Student Name Capella University PSYC FPX 3210 Human Lifespan Development Prof. Name Date PSYC FPX 3210 Assessment 4 Developmental Stages of Washington Family Members The Washington family’s experience with their missing pet gerbil, Mercury, demonstrates how human development theories can help explain family conflict, moral decision-making, cognitive development, and changing responsibilities. Sarah’s decision to take Mercury was influenced by her concern for the animal’s welfare, while the parents’ response reflected the challenges of balancing careers, family relationships, and the needs of adolescents. The situation was ultimately resolved through communication, compromise, and a greater understanding of each family member’s perspective. The Washington Family Crisis The family conflict began when Mercury, the Washingtons’ pet gerbil, disappeared. The family later discovered that their teenage daughter, Sarah, had taken the pet because she believed Mercury was not receiving adequate care at home. Although Sarah’s intentions were connected to Mercury’s well-being, she made the decision independently rather than discussing her concerns with her parents. This created tension because her actions affected the entire household. The situation illustrates how differences in judgment and developmental perspectives can contribute to conflict between parents and adolescents. Sarah’s Motivation and Moral Development Sarah’s behavior can be examined through theories of moral development, particularly Carol Gilligan’s theory of moral reasoning. Gilligan emphasized the importance of care, relationships, and responsibility when understanding moral decisions. From this perspective, Sarah’s decision can be interpreted as an attempt to protect a vulnerable living being she believed needed better care. However, caring about Mercury did not eliminate the consequences of Sarah’s decision. Her choice demonstrates the tension that can occur when an individual believes an action is morally justified but does not consider the importance of communication, family rules, or the perspectives of others. Lawrence Kohlberg’s theory of moral development also provides a useful framework for examining Sarah’s behavior. Kohlberg proposed that moral reasoning develops through different stages, moving from an emphasis on consequences and personal interests toward broader principles and social expectations. Sarah’s decision reflects an effort to act according to what she considered right, but the situation also shows why moral decisions require consideration of both personal values and established social responsibilities. Family Dynamics and Communication The Washington family consists of parents managing adult responsibilities while also addressing the changing needs of their teenage children. Work obligations, parenting responsibilities, household expectations, and adolescent development can create competing demands within a family. Mercury’s disappearance exposed the need for clearer communication. Instead of allowing disagreements to remain unresolved, the family used discussion and compromise to determine how Mercury’s needs could be addressed. The family’s response included developing a more consistent approach to caring for Mercury and establishing regular family meetings. These changes demonstrate how communication can help family members understand one another and develop solutions that recognize multiple perspectives. William Perry’s Theory of Cognitive Development William Perry’s theory of intellectual and ethical development provides another perspective on the Washington family’s situation. Perry described changes in how individuals understand knowledge, authority, and competing viewpoints. The family’s initial disagreement involved different interpretations of what should happen with Mercury. Sarah viewed the situation from her own perspective, while her parents had different responsibilities and expectations. Their eventual willingness to discuss the problem demonstrates movement toward recognizing that family situations can involve competing viewpoints rather than a single simple answer. Levinson’s Seasons of Life Daniel Levinson’s theory of adult development focuses on the changing roles and responsibilities individuals experience throughout life. Adults often move through periods in which career, family, relationships, and personal goals must be balanced. The Washington parents can be understood within this framework because they are managing several responsibilities simultaneously. Parenting teenagers while maintaining careers and household responsibilities can create significant demands. The Mercury situation illustrates how a relatively small family problem can become more complicated when it occurs within an already busy household. Erikson’s Theory of Psychosocial Development Erik Erikson’s theory of psychosocial development is also relevant to the Washington family. Different family members may be experiencing different developmental challenges at the same time. Adolescents are commonly associated with the developmental conflict of identity versus role confusion. Teenagers are developing greater independence and forming their own values, beliefs, and sense of responsibility. Sarah’s decision regarding Mercury can therefore be considered within the broader context of adolescent independence and moral identity. Adults in the family may be experiencing the challenge of generativity versus stagnation. Generativity involves contributing to the well-being of others and taking responsibility for family and society. The Washington parents’ efforts to care for their children, maintain the household, and respond to family concerns are consistent with the responsibilities associated with this developmental period. Balancing Family, Career, and Personal Responsibilities The Washington family’s experience also demonstrates how