GERO FALL 2012 PSYCH Psychology of Aging. Room Nixson Bldg.
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1 GERO FALL 2012 PSYCH GERO HDFS Psychology of Aging Tuesdays: 4:25 7:05 PM Room Nixson Bldg. Instructor: Dr. Greg Smith 144 Nixson Bldg. Phone: gsmith2@kent.edu Office Hours: Generally M-F 9:30 AM 5:30 PM (Appointments preferred) COURSE DESCRIPTION This course provides a broad overview of the major theories, research methods; empirical findings; and aspects of clinical practice within the psychology of aging from the perspectives of various divisions of psychology (e.g., cognitive, developmental, personality; clinical; social; health). Students will also conduct structured interviews with older adults on an individual level to reinforce factual information presented in required readings and weekly lectures/discussions. Collaborative research teams will analyze and interpret the data resulting from the older adult interviews. Self-exploration of students own aging will also be encouraged. LEARNING OUTCOMES This course will assist students to: 1. Understand the diverse ways in which psychologists contribute to scientific knowledge and clinical practice within the multidisciplinary field of gerontology. 2. Explore their own future development, including becoming familiar with career opportunities within geropsychology. 3. Apply basic principles from lifespan developmental psychology to the study of aging. 4. Recognize important distinctions between normal and pathological age-related changes. 5. Learn key theories, concepts, and research findings associated within different specialty areas of geropsychology (e.g. developmental, cognitive, neuro; clinical, health, social, environmental). 6. Gain experience in conducting basic research with older adults. COURSE FORMAT Each class session will begin with a 10 point quiz that tests both the material covered in the prior class session and the required readings for the present week. The remainder of each class session will involve a lecture, possible video, and class discussion of the content contained in the required readings. Occasionally, students will break into small group discussions to process important content. During several class sessions, time will also be devoted to working on the collaborative team research project. The last session will be a poster display session where the collaborative research teams present their findings.
2 2 COURSE MATERIALS Required readings and other key materials are on electronic reserve. These can be accessed from the KSU Library home page by using the password aging12. All readings on the course outline are mandatory and must be reviewed by students prior to the given class session they are listed for to facilitate success on weekly quizzes (see below) and lively class discussions. Comprehensive guidelines for all class requirements will be provided on Flashline. GRADING PROCEDURES and POLICY (Undergraduate only) 1. There will be 14 scheduled quizzes worth 10 points each (grand total = 100 points). The student s lowest four quizzes (including missed quizzes) will be dropped from the overall total. Quizzes will cover both the material presented in the prior week s class, as well as the material from the present week s readings. Quizzes will not be cumulative in the content areas tested. Items on each quiz will be of an objective format (e.g. true false; multiple choice; matching). 2. There will be an optional final exam that will allow students who are unsatisfied with their quiz score total to substitute a final exam score instead in the calculation of their final grade. The optional final exam will (a) be worth 100 points; (b) occur on the regularly scheduled final exam date and time; (c) cover cumulative course content from the entire semester; and (d) be comprised of true-false; matching; multiple choice; and short essay type questions. There is no risk in taking the final exam. Either 1 or 2 will automatically be worth 50% of each student s final grade, depending on which ends up being the higher value. 3. Each student will also be required to complete structured interviews with at least 3 older adults of different ages and enter the resulting data into a computer file established by the instructor (see separate instructions). Each student will write a 10 page reflection paper based on their experiences with conducting the required interviews (see separate instructions). Papers will be scored on a range from 0 to 100 points and calculated as 25% of the total grade. 