integrative paper social work paper graduate level

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Integrative Paper

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 choose another subject approved by the instructor. 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.

The body of the paper needs to be between 8-12 pages in length. Use 6th edition APA style, including an appropriately annotated Reference Page, Times New Roman, 12-point font, 1” margins, and double-spacing. It is not necessary to include an abstract.

Due Week 6

Use the following outline for your paper:

Part 1: Developmental Theorist and Concepts

List and clearly define the developmental concepts from 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; and 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.

https://www.wikihow.com/Make-a-Genogram

Part 5. Self-assessment

You must self-assess your work using the provided rubric. The rubric must be attached to your final work.

Guidelines for Narrative and Interpretation

If you interview a relative, he or she is likely to want to see and discuss what you have written. As an issue of ethics and courtesy, you should decide how you would like to share this information. You may wish to ask whether your participant would like to read your first draft to correct for mistakes or additions. Remember that this assignment is not seeking information for a diagnosis! The purpose is to integrate developmental theory with an actual life narrative. No theory “explains” a life. Theory is useful as it illuminates development, and capabilities and accomplishments should receive at least as much emphasis and difficulties and challenges.

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