,INSTRUCTOR’S MANUAL AND TEST BANK
Susan Krauss Whitbourne, Ph.D.
Introduction
The study of adult development and aging presents fascinating challenges to the instructor. From the
perspective of students' lives, this is in many ways the most important course they will take in college.
They will learn about what faces them as they develop through the adult years and beyond. You will
provide them with vital information about how to maintain their mental and physical health, and how to
achieve maximum functioning for many decades to come. From the perspective of learning about the
world, this course serves another vital function: informing them about the significant social shifts taking
place now that will only continue to grow throughout the 21st century. From the perspective of learning
about psychology, this course will give students a developmental perspective lacking within the other
courses in their major that takes principles and concepts and applies them to the shifts that occur
throughout the lifespan. Although child and adolescent psychology courses also present a
developmental perspective, they generally do not maintain a truly lifespan orientation. Human
development courses provide a lifespan perspective but do not allow sufficient time to explore the
middle and later adult years in any great depth. Finally, students taking this course have the
opportunity to integrate many fields into the study of adult development and aging. Depending on your
expertise and interests, you can bring everything from explorations of the criminal justice system to
analysis of great works of art into the framework of adult development and aging.
Instructors who are relatively new to the teaching of this field face virtually an infinite range of choices
about how best to approach this material. By the time you have taught this course several times, you
will figure out how to keep the ideas that work put aside those that don’t. More experienced instructors
have settled on a set of approaches, such as the number and nature of assignments, lecture vs.
discussion format, and distribution of topical coverage. This Instructor's Manual and Test Bank (IMTB) is
intended to be of use to you no matter where you lie along the range of experience and orientation.
I have given all topics covered in the book equal attention, and there is enough material within any one
area to provide you with a touching off point if you would like to expand on a particular topic. Ideally,
you can incorporate suggestions from this IMTB into your own teaching of the course and then update
between now and the next revision to keep the material as current as possible. In fact, you can refer
directly to the text for sources of new information as we used a large number of websites that
constantly update their data (such as the WHO website or the U.S. Census).
While teaching at the University of Massachusetts Amherst, I taught the Psychology of Aging course in
several formats, ranging from a large lecture (150-200 students) to a smaller seminar/discussion course
with 60 students, 20 of whom completed an additional 1-credit honors component. Currently, I am
teaching a course in the Gerontology department at the University of Massachusetts Boston, where I
have a small seminar class of 20 students. For both smaller and larger formats, I developed Blackboard
modules that included multiple-choice questions and experiential exercises used for in-class discussions.
The course requirements have also included research papers and life history projects. The 1-credit
honors course involved a weekly service learning project consisting of 3 hours per week, including 1
hour of small group discussion led by a teaching assistant.
IM- Intro |1
,Along with this IMTB, you can request a complete set of PowerPoint slides to guide you through either
lecture or discussion course formats. These slides include images from the text along with additional
pedagogical aids, some of which come in the form of hints to the instructor in the “notes” portion of the
slide (be sure to click on this viewing option). Even you do not wish to use the entire set of slides you can
download specific illustrations, charts, or diagrams to supplement your own slides. Also, using the
template I designed will allow you to adapt readily any of the slides to your particular interests by
adding new slides or images. There is an underlying slide master template that allows you to alter each
slide according to your preference.
Course syllabus and online learning options
The main issues you face in syllabus design are deciding on the schedule of topics, the course
requirements, grading information, and the inclusion of topics considered vital by the instructor such as
policies on academic honesty, missed or late assignments, and classroom attendance (you can request a
copy of my most recent syllabus for an example). Be sure to include all course procedures, grading
policies, and assignments spelled out in great detail in your syllabus to make sure that students are
aware of their requirements at all times. If you have course web site, use it for updating any
information on the syllabus or to make announcements.
Ideally there is a course management system available for you to use so that students can easily
download any updates, check their grades, and discuss course-related questions with other students.
My Blackboard site contains online assignments which are linked to content of each class. Additionally, I
provide a stripped-down version of the slides in PDF format that students can upload before class so
that they have the framework for the class but not every detail that I will be presenting.
If you would like to look at my site for more detail on what my course offers, you can contact me and I
can arrange for you to have guest privileges.
Lectures
My preferred method of lecturing is to use PowerPoint run off a laptop computer and projected on a
large screen in the classroom. The slides you can download were developed with Microsoft Office, and
can be viewed on a Mac or PC. The way I have developed the PowerPoint slides in terms of coverage is
based on the 75-minute lecture format, twice a week. I split certain chapters that are lengthy (physical
changes, health, family, and work). You can adopt this framework or change around the lectures to suit
your particular needs and interests.
