Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Pre-recorded Video Presentation (Group) A pre-recorded video presentation explaining and detailing the project idea in the context of module themes. All videos will be presented in an assessment session, with all students registered in the course, to allow for a Q&A session at the end of term as part of the assessment. Each member of the group is expected to contribute to the pre-recording and Q&A session. 15 Minutes | 50% |
| Semester Assessment | Self-Reflection Individual reflection upon stakeholder seminar activity (that will aid the development and final presentation of group project. This is achieved, following a short pitch (verbally, poster, presentation, etc) during a seminar session to stakeholders to produce a self-reflective report will be completed by each individual in a group. 2000 Words | 50% |
| Supplementary Assessment | Self-Reflection Using a predefined project idea and stake holder feedback this self-reflection report will require students to think how to adapt the project and how this has influence them. 2000 Words | 50% |
| Supplementary Assessment | Pre-recorded Video Presentation (resit) Based on the supplemental self-reflection assessment individuals will need to develop the intervention project and submit a pre-recorded presentation. 10 Minutes | 50% |
Learning Outcomes
On successful completion of this module students should be able to:
Demonstrate systematic detailed knowledge and understanding of healthy and disease specific aging-related changes, in the context of relevant theories and models in biological, social, built/natural environmental and health psychology that contribute to the health and wellbeing of older adults.
Critically evaluate arguments, assumptions and concepts of the role of biological, built/natural environmental, health and/or social factors that impact and shape age-specific changes and function in older adults.
Demonstrate an ability to apply the knowledge from LO 1 & 2 to propose interventions for older adults which supports or hinders healthy aging, specifically thinking about novel interventions, age-specific aids, technology and more.
Communicate complex topics applicable to older adults in areas of biological, social, built/natural environmental and health psychology to non-scientific audiences.
Demonstrate competence applying and reflecting upon stakeholder feedback with an aim to apply relevant interventions for the end user (e.g. older adults), evidenced in the self-reflected assessmetn and Pre-recorded video presentation.
Brief description
Psychology seeks to understand and explain human behaviour across the life span. With an ever-increasing older adult population, the need to understand how psychological function and associated mechanisms may change or stay the same is important to enhancing psychology theory and knowledge. The module will have a focus on healthy aging and understanding how health, social and biological psychology can all contribute to improve function, quality of life and well-being. The importance of end user engagement and inclusion will also be a central feature of the module. Five core themes will be used as a focus to achieve this: 1. What is ageing?; 2. Environmental interaction; 3. Purpose in life; 4. Civic participation, employment and health; 5. Degenerative aging and end of life. There will be a focus on how this knowledge and understanding can potentially be applied in a practical capacity.
Content
Developing knowledge and understanding of ageing in the context of Biological (changes in neurophysiology, neurotransmission, brain functions, degenerative disorders, movement control, emotion, communication, well-being, etc), social and environmental (Environmental, social and ecological approaches to ageing, ageing in an urban and rural context, communities of healthy ageing, transport, space and place, Gerontechnology, housing) and health psychology (adapting to ageing, cognitive determinants of health behaviour, autonomy and independence, loneliness and isolation, managing and coping chronic disease and end of life, engagement with health technology or maybe tailored health interventions for older adults). This knowledge will be applied to better understanding how an older adult population may benefit from interventions and research that bring together all 5 core themes.
Module Skills
| Skills Type | Skills details |
|---|---|
| Co-ordinating with others | The assessment for this module will require individuals to work in teams of approximately 3-6 to successfully develop suitable submitted work for both summative assignments. Groups will be expected to develop a professional approach to team working that includes, clear communication, efficient and timely meetings, support each other through the process and meet assessment deadlines. |
| Creative Problem Solving | Problem solving will be one of the central goals of the module. The ability of students to solve problems will be developed and assessed through the development of a novel and suitable intervention proposal for an older adult population. They will need to adopt both a academic and community based perspective when developing the proposal, which will be assessed through formative submissions, as well as self-reflective assignments. |
| Critical and analytical thinking | Using contemporary peer-reviewed research literature and feedback from community stakeholders (seminar 3), individuals will need to demonstrate critical thinking and analytical skills in presented work. |
| Digital capability | You will be expected to submit work using PowerPoint or another similar presentation tool, recording presentation using a program such as MS Teams or similar. You will be encouraged to search for sources of information on the web, as well as seeking sources through electronic information sources (such as Web of Science, PubMed, Primo). |
| Professional communication | As part of the module you will present proposal ideas to older adults in the local community to obtain feedback on proposal developed. During this presentation you will need to conduct yourself in a professional manner that presents the university in a positive and support manner. |
| Real world sense | Students will be expected to apply theory directly in to real world issues for older adults in the context of difficulties experienced and potential solutions for these as individuals age. Importantly understanding what are meaningful problems that need to be targeted. |
| Reflection | As part of this module assessment you will engage in reflective activity using public consultation to inform this. |
Notes
This module is at CQFW Level 6