Recommended Prior Knowledge

-

Objectives

Identify the needs of the family concerning its elderly members.

To know informal support networks (family, neighbours, friends) for the elderly valuing and encouraging them.

Identify lifelong learning environments, especially those for the elderly.

Understand the need to provide formal or informal support to caregivers within the family

Encourage inside the family the links between the various generations of the family and the elderly

Identify leisure, exercise and physical activity activities appropriate to the elderly population

Propose intergenerational socio-cognitive and socio-educational activities for the whole family

Teaching Methods

The learning process will include:

1. Each students group read and analyze a text that theoretically frames one of the contexts/practices that will be visited by the students, and present their analysis to the class.

2. A thematic seminar with the participation of professionals and other staff members of the different elderly support contexts and practices.

3. Testimonies of professional staff, caregivers and the elderly, in the context of the classroom.

4. Two compulsory visits to a context of elderly support: one for global knowledge of the institution and to interview the responsible and/or technician of the institution, and another for a participant-observation (students organized in groups of 3)

Internship(s)

Não

Syllabus

Formal and informal care networks: differences, similarities, and complementarity.

Volunteering in support of the elderly and the elderly as volunteers.

Health institutions / organizations supporting the elderly in the Portuguese health system - hospital services, primary health care, integrated care network, palliative care and mental health network.

The specificities of the elderly in interpersonal and care relationships Needing’s of the family and other informal caregivers who support the elderly.

The role and status of informal caregivers.

Specifics on the elderly dependent care (comfort, hygiene and food).

Accompanying the elderly to health services - relationship with health professionals.

Socio-cognitive and socio educational stimulation activities.

Content Explanation

It is proposed an interaction of the students with several programs, projects and contexts of support of the elderly and with different approaches of intervention, that are provided by the technicians and the informal caregivers. The contact and interaction with a diversity of professionals make possible the understanding of the added value of teamwork and the professional role of these technicians to be. It is expected that the knowledge will be constructed articulately by the observation and understanding of the practices, leading the students to a more motivational and contextualized appropriation.

Methodology Explanation

The themes and approaches developed in class and their articulation with the knowledge of contexts and formal and informal carers constitute the central methodology of the course, and it is considered that this will allow students to take ownership of the course's objectives, thus beginning to understand the bases and demands of family and community service work in the area of the elderly.

Responsible Lecturer(s)

Isabel Maria da Silva Esteves Filipe - 2.º Semester

Bibliography

Cruz, D. Et al (2010). As vivências do cuidador informal do idoso dependente. Revista de Enfermagem, III Série - n.° 2 - Dez. 2010.\nConselho Nacional de Ética para as Ciências da Vida (2014). Parecer sobre as vulnerabilidades das pessoas idosas em especial das que residem em instituições. CNECV. [Online] julho de 2014. http://www.cnecv.pt/admin/files/data/docs/1413212959_Parecer%2080%20CNECV%202014%20Aprovado%20FINAL.pdf\nCorreia, J. (2003). Introdução à Gerontologia. Lisboa: Universidade Aberta.\nFonseca, A (2006). O Envelhecimento, uma abordagem psicológica. Universidade Católica, Coleção: Campus do Saber - Nº8. Lima, M 2006). Posso Participar? Atividades de desenvolvimento pessoal para idosos. Lisboa: Ambar\nGrelha, P. (2009) Qualidade Vida dos Cuidadores Informais de Idosos Dependentes em Contexto Domiciliário. Universidade de Lisboa/Faculdade de Medicina: tese de mestrado.\nHesse, H. (2002). Elogio da velhice. Lisboa: Difel.\nOsório, A; Pinto, F. (2007) As pessoas idosas. Contexto social e intervenção educativa. Lisboa: Instituto Piaget.\nPaul C; Fonseca, A. M. (2005) Envelhecer em Portugal. Lisboa: Climepsi editores.\nPereira, J., Lopes, M. (org.). (2009). Animação sociocultural na terceira idade. Chaves: Intervenção.\nPereira, J., Lopes, M., Rodrigues, T. (Coord.). (2015). Animação sociocultural, Gerontologia, educação Intergeracional. Estratégias e métodos de intervenção para um envelhecimento ativo na terceira idade. Chaves: Intervenção. \nViegas, S; Gomes, C. (2007). A identidade na velhice. Lisboa: Ambar.\nWorld Health Organization (2015). World report on ageing and health. World Health Organization. [Online] 2015. http://apps.who.int/iris/bitstream/10665/186463/1/9789240694811_eng.pdf?ua=1\n