REQUIRED TEXT:  Thorson, J. A.  (2000). Aging in a Changing Society (2nd edition).  Philadelphia, PA:  Brunner/Mazel.

DESCRIPTION:  This course will provide a survey of psychological research dealing with the age-graded aspects of behavior in adulthood.  The course will consider the physical, cognitive, and social aspects of the aging process from late adolescence to death.  Topics include occupation selection, marriage, parenthood, middle age, retirement, and dying.

OBJECTIVES:  Students will:
        (1) Gain factual knowledge of terminology, methods, and trends within this area.
        (2) Learn fundamental theories of adult development, and be able to critique them.
        (3) Learn how professionals in this field go about gathering data and altering theories.
        (4) Discover how the course material relates to them by increasing their awareness of the aging process and how they feel about it.

COURSE REQUIREMENTS:

 EXAMS:  A total of three regular exams will be given.  Each will be worth 100 points.  These exams may include several components: multiple choice, true/false, or matching questions, as well as essay questions.  The chapters each exam covers, as well as tentative exam dates, are on the attached schedule.  Please note that the third exam (given during finals week) will not be comprehensive.  THERE WILL BE NO MAKE UP EXAMS.  If the student is absent, he/she will receive a score of zero for that exam, unless a sufficiently compelling reason for the absence is presented (i.e., a doctor’s note or copy of a police report for an accident).  In such a case, the student will be allowed to take a cumulative exam at the same time as the final. The grade on the cumulative test will be allowed as a replacement for the exam that was missed.  If you do not present a sufficiently compelling reason for your absence from the test, you will NOT be allowed to take the cumulative exam.  If a student does not miss any of the regular exams, but wishes to take the cumulative exam to replace an earlier grade, he/she will be allowed to do so.  If the score on the cumulative exam is higher than a previous exam score, the higher score will be counted toward the final grade.  NOTE:  Anyone caught cheating on a test will receive a score of zero for that test, and other actions may be taken (I will follow the university’s policy on academic dishonesty).

INDIVIDUAL PROJECT: For this assignment (worth 50 points), you must choose one of the following four projects (Analysis of Magazine/Newspaper Advertisements, Stress and Coping Skills, Portrayals of Older Adults in Children’s Literature, or the Disabilities Project) and write a 5-10 page report of your findings (due date: MONDAY OCTOBER 21, 2002).  Please note that you may NOT turn in a paper from another class (or re-use a paper, if you are taking this class over again) or use someone else’s paper for this assignment.

DISCUSSION:  Students can earn up to 10 points for discussion.  The points will be awarded as follows: at the end of the semester, every class member will rate the entire class’s quality and quantity of discussion on a scale of zero to five.  I will average across everyone’s ratings; thus, your rating counts for half of your discussion points.  I will also rate the class’s discussion, on the same scale; thus, my evaluation counts for the other half of your discussion points.  Discussion is a two-way street: we can’t have any if you won’t talk!  I guarantee that I can fill the time with lecture, so if you want discussion, OPEN YOUR MOUTH AND CONTRIBUTE!!  Please be sensitive to others, and respect their opinions (no name-calling or derogatory slang).

ATTENDANCE:  You are responsible for finding out about any additions/deletions to the syllabus that are made during class.  If you are absent, you cannot participate in discussion; thus, after three absences, points will be taken away from your total discussion points.

EXTRA CREDIT: At various, unannounced times during the semester, opportunities will be given for students to earn up to ten points of extra credit.

GRADES:  There will be a total of 360 points that can be earned (plus an additional 10 points of extra credit).  Grades will be assigned based on the scale below:

Letter         Grade Points Needed         Letter         Grade Points Needed
A                     335+                                 C+                         277-287
A-                 324-334                               C                           263-276
B+                313-323                               C-                          252-262
B                  299-312                               D+                         241-251
B-                288-298                                D                           216-240

ADDENDUM: You [the student] should be able to display a professional attitude and behavior, which includes the following: reliability, respect for and cooperation with colleagues, willingness to work calmly and courteously under difficult conditions, determination to achieve first-class work while meeting deadlines, respect for equipment and systems, and constructive response to criticism.   (reference: Kilian (1995).  Design your syllabus as a management tool.  Teaching for Success, 7, 2).

                                TENTATIVE SCHEDULE
Dates                                         Topics                                             Chapters
Aug 26-30                     Introduction; History                                     1; Notes
September 4, 6             Research Methods & Issues                             Notes
Sept. 9-13               Social world of older people; End of Life                 2, 10
Sept 16-20                     Older people & their families                             3
Sept 23-27                     Minorities & cultural diversity                            4
EXAM ONE—CHAPTERS 1-4, 10  Sept 30
October 2, 4                         The Aging Body                                         5
October 7-11                     Psychological development                             6
Fall Break October 12-15
Oct 16, 18                         Health & Illness in Later Life                         7
October 21-25                     Aging & Mental health                                 8
Oct. 28-Nov 1                         Health Care System                                 9
EXAM TWO—CHAPTERS 5-9  November 4
November 6, 8                  Economics, Work, Retirement                         11
November 11-15                     Abuse & Neglect                                     12
November 18-22, 25                 Political World                                         13
Thanksgiving Break November 27-Dec 1
December 2, 4                     Programs & Services                                   14

Friday, December 6, 2002:  STUDY DAY—NO CLASSES

FINAL EXAMS BEGIN ON SATURDAY, DECEMBER 7, 2002(when I know the date of the final, I will announce it in class)

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Using library resources, pick two popular magazines (or newspapers) from the present year and compare the types of ads they contained 20 or 30 years ago versus now.  What types of products are being advertised for older persons then and now; how are older persons depicted in ads then and now?  Compare the ads featuring older adults vs. middle-aged adults vs. younger adults.  Are different products being “pushed” for one group vs. another?  What about 20 or 30 years ago?

