case study for covid 19. lifespan developmental Assignment | Online Assignment


MAKE SURE TO USE THE FILES I HAVE GIVEN U TO HELP U!  IF U NEED MORE INFO LOGIN INTO  ___username: sutopachowdhury ___password: 208154310aj ——press lifespan developmental psychology professor Morley… keep scrolling down until you find the topic saying case study. I am a psychology major so need this to be a paper and not presentation. do not include the title page or reference page as part of the document order.  Need to keep the questions simple and specifically on what his habits were before the shutdown and during for COVID 19. Not how things have been changing over time- specifically right before and then during. Do not ask him about Trump for this case study.  Need to ask about physical, cognitive, social, and nutrition before and after and analyze what the course is teaching us about those areas of development for his age.  You can finish with open-ended questions- anything he would like to add and a cross-cultural question about if this were to happen while living in India would it be similar or different?  These questions are leading- when we conduct research we need to avoid that and ask simple questions that allow the person to answer how they would.

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For the papers- do not use direct quotations- instead read and understand the background material on development for teh age of your person (take notes) but then don’t look at the reference- write it in your own words (paraphrase) but cite the source of your information. When you submit the paper, the turninit will tell you how much of your paper overlaps with published sources. I can see all these and if there is a problem I will let you know and you will have the opportunity to revise it. I am most interested in 1. do you know what you are talking about- are you showing me as you describe development for this age that you understand the theories and concepts?  2. in you summary and conclusion, are you applying this understanding? is there evidence of your own thought and critical thinking? For AU Psychology Majors, this is one of the first CAP courses in the sequence, so I do not expect your papers to be perfect.  Good writing, and in particular APA writing style (clear, concise, to the point, no wordiness or extra phrases like “that being said” or “in other words” that don’t add to what you are saying and only distract) takes time, learning and feedback.   Avoid slang and informal language

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Presentation Grading Rubric

Using the template provided, students create a presentation that details the background information and data they collected for before and after the stay at home order in regard to the specific areas in bold.  Students then present their summary and conclusions: what are the positive and negative effects of these changes on every day lives and possibly on continued development?


Benchmarks – The following are graded aspects of the presentation and the maximum point values each can earn. Point Value Earned Points
Length of presentation at least 20 slides


Introductory slide – overall conclusion and purpose of presentation


Overview slide- informs class what you will cover


Key aspects of this stage in the Lifespan:
Physical health and well being
Key aspects of this stage in the Lifespan:
Cognitive abilities and challenges
Key aspects of this stage in the Lifespan:
Socio-emotional health and well being
Description of case study participant


Physical activity: Before and After


Nutrition: Before and After 10  
Cognitive development, learning, activities: Before and After 10  
Play and playmates: Before and After -or-

Social relationships and activities: Before and After


Family relations: Before and After


Evidence of effort/thought into summary slides includes:

Impact, positives and negatives, effects on further development,

resilience, supports or lack of,


Evidence of effort/thought into Conclusion slide(s)- final thoughts/recommendations


Total for presentation 120  

Psychologists use a variety of research methods in their quest to understanding human behavior.  Students will conduct an informal, descriptive case study to assess their understanding of the cognitive, physical and socio-emotional ( psychosocial) aspects of development for a given stage in the lifespan.




Paul Baltes identified several underlying principles of the lifespan perspective (Baltes, 1987; Baltes, Lindenberger, & Staudinger, 2006).


Development is lifelong. Lifespan theorists believe that development is life-long, and change is apparent across the lifespan. No single age period is more crucial, characterizes, or dominates human development.

Development is multidirectional. Humans change in many directions. We may show gains in some areas of development, while showing losses in other areas. Every change, whether it is finishing high school, getting married, or becoming a parent, entails both growth and loss.

Development is multidimensional. We change across three general domains/dimensions: physical, cognitive, and psychosocial. The physical domain includes changes in height and weight, sensory capabilities, the nervous system, as well as the propensity for disease and illness. The cognitive domain encompasses the changes in intelligence, wisdom, perception, problem-solving, memory, and language. The psychosocial domain focuses on changes in emotion, self-perception and interpersonal relationships with families, peers, and friends. All three domains influence each other. It is also important to note that a change in one domain may cascade and prompt changes in the other domains. For instance, an infant who has started to crawl or walk will encounter more objects and people, thus fostering developmental change in the child’s understanding of the physical and social world.

Development is characterized by plasticity. Plasticity is all about our ability to change and that many of our characteristics are malleable. For instance, plasticity is illustrated in the brain’s ability to learn from experience and how it can recover from injury” (Lally & Valentine-French, 2019, p.10). (our OER textbook)




Descriptive Research

Case Study: Sometimes the data in a descriptive research project are based on only a small set of individuals, often only one person or a single small group. These research designs are known as case studies which are descriptive records of one or a small group of individuals’ experiences and behavior. Sometimes case studies involve ordinary individuals. Developmental psychologist Jean Piaget observed his own children. More frequently, case studies are conducted with individuals who have unusual or abnormal experiences. The assumption is that by carefully studying these individuals, we can learn something about human nature. Case studies have a distinct disadvantage in that, although it allows us to get an idea of what is currently happening, it is usually limited to static pictures. Although descriptions of particular experiences may be interesting, they are not always transferable to other individuals in similar situations. They can are also be time consuming and expensive as many professionals are involved in gathering the information.

Observations: Another type of descriptive research is known as observation. When using naturalistic observation, psychologists observe and record behavior that occurs in everyday settings. For instance, a developmental psychologist might watch children on a playground and describe what they say to each other. However, naturalistic observations do not allow the researcher to have any control over the environment (Lally & Valentine-French, 2019, p.24). (our OER textbook)




Step 1: Background work

Part of your work in this course is to interview and make observations about someone in a certain stage of life, and report the results of your study. Students will sign up for or be assigned a stage in the lifespan to focus on.  Before you begin the study, review the materials that apply to the age group to which your subject (or subjects) belong.


  1. Briefly summarize the main points regarding expected or typical aspects of healthy physical, cognitive and socio-emotional development for someone in this stage of the lifespan. Include Erikson’s psycho-social stage of development and any other of the stage theorist’s “stage” that are relevant for your subject’s age group.
  2. Briefly list any “challenges” someone in this life stage may be facing, according to the course materials
  3. Review the presentation template to see what specific concepts should be included in your study (such as resilience, nutrition, relationships, self-concept, life satisfaction)
  4. Prepare your interview questions, called an interview protocol.


Step 2: Collecting your data

Reach out to someone you know who is willing to talk about aspects of his or her life before and now during the pandemic stay at home rules. Follow the template to be sure and collect the data you need. (if they are unwilling to discuss some things just make a note of that in your final presentation or summary report). Make notes of their responses.


Step 3: Creating your presentation of results, summary and conclusions

You will then fill in the template with your data. Next you will review what we have learned about this stage of development and add a thoughtful summary of the positive and negative impacts on the person’s current everyday life at this time. Finally, speculate about the possible positive and negative impacts on continued development. From what you learned, is your subject resilient? Are you optimistic that your subject will come through this time well? For teen and adult subjects:  Do they seem satisfied with their life at this point? Conclude your presentation with any final thoughts and, based on what you learned from your data and the course, any recommendations you would make to family members and others to support a person at this stage in life. Students can use any designs they choose, but be sure and include all the slides and information required to receive fullest credit. Short video clips and other graphics can be included if the student chooses.  Be sure and consult the grading rubric to ensure you are completing the assignment fully.  Evidence of thought and effort will be evaluated and counts toward points.



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