Instructions
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 APA style, including an appropriately annotated Reference Page, Times Roman 12-point font, 1 margins, and double-spacing.
Use the following outline for your paper:
Part 1: Developmental Theorist and Concepts
List and clearly define the developmental concepts from a minimum of three theories, which you believe are relevant to comprehending your participants 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 participants life, describing the persons life over time: (infancy; early childhood; late childhood; adolescence); with particular emphasis on young adulthood, 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 participants 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 familys 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 participants 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!
Part 4: Personal Reflections
This section allows you, the Social Worker, the opportunity to reflect on the life course experience of your interviewee through the lens of your profession and to consider your own professional trajectory and future as you, too, move into various stages of adulthood.
Consider how the life course has effected diversity and shaped the human experience. Multiple factors such as age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status have impacted your interviewee and you, the social worker.
Consider how cultural structures, values & expectations may oppress or create privilege.
Address the following questions:
1. Did your interviewee face oppression, discrimination, poverty, marginalization or alienation during their historical or generational time? Explain.
2. What did this look like at the micro, mezzo and macro level?
3. How did society support (or not support) this persons growth, goals and aspirations? How did this effect their trajectory? Explain.
4. How does our profession seek to address social inequity? (consult the NASW Code of Ethics and/or the 12 Grand Challenges)
5. Thinking of your own life course, do you think you have power and/or privilege as a Social Worker? Explain.
6. How will you seek to address your own biases as you work with new populations?
7. Where do you see your professional trajectory in 20 years and what steps will help you attain your goal?
Part 4 does NOT require APA format. Use first person language.
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.
Via Competency Rubric for EPAS 2015 Competency 2 (not grading rubric)
Item
Advanced
Established
Developing
Not Demonstrated
IIa. The student demonstrates understanding of the ways in which diversity and difference characterize and shape the human experience and are critical to the formation of identity
Candidate has demonstrated a thorough understanding of the competency component and its application(s)
Candidate has demonstrated a sufficient understanding of the competency and its application(s)
Candidate has begun to demonstrate an understanding of the competency and its application(s)
Candidate has not demonstrated an understanding of the competency or its application(s)
IIb. The student demonstrates understanding of the fact that, as a consequence of difference, a persons life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim
Candidate has demonstrated a thorough understanding of the competency component and its application(s)
Candidate has demonstrated a sufficient understanding of the competency and its application(s)
Candidate has begun to demonstrate an understanding of the competency and its application(s)
Candidate has not demonstrated an understanding of the competency or its application(s)
IIc. The student demonstrates understanding of the forms and mechanisms of oppression and discrimination and recognizes the extent to which a cultures structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, and alienate, or create privilege and power
Candidate has demonstrated a thorough understanding of the competency component and its application(s)
Candidate has demonstrated a sufficient understanding of the competency and its application(s)
Candidate has begun to demonstrate an understanding of the competency and its application(s)
Candidate has not demonstrated an understanding of the competency or its application(s)
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