In this journal assignment, you will review the Final Project Guidelines and Rubricand choose a case study and theory you would like to use. You will be addressing the Data section of the final projec

COU 510 Final Project Guidelines and Rubric Overview Understanding and working with human development across the lifespan is essential for counselors. Learning how biological, ps ychological, social, and cultural factors contribute to the lifespan developmental process is key to helping counselors conceptuali ze client cases. Grasping the human developmental process with all the contributing factors requires a strong insight in to developmental theories. Applying foundational knowledge of developmental theories is the guide to conceptualizing clients from multip le perspectives. In this assessment, you will be tasked with creating a Data Assessment Plan (DAP) Case Note by applying a developmental theor y to one of the two client scenarios listed below. The developmental theory you choose will give you a specific l ens for understanding the client and presenting issue(s). This assessment will assist in strengthening your understanding of human development across the lifespan and developmental theories and shape your professional identity as a counselor and how you wo rk with clients. Client Scenario Options: Case 1: Mary Mary is a 21 -year -old African American female, self -referred for inpatient treatment due to drug and alcohol use. She is from and still lives in New York Cit y. She is currently unemployed and homeles s and has char ges pending due to a number of “bounced” checks written over the past several months. Mary has had several part -time jobs that she has been fired from or she abruptly quit. While in high school, she had aspirations of being an architect. Mary ’s mother was a heavy drug user while pregnant with her. When Mary was born, she was addicted to crack and spent several month s in the hospital. Mary reports that both of her parents were drug addicts and she experienced physical, sexual, and emotional abu se throughout childhood at their hands. Her father died of liver disease at the age of 37. Mary also reports that at the age of 14, s he was kicked out of her family ’s home because her father suspected that she was gay. Although they live in the same town, she has not had any contact with her mother for 7 years. Mary describes her relatio nship with her older sister as “fair.” Mary is not presently involved in a steady relationship, but she does have a network of friends in the local gay community whom she h as been staying with off and on. Mary has serious trust issues and does not have anyone she can open up to in her support network. At the time that she left home, Mary survived by becoming involved in sexual relationships with older men, many of whom were also abusive. She has had numerous sexual partners (both male and female) over the past 7 years, has traded sex for drugs and money, has had sex under the influence of drugs and alcohol, and has been made to have sex against her will. Mary struggles with h er identity and sexual orientation and considers herself as bisexual, not gay. Mary first used alcohol at age 14, when she had her first sexual encounter with a man. She began using other drugs, including inhalants and marijuana , by age 16 and amphetamine s and cocaine by age 19. At 21, four months prior to entering tr eatment, she began using crack. Case 2: Sal Sal Franco is a 74 -year -old man, living alone in an apartment complex for older adults. Sal has been referred to counseling for feelings of “loneline ss” and difficulty coping with health issues. Sal and his wife, Maria, owned and operated a small, local grocery for 44 years (they emigrated from Italy when they were newlyweds at age 19). They sold the business to their son Dominic when Sal turned 70. The plan was to enjoy travel and r etired life together. However, shortly after retiring, Maria was diagnosed with an aggressive leuke mia, and she died within 4 months. Mr. Franco has been living alone for over 3 years. Because Sal and Maria spent most of their time working and being involved with family activities, there are few clo se friends in his life. Dominic ’s family has Sal to din ner every Sunday, but he has little time during the week be cause of competing demands. Sal ’s other children include a daughter living