In addition to the course materials, you may decide to use social media to facilitate communication
among class members or to provide them with additional content. Feel free to follow me on Twitter
(https://twitter.com/swhitbo), or subscribe to one of my daily papers (#Health #Aging Daily or
#Psychnews Daily), for which you don’t even need a Twitter account. You can also check out my
Psychology Today blog (“Fulfillment at Any Age”), which I update twice weekly.
My co-author (and daughter, Stacey) developed the AgeFeed feature that begins each chapter of the
book and that are now the lead slides for each chapter. In the slides, you can use the tests and lists as
jumping-off points for discussion.
IM- Intro |2
,Presentations
Presentations help to bring experiences from the outside world into the classroom-- especially
important in a course such as this one, which deals with vital social and personal issues. The
presentations can include:
• Guest speakers such as older adults with a "story" to tell, community agency representatives, and
people who work in settings providing care to older adults
• Students involved in outside experiences such as service learning or volunteer work can present
skits or lectures based on their experiences
• Experts in particular topics from colleagues on the faculty can be asked to provide their perspectives
• Researchers in the field of adult development and aging who are visiting the department or campus
area can be asked to describe their work to the class
Videos
Throughout the IMTB, I have provided suggestions for specific videos that you can use to enhance each
topic. The general idea behind these suggestions is that a videotape segment should preferably be no
longer than 10-13 minutes and it should be of high quality (admittedly, perhaps, hard to define!). If you
have online streaming, DVR, or On Demand accounts, you can show videos directly from your own
library. YouTube also has an infinite repository of relevant videos which you can search through to
highlight a specific area within a lecture or discussion. Students can also suggest online material on their
own, or you can assign online video research for credit, and then show student examples during class or
share them with other students. One problem with streaming video in class is the obvious fact that
wireless services may be unreliable; for this reason, it would be worthwhile to invest in a hard-wire
(Ethernet) adapter. If you would like any other specific suggestions, please feel free to contact me
directly for links or advice.
Discussion questions
Each chapter begins with a set of discussion questions divided by the major section of the chapter the
questions address. These are just sample suggestions that you can adapt as best suits the interests of
your class. Additionally, the weekly online assignments listed in the next section can provide the basis
for student discussions by having students report on their own responses.
Weekly online assignments
Students can be given assignments relevant to the chapter concepts in which they do their own informal
research that they write up and report on in class. These are assignments I have found to work
successfully:
1. Provide an example of ageism in the media, including a link if available. Otherwise describe the
example and state why it represents ageism.
2. Find an example of a recent (within the past year) research study about aging reported in the
media. Include the source of the study's description and then provide your critique of the
findings, whether the method, theory, or conclusions.
3. Provide 5 examples of mobility issues you observed while watching an older person in a public
setting such as the sidewalk, stairs, crossing the street, using public transportation, or similar
situation.
4. List at least 5 examples of unhealthy behaviors you have witnessed. Include the behavior, why
it's unhealthy, who performed the behavior, and where you observed it.
IM- Intro |3
,5. From the signs and roadways in your neighborhood or frequently traveled routes, please
describe 5 potential obstacles that could present problems for older drivers. Some examples
include confusing signage, hazardous roadways, or poorly marked pedestrian crossings. In
addition to describing the obstacle, please state why you think this will present an obstacle
particularly for older adult drivers.
6. Find a situation in a public or semi-public place where you are able to observe the way that
someone else speaks to an older adult, such as a medical office, store, form of public
transportation, or family gathering in which elderspeak occurred. Please provide your responses
below based on this observation:
a. Describe the situation in which the elderspeak occurred.
b. What made this elderspeak? What words and/or tone of voice did the individual use in
addressing the older adult?
c. How did the older adult respond to this treatment?
d. If you were the older adult, how would you feel in this situation?
e. Would it ever make sense to correct a person using elderspeak? If so, what approach
would you take?
7. Please answer these questions with respect to one of your grandparents. If you having no living
grandparents, please answer these questions about the one you were closest to when you were
younger. If you did not know any of your grandparents, please answer these questions with
regard to the "ideal" grandparent you might have known. In class, we'll be comparing your
responses, but don't feel you have to reveal anything you'd rather not share with the other
students.
a. Which grandparent will you be answering these questions about?
b. How often do you (did you) see your grandparent?
c. Do you (did you) spend time alone with your grandparent with no other family present?
d. Is your grandparent someone you would seek (or sought) for advice? If yes, what type of
advice?
e. What do (did) you most like to do with your grandparent?
f. If you can't (or couldn't) see your grandparent in person, how often would you
communicate through email, Facebook, or phone?
g. When it comes to (or came to) gift-giving occasions, would your grandparent know what to
get for you? Do you know what gifts your grandparent enjoys (or enjoyed)?
h. How do (did) your parent(s) and grandparent(s) get along with each other?
i. Anything else you'd like to say about your grandparent?
