Problem
I. Provide a brief overview of the three age categories commonly used applied to the stage of late adulthood, and discuss the limitations of using these categories. Discuss the idea of focusing on quality of life rather than quantity (length) of life.
II. Discuss changes that occur in the brain in late adulthood and describe the information-processing perspective (remember that this perspective focuses on memory functions, etc.) on cognitive change in late adulthood. What are the effects of these changes? What can we do to minimize the effects of these changes and navigate life well despite them?
III. We've talked a lot about exercise, and how it remains important as we age in terms of both physical well-being and brain function. Think back over what we've learned about each stage of the lifespan and choose one stage to focus on for this question. Tell me what you would tell someone in that stage about the value of exercise. Be sure to think about development in that stage, and show how you'd deliver this information in a way that would actually work for a person in that stage (i.e., what and how you communicate with someone in adolescence is different from middle adulthood or emerging adulthood).
IV. Explain ADLs and IADLs, and describe what makes them different from one another. Explain the impacts of losing abilities in each category. Understanding that most of us will encounter problems with ADLs/IADLs if we live into old age, think about how our society, families, and the older person themselves can either prevent or avoid losses, or provide support for people who are experiencing such losses. Make two specific suggestions for how individuals, families, and the community can help people avoid or limit physical frailty and cognitive failure or how they can help to support the person who is losing ADLs/IADLs. Be specific, and explain why you think these tactics would work.
V. After listening to the This American Life podcast, discuss the concerns and experiences of a person with a neurocognitive disorder, and those of a family member who is their caregiver. How would you describe each of them coping with Carl's illness?
VI. Using Laura Carstensen's TED talk, explain the principles of Carstensen's socio-emotional selectivity theory. With her research in mind - what are some keys to happiness in old age?
Think back on or re-watch the video "80 year-olds on the keys to happiness" - identify two people who really stood out to you in the video. What was it about them that grabbed you or made them stand out? What are some ways that each of them is an example of socio-emotional selectivity in action - why do you think so (make the connection clear)?
VII. Ageism - Life expectancy is improving and the number of older adults continues to increase but even so, ageism persists. Everyone has biases about older people...even older people themselves. After watching the ageism videos, answer the following questions.
What are some biases about aging that you have? How is your culture connected to your biases? How might your biases affect your own aging process?
Thinking back on the videos, do you recognize any other ageist ideas you have that you haven't named?
What can you do to adjust any biases about aging that you have? How might you become a healthy ally for older adults?