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Syllabus

PSY 215AA: Adulthood and Aging

3Credits

Fall 2015    

Instructor:

Dr. Sharon A. Nazarchuk                Phone: (570)504-7957

         

 

Office:

                                                        E-mail: nazarchuks@lackawanna.edu

Room 242 Healey Academic      

Building; 2nd floor

   

Office Hours

Monday and Wednesday                   Class day & time: Tues. & Thurs: 8:00-9:30am

10:00-1:00 or by appointment           Class Room: 201

 

 

 

There is no textbook for this course. You will be tested on the PowerPoints, readings, in-class projects and group work. This is a service learning component to this class so all students are expected to participate in this project. The following are articles (I provide them for you) that you need to read for this course:

  1. “Understanding Age Stereotypes and Ageism” by Sage Publications
  2. “What factors influence the mental health and social well-being of older people?” (2100) from Best practice guidelines form mental health promotion programs: Older adults 55+ (© 2010, 2011 CAMH)
  3. “Mental Health of the Elderly” Journal of Mental Health
  4. “10 Symptoms of Mental Illness in the Elderly” (2013) by Sarah Stevenson
  5. “How Social Connections Keep Seniors Healthy” by Jill Suttie
  6. “Sexuality and Intimacy in Older Adults” by Chris Rheaume and Ethel Mitty
  7. “Increasing number of U.S. seniors living in poverty” (2013) by Niles Williamson
  8. “U.S. retirement confidence at 23-year low” (2013) by Kate Randall
  9. “Caregiving for the Elderly” (2013) by Denise E. Flori
  10. “Graying Prisoners” (2103) by Jamie Fellner
  11. “What Exactly is Hospice? Facts about Hospice Care” (2013) The American Academy of Hospice and Palliative Medicine

Overview:

This course begins with an overview of recent theoretical perspectives on adult development and aging. In chronological sequence, it presents the stages of adulthood and concludes with death and dying. Topics covered include personal, family, and vocational development through adulthood, gender pattern differences, and the impact of changing demographics, including the lengthening of the life span.

DESCRIPTION:

This course provides an inter-disciplinary approach to its topics and considers the stigma of old age, the psychological problems of aging, the significance of individual differences in facing these problems, financial and legal strategies for surviving in old age, and the care and institutionalization of the elderly.

OBJECTIVES:

The objectives of this course are for students to have:

  1. To study the life-span development, and review the research methods used to investigate development.
  2. To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.
  3. To examine the unique transitions and events particular to young adulthood, middle age, and old age.
  4. To study the final event in life – death and dying

STUDENT LEARNING OUTCOMES:

After completing this course, students should be able to:

~ Define the study of gerontology and to understand many aspects of the aging   process

~ Explain the person-environment approach to aging

~ Understand mental health and mental disorders of the adult

~ Understand the life-span perspective

~ Address the impact on society of the increasing adult populations that are living longer

~ Understand the ways in which social systems impact an individual’s long life, now and in the future

REQUIREMENTS:

SERVICE LEARNING PROJECTS:

  1. We will be planting flowers (mums) at the nursing home as our service learning project. Each members of the class needs to participate in order to earn their 10% towards their final grade. I will give you more information on this project as soon as possible.
  2. The second part of this service learning project is that we go to the Mulberry Towers to decorate the activity room with flowers and we will have a short program by the administrator discussing aspects of high-rise living, financial arrangements, who can live there, etc. She will be also address any question you may have to give this some thought before we go there.

 

IN-CLASS ASSIGNMENT:

There will be one in-class assignment worth 10% of your final grade. This will be two-fold in its requirement. Students will work in groups of three (no more than three) and each group will cover any area in this course that you find interesting. You do not have to approve your topic with me, but I will be happy to give you direction or answer any questions you may have. You will present your material during the next class. All members of the group must participate, but I will leave the sharing of the assignments up to each individual group. Each member of the group may speak or you may select only one member of your group to be the speaker. You will be graded on content, presentation, manner of dress, how much effort you have put into this project and how you respond to questions asked by the class. You may use audio or visual props. I strongly urge students to use PowerPoint for their presentations, but again, this is your assignments.

You do not have to present any material to me. After your presentation is completed, you will be graded. You do not return to your seat until you come over to me and receive your grade.

Again, this assignment is worth 10% towards your final grade. If you do not participate, you will be given a “0”. I do not want to hear how you weren’t in class and didn’t know about this project since I am giving ample time (the first day of class) for you to be prepared for this work. The in-class assignment will be given on Tuesday, October 13th.

RESEARCH PAPER:

This assignment is also worth 10% of your final grade.

Many younger persons do not have much experience in thinking about or dealing with older persons. Older people have many life stories, all filled with adventure and challenge. Educating younger people about some of the viewpoints and some of the issues faced by older people is a great way of sharing these unique life stories.