8. RIASEC Scavenger hunt:
a. Take the Online RIASEC Quiz and report your results.
(https://openpsychometrics.org/tests/RIASEC/)
b. Go to O*NET Online and find the description of your ideal job. Briefly summarize what
you learn. https://www.onetonline.org/
9. Older adults are, unfortunately, often preyed upon by fraudulent marketers and unscrupulous
salespersons. A Government Accountability Office (GAO) report in June 2019 provides details
and recommendations on Elder Justice. (https://www.gao.gov/products/GAO-19-365) Please
choose one type of fraud and answer the following questions:
a. How does this type of fraud operate? Please provide a concrete example.
b. What governmental agency or legislation is intended to protect older adults from this kind
of fraud? Provide a specific website or be able to reference a federal or state law.
c. What advice would you offer an older adult to protect him or her from this type of fraud?
IM- Intro |4
, d. How can more be done to educate older adults and their families from this type of fraud?
e. If applicable, do you know anyone who has been a victim of this type of fraud?
10. Provide a position paper about the future of Medicare and your suggestions, based on websites
that you will list, for how to maintain its viability and expand healthcare options for older (and
possibly younger) adults.
11. Please visit the Federal Trade Commission website on planning your funeral. Then answer the
following questions:
a. What did you learn about funeral planning that you didn't know before?
b. How could this information help you or your family in making decisions about funeral
planning?
12. List 5 examples of creative older adults whose work meets the criteria of (1) originality, (2)
appropriateness, and (3) lastingness. Add any relevant websites to support your examples and
be sure to address all 3 criteria for each example.
Service learning
For instructors who wish to integrate a service learning component into the course, there are many
possibilities, dependent only upon the community resources on or near campus. If there is a community
service learning office or division at the school, it is best to work through their procedures when making
these arrangements.
The minimum requirements for students to complete in order for this activity to have meaning are:
• Weekly commitment of at least 3 hours for at least 10 weeks
• Involvement in an agency or site that will allow students to have hands-on experience but will
not require them to engage in clerical or manual labor duties
• Maintaining a weekly journal
• Meeting on a weekly basis with other students in a supervised format to discuss experiences
• Completion of a final paper (which can be as brief as 5 pages)
• Completion of evaluation of the service learning component
• Optional- in class presentation to share experiences with other students in the class
It is suggested that students complete a contract form. A sample form is attached at the end of this
chapter.
Life history papers
Another very worthwhile project is the completion of a "life history". Students can be given the
assignment of finding an older adult (relative, friend of family, or person in community) to interview and
to write the results of the interview in terms of relevant class concepts.
Test bank
There are three categories of items, multiple choice (with 4 choices), short answer, and essay questions.
Multiple Choice Questions
Each item is identified by the concept it tests. Definitions of major concepts and terms are identified as
There are 50 multiple-choice questions provided for each chapter. In some cases there may be two or
three questions testing the same concept, with only slight differences in wording among the choices.
IM- Intro |5
,This was done so that instructors can use this TB over several semesters and not be restricted to using
the same items.
The items are intended to be straightforward and to avoid what the author feels are poorly worded
questions that have, for instance, "A and C," or "None of the above." In the author's experience, such
items are confusing and frustrating, and even students who know the right answer can be deceived.
Reactions to tests based on items such as those in the TB are very positive from students who regard the
tests as fair even if they are occasionally tough.
These questions are obviously all based on the text. Instructors are advised to add items based on
classroom videos, presentations, and discussions. Furthermore, the items in the TB can be adapted in a
variety of ways and additional items can easily be generated that follow a similar format.
Short Answer Questions
Within each unit of the chapter are 3-5 short answer questions that ask students to list, describe, or
summarize information that lends itself to enumeration of concepts.
Essay Questions
The final set of questions are lengthy critical thinking questions that ask students to place the material
presented in the chapter into a larger perspective, such as that of a researcher or practitioner who will
be using the information for a specific purpose. The questions also test the ability of students to use this
information at a more philosophical or analytical level and to challenge some of the concepts presented
in the chapter.
IM- Intro |6
,Chapter 1
Themes and Issues in Adult Development and
Aging
As the opening chapter to the book, the material covered here provides the orientation to the course.
During the first lecture, it is particularly important to provide students with a sense of excitement about
the field. Reflect on your own enthusiasm for teaching this topic and, if appropriate, relate personal
experiences that have led you to want to become involved in adult development and aging. It would
also be useful to find out why students have chosen to taken the course, as it is quite likely that many of
them are there for personal reasons as well.
