This is the second of two developmental interview projects you will complete in this course. Each project focuses on a different stage of developmentcovered in Human Behavior in the Social Environment

This is the second of two developmental interview projects you will complete in this course. Each project focuses on a different stage of developmentcovered in Human Behavior in the Social Environment I, including infancy, childhood, adolescence, and adulthood.For the Final Project, you will interview an individual who is in late or very late adulthood (age 60 or older). You will use the information from thisinterview to complete a biopsychosocial assessment through a life course perspective. Your analysis should integrate course material and demonstrateyour understanding of theories of aging, developmental transitions, and the social environment’s impact across the lifespan.Your Final Report Should Include the Following Sections:1. NarrativeProvide a descriptive summary of the interview. Include:Demographic details: age, gender, race/ethnicity, marital status, living arrangement, education, occupation (current or retired), and health status..Major life events or transitions: retirement, grandparenting, health challenges, relocation, bereavement, loss of independence, marriage/divorce,caregiving, volunteer or faith involvement, financial adjustments, or community engagement.· Current context: Describe their daily life, routines, relationships, leisure activities, and how they perceive their role or purpose at this life stage.· Personal reflections shared: Themes of meaning-making, life review, adaptation to aging, and satisfaction with life accomplishments or regrets.2. Life Course PerspectiveInterpret the participant’s experiences using the Life Course Perspective:. Identify the individual’s cohort (generation) and discuss how being part of this historical period has shaped their worldview, opportunities, andchallenges.Examples: Baby Boomers and the rise of dual-income families; the Silent Generation and post-war recovery; aging during the COVID-19pandemic or rapid technological change.· Highlight transitions, trajectories, and turning points in late adulthood (e.g., entering retirement, health decline, widowhood, relocation,caregiving roles, or late-life education).· Discuss how timing and sequencing of life events-such as career retirement, loss of a spouse, or becoming a great-grandparent-impact theirwell-being and adaptation.3. Person-in-Environment AnalysisAnalyze how the individual functions within their environment:· Explore family structure, social supports, and community systems (e.g., senior centers, church, healthcare providers, social clubs, assisted livingfacilities).. Examine influences of socioeconomic status, access to care, community safety, transportation, ageism, and cultural identity.. Identify protective factors and risks-such as social isolation, financial security, health literacy, and meaningful engagement-that affect theirphysical and emotional health.4. Biopsychosocial ModelApply the Biopsychosocial Model to assess the individual’s current functioning and quality of life:. Biological: Physical health, sensory changes, mobility, chronic illness, medication use, and nutrition.· Psychological: Cognitive functioning, emotional well-being, mental health, coping strategies, life satisfaction, and sense of purpose.· Social: Family and peer relationships, intergenerational connections, living situation, community engagement, and support networks.· Cultural/Spiritual: Role of faith, spiritual practices, cultural values, traditions, and end-of-life beliefs or preparation.5. Theoretical IntegrationThroughout the paper, integrate at least three major developmental theories or perspectives relevant to adult and late-life development (e.g., Erikson