in another state who calls daily (but seldom visits because of the cost), a daughter overseas in milita ry service, and a s on with Down ’s syndrome who lives in a group home about an hour away. Sal grew up in a close -knit family with the males being patriarch s and expressing little emotion. Alcohol was normally consumed with all meals , and Sal started drinking at the age of 1 0. Sal indicates that he was a “hard drinker” during his 20s and 30s, when he developed stomach problems and high blood pressure. At that point, he limited his use of alcohol to his Friday night poker club and to Sunday dinn er with the family. Since Maria ’s death, Sal has regularl y consumed 3 to 4 drinks a day but lately has been drinking more than usual. He says it alleviates some of the pain, stress, and loneliness. It also helps him sleep, along with the over -the -counter medications that he takes for art hritis pain and as sleep aid s. He came to the clinic because his hypertension and gastritis have become extremely labile and intractable. When you ask Mr. Franco how he is doing, he says, "O h, I guess I ’m okay for an old widower. I don ’t think it really ma tters how I feel or what I do anymore at my age." The final project is the creation of a Data Assessment Plan (DAP) Case Note. The final project represents an authentic demons tration of competency because it will allow you to shape your professional ident ity as a counselor. The project is divided into three final project journals , which will be submitted at earlier point s within the course to scaffold learning and ensure quality final submissions. The final project journals will be submitted in Weeks Four, Six, and Seven. The final project will be submitted in Week Nine. In this assignment, you will demonstrate your mastery of the following course outcomes:  Apply developmental theory across the lifespan in a professional counseling setting for informing client case conceptualization  Analyze physical, cognitive, systemic, and environmental development across the lifespan for their effect on human developmen t  Employ ethical and culturally sensitive counseling strategies relating to human development to p romote wellness  Analyze the effect of career development experiences and work environments as they relate to human development  Apply a systems approach to conceptualizing clients for informing developmentally relevant counseling strategies Prompt Your D AP Case Note should explain foundational information about your chosen developmental theory, including information about its founder. You will then apply the the ory to the case scenario client to begin conceptualizing the case from a counseling perspective . You should conclude your paper with a summation of your findings and make an overall determination of the client ’s mental wellness. Specifically, the following critical elements must be addressed: I. Data A. Establish context for your case note by briefly describing the client based on the information that you are presented w ithin his or her case scenario. B. Describe the basic elements of the theory that you are applying to the client ’s case. Does the theory inc lude developmental stages o r other unique characteristics? C. Explain foundational information about the theory, including information about its founder. D. Explain why this is an appropriate theory to apply to the client. I nclude supporting evidence from across the client ’s lifespan . II. Assessment A. Through the lens of the developmental theory, explain the physical and cognitive components of the client ’s case across the lifespan . B. Through the lens of the developmental theory, explain the systemic and environmental components of the client ’s case across the lifespan . C. Using the developmental theory as a guide, explain the client ’s career development across the lifespan . D. Using the developmental theory as a guide, explain the client ’s work environment across the lifespan . E. Describe how the client ’s career and work history across his or her lifespan relate s to his or her current state. F. Explain, through the lens of the developmental theory, any cultural components of the case that play a role in the development of the clien t. G. Explain, through the lens of the developmental theory, any ethical components of the case that play a role in the development of the client. III. Plan