Universitat Internacional de Catalunya
Adult Age and Old Age
Other languages of instruction: Catalan
Teaching staff
Introduction
The purpose of this course is to introduce the process of human development from adulthood to old age through the presentation of different theoretical frameworks, models, and biopsychosocial dimensions that characterize this stage of life.
Pre-course requirements
There are no prerequisites for taking this course.
Objectives
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Acquire basic knowledge about the development from adulthood to old age as evolutionary stages.
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Introduce and integrate developmental models and theories of aging.
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Understand the biological and psychological changes characteristic of aging.
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Identify and comprehend the life changes, as well as the biopsychosocial, mental, and cognitive development involved in the aging process.
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Acquire knowledge about illness and end of life care.
Competences/Learning outcomes of the degree programme
- CB03 - Students must have the ability to bring together and interpret relevant data (normally within their area of study) in order to issue judgements that include a reflection on relevant issues of a social, scientific and ethical nature.
- CE08 - Awareness of the professional reality of psychologists in a specific field of application.
- CE12 - The ability to explain and identify the main stages of human development, recognise their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
- CE14 - The ability to recognise the basis of normal and altered human behaviour.
- CG05 - Understanding of the limitations of the psychological analysis of human behaviour and the ability to incorporate concepts and analytical techniques from other disciplines.
- CG10 - Sensitivity to the needs and expectations of others.
- CT01 - The capacity to organise and plan.
- CT04 - The capacity to work in a team
- CT05 - The ability to reason and assess situations and results from a critical, constructive point of view.
- CT06 - The ability to develop interpersonal skills
- CT09 - The ability to communicate adequately, both orally and in writing
Learning outcomes of the subject
Once students have completed the course, they should be able to:
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Know and identify the different theories of aging.
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Analyze and recognize developmental characteristics and main psychosocial aspects in the case of a real adult.
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Analyze and recognize developmental characteristics and main psychosocial aspects in the case of a real older person.
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Identify social and psychological difficulties in a written exam.
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Identify physiological changes and common illnesses of old age in a written exam.
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Identify the foundations of end-of-life care in a written exam.
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Explain fears and the process of dying in a written exam.
Syllabus
- Study of the life cycle
- Dimensions of development
- Influencing factors
- Life contexts
- Biological bases of aging
- Sociological perspectives on aging
- Psychosocial theories
- Integrative approaches to the life cycle
- Diversity and patterns of aging
- Health, lifestyle habits, and sexuality
- Psychological well-being and mental health
- Evolution of adult thinking
- Higher education and entry into the workforce
- Identity construction and family bonds
- Affective relationships: friendship, couplehood, marriage, and parenthood
- Bodily changes and overall well-being
- Stress, mental health, and coping resources
- Cognition in midlife: intelligence, expertise, and creativity
- Identity trajectories and life meaning
- Generativity, intergenerational care, and the role of grandparents
- Family relationships in transition
- Physical and brain aging
- Chronic illness and mental health in old age
- Memory, learning, and wisdom
- Personality, coping, and spirituality
- Models of optimal aging
- Retirement, economic situation, and housing arrangements
- Social networks, multigenerational families, and relationships in old age
- Dying processes and palliative care
- Coping models and grief
- Significant losses and their effects
- Ethical and legal aspects
- Life review and construction of meaning in the face of death
Teaching and learning activities
In person
Methodology
Expository and explanatory sessions led by the professor. This learning methodology allows the use of audiovisual media to support the explanation of course content. Students may interact or participate actively. Development of debates and discussions in large or small groups that foster critical sense and judgment. Participation and initiative are encouraged, along with constructive questioning and the presentation of new problems that promote critical thinking.
The development of debates and discussions in large or small groups fosters critical sense and judgment. Participation and initiative are encouraged, along with constructive questioning and the presentation of new problems that promote critical thinking.
Through individual work: study, information retrieval, data analysis, and internalization, students are able to consolidate their learning.
Group work allows for the convergence of ideas, tasks, and proposals among students with the aim of carrying out a project, while taking into account students’ interpersonal skills and fostering cooperative work.
Learning Activities
The lecture will serve as the setting to learn and use terminology and linguistic structures related to the field of study, to practice and develop oral and written communication skills, and to become familiar with supporting bibliography and teaching materials that enhance the integration of course content.
Case study is a learning technique in which the student strengthens their ability to describe a specific situation that presents a problem, which must be understood, evaluated, and resolved by a group of people through a discussion process. Case studies are generally carried out through group work that fosters student participation and develops critical thinking. In addition, it prepares students for decision-making, teaching them to defend their arguments and contrast them with the opinions of the rest of the group.
The reading of guided texts aims to promote critical thinking, which plays a fundamental role in the education of conscious and responsible citizens.
Project-based learning is a method grounded in experiential and reflective learning in which the research process around a topic is highly relevant, with the aim of solving complex problems through open-ended solutions or addressing challenging issues that generate new knowledge and foster the development of new skills among students.
Evaluation systems and criteria
In person
1st Examination Session:
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80% Written exam (a minimum grade of 5 is required in the written exam in order to be averaged with the other components).
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20% Group work.
A minimum overall average of 5 is required to pass the course. In case of failing the written exam, it must be retaken in the second examination session.
2nd Examination Session:
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80% Written exam (covering all course content).
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20% Group work (same grade as in the 1st session).
A minimum grade of 5 in the written exam is required to be averaged.
The course will be passed with a minimum overall average of 5, considering all evaluated components.
Bibliography and resources
Papalia, D. E., & Martorell, G. (2017). Desarrollo humano (13.ª ed.). McGraw‑Hill Education.
Schaie, K.W. y Willis, S.L. (2003). Psicología de la edad adulta y la vejez (5a ed.). Madrid: Pearson- Prentice Hall
Bengtson, V. L., & Settersten Jr, R. (Eds.). (2016). Handbook of theories of aging. Springer Publishing Company.
Berger, K.S. (2009). Psicología del desarrollo: adultez y vejez. (7a ed.). Madrid: Médica Panamericana.
Fernández Ballesteros, R. (2014). Psicología de la Vejez: Una psicogerontología aplicada. Madrid: Pirámide.
Martínez Torres, J. (2002). Psicología del envejecimiento. Madrid: Pirámide.
Millán, J. C. (2006). Principios de Geriatría y Gerontología. Madrid: McGraw-Hill.
Evaluation period
- E1 27/05/2026 A12 10:00h