| Code: | GS1107 | Acronym: | E1 |
| Teaching Area: | Gerontologia Aplicada |
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LGS | 6 | Despacho 6311/08 | 1º | 8 ECTS |
| Trabalho de Campo: | 0,00 |
| Seminário: | 30,00 |
| Forms: | 0,00 |
Teaching - Hours
|
Portuguese
The aim is for the student to incorporate elementary knowledge to understand the ageing process, integrate into an institution and work team and know how to develop individual development plans.
At the end of the course, students are expected to be able to: (i) identify gerontology as a multidisciplinary scientific area and understand the challenges that ageing poses to societies; (ii) understand the implications of stereotypical social representations about older people; (iii) identify services and responses to meet the challenges of ageing; (iv) be part of multidisciplinary teams, valuing coordination with the various institutional agents; (v) draw up an individual development plan based on a multidimensional gerontological assessment that highlights the limitations and resources of older people in facing this stage; (vi) apply communication strategies appropriate to the specific nature of interactions with older people.
1 Ways of knowing and doing in social gerontology:
1.1 Emergence of gerontology, basic concepts and multidisciplinarity of this discipline
1.2 Myths and stereotypes related to ageing and their implications
1.3 Human ageing and old age(s): challenges and implications
1.4 Formal and informal support systems for older people
1.5 Conducting integration and participation processes in traineeship contexts
1.6 Communication and interpersonal relationships with older people and multidisciplinary teams
1.7 Multidimensional gerontological assessment: construction of instruments to collect data on the study population (biographical interview, functional and cognitive assessment instruments)
1.8 Reflection on the professional roles of the social gerontologist in the internship context, particularly when interacting with elderly people with heterogeneous backgrounds and problems.
The integration of students into a support structure for the elderly requires them to consider the challenges and implications that human ageing has for society, as well as mobilising the knowledge that social gerontology provides for deconstructing a set of stereotypes about older people. On the other hand, reflecting on these challenges forces us to realise that older people are not a homogenous group, but people with heterogeneous trajectories and problems. To this end, we start by constructing psychosocial diagnoses, based on a multidimensional gerontological assessment that reflects the particularities of the socio-biographical trajectories of the elderly and the resources they have to face this stage. It also reflects on the professional roles of gerontologists in a social organisation, highlighting communication processes as a strategy and tool to be used in interactions with the elderly and in the integration of multidisciplinary teams.
| Paúl, C., & Ribeiro, Ó. (Coords.) ;Manual de Gerontologia. , Lisboa: Lidel., 2012 |
| Fontaine, R;Psicologia do Envelhecimento, Climepsi Editores, 2000 |
| Fernandez-Ballesteros, R.;Gerontologia Social, Ediciones Pirâmide, 2004 |
| Jacob Filho, W. & Gorzoni, M. L. ;Geriatria e gerontologia: o que todos devem saber, São Paulo: Roca, 2008 |
| Pereira, F.;Teoria e Prática da Gerontologia. Um guia para cuidadores de idosos, Viseu: PsicoSoma, 2012 |
| Zimerman, G.;Velhice: Aspectos Biopsicossociais , Porto Alegre: Artmed Editora, 2005 |
| Birren, J. (Ed.);Encyclopedia of Gerontology. Age, Aging and the Aged, San Diego: Academic Press. Vols. I e II, 1996 |
| Lima et al;Idadismo na Europa. Uma abordagem psicossociológica com o foco no caso Português. Relatório I, EURAGE, 2010 (Disponível em: http://www.ienvelhecimento.ul.pt/images/Relatorios/relatorioidadismo_i_iscte.pdf) |
| Binstock, R. e George, L.;Handbook and Aging and the Social Sciences, San Diego: Academic Press, 2006 |
| Marques, S.;Discriminação da terceira idade, Fundação Francisco Manuel dos Santos, 2011 |
Student services take place in Office 3 on Wednesdays (14:00-16:30) and Thursdays (14:00-16:00). The lecturer can adjust her timetable to the needs of student workers, and the service must be booked in advance by email.
The aim is for students to have the opportunity to observe and debate problems inherent in practice, translating theoretical knowledge into action strategies that are constantly being improved. Classes will therefore be of the theoretical-practical type, based on pedagogical strategies that favour active learning and the problematisation of the experiences observed in the internships; exposition of content using conventional and multimedia elements; debates or group work on actions to be planned and developed; role-playing around the training of skills aimed at dealing with real situations; guided discussion of scientific texts and seminars aimed at getting to know diversified projects in this area.
Avaliação distribuída com exame final
| Description | Type | Time (hours) | Conclusion Date |
|---|---|---|---|
| Attendance (estimated) | Lessons | 128 | |
| Estágio | 90 | 2024-01-04 | |
| Relatório/Dissertação | 2024-01-04 | ||
| Participação Presencial | 2024-01-04 | ||
| Total: | 218 |
In accordance with Article 9(2), Chapter II of the Regulations for the Assessment of Knowledge (RAC), the Internship course is compulsory continuous assessment. In continuous assessment courses, students may only miss a maximum of 20 per cent of the total number of classes in each course (article 10.9 of the RAC). The limit on absences for fieldwork is 5% of the total hours planned and 10% of the total hours planned for students covered by the student worker statute (law 116/1997) and the social support for student mothers and fathers statute (law 90/2001).
In accordance with the Knowledge Assessment Regulations for the ISSSP Social Work and Social Gerontology Degrees.
In accordance with the Knowledge Assessment Regulations for the ISSSP Social Work and Social Gerontology Degrees.
In accordance with the Knowledge Assessment Regulations for the ISSSP Social Work and Social Gerontology Degrees.
Considering the subject's objectives for the students, the teaching methodologies seek to favour pedagogical conditions that favour the articulation between theoretical knowledge and its operationalisation. In this sense, the presentation of introductory theoretical content, although it requires a grounding in concepts that are new to the students, which imposes a formative approach, is not merely expository. The aim is not to memorise content uncritically, but to problematise it, promoting a participatory, interactive and critical attitude among the students. To this end, practical exercises will be developed, focusing on the content covered and the active discussion of scientific texts that contribute to analysing the situations experienced in the internship contexts, organising and critically and theoretically controlling the observation experiences in the field. In this way, the ability to articulate the contributions that social gerontology makes to understanding the impact that life trajectories have on the way people age is encouraged, as well as to deconstruct stereotypes about older people. The theoretical-practical nature of the curricular unit will also allow for individualised monitoring of the construction of individual development plans, based on a multidimensional gerontological assessment that presupposes consideration of dimensions relating to the subject's biographical trajectory and mastery of functional and cognitive assessment tools for the elderly. Group discussion and role-playing exercises enable skills to be trained that favour the application of effective communication strategies suitable for interaction with the elderly and integration into multidisciplinary teams, facilitating coordination with the various institutional agents.