Lecture Guidelines
There is a logical break between the theoretical issues in the first part of the chapter and the
demographic material presented at the end. The lecture on demography can begin with a discussion of
current issues relevant to aging, such as the effect on the population of the "graying of America". A
discussion of the "Baby Boomers" would also be interesting, as many of the students have parents, or
possibly grandparents, in this generation. You can also encourage students to contrast their views about
Baby Boomers with “Millennials,” “Gen-X’ers,” and the like. Ask them if they believe that generational
labels are helpful in understanding the behavior of individuals.
Videos and Films
There are many potentially relevant materials to include in the lectures based on this chapter. Keep
your eyes open for news items that concern aging in the U.S., Canada, and the world relevant to the
economy, social trends, and population dynamics. Non-stereotypic older adults can also be shown to
counter negative representations that students may have such as older persons engaging in activities
that would not normally be associated with aging.
There are two excellent films by PBS: “The Way We Get By” (http://www.pbs.org/pov/waywegey/) and
Frontline “Living Old” (http://www.pbs.org/wgbh/pages/frontline/livingold/view/).
Because there are many statistics to summarize in the demography section, it is helpful to provide
anything that will put a human face to the numbers.
There is an excellent series available on YouTube divided into five parts, called “The World’s Oldest
People”: http://www.youtube.com/watch?v=Bjd8_9dtLHo
Discussion questions
The biopsychosocial perspective
Why is the biopsychosocial perspective important?
How does the material in this course relate to other courses that you have taken which employ an
interdisciplinary perspective?
Four principles of adult development and aging
Do you feel that you are a different person than you were when you were younger?
IM-1 |1
,Do you know of individuals who illustrate the principle of individual differences in development?
What are the important intraindividual dimensions that psychologists should study?
What are the implications for the field when you consider that the only people we can study in old age
are those who survived?
How can you be a survivor?
Name some changes that you think are age-related and see if they are in fact age- or disease-related.
The meaning of age
How would you define a person as an "adult"? Do you feel that you qualify as an adult? What are
appropriate criteria to use for this distinction other than or in addition to age?
What are the pros and cons of using these age-based divisions?
How could the alternative indices of age be implemented in a practical sense so that they would replace
chronological age?
Can you come up with examples of influences on development that have affected you?
Key Social factors in adult development and aging
How are changing definitions of gender affecting the way you see yourself? How are these changing
definitions being played out in society?
Why is race a difficult concept to measure?
How has your social class affected your own life so far?
How do you think social class will affect your life in the future?
What sorts of influences do you think that social class has on people's lives and why is it important in
development?
How has your religion affected your own development?
Is religion different than spirituality? Which do you feel is more important for development in
adulthood?
The Baby Boomers grow up: Changes in the middle-aged and older population in the
United States and the world
What are some of the major implications of an aging population?
Will the aging Baby Boomers change the way that we think about aging, or have they done so already?
Who are famous aging Baby Boomers you can think of in the media who defy traditional stereotypes?
What are the implications of changes in the racial and ethnic distribution of the aging population?
How might the current generation of young adults (i.e. Millennials) differ from their parents and
grandparents?
Multiple Choice Questions
Age Feed
1. Fact vs. myth
Correct choice: C
Which species of animal does not get cancer, and is therefore being studied to understand genetic
causes of the disease?
A. whale
B. dolphin
C. shark
D. tuna
IM-1 |2
, 2. Fact vs. myth
Correct choice: B
Which of the following statements from the Age Feed represents a myth?
A. Most older adults stay socially active.
B. People become more pessimistic in later life.
C. Creativity continues throughout later adulthood.
D. Older adults maintain their long-term memory.
3. Fact vs. myth
Correct choice: B
Which of the following statements from the Age Feed represent a myth?
A. Most older adults stay socially active.
B. People become more pessimistic in later life.
C. Creativity continues throughout later adulthood.
D. Older adults maintain their long-term memory.
The biopsychosocial perspective
4. Biopsychosocial definition
Correct choice: C
The term __________ captures the concept that aging involves a set of processes that include physical
changes, personality, and culture:
A. interactional
B. biopsychosocial
C. multidirectional
D. transformational
5. Biopsychosocial definition
Correct choice: A
The fact that changes in appearance reflect biological changes, individual identity, and social attitudes
toward aging is an example of the:
A. biopsychosocial model.
B. continuity principle.
C. survival principle.
D. multidirectional model.
Four principles of adult development and aging
6. Continuity principle
Correct choice: B
The ________________ principle of adult development and aging proposes that changes build on
themselves over a person’s lifetime in a cumulative fashion.
