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In at least 250 words, answer the following question:

How were the three civilizations (medieval Western Europe, the Byzantine Empire, and Islamic world) that arose after the fall of the Western Roman Empire both similar and different from the Roman Empire.

In other words, what remained the same and what changed after the Roman Empire dissolved?

Please use the assigned material to formulate your answer.

Read all the questions before you begin reading.

As you read and write down notes, make notations to indicate material that might help you answer the questions.

After you finish all the reading, assemble your notes and answer the questions.

Most questions will ask you to provide two to four points to answer the question.

Instead of rewriting everything the book or the lecture says about a particular questions, focus on four main points based on what you read in the book or the lecture.

Provide an example or two for each point and then move onto the next point.

After reading the vignette below you will be asked to answer questions regarding the individuals in the story and their relationship to one another. Please make sure you reference both the textbook from our course (or another appropriate Master’s level Lifespan Development text) and appropriate articles. Every point you make should have support from research and the theories associated with that area of development. Your overall response should be 6-8 pages, doubled spaced, APA.

Lisa and John are a married couple who live in Wilmington, NC and have been married for 8 years. Lisa is 38-years-old and this is her first marriage. She is pregnant with their second child and is due in two months. She has suffered from bouts of depression and cannot be on her prescription medication because she is pregnant. She was also recently diagnosed with gestational diabetes. John is 54 and has been married before but divorced his first wife 10 years ago. He is recently unemployed as he lost his job as an investment banker in Manhattan and has not been able to find a new job in the past 6 months. He is contemplating going back to college to earn a masters in I/O psychology. From that first marriage he has a son, Kyle, who is 17-years-old who lives with them and only sees his mother once a month as she lives in Maryland. Kyle is a typical adolescent who sometimes drinks too much when he is with his friends and is an average student. He is contemplating joining the Army once he graduates from high school but Lisa and John are torn. They believe he would benefit from the training but are worried about his safety. Lisa and John’s biological son, Blake, is 6-years-old. He was having a great deal of difficulty concentrating in school and was recently diagnosed with ADHD. Also in their house lives John’s mother, Violet, who is 82-years-old. She is recently widowed and was unhappy when Lisa and John made her sell her home and move into their house. She suffers from various physical ailments that make it difficult for her to easily move around on her own and she has recently become forgetful.

1. Discuss two (2) normal developmental issues you would expect to see for each of the following five family members (do not discuss the specific issues attached to them above – focus on where they are in the lifespan and normal issues they would face being the age that they are): Lisa, John, Kyle, Blake, and Violet (issues can be focused on any lifespan area including: biological, psychological, cognitive, social-emotional, cultural, etc.).

2. Select two (2) of the relationships described above (married couple, parent/child, step-parent/child, sibling, in-law, etc.) and describe the difficulties that could present themselves in that relationship and important factors in ensuring a healthy relationship according to current research findings.

3. Select two (2) of the issues faced by the individuals above (e.g., Lisa – depressed & pregnant, Blake – ADHD, etc.) and apply two lifespan theories to each of these issues. Compare and contrast the different perspectives the theories would take on the issue and how they would advise a healthy resolution of that issue or interventions that could be created. You cannot use a theory more than once. In other words, if you apply Vygotsky’s sociocultural approach and social learning theory to Lisa’s issue you cannot use those two again to address the issues of the remaining individuals. Select from: Psychoanalytic perspective, Piaget’s cognitive-development, ethology and evolutionary development, ecological systems, behaviorism and social learning, information processing, Vygotsky’s sociocultural, or the lifespan perspective.

Suggested Readings:

Berk, L. E. (2013). Exploring Lifespan Development (3rd ed.) New York: Pearson.

Behnke, M., & Smith, V.C (2013). Prenatal substance abuse: Short- and long-term effects

on the exposed fetus.Pediatrics, 131(3), 1009-1024.

Blasko, K.A. (2015). MilitaryKidsConnect: Web-based prevention services for military

children. Psychological Services, 12, 261-266

Cambell -Reay, A.M., & Browne, K.D. (2001). Risk factor characteristics in carers who

physically abuse or neglect elderly dependents. Aging & Mental Health. 5(1), 56-62.

Harris, J, Bargh, J.A., Brownell, & D. (2009). Priming effects of television food

advertising on eating behavior. Health Psychology, 28(4), 404-413.

Huang-Pollock, C.L., & Karalunas, S.L. (2010). Working memory demands impair skill

acquisition in children with ADHD Journal of Abnormal Psychology. 119(1),

174-185.

Jimenez, D.E., Bartels, S. J., Cardenas, V., & Alegría, M. (2013). Stigmatizing attitudes

toward mental illness among racial/ethnic older adults in primary

care. International Journal of Geriatric Psychiatry, 28(10). 1061-1068.

Page, M.J. L., Lindahl, K.M., & Malik, N. M.(2013). The role of religion and stress in

sexual identity and mental health among lesbian, gay, and bisexual

youth. Journal of Research on Adolescence, 23(4). 665-677.

Schellenberg (2006). Long-term positive associations between music lessons and IQ.

Journal of Educational Psychology. 98, 457-468.

Smith, A.R. Chein, J.& Steinberg, L. (2013). Impact of socio-emotional context, brain

development, and pubertal maturation on adolescent risk-taking. Hormones and

Behavior, 64(2). 323-332.

Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and

behavioral science. Current Directions in Psychological Science. 16(2), 55-59.

Sternberg, R.J. (1986). A triangular theory of love. Psychological Review, 93(2), 119-

135.

Taylor, J.,& House, B. (2010) An exploration of identity, motivations and concerns of

non-traditional students at different stages of higher education. Psychology

Teaching Review, 16(1). 46-57

Tronick, E. & Reck, C. (2009). Infants of Depressed Mothers. Harvard Review of

Psychiatry, 17(2), 147-156.

Yumoto, Jacobson & Jacobson (2008). Fetal substance exposure and cumulative

environmental risk in an African American cohort. Child Development. 79, 1761 – 1776.

To participate in the discussions for this module, students must initiate a thread and clearly indicate in the subject line what specific question they are addressing in their posts. 2 paragraphs each question

Question 1: Problems may arise when different groups have different associated meanings with the same symbol. For example, Wiccan high school students are often prohibited from wearing the swastika symbol to school. What do you think should be done in these situations? Should an individual be allowed to wear a symbol that might offend others who mistake its meaning?

Question 2: What are the purposes of religious toys and games? Can they be analyzed in the same way as more traditional religious objects? Why or why not?

Question 3: What are the symbolic uses of time and space on your campus?

Question 4: Most colleges and universities and professional athletic teams are represented by mascots. Is there a relationship between the characteristics of the mascot and the particular institution? What roles do mascots play in American culture?

Question 5: What role does music play in American culture? In what settings and for what purposes is music used?

Counselors are expected to be trained in and to develop the competencies to work with diverse clients. The ethics codes state that practitioners should have knowledge of their clients’ cultures and be able to demonstrate competence in providing culturally sensitive services to diverse client populations. The expectation is that the required education, training, experience, and supervision have or are being given to become a multiculturally competent practitioner.

1. After viewing video clip Culture Clash, what are the main ethical issues do you believe this role play illustrates? When you answer this be sure to summarize and cite two standards that are most relevant.

2. What is your stand on this ethical issue (or these ethical issues)?

3. Based on the Tomlinson-Clarke (2013) article, what are two suggestions that you would make to better prepared the counselor to treat this client?

4. At this point in your training, how able are you to respond when a client challenges you on your age gender, or culture, implying that because of these differences you will not have the ability to be helpful?