PP 8470
ADULT DEVELOPMENT AND AGING
Spring, 2008
INSTRUCTOR:
Anna Maria Wegierek Psy.D, LCPC, MISA II, CADC, CFADPHONE:
Cell phone # (708) 710-8819EMAIL:
FAX:
ALT PHONE:
REQUIRED TEXTS:
Title /Handbook of the Psychology of Aging
Author(s) / Birren, James E. & Schaie, Warner K.Copyright / (2001).
Publisher / Academic Press.
ISBN / ISBN # 0-12-101262-X (case bound)
ISBN # 0-12-101263-8 (paperback)
Edition / (5th Edition)
Title /
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Author(s) / Carter, B. & McGoldrick, M.Copyright / (2005)
Publisher / A Pearson Education Company
ISBN / 0-205-40981-4
Edition / (3rd Edition)
This Course Requires the Purchase of a Course Packet: YES NO
PP 8470 ADULT DEVELOPMENT AND AGING
Spring, 2008; Tuesdays 9:15-11:59.
Anna Maria Wegierek Psy.D, LCPC, MISA II, CADC, CFAD
Cell phone # (708) 710-8819
COURSE DESCRIPTION AND GOALS
There is no going back. You are aging. I am aging. We all are aging and time marches on. The study of psychology and aging allows us the chance to look into the future, to formulate expectations of what is to come and to see how we can help others who are experiencing difficulties related to their aging.
This course will provide a survey of major topics related to the psychology of aging.
Our goals are as follows:
To study the history and current issues of geropsychology
To review the process of Adult Development
To develop an understanding of culture/heredity and aging process
To become aware of gender differences in adult development and aging
To learn the biological and psychological issues related to aging process
To recognize positive and negative aftermath of aging
To become informed about the responsibilities that psychologists have when dealing with adults and the elderly
COURSE REQUIREMENTS
1. Students are expected to attend all classes, to read all materials by the assigned dates, and to be prepared to discuss readings in class. Please contact the instructor if you are unable to attend. Absence from more than two class sessions may result in a failing grade (F) in the course.
2. Each student will be required to give two presentations based on topics addressed in the course.
3. The final exam will consist of a paper based on a life span interview with an adult member of the community over the age of 70. Specific guidelines for this paper will be provided on the first day of class.All final papers are due on April 20th at the beginning of class. No late papers will be accepted.
4. Students with disabilities or other conditions that require special accommodations are encouraged to identify themselves to the instructor at the beginning of the semester so that suitable arrangements can be made.
GRADING
Grades for the course will be based on the three main learning activities. 35% of the final grade will be based on class participation, 10% of the grade will be for the first presentation, 20% of the grade will be for the second presentation, and 35% of the final grade will be for the final exam.
REQUIRED READINGS
Birren, James E. & Schaie, Warner K. (2001). Handbook of the Psychology of Aging. (5th Edition). Academic Press.
ISBN # 0-12-101262-X (case bound)
ISBN # 0-12-101263-8 (paperback)
Carter, B. & McGoldrick, M., (2005). The Expanded Family Life Cycle: Individual, Family, and Social Perspectives. (3rd Edition). A Pearson Education Company.
ISBN # 0-205-40981-4
CLASS SCHEDULE
January 15th: Concepts, Theory, and Methods in the Psychology of Aging
Handbook of the Psychology and Aging
Chapter 1. History of Geropsychology
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 1. Overview: The expanded family life cycle: Individual, family, and social perspectives
Chapter 2. Self in Context: The individual life cycle in systemic perspective
Suggested reading:
Sheeley, G. (1995). New Passages. New York: Random House
Chapter 1. Whatever happened to the life cycle?
Suggested Movie: “Wild Strawberries” (1957) (Sweden)
January 22nd: ______presentations. Each presentation should take 15-20 minutes.
Culture and the Family Life Cycle
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 4. Culture and the Family Life Cycle
Chapter 8. The Latino Family Life Cycle
Chapter 19. The Family life Cycle of African American Families
Students’ presentations are to include their own research, articles, and books.
(Each student in the class presents today)
Presentations: African American Families
Latino Families
Irish Families
Asian Indian Families
Jewish Families
______
Suggested Movie: “The Ballad of Narayama” (1983) (Japan); “Sweet 15” (Latino families);
January 29th:Two presentations.