A. To create context for your P lan section, summarize your assessment of your client ’s case by describing the outcome of the application of the developmental theory. B. Describe any specific ethical and cultural considerations you will make when working with this client, based on your assessment of his or her case. C. Based on your description of the client ’s current state, in regard to his or her career and work history, describe any specific considerations you will make when working with the client. D. Explain the client in terms of his or her overall wellness and mental health status . Use your assessm ent to inform your explanation. E. Based on the client ’s overall wellness and mental health status, describe what needs to be addressed to get the person to a state of mental wellness . Final Project Journals Final Project Journal : Data In Week Four , you will submit a draft of the D ata section of your Data Assessment Plan (DAP) Case Note. This final project journal will be graded with the Data Journal Rubric. Final Project Journal : Assessment In Week Six , you will submit a draft of the A ssessment section of your Data Assess ment Plan (DAP) Case Note. This final project journal will be graded with the Assessment Journal Rubric. Final Project Journal : Plan In Week Seven , you will submit a draft of the P lan section of your Data Assessment Plan (DAP) Case Note. This final project journal will be graded with the Plan Journal Rubric. Final Submission : Data Assessment Plan (DAP) Case Note In Week Nine , you will submit your Data Assessment Plan (DAP) Case Note. It should be a complete, polished artifact containing all of the critical elements of the final project. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric. Deliverables Deliverable Week Due Grading Journal: Data Four Graded separately; Data Journal Rubric Journal: Assessment Six Graded separately; Assessment Journal Rubric Journal: Plan Seven Graded separately; Plan Journal Rubric Final Submission: Data Assessment Plan (DAP) Case Note Nine Graded separately; Final Project Rubric Final Project Rubric Guidelines for Submission: Your DAP Case Note should be 8 –10 pages, double spaced, include one -inch margins, use 12 -point Times New Roman font, and adhere to the latest edition of APA formatting. Critical Elements Exemplary (100% ) Proficient (90% ) Needs Improvement (70% ) Not Evident (0% ) Value Data: Client Meets “Profi ci ent” cri teri a , a nd des cri pti on demons tra tes a n a dva nced a bi l i ty to extra ct a thorough a nd a ccura te cl i ent des cri pti on from a na rra ti ve Des cri bes the cl i ent ba s ed on the i nforma ti on pres ented wi thi n hi s or her ca s e s cena ri o Des cri bes the cl i ent ba s ed on the i nforma ti on p res ented wi thi n hi s or her ca s e s cena ri o, but des cri pti on i s cursory or conta i ns i na ccura cies Does not des cri be the cl i ent ba s ed on the i nforma ti on pres ented wi thi n hi s or her ca s e s cena ri o 4.75 Data: Elements of Theory Meets “Profi ci ent” cri teri a , a nd des cri pti on demons tra tes a s ophi s ti cated a wa renes s of the devel opmenta l theory Des cri bes the ba s i c el ements of the theory bei ng a ppl i ed to the cl i ent ’s ca s e Des cri bes the ba s i c el ements of the theory bei ng a ppl i ed to the cl i ent ’s ca s e, but de s cri pti on i s curs ory or conta i ns i na ccuracies Does not des cri be the ba s i c el ements of the theory bei ng a ppl i ed to the cl i ent ’s ca s e 6.34 Data: Foundational Information Meets “Profi ci ent” cri teri a , a nd expl a na ti on demons tra tes a nua nced unders ta ndi ng of the founda ti on of the devel opmenta l theory Expl a i ns founda ti ona l i nforma ti on a bout the theory, i ncl udi ng i nforma ti on a bout i ts founder Expl a i ns founda ti ona l i nforma ti on a bout the theory, but expl a na ti on i s cursory, conta i ns i na ccura cies , or i s mi s s i ng i nforma ti on a bout the theory ’s founder Does not expl a i n founda ti ona l i nforma ti on a bout the theory 6.34 Data: Appropriate Theory Meets “Profi ci ent” cri teri a , a nd expl a na ti on ma ke s cogent connecti ons between the focus of the devel opmenta l theory a nd the needs of the s peci fi c cl i ent ca s e Expl a i ns why the theory i s a ppropri a te to a ppl y to the cl i ent a nd s upports res pons e wi th evi dence from