Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
You will use developmental theories and concepts to analyze your own developmental processes focusing on childhood and adolescence. Use a variety in your sentence structure and wording. You should not
You will use developmental theories and concepts to analyze your own developmental processes focusing on childhood and adolescence. Use a variety in your sentence structure and wording. You should not use direct quotes, but rather summarize and paraphrase insight from your sources. You will use your textbook and at least 3 other scholarly sources (no less than 4 sources total) to create your developmental analysis. Your paper must be at least 8 pages, including a title page, 6 pages in the body, and a reference page. Note: You may have up to 8 pages in the body of your paper.
Title Page – Use current APA format. https://owl.english.purdue.edu/owl/resource/560/01/
Use these headings to organize your content:
Personal Introduction of Childhood – Adolescence
Provide a concise introduction to significant personal characteristics, family dynamics and support structures, and meaningful events or occurrences. This section must no more than 1 page.
Theoretical Perspectives of Development
Stage of Development According to Freud
Examine the portion of your textbook or outside references that detail(s) Freuds’ psychosexual stages of development. Explain how they are relevant to your own childhood and adolescent developmental processes. Identify specific concepts from the psychosexual stages and make relevant parallels to your own infancy and childhood developmental history. You may need to ask your parent(s) or family to help you identify any challenges related to this perspective. (Approx. one-half page).
Stage of Development According to Erikson
Examine the portion of your textbook or outside references that detail(s) Erikson’s psychosocial stages of development. Explain how these are relevant to your own childhood and adolescent developmental processes. You must identify specific stages, characteristics of those stages, and parallels to your own developmental processes. What challenges or strengths related to psychosocial development did you exhibit that either hindered or helped your progression through these developmental crises during childhood and adolescence? Use examples to illustrate application of these to your development history. (Approx. 1 page).
Stage of Development According to Piaget
Examine the portion of your textbook or outside references that detail(s) Piaget’s theory of cognitive development. Explain how these stages are relevant to your own childhood and adolescent developmental processes. You must identify specific stages, characteristics of that stage and offer explanation and examples that parallel to your own developmental processes. (Approx. one-half page).
Nature versus Nurture
Examine the portion of your textbook or outside references that detail(s) elements of the nature versus nurture influences. This section of the paper must analyze how you have been impacted from a nature versus nurture standpoint in your childhood and adolescent developmental processes. Provide explanation and examples. (Aprox. one-half page).
Bowlby’s Attachment
Examine the portion of your textbook or outside references that detail(s) attachment theory. Explain the parallels between attachment theory and your childhood and adolescent experiences with a care provider. Specify a specific attachment style, characteristics of the style, and behavioral consequences and outcomes. Then, make relevant connections between the theoretical concepts and your own experiences. (Approx. 1 page).
Faith Development
Using Fowler’s Stages of Faith and Identity (found in the Module/Week 5 Reading & Study folder), explain how the stages are relevant to your own childhood and adolescent developmental processes. You must identify specific stages and demonstrate how they are relevant and applicable to your own development history. You may also extend your dialogue to integrate Christian principles and biblical themes as appropriate. (Approx. 1 page).
Challenges and Success
In this section mention any challenges or successes that you think were relevant to your development that have not been mentioned thus far in your paper. This may include people, places, events, and things that were meaningful and that you feel were significant to your childhood and adolescent development. (Approx. one-half page).
Reference Page
Provide a complete list of references in current APA format. At least 3 scholarly resources, in addition to your textbook, are required.
Writing Guidelines:
Your references can include peer-reviewed journal articles found in Liberty’s library or credible web resources; if you are not sure of the credibility of your web resource, please ask your instructor before using it. Provide appropriate in-text citations and references for any information you use in this paper. Write the paper using professional writing etiquette and consult the Liberty Writing Center if you have questions about grammar or format. Remember that all work must be your own and plagiarism is not tolerated. Be sure to review the plagiarism policy in your syllabus. Anything that is not common knowledge or is not an original thought must be cited or it is considered plagiarism. Citations should be rephrased into your own words. In-text citations must be in current APA format (Author, Year).