4. Each student will be assigned to a collaborative research team that will be responsible for analyzing and interpreting a specific portion of the interview findings and presenting their findings as a poster display at the last scheduled class session (see separate instructions). Each group will then receive a total score (based on both peer and instructor ratings) for its poster display that can range from 0 to 100 points. In turn, this score will be calculated as 15% of each student s total grade. 5. Each Student will be rated by their peers regarding their contribution to collaborative team research project. Teammates will anonymously rate each other on critical dimensions of completing the assignment with total scores ranging from 0 to 100 points. This will comprise 10% of each student s final grade. Note. THERE WILL BE NO EXTRA CREDIT MECHANISMS IN THIS COURSE. In summary, Final Grades will be calculated as follows: Highest of quiz total or final exam X.50 = 50% of Final Grade Total points on reflection paper X.25 = 25% of Final Grade Total points for group poster X.15 = 15% of Final Grade Total points for team contribution X.10 = 10% of Final Grade Grand Total = 100%
3 3 Point Distribution for Assigning Final Grade: A = pts B = pts C = pts D = pts F = < 65 pts ATTENDANCE POLICY Class attendance is not mandatory per se. However, a huge component of the final grade is based on the material covered in class and the corresponding weekly quizzes. Also, ongoing tips by the instructor for successful comprehension of material and tips related to assignments are given during class periods. Infrequent attendance is generally associated with poor grades. Students are also expected to have read assigned materials prior to each class meeting to benefit the most from in class discussions. Students who are absent (or late) for any regularly scheduled quiz will not be permitted to reschedule that quiz without a legitimate excuse in writing from a valid source. Otherwise, the student will receive a score of 0 for each quiz that is missed. POLICY REGARDING STUDENTS with DISABILITIES University policy requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Disability Services (contact or visit for more information on registration procedures). POLICY REGARDING ACADEMIC DISHONESTY University policy deals with the problem of academic dishonesty, cheating, and plagiarism. None of these will be tolerated in this class. The sanctions provided in this policy will be used to deal with any violations. If you have any questions, please read the policy at and/or ask the instructor. INFORMATION REGARDING DROP/ADD and WITHDRAWL DATES * The last day to Drop/Add a course is September 9, 2012 * The last day to withdraw from a course (with a W ) is November 4, 2012 POLICY REGARDING SWITCHING TEAM MEMBERSHIP Students will be assigned to a particular research team by the instructor. However, students can present a written request for assignment to a different team. This request must be received by September 11, 2012 and must contain a clear and sensible rationale for switching to a different team (e.g., the content covered on the requested team better fits the student s academic interests and/or career goals). COURSE REQUIREMENTS for GRADUATE STUDENTS Individuals enrolled as graduate students will meet with the instructor to develop an individual written learning contract that will specify course requirements and grading procedures.
4 4 COURSE OUTLINE Date Topic & Assignment August 28 Introductions & Course Overview September 4 Overview of the Psychology of Aging Reading 1. APA - Guidelines for Psychological Practice with Older Adults Reading 2. APA Careers in Aging Reading 3. APA Geropsychology - It s Your Future 11 Basic Principles of Lifespan Developmental Psychology Reading 4. Baltes, P. B. (1993). The aging mind: Potential and limits. COGNITIVE PROCESSES ** 18 Intellectual Change and Aging Reading 5. Stuart-Hamilton, (2012) Measuring Intellectual Change in Later Life. [Team Interview Questions due] 25 Normal Age-Related Changes in Memory Reading 6. Stuart-Hamilton, I (2012). Ageing and Memory. October 2 What are the Consequences of Normal Cognitive Aging? Reading 7. Blanchard-Fields, F. (2007). Everyday Problem Solving and Emotion: An Adult Developmental Perspective Reading 8. Salthouse, T. (2012). Consequences of Age- Related Cognitive Declines 9 Age-Related Cognitive Impairments Reading 9. Segal, D., Qualls, S., & Smyer, M. (2011). Cognitive Impairment PERSONALITY & SELF REGULATORY PROCESSES ** 16 Does Aging Affect Personality or Does Personality Affect Aging? Reading10. Hoyer, W. J., & Roodin, P. A. (2009). Personality [Team Interviews Due]
