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Discussion - Week 6Top of FormDiscussion Perspectives on the VinaOconner450
Discussion - Week 6
Top of Form
Discussion: Perspectives on the Aging Process
You may be familiar with the phrases, “You’re only as old as you feel” and “age is nothing but a number.” To what extent do you believe these common sayings? Do you see yourself as younger or older than your biological age? And what are your views on the aging process—is it something to be avoided and feared, or celebrated?
As individuals grow older, they experience biological changes, but how they experience those changes varies considerably. Someone who is particularly fit at 70, for example, might perceive themselves to be in their 50s. And someone who has dealt with significant hardship and ailing health who is 70 might feel like they are in their 80s. Aging adults’ experiences are influenced not only by how they feel but also by how an older adult should look or should act, according to societal norms and stereotypes.
In this Discussion you examine biological aspects of later adulthood, and how these aspects intersect with psychological and social domains. You also consider your own views on aging and how they might impact your work with older clients.
To Prepare:
· Review the Learning Resources on biological aspects of later adulthood and the aging process. Identify the biological changes that occur at this life stage.
· Consider your thoughts and experiences related to the aging process and people who are in later adulthood.
By 01/06/2021
Respond to two colleagues by describing additional ways in which their perspectives might impact work with older adults.
Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.
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Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 14, "Biological Aspects of Later Adulthood" (pp. 642–671)
Chapter Review:
Chapter Summary The following summarizes this chapter’s content as it relates to the learning objectives presented at the beginning of the chapter. Chapter content will help prepare students to:
LO 1 Define later adulthood. Later adulthood begins at around age 65. This grouping is an extremely diverse one, spanning an age range of more than 30 years.
LO 2 Describe the physiological and mental changes that occur in later adulthood. Later adulthood is an age of recompense, a time when people reap the consequences of the kind of
life they have lived. The process of aging affects dif-ferent persons at different rates. Nature appears to have a built-in mechanism that promotes aging, but it is not known what this mechanism is.
LO 3 Understand contemporary theories on the causes of the aging process. Theories on the causes of aging can be grouped into three categories: genetic theories, nongenetic cellular theories, and physiological theories. Various factors accelerate the aging process: poor
diet, overwork, alcohol or drug abuse, prolonged i ...
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. Time to think………..
Word square- All that you have to do is make
dictionary words of any length from the letters in
the grid – the bigger the better! The only
restriction is that the word must contain the
central letter.
F A
B I U
U T
3. Learning Outcomes
• Outline the nature versus nurture debate
in relation to human growth and
development.
• Explain three physical factors that can
have an impact on growth and
development.
4. Recap
• What does development mean?
Acquiring new skills and capabilities. Being able to
count, write and handle our own feelings and
emotions are all important aspects of human
development.
5. Nature Versus Nurture
• While watching the clip think about
inherited characteristics and features that
children inherit from their parents.
• Nature versus nurture
Questions
10. Time to Think………..
• Organs of the body-
• Match the word with the picture
What are the effects of alcohol on the liver?
11. Learning Outcomes
• Describe three factors which impact
upon human growth and development
• Recognise the effects of genetic
conditions on growth and
development.
Explain the effects of an acquired
disability on growth and development
13. Small Group Task
• Lifestyle choices such as:-
• Diet
• Exercise
• Alcohol
• Smoking
• Drug use
These all affect growth and development.
Working in small groups consider your case
studies and prepare to feedback to the
group.
16. Genetic conditions
• Some people inherit adverse genetic
conditions- Down’s syndrome is one
example.
• Watch the clip -how will this affect Emily’s
development across the life stages?
Down's Syndrome
17. Unexpected Life Events
• Unexpected life events can affect growth
and development. How would an acquired
disability affect a person’s life?
• Acquired disability – This is a disability that
is sudden – for example, paralysis
because of an RTA or a soldier injured in
battle. Or as a result of a stroke.
19. Group 2
• Research activities that you can do with 4
years old children using Pinterest to find
interesting and creative activities.
• Could you use them during a Teddy Tots
Session?
• Present your information using visual
images to enhance the presentation.
22. Learning Outcomes
• Evaluate and reflect on the benefits and
learning experience of the Teddy Tots
session.
• Discuss the importance of bringing young
and old people together to share
experiences.
24. Reflect on the Teddy Tots
Session
• Well done on the great work YOU all did
today.
• Evaluation of session.
• What activities did you take part in?
• What did you gain from the experience?
• Group 2-
• What are the benefits of Age Fusion
Intergenerational, young and old interacting
together.
28. Learning Outcomes
Describe the social and medical
model of health and well-being
Explain the effects of having a
physical disability on a persons day to
day living
Compare the difference between
enable and disable
30. What is a disabling factor?
The social model of health
and well-being says that it is
caused by the way society is
organised, rather than by a
person’s impairment or
difference.
The medical model of health
and well-being says people
are disabled by their
impairments or differences.
31. Medical v Social Model
• The social model focuses on health
promotion and maintaining good health.
• The social model aims to empower
communities and individuals.
• Draw up a table to compare Medical v
SocialMedical Model Social Model
32. Medical model vs. Social
model
Medical model Social model
The individual is the problem. The barriers are problems created
society.
The individual needs to change. The barriers need to be removed.
Disabled people become the victim,
client, have no responsibilities an are
disempowered.
Disabled people have independence,
control and choice.
Information on impairments is used to
categorise people.
Information on access needs is on a
need to know basis to ensure
inclusion.
34. Small Group Task
• What challenges do you think a disabled person
faces everyday ?
• Explain the effects on their day to day life?
• Evaluate disabling factors that are in the
environment.
35. The Social Model of dementia
• The Prime Ministers Challenge 2012.
• Asks organisations to support ‘ dementia
friendly’ communities and introduced the
idea of ‘dementia friends’.
• How can this be supported?
• Dementia Friends