PSYFP7210 Capella University Development Across the Lifespan Paper 2nd draft revamp from feedback check out this website https://www.ncbi.nlm.nih.gov/b

PSYFP7210 Capella University Development Across the Lifespan Paper 2nd draft revamp from feedback

check out this website https://www.ncbi.nlm.nih.gov/books/NBK332877/

Look at how individuals with severe ID move through developmental stages. These are quite different than what the average person would experience.

#1 Assess the potential impact of individual and cultural differences on development across the lifespan. Describes the potential impact of individual and cultural differences on adult development.

This needed more work. Culture includes SES, parental education, religion/spirituality, health (ability level), race, ethnicity, home atmosphere, etc. How do all of these factors impact Jane’s development?

#2 Suggest appropriate intervention processes based on lifespan development theory and evidence from the literature

Suggests intervention processes, but does not cite sufficient bases in lifespan development theory or research.This needs more work. It is clear that Jane’s mother is at end-of-life and will be unable to care of Jane. Jane needs more than group programs. What does the research say about interventions for elderly individuals with ID? Running head: INTELLECTUAL DISABILITY IN ADULTHOOD
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check out this website https://www.ncbi.nlm.nih.gov/books/NBK332877/
Look at how individuals with severe ID move through developmental stages. These are
quite different than what the average person would experience.
#1 Assess the potential impact of individual and cultural differences on development across the
lifespan. Describes the potential impact of individual and cultural differences on adult
development.
This needed more work. Culture includes SES, parental education, religion/spirituality, health
(ability level), race, ethnicity, home atmosphere, etc. How do all of these factors impact Jane’s
development?
#2 Suggest appropriate intervention processes based on lifespan development theory and
evidence from the literature
Suggests intervention processes, but does not cite sufficient bases in lifespan development theory
or research.This needs more work. It is clear that Jane’s mother is at end-of-life and will be
unable to care of Jane. Jane needs more than group programs. What does the research say about
interventions for elderly individuals with ID?
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Case Study on Intellectual Disability in Adulthood
Development of an individual is, to a large extent, social in nature. Therefore, social
theories of development can be used to have a better understanding of the normality that a person
undergoes with development. Social theories of ageing have been designed by social scientists
and provide a framework of understanding the ageing process and the patterns that are seen in
the development of older people (Moran, Jolly, & Mitchell, 2012). Some of the social theories
used to understand adult development include activity theory, role theory, continuity theory, and
disengagement theory (Moran et al., 2012). One of the typical developmental challenges
experienced by adults is mental retention disorder. Individuals having intellectual disability in
adulthood do report self-reported psychological distress following childhood risks in the family
(Carulla et al., 2011). This implies that the intellectual challenges experienced by an adult are as
a result of health problems starting from childhood. This paper analyzes a case study of an adult
with mental retardation/intellectual disability in adulthood development and the possible
intervention for the developmental challenge.
The Case
A 64-year-old Jane has intellectual disability and has been under the care of her mother,
Mrs. Gonzalez who is 84 years old. Jane has limited functional ability and requires total support
in all the daily activities such as feeding, dressing, bathing and toileting. Jane has never been in
any community program and is also not in any service for people with developmental
disabilities. The family of Jane sought for developmental disability care the moment Mrs.
Gonzalez was sick and became hospitalized. The only remaining family member was Jane’s
sister, who is already married and lives in the same neighborhood. Jane’s sister has been
spending time with her but knows that she and her husband cannot be the primary caregiver for
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Jane. Therefore, the sister contacted an agency for developmental disability to handle the case of
Jane. The current situation of the family can be explained from certain happenings in their
history. Mrs. Gonzalez and the husband were immigrants to the United States (US) from Europe
at the initial stages of their marriage. Mrs. Gonzalez then secured a job before giving birth to
Jane. The parents of Jane did not have time and took her to an institution from where Jane and
her younger sister were brought up. Jane was taken to a state institution, 75 miles from their
home. Just a year later, a fire destroyed the institution where Jane was and then she returned
home. From that point on, Jane has never spent a single night without her mother except now
that the mother has been hospitalized. Jane has also developed several developmental issues. The
main challenge that Jane has is that she has minimal coping skills, which may not enable her to
participate in any program for individuals with a developmental disability. Also, the needs for
support is on everyday activities implying that she has to be cared for at every time of her life.
She is also not comfortable to receive care from a person who is not from the family. Moreover,
at the service center, there is a limited option for care to older adults with developmental
disability since most of the services are meant for younger adults. Changing the role of Mrs.
Gonzalez would be a source for anxiety both for her and the daughter, Jane.
Case Intervention Analysis
Presenting Challenges and Primary Issues
The main challenge with the case of Jane is that she has undergone a confined nature of
life and does not have proper coping skills. This is because she has ever been near her mother
from childhood until when she is now 64 years of age. It is for this reason that she is
uncomfortable to receive care from a non-family member, yet her younger sister also believes
that she cannot offer primary care to her. The developmental milestone at this stage can be
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explained by Levinson’s theory of development. Levinson’s theory of development is basically
in the seasons of life. The first stage is the early adult transition, which occurs between 17 and 22
years of age (Kiyama, Tamaoka, & Takiura, 2012). Levinson believes that it is at this point that
an individual leaves all the issues of adolescence and makes life choices.
The second stage is called “Entering the Adult World” between 22 and 28 from where an
individual, is expected to make more concrete and practical life decisions, including occupation
and lifestyles. The third stage is the Age 30 transition: between 28 and 33. This is the stage
where there is marriage, and having children has a significant impact on the life of the adult. The