#1. Early Adult Development
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 13. Becoming and Adult
Chapter 14. Becoming a Couple
Chapter 16. Transformation of the Family System During Adolescence
Suggested Movie:“Slackers”
#2. Middle, … Age
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 17. The Launching Phase of the Life Cycle
Chapter 21. The Single Adult and the Family Life Cycle
Handbook of the Psychology and Aging
Chapter 19. Personality and Aging
Suggested Movie:“Dr. T and the Women.”
“I Never Sang for My Father” (1970)
“Father of the Bride”
February 5th:One presentation
Handbook of the Psychology and Aging
Chapter 18. Gender and Aging
#3. Women and the Family Life Cycle (Midlife Crisis, Femininity, Sexuality, Autonomy, Dependency, Differentiation, Health, Menopause, and Fertility issues)
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 6. Women Through The Family Life Cycle
Suggested reading, helpful for presentation:
Levinson, Daniel with Levinson, J.D. (1996). The Seasons of a Woman’s Life. Alfred Knopf, publication
Turner, B.F., & Troll, L.E. (Eds.). (1994). Women growing older: Psychological perspectives. Thousand Oaks, CA: Sage.
Suggested Movie:“Afterglow,” “Like water for chocolate,” “Shirley Valentine” (1989);
February 12th: One presentation
#4. Men and the Family Life Cycle (Midlife Crisis, Masculinity, Sexuality, Flourishing Forties, Fearless Fifties, Menopause, Viagra …)
Handbook of the Psychology and Aging
Chapter 18. Gender and Aging
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 7. Men in Transition
Suggested reading:
Levant, Ronald F. & Pollack, William. (1995). A New Psychology of Men. Basic Books, publication
Thompson, E.H., (Ed). (1994). Older Men’s Lives. Thousand Oaks, CA: Sage.
Sheehy. G. (1999). Understanding Men’s Passages. Ballantine Books, New York
Suggested Movie:“Billie Elliot,” “The Swimmer” (1985), “Before the night Falls,” “The outsiders,” “Old school,” “Others.”
February 19th: Biological and Social Influences on Behavior
Handbook of the Psychology and Aging
Chapter 6. Aging and Human Nervous System
Chapter 7. Age-Related Cognitive Change and Brain-Behavior Relationships
Chapter 8. Health Risk Behaviors and Aging
Chapter 9. Environmental Influences on Aging and Behavior
Bookmarks, Fear of Fading. Richard Handler; Psychotherapy Networker; Nov/Dec 2007
Bookmarks, Older and Wiser? Richard Handler; Psychotherapy Networker; Nov/Dec 2005
February 26th: Behavioral Processes and Psychological Functions
Handbook of the Psychology and Aging
Chapter 10. Changes in Vision
Chapter 11. Understanding the Role of Attention in Cognitive Aging
Research
Chapter 12. Speed and Timing of Behavioral Processes
Chapter 13. Age-Related Declines in Motor Control
Chapter 14. Aging and Memory
Chapter 15. Language Production and Comprehension
March 4th: One presentation
#5. Lesbians, Gay Men, and the Family Life Cycle
Please prepare for discussion
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 20. Lesbians, Gay Men, and the Family Life Cycle
Suggested Movie: “Home for Holidays” (1995), Incredibly True Adventures of Two Girls in Love” (1996).
March 11th:Two presentations.
