living the dream Assignment | Custom Essay Services
HHS Final Summative: Living the Dream
Expectations
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- Describe the diversity in individual, intimate, and marital relationship behaviours and practices in middle and later adulthood in various cultures and historical periods
- Explain theories and research about the development of individuals, intimate relationships, and family relationships in middle and later adulthood
- Demonstrate an understanding of the influence of various social institutions on decisions and behaviours of individuals, intimate relationships, and family members in middle and later adulthood
- Describe current trends and issues affecting individuals, development of intimate relationships, and family development in middle and later adulthood
- Create a final product and effectively communicate the results of research
Task
As a senior in the later phases of life, you have been compiling a digital scrapbook of your most memorable moments. You are working on the last few pages that trace the events of your middle adulthood to your present age of 80.
- Create several scrapbook pages using pictures, artwork, mementos, etc., to illustrate the concepts discussed in this unit that affect maturing adults. The pages you create will chronicle issues, trends, normative events, and perhaps non-normative events, that maturing adults might experience as they make the transition from early midlife to late senior years.
- A few concepts to consider: midlife crisis, loss of employment, sandwich generation, launching, bereavement, retirement, remarriage, etc.
- An example of themes for your scrapbook pages:
| Your scrapbook pages will highlight: | Early Midlife (40–64 years) | Senior Years (65–75 years) | Later Senior Years (75+ years) |
| Trends and Issues | · Launching | ||
| Relationships | · Grandchildren | ||
| Societal Institutions | · Senior’s Home |
- You must include 3 pages for each phase of middle adulthood.
- Add captions or small explanatory notes on each scrapbook page.
***Your opportunity to be artistic, you may create a real scrapbook, and then photograph it for submission.
- You will also include a 1-page written component that describes the events, relationships, and issues you illustrated on your scrapbook pages. Include a theory of aging that can be applied to you in your role as a senior and explain why you chose that theory. (APA)
Assessment Rubric
| Criteria | Level 1 (50–59%) |
Level 2 (60–69%) |
Level 3 (70–79%) |
Level 4 (80–100%) |
| Knowledge and Understanding | ||||
| Key unit concepts have been integrated | • Scrapbook pages demonstrate limited integration of key unit concepts | • Scrapbook pages demonstrate some integration of key unit concepts | • Scrapbook pages demonstrate considerable integration of key unit concepts | • Scrapbook pages demonstrate a thorough integration of key unit concepts |
| Reference made to diversity in individual, intimate, and marital relationship behaviours and practices in middle and later adulthood
/20 |
• Written component demonstrates limited understanding of diversity |
• Written component demonstrates some understanding of diversity |
• Written component demonstrates considerable understanding of diversity |
• Written component demonstrates thorough understanding of diversity |
| Thinking | ||||
| Written component uses critical and creative thinking to describe how social institutions and trends may impact individuals in later adulthood
/15 |
• Uses limited critical and creative thinking | • Uses some critical and creative thinking | • Uses considerable critical and creative thinking | • Uses a high degree of critical and creative thinking |
| Communication | ||||
| Scrapbook pages effectively express and organize ideas and information related to later adulthood | • Limited organization and expression of ideas and information |
• Some organization and expression of ideas and information |
• Considerable organization and expression of ideas and information |
• A high degree of organization and expression of ideas and information |
| Written component effectively reflects unit concepts using proper conventions, vocabulary, and terminology
/20 |
• Uses conventions, vocabulary, and terminology with limited effectiveness |
• Uses conventions, vocabulary, and terminology with some effectiveness |
• Uses conventions, vocabulary, and terminology with considerable effectiveness | • Uses conventions, vocabulary, and terminology with a high degree of effectiveness |
| Application | ||||
| Clear application of theories related to aging presented in the written component
/15 |
• Applies theories in the written component with limited effectiveness |
• Applies theories in the written component with some effectiveness |
• Applies theories in the written component with considerable effectiveness |
• Applies theories in the written component with a high degree of effectiveness |