adult development involves balancing multiple priorities. Career responsibilities, parenting, relationships, and household needs can compete for time and attention. The conflict surrounding Mercury may therefore represent more than a disagreement about a pet. It highlights how family members can interpret responsibilities differently. Sarah focused primarily on Mercury’s welfare, while her parents had to consider the broader needs of the household. Creating regular opportunities for family communication can help prevent similar misunderstandings. Family meetings can provide a structured setting in which parents and adolescents discuss concerns, clarify expectations, and work toward mutually acceptable solutions. Cohen’s Perspective on Maturation and Aging Cohen’s work on maturation and aging provides an additional framework for understanding the competing demands experienced throughout adulthood. Human development does not stop during adolescence or early adulthood. Adults continue to adapt to changing responsibilities, relationships, and life circumstances. For the Washington parents, managing career obligations while supporting their children requires ongoing adjustment. Their response to the Mercury situation demonstrates how everyday family challenges can become opportunities for adaptation and improved communication. What the Washington Family Case Demonstrates The Washington family’s experience demonstrates several important principles of human development. Individual behavior is influenced by developmental stage, personal values, relationships, and social responsibilities. Sarah’s decision reflects an adolescent perspective shaped by concern for Mercury and a growing sense of

Student Name Capella University PSYC FPX 3210 Human Lifespan Development Prof. Name Date PSYC FPX 3210 Assessment 3 Meet the Washingtons Case Study Adolescent identity development is strongly influenced by family relationships, social experiences, individual interests, and changes in the developing brain. In Kyla Washington’s case, her psychosocial development reflects the central conflict of Erik Erikson’s fifth stage, identity versus role confusion. Kyla is exploring her personal interests, career goals, values, and independence while navigating family expectations and the influence of social media. Her interest in culinary arts, resistance to traditional academics, relationships with her parents, and desire for external validation all provide insight into how she is developing her sense of identity and making decisions during adolescence. Identity Formation and Erikson’s Psychosocial Development Erik Erikson’s theory of psychosocial development describes adolescence as a period in which individuals explore different roles, beliefs, values, and future possibilities. The primary developmental challenge during this period is identity versus role confusion. Adolescents begin asking important questions about who they are, what they value, and what they want their future to look like (Gross, 2020). Kyla appears to be actively working through this developmental stage. As the second eldest of four siblings, she has developed a sense of responsibility within her family. She lives with her parents and grandparents and is described as helpful at home. These family experiences may contribute to the development of her self-concept and expectations regarding responsibility. PSYC FPX 3210 Assessment 3 Meet the Washingtons Case Study Her interest in culinary arts is another important part of her identity formation. Kyla hopes to attend culinary school, indicating that she is beginning to consider a career path that reflects her personal interests. Her negative attitude toward traditional academic settings may represent a preference for an alternative educational and professional pathway rather than a lack of future goals. Kyla’s relationships with her parents also contribute to her identity development. Although she maintains a close relationship with her mother, her relationship with her father is more contentious. Differences in communication, expectations, or perspectives may encourage Kyla to establish greater independence and distinguish her own beliefs from those of her family. Social media can also influence adolescent identity formation. Positive attention from others may provide Kyla with a sense of validation, while dependence on external feedback can affect how she evaluates herself. During adolescence, developing a stable internal sense of identity is important because excessive reliance on outside approval may contribute to uncertainty about personal values and self-worth. How Family and Social Experiences Influence Identity Family relationships provide adolescents with an important environment for developing self-esteem, independence, values, and decision-making skills. Kyla’s position within a large family may provide opportunities to practice responsibility and cooperation. Her supportive relationship with her mother may also provide an important source of emotional security. At the same time, conflict with a parent can create challenges as adolescents seek greater autonomy. Kyla’s disagreements with her father may reflect the broader developmental process of establishing independence. Family conflict does not necessarily indicate negative development; rather, disagreements can occur as adolescents begin to form opinions and make decisions independently. Social environments also contribute to identity development. Friends, school experiences, community relationships, and social media can expose adolescents to different lifestyles, career options, values, and expectations. For Kyla, social media attention may influence her self-perception and reinforce certain behaviors. Helping her evaluate external feedback while developing confidence in her own values can support healthy identity development. Brain Development