a cros s the cl i ent ’s l i fes pa n Expl a i ns why the th eory i s a ppropri a te to a ppl y to the cl i ent, but exp l a na ti on conta i ns ga ps i n l ogi c or i na ccura cies or l a cks s upporti ng evi dence from a cros s the cl i ent ’s l i fes pa n Does not expl a i n why the theory i s a ppropri ate to a ppl y to the cl i ent 6.34 Assessment: Physical and Cognitive Meets “Profi ci ent” cri teri a , a nd expl a na ti on demons tra tes a s ophi s ti cated a wa renes s of the rol e of phys i ca l a nd cogni ti ve components wi thi n the devel opmenta l theory Expl a i ns the phys i ca l a nd cogni ti ve compon ents of the cl i ent ’s ca s e a cros s the l i fes pa n through the l ens of the devel opmenta l theory Expl a i ns the phys i ca l a nd cogni ti ve components of the cl i ent ’s ca s e, but expl a na ti on i s mi s s i ng pha s es a cross the l i fes pa n or does not i ncorpora te the devel opmenta l theory Does not expl a i n the phys i ca l a nd cogni ti ve components of the cl i ent ’s ca s e 6.34 Assessment: Systemic and Environmental Meets “Profi ci ent” cri teri a , a nd expl a na ti on demons tra tes a s ophi s ti cate d a wa renes s of the rol e of s ys temi c a nd envi ronmenta l components wi thi n the devel opmenta l theory Expl a i ns the s ys temi c a nd envi ronmenta l components of the cl i ent ’s ca s e a cros s the l i fes pa n , through the l ens of the devel opmenta l theory Expl a i ns the s ys temi c a nd envi ronmenta l components of the cl i ent ’s ca s e, but expl a na ti on i s mi s sing pha s es a cros s the l i fes pa n or does not i ncorpora te the devel opmenta l theory Does not expl a i n the s ys temi c a nd envi ronmenta l components of the cl i ent ’s ca s e 6.34 Assessment: Car eer Development Meets “Profi ci ent” cri teri a , a nd expl a na ti on demons tra tes a s ophi s ti cated a wa renes s of the rol e of ca reer wi thi n the devel opmenta l theory Expl a i ns the cl i ent ’s ca reer devel opment a cros s the l i fes pa n , us i ng the devel opmenta l th eory a s a gui de Expl a i ns the cl i ent ’s ca reer devel opment, but expl a na ti on i s mi s s i ng pha ses a cross the l i fes pa n or does not i ncorpora te the devel opmenta l theory Does not expl a i n the cl i ent ’s ca reer devel opment 6.34 Assessment: Work Environment Meets “Profi ci ent” cri teri a , a nd expl a na ti on demons tra tes a s ophi s ti cated a wa renes s of the rol e of the work envi ronment wi thi n the devel opmenta l theory Expl a i ns the cl i ent ’s work envi ronment a cros s the l i fes pa n , us i ng the devel opmenta l theory a s a gui de Expl a i ns the cl i ent ’s work envi ronment, but expl a na tion is mi s s i ng pha s es a cross the l i fes pa n or does not i ncorpora te the devel opmenta l theory Does not expl a i n the cl i ent ’s work envi ronment 6.34 Assessment: Lifespan Meets “Profi ci ent” cri teri a , a nd des cri pti on demons tra tes the a bi l i ty to ma ke cogent connecti ons between a cl i ent ’s work hi s tory a nd hi s or her current s ta te Des cri bes how the cl i ent ’s ca reer a nd work hi s tory a cros s hi s or her l i fes pa n rel a tes to hi s or her current s ta te Des cri bes how the cl i ent ’s ca reer a nd work hi s tory rel a tes to hi s or her current s ta te, but des cri pti on l a cks connecti ons or i nforma ti on a cros s the l i fes pa n Does not des cri be how the cl i ent ’s ca reer a nd work hi s tory rel a ted to thei r current s ta te 6.34 Assessment: Cultural Meets “Profi ci ent” cri teri a a nd expl a na ti on demons tra tes a s ophi s ti cated a wa renes s of the rol e of cul ture wi thi n the devel opmenta l theory Expl a i ns cul tural components of the ca s e tha t pl a y a rol e i n the deve l opment of the cl i ent, through the l ens of the devel opmenta l theory Expl a i ns cul tural components of the ca s e tha t pl a y a rol e i n the devel opment of the cl i ent, but expl a na ti on conta i ns ga ps i n l ogi c, i na ccuracies , or l a cks s upporti ng evi dence from a cros s t he cl i ent ’s l i fes pa n Does not expl a i n cul tura l components of the ca s e tha t pl a y a rol e i n the devel opment of the cl i ent 6.34 Assessment: Ethical Meets “Profi ci ent” cri teri a a nd expl a na ti on demons tra tes a s ophi s ti cated a wa renes s of the rol e of ethi cs wi thi n the devel opmenta l theory Expl a i ns ethi