| CODE | GER5102 | |||||||||
| TITLE | Psychology of Ageing: Theory and Research | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Gerontology and Dementia Studies | |||||||||
| DESCRIPTION | This study-unit examines the theoretical issues and research findings in the psychology of ageing with special reference to older persons with dementia. It provides a critical analysis of the process of ageing and how it affects lifelong psychological processes, focusing both on normal and neuro-pathological ageing. This study-unit discusses if and how personality changes throughout the life course, seeking to understand the key processes associated with cognitive function and ageing, whilst also examining the interface between intellectual functioning and dementia. It describes and elaborates upon theoretical perspectives, concepts and issues on ageing, physical and health changes, cognitive functioning, relationships, personality and ageing, mental health problems in later life, and difficulties when testing older people. Other topics covered include conceptual and methodological issues, the effects of Alzheimer’s disease and care giving on psychological and emotional wellbeing, stress, social ties, and depression, resilience, and death and dying. Study-unit Aims: This study-unit appraises and discusses theoretical perspectives and empirical research about normal and pathological psychological ageing in the latter parts of the life course. It will consider current evidence and beliefs about older adult development to confer what might be possibly done to improve the emotional wellbeing of older persons in general and those with dementia. Topics to be addressed include changes in personality, cognitive and intellectual functioning, social relationships, personality, and emotional wellbeing. The study-unit characterises the various patterns of development in old age so as to arrive at a better understanding of the role of older persons in micro and macro life processes. Age differences and changes in biological and psychological competencies and their interplay will also be presented. The study-unit adopts a lifespan and life course perspective to query how events and experiences early in life may impact life quality in later life, and how gender-based changes influence the attitudes and pathways of ageing for different individuals. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: On completion of this study-unit, students will attain a full understanding of the psychological processes that accompany the transition from adulthood to later life - namely: - to identify the behavioral, cognitive, and psychosocial process of human ageing; - to contrast modern and contemporary research on adult development and ageing; - to differentiate between normal and pathological ageing transitions; - to recognise the impact of background context on the emotional wellbeing of older persons, and those with dementia; - to classify the psychological needs of persons with dementia; - to differentiate between the range of psychological tests measuring the cognitive and intellectual functioning, as well as other traits ranging from personality disorders to depression of older persons and those with dementia; - to report the impact of pathological psychological processes on individual wellbeing and familial relationships. 2. Skills: By the end of the study-unit the student will be able to: - appraise key theories, concepts, and research findings associated within different specialty areas of the psychology of ageing ranging from developmental, behavioural to social domains; - apply concepts of developmental psychology to late adulthood and later life; - implement various psychometric tests to study developmental psychology and measure emotional wellbeing in later life; - categorise the diverse ways in which psychologists contribute to scientific knowledge and clinical practice within the multidisciplinary field of gerontology; - administer basic principles from developmental, biographical and social psychology to the study of ageing and dementia care; - depict the key distinctions between normal and pathological age-related changes following late adulthood. Main Text/s and any supplementary readings: Main text: - Lichtenberg, P.A., Murman, D.L. and Mellow, A.M. (eds.) (2003). Handbook of dementia: Psychological, neurological, and psychiatric perspectives. Hoboken, NJ: John Wiley & Sons. - Maciejewski, C. (2001). Psychological perspectives. In C. Cantley (ed.) A handbook of dementia care (pp. 26-43). Buckingham: Open University Press. - Stuart-Hamilton, I. (2006). The psychology of ageing: An introduction. London: Jessica Kingsley Publisher. - Segal, D.L., Qualls, S.H., Smyer, M.A. (2011). Aging and mental health. Hoboken, NJ: Wiley-Blackwell. Supplementary readings: - Aldwin C. M., Park, C. L. & Spiro, A. (2007). Handbook of Health Psychology and Ageing. New York: The Guilford Press. - Birren, J.E., Schaie, K., Gatz, M., Salthouse, T., Schooler, C., Deutchman, D.E. (2006). Handbook of the psychology of aging. New York: Academic. - Woods, R. (1999), Psychological problems of ageing: Assessment, treatment and care. Hoboken, NJ: John Wiley & Sons. - Woods, R. & Clare, L (2008). Handbook of the clinical psychology of ageing. Hoboken, NJ: John Wiley & Sons. - Whitbourne, S.K. and Whitbourne, S.B., (2011). Adult development and aging: Biopsychosocial perspectives. Hoboken, NJ: John Wiley & Sons. - Zaidi, M. (2008). Well-being of older people in ageing societies. Surrey: Ashgate. |
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| STUDY-UNIT TYPE | Lecture and Group Learning | |||||||||
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| LECTURER/S | Christian Borg Xuereb |
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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 2025/6. It may be subject to change in subsequent years. |
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