Evaluation by exam (100%);
1)Continuos evaluation: a written test (60 points or 100); 2 ) Paper work “attention to elderly throughout the semester” (50 points);
3 ) Whenever possible, registration of impacts of physical exercise in the elderly and assessed in resilience, understanding better his/her specific reality (40 points);
4 ) analysis and exercise of the potentials of one elderly (50 points);
5) scientific approach to concepts that integrate the themes of the programme, with material support, as well as pedagogic exploration, whenever possible, performed by: a ) discussion/resolution of problematic situations with a view acquisition of consciousness, whether public or private; b) records of 2) and 3) in a grid under construction; c) sharing of different works.
1. To build knowledge of the relevant chronology of the binomial health / disease, namely the 2nd health revolution. Associate it to the age of the intervening groups: elderly, professionals and careguivers.
2. Identify and describe the caregiver and the elderly through instruments that evaluate resilience.
3. Recognize models and theories relating to resilience construct applied to elderly, professionals and careguivers as well as healthy skills, life attitudes and concepts associated with it.
4. Distinguish resilience dimensions.
5. Become aware of the personal and interpersonal role in resilient structure.
6.Analyse models of human functioning and evaluation.
a. The human being as a complex system of biophysical past and its functioning.
B. Everyday adversity as an integral part of life and resilience: subjective human health.
c. Survival and quality of life from the perspective of Damasio (2002), with scientific integrating vision; Highlights of the cultural and scientific progress of the binomial health / disease.
d. Beacons of non-pathological approach to resilience; Models and theories of resilience and related concepts, including design and measure of this construct and Health Dynamic model, subjective and
everyday, including proposal resilience throughout life.
e. Understanding the evolution of resilience in longitudinal and prospective studies: growth constructs
Curricular Unit Teachers
- - test - 100.0%
- - group work - 40.0%
- - written test - 60.0%
Albuquerque, A.M. (2015). Luz e som: Ecos transparentes de comunicação. Revista Omnia, 2, 53-64.
Damásio, A. (2010). O livro da Consciência: a construção do cérebro consciente. Lisboa: Temas e Debates – círculo de leitores.
Albuquerque, A.M. (2014). À Luz da Resiliência: o Riso e a Perda na educação. Revista Omnia, 1, 23-29.
Albuquerque, A.M (2012). Releitura de touchpoints em caminhos para a qualidade da Educação: a resiliência na AEPEC. In M. Patrício, L. Sebastião, J.M. Justo & J. Brito (org.), Da Exclusão à Excelência:
caminhos organizacionais para a Qualidade da Educação (pp. 305?315). Montargil: AEPEC
Lima, M.P. (2010). Envelhecimentos. Coimbra: UC.
Albuquerque, A.M. (2005). Resiliência: contributos para a sua conceptualização e medida. Tese doutoramento apresentada à Universidade de Aveiro.
Baltes, P. B., & Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55 (1), 122-136.