fourth stage is “Setting Down” occurring between age 33 and 40 and is characterized by the
development of a routine and making progress in achieving life goals. The fifth stage is the
“Mid-Life Transition” between age 40 and 45 and is the time when an individual evaluates his or
her life and makes possible changes in lifestyle. The sixth stage is “Entering Middle Adulthood”
occurring between 45 and 50, and it is at this point that an individual makes choices for the
future and retirement as well. Stage 7 is called “Late Adulthood” at age 60 and above, which
involves reflecting on life and the decisions that an individual ever made in life.
Based on Levinson’s theory of adulthood development, it can be concluded that Jane’s
challenges about her current situation are as a result of the many developmental stages that she
passed through. Jane ended up not getting married, which is a crucial stage of development. In
fact, it seems that she has foregone all the stages of adult development based on the fact that she
has ever been with her mother.
Age-Expected Outcomes
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It is expected that by her age, 64 years, Jane should be able to have children and is
reflecting on her life experiences according to Levinson’s theory of adult development.
However, this is not the case since Jane has ever been with her mother and has never been
allowed to interact with other people. Consequently, she has poor coping skills, which make it
challenging for her to accept care from someone who is not from the family. Furthermore, Jane
has never been any program for persons with developmental challenges. According to Coppus
(2013), there is a similar trend in life expectancy in people with intellectual disabilities between
older adults and the general population. This implies that Jane ought to have sought treatment
and intervention from her early adult. Notably, Jane was unable to meet any of the life
milestones as per the Levinson’s theory of adulthood development and hence, the challenges that
she undergoes in the current life.
Environmental Factors Impacting Jane’s Overall Development
The case of Jane is a clear indication that environmental factors have a significant
influence on the development of an individual. Indeed, Schell, Gallo, and Ravenscroft (2009)
stated that various studies had related environmental influence on individual development on
both social and economic factors. Likewise, the same is seen in the life of Jane. From childhood,
Jane was taken to an institution from where she was to be brought up, but the institution was
burnt just one year later. The anxiety that the mother, Mrs. Gonzalez, has could not allow her to
stay any longer far from the daughter. Therefore, the fact that Jane stayed all her time close to the
mother made her not to interact with the environment and could not even secure a job to provide
for herself. It is then clear that Jane’s environment significantly contributed to her current
situation.
Lifespan Theory and Research on the Presenting Challenges
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Current challenges experienced by Jane can be explained through lifespan theory and
research. For instance, lifespan developmental psychology considers the development of an
individual right from conception to old age (Baltes, Lindenberger, & Staudinger, 2007). In
lifespan theory, an individual becomes whole after successfully passing through the various
stages of the individual as designed in theory. Apparently, Jane did not pass through the stages of
development successfully and hence, her poor coping skills. Research can also be used to show
the developmental challenges that Jane is experiencing. For example, Schell, Gallo, and
Ravenscroft (2009) demonstrated that available research demonstrates that intellectual
disabilities in late adulthood have a similar trend with that of the general population. Based on
this research, it can be concluded that Jane’s mental retardation started from childhood, but the
care heightens the severity of the challenge that she needs to receive.
Potential Impact of Individual and Cultural Differences
Individual and cultural differences have a significant influence on the development of an
individual. For example, Zha et al. (2006) showed that culture influences the creative potential
and achievement of an individual. Specht et al. (2014) also stated that cognition in the
development of an adult is as a result of the interaction in the gains of knowledge through the
experiences of an individual. The culture that Jane and the family adopted was a new one in the
US, and this might have influenced the development of Jane. Jane also has a personal difference
in having poor coping skills, which makes her unable to be in any program for persons with
developmental disabilities. Therefore, cultural and individual differences impact individual
development.
Evidence-Based Intervention Strategies for Jane
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Intervention for the case of Jane requires preventive to treatment measures. Walsh et al.
(2017) demonstrated that interventions for mental and behavioral disorder first starts with
prevention: primary, secondary, and tertiary interventions. For the case of Jane, however, she has
passed the stages where prevention could be an intervention. Osugo and Cooper (2016),
therefore, recommended group behavioral therapies for people with intellectual disabilities. This
means that although Jane has difficulties with coping, it is essential that she is taken for a groupbehavioral therapy for the intervention in her case.
Projections of the Long-Term Impact of Mental Retardation
Mental retardation has a long-term impact on the lifespan of an individual. Infurna and
Wiest (2018) reported that individuals with intellectual disabilities are at risks of developing
chronic health conditions, including obesity. Consequently, there is a need for environmental
interventions for individuals as they age (Patja, Iivanainen, Vesala, Oksanen, & Ruoppila, 2000).
Similarly, Jane is at risk of developing a chronic condition that might affect her health in the
remaining part of her life.
Conclusion
In conclusion, this paper analyzed a case study of an older adult, Jane, with mental
retardation/intellectual disability. It has been shown that the development of an individual is
social in nature and hence can be understood through social theories. The case of Jane was
analyzed using Levinson’s theory of adult development. The main challenge with the case of
Jane is that she has undergone a confined nature of life and does not have proper coping skills.
This is because she has bypassed all the stages of adult development and has not been successful
in any stage. Environmental factors have shown to be of significant influence in the development
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of Jane. The available evidence-based strategies for Jane include group-behavior therapy,
although she has poor coping skills. It has also been shown that mental retardation has a longterm impact on the lifespan of an individual by presenting chronic diseases such as obesity.
Therefore, it is essential to have an environmental-based intervention for individuals with mental
retardation in adulthood.
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