AUO_PSY362_M3A2_Development_Template.xls  Development Throughout the Lifespan

Erikson and Freud are two of the few theorists who have developed a lifespan approach to development. Freud’s approach to development was psychosexual while Erikson’s was psychosocial. Even though Freud’s theory is better known, Erikson’s theory remains a leading and very much applied model in personality and developmental psychology today.

When considering these two stage-oriented theories, you can directly compare the majority of their stages. These are matched in the following table:

Approximate Age	Freud’s Stages of Psychosexual Development	Erikson’s Stages of Psychosocial development
Infancy (Birth to 1 year)	Oral stage	Trust versus mistrust
Early childhood (1–3 years)	Anal stage	Autonomy versus doubt
Preschool (3–6 years)	Phallic stage	Initiative versus guilt
School age (7–11 years)	Latent period	Industry versus inferiority
Adolescence (12–18 years)	Genital stage	Identity versus role confusion
Young adulthood (19–40 years)	Intimacy versus isolation
Middle adulthood (40–65 years)	Generativity versus stagnation
Older adulthood (65–death)	Integrity versus despair

When considering Erikson’s eight stages of development, the way a person moves through each stage directly affects their success in the next stage. Their personality is being built and shaped with each stage. At each stage, there is a turning point, called a crisis by Erikson, which a person must confront.

In this assignment, you will observe or interview two different people, each at a different stage of development. For a third observation, take a look at yourself and the stage that you are in (this stage must be different from your other two observations).

• Record your three observations in the template provided below. Include the following information:
  • Name
  • Age
  • Gender
  • Current developmental stage
  • Status within the stage (i.e., identity achievement or role confusion)
  • Events that have lead to this status

Then:

• Summarize what you have learned about psychosocial development through these observations/interviews.
• Summarize the trends you see in your observations/interviews regarding psychosocial development.
• How does movement through Erikson’s stages influence personality development? Again, be specific.
• How do Erikson’s stages of development compare to Freud’s stages? How are they similar? How are they different?
• Between these two theories, which one do you feel best explains your own personality development? Justify your answers with specific examples.
• Insert your chart at the end of your paper. 

Write a 3–4-page paper in Word format. Apply APA standards to citation of sources.

Your final paper should be double-spaced, 5 to 7 pages in length, and properly edited.

Please use the following information to help you with each section:

1. Cover page: Pay attention to APA style and refer to the example in your textbook.
2. Abstract: Is written on its own page and is a very brief summary of your study. Think in terms of one sentence stating your research question, one or two sentences regarding background and what we already know about it, one or two sentences regarding your methodology (e.g., how many participants were used and how were your variables assessed), and one or two sentences about your findings.
3. Intro/lit review: incorporate the feedback and make revisions to the introduction and literature review submitted in Week 4.
4. Method section: incorporate the feedback and make revisions to the Method section submitted in Week 4.
5. Results section: in one paragraph, state what statistical test would have been used and why it was chosen.
6. Discussion section: broken down into the following paragraphs:

   • paragraph 1: statement of your results/findings (or what you imagine might be your results).
   • paragraph 2: what might have affected those results (i.e., threats to internal and external validity). Include flaws in your design and confounding variables.
   • paragraph 3: implications for your findings including the significance and impact on the field as well as future research directions

IMPORTANT!

I WILL BE SENDING FEEDBACK FROM MODULE 4 AS ASKED IN NUMBER 3 AND 4 ABOVE AS SOON AS I FIND A TUDOR SUITABLE FOR HELPING ME.

Background: When the First World War ended, Americans welcomed what they hoped would be a “return to normalcy.” The decades that followed, however, are ones which would rarely be described as normal in comparison to what came before or after. During these decades, a struggle ensued within the American nation regarding how best to define the nation’s essential character, as groups like the revived Ku Klux Klan fought a rearguard action to define nationhood solely in terms of white skin and Protestant religion against secularists, Catholics, flappers, “New Negroes,” and others who challenged the traditional order. Immediately thereafter, the New Deal implemented in response to the Great Depression revolutionized the role of the federal government in lives of the American people, in ways that many Americans believed violated the basic tenets of the Constitution—and others believed were not radical enough. Taken together, the decades from 1920 to 1940 may have transformed the American nation more than any other comparable time period.

