Create and analyze a fictitious case study of an adult with developmental challenges and prepare an evidence-based intervention plan.

Create and analyze a fictitious case study of an adult with developmental challenges and prepare an evidence-based intervention plan.

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Introduction

Note: The assessments in this course follow the successive stages of lifespan development, so you are strongly encouraged to complete them in sequence.

Theorists and researchers focus on these phases to understand the developmental trajectories of adults:

• Early adulthood, often referred to as young adulthood or emerging adulthood, is a period from 18 to 25 years, where the focus on relationships and career choice and success can become primary. Young adulthood is often understood by applying lifespan development theories that help in understanding social-emotional and career development issues that emerge in young adulthood. Examples are adult attachment theory, Holland’s personality type theory linked to career development, Super’s vocational self-concept stages, as well as Erikson’s stage of identity development.
• Middle adulthood or midlife is a period where, according to developmental theory, there is evidence of growth, maintenance, and regulation of loss in various contexts such as family and work. Middle adulthood is often understood by applying lifespan development theories that help in understanding the cognitive and social development issues that emerge in midlife. Concepts of maintenance and loss as well and coping strategies linked to stress such as Hobfoll’s theory of conservation of resources (COR) are often useful. Cognitive changes are often understood in terms of fluid and crystallized intelligence. Social development is often understood in terms of Erikson’s concept of generativity.
• Adulthood or late adulthood is a period when people move into their 60s, 70s, 80s, and 90s, with various challenges and losses that can define developmental trajectories. Late adulthood is often understood by applying lifespan development theories that help in understanding the gains and losses that are hallmarks of this stage of adulthood, such as the lifespan theory developed by Baltes and colleagues.

Note: The assessments in this course follow the human developmental sequence, so you are encouraged to complete them in order.

Part 1: Create the Case

Note: The assessments in this course follow the human developmental sequence, so you are encouraged to complete them in order.

Create a simulated case study, relevant to your area of specialization, of a person in early, middle, or late adulthood who presents developmental challenges that could be predicted by developmental theory and/or research.

Your case should be 1–2 pages in length and it should describe:

• The person and their strengths and challenges.
• The person’s medical, family, and social context.
• The developmental challenges evident in the person’s behavior.
• Individual and cultural factors that theory and/or research indicate could impact the person’s development.
• Any other factors you deem appropriate based on your understanding of the theory and related research.

To develop this case, you should:

• Explore through theory and research stages of adulthood development.
• Develop your case by creating a challenge for the adult who is navigating through one of the three phases of adulthood. Describe what the selected adult struggles with in this phase of their lifespan.
• Develop your case study further by creating an environmental context for the adult. Include any specific issues that you want to explore through research, such as influences of a specific culture or ethnicity, specific socioeconomic status, family structure, attachment issues, and neighborhood context.
• Maintain a resource list of the materials you consulted to build your case.

Follow APA style and format for style and formatting, as well as for citing your resources. Include a reference list of the scholarly resources you use. Refer to Evidence and APA for guidance.

Part 2: Adult Case Intervention Analysis

Research

Complete the following:

• Research evidence-based interventions that have been effective in meeting the challenges of the adult you described in your case study, from the perspective of your own professional specialization (as far as possible).
  • Explain how the deficits in developmental domains or environmental contexts impact functioning.
  • State the recommended interventions that align with your specialization.
  • Include evidence for those outcomes from the professional literature.
• Explore briefly the literature on earlier theories or research in the domain in which the adult has challenges, considering that early influences can impact development across the lifespan.
  • Explain, from the perspective of your specialization, how the earlier issues that are manifested in adulthood could be relevant.
  • Explain how the developmental history might help in understanding and determining an approach to working with an adult with the identified challenges.

Structure of the Report

Use the APA Paper Template [DOCX] and the following format to structure your report:

• Title page.
  • A descriptive title of 5–15 words that concisely communicates the purpose of your report and includes the name of the fictional subject. Be sure to follow Capella’s suggested format for title pages on course papers.
• Introduction.
  • An overview of the paper contents, including a brief summary (approximately half a page) of the background information regarding the case study. (The complete 1–2 page case you developed will be included as an appendix.)
• Body of the report.
  • The presenting challenges and primary issues.
  • A description of your case study adult with attention to age-expected developmental outcomes, as well as specific challenges the adult has in not meeting those milestones.
  • A description of the factors in the adult’s environment that have an impact on your selected adult’s overall development.
  • An analysis of how lifespan development theory and research may account for the presenting challenges.
  • An assessment of the potential impact of individual and cultural differences on development for the age and context described in the case study.
  • Suggestions of evidence-based intervention strategies that have proven effective in similar cases, supported by citations of research and any applicable theories.
  • Projections, based on research and/or theory, of possible long-term impacts that the current challenges may produce across the individual’s lifespan.
• Conclusion.
  • A summary of what was introduced in the body of the paper with respect to the case study context, challenges, and interventions.
• Reference page:
  • A minimum of five scholarly sources from current peer-reviewed journals, formatted in APA style.
• Appendix.
  • The simulated case study you created in Part 1.

