module specification

Healthy ageing and wellbeing in later life is a key element of public health policy in the UK. This is accompanied by a shift away from thinking about health purely in terms of absence of illness and a move towards broader measures of health and wellbeing.

The module takes a critical pedagogy approach which is congruent with the rapid social, political and professional changes related to later life and the need for those working in this field to explore critically and make sense of the contested but often taken for granted dimensions of practice. This approach therefore aims to develop students as critical practitioners through exploration of a range of historical and contemporary perspectives drawing on a wide range of academic disciplines. Critical pedagogy also allows not only for a critique of current knowledge and practice but also for imagining and ultimately creating alternative, less oppressive realities. This allows for the construction of alternative knowledge and practice through a focus on lived experience.

The module develops work previously undertaken on Experiences of Later Life which focuses on the multidisciplinary context of ageing and the biological, psychological, social gerontological, political and sociological perspectives.

The module aims to:

• enable students to adopt a person centred, holistic perspective on wellbeing in later life. They will be encouraged to examine the need for integration of health and social care and consider ways in which this collaboration can be achieved.
• prepare students to involve older people in all relevant activities at all levels, acknowledging and responding to the diversity of the older population and promoting respect, equality and dignity.

Definitions of and perspectives on wellbeing – eudaimonic, hedonic, evaluative and affective

What is different about later life? – this question will be considered throughout in relation to all topics

Mental health, mental illness and wellbeing – the dual continua model
Concepts of flourishing and languishing and how these relate to later life

Promoting mental health & wellbeing in later life –

• resilience, independence
• preventative, practical services
• the role of primary care and community services
• building community capacity
• the voluntary sector
• integrated services

Physical health & wellbeing – the relationship between these –
Long term conditions

Why we should pay more attention?
Wellbeing, mental health and later life – the double disadvantage
Discrimination and later life – the impact on wellbeing

Policy & practice

• The National Service Framework for Older
People
• A New Ambition for Old Age
• Building a Better Society for all Ages
• ‘mainstreaming’ issues of wellbeing & of later life
• the need for better data
• user involvement
• the international context – what can we learn from other countries?
• a local focus
• the role of family
• prevention & preparation
• ‘successful ageing’

Factors/Issues relevant to wellbeing in later life

• Cultural dimensions of aging & wellbeing
• Religion & spirituality
• Class dimensions of aging & wellbeing
• Sexuality
• Relationships & wellbeing – family, friends & social interaction, loneliness
• Meaningful activity – participation vs exclusion, participation in learning, the digital world
• Poverty, wellbeing and later life
• Financial wellbeing, income and later life – welfare reforms
• Housing
• Active communities – transport, employment, volunteering

The learning and teaching strategy is organised in accordance with the principles of critical pedagogy. These involve the development of a range of learning activities requiring a variety of teaching styles and focussing content to facilitate deep (rather than surface) learning and understanding. A key aspect of this approach is the negotiated nature of activities which requires engagement by students with their learning both to identify priorities from within indicative material and to select relevant resources and activities to address these (again, primarily but not exclusively from pre-prepared resources and activities). Within this process, there is an emphasis on personal experience and the use of resources potentially not traditionally seen as ‘academic’; for example, material from the humanities, popular media and personal accounts. Critical pedagogy also requires a high level of interactivity to allow for the development of critical perspectives. Therefore a range of teaching and learning strategies may be adopted. These include;

• specific pre-session reading
• online discussion
• reflection on personal experience
• lectures
• student led seminars
• teacher led seminars
• independent study

Students will be required to engage with all aspects of the module to benefit fully from this approach. Lectures and teacher led seminars will therefore facilitate the development of critical thinking through the presentation of a range of theoretical perspectives and the facilitation of debate and discussion of these.

By the end of the module, students will be able to:

• demonstrate a broad understanding of the contested nature of definitions and measurement of wellbeing in later life
• identify the main principles, values and concepts that influence policy and practice relating to aging and wellbeing in the UK
• discuss the relative strengths and weaknesses of relevant theory and research underpinning policy and practice relating to wellbeing in later life
• critically evaluate current and emerging practice in the promotion of wellbeing in later life
• apply knowledge and understanding from appropriate sources to propose coherent ways in which practice and policy in relation to wellbeing in later life can be developed to reflect existing developments and emerging trends

The purpose of the module assessment is to allow students to demonstrate the development of their knowledge and understanding of and their ability to think critically about the issue of well being in later life. This approach will also facilitate the development of transferable skills.

Therefore, achievement of the learning outcomes will be assessed summatively through a written essay. This will require students to identify an issue or factor relevant to wellbeing in later life, critically evaluate relevant current policy and practice and the underpinning evidence base and propose ways in which responses to this issue might be developed.

Age Concern/Mental Health Foundation (2006) Promoting mental health and well-being in later life. London: Age Concern/Mental Health Foundation

Age UK (2015) Agenda for later life 2015: a great place to grow old. London: Age UK

Age UK (2010) Promoting mental health and well-being in later life. A guide for commissioners of older people’s services. London: Age UK

Allen, J. (2008) Older people and wellbeing. London: Institute for Public Policy Research

Cattan, M ed. (2009) Mental health and well being in later life. Maidenhead: Open University Press

Collard, S. & Hayes, D. (2014) Financial wellbeing in later life. Evidence and policy. Bristol: University of Bristol

Evans, S. & Vallelly, S. (2007) Best practice in promoting social wellbeing in extra care housing. A literature review. York: Joseph Rowntree Foundation

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International Longevity Centre UK (2015) The links between social connections and wellbeing in later life. London: ILCUK/University College

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Mental Health Foundation (2010) Grouchy old men? London: Mental Health Foundation

McCormick, J. Clifton, J. Sachrajda, A. Cherti, M. & McDowell, E. (2009) Getting on: well-being in later life. London: Institute for Public Policy Research

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Sprange, K. Moountain, G. A. Brazier, J. Cook, S. P. Craig, C. Hind, D. Walters, S. J. Windle, G. Woods, R. Keetharuth, A. D. Chater, T. & Horner, K. (2013) Lifestyle Matters for maintenance of health and wellbeing in people aged 65 years and over: study protocol for a randomised control trial. Trials 14: 302

Wistow, G. Waddington, E. Godfrey, M. (2003) Living well in later life: from prevention to promotion. Leeds: Nuffield Institute for Health/University of Leeds

World Health Organization (2012). Strategy and action plan for healthy ageing in Europe, 2012–2020. Denmark: WHO Regional Office for Europe

Age UK http://www.ageuk.org.uk

British Society of Gerontology http://www.britishgerontology.org

Centre for Ageing and Biographical Studies http://www.cabsresearch.org.uk/about-cabs.html

Centre for Aging Better http://www.ageing-better.org.uk

Centre for Policy on Aging http://www.cpa.org.uk/index.html

Foresight 'Future of an ageing population' https://www.gov.uk/government/collections/future-of-ageing

International Longevity Centre http://www.ilcuk.org.uk

NHS Health Scotland http://www.healthscotland.com/topics/stages/healthy-ageing/index.aspx