Assignment Instruction: The historical figure that I choose is down below, but if you have anyone that is better than this you can use it. Please chart with me first before you use your own historical figure for my paper. Your life journey is not acceptable by me. 3,000-4,000 words in length. please care fully follow the instructions in the browse file.

The life of a historical figure I choose is (Frances Cress Welsing).

Week 6 – Final Paper

Study of A Life Journey

The final paper reflects a culmination of your learning throughout this course. Choose one of the following two topic categories:

· Your life journey

· The life of a historical figure, such as Florence Nightingale, President John F. Kennedy, Martin Luther King, Ghandi, or Muhammad Ali. (These are just examples; select your example from any period and from any historical category you find meaningful.)

Assignment Instruction: The historical figure that I choose is down below, but if you have anyone that is better than this you can use it. Please you chart with me first before you use it for my paper. Your life journey is not acceptable by me.

The life of a historical figure I choose is (Frances Cress Welsing).

Write a paper on the life journey of you or the person you selected. Your paper should do the following:

· Describe the life journey of the person who is the subject of your study.

· Apply Freud’s, Erikson’s, or Maslow’s theory to discuss and explain the development of the person’s life that is your subject, addressing each of the seven stages listed below.

· Evaluate whether and in what ways the theory has explanatory power for each stage of the life under examination.

· For any life stages for which the theory was unable to adequately explain, model, and/or otherwise cast light on the life, critique those shortcomings of the theory and identify those unique characteristics of the life that explain the divergence between the life and the theoretical conception.

The following stages of life must be included:

· Prenatal and Infancy

· Early childhood

· Middle childhood

· Adolescence

· Emerging adulthood

· Adulthood (assuming you or your historical figure has reached 30)

· Late adulthood (if you or your historical figure have reached or did reach that stage).

Writing requirements are:

· 3,000-4,000 words in length

· Support your application and evaluation of the theory to the life with citations from the course textbook and at least four outside peer-reviewed resources.

· Document and citation formatting should adhere to APA style, with the exception that if your study is of your own life, you may write in first person.

· All requirements noted on the grading criteria are to be followed.

This assignment is worth 20 points of the total course grade.

This is the course textbook

Introduction: Changes in Later Adulthood

This week will focus on the developmental changes that occur in later adulthood. Subject matter includes, but is not limited to, successful aging practices, changes in health status, the death and dying process in self or others, and the concepts of grief and bereavement. In addition, the concept of death and dying will be discussed as it applies across the lifespan.

Learning Outcomes

Upon successful completion of this week, students will be able to:

1. Describe the psychosocial issues related to death, dying, and grief specific to the individual in late adulthood. (Aligns with CLOs 1, 2, 3, 5)

2. Apply the concepts of grief, death, and dying at each of the developmental stages: childhood, adolescence, emerging adulthood, adulthood, and later adulthood. (Aligns with CLOs 1, 2, 3, 5)

3. Apply one of the major psychological developmental theories across a complete lifespan. (Aligns with CLOs 1, 2, 3, 4, 5, 6)

Required Text

Mossler, R. A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education, Inc.

· Chapter 15: Death and Dying

· Chapter 16: Successful Aging

Recommended References

Assist Guide Information Services. (n.d.). Types of grief and loss. Retrieved from,

http://www.agis.com/Eldercare-Basics/Support-Services/End-of-Life/Grief-and-Loss/Types-of-Grief-and-Loss/default.aspx (Links to an external site.)

Blogspot. (2011). The grief cycle and loss of control. Retrieved from

http://drawingablake.blogspot.com/2011/12/grief-cycle-and-loss-of-control.html (Links to an external site.)

.

Center for Disease Control and Prevention. (2015). Mortality tables. Retrieved from 

http://www.cdc.gov/nchs/nvss/mortality_tables.htm (Links to an external site.)

Changing Minds. (n.d.). Kubler-Ross grief cycle. Retrieved from

http://changingminds.org/disciplines/change_management/kubler_ross/kubler_ross.htm (Links to an external site.)

Mayo Clinic. (n.d.). Complicated grief. Retrieved from

http://www.mayoclinic.org/diseases-conditions/complicated-grief/basics/definition/con-20032765 (Links to an external site.)

Moules, N. J., Simonson, K., Fleiszer, A. R., Prins, M., & Glasgow, B. (2007). The soul of sorrow work. Journal of Family Nursing, 13(1), 117-141.