Supporting the development of people in late adulthood WF-PS-N-WRO
The goal of the workshop will be to familiarize students with information on the psychological aspects of aging and the role of the psychologist in supporting this challenging period of life. In particular, students will be introduced to the latest trends in modern psychology in this area, which radically change the classical depictions of old age, emphasizing the possibility of intensive psycho-emotional development during this period of life.
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Preliminary Requirements
Course coordinators
Learning outcomes
PS_W08 - knows and understands the methods of interpreting the variability of individual behavior in a social context and in relation to differentiated structures, institutions and social interactions
PS_W13 - knows and understands the importance of stress, crises, conflicts in human life and has knowledge of preventing and counteracting these phenomena.
PS_W17 - knows and understands the typology and behavior of people who are socially isolated, as well as the procedures related to psychological forensic judgment
Assessment criteria
Knowledge
-for a grade of 5: The student will have a rich knowledge of the psychological aspects of aging and the role of the psychologist in supporting and assisting development during this period of life.
-for a grade of 4: The student will have a fairly rich knowledge of the psychological aspects of aging and the role of the psychologist in supporting and assisting development during this period of life.
-for a grade of 3: The student will have little but sufficient knowledge of the psychological aspects of aging and the role of the psychologist in supporting and assisting development during this period of life.
-for a grade of 2: The student will have insufficient knowledge of the psychological aspects of aging and the role of the psychologist in supporting and assisting development during this period of life.
Skills
-for a grade of 5: The student will have a very strong ability to recognize the psychological needs of the elderly and to plan and implement developmental support methods among these individuals.
-for a grade of 4: The student will have a fairly strong ability to recognize the psychological needs of the elderly and to plan and implement developmental support methods among these individuals.
-for a grade of 3: The student will have a slight, although sufficient, ability to recognize the psychological needs of older persons and to plan and implement methods of assisting development among these persons.
-for a grade of 2: The student will not have sufficient ability to recognize the psychological needs of older persons and to plan and implement methods of assisting development among these persons.
Competencies
-for a grade of 5: The student will be able to talk very skillfully with the elderly, supporting their mental well-being and development.
-for a grade of 4: The student will be able to converse quite skillfully with the elderly, supporting their psychological well-being and development.
-for a grade of 3: The student will be able to converse with the elderly in a small but sufficient way, supporting their psychological well-being and development.
-for a grade of 2: The student will not be able to talk to the elderly, thereby failing to support their psychological well-being and development.
Bibliography
1. Chojnacka, M. (2009). Przegląd badań efektywności terapii poznawczo-behawioralnej w zaburzeniach lękowych uogólnionych u osób w podeszłym wieku. Psychiatria Polska, 43(5), 557–569.
2. Davenhill R. (2021). Zmierzch życia. Depresja i demencja wieku podeszłego w ujęciu psychoanalitycznym, Warszawa: Oficyna INGENIUM.
3. Fabiś, A. (2018). Troski egzystencjalne w starości ujęcie geragogiczne. Kraków: Uniwersytet Pedagogiczny w Krakowie.
4. Kilian, M. (2019). Funkcjonowanie osób w starszym wieku, Warszawa: Difin.
5. Starzomska, M. (2006). Mądrość osób starszych w świetle współczesnej psychologii rozwojowej. Psychogeriatria Polska, 3(3), 167-173.
6. Starzomska, M. (2011). Spełnienie czy rozpacz? Rozwiązanie kryzysu starości. W: M. Jankowska, M. Starzomska (red.), Kryzys: Pułapka czy szansa? (s. 45-60). Kraków: Wydawnictwo Naukowe Akapit.
7. Steuden, S. (2016). Psychologia starzenia się i starości, Warszawa: PWN.
8. Zasępa, E., Misiec M. (2022). Doświadczając starości. Warszawa: Difin.
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Term 2023/24_L:
1. Chojnacka, M. (2009). Przegląd badań efektywności terapii poznawczo-behawioralnej w zaburzeniach lękowych uogólnionych u osób w podeszłym wieku. Psychiatria Polska, 43(5), 557–569. |
Additional information
Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: