Describe common rites of passage from two cultures around the world and compare them to a common American rite of passage. 
August 29, 2019
Each question must be more than 200 words
September 3, 2019

As you move forward, be sure to identify salient elements of developmental theories and how these align with your life experiences.

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 12/31/17 at 10pm.

Life events:

1. 1979 born into a family where both parents worked and siblings were much older than me.

2. 1987 my brother got custody of my nephew because he was being abused with his mother but he came to stay with us and I was like a big sister.

3. 1995 start of my injuries and surgeries with playing basketball and I loved the game. I had to sit out for a whole year.

4. 1997 finished high school with more injuries and surgeries and no scholarship but was salutatorian.

5. 2004 first granddaughter to graduate from college.

6. 2017 I experience the death of my stepson, maternal grandmother, and my father.

 

Final Project Outline

In Week 1, you were asked to review the Final Project Guidelines and begin thinking about your timeline (Part 1) for the Final Project. Consider what you have learned so far in this course and how you can use theory to support your understanding of identity development. How do your experiences align with theory you have learned? What new insights have you gained? As you move forward, be sure to identify salient elements of developmental theories and how these align with your life experiences.

For this Assignment, you are asked to provide a basic outline for your final project. Identify the six life events that you will use for your final project. Remember that at least one of each must have occurred in childhood, adolescence, and adulthood. For each event, briefly identify (2–3 sentences each) why this event was significant in your development.

Note: Although you must support your work with integration of developmental theory in the final submitted project, this is not necessary for this Assignment.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)

Best, D. L. (2009). Another view of the gender-status relation. Sex Roles, 61(5/6),341–351.
Retrieved from the Walden Library databases.

Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. Journal of Feminist Family Therapy, 21(2),77–97.
Retrieved from the Walden Library databases.

Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. Sex Roles, 64(1/2),90–102.
Retrieved from the Walden Library databases.

Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. Journal of Gay & Lesbian Social Services, 22(3), 287–315.
Retrieved from the Walden Library databases.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the Walden Library databases.

McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. Sex Roles, 62(3/4), 252–263.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

 

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