Additional Requirements

Your paper should meet the following requirements:

• Written communication: Write coherently to support central ideas, in appropriate APA format, and with correct grammar, usage, and mechanics.
• Length of paper: 5–7 typed, double-spaced pages, not including the title page, reference page, or case study appendix.
• References: At least five different scholarly resources (peer-reviewed journals).
• APA format: Follow APA guidelines for style and formatting, as well as for citing your resources in the body of your paper and in alphabetical order on the reference page.
• Font and font size: Times New Roman, 12 points.

Note: In graduate-level writing, you should minimize the use of direct quotes. Lengthy quotes do not count toward assessment minimums. It is your interpretation of the material and its application to practice that is assessed.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Analyze how lifespan development theories and related research explain aspects of human growth and behavior at different ages.
  • Analyze how lifespan development theory and research may account for developmental challenges in adulthood.
• Competency 2: Assess the potential impact of individual and cultural differences on development across the lifespan.
  • Assess the potential impact of individual and cultural differences on adult development.
• Competency 3: Identify evidence-based interventions to address specific developmental issues.
  • Suggest appropriate intervention processes based on lifespan development theory and evidence from the literature.
• Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
• Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
• Apply APA style and formatting to scholarly writing.

Use the resources linked below to help complete this assessment.

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APA Resources

Format this assessment according to APA guidelines. Use the following resources to guide your work as needed.

• Writing Support.
• Evidence and APA.
• Academic Writer.

Development Theory and Adult Development

• Broderick, P. C., & Blewitt, P. (2020). The life span: Human development for helping professionals (5th ed.). Pearson Education. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 11, “Physical and Cognitive Development in Young Adulthood,” pages 427–460.
    • This chapter reviews physical and cognitive development as they relate to young adulthood with special emphasis on decision-making processes.
  • Chapter 12, “Socioemotional and Vocational Development in Young Adulthood,” pages 461–502.
    • This chapter reviews key points related to socioemotional and vocational development in young adulthood with a focus on two fundamental aspects: love and work.
  • Chapter 13, “Middle Adulthood: Cognitive, Personality, and Social Development,” pages 503–553.
    • This chapter considers cognitive, personality, and social development in middle adulthood using lifespan developmental theory while considering the influences of change and stability on development as well as key developmental tasks of adulthood.
  • Chapter 14, “Living Well: Stress, Coping, and Life Satisfaction in Adulthood,” pages 554–590.
    • This chapter presents research about life satisfaction, stress, and coping in adulthood with a focus on religion and spirituality and ways we measure these concepts.
  • Chapter 15, “Gains and Losses in Late Adulthood,” pages 591–532.
    • This chapter considers gains and losses in late adulthood, specifically in the areas of physical, cognitive, and socioemotional change, with a focus on navigating transitions and successful aging.

The following scholarly articles offer a sample of information on issues related to adult development. Search the Capella University Library for articles related to your specific topic.

• Ferschmann, L., Vijayakumar, N., Grydeland, H., Overbye, K., Sederevicius, D., Due-Tønnessen, P., Fjell, A. M., Walhovd, K. B., Pfeifer, J. H., & Tamnes, C. K. (2019). Prosocial behavior relates to the rate and timing of cortical thinning from adolescence to young adulthood. Developmental Cognitive Neuroscience, 40, 1–8.
  • This article investigates how the rate and timing of cortical thinning are related to the development of prosocial behavior.
• Freund, A. M. (2020). The bucket list effect: Why leisure goals are often deferred until retirement. American Psychologist, 75(4), 499–510.
  • This article examines unique cultural factors related to retirement in the United States and their impact on later adult development.
• Glass, J., Simon, R. W., & Andersson, M. A. (2016). Parenthood and happiness: Effects of work-family reconciliation policies in 22 OECD countries. American Journal of Sociology, 122(3), 886–929.
• Griffin, P. W., Mroczek, D. K., & Wesbecher, K. (2015). Personality development across the lifespan: Theory, research, and application. In P. A. Lichtenberg, B. T. Mast, B. D. Carpenter, & J. Loebach Wetherell (Eds.), APA handbook of clinical geropsychology, Vol. 1: History and status of the field and perspectives on aging (pp. 217–234). American Psychological Association.
• Infurna, F. J., Gerstorf, D., & Lachman, M. E. (2020). Midlife in the 2020s: Opportunities and challenges. American Psychologist, 75(4), 470–485.
  • This article highlights the unique contextual factors faced by those in midlife.
• Mehta, C. M., Arnett, J. J., Palmer, C. G., & Nelson, L. J. (2020). Established adulthood: A new conception of ages 30 to 45. American Psychologist, 75(4), 431–444.
  • This article reconsiders established developmental periods to propose a new period defined from ages 30–45 during which individuals are often raising families, maintaining relationships, and navigating career advancement.
• Shockley, K. M., Shen, W., DeNunzio, M. M., Arvan, M. L., & Knudsen, E. A. (2017). Disentangling the relationship between gender and work-family conflict: An integration of theoretical perspectives using meta-analytic methods. Journal of Applied Psychology, 102(12), 1601–1635.
• Staudinger, U. M. (2020). The positive plasticity of adult development: Potential for the 21st century. American Psychologist, 75(4), 540–553.
  • This article reframes traditional concepts of plasticity related to adult development and suggests directions for future research and intervention.
• Tse, D. C. K., Nakamura, J., & Csikszentmihalyi, M. (2019). Beyond challenge-seeking and skill-building: Toward the lifespan developmental perspective on flow theory. The Journal of Positive Psychology, 15(2), 171–182.
  • This article presents a case for positive aging and applies a lifespan lens to flow theory.

