Discussion – Week 7

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Discussion: Psychological Aspects of Aging

What does it mean to age “successfully”? Though the concept of success is relative, theories of successful aging explain factors that support individuals as they grow old. Factors such as maintaining physical and mental activity and disengaging from community obligations contribute to older adults’ ability to function. As a social worker, you must understand these supportive factors in order to address the needs of older clients and their families.

As you will see in this week’s media, situations involving Alzheimer’s or dementia, interpersonal conflict, and grief can complicate the process of successful aging. For this Discussion, you review one of two case studies involving an older woman and apply a theory of successful aging to the case.

To Prepare:

• Review the Learning Resources on psychological aspects      of later adulthood, focusing on key life events and on theories of      successful aging.
• Access the Social Work Case Studies media and explore      the cases of Sara and of Francine.
• Select a theory of successful aging to apply to either Sara’s or Francine’s case.

By 01/12/2021
Post a Discussion in which you:

• Identify whether you have chosen to analyze Sara’s or      Francine’s case for the Discussion.
• Explain key life events that have influenced Sara’s or      Francine’s psychological functioning. Be sure to substantiate what makes      them key in your perspective.
• Explain how you as a social worker might apply a theory      of successful aging to Sara’s or Francine’s case. Be sure to provide support      for your strategy.

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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 15, “Psychological Aspects of Later Adulthood” (pp. 672–702)

Newell, J. M. (2019). An ecological systems framework for professional resilience in social work practice. Social Work, 65(1), 65–73. https://doi.org/10.1093/sw/swz044

Teater, B., & Chonody, J. M. (2020). How do older adults define successful aging? A scoping review. International Journal of Aging and Human Development, 91(4), 599–625. https://doi.org/10.1177/0091415019871207

Yousuf-Abramson, S. (2020). Worden’s tasks of mourning through a social work lens. Journal of Social Work Practice, 1–13. https://doi.org/10.1080/02650533.2020.1843146

Required Media

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 15, “Psychological Aspects of Later      Adulthood” (pp. 672–702)

Chapter 15 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 Describe the developmental tasks of later adulthood.

Older adults must make a number of developmental psychological adjustments, such as adjusting to re-tirement and lower income and to changing physical strength and health.

LO 2 Understand theoretical concepts about devel-opmental tasks in later adulthood. Theoretical concepts about developmental tasks in later adulthood include integrity versus despair, shifting from work-role preoccupation to self-dif-ferentiation; shifting from body preoccupation to body transcendence; shifting from self-occupation to self-transcendence; conducting a life review; the im-portance of self-esteem; the significance of having a high level of life satisfaction; the negative effects of low status and ageism; the prevalence of depression and other emotional problems; and the significance of spirituality and religion.

LO 3 Summarize theories of successful aging. Three theories of successful aging are the activity theory, the disengagement theory, and the social re-construction syndrome theory.

LO 4 Understand the impact of key life events on older people. Significant life events for older people may include marriage, death of a spouse, widowhood, remar-riage, parenting adult children, grandparenthood, and great-grandparenthood.

LO 5 Understand guidelines for positive psycho-logical preparations for later adulthood. Suggestions for positive psychological preparations by younger adults for later adulthood include engag-ing in good health practices, forming close personal relationships, preparing financially, having interests and hobbies, forming positive self-identities, looking toward the future, learning to cope with crises, and learning to cope with death.

LO 6 Summarize material on grief management and death education.

Guidelines are presented on grief management and death education, relating to a dying person, relating to survivors, and becoming more comfortable with the idea of one’s own eventual death

COMPETENCY NOTES The following identifies where Educational Policy (EP) competencies and behaviors are discussed in the chapter.

EP 6a. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies

EP 7b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis

of assessment data from clients and constituencies. (All of this chapter.) The content of this chapter is focused on social work students acquiring both of these behaviors in work-ing with older persons.

EP 1. Demonstrate Ethical and Professional Behavior (p. 677, 678, 680, 684, 699, 700)

WEB RESOURCES

See this text’s companion website at www.cengagebrain.com for learning tools such as chapter quizzes, videos, and more.

Copyright

Newell, J. M. (2019). An ecological systems framework for professional resilience in social work practice. Social Work, 65(1), 65–73. https://doi.org/10.1093/sw/swz044

Teater, B., & Chonody, J. M. (2020). How do older adults define successful aging? A scoping review. International Journal of Aging and Human Development, 91(4), 599–625. https://doi.org/10.1177/0091415019871207

Yousuf-Abramson, S. (2020). Worden’s tasks of mourning through a social work lens. Journal of Social Work Practice, 1–13. https://doi.org/10.1080/02650533.2020.1843146

Required Media

Walden University, LLC. (2021). Social work case studies [Interactive media]. https://class.waldenu.edu

• Navigate to Sara and to      Francine. 

Walden University, LLC. (2021). Models of grieving [Interactive media]. https://class.waldenu.edu

Walden University, LLC. (2021). Social work case studies [Interactive media]. https://class.waldenu.edu

· Navigate to Sara and to Francine. 

Walden University, LLC. (2021). Models of grieving [Interactive media]. https://class.waldenu.edu

Follow rubric

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.