During Adolescence Adolescence involves substantial changes in the brain. Cognitive, emotional, and behavioral development continues as different brain systems mature. Areas involved in planning, decision-making, impulse control, and emotional regulation continue developing during adolescence and into young adulthood. The development of the prefrontal cortex is particularly relevant to decision-making and self-regulation. At the same time, emotional and reward-related systems are highly active during adolescence. Research indicates that reward processing changes throughout development and can influence adolescents’ responses to pleasurable or socially rewarding experiences (Clements et al., 2022). This developmental pattern may help explain why social experiences and peer or social-media feedback can have a strong effect on adolescents. Positive attention can be rewarding, potentially increasing the appeal of behaviors that generate social approval. The limbic system is also involved in emotional processing and continues to undergo structural development during adolescence. Research has examined the relationship between limbic-system maturation and emotional regulation during this developmental period (Frere et al., 2020). Kyla’s behavior should therefore be understood within the broader context of normal adolescent development. Her decision-making and emotional responses may continue to change as her brain develops. Genetic characteristics, family relationships, social experiences, and individual experiences can all contribute to this process. Kyla’s Decision-Making and Self-Perception Kyla’s career interest in culinary arts demonstrates that adolescents can begin developing meaningful future goals even when their interests differ from traditional expectations. Her preference for culinary education may represent an important aspect of her emerging identity. Her negative attitude toward conventional academics should be considered within the context of her individual strengths and interests. Rather than assuming that one educational pathway is appropriate for every adolescent, adults can help Kyla explore how her interests, abilities, values, and long-term goals connect. Self-perception is another important component of Kyla’s development. Adolescents often become increasingly aware of how others perceive them. Social media can amplify this process by providing frequent opportunities for comparison, feedback, and social approval. Supporting Kyla’s development may involve helping her: These approaches can encourage greater independence while still providing the guidance adolescents need during identity development. Ethical Considerations When Working With Adolescents Psychological assessment and intervention involving adolescents require careful attention to ethical principles. When appropriate, psychologists should obtain informed consent and assent in accordance with applicable professional, legal, and institutional requirements. Kyla and her parents should understand the purpose of an assessment or intervention, the procedures involved, and relevant confidentiality considerations. Confidentiality is particularly important when working with adolescents because trust can influence their willingness to communicate openly. Professionals must also understand the limits of

Student Name Capella University PSYC FPX 3210 Human Lifespan Development Prof. Name Date PSYC FPX 3210 Assessment 2 ABA Therapy: Benefits and Overview “If they can’t learn the way we teach, we teach the way they learn.”  Dr. Ivar Lovaas Applied Behavior Analysis (ABA) therapy is an evidence-based approach that uses principles of learning and behavior to help children develop communication, social, academic, and everyday living skills. ABA programs are individualized to a child’s needs, strengths, developmental level, and goals. Research has found that behavioral interventions can support meaningful improvements in areas such as communication, social interaction, adaptive skills, and challenging behaviors, particularly when intervention is appropriately designed and implemented. What Is Applied Behavior Analysis (ABA) Therapy? Applied Behavior Analysis is a structured approach to understanding how behavior is influenced by environmental factors and how learning can be supported through evidence-based strategies. In autism services, ABA may be used to teach new skills, strengthen appropriate behaviors, develop functional communication, and reduce behaviors that interfere with learning or daily life. Rather than using the same treatment plan for every child, a qualified professional typically evaluates the individual’s current abilities and needs before developing goals and intervention strategies. This individualized approach allows therapy to focus on practical skills that are meaningful to the child and family. ABA may address areas such as communication, social interaction, self-care, learning readiness, and independent living skills. Depending on the individual’s goals, therapy may also focus on helping a child learn alternative ways to communicate needs, manage frustration, follow routines, and participate more successfully in everyday activities. How Does ABA Therapy Work? ABA therapy uses principles of behavior and learning to teach and strengthen useful skills. Therapists may break complex skills into smaller, manageable steps and provide appropriate reinforcement when a child demonstrates the desired response. For example, a child who has difficulty communicating a need may be taught a functional communication strategy, such as using words, gestures, pictures, or an assistive communication system. Over time, the goal is to help the child use these skills more independently across different settings. Behavioral interventions can also focus on identifying what happens before and after a behavior. Understanding these patterns can