Full Course Title:
Course Code:
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ECTS credit value:
Student work-load:
Length:
Faculty/School/Department:
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Pre-requisites:
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Course aims:
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PSY 414 PSYCHOLOGY OF ADULTHOOD AND AGING
Psychology of Adulthood and Aging
Psihologija odrasle dobi i starenja
PSY 414
I cycle; 2 nd year
6
For the whole semester:
Lectures
Homework
Topic presentation
45 20
Homework video or article presentations
25
Individu al learning
60
TOTAL
150
Fall 2014
FASS; Psychology Program
Assoc. Prof. Dr. Senija Tahirovic
Office: F3.25
Office hours: Thursday 10:00-13:00 and by appt.
Lectures: IUS main campus building – F 2.13
Psychology Program e-mail:
Phone: stahirovic@ius.edu.ba
033 957 306
Required for students following a new psychology curriculum; program area elective for students following an old program curriculum
PSY 302
I cycle students only
Homework, assignments, project, , exams.
October 01, 2013
The aims of this course are to:
 Acquire knowledge on main characteristics of adult’s physical, and cognitive, and social and personality development from early adulthood period to dying.

Apply life span development principles in explanation of adulthood and aging developmental processes

Increase students’ knowledge and understanding on theories and strategies
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Learning outcomes:
Indicative syllabus content:
Learning delivery:
Assessment Rationale:
Assessment Weighting:
 researchers employ in the scientific study of adulthood and aging development.
Develop students’ ability to observe and to think critically what “normal” adulthood and aging development is.
 Develop holistic approach in understanding of typical development as well as pathological development in adulthood period
 Increase students’ understanding on individual and social factors influencing human development with focus on adulthood and aging period
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On successful completion of this course IUS student will be able to:
 Explain main characteristics of adult’s development in all developmental areas.

Define theories and research about the adult years and aging
 Discuss physiological changes and health in the aging processes
 Explain factors that influence typical and psychopathological development in adulthood

Explain lifestyles and life events related to adulthood and the ways how they influence aging

Demonstrate critical thinking and holistic approach in explaining aging processes
Developmental psychology is the discipline of psychology dedicated to the study of human development and change. Psychology of Adulthood and Aging is continuation of the Developmental psychology course. The content of the course is organized chronologically-beginning at the point of early adulthood and following the line of human development through to the endings. A key idea in the course is the understand interconnection of developmental processes. Interrelations between the adult's physical, cognitive, social, and emotional development are underlined through the course content. The complex relation between the adult and the contexts that support or challenge his/her development is emphasized as well.
The course is divided into four modules, which are further divided into the specific topics of study that follow the organization of the course textbook:
This course employs a range of teaching and learning methods as follows: lecturing, presentations of topics and assignments (an article presentation/analysis, video presentation and group discussions). Students have three hours lectures that will include also student`s presentations and discussion. Learning will consist of knowledge acquisition and understanding of use of that knowledge in adults` everyday life.
Regular homework assignments will guide students’ individual learning and students’ progression in acquiring required knowledge and practice will be additionally checked through two interim exams and final exam.
In order to ensure continuity in student’s work during the semester, homework, interim exams and assignment are asked. Interim exams will be assessed based on 25% each, presentation and article or video presentations based on 10% each and final exam 30%.
These exams will encourage the students to study harder during the semester time.
Final exam is given at the end of semester and will cover all the learning outcomes.
Topic presentations: 10%
Article or video presentation 10%
Interim exam: 25%
Midterm: 25%
Final exam: 30%
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Essential Reading:
Recommended readings:
Intranet web reference:
Important notes:
Quality assurance:
Course schedule:
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Feldman, R. (2009), Development Across the life Span, Pearson , USA
Chapter 13 to 18 (210 pages)
Belsky. J.k. (1999), The Psychology of Aging , Theory, Research, and Intervention,
California, Brooks | Cole Publishing Company
N/A
Expected knowledge of:
1.
Basic Psychological terminology
2.
Basic understanding of biological bases of psychology
Course policies:
Assignments: Each student should complete their assignment in certain time.
According to the assignment students take help from the lecturer on his office hours.
Lateness in Assignments: The due date and time for each homework assignment will be specified on the assignment handout itself. Late assignments will not be accepted.
Academic Integrity: Any cheating on examinations or quizzes or offering the work of another as one's own in an assignment is regarded as a serious offence to the academic integrity and will lead to a ZERO for the assignment grade, or serious disciplinary actions, including possible suspension.
Collaboration in Assignments: Students are encouraged to work together on homework assignments, to the extent that it helps promote a productive learning environment for all those involved. However each student must write his/her own solutions. Copied homework is graded with ZERO.
Important dates:
Interim exam 1: March (24-28)
Interim exam 2: April(21 25)
Final exam: First week in Jun
Student surveys, discussion on course, student appeals, e-mails, direct (formal) feedback at the end of the semester by students, assistants and other colleagues
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We ek
Lesson /
Date
1. Febr (17-
22)
Topics to be covered
Introduction to the class, content and ways of working
Class activities Lab activitie s
Problems/ Assignments
(Homework)
Syllabus presentation, discussion, agreement of the student’s tasks
No lab activity
To be defined after class introduction
2 Febr. (24-
28)
Life Span Development
3 March (3-
7)
Early Adulthood Physical
Development
4
March (10-
14)
Early Adulthood, Cognitive
Development
Lecture, discussion, student’s presentation, video presentations and discussions
No
Lecture, discussion, student’s presentation, video presentations and discussions no
Readings Learning objectives (After this lesson student will be able to:)
This refers to all classes:
Reference to the essential reading list will be given during the class.
Handout of the lectures to be given after the class
Demonstrate knowledge on fields cover by field of Psychology OF Adulthood and Aging define teaching method and way of working will be applied in Developmental psychology course
Students task distribution
Feldman, R. (2009),
Development Across the life
Span, Chapter 1 selected part
Explain the scope of the field of Adulthood and Aging development ?
Explain key issues and questions in the field of aging development
Explain life span development approach and principles
Describe major theoretical perspectives in life span development psychology
The People and the Field
Chapter 1 Belsky. J.K.
(1999), The Psychology of
Aging , Theory, Research, and Intervention
An article presentation
Feldman, R. (2009),
Development Across the life
Span, Chapter 13
Theories and Aging
Chapter 2 Belsky. J.K.
(1999), The Psychology of
Aging , Theory, Research,
Feldman, R. (2009),
Development Across the life
Span, Chapter13
Define body development during early adulthood
Identify the risks that young adults are exposed to
Describe the effects of stress, and what can be done about it
Describe cognitive development through young adulthood
Define how intelligence is defined today, and what causes cognitive growth in young adults
4

