Ageing in life course (8cr)

Objective

After succesfully completing the course, students will be able to name individual, community and society-related factors (physical, psychological, social and experiential factors ), which affect ageing. They will be able to name historical, cultural and economical factors and factors pertaining to public health and people's life stories, which influence the experience of ageing, the ageing people's needs, functional capacity, social engagement and continuity of everyday life. Students know where to seek information of obstacles to ageing/elderly people's psychosocial wellbeing (e.g.of insecurity, loneliness, social exclusion, illness) at the levels of the individual, community and society. Under supervision, students will reflect on their own values, attitudes and actions.

Content

- Old age and ageing in the course of life (physical, psychosocial, spiritual and experiential aspects)
- Old age and vulnerability
- Activities/functional capacity/social engagement as everyday resources, older people's environments
- Illness (e.g. dementing diseases, depression, loneliness)
- Elderly people and substance abuse
- Elderly people and abuse
- Family care of the elderly
- Encountering death

Qualifications

Major part of the first year studies in the degree programme in social work. Practical training: Social services providing social security

Assessment criteria, satisfactory (1)

Grade 1-2:
Students see old age and ageing as a physical, psychosocial, spiritual and experiential stage of life course. Students are able to name factors and interrelationships between factors, which contribute to older people's good everyday life, social engagement and functional capacity. Students know where to seek information of ageing and related issues. They demonstrate interest in the topic. Under supervision, they reflect on their values, attitudes and actions. Students know how to report on their workshop contribution.
Grade 3-4: Students are able to explain and justify why certain individual or community and society-related factors and their interrelationships affect good daily life/functional capacity/social engagement of elderly/old people. Students are able to make observations, seek information and reflect and report on their personal conceptions of ageing and elderly and old people. Students know how to apply the knowledge and concepts they have learnt and they are able to explain and ciritically evaluate potential obstacles to elderly/old people's wellbeing/functional capacity. Students reflect on their own values and attitudes towards elderly and old people and look at their own actions from the perspective of professional ethics.
Grade 5:
Students are able to analyse historical, cultural, economical and public health and life story-related factors, which affect the ageing people's experiences, needs, functional capacity, social engagement and continuity of daily life at the levels of the individual, community and society. Students are able to apply the knowledge they have learnt and to critically justify the application of this knowledge. They are able to reflect on obstacles to elderly/old people's wellbeing (e.g. on insecurity, social exclusion, illness) from the perspectives of the individual, community and society and to give reasons for their opinions. Students know how to make observations and seek information with a critical and analytical eye. They reflect on their conceptions of ageing and elderly or old people. Students demonstrate commitment and an active and innovative approach to workshop activities. They evaluate their values, attitudes and actions from the perspective of professional ethics. Students are able to evaluate their social gerontological competence critically and constructively and from multiple perspectives, and to justify their opinions.

Materials

- Heikkinen, E. & Marin M.2002 Vanhuuden voimavarat. Tammi. s.6-32, 89-260.
Availability: https://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_EN&bibId=43073

- Sarvimäki, A.,Heimonen, S., Mäki-Petäjä-Leinonen A. 2010. Vanhuus ja haavoittuvuus. Edita,s.33-155.
Availability: https://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_EN&bibId=87763

- Erkinjuntti, T. & Huovinen, M. 2008. Kun muisti pettää: muistihäiriöt ja etenevät muistisairaudet. WSOY.
Availability: https://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_EN&bibId=85642

- Always at the Optimal Age! The European Year for Active Ageing and Solidarity between Generations 2012. Reports and Memorandums of the Ministry of Social Affairs and Health 2011:22. Ministry of Social Affairs and Health. Helsinki, Finland, s. 1-15. (http://www.stm.fi/c/document_library/get_file?folderId=3320152&name=DLFE-17206.pd f) (http://www.stm.fi/c/document_library/get_file?folderId=3320152&name=DLFE-17207.pd f)

- Suomi A. & Hakonen S. 2008. Kuluerästä voimavaraksi. Sosiokulttuurinen puheenvuoro ikääntymiskysymyksiin. PS-kustannus, s. 111?168.
Availability: https://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_EN&bibId=80243

- Näslindh-Ylispangar,A. 2012. Vanhuksen terveyden, hyvinvoinnin ja hyvän elämän edistäminen. Edita,s. 41-105.
Availability: https://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_EN&bibId=102252

Teaching methods

Workshop: thema-based, collaborative learning, supervised and independent study, group work, discussions, visiting lecturers, field trips. Preliminary assignment and learning assignment.