The following are the areas you may choose from for your 3-4-page paper that incorporate issues related to older persons into specific subject areas. Select one (1) of these areas and submit your paper by Tuesday, November 3rd.

If your paper is not submitted by 8:00am on this date, you will be dropped one letter grade. Below are the areas you can choose from and a copy of the rubric I use for grading your papers so you can see my expectations.

Social Studies 

  • Look at how family patterns have changed – more families have more older people in them now, many grandparents work as primary caregivers, many families are nuclear or headed by a single parent.
  • What is the impact of poverty on older persons?
  • What are the social costs of an ageing population on the Canadian health care system? On the family? On individuals?
  • What are the gender implications of ageing?
  • Do different age groups face different prejudices? If so, why?
  • Draw your family tree or Canada’s family tree.

Business 

  • What are some of the rights of older persons in the workplace?
  • What are some of the stereotypical jobs held by older persons? Younger persons? Why?
  • What are some of the projected impacts of an ageing society on business?
  • How can businesses adapt to a more active ageing community?
  • Give examples of some of the characteristics of consumers in specific age groups.

Law 

  • Look at the International Action Plan on Ageing, What entitlements does it confer on older persons?
  • Look at the UN Principles for Older Persons. How is it different from the Action Plan? What principles does it confer on older persons?
  • What rights do older persons have?
  • What are the rights of those persons caring for an older person full-time?
  • Consider the impact that a law might have on different age groups.
  • List the benefits and detriments of a will.
  • Do some types of crime happen more frequently to older persons? If so, why?

 

Research Paper Grading Rubric

 

Introduction

  • Is the topic of the paper clearly and concisely introduced?
  • Does the introduction include a clear and concise thesis statement?
  • Does the information forecast the remainder of the paper for the reader?

 

 

 

_____/15

Body of the Paper

  • Does the paper provide examples to help the reader understand points made?
  • Does the paper synthesize the material reviewed into a few main points?
  • Is all information factually correct?
  • Does the paper provide excellent background, context and idea development?
  • Does the paper include an excellent discussion of detail?

 

 

 

 

_____/40

Conclusion

  • Is there a conclusion?
  • Does the paper provide a brief summary of what has been discussed?

 

 

_____/10

References & Citations

  • Does the body of the paper cite sources as necessary? (4 points)

 

 

 

_____/4

Quality of Sources

  • Are the sources relatively recent? (3 points)
  • Is there a variety of sources? (3 points)

 

 

_____/6

Writing Style

  • Is the paper well organized?
  • Is the paper free from grammar & spelling errors?
  • Are there smooth transitions between sections?
  • Is the manuscript clean/legible/pleasing to read?

 

 

_____/20

Style

  • Does the paper follow the margin, font, and page specification found in the paper guidelines? (3-4 pages, 12-point font, 1” margins, double spacing)

 

 

 

_____/5

Total Points:  _____/100

EVALUATION:

I expect students to attend class and to participate. You need to keep up with the reading and be prepared for each class.

Once you have missed the allotted number of absences, you will be dropped from the course.

ATTENDANCE POLICY”

Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. This pertains to online classes as well. Attendance is tracked by instructors, so be sure to log on and adhere to the following scale:

               

# of Times Class Meets

Maximum # of Absences Allowed

3 times a week

6

2 times a week 4

4

1 time a week 2

2

Developmental Classes

DE 010, DE 020, DE 030

3

 

WITHDRAWAL POLICY:

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar.

To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar’s Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. No exceptions will be made.

Students who violate the College’s Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

Financial obligations to the College will be determined according to the Refund Policy.

INSTRUCTOR’S POLICIES

Grades are non-negotiable.

Do not phone or e-mail me at the end of the semester and ask for a grade change. You grade will reflect exactly what you have earned. I will not give any extra credit assignments for students who did not do well all semester and then need a higher grade for whatever reason.

Do not come into the classroom late.

I will NOT tolerate students coming into the classroom late. If you are late you will not be allowed in class and this will count as an absence. You know class begins at 8AM so make provisions to be here on time. Students cannot just enter the classroom whenever they feel like as it is disrupting to the class in progress.

There will not be any electronic equipment in use during the class.

All cell phones are to be put away when entering this classroom. I will not tolerate any student text messaging during class. If you are caught doing this, you will be asked to leave the room and not return. Headphones are to be removed before entering the classroom.

Hoods and baseball hats:

These are to be removed when you enter the classroom unless you are of the religion that you keep your head covered. I respect all religious protocols.

Sign-in sheets:

There will be a sign-in sheet on the desk as you enter the room. If you are early you may sign in but this sheet will be passed around the room during the first ten minutes of class. If you do not sign in this means you are absent. Do NOT sign another student’s name as this is considered forgery and will be grounds for dismissal from my class.

