Name of the book.

Case Studies in Lifespan Development

• Stephanie M. Wright - Georgia Gwinnett College Psychology Department
• https://us.sagepub.com/en-usam/case-studies-in-lifespan-development/book267217

Case study is on Riley Everett

Here are the instructions

to take time off to grieve stress, and low social support have taken their toll. Riley wants t PART ! The Cases Alltely, but she feels like she may never come back from the loss if she does. She useve 92 as bereavement, staying at home in her dad's house, her house, to pack up belongina to their storage just as her dad did when Granny died the year before. She arrang for the lintel above her childhood bedroom door to be removed and shipped to Philadely more it's installed above Hayden's door. Then she returns to Philadelphia and establishes a nd room and board charges for one exceptional wowed scholarship at the Curtis Institute of Music in her father's name. The Mason Ever Scholarship will pay the complete tuition and roo student each year who would otherwise not be able to attend university to study music. 19, Physical and Cognitive Development in Late Adulthood Today you will practice the following: 19.1 Discuss age-related changes in brain and body systems in late adulthood, and identify ways that older adults may compensate for changes. 19.2 Identify risk and protective factors for health in late adulthood. 19.3 Summarize common dementias including characteristics, risk and protective factors, and treatment. 19.4 Analyze patterns of cognitive change in late adulthood. When Haydn takes over the conductor's wand at the Manhattan Symphonie from Paul when she's 30 and has spent a couple rookie years at the Boston Pops, Paul and Riley decide to semi-retire. By choice, they open each season of the Philadelphia Philharmonic together-one show only- always her variation of Rachmaninoff. Riley's long hair is white now. She wears it classically styled in a low bun at her nape when she performs. At home with Paul, she braids it loosely and sits in his shirts and socks with a pair of pajama pants while working on a memoir. She's not sure her life is of any interest to anyone, but it's important for her to put the words to paper after so many years not speaking unless required. At the end of the season-opening performance when Riley is 64, the audience applauds, and she watches Paul turn to bow. He extends an arm in her direction, and she rises to bend her head in acknowledgment of the audience's appreciation before sliding offstage. When Paul meets her in her dressing room, he looks concerned. "What's wrong, sweetheart?" "Why are so many people here? I don't like being around so many people, iStock.com/imamembe Paul. You know that. And why are the lights so bright?" The look on his face changes from concern to something like sadness . He says , "I'm sorry. I must have gotten carried away again." and forgot. Cross my heart; it won't happenCHAPTER 4 Riley Everett Leaning in for a kiss, she touches his 93 hair. "When did you get so gray?" Riley's doctor confirms two days later that she has early onset Alzheimer's. She and Paul are devastated, and she begs him not to tell Haydn. At least not until Christmas, she compromises, and Paul agrees. They ask the doctor if it's possible that Riley's mother's drug use could have any part in her development of the disease, and he says that , yes, it's possible, either Stock.com/Peopleimages through direct influence or through Riley's lifelong battle with stress and increased levels of corticosteroids and chronic mobi- lization of her autonomic nervous system. Could this impair Haydn down the road, they ask? The doctor says it's impossible to tell, but it could happen. Riley feels guilty about Haydn and cheated for herself. "I'm sorry," she tells Paul over lunch she later won't remember eating. "I'm not. I love you, and I will love every minute with you no matter what." She laughs but not with any real pleasure. "No, you won't, and you know you won't, but I love you for saying it." He probably doesn't, she thinks from time to time, but she acknowledges that maybe she got the long end of the stick. She doesn't remember when she's awful. She doesn't remember what she doesn't remember eithe er either. It's ungodly sad to visit that black hole and not know the faces of people around her. She detests the looks of sadness on their faces when she doesn't know them because it's clear that she should and she's breaking their hearts when she doesn't, but really, what do they want from her? When she does remember, she apologizes, and Paul and Haydn are too sympathetic. Sometimes, she wishes they'd yell or curse at her, but they never do. Paul helps her finish the memoir. Other than supporting her through the pregnancy with Haydn and the first year or two until they knew the baby was perfect (she would've been even if she hadn't been), this is the single most loving act he's done for her. She does remember the day she pens el fin under the final words. It's done. She gives Haydn executive power over the manuscript for the future day when she dies. Her daughter can decide what, if anything, to do with the words she finally found the ability to express. 20. Socioemotional Development in Late Adulthood Today you will practice the following: 20.1 Examine the contributions of self-concept, personality, and religiosity to older adults' well-being. 20.2 Identify social contexts in which older adults live and their influence on development. 20.3 Summarize features of older adults' relationships with friends, spouses, children, and grandchildren, and identify how these relationships affect older adults functioning. 20.4 Discuss influences on the timing of retirement and adaptation to retirement.In her mid- to late 60s, Riley is cared for by Paul in their Philadelphia apartment Haydn asks them to move back to the New York apartment where she's living wi PART ! The Casei her partner Madison. Jasmine asks her to move back home . Paul knows Riley carly remember any home other than the one she's in, and she wants to stay there. In the end, their child and even Riley's oldest friend find themselves unequal to the tag. of watching this central person in their live disappear without going anywhere, and it's left for him to care for her. He does, lov- ingly and tenderly, remembering the day he first saw her walk into the theater for his remembering the day she first knocked on the door of his office, remembering all their full over the few years remaining, Paul hires a small orchestra to record a few of Riley's sym and all the other little days that make up a life. as that have been performed over the years, and he plays them through the day every day Hen she's lucid, she remarks on places where the orchestra has done particularly well. Somy she remembers the works as her own. All days, he sits and reads to her: her favorite novels newspaper, her memoir. They walk in the park, and sometimes, they go to a show or to " mall. As the years move toward her 70th birthday, Riley wants to go fewer and fewer places eventually holing up in their living room and bedroom completely. 