A. selection
B. continuity
C. chronological
IM-1 |3
Susan Krauss Whitbourne, Ph.D.
Introduction
The study of adult development and aging presents fascinating challenges to the instructor. From the
perspective of students' lives, this is in many ways the most important course they will take in college.
They will learn about what faces them as they develop through the adult years and beyond. You will
provide them with vital information about how to maintain their mental and physical health, and how to
achieve maximum functioning for many decades to come. From the perspective of learning about the
world, this course serves another vital function: informing them about the significant social shifts taking
place now that will only continue to grow throughout the 21st century. From the perspective of learning
about psychology, this course will give students a developmental perspective lacking within the other
courses in their major that takes principles and concepts and applies them to the shifts that occur
throughout the lifespan. Although child and adolescent psychology courses also present a
developmental perspective, they generally do not maintain a truly lifespan orientation. Human
development courses provide a lifespan perspective but do not allow sufficient time to explore the
middle and later adult years in any great depth. Finally, students taking this course have the
opportunity to integrate many fields into the study of adult development and aging. Depending on your
expertise and interests, you can bring everything from explorations of the criminal justice system to
analysis of great works of art into the framework of adult development and aging.
Instructors who are relatively new to the teaching of this field face virtually an infinite range of choices
about how best to approach this material. By the time you have taught this course several times, you
will figure out how to keep the ideas that work put aside those that don’t. More experienced instructors
have settled on a set of approaches, such as the number and nature of assignments, lecture vs.
discussion format, and distribution of topical coverage. This Instructor's Manual and Test Bank (IMTB) is
intended to be of use to you no matter where you lie along the range of experience and orientation.
I have given all topics covered in the book equal attention, and there is enough material within any one
area to provide you with a touching off point if you would like to expand on a particular topic. Ideally,
you can incorporate suggestions from this IMTB into your own teaching of the course and then update
between now and the next revision to keep the material as current as possible. In fact, you can refer
directly to the text for sources of new information as we used a large number of websites that
constantly update their data (such as the WHO website or the U.S. Census).
While teaching at the University of Massachusetts Amherst, I taught the Psychology of Aging course in
several formats, ranging from a large lecture (150-200 students) to a smaller seminar/discussion course
with 60 students, 20 of whom completed an additional 1-credit honors component. Currently, I am
teaching a course in the Gerontology department at the University of Massachusetts Boston, where I
have a small seminar class of 20 students. For both smaller and larger formats, I developed Blackboard
modules that included multiple-choice questions and experiential exercises used for in-class discussions.
The course requirements have also included research papers and life history projects. The 1-credit
honors course involved a weekly service learning project consisting of 3 hours per week, including 1
hour of small group discussion led by a teaching assistant.
IM- Intro |1
,Along with this IMTB, you can request a complete set of PowerPoint slides to guide you through either
lecture or discussion course formats. These slides include images from the text along with additional
pedagogical aids, some of which come in the form of hints to the instructor in the “notes” portion of the
slide (be sure to click on this viewing option). Even you do not wish to use the entire set of slides you can
download specific illustrations, charts, or diagrams to supplement your own slides. Also, using the
template I designed will allow you to adapt readily any of the slides to your particular interests by
adding new slides or images. There is an underlying slide master template that allows you to alter each
slide according to your preference.
Course syllabus and online learning options
The main issues you face in syllabus design are deciding on the schedule of topics, the course
requirements, grading information, and the inclusion of topics considered vital by the instructor such as
policies on academic honesty, missed or late assignments, and classroom attendance (you can request a
copy of my most recent syllabus for an example). Be sure to include all course procedures, grading
policies, and assignments spelled out in great detail in your syllabus to make sure that students are
aware of their requirements at all times. If you have course web site, use it for updating any
information on the syllabus or to make announcements.
Ideally there is a course management system available for you to use so that students can easily
download any updates, check their grades, and discuss course-related questions with other students.
My Blackboard site contains online assignments which are linked to content of each class. Additionally, I
provide a stripped-down version of the slides in PDF format that students can upload before class so
that they have the framework for the class but not every detail that I will be presenting.
If you would like to look at my site for more detail on what my course offers, you can contact me and I
can arrange for you to have guest privileges.
Lectures
My preferred method of lecturing is to use PowerPoint run off a laptop computer and projected on a
large screen in the classroom. The slides you can download were developed with Microsoft Office, and
can be viewed on a Mac or PC. The way I have developed the PowerPoint slides in terms of coverage is
based on the 75-minute lecture format, twice a week. I split certain chapters that are lengthy (physical
changes, health, family, and work). You can adopt this framework or change around the lectures to suit
your particular needs and interests.
