close relationships?” You will be able to fashion other questions as well after reading your text and related Canvas materials.
Adult in Midlife
You will interview a middle-aged adult 40-55 years old. Your simulated interview should explore the changing family life cycle, including aging parents, shifting patterns in a long term partnership/marriage and children leaving home. It can also include open ended questions such as “How have you started planning for retirement?” or “What do you think it means to be in the prime of life?” or “How would you describe your adult sibling relationships?” You will be able to fashion other questions as well after reading your text and related Canvas materials.
You will interview an older adult. You will interview the individual for 25-30 minutes and let the person tell the story of his or her life to you. You can use open ended questions such as, “Tell me about your childhood?” or “What are some of the things you are most proud of that you have done in your life?” or “What are some experiences that you think really made you who you are?” You will be able to fashion other questions as well after reading your class materials.
General Paper Outline
Introduction Clearly describes the person, their setting, system and environment:
This criterion is linked to a Learning OutcomeDevelopmental DescriptionContains accurate information, astute observations and shows that the interview was thorough and that the student carefully considered the developmental content
This criterion is linked to a Learning OutcomeTheoretical AnalysisCorrectly utilizes and applies 3 theories, shows understanding of the theory and application, not just restating the theory.
This criterion is linked to a Learning OutcomeReflectionShows depth of reflection, accurate and convincing discussion of the assessment.
This criterion is linked to a Learning OutcomeAppendicesQuestions are useful, well stated, open ended and reflect content that would elicit information about development appropriate to the population
This criterion is linked to a Learning OutcomeReferences & APARelevant journal sources, correctly utilized to support ideas, emphasis on content instead of authors, correctly cited and recent, within the past five years.
Learning OutcomeGrammar/Typos/APA/Use of Headings/Subheadings
Use of headings/subheading consistent with assignment instructions. Free of grammatical errors and typos. Complies with APA guidelines. It should be formatted in APA style regarding margins, headings, page numbers, font, reference list, appendices, and in-text citations.
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