Ageing in the life course, literature
| Structure Type: | Course |
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| Code: | KF08DVV0800 |
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| Level: | Bachelor |
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| Credits: | 3.0 points |
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| Responsible Teacher: | Ranta, Riitta |
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| Language of Instruction: | Finnish |
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Course Implementations, Planned Year of Study and Semester
| Curriculum | Semester | Credits | Start of Semester | End of Semester |
| SOSALA-2013 |
2 autumn |
3.0 |
2014-09-01 |
2014-12-31 |
| SOSALA-2014 |
2 autumn |
3.0 |
2015-08-01 |
2015-12-31 |
Learning Outcomes
Students will be able to name individual, community-related and social factors, which affect ageing (physical, psychological, social and experiential ageing). Students will be able to name historical, cultural and economical factors and factors related to clients' personal life history, which affect the experience of ageing and the needs, functional capacity, social engament and daily living of ageing people. Students will learn to seek information of obstacles to aged/old people's psychosocial wellbeing (insecurity, loneliness, social exlusion, illness) on the levels of the invidicual, community and society. Students reflect on their values, attitudes and actions.
Student's Workload
78 h
Prerequisites / Recommended Optional Courses
Students taking part in this course must have completed their social sector studies or complete them during the academic year 2014-2015. (Students cannot choose literature from their sector studies). Exam on general examination days.
Recommended or Required Reading
- Heikkinen, E. & Marin M. 2002. Vanhuuden voimavarat. Tammi s.6-32, 89-260.
- Sarvimäki, A., Heimonen, S., Mäki-Petäjä-Leinonen A. 2010. Vanhuus ja haavoittuvuus. Edita,s. 33-155.
- Erkinjuntti, T. & Huovinen, M. 2008. Kun muisti pettää: muistihäiriöt ja etenevät muistisairaudet. WSOY.
- Näslindh-Ylispangar,A. 2012. Vanhuksen terveyden, hyvinvoinnin ja hyvän elämän edistäminen. Edita,s. 41-105
Mode of Delivery / Planned Learning Activities and Teaching Methods
Book exam
Assessment Criteria
Grade 1-2:
Students know how to describe old age and ageing as a psychosocial, spiritual and experiential phase of the life course. They are able to name factors, which affect aged people's daily life, social engament and ability to function and to describe the interrelationships between these factors. Studens know where to seek information about ageing and related issues.
Grade 3-4
Students can explain and justify individual, community-level and social factors that affect aged/old people's daily living/functional capacity/social engagement and the interrelationships between these factors. Students make observations, seek information and reflect and report on their conceptions of ageing and aged and old people. Students are able to apply their knowledge and concepts and explain and critically evaluate obstacles to aged/old people's wellbeing/ability to function. Students reflect on their values and attitudes towards aged and old people.
Grade 5:
Students know how to analyse historical, cultural and economic factors as well as factors related to public health and clients' personal life history, which affect the experience of ageing and the needs, functional capacity, social engament and daily living of people on the level of the individual, community and society. Students know how to use and critically justify the use of their knowledge. They reflect on obstacles to aged/old people's wellbeing (insecurity, loneliness, social exclusion, illness) on the level of the individual, community and society, critically justifying their opinions. Students make observations, critically seek and analyse knowledge and reflect on their conceptions of ageing, aged/old people from multiple perspectives. Students evaluate their values, attitudes and actions from the perspective of professional ethics. They are able to evaluate their social-gerontological competence from multiple perspectives critically and contructively.
Assessment Methods
Grading based on a scale of 1-5.
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