In addition to the course materials, you may decide to use social media to facilitate communication
among class members or to provide them with additional content. Feel free to follow me on Twitter
(https://twitter.com/swhitbo), or subscribe to one of my daily papers (#Health #Aging Daily or
#Psychnews Daily), for which you don’t even need a Twitter account. You can also check out my
Psychology Today blog (“Fulfillment at Any Age”), which I update twice weekly.
My co-author (and daughter, Stacey) developed the AgeFeed feature that begins each chapter of the
book and that are now the lead slides for each chapter. In the slides, you can use the tests and lists as
jumping-off points for discussion.
IM- Intro |2
,Presentations
Presentations help to bring experiences from the outside world into the classroom-- especially
important in a course such as this one, which deals with vital social and personal issues. The
presentations can include:
• Guest speakers such as older adults with a "story" to tell, community agency representatives, and
people who work in settings providing care to older adults
• Students involved in outside experiences such as service learning or volunteer work can present
skits or lectures based on their experiences
• Experts in particular topics from colleagues on the faculty can be asked to provide their perspectives
• Researchers in the field of adult development and aging who are visiting the department or campus
area can be asked to describe their work to the class
Videos
Throughout the IMTB, I have provided suggestions for specific videos that you can use to enhance each
topic. The general idea behind these suggestions is that a videotape segment should preferably be no
longer than 10-13 minutes and it should be of high quality (admittedly, perhaps, hard to define!). If you
have online streaming, DVR, or On Demand accounts, you can show videos directly from your own
library. YouTube also has an infinite repository of relevant videos which you can search through to
highlight a specific area within a lecture or discussion. Students can also suggest online material on their
own, or you can assign online video research for credit, and then show student examples during class or
share them with other students. One problem with streaming video in class is the obvious fact that
wireless services may be unreliable; for this reason, it would be worthwhile to invest in a hard-wire
(Ethernet) adapter. If you would like any other specific suggestions, please feel free to contact me
directly for links or advice.
Discussion questions
Each chapter begins with a set of discussion questions divided by the major section of the chapter the
questions address. These are just sample suggestions that you can adapt as best suits the interests of
your class. Additionally, the weekly online assignments listed in the next section can provide the basis
for student discussions by having students report on their own responses.
Weekly online assignments
Students can be given assignments relevant to the chapter concepts in which they do their own informal
research that they write up and report on in class. These are assignments I have found to work
successfully:
1. Provide an example of ageism in the media, including a link if available. Otherwise describe the
example and state why it represents ageism.
2. Find an example of a recent (within the past year) research study about aging reported in the
media. Include the source of the study's description and then provide your critique of the
findings, whether the method, theory, or conclusions.
3. Provide 5 examples of mobility issues you observed while watching an older person in a public
setting such as the sidewalk, stairs, crossing the street, using public transportation, or similar
situation.
4. List at least 5 examples of unhealthy behaviors you have witnessed. Include the behavior, why
it's unhealthy, who performed the behavior, and where you observed it.
IM- Intro |3
,5. From the signs and roadways in your neighborhood or frequently traveled routes, please
describe 5 potential obstacles that could present problems for older drivers. Some examples
include confusing signage, hazardous roadways, or poorly marked pedestrian crossings. In
addition to describing the obstacle, please state why you think this will present an obstacle
particularly for older adult drivers.
6. Find a situation in a public or semi-public place where you are able to observe the way that
someone else speaks to an older adult, such as a medical office, store, form of public
transportation, or family gathering in which elderspeak occurred. Please provide your responses
below based on this observation:
a. Describe the situation in which the elderspeak occurred.
b. What made this elderspeak? What words and/or tone of voice did the individual use in
addressing the older adult?
c. How did the older adult respond to this treatment?
d. If you were the older adult, how would you feel in this situation?
e. Would it ever make sense to correct a person using elderspeak? If so, what approach
would you take?
7. Please answer these questions with respect to one of your grandparents. If you having no living
grandparents, please answer these questions about the one you were closest to when you were
younger. If you did not know any of your grandparents, please answer these questions with
regard to the "ideal" grandparent you might have known. In class, we'll be comparing your
responses, but don't feel you have to reveal anything you'd rather not share with the other
students.
a. Which grandparent will you be answering these questions about?
b. How often do you (did you) see your grandparent?
c. Do you (did you) spend time alone with your grandparent with no other family present?
d. Is your grandparent someone you would seek (or sought) for advice? If yes, what type of
advice?
e. What do (did) you most like to do with your grandparent?
f. If you can't (or couldn't) see your grandparent in person, how often would you
communicate through email, Facebook, or phone?
g. When it comes to (or came to) gift-giving occasions, would your grandparent know what to
get for you? Do you know what gifts your grandparent enjoys (or enjoyed)?
h. How do (did) your parent(s) and grandparent(s) get along with each other?
i. Anything else you'd like to say about your grandparent?
