human behavior and the social environment unit 9: chapter 12 late adulthood: ages 60+ years “if...
TRANSCRIPT
HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT
UNIT 9: CHAPTER 12LATE ADULTHOOD: AGES 60+ YEARS
“If you live to be one hundred, you've got it made. Very few people die past that age.” George Burns
“Age is an issue of mind over matter. If you don't mind, it doesn't matter.” Mark Twain
“Old minds are like old horses; you must exercise them if you wish to keep them in working order.” John Quincy Adams
Welcome
Microphone check If technical issues close out seminar, my students
should meet in the classroom chat room. Tonight: End of term reminders, Unit 9 Project,
overview of late adulthood (field trip), small group activity, and late adulthood and the biophysical dimension, psychological dimension, and social dimension
End of Term Reminders
The end of term is rapidly approaching ALL late work MUST be submitted by the end of
Unit 9, no exceptions All Unit 9 Projects MUST be submitted by the end
of Unit 9, no exceptions End of term surveys Last seminar….
Unit 9 Project: Instructions
Title page Introduction: brief summary/history of Luis Perez.
End this paragraph with a CLEAR thesis statement. Body (must incorporate theory and information
from the course): Strongest influences on Luis’ behavior Changes for Luis as he transitions from middle
adulthood to late adulthood Potential biases or prejudices (refer to NOHS ethics)
Unit 9 Project: Instructions
Conclusion: what you may learn about yourself through this case, close with your thesis statement
Reference page: two required sources Format:
Five (or more) complete paragraphs 2-4 pages of text, plus the title and reference page 12 point font, Times New Roman Double spaced Free of typographical errors
Unit 9 Project: Grading Criteria
Introduction, 20 points Greatest influences, 20 points Changes over time, 10 points Prejudices and biases, 20 points Reciprocal relationship between clients and HSPs,
20 points Mechanics, 8 points Reference page, 2 points
Extra Credit: Up to 15 Points
5 points if you have your project reviewed by someone else (a classmate or the Writing Center) and you use their comments to improve your work. You must submit your paper with their comments on it along with your final project.
5 points if you review a classmate's work. You must submit their paper with your comments on it along with your final project.
5 points if you submit your final project before the end of Unit 8, rather than the end of Unit 9 when it is due. Be cautious if you do this, however, that you don't miss bringing in important information from Units 8 and 9 to your paper. Too late now!
Late Adulthood
Stages: Young-old: 65-74 years old Middle-old: 75-84 years old Old-old: 85+ years old
Social Theories of aging Continuity theory Activity theory Disengagement theory Socioemotional selectivity Gerotranscendence
Late Adulthood
Senescence-decline in bodily systems and the resulting increased vulnerability (Foos & Clark, 2008)
Biological Theories of Aging (Foos & Clark, 2008) Biological clock/Hayflick number Evolution Hormones Immune system Wear and tear Free radicals Garbage accumulation DNA Damage and repair
Late Adulthood
What do you think plays a bigger role in aging – nature or nurture?
Field trip: Grandpa Gustafson's opinion, http://www.youtube.com/watch?v=1leLgTr9ytw
Has your opinion changed? What does the research say?
Commonalties in Aging
Concern with leaving a legacy, this relates to Erikson’s integrity versus despair
A change in the sense of time Wanting to fulfill the elder function Attachment to familiar objects Creativity, curiosity, and surprise
Chat Time
Assignment to group Pick a reporter Reconvene and present responses Questions to consider (see page 574, exhibit 12.3)
When will you be “old”? When is a person “old”? How should you refer to a person who is “old”? List some common stereotypes/media images of “old” people What is the best part of growing older? What is the worst part of growing older? How do you define successful aging?
Biophysical Considerations
Implications for practice: sexuality in late adulthood What is a good way for an HSP to broach a conversation about
sexuality with an elder client? Health care and medications Chronic health problems Death and dying Advance directives for health care Implications for practice: End-of-life care
What are some considerations for end of life care?
Cognitive Development
Selective Optimism & Compensation- Focuses on ways the older self is able to cope & maintain integrity despite declines in reserve capacities Selection Optimization Compensation
Fluid intelligence: abstract reasoning ability or “native intelligence”, decreases with age
Crystallized intelligence: Accumulated information & verbal skill, Remains stable or may even increase with age
Executive functioning: the cognitive abilities of organization & task performance, may be impaired by certain conditions
Mental Impairment
Temporarily forgetting a colleague’s name
Having a word on the tip of the tongue
Misplacing objects in moments of distraction
Forgetting for a moment where you’re going
Having trouble balancing the checkbook accurately
Temporarily forgetting the day of the week
Not being able to recall the name later
Substituting strange words for forgotten words
Misplacing things in unusual places & having no memory of putting them there
Getting lost on your own street Forgetting how to add or subtract
numbers Not knowing what season or year it
is, even after thinking about them
NORMAL ALZHEIMER’S/DEMENTIA
Loss, Grief, and Mourning
EXTRINSIC FACTORS Personal losses or gain Social forces (losses or gains) Socioeconomic adversities Unwanted retirement Cultural devaluation of older persons
INTRINSIC FACTORS Nature of personality Physical diseases Age-specific changes Experience of bodily dissolution & approaching death
Loss, Grief, and Mourning
Four tasks essential to mourning Accept the loss Feel the pain Adjust to the environment Find a way to maintain connection with the deceased
Parent-Child Relationships
Contributors to caregiver resiliency Distancing from the care situation, physically &
emotionally Regular physical exercise Keeping up personal hobbies Having at least one close confidant for emotional support Personal religious beliefs A philosophy of duty toward the parent Sense of humor
Senior Living
Long term care: medical & social interventions for those who have chronic illnesses or impairments that are geared toward helping a patient live as satisfactorily as possible in an appropriate, least restrictive setting
Options Independent living senior apartments Low-income-housing tax credit properties Board & care homes or adult foster homes Freestanding assisted-living facilities Continuing care retirement communities Nursing homes (the Eden Alternative and Green House)
What contributes to quality for residents?
Elder Abuse and Neglect:Risk Factors, Signs, and Causes
Presence of family member’s mental illness, or drug or alcohol abuse
Stressful life events for the family, such as financial loss, death, divorce
Cognitive impairment of the older person (more likely to be neglected)
Physical impairment/dependence on others for physical needs (more likely to be abused)
Older person’s social isolation Poor hygiene & nutritional status; obvious lack of care
Elder Abuse and Neglect:Risk Factors , Signs, and Causes
The older person appears hyper vigilant or nervous The caregiver displays hostility & impatience toward the
elder Causes
Caregiver Stress Caregiver Impairment Ecological Model of Elder Abuse
Closing
Tonight: End of term reminders, Unit 9 Project, overview of late adulthood (field trip), small group activity, and late adulthood and the biophysical dimension, psychological dimension, and social dimension
Any questions? Next week:
Unit 10: Reciprocal relationship between client and provider Reading: “From Tragedy to Triumph” No seminar, DB optional
Ashford, J.B., LeCroy, C.W., & Lortie, K.L. (2009). The social environment and human behavior. Mason, OH: Cengage Learning.
Foos, P.W., & Clark, M.C. (2008). Human aging. Boston, MA:Pearson Higher Education.