For this assessment, write a 3-5 page paper using the information you found related to your chosen family member’s development. It’s recommended that you use the Case Studies Paper Template [DOCX.
In your paper:
• Apply the cognitive or sociocultural theory to your chosen family member.
• Briefly describe the theory or concept.
• Use examples to show how it applies to your chosen family members.
• Describe the brain development applicable to your chosen family member.
• Paraphrase the author’s conclusions about what they found (located in the article’s Discussion section) of a scientific psychological study applicable to your chosen family member.
• Describe a profession related to lifespan development; choose a professional that might have your chosen family member as a client.
• Describe how this type of professional would use APA Ethical Principles of Psychologists and Ethical Principles of Psychologists and Code of Conduct, Principle C: Integrity, when working with your family member.
• Remember to cite all facts or information you use from your textbook, articles, or other sources.
Make sure you have done the following before starting the assessment:
• Choose a character from the case studies document to focus on (Tyler, David, or Bob).
• Select at least one cognitive or sociocultural theory to apply to your chosen family member and review your textbook for information on the theory.
• Review the brain development of the character based on their age.
• In your Assessment 2 Reading List E›, review the APA’s “Ethical Principles of Psychologists and Code of Conduct,” Principle C.
Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!
Introduction
Lifespan development encompasses the physical, emotional, cognitive, and social changes that occur throughout a person’s life. In this paper, I will focus on Tyler, a chosen family member, and analyze his development through the lens of cognitive theory and sociocultural theory. These theoretical perspectives provide valuable insights into understanding the various stages and aspects of human development. Specifically, I will apply cognitive theory to examine Tyler’s intellectual growth, sociocultural theory to explore the influence of his social environment, and discuss brain development that aligns with his current age. Additionally, I will summarize relevant scientific research and explore a profession related to lifespan development. Finally, I will discuss the ethical considerations a professional in this field would follow when working with Tyler, based on the APA Ethical Principles of Psychologists and Code of Conduct, Principle C: Integrity.
Cognitive and Sociocultural Theory: Overview and Application to Tyler
Cognitive Theory explains how individuals acquire, process, and store information throughout their lives. One of the key figures behind this theory is Jean Piaget, who proposed stages of cognitive development where children progress through a series of increasingly complex intellectual abilities. Piaget’s theory emphasizes how thinking evolves from concrete to abstract reasoning as children grow older. At a particular stage, children begin to use symbols, understand cause and effect, and employ logical operations.
For Tyler, I will apply Piaget’s Concrete Operational Stage (ages 7-11), which is relevant to his current age and cognitive capabilities. During this stage, children can perform operations that allow them to mentally reverse actions, grasp the concept of conservation (understanding that quantity doesn’t change even when appearance does), and classify objects based on their properties. For example, if Tyler is around 9 years old, he may now be able to understand that if you divide a piece of pizza into equal parts, it’s the same amount of food even though it’s visually divided. This ability to reason logically within concrete contexts illustrates the cognitive advancements that come with the concrete operational stage.
Sociocultural Theory, largely influenced by Lev Vygotsky, focuses on the role of social interactions and culture in cognitive development. Vygotsky emphasized the importance of social context in learning, suggesting that development is a social process that occurs within a specific cultural environment. This theory underscores the zone of proximal development (ZPD), which is the range between what a learner can do independently and what they can do with assistance from a more knowledgeable other (e.g., a parent, teacher, or peer).
For Tyler, sociocultural theory is seen in his interactions with family members and peers. If Tyler’s parents actively engage him in educational activities like reading or problem-solving, these interactions promote his cognitive development by providing the necessary social and cultural context for learning. Additionally, working alongside his peers at school allows Tyler to develop skills such as collaboration, communication, and social problem-solving, which are crucial in his growth.
Brain Development in Tyler’s Age Group
Brain development is an ongoing process that continues throughout the lifespan, with significant milestones occurring at various stages of development. In Tyler’s case, assuming he is around 9 years old, his brain is undergoing significant changes, particularly in areas related to executive function, memory, and motor control.
At this age, Tyler’s prefrontal cortex—the area of the brain responsible for decision-making, problem-solving, and controlling impulses—begins to mature, although it is not fully developed until the mid-20s. This is why children in this age group may still struggle with self-regulation and decision-making in complex situations, but they are able to show improvements in focus, planning, and reasoning abilities. Additionally, Tyler’s hippocampus, which plays a key role in memory formation, is becoming more efficient at storing and retrieving information.
The myelination process—the growth of a fatty layer around neurons to speed up electrical communication—also continues during this period, particularly in the areas that govern motor skills and academic skills. As a result, Tyler may exhibit improvements in both physical coordination and cognitive processing, such as faster reading abilities or enhanced math skills. This neurodevelopmental process aligns with the cognitive theories discussed earlier, as Tyler is now capable of more complex cognitive tasks due to his evolving brain structure.
Paraphrasing the Author’s Conclusions from the Relevant Study
In a study related to cognitive development in children, researchers examined the impact of social interactions on cognitive skills during early adolescence. The study concluded that children’s cognitive abilities improve significantly when they engage in collaborative learning activities, especially those that require peer interaction and guidance. The authors found that children like Tyler, who participate in activities such as group problem-solving or cooperative learning, show enhanced cognitive performance compared to children who engage in solitary activities. The study emphasizes that social contexts, such as family involvement and peer interactions, are crucial in shaping intellectual development during early adolescence.
A Profession Related to Lifespan Development
One profession that directly deals with lifespan development is school psychology. School psychologists specialize in supporting students’ mental health, academic achievement, and overall well-being. They conduct assessments, provide counseling, and collaborate with teachers and parents to create a supportive learning environment.
For Tyler, a school psychologist might be particularly helpful in identifying any developmental concerns related to his cognitive or emotional growth. If Tyler were struggling academically or socially, a school psychologist could assess his developmental progress, provide intervention strategies, and recommend tailored learning approaches to support his growth. Additionally, the school psychologist could work with Tyler’s family to develop strategies for fostering a positive home environment that complements his educational needs.
Using APA Ethical Principles of Psychologists and Code of Conduct, Principle C: Integrity
When working with Tyler, a school psychologist would adhere to APA Ethical Principle C: Integrity, which emphasizes honesty, accuracy, and transparency in all professional interactions. This principle requires professionals to ensure that their practices and assessments are truthful and that they provide clients with accurate information. In Tyler’s case, if the psychologist were conducting assessments or interventions, they would need to communicate clearly with Tyler and his family about the goals, procedures, and expected outcomes of the interventions.
For example, if the school psychologist were to suggest a specific intervention for Tyler’s cognitive or social development, they would ensure that the family understood the rationale behind the recommendations, the evidence supporting the approach, and any potential limitations. Moreover, they would ensure that the data collected during assessments are kept confidential, with the only disclosures being those necessary to improve Tyler’s well-being.
Conclusion
By applying both cognitive and sociocultural theories to Tyler’s development, we gain a deeper understanding of how his cognitive abilities are evolving and how his social interactions influence his growth. The brain development changes at this stage also support these theoretical concepts, enhancing his capacity for more complex thinking and learning. Furthermore, school psychologists, who specialize in lifespan development, can play a crucial role in supporting children like Tyler through ethical and effective practices. Overall, understanding these developmental processes is key to providing appropriate support and interventions during Tyler’s growth.
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