72582 - Intervention Methods for the Distress of the Elderly.

Academic Year 2021/2022

Learning outcomes

The main learning outcomes are: - knowledge about psychological interventions in older adults; - ability to assess and plan psychosocial interventions with individuals and groups in the area of care for elderly.

Course contents

Aging: theoretical frameworks and perspectives

Psychological aspects of aging

Psychological assessment of older adults

Psychiatric disorders at later life: depression, anxiety, sleep disorders, delirium

Well-being and life styles in the elderly

Psychological treatment of older adults

Clinical assessment of dementia; cognitive, affective and relational issues in dementia

Caregiving

Cognitive stimulation

The biopsychosocial model in dementia

Palliative care

 

Readings/Bibliography

Basic textbook:

Rossana De Beni, Erika Borella (2015). Psicologia dell’invecchiamento e della longevita’. Seconda edizione. Il Mulino, Bologna.

Additional research articles and reviews will be provided during classes.

Non so cosa avrei fatto oggi senza di te. Manuale per i familiari delle persone con demenza. Regione Emilia-Romagna. www.http://sociale.regione.emilia-romagna.it/documentazione/pubblicazioni/prodotti-editoriali

McKhann GM, Knopman DS, Chertkow H, et al. The diagnosis of dementia due to Alzheimer's disease: recommendations from the National Institute on Aging-Alzheimer's Association workgroups on diagnostic guidelines for Alzheimer's disease. [http://www.ncbi.nlm.nih.gov/pubmed/21514250] Alzheimers Dement. 2011 May;7(3):263-9. doi: 10.1016/j.jalz.2011.03.005. Epub 2011 Apr 21

Kitwood T. The experience of dementia. Aging & Mental Health 1997; 1(1) 13-22

 

Suggested readings:

Lee Hyer (2014). Psychological treatment of older adults: a holistic model. Springer, New York.

American Psychiatric Association (2014). DSM-5. Manuale Diagnostico e Statistico dei Disturbi Mentali. Quinta Edizione. Raffaello Cortina Editore, Milano.

Sophia Wang, Abraham M. Nussbaum (2018). L'esame diagnostico con il DSM-5 per la persona anziana. Raffaello Cortina Editore, Milano.

Rabith Chattat (2004). L’invecchiamento. Processi psicologici e strumenti di valutazione. Carocci, Roma.

Pietro Piumetti (2014). Vivere e’ un’arte. Manuale di psicologia dell'invecchiamento. Effatà Editrice, Torino.

http://www.iss.it/demenze/

Costantini M, Morasso G, Montella L, et al. Diagnosis and prognosis disclosure among cancer patients. Results from an Italian mortality follow-back survey. Annals of Oncology 17:853-859, 2006

Teaching methods

Frontal lessons

Watching training videos

Discussion of clinical cases

Course attendance plays a crucial role in the learning and assessing process.

Assessment methods

The final examination will consist of an ORAL exam (according to the current COVID-19 containment measures) aimed to assess the adequacy of students' knowledge with regard to the course contents and their ability to organize and integrate relevant information, with particular attention given to clinical and therapeutic implications. There are neither preliminary requirements nor mid-term examinations. The highest final mark (30/30), eventually cum laude, will reflect the comprehensiveness, adequacy and full articulation of the answers. Marks will progressively decrease based on lack of relevant information, fragmented, inaccurate or off-topic answers. Students may register for the exam by using Almaesami.

Teaching tools

Slide projector

PC and DVD player

Office hours

See the website of Jenny Guidi

See the website of Fabio Izzicupo