Resources: When responding to these questions, draw material from ONE of the following videos:

1. Hogan, H. (Writer). (2003). The great depression. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36219&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
2. Hogan, H. (Writer). (2003). The roaring twenties [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36218&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
3. Stone, R. (Writer & Director). (2009). The civilian conservation corps [Television series episode]. In M. Samels (Executive producer), The 1930s. Boston, MA: WGBH Educational Foundation. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44081&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=

Also, draw from the material in 
AT LEAST TWO of the following primary sources:

1. Bliven, B. (1925, Sept. 9). Flapper Jane. Retrieved from http://www.colorado.edu/AmStudies/lewis/1025/flapperjane.pdf
2. Forquignon. (1932).Bonus army marches on Washington, DC 1932 [Video]. Retrieved from http://www.youtube.com/watch?v=dWvCCxOUsM8&feature=youtu.be
3. Hartt, R. L. (1921, Jan. 15). “The new Negro”: “When he’s hit, he hits back!”. Independent. Retrieved from http://historymatters.gmu.edu/d/5127 
4. Long, H. (1934, Feb. 23).Share our wealth speech. Retrieved from http://www.hueylong.com/programs/share-our-wealth-speech.php
5. Marshall, C. C. (1927, April). An open letter to the honorable Alfred E. Smith. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 
6. Martin, T. T. (1923).Hell and high schools. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 
7. McDougald, E. J. (1925). The double task of Negro womanhood.In A. Locke (Ed.), The New Negro: An Interpretation. Retrieved from http://historymatters.gmu.edu/d/5126 
8. Roosevelt, F. D. (1933, May 7).Address of the President delivered by radio from the White House. Retrieved from http://www.mhric.org/fdr/chat2.html 
9. Shafter, L. H. (1938).I’d rather not be on relief. Retrieved from http://memory.loc.gov/cgi-bin/query/r?ammem/todd:@field(DOCID+st045) 
10. The New Deal Network. (2003). TVA: Electricity for all. [Interactive Exhibit]. Retrieved from http://newdeal.feri.org/tva/index.htm

Instructions: Review the major social and economic developments in American society during the 1920s and 1930s. After reviewing your Instructor’s Guidance and completing the weekly reading assignments (
Chapter_03.pdf )(including those in the resource section below), please post a substantive discussion post of at least 200 words that compares and contrasts the decades of the 1920’s with the 1930s using the following questions as the basis of your analysis: 

• How did American society change in the two decades after the First World War? 
• How did the federal government change in response to those changes? 
• How did the American people respond to the changing role of the federal government? 
• How did the New Deal change over time and what alternatives were offered to it? 
• Which groups benefited or suffered most from these changes? 
• Should this period be regarded as having represented a revolutionary moment in American history?

Along with the general discussion, address developments across these two decades related to 
AT LEAST ONE of the following groups: 

• Evangelical Protestants 
• Farmers 
• African Americans 
• Women 
• Business owners 
• The middle class

Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose.

It is critical to engage a diverse range of key players involved in planning for change in an organization or school. For this assignment, please create a collaborative planner that models the planner available in Step Six which is attached at bottom. For each of the 11 strategy areas (see shaded areas in the chart below), provide a description of your evidence or how you plan to address each area in your plan. The Collaborative Planner is intended to assist in planning for meeting with your stakeholders to implement and proceed with your change efforts. 

The description of your evidence should be written in narrative format in full sentences (not bullet points) and should provide detailed evidence for how you will address each area. Evidence should thoroughly explain how you will address each area and should reflect best practices for collaboration and stakeholder empowerment. Use at least 2 sources to support your evidence and plans. Use APA format for all formatting, citations, and references. Paper should be 3 to 4 pages in length

MMPI

For this assignment, you will review a major personality measure, the Minnesota Multiphasic Personality Inventory (MMPI-2). Your review will consist of two parts:

1. For this part, you will prepare a brief overview of the history and development of the MMPI-2 (approximately 1 page).  Address:
2. 1. type of psychological test
   2. a brief description of the instrument
   3. the administration, scoring and interpretation
   4. a statement about the reliability and validity
   5. any social/cultural/ethical issues pertinent to the test.
4. In this part, you will evaluate the test’s validity. Be sure to address:
5. 1. Is the MMPI-2 high or low on content validity and face validity? Explain why.
   2. What are the advantages and disadvantages of having a test with high face validity?
   3.  Discuss the four Validity scales and how each one assesses validity.

Be sure to support your conclusions with information drawn from the online content, the textbook, and other credible, scholarly sources to substantiate the points you are making.  Apply APA standards to writing and citations to your work.

Good resources would also include Mental Measurements Yearbook and Tests in Print.

1. Launch the online library.
2. Click on Behavioral Sciences under Browse By Subject on the library homepage.
3. Scroll through the alphabetical list of databases and click on Mental Measurements Yearbook with Tests in Print to launch the database.

Your paper should be double-spaced and in 12 point, Times New Roman or Arial font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors.  It should include a title page with a running head and a reference page. The body of the paper should be between 3-5 pages in length.