help clinicians develop strategies that teach more appropriate replacement behaviors rather than simply trying to suppress challenging behavior. Is ABA Therapy Evidence-Based? ABA is considered an evidence-based approach within behavioral intervention, and behavioral strategies have been studied extensively in autism research. Professional and governmental organizations, including the National Institute of Mental Health (NIMH), recognize behavioral approaches as an important part of autism treatment and support. However, evidence-based care does not mean that every ABA strategy will work equally well for every individual. Treatment should be individualized, monitored using objective data, and adjusted according to the person’s progress, preferences, and needs. A comprehensive approach should also consider the individual’s communication style, developmental abilities, family priorities, quality of life, and personal dignity. What Are the Benefits of ABA Therapy? The potential benefits of ABA vary from person to person because treatment goals are individualized. When appropriately designed and delivered, behavioral interventions may help children develop skills that support greater participation and independence. Common areas addressed through ABA may include: The purpose is not simply to change behavior. Effective intervention should focus on helping individuals acquire useful skills and participate more successfully in their everyday environments. How Can ABA Improve Social Skills? Social development is an important area of many ABA programs. A therapist may create structured opportunities for a child to practice skills such as initiating interactions, responding to others, sharing, waiting for a turn, and participating in group activities. Social skills can then be practiced across different people and environments so that the child has opportunities to use them outside therapy sessions. The specific goals should be based on the child’s developmental needs rather than comparing the child with other children. Can ABA Help With Daily Living Skills? ABA can be used to teach practical skills that support independence. These may include personal hygiene, dressing, eating, toileting, following routines, and completing household or school-related activities. Complex activities can be divided into smaller steps. A therapist can then provide instruction, prompting, and reinforcement as the learner works toward completing the activity more independently. Can ABA Reduce Challenging Behaviors? ABA may help address behaviors that interfere with communication, learning, safety, or daily activities. Instead of focusing only on reducing a behavior, a comprehensive behavioral plan should examine why the behavior occurs and identify an appropriate replacement skill. For example, if a child engages in challenging behavior when they cannot communicate what they want, intervention may teach a functional communication response. Similarly, children may learn coping or self-regulation strategies that provide alternatives during frustrating situations. Any intervention intended to reduce challenging behavior should prioritize safety, dignity, communication, and quality of life. Why Is Individualized ABA Important? Children with autism have different strengths, communication abilities, learning styles, preferences, and support needs. For that reason, a standardized treatment plan may not address every individual’s circumstances. An individualized ABA program can begin with an assessment of the learner’s current skills and areas requiring support. Treatment goals can then be developed around meaningful outcomes for the child and family. Progress should be monitored through ongoing data collection. If a strategy is not producing the expected progress, the treatment team can evaluate the approach and make appropriate changes. Who Provides ABA Therapy? ABA services may involve professionals with different roles and levels of training. A Board Certified Behavior Analyst (BCBA), when involved, may assess behavior, develop or oversee intervention programs, analyze data, and supervise implementation. Registered Behavior Technicians (RBTs) may implement behavioral interventions under appropriate supervision and within their scope of practice. The exact structure of an ABA program can vary depending on the provider, setting, child’s needs, and applicable professional and regulatory requirements. Families should ask providers about staff qualifications, supervision, treatment methods, progress monitoring, and how parents or caregivers are included in treatment. Why Is Family Involvement Important in ABA? Family involvement can help

Student Name Capella University PSYC FPX 3210 Human Lifespan Development Prof. Name Date Analyzing Sources: Analyzing sources is an important part of psychological research because researchers need to determine whether information is accurate, relevant, and applicable to a particular population. Government statistics can provide information about large populations, while scholarly articles offer more focused evidence from specific research studies. In this assessment, government poverty data and peer-reviewed psychological research are examined to understand how researchers evaluate sources, samples, and generalizability. Using Government Data to Analyze Poverty According to the U.S. Census Bureau’s Income and Poverty in the United States: 2018, 12,759 people under the age of 18 lived below the poverty line in 2018. During the same year, 4,893 people aged 65 and older lived below the poverty line (U.S. Census Bureau, 2019). Government data such as these can help psychologists understand social and economic conditions affecting different populations. Because government agencies collect information from large populations, psychologists can use these statistics to identify patterns, compare demographic