This Course has a  multidimensional approach and provides students a theoretical knowledge and application tools related to the experience of aging. This process is proposed as a confluence of biological and psycho-affective modification examined in normal and pathological variations.

1. (18 hours)

Demographic and epidemiological aspects of aging.

The anthropological dimension of aging in different cultures.

 Psychological  features of elderly people: temporality, identity and relationships.

 Social role and gender differences in aging.

 Emotions and sexuality.

 Body and psyche in aging: the image of the body.

 Cognitive and metacognitive functions in old age.

2. (18 hours) 

Psychopathological trails: assessment and diagnosis.

 Neuropsychological diagnostics of cerebral aging.

 Clinical aspects of aging. The interaction between cognitive and affective disorders: dementia and pseudo-dementia

 Psychological approach to the treatment of dementias.

 The specific actions: the welfare policies (i.e. staff training; role of the psychologist in nursing homes; psychotherapy for the elderly people).

No

In relation to the discipline, the student will have to demonstrate the acquisition of:

• Knowledge and understanding: mastery of the basic knowledge of clinical psychology of aging.
• Applying knowledge and understanding: ability to recognize and distinguish the elements that differentiate the multiple psychological paths of ageing.
• Making judgments: ability to use knowledge and concepts to initiate reasoning about ageing on the health-pathology continuum.
• Communication skills: ability to use the specific language for the description of phenomena concerning healthy and pathological ageing.
• Learning skills: upon completion of the course, the students will have acquired a good degree of autonomy in reading scientific material and understanding age-related phenomena.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Seminars with experts.

Teaching

Frontal lessons.

Clinical cases discussion.

Group work and drafting of written papers that will be uploaded on Blended.

Participatory lectures in which the papers presented will be discussed.

Innovative teaching methods

Some topics will be addressed in 'flipped lesson' and 'debate' mode.

Attendance

The frequency of lessons is not compulsory; however, it is highly recommended.

Course books

De Beni R., Borella E. (a cura di), Psicologia dell'invecchiamento e della longevità. Il Mulino, Bologna, 2015.

Chattat R., L'invecchiamento. Processi psicologici e strumenti di valutazione. Carocci, Roma, 2004.

Assessment

WRITTEN EXAM: 3 questions with open answers.

DURATION: 45 minutes.

EVALUATION CRITERIA AND PARAMETERS

 Less than 18: insufficient level of competence. The candidate does not achieve any of the learning outcomes provided for in the point "knowledge and understanding",

18-20: sufficient level of competence. The candidate achieves the learning outcomes provided for in the point "knowledge and understanding",

21-23: fully sufficient level of competence. The candidate achieves the learning outcomes envisaged in the points "knowledge and understanding" and "applied knowledge and understanding",

24-26: good level of competence. The candidate achieves the learning outcomes envisaged in the points "knowledge and understanding"; "applied knowledge and understanding" and "independent judgment",

27-29: very good level of competence. The candidate achieves the learning outcomes envisaged in the points "knowledge and understanding", "applied knowledge and understanding", "independent judgment" and "communication skills",

30 and 30 cum laude: excellent level of competence. The candidate fully achieves the learning outcomes envisaged in the points "knowledge and understanding"; "applied knowledge and understanding"; "autonomy of judgment"; "communication skills" and "ability to learn".

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

In order to give non-attending students the opportunity to compensate for what is done during the lectures through self-study, it is recommended that they make use of all the materials posted on the blended platform (slides, tutorials, supplementary material) that are particularly useful for a full understanding of the programme content.

Attendance

No difference.

Course books

No difference.

Assessment

No difference.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.