8. RIASEC Scavenger hunt:
a. Take the Online RIASEC Quiz and report your results.
(https://openpsychometrics.org/tests/RIASEC/)
b. Go to O*NET Online and find the description of your ideal job. Briefly summarize what
you learn. https://www.onetonline.org/
9. Older adults are, unfortunately, often preyed upon by fraudulent marketers and unscrupulous
salespersons. A Government Accountability Office (GAO) report in June 2019 provides details
and recommendations on Elder Justice. (https://www.gao.gov/products/GAO-19-365) Please
choose one type of fraud and answer the following questions:
a. How does this type of fraud operate? Please provide a concrete example.
b. What governmental agency or legislation is intended to protect older adults from this kind
of fraud? Provide a specific website or be able to reference a federal or state law.
c. What advice would you offer an older adult to protect him or her from this type of fraud?
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, d. How can more be done to educate older adults and their families from this type of fraud?
e. If applicable, do you know anyone who has been a victim of this type of fraud?
10. Provide a position paper about the future of Medicare and your suggestions, based on websites
that you will list, for how to maintain its viability and expand healthcare options for older (and
possibly younger) adults.
11. Please visit the Federal Trade Commission website on planning your funeral. Then answer the
following questions:
a. What did you learn about funeral planning that you didn't know before?
b. How could this information help you or your family in making decisions about funeral
planning?
12. List 5 examples of creative older adults whose work meets the criteria of (1) originality, (2)
appropriateness, and (3) lastingness. Add any relevant websites to support your examples and
be sure to address all 3 criteria for each example.
Service learning
For instructors who wish to integrate a service learning component into the course, there are many
possibilities, dependent only upon the community resources on or near campus. If there is a community
service learning office or division at the school, it is best to work through their procedures when making
these arrangements.
The minimum requirements for students to complete in order for this activity to have meaning are:
• Weekly commitment of at least 3 hours for at least 10 weeks
• Involvement in an agency or site that will allow students to have hands-on experience but will
not require them to engage in clerical or manual labor duties
• Maintaining a weekly journal
• Meeting on a weekly basis with other students in a supervised format to discuss experiences
• Completion of a final paper (which can be as brief as 5 pages)
• Completion of evaluation of the service learning component
• Optional- in class presentation to share experiences with other students in the class
It is suggested that students complete a contract form. A sample form is attached at the end of this
chapter.
Life history papers
Another very worthwhile project is the completion of a "life history". Students can be given the
assignment of finding an older adult (relative, friend of family, or person in community) to interview and
to write the results of the interview in terms of relevant class concepts.
Test bank
There are three categories of items, multiple choice (with 4 choices), short answer, and essay questions.
Multiple Choice Questions
Each item is identified by the concept it tests. Definitions of major concepts and terms are identified as
There are 50 multiple-choice questions provided for each chapter. In some cases there may be two or
three questions testing the same concept, with only slight differences in wording among the choices.
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,This was done so that instructors can use this TB over several semesters and not be restricted to using
the same items.
The items are intended to be straightforward and to avoid what the author feels are poorly worded
questions that have, for instance, "A and C," or "None of the above." In the author's experience, such
items are confusing and frustrating, and even students who know the right answer can be deceived.
Reactions to tests based on items such as those in the TB are very positive from students who regard the
tests as fair even if they are occasionally tough.
These questions are obviously all based on the text. Instructors are advised to add items based on
classroom videos, presentations, and discussions. Furthermore, the items in the TB can be adapted in a
variety of ways and additional items can easily be generated that follow a similar format.
Short Answer Questions
Within each unit of the chapter are 3-5 short answer questions that ask students to list, describe, or
summarize information that lends itself to enumeration of concepts.
Essay Questions
The final set of questions are lengthy critical thinking questions that ask students to place the material
presented in the chapter into a larger perspective, such as that of a researcher or practitioner who will
be using the information for a specific purpose. The questions also test the ability of students to use this
information at a more philosophical or analytical level and to challenge some of the concepts presented
in the chapter.
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,Chapter 1
Themes and Issues in Adult Development and
Aging
As the opening chapter to the book, the material covered here provides the orientation to the course.
During the first lecture, it is particularly important to provide students with a sense of excitement about
the field. Reflect on your own enthusiasm for teaching this topic and, if appropriate, relate personal
experiences that have led you to want to become involved in adult development and aging. It would
also be useful to find out why students have chosen to taken the course, as it is quite likely that many of
them are there for personal reasons as well.