groups, and develop research questions. Government data can also provide a foundation for making inferences about broader populations when the data are collected using appropriate methods. How Psychologists Use Government Data Psychologists may use government data to better understand population-level trends and social conditions. For example, poverty statistics can help researchers examine relationships between economic circumstances and outcomes such as mental health, educational achievement, family well-being, and quality of life. Government datasets may also help psychologists: However, researchers must consider how the data were collected and whether the population represented in the dataset is appropriate for the research question. Searching the Capella University Library The Capella University Library provides access to scholarly databases that researchers can use to locate academic literature. An initial search in Summon using the terms “children and poverty” produced approximately 2,450,109 results. A search was then conducted through the PSYCArticles database using the same terms. After applying the Peer Reviewed filter and limiting the publication date to 2014–2018, the number of results was reduced to 1,752. Additional subject filters were applied to make the search more specific. Selecting Mental Health under the major subject heading reduced the results to 94. These changes demonstrate how database filters can help researchers narrow a broad search and locate literature that is more closely related to a research topic. Evaluating Search Results Although database filters can make a search more specific, the results do not always directly address the original research question. For example, two articles identified during the search were the following: Berry and Hou (2016) examined immigrant acculturation and well-being in Canada, while Sutter and Perrin (2016) examined discrimination, mental health, and suicidal ideation among LGBTQ people of color. Neither article directly focused on children and poverty. The first article focused on immigration, acculturation, and well-being, while the second examined discrimination and mental health among a specific population. This illustrates why researchers should evaluate the relevance of an article rather than assuming that an article is appropriate simply because it appears in a database search. Improving a Scholarly Database Search A more effective search for research specifically related to children and poverty could use more precise keywords and combinations of search terms. For example, a researcher could combine terms such as child poverty, children living in poverty, childhood socioeconomic status, child mental health, and economic disadvantage. Using more specific search terms and relevant subject headings can reduce unrelated results and make it easier to locate scholarly research that directly addresses the research question. Analyzing the Wang and Rodgers Study Wang and Rodgers (2006) examined the effects of service-learning and social justice education on college students’ cognitive development. The methodology section provides important information about the participants and setting of the research. The study involved seven instructors from six service-learning courses, along with students enrolled in those courses. The courses were offered at a Midwestern state university (Wang & Rodgers, 2006). Understanding the sample is important because the characteristics of the participants and the setting influence how broadly researchers can apply the findings. Generalizability of the Wang and Rodgers Study The findings from Wang and Rodgers (2006) may have limited generalizability because the participants came from a specific group of college courses at one Midwestern state university. The study therefore provides information about students who participated in those particular service-learning courses, but the results may not necessarily apply to all college students. Researchers consider factors such as the size and characteristics of a sample, the institution where the study was conducted, and how participants were selected when determining whether findings can be generalized to a broader population. Analyzing the Sutter and Perrin Study Sutter and Perrin (2016) examined the relationships among discrimination, mental health, and suicidal ideation among LGBTQ people of color. The participants were adults at least 18 years old who identified as LGBTQ and belonged to a racial or ethnic minority group. The researchers collected information through an online survey (Sutter & Perrin, 2016). The characteristics of the participants are important when interpreting the study because they define the population directly represented by the research. Generalizability of the Sutter and Perrin Study The findings of Sutter and Perrin (2016) should primarily be interpreted in relation to populations that share characteristics with the participants. Because the study specifically examined LGBTQ people of color, the results may provide useful information about similar populations. It would be inappropriate to automatically assume that the findings apply equally to every LGBTQ individual, every racial or ethnic minority group, or the general population. Generalizability depends on the characteristics of the sample and the research methods used. Researchers must therefore consider whether populations outside the original sample are sufficiently similar before applying the findings to them. Why Sample Characteristics Matter in Psychological Research Sample characteristics are central to evaluating scholarly research. A study may produce meaningful findings, but those findings cannot automatically be applied to every population. Researchers must examine who participated, where the study occurred, how participants were selected, and whether the sample reflects the