- @
- 165 orders completed
- ANSWER
-
Tutor has posted answer for $59.00. See answer's preview
************************* **************** ********* ************** ************ Ford Abstract This ***** **** journey through *** ************* process ** ****** **** ********* through adolescence ***** *********** ******* *** ***** ******** route from a ********* **** for *** ****** ** be ************* on ******** one will ******* *** *********** of *********** *********** ** *********** ** ** life ** **** ** * ******** ************ ******* I **** ********** *********** ** ** development ** **** ** ***** **** ** the ********** *** or ******* **** may have ***** ** my development ** be *** ****** * ** today Personal ************ ** Childhood * *********** * *** born *** raised in the **** ** *** **** in * ************* ****** ********* I was *** ****** ******* ** my ******* ******* As a ***** * was always ***** as **** energetic **** *** ********* active **** ** **** to ****** *** *** ********* ******** * *** ** ******* ** front ** * ***** I would often *** ** *** **** in *** middle ** ** event *** ** *** level ** ********** * would ********** * *********** ***** **** ******** during ** ********* *** my ******* being ********* **** autism **** ** ***** ***** ** age * ********** going to ******* doctors with ** mom *** **** ******* her **** he ***** ********** speak or **** and ** *** have **** **** * shy individual ** *** time * *** **** five ***** *** ** I ****** ******** with *** term but all * ***** ***** ** *** **** *** **** life ***** **** ********* *** ** a ****** By *** *** ** ***** *********** * *** ****** for my *** *** understood **** **** I *** **** needed to ** **** period *** is *** impact of ***** ****** ** a ****** ****** *** ******* *** having ** only ******* have specials ***** I ***** ** act out ** school ** ** teachers *** ***** to *** ***** **** ** mom advised that ** **** ********** in ** conversing **** ******* ** **** *** going on ** *** **** I ****** knowledgeable ** it *** * was able ** ******* ********** *** ******* ** ******** ** *** impact ** *** ******* ******* my *** and *** Over **** * ****** positive ******** ** ****** and ** *********** around ** Now ******** ** adolescence ***** ** 12 ***** *** * felt * *** more ** ** * state ** ********* **** *** ******* * ***** *** **** * *** to the ***** I ******** to I always changed ** **** **** ********** ****** **** ********* *** always had ** ******* on ********** * was often ****** ** for ***** what *** **** ***** **** too ****** and *** just ** **** ******* ***** *************** By *** **** I entered **** school * found ** ****** **** ****** in ******* ***** and ***** *** ** **** ******* ******* to *** * *** the ****** to ****** ********** ** **** in **** school ** ******* ****** *** ******* with ***** ********* **** **** was * *********** time in ** **** because ** kept me ******* ** ****** ****** me **** ** ***** to ** a ****** *** ********** ******* ***** dynamics with ** *********** of *********** ********* ** Freud Each ******** *** ***** *** perspective **** ** **** ** the *********** ** *********** ***** *********** * ************** theory **** ******** ************* were ********* ******* ******** with *** ******* in *** ** *** *** ***** *** ********** * *** **** *********** ****** ** Freud's ****** ** ****** ********* **** me **** there **** ************* **** ** ********* ****** *** time ** labor *** didn't know ** *** time ** * ***** ******* *** ended ** having ** ** * C- ******* *** ** to **** *** ****** *** ********* *** ****** ****** this **** I *********** a ******* ************ with my mom ****** that time ** *********** *** *** *** communicate that * ****** **** *** oral ******** that ***** ********* Next *** *** **** stage *** time ** ****** ******** ** *** ********* **** as * **** that she could *** the ************ ** ** when ******** ** ** ** the bathroom and ****** ** very **** ** be successful ** ** From **** stage I ***** **** to ******** with Freud that **** **** ** toilet ******** ***** ***** **** ******** that *** **** ** becoming ****** ** ***** ********** **** ********* is *** ******* ***** ****** **** ****** * period **** came ** **** *** at the *** ** **** I *** aware of **** ***** *** being able to ******** the distinction ******* * male *** a ****** ***** in ****** ** mom explained ** ** * ****** where * **** the **** *** as * *** ******* ***** ******* **** to ** **** I **** the ******* *** *** about it * would ***** **** Freud **** ****** this stage ***** ** **** ********* with dealing with *** ******** sex *** not specifically ***** parents ****** I **** ** discussing *** ***** that ends ** *** adolescent ***** **** ***** ***** named the ******* ***** ** the **** * ******* puberty * *** **** ********* of ** body *** took ** care ** ****** I *********** ******* ** ** ***** ** *** ******** sex in *** classroom *** ****** **** ****** ******* ******* ********** of *********** ********* ** Erikson **** ******* *** ******* ******** *** ****** *********** ** individuals ************* from our previous ******** ***** ** centers **** of * person's *********** and the ************ ******* ** ******** and ***** ******** ********* on ***** **** ** well ** ****** ********** **** *** ***** ***** was ******** trust ** mistrust growing ** in * ****** ****** ********* * ***** *** **** I **** * ***** ** security *** closeness ** ** *** ***** she ****** me **** ********* ** * ***** ***** to **** ******* *** ******* ** ********** *** individuals ***** ********** Strange ********** *** would measure *** ********** **** a ***** had ** ***** ****** *** majority of *** **** ***** ** * ******* mother ******** ***** *** ********* ***** *** ******** ** shame & doubt ****** **** ***** infants ********* **** ** ** ************ *** ********** ***** with new ***** skills ********** **** ** *** communicated that during this *** I enjoyed ******** ** hands ******** *** ***** **** * **** ** ** ** **** ** ***** Erikson's **** ***** *** ********** ** ***** **** ****** ranged ******* the ages ** * *** ** 6 ***** old ** a ****** ****** * ****** felt the **** ** **** ** ** I *** *** grown ** looking *** *** my ******* with the **************** ** *** ***** **** ** ** ****** *** house Some **** ******** *** ***** helping ** take out *** ***** *** **** ** mom ** cook ****** ********* *** the ***** ******** ** *********** ****** **** ***** ******* ********* *** ***** ** ************* *** ********** ** ********* ***** **** ********* ********** **** ***** in ***** they *** ****** ** (Broderick p12) * ****** **** ** elementary ****** *** loved to ******* awards **** ** *** **** ******** ***** **** *** ** *** time * was ** ****** school *** * did *** **** to ** ***** for ***** ******** Anything ** *** *** to *** didn't ****** ** **** to ** *** *********** peers ****** ** was *********** **** *** clothes ** **** ** the **** we ate *** **** stage **** centered on *********** *** ******** ** *********** **** ***** *** * **** in **** ***** *** ******* quite yet an adult but *** still *** ** **** tough ********* ** **** *** ******* your parents *** ******* ***** be ** high ****** ** *** one of the ******** time ***** ** was ** its peak for peer pressure and approval ** others in **** ******* and **** *** ******** ******** ** *********** ********* ** ****** ****** ** * theorist **** focused on the ********* development ****** **** theory is ******** ** information processing language learning *** **** ***** *************** ** ***** *********** *** *********** ****** ***** ** **** ******** *** *********** of *********** ** *** **** of ****** *** ******* ***** ** sensorimotor during this stage infants *** discovering ********** through their ****** *** *** *********** ****** **** ********** **** *** **** ***** ** *** happened ** show ** *** ***** ** ** ***** ******** * *** quite *********** and ******* ** ** ********* * was ***** ******** ** **** *** ******** ************ every **** of *** *** ********* *** *** preoperational ***** *** ** ******** one ** my ******** ****** ** life ****** this time * *** a ***** imagination *** ***** **** with ** **** *** ****** * *** ********* ******** *** ***** ****** **** Santa and *** tooth ***** ** addition ** that * had ** ********* ****** * ***** tell ** ******* *** ****** about **** I ***** *** **** *********** the concrete *********** ***** ****** **** *** *** of * ** ** ** ** years old ** ****** in my ************ at *** age ** * * ***** ** *** out *** ** *** **** ** ** becoming **** ***** ** ** *** *** dad's ******* *** **** ***** there is **** logical ******** *** ******** reason ** ** ************ **** ****** 1967) *** is *** ******* ***** of *** ******** ****** and is less *********** ****** *********** ****** ******* The ******** debate ** ***** ******** **** be *** nature ** ******* ****** ** it ****** ** ********** **** theory ******** **** specific ********* or ***** ** an ************ *********** are *** ******* cause *** ***** ********* or ******** ********* & ***** 2012) Being ****** from ********* ** ********** * can *** **** a *** of my ********** **** **** **** ** ****** *** *** *********** * am * ****** ********** ******* ** ****** ****** ********** **** **** *** United ****** *** migrated **** ******* ******* ** mom ** ********** from the ****** of ***** *** ******** ** New **** **** *** was ** *** teens along **** *** siblings **** ** ***** ** a **** ** ** ******** * believe **** ******** ******** ** ** culture However my ***** half **** ** to ** *********** Growing up ** * ************ ******* along with being exposed ** American culture ****** ** *** ******* ** *************** ********** have *** * ***** ********* ** my **** ***** ** ****** me ** ***** *** languages creole *** ******* **** **** ***** ** ********** ** my ******* ******** **** my ancestors ** Haiti *** ** **** ** ***** ***** the ******* in ******** Lastly **** reflecting ** the nature ** ******* theory * feel that * have **** equally ******* to ***** *** *** teaching **** my *** ***** with *** ******** ** the Christian ****** * attended ****** ***** *** **** difference in ** upbringing **** ******* *** *** ******** was the ****** foundation **** was ********* *** ** **** ChristBowlby's ********** ******** ********** theory ** * theory **** ******** **** children **** *********** with ******* ********** ** a **** of ******** ******** ***** During * child's ***** of *********** they **** ** ***** caregivers *** **** protection *** ****** Reflecting on ** childhood to ********** * ***** fall under *** ****** attachment This ********** is ******* as * **** ****** ************ distress **** separation **** *** ****** ****** ******* of unrecognition ******** ********* test) ********** * **** ***** * would *** *** ** *** **** *** *** ** *** ** 8 ***** ** *** **** my *** ***** ***** ** at ****** **** the teachers As * ****** ** *** *** forced ** **** to stay **** me *** ****** ******* ** ***** ** to feel *********** ** depart ** *** *** ******** ** ** **** *** *** ********** *********** with the ******* *** ***** ** *** to best prevent ** **** ****** **** *** would ***** The ******* after some time *** **** acquainted **** me *** would ***** ** to **** **** **** **** in *** ******* as * *** of *********** to ******* the ****** or ******** ** ********** ******* **** **** my *** ***** **** some ***** and ***** *** eventually I ***** ************* ** *** play with toys ** ** mom would get ***** to ****** In entering my adolescent **** I *** ***** ***** ********* *** ***** ***** *** **** my *** **** ** * *** ***** *********** *** would go ******** ** *** ******** ****** * ******* the classroom *** once * *** ***** *** got ********** **** *** ******** * **** ****** *** safe around them *** secure ********** ***** ** consistent *** ** from ***** ** *** ********** ***** ******** ** mom *** a ****** ****** ******* ******* **** *** **** ** ********* *** * ******** ****** ** ** ** **** under the secure ********** *** ********* style **** ** *** practiced **** ** brother and I *** ************* ********* *** was *** ********* us ** our goals *** *** still ********** * ******* **** her ***** of discipline on ** along with *** ************ for usFaith development ****** was * ********** **** ******* *** ***** ****** of ***** to improve *** ****** of evolving *** ******* ** ****** ****** (Fowler ***** **** **** p18) ** ********** for *** ****** to ** ************* of the stage presented *** *** approximate *** **** *** ********** **** Faith in *** literal **** ** not just *** ****** ** ******** *** the ***** *** *** have *** *** other *** **** ***** *** ****** ****** ** **************** **** ***** ***** **** birth ** ***** ** defined ** mom ** conversation *** ********* ** ** ****** * ****** distrust *** ****** ****** me ******* her *** when * *** **** ** ******* * ****** **** I ***** cry *** ****** ******* at * **** *** following stage *** *** ********** Projective ***** **** centered ** *** *********** exposure ** *** unconscious **** Children *** **** interested ** playing amongst themselves ** ********* *** **** *********** **** *********** **** **** ***** ******* ***** Dell **** **** **** ***** ****** ******* *** **** ** 3 -7 years old This ***** ** *** *** *** stage in ** **** **** * ***** ***** **** my *** *** my **** mischievous ***** * would ***** ***** ****** /break ****** ** the house ** accident *** play practical ***** ** my *** and ******* **** they ***** ***** Afterward ** *** ******* ******* ***** **** ***** can ** ***** ****** in ****** ********* and ****** ** stated ** *** **** by * ***** *** ** ********** *** ******* ***** *** ** ***** ***** mass and ***** ****** ******* ***** **** 2004 **** ******* ** * *** always the tallest ** my ***** ** ****** ***** often ***** some of *** boys and ****** ****** ******* *** ***** ** **** ***** * ***** **** ** say **** * began ** **** ****** * ****** ****** Understanding what ** likes and dislikes were as **** ** ******* ****** ********** ****** ** ***** ** *** **** *** *** final ***** **** **** ** ********* ** *** ********** ************ stage **** stage ** *** **** stage **** is ******** on adolescent ***** **** ***** adulthood ****** **** ***** * ***** ******* * *** **** ****** **** * *** ****** *** ** awkward ***** ***** * wasn't *********** **** *** different ******* **** were ********* in ** **** and in addition received ** ******** * *** ********* **** fun ** ** ***** ** *** classroom ****** my awkward **************** *** Success * ********* *** me **** * ***** ******* up *** **** * ***** **** *** part ** *** **** ** ******* ** New York ******** I stayed ** *** same ***** * believed **** *** * difficult **** *** ** since * *** **** begun *** ***** stages ** being ** ********** *** had ** *** goodbye to **** ** ** ******** that * **** **** ********* ** **** **** time ** ****** ** meeting ***** ** *** ***** with *** teachers in *** *** ****** * **** ****** beside ** *** ******* me **** I ***** **** new ******* *** at *** time ** ****** as ** *** ***** was ***** ** *** * few months ***** * ******* ** ** **** ******** **** my new **** and even met **** ******* that ******** my ******* *** ********* ** * ********* ** ******* ** ** **** adolescent/ early adulthood ******* ****** *** ***** ** discuss ** ***** ****** ** ********* ** ** ***** ** mother ****** parent ***** **** ** ******* *** ***** ****** ** be successful ** **** ** my *** *** ** **** ** * date * **** ******* ******** ** was *** ** ** ******* ********* in **** I ********* ******* The road ** get ***** ****** easy but * **** * ***** ******* from it **** * did ** ******** My ******* **** *** ***** own *********** aside ** represent ** ** * crossed *** ***** during ************* witnessed ** ** my best and worst *** ****** *** ************* love then *** ****** ** ** was **** ***** ** keep ** promise ** *** ** finishing **** * started ***** **** I've **** ****** ** ******* ****** by working ** completing ** ******* It's **** ** **** you that *** ****** are ******** ** ***** *** ******* ** *** allows ** in *** **** *** ** I **** to ** ****** **** ***** *** work ** ********* ** ************************ * * & ******* P (2015) The **** Span: ***** *********** *** ******* ************* (4 ed) ***** ****** ***** New ******* ******* ********* IncEric * ****** ‘Psychosocial Identity' ** * ******** * *** ** ******* ** ******* ******** ****** **** 1930 to **** *** York: WW NortonFowler JW & **** ** (2004) ****** ** ***** *** ********* ***** ** ***** Child *** ********** *********** ******* ** ***** ******* ***** ***** ********* **** ******************************************** **** ISSN 1056-4993Muuss R * ****** **** ******** ********* ****** ** ********** developmentAdolescence **** *** ********* **** ************************************************************************************************************************ * Barnes * & ***** * ****** ****** Versus ******* in Entrepreneurialism ** *** ***** *****
