Older people's social inclusion and mental well-being (5cr)

Evaluation scale

1-5

Objective

The student can describe the concepts of social inclusion and social functional capacity and name evidence-based methods to support them. The student recognises different operating environments where social inclusion can be promoted, and presents justified development proposals. The student can name factors related to older people’s mental well-being using international scientific literature. The student is familiar with evidence-based interventions that support mental well-being and can apply interventions in the different operating environments of geriatric social work. The student can name the most important factors threatening the mental well-being of older people, and presents development proposals. The student can map the lifestyle and social relationships of an older person and recognise problems related to social relationships. The student is familiar with the concept of cultural well-being and can present development proposals that can be used to support the well-being of older people through culture.

Content

• Opportunities and methods of supporting the social inclusion of older people
• Assessing and maintaining social functional capacity
• Promoting social functional capacity and inclusion in communities and society
• Supporting mental well-being and preventing mental health problems
• Relationships, their significance and their promotion
• Promoting cultural well-being

Materials

Kirjallisuutta esim.

Danielsbacka Mirkka, Hämäläinen Hans & Tanskanen Antti O. (toim.) (2020) Suomalainen auttaminen. Tukiverkostot suurten ikäluokkien ja heidän lastensa elämässä. Gaudeamus. Tallinna.

Heimo Sirkkaliisa & Fried Suvi (toim.) (2015) Vanhuuden mieli. Trinket Oy. Ikäinstituutti.

Saarenheimo Marja (2003) Vanhuus ja mielenterveys. Dark Oy. Vantaa.

Lisäksi muu opettajien osoittama materiaali

Student workload

1 op= 27 tuntia opiskelijan työtä

Assessment criteria, satisfactory (1)

The student can describe the concepts of social inclusion and social functional capacity. The student recognises operating environments where social inclusion can be promoted. The student can name factors related to older people’s mental well-being. The student is familiar with evidence-based interventions that support mental well-being. The student can name some of the most important factors threatening the mental well-being of older people. The student can map the lifestyle and social relationships of an older person. The student is familiar with the concept of cultural well-being.

Assessment criteria, good (3)

The student can describe the concepts of social inclusion and social functional capacity and methods to support them. The student recognises operating environments where social inclusion can be promoted. The student can name factors related to older people’s mental well-being using scientific literature. The student is familiar with evidence-based interventions that support mental well-being and can apply some interventions. The student can name some of the most important factors threatening the mental well-being of older people, and presents development proposals. The student can map the lifestyle and social relationships of an older person. The student is familiar with the concept of cultural well-being and presents development proposals that can be used to support the well-being of older people through culture.

Assessment criteria, excellent (5)

The student can describe the concepts of social inclusion and social functional capacity and name evidence-based methods to support them. The student recognises different operating environments where social inclusion can be promoted, and presents justified development proposals. The student can name factors related to older people’s mental well-being using international scientific literature. The student is familiar with evidence-based interventions that support mental well-being and can apply interventions in the different operating environments of geriatric social work. The student can name factors threatening the mental well-being of older people and present justified development proposals. The student can map the lifestyle and social relationships of an older person and recognise problems related to social relationships. The student is familiar with the concept of cultural well-being and presents innovative proposals that can be used to support the well-being of older people through culture.

Qualifications

No previous studies required