#6. Parenting
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 5. Social Class and the Family Life Cycle
Chapter 15. Becoming Parents;
Suggested Movie: “Ordinary People,” “Finding Nemo,” “mean Girls,”
#7. Continuing Parenting
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 21. The Single Adult and the Family Cycle
Chapter 24. Single-Parent Family
March 18th:One presentation
#8. Divorce
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 25. Remarried Families
Chapter 23. The Divorce Cycle
Case Studies, The Teenager Who Was a Liar Salvador Minuchin, Michael P. Nichols, and Wai-Yung Lee; Psychotherapy Networker; Mar/Apr 2007
Getting Uncoupled Jerome Price; Psychotherapy Networker; Mar/Apr 2006
Marriage-FriendlyTherapy William Doherty; Psychotherapy Networker; Mar/Apr 2006
The Fatally Flawed Marriage Barry McCarthy, Rebecca Ginsberg, and Jennifer Cintron; Psychotherapy Networker; Mar/Apr 2006
To Stay or Not to Stay William Doherty; Psychotherapy Networker; Mar/Apr 2006
Suggested Movie: “War of the Roses”
March 25th:One presentation
#9. The Aging Process
Handbook of the Psychology and Aging
Chapter 17. Social Relations
Chapter 22. Technological Change and the Older Worker
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 18. Families in Later Life
Suggested Movie: “Age-Old Friends” (1989); “Innocence” (2001) (Australia); "The Straight Story” (1999); “Tatie Danielle” (1990) (France); That’s Life” (1986);
April 1st:Physical Health Issues
Please prepare for discussion
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 29. Chronic Illness and the Family Life Cycle
Hassing, L. B., Johansson, B., Nilsson, S.E., Pedersen, N.L., Hofer, S.M., & McClean, G. (2002). Terminal decline and markers of cerebro- and cardiovascular disease: Findings from a longitudinal study of the oldest old. Journal of Gerontology: Psychological Sciences, 57B, P268-P276.
Being There. Lessons in Long-Term Carring. Psychotherpay Networker. November/December 2007.
Please read the following articles: Refeatherring The Nest; Reliable Witness; Winter Passage; Hello Darkness; and please prepare for discussion :
a. Name three attitudes toward death that grief counselors may face in thier clients.
b. Describe two distinct roles the grief counselor plays
c. Discuss the role of limit-setting by a primary caregiver
d. Explain the importance of the role of comforter on the part of the grief therapist.
Suggested Movie: “Cocoon,” “Tuesdays with Morrie”
April 8th:One presentation
#10. Mental Health Issues:
Diagnostic Impressions for Major Depressive Disorder vs. Dementia, Detecting Early Cognitive Decline, Anxiety Disorders, ….
Handbook of the Psychology and Aging
Chapter 21. Mental Health and Aging
Suggested reading, helpful for presentation:
Detecting early cognitive decline in highly-functioning elders. Rentz, Dorene M. et al., (2000), Journal of Geriatric Psychiatry, 33:1, International Universities Press, Inc. pp. 27-49.
Dementia: What really helps. Silver, Margery (2000). Journal of Geriatric Psychiatry, 33:1, International Universities Press, Inc. pp. 3-4.
Anxiety of older adults: The research for optimal care in private practice. Bemmett Gurian (2001). Journal of Geriatric Psychiatry, 34:2, International Universities Press, Inc. pp. 211-219.
Symptoms of depression in the oldest old: A longitudinal Study. Haynie, D.A., Berg, S., Johansson, B., Gatz, M., & Zarit, S.H. (2001). Journal of Gerontology: Psychological Sciences, 56B, P111-P118.
Suggested Movie: “The Gin Game” (1984); “Iris” (2001).
April 15th:One presentation
#11. Violence and the Family Life Cycle
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 28. Violence and the Family Life Cycle
Handbook of the Psychology and Aging
Chapter 23. Elder Abuse and Victimatization
#11. Alcohol Problem and the family life cycle
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 27. Alcohol Problem and the family life cycle
To discuss:Despair vs. Integrity
The Expanded Family Life Cycle: Individual, Family, and Social Perspectives
Chapter 11. Death and the Family life Cycle
Guidelines for Psychological Practice with Older Adults. American Psychological Association. May-June 2004. American Psychologist Vol.59, No. 4, 236-260
Case Studies, A Complicated Grieving Sameet Kumar; Psychotherapy Networker; Sep/Oct 2006
Suggested Movie: about successful aging: “A Woman’s Tale” (1992) (Australia).
MISSION STATEMENT
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
- Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
- Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
- Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
- Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
- Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
- Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
- Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
- Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
- Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
- Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
- Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.
DISABILITY STATEMENT
It is the policy of ArgosyUniversity, Chicago Campus to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans for Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodations will be provided to students upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.
ACADEMIC DISHONESTY/PLAGIARISM STATEMENT
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another person to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action to and including dismissal from the University.
TECHNOLOGY STATEMENT
ArgosyUniversity encourages the use of technology throughout the curriculum. This course uses the following modalities: videotapes and online syllabus.
I have read the syllabus and understand the content and requirements of this course. (Adult Development and Aging).
______
Student Signature Date
1