Adult development lecture notes

7/24/2019 Adult development lecture notes

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Varsity CollegePsych 4805

Adult Development and Aging


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Checklist

HousekeepingPlanning and admin covered

Check in developedOutcomes clearly stipulatedDynamic intro using key questionTopic contextualisedResources for lesson

!lides "ith info Activity planned # game$ discussion

Time managed and planned effectively

Outcome summarised and reinforced%valuation # "hat "orked or didn&t "ork in the lecture'


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Lecture 1

(ntroduction # )* minutes +ame

,here you live

!tudy full time or part time

,hat made you select this course'

(f you "ere a chocolate "hich "ould you -e and "hy'

Do you have any special requests$ questions$ or needs you need me to kno" a-out

Contracting # . minutes Cell phones

/athroom and food -reaks Time keeping

Communication # "hatsapp$ email list 0get someone to comprise a list of names$ num-ers and emails1

Class attendance

2+(!A requirementsDates$ ho" "e&ll plan$ "ho&ll -e in charge of this'Our parking lot and curiosity -oard

3earning !tyles # )* minuteshttp455"""6engr6ncsu6edu5learningstyles5ils"e-6html

Prepare music for -reaks


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Lecture 2

Real life pro-lem/reak into t"o groups$ spend 7* minutes

coming up "ith a plan for 8gro"ing oldsuccessfully&

Learning Objectives What is gerontology? How does ageism relate to

stereotypes of aging?

What is the life-span perspective?

What are the characteristics of the older adult population?

How are they likely to change?


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Gerontologythe study o aging ro! !aturitythrough old age

9yths of aging lead to the negativestereotypes of older people6

,hat are some of the myths and stereotypes a-out aging'

Do you have any erroneous -eliefs a-out aging'

Do you har-or any stereotypes a-out older people'


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The Life Span Perspective

3!P divides human development into t"o phases476 %arly0childhood and adolescence1

)6 3ater0young adulthood$ middle age$ and old age1


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"altes Lies #$an Pers$ective%

9ultidirectionality

Plasticity: A-ility to increase skill through training and practice

Historical Context: (mpact of culture and circumstances in "hich "e are -orn

9ultiple causation: -iological$ psychological$ socio:logical and life cycle forces

9ore resources need to maintain and cope therefore lessresources to develop


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Po$ulation &rends 'round the (orld

; age


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Lecture )

Learning ObjectivesWhat three main forces shape development?

What are normative age-graded influences,normative history-graded influences, and non-normative influences?

How do culture and ethnicity influence aging?

What are the nature-nurture, stability-change,

continuity-discontinuity, and the universalversus context-specific developmentcontroversies?


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&he orces o develo$!ent

,hat is the impact of an ageing population on theeconomy'


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3ife Cycle =orces %xample

Pregnant &een

/iological4 lack of nutrition in diet

Psychological4 "orried$anxious$ depressed

!ociocultural4 perceived asnegative$ outcast at school

Pregnant *arried )0 yrold

/iological4 Healthy diet$ vitamins

Psychological4 %xcited$+ervous

!ociocultural4 !upported -y family and friends


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C

ohort#group

ofpeople-or

natthesame

point

+ormative age graded influences

+evelo$!ental inluences


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Core issues in develo$!ent

+ature


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Primary Agingnormal$ disease free development

!econdary Agingchanges related to disease$lifestyle$ and environmentallyinduced changes

Tertiary Agingrapid loss occurring shortly -eforedeath 0>Terminal Drop?1

Definitions of Age

Chronological Ageyears since -irth

/iological Agemeasure of the functioning ofvarious vital$ life:limiting$ organsystems

Psychological Agefunctioning level of psychologicala-ilities used to adapt tochange4 memory$ intelligence$motivation$ feelings$ etc

The 9eaning ofAge

,o- Old are .ou/


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su!!ary

/iopsychosocial =rame"ork !ummaryAging is not clear cutDoesn&t affect us all equally9utually interactiveAging is uniqueDevelopment cannot -e understood -y examining in isolation

%ncompasses life span yet appreciatesunique aspects of eachphase of life

https455"""6scri-d6com5doc57*@*@7


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Learning Objectives

What approaches do scientists use to measurebehavior in adult development and aging research?

What are the general designs for doing research?

What specific designs are uniue to adultdevelopment and aging research?

What ethical procedures must researchers follow?

esearch *ethods


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Measurement in Research

Relia-ilityconsistent measure each time

Baliditymeasures "hat it is supposed to measure

esearch *ethods


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!ystematic o-servation

+aturalistic 0"atch as it happens naturally1

!tructured 0set up situation to elicit a certain -ehavior1

!ampling -ehavior "ith taskscreate tasks that are thought to sample the -ehavior of interesti6e6 grocery list to test memory

!elf:reports

Ask the participant to report on topic of interest

Representative samplingPopulations # -road groups i6e6 all students taking eriatrics!ample # a su-set of the population

9ethods of Research


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Designs for Studying Development

Age effects 0"ithin su-ects1differenced caused -y age

Cohort effectsdifferences caused -y experiences and circumstances unique to thegeneration to "hich one -elongs

Time:of:measurement effectsdifferences stemming from sociocultural$ environmental$ historical orother events at the time the data is o-tained

Cross:sectional designstesting different age groups at the same time

3ongitudinal designstesting same individual repeatedly at different points

!equential designsdifferent com-inations of cross:sectional or longitudinal studies


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Integrating Findings from Different Studies

9eta:analysisresults from many studies

Po"erful toolAllo"s scientists to determines "hether a finding generaliEes acrossmany studies that used different methods

esearch *ethods


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Conducting Research Ethically

9inimiEe risks to research participants6

Descri-e the research to potential participants6

Avoid deception6

Results should -e anonymous or confidential6

esearch *ethods


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http455lifehacker6com5five:-est:mind:mapping:tools:F

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Adult development lecture notes