PSYCHOLOGY OF AGEING
2015/2016, Semester 1
Arts & Social Sciences (Psychology)
Modular Credits: 4
Why do some older adults thrive in the face of late-life stressors, while others fall into despair? What is the relationship between personality and longevity? What are the psychological changes that occur in old age, and how do they unfold? This course will address issues related to ageing, health, and mental health, with a focus on healthy or positive ageing.
This course is an introduction to the study of ageing that views the ageing process as a normal part of lifespan development. This includes exploring what ageing means, examining which factors are involved in healthy and pathological aspects of ageing, and distinguishing between ageing stereotypes and reality. Students will study the research for age-related change (and stability) in several psychological domains in the context of changing paradigms of ageing, examining various issues in ageing (e.g., transition to retirement, health-related changes, optimal ageing factors), as well as multiple influences on the experience of ageing (e.g., caregiving, societal policies, attitudes toward elderly) highlighting aspects which facilitate successful / positive ageing.
Students will be introduced to the main psychological research and theories of ageing. They will be expected to construct critical connections between physiological and psychological changes in the ageing process, identify and examine the factors which slow the decline in cognitive functioning, and analyze the psychological challenges and social issues that accompany later life stages. In addition, students will learn what successful ageing consists of in terms of lifestyle choices and processes that draw on optimal ageing research.
PL1101E, PL2131, PL3234 and PL3235
Friday 2 - 4pm.
Monday 4 - 6pm
Monday 6 - 8pm
Tuesday 6 - 8pm
Wednesday 6 - 8pm
1. Discussion Group Presentation (10%). Each student group will develop a presentation on a topic in ageing, as well as facilitate a class discussion based on questions they have prepared beforehand.
2. Assignments (10%). Each student will complete tasks assigned during lectures and tutorials (e.g., reflections on class material, summaries of small group discussions, updates of Elder Project), as well as homework assignments (e.g., questions based on assigned videos or readings).
3. Reflection Paper (10%). Each student will write an essay based on a semester-long Elder Project (weekly interactions with an elderly person).
4. Midterm Test (30%). Format: MCQ, short answers, and possibly short essay.
5. Final Exam (40%). Format: MCQ, short answers, and possibly short essay.
A skeleton version of my PowerPoint slides for each topic will be available on the day of lecture. You can access the slides through IVLE. You will need an NUS UserID and password, as well as access to PowerPoint.
Students are responsible for checking their email account and IVLE frequently and consistently to remain current with University communications. They are expected to monitor and manage their email storage quota to insure that their mailboxes are not saturated and are able to receive new messages.
: Your attendance is expected for at least 3 reasons. (1) Missing class will put you at a serious disadvantage for the exams since some of the course material you will be tested on is not found in the readings. (2) You may not make up missed in-class assignments if you are absent. (3) You’ll miss out on the educational experience and we’ll miss out on your contribution to the class.
Please turn off handphones, and do everything in your power to show up for class on time. Ringing phones, latecomers, and other distractions make the learning (and teaching) process difficult for those around you.
Workload Components : A-B-C-D-E
A: no. of lecture hours per week
B: no. of tutorial hours per week
C: no. of lab hours per week
D: no. of hours for projects, assignments, fieldwork etc per week
E: no. of hours for preparatory work by a student per week