5 5 October 23 Self (Emotional/Developmental) Regulation in Later Life Reading 11. Urry, H. L., & Gross, J. J. (2010). Emotion Regulation in Older Age. Reading 12. Schulz, R., & Heckhausen, J. (1996). A Lifespan Model of Successful Aging. MENTAL HEALTH & HEALTH PSYCHOLOGY 30 Psychological Disorders in Later Life Reading 13. Davison, G. C., & Kring, A. M. (2004).Old Age and Psychological Disorders. November 6 Resilience and Aging Reading 14. Smith, G.C, & Hayslip, B. (2012). Resilience in Adulthood and Later Life. 13 Health Psychology with Older Populations Reading: 15. Ong, A. (2010). Pathways Linking Positive Emotion and Health in Later Life. SOCIAL & ENVIRONMENTAL PSYCHOLOGY 20 Social Relationships in Adulthood Reading 16. Luong, G., Charles, S. T., & Fingerman, K. (2011). Better with Age: Social Relationships Across Adulthood. Reading 17. Qualls, S. H. (2005). Social Contexts of Mental Well-Being in Later Life 27 Environmental Psychology and Aging Reading 18. Cheng, S., & Heller, K. E. (2009). Global Aging: Challenges for Community Psychology. Reading 19. Rogers, W. Stronge, A., & Fisk, A. (2005) Technology and Aging. December ** 4 STUDENT PRESENTATIONS [Individual Reflection Papers Due] [Team Poster Presentation Due]
6 6 Course Readings Reading 1: American Psychological Association (2004). Guidelines for psychological practice with older adults. American Psychologist, 59, Reading 2: American Psychological Association (August 2011) Careers in aging. Reading 3: American Psychological Association (no date). Geropsychology It s your future. Reading 4: Baltes, P. B. (1993). The aging mind: potential and limits. The Gerontologist, 33, Reading 5: Stuart-Hamilton, I (2012). Chapter 2: Measuring Intellectual change in later life. From: Psychology of Ageing : An Introduction (5th Edition). Jessica Kingsley Publishers Reading 6: Stuart-Hamilton, I (2012). Chapter 3: Ageing and memory. From: Psychology of Ageing : An Introduction (5th Edition). Jessica Kingsley Publishers Reading 7: Blanchard-Fields, F. (2007). Everyday problem solving and emotion: An adult developmental perspective. Current Directions in Psychological Science, 16, Reading 8: Salthouse, T. (2012). Consequences of age-related cognitive declines. Annual Review of Psychology, 63, Reading 9: Segal, D., Qualls, S., & Smyer, M. (2011). Chapter 7: Cognitive impairment. From: Aging and mental health (2 nd Ed). NJ: Wiley Blackwell. Reading 10: Hoyer, W. J., & Roodin, P. A. (2009) Chaper 10 Personality (pp ). From: Adult Development and Aging 6 th Ed McGraw-Hill New York. Reading 11: Urry, H. L., & Gross, J. J. (2010). Emotion regulation in older age. Current Directions in Psychological Science, 19, Reading 12: Schulz, R., & Heckhausen, J. (1996). A lifespan model of successful aging..american Psychologist, 51, y 1996 American Psychologist Reading 13: Old age and psychological disorders. From: Davison, G. C., Neale, J. M., & Kring, A. M. (2004). Abnormal psychology (9 th ed). New York: Wiley.
7 7 Reading 14: Smith, G., & Hayslip, B. (2012). Resilience in Adulhood and Later Life: What Does it Mean and Where are We Heading? In B. Hayslip & G. Smith (Eds.). Annual Review of Gerontology and Geriatrics: Emerging Perspectives on Resilience in Adulthood and Later Life. New York: Springer. Reading 15: Ong, A. (2010). Pathways linking positive emotion and health in later life. Current directions in psychological science, 19, Reading 16: Luong, G., Charles, S. T., & Fingerman, K. (2011). Better with age: Social relationships across adulthood. Journal of Social and Personal Relationships, 28, Reading 17: Qualls, S. H. (2005) Social contexts of mental well-being in later life. Clinical Psychology: Science & Practice. 12, Reading 18: Cheng, S., & Heller, K. E. (2009). Global aging: Challenges for community Psychology. American Journal of Community Psychology, 44, Reading 19: Rogers, W. Stronge, A., & Fisk, A. (2005). Technology and aging. Chapter 3 From: Reviews of Human Factors and Ergonomics, Volume 1 (R.S. Nickerson, Ed). Santa Monica, CA: Human Factors and Ergonomics Society.
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