Lecture Guidelines
There is a logical break between the theoretical issues in the first part of the chapter and the
demographic material presented at the end. The lecture on demography can begin with a discussion of
current issues relevant to aging, such as the effect on the population of the "graying of America". A
discussion of the "Baby Boomers" would also be interesting, as many of the students have parents, or
possibly grandparents, in this generation. You can also encourage students to contrast their views about
Baby Boomers with “Millennials,” “Gen-X’ers,” and the like. Ask them if they believe that generational
labels are helpful in understanding the behavior of individuals.
Videos and Films
There are many potentially relevant materials to include in the lectures based on this chapter. Keep
your eyes open for news items that concern aging in the U.S., Canada, and the world relevant to the
economy, social trends, and population dynamics. Non-stereotypic older adults can also be shown to
counter negative representations that students may have such as older persons engaging in activities
that would not normally be associated with aging.
There are two excellent films by PBS: “The Way We Get By” (http://www.pbs.org/pov/waywegey/) and
Frontline “Living Old” (http://www.pbs.org/wgbh/pages/frontline/livingold/view/).
Because there are many statistics to summarize in the demography section, it is helpful to provide
anything that will put a human face to the numbers.
There is an excellent series available on YouTube divided into five parts, called “The World’s Oldest
People”: http://www.youtube.com/watch?v=Bjd8_9dtLHo
Discussion questions
The biopsychosocial perspective
Why is the biopsychosocial perspective important?
How does the material in this course relate to other courses that you have taken which employ an
interdisciplinary perspective?
Four principles of adult development and aging
Do you feel that you are a different person than you were when you were younger?
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,Do you know of individuals who illustrate the principle of individual differences in development?
What are the important intraindividual dimensions that psychologists should study?
What are the implications for the field when you consider that the only people we can study in old age
are those who survived?
How can you be a survivor?
Name some changes that you think are age-related and see if they are in fact age- or disease-related.
The meaning of age
How would you define a person as an "adult"? Do you feel that you qualify as an adult? What are
appropriate criteria to use for this distinction other than or in addition to age?
What are the pros and cons of using these age-based divisions?
How could the alternative indices of age be implemented in a practical sense so that they would replace
chronological age?
Can you come up with examples of influences on development that have affected you?
Key Social factors in adult development and aging
How are changing definitions of gender affecting the way you see yourself? How are these changing
definitions being played out in society?
Why is race a difficult concept to measure?
How has your social class affected your own life so far?
How do you think social class will affect your life in the future?
What sorts of influences do you think that social class has on people's lives and why is it important in
development?
How has your religion affected your own development?
Is religion different than spirituality? Which do you feel is more important for development in
adulthood?
The Baby Boomers grow up: Changes in the middle-aged and older population in the
United States and the world
What are some of the major implications of an aging population?
Will the aging Baby Boomers change the way that we think about aging, or have they done so already?
Who are famous aging Baby Boomers you can think of in the media who defy traditional stereotypes?
What are the implications of changes in the racial and ethnic distribution of the aging population?
How might the current generation of young adults (i.e. Millennials) differ from their parents and
grandparents?
Multiple Choice Questions
Age Feed
1. Fact vs. myth
Correct choice: C
Which species of animal does not get cancer, and is therefore being studied to understand genetic
causes of the disease?
A. whale
B. dolphin
C. shark
D. tuna
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, 2. Fact vs. myth
Correct choice: B
Which of the following statements from the Age Feed represents a myth?
A. Most older adults stay socially active.
B. People become more pessimistic in later life.
C. Creativity continues throughout later adulthood.
D. Older adults maintain their long-term memory.
3. Fact vs. myth
Correct choice: B
Which of the following statements from the Age Feed represent a myth?
A. Most older adults stay socially active.
B. People become more pessimistic in later life.
C. Creativity continues throughout later adulthood.
D. Older adults maintain their long-term memory.
The biopsychosocial perspective
4. Biopsychosocial definition
Correct choice: C
The term __________ captures the concept that aging involves a set of processes that include physical
changes, personality, and culture:
A. interactional
B. biopsychosocial
C. multidirectional
D. transformational
5. Biopsychosocial definition
Correct choice: A
The fact that changes in appearance reflect biological changes, individual identity, and social attitudes
toward aging is an example of the:
A. biopsychosocial model.
B. continuity principle.
C. survival principle.
D. multidirectional model.
Four principles of adult development and aging
6. Continuity principle
Correct choice: B
The ________________ principle of adult development and aging proposes that changes build on
themselves over a person’s lifetime in a cumulative fashion.
A. selection
B. continuity
C. chronological
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