PARTICIPATION:

At the college level, the role of the professor is to construct a context for learning.

Learning—and the development of the course—depends on student engagement.

Knowledge is not transmitted, but actively created.

Participation during class:

  • Note-taking.
  • Listening to your colleagues.
  • Contributing comments based on the reading.
  • Giving other students a chance to speak.

 

GRADING:

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

 

DUE DATES AND LATE PENALTIES:

MISSED WORK AND MAKE-UPS:

You will be responsible for any work or assignments you miss. Your class schedule lists the dates and the material that will be covered. Sometimes, we deviate from the schedule or we may have class in a different area, so it is your responsibility to know what is happening in class. I suggest you get in touch with a fellow classmate if you miss class. It is your responsibility to find out what you missed in class so I suggest that you obtain a phone number or e-mail address from a fellow student. The dates of the exams are clearly marked on the class schedule, but if for some reason you cannot take the exam, you must see me ahead of time to make alternative arrangements. I do not give the same exam for make-ups nor do I give any make-up exam for the final unless you miss for a very good reason. If you miss an exam, you have 24-hours to get in touch with me and schedule a make-up. Do not come into the next class after the exam and ask for a make-up. Again, e-mail or call me to schedule a make-up exam and to give me your reason for missing the exam.

  • There will be no “extra credit.”

GRADING:

In-class assignment   10%

Research Paper         10%

Service Learning Projects: 10%

Exam #1                              10%

Exam #2                              20%

Exam #3                              20%

Exam #4                              20%

Total                                   100%

 

GRADES AND EXAMS:

I DO NOT give you your grades, you earn them. Please do not come to me before final grades are due and ask for extra credit assignments. This would not be fair to those who attended classes and did well on their exams. If you are having difficulty, see me before the end of the semester. There will be one exam worth 10% of your grade, three exams each worth 20% of your final grade, one service learning project worth 10%, one in-class assignment worth 10% of your final grade, and one research paper worth 10% of your final grade. The exams will cover all of the material prior to the date of the exam, but nothing from the previous exam, in other words the exams are not comprehensive. Format of the exams are multiple choice. The dates of the exams are clearly listed on your Class Schedule and also are listed on the portal.

Also, there are group projects that are unannounced throughout the semester where you can earn extra credit points. I do not give extra credit at the end of the semester so do not come to me and ask for any. If you are in class you can earn these points by working with a group of your peers.

ACADEMIC INTEGRITY:

Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated either in the online or traditional classrooms. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well.

The following are among the forms of dishonesty, in a classroom of any type, for which sanctions may be applied:

  • Using books, notes or other materials during an examination, unless expressly permitted;
  • Using purchased essays, term papers or preparatory research for such papers;
  • Copying others’ work or engaging in unauthorized cooperation during an assignment or examination;
  • Allowing another student to copy from an examination or other assignment intended to be performed independently;
  • Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment;
  • Submitting as one’s own work originally done by someone else;
  • Submitting the same written report in more than one course without prior approval from the instructor(s) involved;
  • Stealing examinations or assignments;
  • Supplying or selling examinations or assignments;
  • Misrepresenting statements concerning work submitted;
  • Falsifying or fabricating experimental data or results;
  • Falsifying or fabricating the need for extensions on papers or make-up examinations.
  • Misrepresenting identity in an online course

(Please see the student handbook for more information.)

DISABILITY STATEMENT:

Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution. Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs. Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab. If you feel that you have a disability that has not been formally documented, you may meet with Mrs. Christine Kiehart in the academic development office to discuss your options. Please note that disability services do not include exemption from participation requirements in courses considered part of the School of Distance Education, including online and hybrid courses.

LACKAWANNA COLLEGE NOTICE OF NONDISCRIMINATION

Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected classification. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal Law including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Americans with Disabilities Act of 1990.

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589, piggam@lackawanna.edu

Equal Opportunity and Affirmative Action inquiries: Anita Cola, Affirmative Action Officer/Dean of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815, colaa@lackawanna.edu or Dan LaMagna, Affirmative Action Officer/Dean of Students, Angeli Hall, Room 104, Vine Street, Scranton PA, (570) 504-1579, lamagnad@lackawanna.edu.  

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email: OCR.Philadelphia@ed.gov.   

EQUAL OPPORTUNITY STATEMENT:

Lackawanna College will not discriminate in its educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership or any other legally protected classification. Announcement of this policy is in accordance with State law, including the Pennsylvania Human Relations Act, and with Federal law, including Titles VI and the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Inquiries should be directed to Anita Cola, Affirmative Action Officer, at (570) 961-7815 or colaa@lackawanna.edu OR Dan LaMagna, Affirmative Action Officer, at (570) 504-1579 or lamagnad@lackawanna.edu.

