ASSESSMENT 1B – RESPONSE TO CASE STUDY (20%)
ASSESSMENT 1B – RESPONSE TO CASE STUDY (20%)
Due: Week 5
Word Count: 1,500 words (+/- 10%)
Task: For this assessment, you are required to demonstrate your understanding of key developmental theories and their application to real-life scenarios.
- Read the case study (provided below).
- Review Chapters 1 and 2 of the prescribed textbook: Sigelman, C. K., & Rider, E. A. (2017). Life-span human development.
- Select TWO developmental theories from the following list and apply them to the case study:
o Erikson’s Psychosocial Theory
o Bronfenbrenner’s Ecological Systems Theory
o Bandura’s Social Learning Theory
Assessment Questions 1. Comparative Analysis (example, 750 words): Identify and describe aspects of Kalina and Yara’s upbringing and environments that were similar, as well as those that differed. Use the two selected theories to analyse and support your discussion. 2. Impact on Development (example, 750 words): Discuss how these factors may have influenced the developmental trajectories of Kalina and Yara, and how they contribute to their current divergent lifestyles. Academic Requirements • Support your arguments with references from at least five recent scholarly journal articles (published within the last 7–10 years), in addition to the prescribed textbook. • Use APA 7th edition for in-text citations and the reference list. • Ensure your response demonstrates critical analysis, application of theory, and integration of evidence-based literature.
Assessment 1B – Case Study Kalina and Yara are 22-year-old identical twin sisters who were born and raised in Dubbo, a large regional town in New South Wales. Their early childhood was unsettled. Their mum, who was raising them on her own, struggled with alcohol misuse and couldn’t provide consistent care. When the twins were three years old, they were placed in foster care and grew up in separate homes. Kalina was placed with foster parents who had no other children. They gave her a lot of one-on-one attention and supported her schooling by enrolling her in a private school in Dubbo. Her foster family also encouraged her to take part in community sports and activities. As a young adult, Kalina has continued on this path. She is now studying a Master’s degree at a university in Sydney, is very committed to her studies, and has built a close circle of supportive friends. She is active in student clubs, fitness groups, and sporting teams. While generally calm and well-mannered, Kalina often demonstrates vocal outbursts, particularly when faced with defeat in sporting matches. Yara went to live with foster parents in Dubbo who often cared for several foster children at once. The home was busy and at times unpredictable, with children coming and going. She went to the local public school, where she struggled academically and often clashed with teachers. Yara currently has no job and spends most of her day sleeping and her nights socialising with a group of local young adults, often engaging in excessive alcohol consumption. When drinking, she frequently becomes irritable with her friends, displaying aggressive behaviour and intimidating them with threats of violence.
Introduction
Human development is a lifelong process influenced by a complex interplay of biological, psychological, and environmental factors. Understanding how these forces interact is critical to explaining the differences in individual outcomes, even among people with similar genetic makeups or early life experiences. The case study of Kalina and Yara, 22-year-old identical twin sisters raised in distinct foster environments, provides a valuable context for exploring how developmental theories explain variations in personality, behavior, and life trajectory. Despite sharing identical genetic material and early childhood adversity, the sisters’ current lifestyles diverge significantly—Kalina demonstrates academic motivation, emotional stability, and strong social ties, whereas Yara exhibits maladaptive behaviors, social instability, and poor self-regulation. These contrasts underscore the importance of examining the dynamic relationship between individual, environmental, and social influences throughout development.
This essay aims to apply Erikson’s Psychosocial Theory and Bronfenbrenner’s Ecological Systems Theory to analyze the developmental paths of Kalina and Yara. Both frameworks offer complementary insights into how early life experiences and environmental contexts shape identity, coping mechanisms, and socio-emotional development. Erikson’s model emphasizes the progression through psychosocial stages, each involving a core conflict that contributes to personality formation and social competence. In contrast, Bronfenbrenner’s ecological perspective situates development within nested systems—ranging from immediate family and school settings to broader social and cultural structures—that interact over time to influence behavior and adjustment. Applying these theories to the case study enables a deeper understanding of how the twins’ differing environments and support systems affected their developmental outcomes.
The discussion will proceed in two main sections. The first section will provide a comparative analysis of the twins’ upbringing and environmental contexts using Erikson’s and Bronfenbrenner’s theoretical lenses. The second section will explore the impact of these differences on their developmental trajectories, examining how their early experiences contributed to their current psychosocial adjustment and lifestyle patterns. The analysis will integrate evidence-based literature from recent scholarly sources to support theoretical interpretation and demonstrate the relevance of developmental psychology in real-life contexts.
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