Curricular Unit:			Code:
Psychology of Ageing			1006PENV
Year:	Level:	Course:	Credits:
1	CTSP	Gerontology and Community Intervention	3 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	39
Learning Outcomes of the Curricular Unit:
At the end of the course unit, the trainees should be able to OA1 - Acquire theoretical-practical knowledge about psychological development and transition and adaptation processes during aging; OA2 - Acquire theoretical-practical knowledge about cognitive development and aging; OA3 - Acquire theoretical-practical knowledge about personality and aging; OA4 - Acquire theoretical-practical knowledge about memory and aging. OA5 - Acquire theoretical-practical knowledge about violence, stress, coping and resilience in elderly people; OA6 - Acquire theoretical-practical knowledge about gender, sexuality and aging.
Syllabus:
CP1 - Psychological Development and Processes Associated with Aging CP2 - Development and Cognitive Aging CP3 - Personality Development throughout the Life Cycle CP4 - Memory and Aging CP5 - Violence, Stress, Coping and Resilience in Elderly People CP6 - Gender, Sexuality and Aging
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The program of the course was developed with reference to the acquisition of knowledge necessary for understanding the psychology of aging in a gerontological context and community intervention. It also assumes the acquisition of technical skills that, according to scientific and technical evidence, promote effective interventions in gerontological context. Concretely, and based on an organization in 5 teaching units (PC), it comprises programmatic contents that, defined from the 4 learning objectives (OA) previously established, privilege the acquisition and deepening of knowledge and skills in the following areas: aging, change and adaptation; cognitive aging; personality and aging; memory and aging; violence, coping and resilience; gender, sexuality and aging.
Teaching Methodologies (Including Evaluation):
During the contact hours the methodologies of expositive, demonstrative, participative and active teaching are privileged. Non-contact hours are dedicated to the autonomous work of the student. The evaluation regime of the UC can be continuous or by final exam (end of semester, resource and special seasons). In the continuous evaluation, the following elements are considered: an oral test and a written test (50% + 50%). The student who does not pass the continuous evaluation can take the final written exam (100%). For ECTS accreditation, the student must demonstrate the acquisition of the defined objectives and skills, obtaining a final grade of 9.5 or higher.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies adopted are aligned with the learning objectives (OA) defined for the UC, aiming to provide the student with knowledge about psychological development, cognitive aging, personality, memory, violence, coping, resilience, gender and sexuality. It is also intended to stimulate spaces for applied discussion based on practical examples that represent the diversity of contexts and populations targeted for intervention in gerontology. In this context, the articulation of methodologies of expositive character is valued, where the presentation and development of programmatic contents will be made, with methodologies of more practical content, in which critical reflections on them will be stimulated. This articulation is intended to favor an active learning that allows the deepening of the topics under study, the integration of theory with practice and the improvement of professional skills and competences in this area. Concretely, the expositive methodology, through the presentation and systematization of the subjects, will allow the development and conceptual, theoretical and technical deepening; the demonstrative methodology, through the illustration and replication of intervention procedures, will allow the improvement of performance skills; finally, the participative methodologies, through the critical and oriented analysis of practical examples will facilitate the refinement of diagnostic and intervention skills, as well as the deepening of the subjects under study. The non-contact hours will be dedicated to the autonomous work of the student, where the reading of the recommended bibliography will be ensured, in order to enable him to deepen, consolidate and apply his knowledge and to develop skills and competences in the field of the psychology of ageing, as well as the identification of difficulties and problem solving in this field.
Reading:
Benavente, R. (Coord.) (2020). Intervenção Psicológica em Gerontologia. PACTOR. Hooyman, N. R., & Kiyak, H. A. (2018). Social Gerontology: A Multidisciplinary Perspective (10th Ed.). Pearson. Magalhães, S., & Nogueira, C. (2021). Envelhecimento, Género e Sexualidades. Humus. Nunes, B., & Pais, J. (2014). Doença de Alzheimer: Exercícios de Estimulação (2.ª Edição). LIDEL. Paúl, C., & Ribeiro, O. (Coord.). (2012). Manual de Gerontologia: Aspetos biocomportamentais, psicológicos e sociais do envelhecimento. LIDEL. Paulino, M., & Costa, D. (Coord.) (2019). Maus-Tratos a Pessoas Idosas. PACTOR. Peel, E., Holland, C., & Murray, M. (Eds.) (2018). Psychologies of Ageing: Therory, Research and Practice. Palgrave Macmillan. Ribeiro, O., & Paúl, C. (Coord.). (2018). Manual de Envelhecimento Ativo (2.ª Edição). LIDEL.