ca l components of the ca s e tha t pl a y a rol e i n the devel opment of the cl i ent, through the l ens of the devel opmenta l theory Expl a i ns ethi ca l components of the ca s e tha t pl a y a rol e i n the devel opment of the cl i ent, but exp l a na ti on conta i ns ga ps i n l ogi c or i na ccura cies or l a cks s upporti ng evi dence from a cros s the cl i ent ’s l i fes pa n Does not expl a i n ethi ca l components of the ca s e tha t pl a y a rol e i n the devel opment of the cl i ent 6.34 Plan: Outcome of App lication Meets “Profi ci ent” cri teri a , a nd des cri pti on demons tra tes a n a dva nced a bi l i ty to s umma ri ze a ccura te a nd rel eva nt cl i ent ca s e i nforma ti on Des cri bes the outcome of the a ppl i ca t ion of the devel opmenta l theory by s umma ri zi ng the cl i ent ’s ca s e Des cri bes the outcome of the a ppl i ca tion of the devel opmenta l theory, but des cri pti on i s curs ory or conta i ns i na ccura cies Does not des cri be the outcome of the a ppl i ca t ion of the devel opmenta l theory 4.75 Plan: Ethical and Cultural Considerations Meets “Profi ci ent” cri teri a , a nd des cri pti on demons tra tes the a bi l i ty to ma ke cogent connecti ons between ethi ca l a nd cul tura l cons i derati ons a nd a cl i ent ’s needs Des cri bes s peci fi c ethi ca l a nd cul tura l cons idera tions to ma ke when worki ng wi th the cl i ent Des cri bes ethi ca l a nd cul tura l cons i dera ti ons to ma ke when worki ng wi th the cl i ent, but des cri pti on i s va gue or l a cks connecti ons to the cl i ent ’s s peci fi c ci rcums ta nces Does not des cri be ethi ca l a nd cul tura l cons idera tions to ma ke when worki ng wi th the cl i ent 6.34 Plan: Career and Work Considerations Meets “Profi ci ent” cri teri a , a nd des cri pti on demons tra tes the a bi l i ty to ma ke cogent connecti ons between ca reer a nd work hi s tory cons i dera ti ons a nd a cl i ent ’s needs Des cri bes s peci fi c ca ree r a nd work hi s tory cons i dera ti ons to ma ke when worki ng wi th the cl i ent Des cri bes s peci fi c ca reer a nd work hi s tory cons i dera ti ons to ma ke when worki ng wi th the cl i ent, but des cri pti on i s va gue or l a cks cogent connecti ons to the cl i ent ’s s peci fi c ci rcums ta nc es Does not des cri be ca reer a nd work hi s tory cons i dera ti ons to ma ke when worki ng wi th the cl i ent 6.34 Plan: Overall Status Meets “Profi ci ent” cri teri a , a nd expl a na ti on demons tra tes a keen a wa renes s of the overa l l wel l nes s a nd menta l hea l th s ta tus Expl a i ns the cl i ent i n terms of hi s or her overa l l wel l nes s a nd menta l hea l th s ta tus Expl a i ns the cl i ent i n terms of hi s or her overa l l wel l nes s a nd menta l hea l th s ta tus , but expl a na ti on i s curs ory or i l l ogi ca l Does not expl a i n the cl i ent i n terms of hi s or her overa l l wel l nes s a nd menta l hea l th s ta tus 4.75 Plan: Mental Wellness Meets “Profi ci ent” cri teri a , a nd des cri pti on demons tra tes the a bi l i ty to ma ke cogent connecti ons between cl i ent wel l nes s a nd couns el i ng needs Des cri bes wha t needs to be a ddres s ed to get the pers o n to a s ta te of menta l wel l nes s ba s ed on hi s or her overa l l wel l nes s a nd menta l hea l th s ta tus Des cri bes wha t needs to be a ddres s ed to get the pers on to a s ta te of menta l wel l nes s , but des cr i pti on i s curs ory or i l l ogi ca l or l a cks cogent connecti ons to hi s or her overa l l wel l nes s a nd menta l hea l th s ta tus Does not des cri be wha t needs to be a ddres s ed to get the pers on to a s ta te of ment a l wel l nes s 4.75 Articulation of Response Submi s s i on i s free of errors rel a ted to ci ta ti ons , gra mma r, s pel l i ng, s ynta x, a nd orga ni za ti on a nd i s pres e nted i n a profes s i ona l a nd ea s y -to- rea d forma t Submi s s i on ha s no ma j or errors rel a ted to ci ta ti ons , gra mm a r, s pel l i ng, s ynta x, or orga ni za ti on Submi s s i on ha s ma j or errors rel a ted to ci ta ti ons , gra mma r, s pel l i ng, s ynta x, or orga ni za ti on tha t nega ti vel y i mpa ct rea da bi l ity a nd a rti cula tion of ma i n i dea s Submi s s i on ha s criti cal errors rel a ted to ci ta ti ons , gra mma r, s pel l i ng, s ynta x, or orga ni za ti on tha t prevent unders ta ndi ng of i dea s 4.92 Total 100%