21. Experience With Death and Dying Today you will practice the following: 20.1 Identify ways in which death has been defined and end-of-life issues that may arise. 20.2 Contrast children's, adolescents', and adults' understanding of death. 20.3 Discuss the physical and emotional process of dying as it is experienced over the lifespan. 20.4 Summarize typical grief reactions to the loss of loved ones and the influence of development on bereavement. On the last day of the year when Riley is 71, she wakes up thinking about Haydn. Her daughter is a marvel, and she loves her more than is reasonable. Maybe not, maybe all mothers-all good moth- ers, she corrects herself-feel this way. She hopes she's just an ordinary mother when she loves her child a little too much. In a moment of feeling she can't wait anymore, she reaches for stationary in her bedside table to write a brief note. Paul can mail it later. My dearest Haydn: You are the absolute light of my life, the one shining accomplishment of a long and happy life spent with your wonderful father. I have done two things worth mentioning in my sevend for CHAPTER 4 Riley Everett ment. 95 New decades (so, why did I write 300 pp of memoir, eh?), and those two things are loving you and with loving Paul. Listen to this, which is the only piece of wisdom I have to leave you? you will never go wrong loving. to an't than perfect. Be happy, darling, as I have been. You are brilliant, and you have never been anything less one In Always, est Mom P.S. Eat more chocolate, and don't cut your hair. Rescue a dog. Hang on to Madison. She's been awake only a few minutes, but she tires so easily these days. Laying the pen on the table, she puts the note on the bed between her and Paul so she'll remember to ask him about mailing it when they get out of bed. "I'll just close my eyes for a few more minutes," she whispers. When Paul wakes later in the morning, Riley has passed gently away in her sleep. Holding her cooling hand, he reads the letter to Haydn and wonders if she somehow knew or if she didn't at all and just meant to send their d their daughter a little note. He places the letter on his bedside table and gathers Riley into his arms. Soon, he thinks, soon enough I'll call someone-just not yet. CASE DISCUSSION QUESTIONS 1. When her mother Kari was pregnant with domains if her grandmother hadn't made her, Riley's father Mason petitions for sole this realization? Be specific. custody of Riley and wins. He brings her 3. home shortly after birth. How might her In late middle and early late adulthood, life's trajectory across any or all domains Riley is diagnosed with Alzheimer's (biological, cognitive, and socioemotional) disease. What do we know about early life have been altered if he hadn't done this or experiences in Riley's past that might have if he'd lost? How does winning illustrate contributed-likely did contribute-to her development of this form of dementia? the concept of behavioral epigenetics when Why would this be so? we look at Mason's subsequent behaviors? 4. Riley's entire life occurs over many 2. In infancy, Riley's grandmother realizes decades that are, loosely, contemporary. that listening to classical music soothes Cars, telephones, televisions, and so on Riley's irritability and sensory integration exist, but era-specific technology isn't difficulties. This single discovery sets into presented (e.g., cell phones, space shuttles, motion a sequence of events that defines or artificial intelligence). Would Riley's life Riley's life across all domains (biological, have been different if she were born in a cognitive, and socioemotional) for the specific period, earlier or later? If so, how? entirety of her life. How might her life Be specific. have been different in any or all of theseLate Adulthood When answering these questions, be sure to include information from your Lifespan Development in Context textbook, as well as how the information relates to your individual case study family. You will answer each bullet. I. Introduction: (1/2 page) Define lifespan development. Describe your chosen case study family and the variety of periods of development among each individual. II. Physical DeveIOpment and Cagnitive Development: (at least 11 1/2 pages) iDiscuss agerelated changes in brain and body systems in late adulthood, and identify ways that older adults may compensate for changes. Describe common dementias and the role of contextual and intersectional factors in dementia. Summarize influences on health and common health issues in late adulthood. Analyze patterns of cognitive change in late adulthood and influences of cognitive change. III. Socio-emotional Deveiopment: (at least 1-1 1/2 pages) Summarize patterns of psychosocial development in late adulthood. Discuss features of older adults' relationships with others; including friends, spouses, children and grandchildren. Describe social contexts in which older adults live and their influence on development. Examine influences of timing of retirement and adaptation to retirement. IV: Experience with Death and Dying (at least 11/2 pages) Examine definitions of death and end-of-iife considerations. Contrast views of death, including children\granacnilaren. Describe social contexts in which older adults live and their influence on development. Examine influences of timing of retirement and adaptation to retirement. IV: Experience with Death and Dying (at least 1-1/2 pages) Examine definitions of death and endoflife considerations. Contrast views of deathr including children', adolescents; and adults\" understanding of death. Discuss the physical and emotional process of dying as it is experienced over the lifespan. Summarize typical grief reactions to the loss of loved ones and influences on the grief process. V. Case Discussion Question {atleast11 1/2 pages) There are case discussion questions found at the end of your case study story. You will choose and respond to ONE. Tell me which one you choose. Identify in detail the specific scenario presented in the case study discussion question you chose. Describe the choices, decisions, and implications forthe family. VI. Conclusion (12 page) Summarize what was introduced in the body of the paper with respect to the case study context, challenges, and interventions. VII. References: Inciude your two lifespan development textbooks (required) and any other sources {optional} used in APA format. Give the complete APA citation for each of your sources in alphabetical order. (See httpzh' owl.english.purdue.edu,/owliresource,l560)r'01_if for help with formatting