Part 1. Identify a specific developmental period of the life cycle such as infancy, middle childhood,
adolescence, young adult, older adult, etc. You could use a character in a film, book, or story of a person
known to you to illustrate the period of life cycle you have chosen. Explain what is the typical development and
behavior during these cycles as presented in class, prior learning in psychology courses, and in assigned and
student selected reference material readings. Apply knowledge of this stage of development to your chosen
character/person. How can this knowledge be useful in terms of understanding person in environment?
Part 2. Identify the major range of systems in which your person/character functions. Briefly explain and
present a socio-gram/culture-gram/ecomap of these interactions in terms of systems theory. How can this
knowledge be useful as a framework to guide the process of assessment, intervention, and evaluation, in terms
of understanding person and environment?
Part 3. Present and discuss how social/cultural, inclusive of racial/ethnicity, spirituality, social class, physical
attractiveness, family status and history, age; demographics of community, including, but not limited to
population factors and availability and efficacy of opportunities; affections/sexuality, gender, and other
biological factors can be used as frameworks for practice. How can this knowledge be useful in terms of
understanding and applying the person and environment construct?
Part 4. The social environment can promote or deter people in maintaining or achieving health and well- being.
Social work organizations/agencies/policies, as well as social workers themselves, are part of a client’s
environment. How can you assure that you and your agency, as parts of the environment, are promoting the
well-being of clients, as contrasted with deterring or hindering it? This is a concept historically known as the
potential social control function of social work. Hint: go back to the Code of Ethics.
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