PORTFOLIO AND COURSEWORK:

Lackawanna College will empower you to experience learning by inspiring your critical thinking, accessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.

FINAL COMMENTS:

Throughout the course, each student should keep a record of his/her grades so you should have a very good idea of how you are doing. I DO NOT change any grades unless I have made a mathematical error; you get exactly what you earn so do not ask for a higher grade because you need it to pass or to increase your GPA. The extra credit assignments are given during the course sessions so you need to be in class to be eligible for these extra credit in-class projects.

I am in this classroom every morning from 7:10am until the start of class and am willing to cover any material that you do not understand. You do not need an appointment, just come in to receive tutoring.

I strongly urge all students to obtain a copy of Lackawanna College’s Student Handbook and to become familiar with all policies.

All lectures are given via PowerPoint and these are located on the portal. You need to read each chapter in your text in conjunction with the Power Points.

If you have any questions or concerns, please feel free to talk to me; don’t wait until the end of the Semester to voice them. Do not come to me before the final exam and ask what you need to pass the course. Do not come to me before final grades are due and ask for extra credit assignments to bring up your grade. This is not fair to those who have attended class and did well on their exams and in-class assignments. If you are having any problems I will make every reasonable effort to help you. If you want to learn about Adulthood & Aging, I am willing to help you learn. Make sure you have a text and keep up with the reading and the Power Points.

LEARNING CLASSROOM:

Since we are in this type of learning environment, I plan to do a lot of group work. This is a serious, upper-level course but we can have fun learning. We may do substitutions for exams or class projects instead of an exam. I will have to see how things are flowing in this course. This is why attendance is so important. Check with a fellow student if you are not in class to find out what is going on for the next class.

Course Schedule

This schedule may be changed for any unforeseen reason. Please check with a fellow student if you are not in class to know what is required for each class.

 

Week

Topic

Course Objective Met

Related Assignment, Assessment, or Learning Activity

1

Introduction and cover syllabus

 

Cover syllabus, class discussion

2

Aging in America

To study the life-span development, and review the research methods used to investigate development.

PowerPoint lecture; class discussion; reading materials

3

Stereotypes of the Elderly

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

 

PowerPoint lecture; Read the article and discuss article #1: “Understanding Age Stereotypes and Ageism”; class discussion; U-tube video

4

Physical Health and Well Being

To examine the unique transitions and events particular to young adulthood, middle age, and old age.

 

PowerPoint lecture; group work in class; Read and discuss article #2: “What factors influence the mental health and social well-being of older people?

5

Mental Health

To study the life-span development, and review the research methods used to investigate development;

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

 

PowerPoint discussion; Discussion for article #3: “Mental Health of the Elderly”; Article #4: “10 Symptoms of Mental Illness in the Elderly”

6

Friends, Family and Community

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age.

 

PowerPoint lecture; class discussion; U-tube clip; group assignment in class

7

Intimacy and Sexuality

To study the life-span development, and review the research methods used to investigate development.

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age.

 

Read Article 6: “Sexuality and Intimacy in Older Adults” and class discussion in conjunction with the PowerPoints

8

Work and Leisure

To study the life-span development, and review the research methods used to investigate development.

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age.

 

PowerPoint lecture with class discussion; U-tube video; in-class group project

9

Finances and Lifestyle

To study the life-span development, and review the research methods used to investigate development.

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age

Discuss article #7“Increasing number of U.S. seniors living in poverty” and article #8, U.S. retirement confidence at 23-year low.

10

Living Environments

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age

PowerPoint lecture; class discussion; U-tube video

11

The Oldest-Old and Caregiving

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age

PowerPoint lecture and discuss Article #9 “Caregiving for the Elderly”

12

Special Problems

To study the life-span development, and review the research methods used to investigate development.

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age

Discuss Article #10 “Graying Prisoners”; PowerPoint presentation

13

Death and Dying

To study the final event in life – death and dying

 

Read and discuss Article #11 “What Exactly is Hospice? Facts about Hospice Care”

U-tube video

14

End of semester review

To study the life-span development, and review the research methods used to investigate development.

To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

To examine the unique transitions and events particular to young adulthood, middle age, and old age.

To study the final event in life – death and dying

 

Open class discussion on any of the objectives.

Class Schedule:

Exam #1: Tuesday, September 29th

In-class assignment: Tuesday, October 13th

Exam #2: Tuesday October 20th

Research Paper: Tuesday, November 3rd

Exam #3: Tuesday, November 17th

No Class: Thursday, November 26th/ Thanksgiving

Exam #4: 8:00-10:00am on Tuesday, December 8th