5
March (17-
21)
Social and Personality
Development in Early Adulthood
Lecture, discussion, student’s presentation, video presentations and discussions , no
6
7
March (24-
28)
MIDTERM EXAM I
Mart (31 -
April 4)
Middle Adulthood Physical
Development
Lecture, discussion, student’s presentation, homework, video presentations and discussions ,
8
April (7-11) Middle Adulthood Cognitive
Development
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An article presentation
Video about social and personality development in early adulthood
Feldman, R. (2009),
Development Across the life
Span, Chapter 14
Personality
Chapter 8
Belsky. J.k. (1999), The
Psychology of Aging ,
Theory, Research, and
Intervention
Demonstrate knowledge on ways how young adults form loving relationships, and how love changes over time?
Identify how people choose spouses and what makes relationships work and come to an end?
Identify how the arrival of children affects a relationship?
Demonstrate Knowledge why choosing a career is an important issue for young adults?
Demonstrate knowledge and understanding why people work and how work effects their social and personality development
Normal Aging and Diseases prevention
Chapter 3
Belsky. J.k. (1999), The
Psychology of Aging ,
Theory, Research, and
Intervention
Feldman, R. (2009),
Development Across the life
Span, Chapter 15
Video about physical development in middle adulthood
Sensory and Motor function
Feldman, R. (2009),
Development Across the life
Define body development during middle aging
Identify the health problems in middle aging
Describe the physical transitions in middle aging
Describe cognitive development through middle adulthood
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9
April(l4 18) Social and Personality
Development in Middle
Adulthood
Lecture, discussion, student’s presentation, homework, video presentations and discussions ,
10
11
April(21 25) Interim exam 2
April(28
May 2)
Late adulthood Physical and
Cognitive Development
Lecture, discussion, student’s presentation, homework, video presentations and discussions ,
12
May(5-9) Late adulthood Social and
Personality Development
Lecture, discussion, student’s presentation,
Chapter 4
Belsky. J.k. (1999), The
Psychology of Aging ,
Theory, Research, and
Intervention
An article presentation
Span, Chapter 15
The older family
Chapter 10 Belsky. J.K.
(1999), The Psychology of
Aging , Theory, Research, and Intervention
An article presentation
Feldman, R. (2009),
Development Across the life
Span, Chapter 16
All relevant chapter
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Define how intelligence change during middle adulthood period
Demonstrate knowledge on different research findings related to cognitive development
Demonstrate knowledge on Personality development in middle aging
Identify how relationships are develop during middle aging:
Demonstrate knowledge why family is important in middle age period
Identify how work and leisure influence social and personality development in middle aging period
Memory and Dementia
Chapter 7 Belsky. J.K.
(1999), The Psychology of
Aging , Theory, Research, and Intervention
Video about Physical and
Cognitive Development in
Late adulthood
Feldman, R. (2009),
Development Across the life
Span, Chapter 17
Disease Disability and Feldman, R. (2009),
Development Across the life
Identify what sorts of physical changes occur in old age.
Demonstrate knowledge how the senses are affected by aging.
Identify what the general state of health is for older people and what disorders they are susceptible to.
Demonstrate knowledge on how long people can expect to live, and why they die. how well older people function intellectually.
Demonstrate knowledge on whether people lose their memories in old age.
Identify how personality develops during late adulthood.
Demonstrate knowledge how people deal
6

14
May(19-23) Endings
15
May(26-30) Review of classes
16
June final Exam homework, video presentations and discussions ,
13
May(12-16) Workshop on development in adulthood and aging period discussion, student’s presentation discussion, student’s presentation, video presentations
Health care
Chapter 5 Belsky. J.K.
(1999), The Psychology of
Aging , Theory, Research, and Intervention
Video about Social and
Personality Development in Late adulthood
Span, Chapter 18
Observation about development in early and middle adulthood
2 students to prepare introduction marks
Feldman, R. (2009),
Development Across the life
Span, All relevant Chapters
Psychopathology
Chapter 9
Death and Dying
Chapter 12
Belsky. J.K. (1999), The
Psychology of Aging ,
Theory, Research, and
Intervention
Feldman, R. (2009),
Development Across the life
Span, Chapter 19
All covered chapters in
TEXTBOOK
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Identify how older people live and what difficulties they face.
Identify how marriages in late adulthood work.
Demonstrate knowledge on sorts of relationships that are important in late adulthood.
Demonstrate critical thinking on factors influencing adults development
Demonstrate holistic approach in explaining aging processes
Apply life span development principles in explanation of adulthood and aging developmental processes
Describe what death is and what it means at different stages of the lifespan.
Identify the ways in which people face the prospect of their own death.
Demonstrate knowledge how survivors react to and cope with death.
Review of the topics covered by course content. Discussion on issues related to application of knowledge and review of most important topic for final exam
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