Aging dynamics

Ficha de unidade curricular - Ano letivo 2021/2022

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Understands the aging phenomenon of population in Western societies.
Understands the aging process in its multiple factors and variables.
Develops technical and psychosocial basic care that help elderly welfare.
Promotes elderly active citizenship and their social integration.
forwards and monitors the elderly person to social responses and support services in the community.

Syllabus

Sociological perspectives on aging in Western societies
Psychological Perspectives about the self over life and the changes that result from the aging process (life cycle)
Crisis factors associated with third / fourth age and its socio-cultural influences, as well as their own unique aspects of their experience
Elderly health determinants
Most common health problems
Elderly health promotion – The role of informal caregivers
Socio-cognitive and socio-educational incentive in the aging process
Leisure and free time: social animation, citizenship and welfare.

Demonstration of the syllabus coherence with the UC intended learning outcomes

Contents were developed in straight connection according to the objectives of the unit content order to evaluate, at the end of each unit if they are appropriate for students and allow the construction of skills and planned actions, if is required to strengthen some kind of knowledge or modify the way they are being developed. Also note that contents are considered relevant, given the local, regional, national and international context within area of knowledge.

Teaching methodologies

Document Analysis
Reading academic and research texts
Written production of short texts
Use of age simulator
Role play
Discussion / debates in small and large group
Interview and elaboration of life history
Contact with elderly population and experts from community institutions

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

It is intended to invest in pedagogical dynamics that consider the student in an active position of knowledge development and appropriate attitudes towards elderly person, because they are structuring a professional role that is intended. In alI classes, are integrated, practical situations that encourage individual participation, discussion and group reflection. The contact with elderly people, including a life story that will be developed over the several sessions, will allow the contents being linked naturally in a contextualized way.

Assessment methodologies and evidences

Training records (individual/40%): Time 1 and Time2
Developing a life story from an elderly person (2 students) respective analysis and intervention perspective (30%)
Individual reflection on the learning obtained through the process of life story (10%)
Attendance and participation (20%)

Attendance system

Students attendance is ruled by a minimum of 75% attendance in the practical classes, unless students with special status (article 24º RFA).

Bibliography

Conselho Nacional de Ética para as Ciências da Vida (2014). Parecer sobre as vulnerabilidades das pessoas idosas em especial das que residem em instituições. CNECV. [Online] julho de 2014.

Crisp, Lord Nigel, et al (2014). Um futuro para a Saúde: Todos temos um papel a desempenhar. Lisboa : Fundação Caloust Gulbenkian, 2014. 978-989-8380-18-0.

Direção Geral de Saúde (2012). Plano Nacional de Saúde 2012-2016 Eixo Estratégico - Cidadania em Saúde. Direção Geral de Saúde. [Online] janeiro de 2012.

Ministério da Saúde (2004). Programa Nacional para a Saúde das Pessoas Idosas. Portal da Saúde. [Online] 2004.

Figueiredo, C.C (2013). Muito Iguais, inteiramente diferentes. In José Dantas Lima Pereira / Marcelino de Sousa Lopes/ Tânia M. Moreira Rodrigues (Coord). Animação Sociocultural, Gerontologia e Geriatria: A Intervenção social, cultural e educativa na Terceira Idade. Chaves: Intervenção.

Fonseca, A. M. (2004), Desenvolvimento humano e envelhecimento. Lisboa: Climepsi editores.

Fontaine R. (2000), Psicologia do Envelhecimento. Lisboa: Climepsi editores,

Marques, Sibila (2011). Discriminação da Terceira Idade, Lisboa: Fundação Francisco Manuel dos Santos.

Paúl C; Fonseca, A. M. (2005) Envelhecer em Portugal. Lisboa: Climepsi editores.

Pinheiro, J.P. (2013). Programas integrados de intervenção no (e para) o ócio, a partir do local e no âmbito da senioridade, in José Dantas Lima Pereira / Marcelino de Sousa Lopes/ Tânia M. Moreira

Rodrigues (Coord) .Animação Sociocultural, Gerontologia e Geriatria: A Intervenção social, cultural e educativa na Terceira Idade. Chaves: Intervenção.

Soares, Célia, et al (2014). Are Social Representations of Positive Ageing Really Effective? The ageing process through the yes of elderly . Journal of Spatial and Organizational Dynamics: Ageing , Care and Quality of Life. Research Centre for Spatial and Organizational Dynamics, 2014, Vol. II, 2, pp. 41-54.

World Health Organization (2002). Active Ageing: A Policy Framework. A contribution of the Second United Nations World Assembly on Ageing. World Health Organization. [Online] April de 2002.

World Health Organization (2015). World report on ageing and health. World Health Organization. [Online] 2015.