Psychology of Aging: Implications for practitioners in clinical and health-care settings

Code:

MTP17

Acronym:

PCE

Keywords
Classification	Keyword
OFICIAL	Applied Psychology

Instance: 2016/2017 - 2S (since 06-02-2017 to 20-05-2017)

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master in Psychology Themes

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MTP	10	Official Curricular Structure	1	-	6	54	162

Teaching language

Suitable for English-speaking students

Objectives

• Develop knowledge about the psychology of aging in a biopsychosocial perspective;


• Promote the reflection on the current challenges of aging and the need for innovative clinical responses from professionals and social and health institutions;


• Enable students to identify the most significant life contexts of late adulthood, the processes and the inherent main changes ;


• Know the international guidelines of psychotherapeutic intervention and of the therapeutic relationship in late adulthood;


• Understand the major issues and challenges in late adulthood;


• Know and reflect on the different intervention/caregiving approaches with the elderly and their families;


• Develop a positive and realistic attitude about the intervention with elderly in clinic and health contexts. 

Learning outcomes and competences

The student must be able to:

• Critically discuss the challenges aging population and the need for new responses from health professionals and institutions;
• Set up and critically reflect on the attitudes and practices conveyed in a more advanced age;
• Identify the most significant contexts and themes in late adulthood, the processes and the major changes that occur, and its impact on individual and systems developmental reorganization;
• Relate the main problems and needs of people of advanced age with the different possibilities and intervention approaches;
• Know the different caregiving modalities and specificities of the work with late adulthood; 
• Develop action proposals/plans, in order to promote the quality of life in late adulthood.
• Know and frame, in a multisystemic perspective, the health professional in promoting the development of the elderly.

Working method

Presencial

Program

I- Clinic Psychology of Aging: challenges and reflections to practice in late adulthood

1. The aging population in Portugal and in the world
2. Challenges of longevity to the quality of life and well-being

 

II - Aging as a biopsychosocial process

1. The biological perspective
2. The psychological perspective;
1. The wisdom and creativity
2. Personality
3. Cognition and emotions
3. Relationships and social roles;
1. Friendly relations
2. Family relationships and the intergenerational solidarity
3. Couple relationships: love and sexuality
4. The work and the transition to retirement

 

III - Main themes and challenges in late adulthood

1. Sleep Disorders
2. Depression and loneliness
3. Death, Loss and the Grieving process
4. Abuse and ill-treatment
5. Cognitive impairment and dementia

IV - Aging and  quality of life promotion: different necessities, different solutions

1. Promotion of active aging: health, participantion and security
2. Scopes and contexts of intervention with older people
3. Clinical practice with the elderly: international guidelines and implications for practice
4. Formal care
5. Familiar care
6. Palliative care
7. The importance of evaluation and of a multidisciplinary approach
8. The organization of services and the integrated health care response

 

Mandatory literature

Firmino, H, Simões, M.R., & Cerejeira, J.; Saúde mental das pessoas mais velhas., Edições Lidel., 2016
Fonseca, Manuel; Envelhecimento, Saúde e Doença. Novos desafios para a prestação de cuidados a idosos. , Coisas de ler, 2014
Paúl, Constança. & Ribeiro, Oscar. ; Manual de Gerontologia. Aspetos biocomportamentais, psicológicos e sociais do envelhecimento. Lisboa: , Edições Lidel. , 2012
Knight, B. G. ; Psychotherapy with older adults (3rd Ed.). New York: Sage. , Sage, 2004
Knight, B. G., Karel, M. J., Hinrichsen, G. A., Qualls, S. H., & Duffy, M. ; Pikes Peak model of training in professional geropsychology. American Psychologist, 64 (3), 205-214. , 2009
Woods, R. T; Handbook of the clinical psychology of ageing, Wiley, 1996

Teaching methods and learning activities

 This course is based on a dynamic theoretical and practical teaching and learning.

Thus, in the classroom activities will be used exposure methodologies and oral discussion of the themes in the classroom situation (large group), as well as the fostering of active participation of students.

 Will be created also extended discussion of opportunities from the contributions of teachers and students; debate, preparation and reflection on the topics covered in class, by viewing and discussing videos, interviews, texts, news and other materials that may be the subject of discussion and reflection issues of the course.

When appropriate, psychology professionals, that exert psychological intervention with the elderly, will be invited the share their experience.

Authonomous study and research will be encouraged through the suggested readings in each summary.

keywords

Social sciences > Psychological sciences > Psychology > Clinical psychology

Evaluation Type

Evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	60,00
Trabalho escrito	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	60,00
Frequência das aulas	54,50
Trabalho laboratorial	47,50
Total:	162,00

Eligibility for exams

Students must attend 75% of classes.

Calculation formula of final grade

The theoretical component has a weighting of 60% (written exam) and the practical component a weighting of 40% (Practical written work). The marks obtained in the two components will make arithmetic mean, and in each there must be a minimum score of 8 points (referring in this case to perform oral test to obtain the minimum score of 10 points.

In any of the components notes are expressed on a scale from 0 to 20.

In short: Final exam (60%) + Practical individual work (40%)

Examinations or Special Assignments

Do not exist

Special assessment (TE, DA, ...)

Students and other student workers in special circumstances will be assessed in the same way that students in a normal situation, but will have to perform extra work (agreed with the teacher) if they exceed the number of absences allowed.

Students with special needs should communicate with the Office of Student Support at the beginning of the semester in which to indicate the teacher.

Classification improvement

There is only the possibility of improving in the final test resource