Assignment: Empirical Research and Developmental Theory What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations. For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker. By Day 7 Submit a 2- to 4-page paper that includes the following: · A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research · An explanation of how you might apply your findings to social work pra Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts. Journal of Bisexuality, 10(4), 404–428. Note: Retrieved from the Walden Library databases. Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity. PloS ONE, 6(7), 1–8 Note: Retrieved from the Walden Library databases. Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation. Archives of Sexual Behavior, 36(2), 235–249. Note: Retrieved from the Walden Library databases. Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors. Sexual & Relationship Therapy, 24(2), 108–125 Note: Retrieved from the Walden Library databases. Pleak, R. R. (2009). Formation of transgender Identities in adolescence. Journal of Gay & Lesbian Mental Health, 13(4), 282–291. Note: Retrieved from the Walden Library databases. Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths. Journal of Sex Research, 48(1), 3–15. Note: Retrieved from the Walden Library databases. Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife. Journ ...

1. Assignment: Empirical Research and Developmental Theory
What does evidence-based research say about the development
of sexual orientation in young and middle adulthood? Though
the body of literature addressing sexual orientation, including
heterosexuality, homosexuality, and bisexuality, is far from
complete, the literature continues to grow. Your awareness of
this literature helps inform your social work practice as you
address the needs of clients with a variety of sexual
orientations.
For this Assignment, conduct your own research to identify at
least one journal article that addresses sexual orientation. Select
an article that you find especially relevant to you in your role as
a social worker.
By Day 7
Submit a 2- to 4-page paper that includes the following:
· A summary of your findings regarding sexual orientation and
its impact on life-span development, including findings from the
resources and from the journal article(s) you selected during
your research
· An explanation of how you might apply your findings to social
work pra
Learning Resources
Note: To access this week’s required library resources, please
click on the link to the Course Readings List, found in
the Course Materials section of your Syllabus.
Required Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and
community aspects of bisexual identity in emerging, early and
middle adult cohorts. Journal of Bisexuality, 10(4), 404–428.

2. Note: Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011).
Genetic and environmental influences on female sexual
orientation, childhood gender typicality and adult gender
identity. PloS ONE, 6(7), 1–8
Note: Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M.,
& Silverman, I. (2007). Gender and sexual
orientationdifferences in cognition across adulthood: Age is
kinder to women than to men regardless of sexualorientation.
Archives of Sexual Behavior, 36(2), 235–249.
Note: Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A.,
Mason, M., Macri, M., & Becker, J. (2009). Gender identity
affirmation among male-to-female transgender persons: A life
course analysis across types of relationships and
cultural/lifestyle factors. Sexual & Relationship Therapy, 24(2),
108–125
Note: Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in
adolescence. Journal of Gay & Lesbian Mental Health, 13(4),
282–291.
Note: Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different
patterns of sexual identity development over time: Implications
for the psychological adjustment of lesbian, gay, and bisexual
youths. Journal of Sex Research, 48(1), 3–15.
Note: Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship
from young adulthood to midlife. Journal of Lesbian Studies,
6(1), 85–109.
Note: Retrieved from the Walden Library databases.
Optional Resources
Use the link below to access the MSW home page, which
provides resources for your social work program.
MSW home page

3. Below Expectations
Meets Expectations
Exceeds Expectations
POINTS
Organization
No opening and/or closing statements or irrelevant
opening/closing statements. Loses focus more than once. Does
not manage time effectively. No logical sequence of
information. Mechanistic.
Offers some type of opening and closing statements. Follows
logical sequence but structure could be better. May need more
elaboration on one or more points. Adequate time management,
but could be stronger.
Clear opening and closing statements. Catches audience’s
interest, provides overview/conclusion. Follows logical
sequence, stays focused, good explanations. Effective time
management and strong transitions. Strong mental take away for
audience.
________
Voice Quality & Pace
Mumbles, mispronounces words, grammatical errors, “umms”.
Difficult to understand. Speaks too quietly or too loudly. Speaks
too fast or too slow. Loses train of thought, tentative. Lacks
enthusiasm.
Easily understood. Speaks loud enough to be heard and at
appropriate pace. Some awkward pauses or halting delivery but
mostly clear and natural. Could display greater enthusiasm,
seem more genuinely interested in own presentation.
Enthusiastic and engaging. Speaks clearly and loudly enough at
a comfortable pace. Exudes confidence and interest. No

4. grammatical or pronunciation errors. Presentation appears
conversational, extemporaneous, and natural.
________
Mannerisms & Body Language
Demonstrates distracting mannerisms which may include bad
posture, shifting feet, too much or too little hand movement.
Body language reveals reluctance to interact with audience.
Seems fearful/very nervous.
No significantly distracting mannerisms. Acceptable posture.
Body language mostly demonstrates comfort in interacting with
audience but occasional instances of discomfort may be
communicated. Seems natural for the most part.
Body language used effectively to maintain audience’s interest.
Body language reflects presenter’s reaction to, and empathy
with, the audience. Gestures match verbal content, are
comfortable and relaxed, seem spontaneous.
________
Professionalism & Appearance
Does not meet minimum requirements for business dress. Makes
excuses for aspects of the presentation. Inappropriate word
choice for audience. Inappropriately informal.
Meets minimum standards for business dress and appearance.
Generally treats audience professionally, acceptable word
choice (no slang). May seem to lack confidence at times.
Reasonably credible.
Dressed appropriately. Appearance engenders respect and
credibility. Treats audience professionally. Speaker appears
confident and has good command of the topic.
________
Rapport with Audience & Use of Media
Does not connect with audience. Little to no eye contact. Reads.
Relies heavily on slides and/or notes. Attempts to cover too
many slides or lingers too long on too few slides.
Tries to maintain eye contact most of the time but instances may

5. be fleeting in length. Scans the room. Some reliance on notes or
slides.
Genuinely connects with audience. Maintains eye contact
throughout. Visuals (slides, etc.) effortlessly enhance speech.
________
GRAND TOTAL: ______________
Updated January 2009
Credits: This document borrows from the SPEAKS Rubric from
CSU-Fullerton Business Communication Program and the CSU-
Chico, College of Business Oral Communication Rubric.