Aging well: Are you prepared?
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Dr. Lorraine Venturato is an Associate Professor in the Faculty of Nursing whose research focuses on enhancing care options and quality of life for older adults. Her research program includes several projects aimed at understanding aging experiences, challenging stereotypes of older adults, and developing the long-term care workforce. Some key factors for healthy aging discussed include physical and cognitive activity, diet, social engagement, and age-friendly accommodation.
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markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
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Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
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1 Understanding Human DevelopmentApproaches and Theories
1 Understanding Human Development:
Approaches and Theories
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markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
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Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
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Change is the most obv ...
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• Phases of socialization- pg 64-67
• Socialization agents:- pg 68 in Du Toit
• The family (functions- pg 173 in Du toit)
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• Mass media
• The workplace
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• Functions – pg 57-58 in Du Toit
• Phases of socialization- pg 64-67
• Socialization agents:- pg 68 in Du Toit
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• Mass media
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markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
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Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
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Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
Health care contexts
Socialisation:
• Functions – pg 57-58 in Du Toit
• Phases of socialization- pg 64-67
• Socialization agents:- pg 68 in Du Toit
• The family (functions- pg 173 in Du toit)
• The school
• The peer group
• Mass media
• The workplace
• Definition of resocialisation and anticipatory socialization- pg 75 in Du Toit
Health care contexts 2017
Socialisation:
• Functions – pg 57-58 in Du Toit
• Phases of socialization- pg 64-67
• Socialization agents:- pg 68 in Du Toit
• The family (functions- pg 173 in Du toit)
• The school
• The peer group
• Mass media
• The workplace
• Definition of resocialisation and anticipatory socialization- pg 75 in Du Toit
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Examining attitudes toward aging and disability
1) Incoming occupational therapy students held some ambivalent attitudes and misconceptions about aging, disability, and depression rates. Prior disability studies courses reduced feelings of vulnerability.
2) A structured first-year curriculum including simulations, interviews with older adults, and discussions improved students' knowledge and reduced paternalism and discomfort.
3) Next steps include refining simulations to promote identification and empowerment without increasing paternalism. The study provides insights into addressing attitudes through occupational therapy education.
ATTITUDES OF SOCIAL WORK STUDENTS TOWARDS THE AGEISM
This document summarizes a research study that examined the attitudes of social work students in Turkey towards ageism. The study surveyed 990 social work students from several Turkish universities. Key findings included:
1) Female students had more positive attitudes than male students towards restricting the lives of the elderly.
2) Students aged 21 and older had more positive attitudes than younger students aged 17-20 towards negative ageism.
3) First-year students had more positive attitudes than third- and fourth-year students towards negative ageism.
4) Students who said elderly relatives were important to them had more positive attitudes towards restricting the lives of the elderly.
5) Students who had taken a course on aging
Attitude .pdf
Attitudes toward the elderly are influenced by various factors and can be either positive or negative. Negative attitudes include stereotyping the elderly as unattractive, unintelligent, and unproductive. This ageism can lower elders' self-esteem and limit their healthcare. Nurses can combat ageism by educating themselves, disseminating accurate information about aging, and advocating for elders' rights.
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(Ireland) Brady, E. (2016) A life course approach to the educational pathways of care-experienced adults. New dimensions in understanding.Chapter 2Social GerontologyObjectives (1 of 2).docx
This document outlines the key objectives and content covered in Chapter 2 of a social gerontology textbook. It defines key terms like gerontology and ageism and describes several theories of aging. It also discusses social roles in late life, social relationships, elder abuse, employment in late life, and advocacy groups that support older adults.
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- 1. Aging well: Are you prepared? Dr. Lorraine Venturato, PhD Associate Professor, Faculty of Nursing July 17, 2019
- 2. About me • Associate Professor, Faculty of Nursing • Research interests include understanding and enhancing options in care for older adults, culture change and workforce development in care, and aging well 2
- 3. Research program 3 Enhance QoC & QoL for older adults Workforce development in LTC Workplace Education DEU Project CL projects Living and Dying in LTC Palliative Approach projects Aging well: Experiences of older adults Challenging Stigma and Stereotypes Still Life Changing Lenses Emplacement and older adults Goals Themes Focus Areas Studies
- 6. Changing Lenses – photographic themes 6 Stereotypes & Assumptions: Counter / Photo Themes: Physically frail & disabled Active aging Cognitively impaired (forgetful) Healthy brains Asexual Relationships Unattractive Beauty Financial burden on families & society Independence / interdependence Emily & Emma, Photography session, 2018
- 8. 8
- 9. 9
- 11. 11
- 12. 12
- 13. Healthy aging
- 16. Diet
- 17. Social engagement & relationships Wynn & Harry, May 2019
- 20. Age-friendly accommodation 20 Neighbourhood Transportation Walkability Social options Safety & security Technology Modifiability Single level living Easy access / entry Low maintenance Wide doorways & halls Bathroom accessibility Walk-in shower Attached garage Size
- 21. Acknowledgements Photography: Alex Ramada (alex.ramadan@gmail.com) Funding: Faculty of Nursing Chair in Gerontology Special Thanks: Silvera for Seniors and Silvera residents & participants 21