Gerontology and Health

The learning process articulates active methods of theoretical and practical classes and interactive problem-centered, with emphasis on critical reflection of the program’s themes. Through:
– Expository method: in order to support elementary, new and complex theoretical concepts that require a formative approach;
– Critical analysis and active discussion of articles and / or scientific texts;
– Case studies of exposure to interactive and collaborative teaching technique that develops in the student the capacity for critical reflection and self-reflection, interaction and creativity.
Continuous assessment will consist of two stages of evaluation: a written work (50%) and an oral presentation (50%).

Recognize the emergence of gerontology (G) as a scientific area of intervention;
Acquire and integrate basic and necessary knowledge for an overall understanding of the process of human aging (A);
Understand old age as a period of personal, social and family development opportunity;
Develop an attitude and capacity for critical reflection due to stereotypes around the old age, and about the challenges faced by A. societies.
Understand the services, systems and social policies for the elderly.
Understanding the models of A. and quality of life in old age.
Recognize services, systems and social policies and social protection in G. and develop skills in the preparation of healthy A. programs.
Understand the contextual factors determinants on the health of the elderly and the main geriatric syndromes, medication, assistive technologies and associated technical support.
Acquire ed. strategies for Health and Healthy A.: counseling, development, facilitation of behavior change.

1. Gerontology: contextualization with the scientific and main intervention areas.
2. The social image of old age: myths and prejudices – main manifestations and implications.
3. Personal and social changes associated with aging: issues to be addressed.
4. Systems, (in)formal social responses to support the elderly in the promotion of healthy aging: the elderly in the community and in institutions.
5. Aging models and quality of life in old age.
6. Services, systems and social policies and social protection of the elderly: examples of programs and projects for active aging
7. Health promotion and healthy aging.
8. Major geriatric syndromes, health, functionality and aging
9. Education strategies for health in Gerontology.

• - Oral presentation - 50.0%
• - Written assignment - 50.0%

NAO

Kart, C., & Kinney, J. (2001). The realities of aging. An introduction to Gerontology. Boston: Allyn and Bacon.
Oliveira, A. L. et al. (Eds) (2011). Promoting conscious and active learning and aging: How to face current and future challenges? Imprensa da Universidade de Coimbra, Coimbra.
OMS (2015). Relatório Mundial sobre Envelhecimento e Saúde, Genebra, Suíça.
Paúl, C., Ribeiro, O. (2012). Manual de Gerontologia: Aspetos biocomportamentais, psicológicos e sociais do envelhecimento. Lisboa. Lidel.
Robyn J. Brunton & Greg Scott (2015). Do We Fear Ageing? A Multidimensional Approach to Ageing.
Anxiety. Educational Gerontology, 41,11, 786-799.
Swedish National Institute of Public Health. (2010). Physical Activity in the Prevention and Treatment of
Disease. Professional Associations for Physical Activity, Sweden.
Veríssimo, M. T. (2014). Geriatria Fundamental: Saber e Praticar. Lisboa. Lidel.