Sample Research on the Impact of Individual and Cultural Differences on Adult Development

The following scholarly articles provide information on the impact of individual and cultural differences on the development of adults. Search the Capella University Library for current articles that are more specific to your topic.

• Almeida, D. M., Charles, S. T., Mogle, J., Drewelies, J., Aldwin, C. M., Spiro, A., III., & Gerstorf, D. (2020). Charting adult development through (historically changing) daily stress processes. American Psychologist, 75(4), 511–524.
  • This article considers the contextual factors such as historical changes related to stress and theorizes how this impacts adult development differently across the time.
• Ashbaugh, K., Koegel, R. L., & Koegel, L. K. (2017). Increasing social integration for college students with autism spectrum disorder. Behavioral Development, 22(1), 183–196.
• Bühler, J. L., & Nikitin, J. (2020). Sociohistorical context and adult social development: New directions for 21st century research. American Psychologist, 75(4), 457–469.
  • This article examines the challenges related to understanding if age-related processes are universal. It also examines the development of romantic relationships using a cultural and historical lens.
• Forster, M., Grigsby, T. J., Soto, D. W., Sussman, S. Y., & Unger, J. B. (2017). Perceived discrimination, cultural identity development, and intimate partner violence among a sample of Hispanic young adults. Cultural Diversity and Ethnic Minority Psychology, 23(4), 576–582.
• Kitayama, S., Berg, M. K., & Chopik, W. J. (2020). Culture and well-being in late adulthood: Theory and evidence. American Psychologist, 75(4), 567–576.
  • This article considers cultural differences in aging in late adulthood and suggests how those differences may impact aging outcomes.
• Roberts, S. O., Bareket-Shavit, C., Dollins, F. A., Goldie, P. D., & Mortenson, E. (2020). Racial inequality in psychological research: Trends of the past and recommendations for the future. Perspectives on Psychological Science, 15(6), 1295–1309.
  • This article presents the ways in which psychological research fails to consider race and the ways to move forward as a field.

Sample Research on Interventions for Adult Developmental Challenges

The following scholarly articles provide information on interventions for adult developmental challenges. Search the Capella University Library for current articles that are more specific to your topic.

• Andover, M. S., Schatten, H. T., Morris, B. W., Holman, C. S., & Miller, I. W. (2017). An intervention for nonsuicidal self-injury in young adults: A pilot randomized controlled trial. Journal of Consulting and Clinical Psychology, 85(6), 620–631.
• Wang, Y., Du, Y., Li, J., & Qiu, C. (2019). Lifespan intellectual factors, genetic susceptibility, and cognitive phenotypes in aging: Implications for interventions. Frontiers in Aging Neuroscience, 11, 1–11.
  • This article presents current thinking about intervention strategies for older adults while considering genetic influences.

Library Research Guide

You will need to find other resources to prepare for this assessment and ensure that they are appropriate, credible, and valid. Use the Master’s in Psychology Library Research Guide resource to help direct your research.

Sample Lifespan Research

The following scholarly articles provide information on psychological development across the lifespan. Search the Capella University Library for current articles that are more specific to your topic.

• Chopik, W. J., Newton, N. J., Ryan, L. H., Kashdan, T. B., & Jarden, A. J. (2019). Gratitude across the life span: Age differences and links to subjective well-being. The Journal of Positive Psychology, 14(3), 292–302.
  • This article examines the construct of gratitude and considers how it varies across the lifespan.
• De France, K., & Hollenstein, T. (2019). Emotion regulation and relations to well-being across the lifespan. Developmental Psychology, 55(8), 1768–1774.
  • This article considers the connection between emotional regulation and well-being as individuals age.