Each Student Will Arrange To Interview, Observe, And Interac
Each Student Will Arrange To Interview Observe And Interact With Two
Each student will arrange to interview, observe, and interact with two subjects separately. The subjects cannot be a relative of the student and can be someone they already know or someone they are meeting for the first time for this assignment. Ideally, one subject should be a young adult between 25 and 34 years old, and the other should be a late adult between 65 and 85 years old or older. The interview environment should be described at the beginning of each section, including the person's age and the setting (e.g., in their home, at school, in a restaurant).
During the interactions, consider whether these subjects' behaviors and development are similar to or different from those described in case studies or material studied in class. Based on the observations and interactions, analyze what theoretical perspectives, such as those by Erik Erikson and Jean Piaget, would suggest about each person's developmental stage and challenges at their age. Reflect on the psychosocial and cognitive development stages relevant to the age of each subject, discussing potential psychological and social factors influencing their development.
In your report, include detailed descriptions of each subject, their environment, and your interactions. Then, analyze their development through the lens of developmental theories. Consider questions like: How do their behaviors align with Erikson's psychosocial stages? What cognitive development stages, as per Piaget, are evident in their actions and thought processes? Discuss any differences or similarities with the theoretical expectations and how environmental factors may influence their development. Ensure your paper is approximately eight pages in APA format, including cover page, references, and appendices if necessary, with scholarly sources supporting your analysis.
Paper For Above instruction
Introduction
Understanding human development across the lifespan is essential for both theoretical and practical applications in psychology. This paper examines the developmental stages of two individuals—one young adult (25-34 years) and one older adult (65-85+ years)—through direct observation and interaction. By analyzing their behaviors and responses within specific environments, and applying key developmental theories by Erik Erikson and Jean Piaget, this paper aims to provide a comprehensive understanding of their psychosocial and cognitive development. This analysis considers whether these individuals' developmental characteristics align with or diverge from established theoretical expectations and explores environmental influences on their developmental processes.
Methodology
The subjects were recruited without familial ties to the researcher. The young adult subject was interviewed in a casual café setting, providing a relaxed environment conducive to open conversation. The older adult was observed at their residence, offering insights into daily routines and social interactions within a familiar environment. Prior to each interaction, the subjects’ ages and the environment were documented. The interactions included open-ended questions about their lives, routines, social contacts, and perceptions of aging. Observation focused on verbal communication, body language, emotional responses, and social behaviors.
Description of Subjects
The young adult participant, aged 29, lives independently and works in a corporate environment. The environment was a local coffee shop, characterized by a casual yet social atmosphere. The older adult participant, aged 72, resides alone in a suburban residence. The environment included familiar household items, reflecting a routine lifestyle. Both subjects consented freely to participation and provided detailed responses about their experiences and perceptions related to their current life stages.
Theoretical Analysis of the Young Adult
Based on Erikson's psychosocial theory, the young adult's developmental stage aligns with "Intimacy vs. Isolation." The individual expressed a desire for close relationships and appeared engaged in establishing or maintaining social bonds. Their responses indicated a focus on identity formation and career stability, consistent with the developmental tasks of early adulthood. Piaget's theory suggests that in this stage, individuals are in the formal operational stage, capable of abstract thinking and hypothetical reasoning. The young adult displayed these cognitive abilities through discussions about future plans and complex social relationships. However, some hesitance in decision-making hints at ongoing identity exploration, aligning with Erikson's notion that this stage involves testing commitments and forming intimate relationships.
Theoretical Analysis of the Older Adult
Erikson's stage for the older adult (65+) is "Ego Integrity vs. Despair." The participant expressed satisfaction with life achievements, reminiscing about meaningful relationships and personal accomplishments. There was evidence of reflection on life, acceptance of aging, and contentment—characteristics associated with ego integrity. Regarding Piaget, most individuals in this age group are in the final phase of formal operational thought, often engaging in reflective thought rather than new cognitive development. The subject demonstrated this through narratives about their life and wisdom accumulated over years. Some minor cognitive lapses observed were within normal aging processes and did not indicate pathology but displayed natural cognitive decline consistent with aging.
Discussion
The observations support the applicability of Erikson's and Piaget's theories across the lifespan. The young adult's behaviors and attitudes reflect the psychosocial focus on identity and intimacy, with cognitive abilities supporting complex reasoning and abstract thought. The older adult’s responses demonstrate the successful resolution of ego integrity, with cognitive processes maintaining critical thinking and reflection even with some aging-related decline. Environmental factors, such as social surroundings, life stability, and social support, significantly influence development. The young adult's setting in a social space fosters openness and social exploration, while the older adult's familiar home environment provides comfort and opportunities for reflection. These contexts shape their development and psychological well-being in ways consistent with theoretical expectations.
Conclusion
This analysis illustrates the dynamic nature of human development and the relevance of Erikson's and Piaget's theories in real-life contexts. By engaging directly with individuals at critical stages of life, observable behaviors and reflections align with theoretical models of psychosocial and cognitive development. The importance of environment in shaping developmental processes is underscored, emphasizing that aging and growth are multifactorial. Future research should expand on diverse environments and additional age groups to deepen understanding of lifespan development.
References
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- Piaget, J. (1972). The psychology of the child. Basic Books.
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