| CODE | GER2015 | ||||||||||||
| TITLE | Introduction to Abuse and Neglect | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Gerontology and Dementia Studies | ||||||||||||
| DESCRIPTION | This study-unit will introduce and discuss the interrelationships between elder abuse and neglect. Although most older persons are loved and cherished, others experience isolation and may be living in loneliness and fear in community or within care homes. Reported cases of elder abuse are increasing. Victims encounter multiple systems, and they are best served when professionals work both multidisciplinary as well as interdisciplinary. In its attempt to situate the notions of elder abuse and neglect in a gerontological setting, this study-unit outlines the dynamics of elder abuse and neglect in community settings (domiciliary settings as well as within long-term care). It will also approach the subject of elder abuse from a variety of conceptual perspectives: as a problem of an overburdened caregiver (situational model), a dependent elder (exchange theory), a mentally disturbed user (intra-individual dynamics), or as learned behaviour (social learning theory). Study-unit Aims: The study-unit aims to elicit in the students a thorough understanding of the interlinked notions of elder abuse and neglect. It also aims to present to students existing legal frameworks that deal with such issues, past and proposed policies whose objective is to decrease the prevalence of elder abuse and elder neglect within the domiciliary and long-term care settings. Another goal is to instill in students a clear grasp of how elder abuse and neglect can be tackled through advocating for social change, improving services and remedies for current victims, and helping future victims by expanding knowledge through data collection and research. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - describe the intersection between elder abuse and neglect on one hand, and quality of life and well-being in later life on the other; - demonstrate an awareness of why and where elder abuse and neglect occurs; - list the various forms of elder abuse and neglect; and - explain how the state and civil society respond to the increasing threats of elder abuse and neglect. 2. Skills By the end of the study-unit the student will be able to: - explain how multidisciplinary teams work interdisciplinary to uncover and deal with cases of elder abuse and neglect; - report upon victim safety through collaboration with other working in the field of ageing; and - describe collaborative models in community settings that hold perpetrators of elder abuse and neglect accountable. Main Text/s and any supplementary readings: Main texts: - Aitken, L. and Griffin, G. (1996). Gender issues in elder abuse. Sage Publications. - Baumhover, L. A. and Beall, S. (1996) Abuse, neglect and exploitation of older persons: Strategies for assessment and intervention. New York: Health Professions P. - Biggs, S., Phillipson, C. and Kingston, P. (1995). Elder abuse in perspective. Open University Press. - Glendenning, F. and Kingston, P. (1999). Elder abuse and neglect in residential settings. The Haworth Press, Inc. - Goffman, E. (1961). Asylums. Random House, Inc. - Mallia-Milanes, V. (2022). My residence at Pine Forest Lodge: Some reflections. Kite Group. - Nerenberg, L. (2008). Elder abuse prevention: emerging trends and promising strategies. New York: Springer Publication. - Willcocks, D., Peace, S. and Kellaher, L. (2004). Private lives in public places. Tavistock Publications New York. Supplementary readings: - Daichman, L.S. (2005). 'Elder abuse in developing countries', in The Cambridge Handbook of Age and Ageing, pp. 323-331. Cambridge: Cambridge University Press. - Sandell, Diane S. (2010). Ending elder abuse: a family guide: how you can protect your loved ones, evaluate facilities, partner with the medical community, take care of yourself, motivate legislators and government officials, and what to do if things go wrong. QED Press, 2010. - Prichard, J. (1999). Elder abuse work: best practice in Britain and Canada. London: Jessica Kingsley Publishers. - Dannefer, D. and Phillipson, C. (2010) (eds.) The SAGE handbook of social gerontology. New York: SAGE. |
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| ADDITIONAL NOTES | This study-unit is only offered to students following the Higher Diploma in Gerontology and Geriatrics course. | ||||||||||||
| STUDY-UNIT TYPE | Independent Study and Online Learning | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria Aurora Fenech |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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