Varsity College

Psych 4805
Adult Development and Aging

Housekeeping
Planning

and admin covered

Check in developed
Outcomes clearly stipulated
Dynamic intro using key question
Topic contextualised
Resources for lesson
Slides with info
Activity planned game, discussion
Time managed and planned effectively
Outcome

summarised and reinforced

Evaluation what worked or didnt work in the lecture?

Checklist

Lecture 1
Introduction

20 minutes

Name
Where you live
Study full time or part time
What made you select this course?
If you were a chocolate which would you be and why?
Do you have any special requests, questions, or needs you need me to know about

Contracting 5 minutes

Cell phones
Bathroom and food breaks
Time keeping
Communication whatsapp, email list (get someone to comprise a list of names, numbers and emails)
Class attendance

UNISA

requirements

Dates,
Our

how well plan, wholl be in charge of this?

parking lot and curiosity board

Learning

Styles 20 minutes

http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Prepare music for breaks

Lecture 2
Real

life problem

Break

into two groups, spend 10 minutes

coming up with a plan for growing old
successfully

Learning Objectives
What is gerontology? How does ageism relate to
stereotypes of aging?
What is the life-span perspective?
What are the characteristics of the older adult population?
How are they likely to change?

Myths of aging lead to the negative

stereotypes of older people.

What are some of the myths and stereotypes about aging?

Do you have any erroneous beliefs about aging?
Do you harbor any stereotypes about older people?

Gerontology

the study of aging from maturity

through old age

The Life Span Perspective

LSP divides human development into two phases:
1. Early (childhood and adolescence)
2. Later (young adulthood, middle age, and old age)

Baltes Lifes Span Perspective:

Multidirectionality
Plasticity
- Ability to increase skill through training and practice
Historical Context
- Impact of culture and circumstances in which we are born
Multiple causation
- biological, psychological, socio-logical and life cycle forces

More resources need to maintain and cope therefore less

resources to develop

Population Trends Around the World

2000

% age 65 and
older

Lecture 3
Learning Objectives
What

three main forces shape development?

What

are normative age-graded influences,

normative history-graded influences, and nonnormative influences?

How

do culture and ethnicity influence aging?

What

are the nature-nurture, stability-change,

continuity-discontinuity, and the universal
versus context-specific development
controversies?

The forces of development

What is the impact of an ageing population on the

economy?

Life Cycle Forces Example

Pregnant Teen
Biological: lack of nutrition in diet
Psychological: worried,anxious, depressed
Sociocultural: perceived asnegative, outcast at school
Pregnant Married 30 yrold
Biological: Healthy diet, vitamins
Psychological: Excited,Nervous
Sociocultural: Supported by family and friends

Cohort group of people born at the same point

Developmental influences
Normative age graded influences

Nature

Core issues in development

How Old are You?

The Meaning of
Age
Primary

Aging

Definitions of Age

Chronological Age

Biological Age

Psychological Age

normal, disease free development

Secondary

Aging

changes related to disease,

lifestyle, and environmentally
induced changes

Tertiary

Aging

rapid loss occurring shortly before

death (Terminal Drop)

years since birth

measure of the functioning of

various vital, life-limiting, organ
systems
functioning level of psychological
abilities used to adapt to
change: memory, intelligence,
motivation, feelings, etc

summary
https://www.scribd.com/doc/103703
160/5/Life-Cycle-Forces-Example

Biopsychosocial Framework Summary

Aging is not clear cut
Doesnt affect us all equally
Mutually interactive
Aging is unique
Development cannot be understood by examining in isolation
Encompasses life span yet appreciatesunique aspects of each
phase of life

Research Methods
Learning Objectives
What approaches do scientists use to measure
behavior in adult development and aging research?
What are the general designs for doing research?
What specific designs are unique to adult
development and aging research?
What ethical procedures must researchers follow?

Research Methods
Measurement in Research

Reliability

Validity

consistent measure each time

measures what it is supposed to measure

Methods of Research

Systematic

observation

Naturalistic (watch as it happens naturally)

Structured

Sampling

(set up situation to elicit a certain behavior)

behavior with tasks

create tasks that are thought to sample the behavior of interest

i.e. grocery list to test memory

Self-reports

Ask the participant to report on topic of interest

Representative

sampling

Populations broad groups i.e. all students taking Geriatrics

Sample a subset of the population

Designs for Studying Development

Age

effects

(within subjects)

differenced caused by age

Cohort

effects

differences caused by experiences and circumstances unique to the

generation to which one belongs

Time-of-measurement

effects

differences stemming from sociocultural, environmental, historical or

other events at the time the data is obtained

Cross-sectional

designs

testing different age groups at the same time

Longitudinal

designs

testing same individual repeatedly at different points

Sequential

designs

different combinations of cross-sectional or longitudinal studies

Research Methods
Integrating Findings from Different Studies
Meta-analysis

results from many studies

Powerful

tool

Allows scientists to determines whether a finding generalizes across

many studies that used different methods

Research Methods
Conducting Research Ethically
Minimize

risks to research participants.

Describe

the research to potential participants.

Avoid

deception.

Results

should be anonymous or confidential.

http://lifehacker.com/five-best-mind-mapping-tools-476534555