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Learning Goal: I’m working on a writing multi-part question and need an explanat

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Learning Goal: I’m working on a writing multi-part question and need an explanation and answer to help me learn.
Psychology Lifespan Interview
WORD COUNT AT LEAST 1100
Students will write a 3-5 page paper describing the subject’s life through the lens of Erikson’s theory of development. Arrange a visit with an older adult (65+ years) who is willing to tell you about their life story. Interviews should last 45 minutes to an hour, requiring the interviewer to stay “on task.” Interview should be conducted in-person or via Zoom. Phone or email-based interviews are not acceptable. During the interview, students should ask their subject about each stage of their development, including important events that they feel changed or greatly impacted their lives, approximately how old they were when the events occurred, and how their lives changed as a result of the event. Students should also ask what was “expected” of them (by family, peers, or culture) during the ages of 16, 21, 25, 35, 45, 55, and 65 and be able to match that with a developmental stage. The paper should include a thorough analysis of each stage of the subject’s life story in relation to Erickson’s stages of development. Paper must be written in APA style. No references are required, but be sure to cite anything that you do use to support your ideas.
The paper will be graded using the Grading Rubric provided below (3-5 pages; APA style).
Evaluation Rubric for Lifespan Interview Final Exam
[Rubric Based on Bloom’s Taxonomy]
Exceeds: Strong Analysis and/or Evaluation of Concepts; Creation of Ideas (250-225 points)
Met: Successfully Applied, Understood, or Remembered Concepts (224-199 Points)
Not Met: Limited Application, Understanding, or Memory of Concepts (198 Points or less)
Mastery of Learning Objectives
THE STUDENT: specifically addressed or mastered the course learning objectives in the work; analyzed and/or evaluated the work’s topic as it applied to the course learning objectives; created new ideas, standards, or principles in context of the course learning objectives.
Student specifically addressed the course learning objectives in the work; applied the learning objectives through examples; understood the learning objectives accurately as demonstrated in the work.
Student did not specifically address the course learning objectives; did not apply the learning objectives within the work; understanding of the learning objectives was poor or circumstantial; could not remember the learning objectives when asked either verbally or in writing.
Responsiveness
THE STUDENT: responded to AND exceeded all required components of the assignment; cited the required number of sources; created new ideas within the assignment or work.
THE STUDENT: responded to all of the required components of the assignment; cited the required number of sources; applied learning concepts with a clinical case or example.
Student did not respond to all required components of the assignment (e.g., missing some sections or required resources); student did not provide application through clinical or case examples.
Content Knowledge
THE STUDENT: cited high quality sources (e.g., peer-reviewed sources from contemporary counseling journals AND sources focused on counseling treatment or applications); analyzed or evaluated the scholarly sources; created new ideas from a scholarly synthesis of sources.
THE STUDENT: cited high quality sources (e.g., peer-reviewed sources from contemporary counseling journals AND sources focused on counseling treatment or applications); provided logical conclusions as a result of a synthesis of sources.
Student did not cite high quality sources (e.g., peer-reviewed sources from contemporary counseling journals AND sources focused on counseling treatment or applications); provided weak or circumstantial conclusions; little evidence of scholarly synthesis.
Cultural Competency
Student addressed cultural issues related to the topic; provided recommendations for cultural competence in practice; a clear social justice and advocacy orientation was conveyed within the work with recommendations for practice; refrained from using biased or discriminatory language.
THE STUDENT: addressed cultural issues related to the topic; provided recommendations for cultural competence in practice; refrained from using biased or discriminatory language.
Student did not address cultural issues related to the topic; did not provide recommendations for practice OR recommendations for practice were inappropriate or not based in evidence; noticeable biased or discriminatory language.
Professional Communication
THE STUDENT: composed the work according to undergraduate-level writing or speaking standards with no errors in language, syntax, and APA (7th ed.) formatting; used scholarly tone; communicated main points in authentic voice (e.g., refrained from using sources to communicate main points); the work has potential for publication or presentation.
THE STUDENT: composed the work according to undergraduate-level writing or speaking standards with few to no errors in language, syntax, and APA (7th ed.) formatting; used scholarly tone; communicated main points in authentic voice (e.g., refrained from using sources to communicate main points).
Student did not compose the work according to undergraduate level-standards; noticeable errors in language, syntax, and APA (7th ed.) formatting; used passive tone; communicated main points from sources instead of using authentic voice. *Note: plagiarism constitutes a grade of 0 for the entire assignment, and remediation.

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