Universitat Internacional de Catalunya
Adult Age and Old Age
Other languages of instruction: Catalan
Teaching staff
Students can see the teacher after class or at other times with a prior appointment.
Introduction
This subject Adulthood and Old age aims to give students knowledge of the process of human development. A full review of the changes in different biopsychosocial dimensions that make up this period in a person’s life will be given, from adulthood through to old age. The subject matter will include different models and theories about the development and we will look at the vital and psychosocial changes that take place in this process.
Pre-course requirements
None.
Objectives
1. To acquire basic knowledge of the development of adults and the elderly in their respective stages of life.
2. To give the student an insight into models of development and the theories of ageing.
3. To learn about the biological changes that take place as a part of ageing.
4. To learn about the most significant changes and psychosocial aspects of adulthood and old age.
5. To acquire knowledge about illness and end-of-life care.
Competences/Learning outcomes of the degree programme
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. | Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
| Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. | Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
| The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
| Project-oriented learning is a method based on experiential and reflective learning in which the process of researching a particular subject matter proves very important, with the aim of resolving complex problems based on open solutions or addressing complicated issues that enable students to generate new knowledge and develop new skills. | Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. |
Learning outcomes of the subject
Once the student has finished this subject, they should be able to:
a) Recognise the development characteristics that define the stages of adulthood and old age in a simulation case.
b) Apply the different theories of ageing in a simulation case.
c) Identify the different biological and sociological theories of ageing in a written test.
d) Analyse development characteristics and psychosocial aspects in an adulthood real case.
e) Analyse development characteristics and psychosocial aspects in an ageing real case.
f) Identify physiological changes and chronic illnesses that usually emerge in old age in a written test.
g) Point out the main statement of end-of-life care in a written test.
h) Explain the fears about death and the acceptation process of dying in a written test.
Syllabus
Topic 1. Conceptualisation of adulthood and old age
1.1. Psychology and the challenges of ageing
1.2. Theories of ageing
1.3. The life cycle: development in adulthood and old age as evolutionary stages
1.4. Different patterns of ageing
Topic 2. Biopsychosocials changes in adulthood and ageing
2.1. Changes and psychological development in adulthood
2.2. Changes during old age
2.3. Biological and physical changes associated with ageing
Topic 3. Psychosocial aspects of adulthood and old age
3.1. Love and establishment of a family
3.2. Family issues: separation, raising children, etc.
3.3. Work and retirement
3.4. The role of the family in ageing: the role of the “grandparent”
3.5. Loss of a partner and loneliness
3.6. Dependence
Topic 4. End of life
4.1. Ageing and illness
4.2. Palliative care and integrated end of life care
4.3. Death
4.4. Grief
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. | Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
| Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. | Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
| The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
| Project-oriented learning is a method based on experiential and reflective learning in which the process of researching a particular subject matter proves very important, with the aim of resolving complex problems based on open solutions or addressing complicated issues that enable students to generate new knowledge and develop new skills. | Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. |
Evaluation systems and criteria
In person
80% Written test (A minimum of 5 will be required in the written test to be able to average the other grades)
20% Group assignment
Students need to achieve at least an average of 5 in the overall assessment in order to pass this subject. If a student fails the written test, they must retake it.
Retake:
80% Written test (all contents)
20% Group assignment (same grade than 1st call)
A minimum of 5 will be required on the test to average. The subject will be approved with a minimum average of 5 taking into account all the evaluated parts.
Bibliography and resources
- Schaie, K.W. y Willis, S.L. (2003). Psicología de la edad adulta y la vejez (5ª ed.). Madrid: Pearson-Prentice Hall
- Bengtson, V. L., & Settersten Jr, R. (Eds.). (2016). Handbook of theories of aging. Springer Publishing Company.
- Berger, K.S. (2009). Psicología del desarrollo: adultez y vejez. (7ª ed.). Madrid: Médica Panamericana.
- Fernández Ballesteros, R. (2014). Psicología de la Vejez: Una psicogerontología aplicada. Madrid: Pirámide.
- Martínez Torres, J. (2002). Psicología del envejecimiento. Madrid: Pirámide.
- Millán, J. C. (2006). Principios de Geriatría y Gerontología. Madrid: McGraw-Hill.
Evaluation period
- E1 30/05/2025 A10 10:00h