What to turn in:
(1) Use the format at the bottom of the page to organize your impressions of the advertisements in the magazines/newspapers.  Attach these to the end of your report.
(2) Answer the following questions (make certain to give examples and complete descriptions!):
(a) Are there more ads using males or females?  Does this differ for one age group vs. another (i.e., young, middle-aged, or older adults)?  The past vs. the present?
(b) What types of products are advertised for the various age groups?  Men vs. women? Does this differ from the past to the present?
(c) Do any gender or age stereotypes seem to be present in these ads?  Compare past advertisements with present ones.
(d) How has advertising changed over the years (in your limited experience)?
(e) Could your choice of magazine have influenced your results?  How?
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Magazine/Newspaper title__________________________ Issue date____________
Number of ads (count single column, half & full page ads)______________

AGE GROUP:__________________   MEN   WOMEN

Physical appearance:
Body message:
Clothes:
Facial expression:
Personality:
Intelligence:
Activities:
Verbal Comments:
Sexuality:
Other:

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You should ask twelve people you know to rate the amount of stress in their lives during the past two years using the Social Readjustment Rating Scale I will hand out to you.  Obtain responses from adults of different ages (i.e., four young adults (ages 18-39), four middle-aged adults (ages 40-59), and four older adults (ages 60+)) and record each person’s age on the rating sheet.  After the person completes the rating scale, ask how they coped with stressful events.

Group the responses by age and see if there are major differences both in the occurrence of stressful events and in the coping strategies used by different age groups (use a table for this part).

Using library sources (both journals and internet sources), describe what researchers have to say about stress and coping strategies of older vs. younger adults.  Explain how the information gathered by you either supports or contradicts what is known about the relationship between aging, stress, and coping.  Use APA style for your references.

What to turn in:
(1) All of the Rating Scales.
(2) A table summarizing responses by age and number of stressful occurrences as well as coping strategies used.
(3) Using at least five sources (three MUST be from JOURNALS), a summary of what researchers have to say about stress and coping strategies of older vs. younger adults.
(4) A description of how your sample of people supports or contradicts what researchers have to say about the relationship between aging, stress, and coping.

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This project is a preliminary examination of portrayals of older adults in children’s literature (i.e., children aged 9-14).  Your mission, if you choose to accept it: go to the library and ask the librarian for assistance in locating children’s literature that has been excellently reviewed (e.g., has received awards or good critical reviews), and also contains older characters.  Choose six to ten books.  YOU MUST SUBMIT A LIST OF YOUR CHOICES (INCLUDING NUMBER OF PAGES IN EACH BOOK) TO ME FOR APPROVAL.  I WILL ANNOUNCE IN CLASS WHEN THIS LIST IS DUE.

Write a short summary of each book (e.g., the plot, main characters, etc.).  Then write a summary of your impression of the older vs. younger characters, including whether such traits as nurturance, cooperation, competition, endurance, taking chances, doing one’s best, kindness, honesty, caring are displayed by older vs. younger characters.  You might want to construct a table to summarize your findings across all the books.

What to turn in:
(1) A bibliography of books read.
(2) Your summaries and impressions for each book.
(3) The table.
(4) Your answers to the following questions:
(a) How were older adults (in general) portrayed in the children’s books?  Were they rounded characters, or did they seem one-sided?  What about the children/younger characters?
(b) What reasons did the older characters have for behaving as they did?  What reasons did the children/younger characters have?
(c) What consequences were given for improper actions of both older and younger characters?
(d) What impressions do you think children would have of older adults after reading these books?
(e) Did you like the way the books portrayed older adults and the younger characters?  Did they seem realistic to you?  Are there any books you would NOT recommend, and if so, why?
 
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You must take on at least TWO of the following disabilities (to be distributed during class) and write a 5-10 page report of your experience.

Disabilities:     Hearing loss (cotton balls in ears)
                         Glaucoma (mask restricting visual field)
                         Cataracts (layered iridescent cellophane tissue)
                         Sensory loss (rubber gloves with cotton balls in the fingertips)
                         Corns (popcorn or rice in your shoe)

YOU MUST INCLUDE THE FOLLOWING ELEMENTS IN YOUR REPORT:
(1) Using library sources (i.e., AT LEAST 3 journal articles, books PER DISABILITY), describe the process that leads to your chosen disabilities.  Be able to demonstrate an awareness of what the disability entails, how it progresses, treatment process (some may have no course of treatment), and what the end result is if not treated.  Use APA format to list your references and to cite your references within the text of your paper (LIBRARY REFERENCE DESK HAS HANDOUTS).
(2) Describe some of the stereotypes of older adults associated with the disabilities you have taken on; how has your experience changed/enhanced your thinking of these stereotypes?
(3) How did you feel when you “un-simulated” (that is, when you took off your apparati)?
(4) What implications do these disabilities have for older adults (based on your experiences)?
(5) You must also perform the following activities:
(a) you must leave the immediate area (i.e., the classroom)
(b) try to read a bulletin board if you have a visual disability
(c) take and fill out a scantron form, esp. those who have chosen visual and sensory losses
(d) eat something
(e) talk to someone you don’t know
(f) use a vending machine or pay telephone
(6) Describe your experiences (if anyone gives you a hard time, just tell them it’s your crazy psychology professor’s fault…)

YOU ARE NOT ALLOWED TO OPERATE ANY SORT OF MOTORIZED VEHICLE WHILE YOU ARE WEARING YOUR “APPARATI.”  You must also use extra caution in crossing streets and negotiating curbs and steps.  If you have chosen sensory loss, use extra caution in handling mugs of hot liquid, running/testing hot water, and smoking (don’t set yourself on fire!).