MENTAL HEALTH IN LATER LIFE Syllabus
Course Learning Objectives
Upon successfully completing this course, students will be able to:
- Classify the major mental disorders of late life and contrast the presentation of the major mental disorders of late life with presentation among younger persons
- Describe the concepts of successful aging, wisdom, and quality of life as related to life transitions and mental status
- Name the chief risk and protective factors associated with each of the major mental disorders of late life and factors associated with optimal mental functioning
- Describe methods used to evaluate mental health in late life in epidemiologic surveys and the methodologic issues involved in research on elderly
- Identify gaps in discuss of aging and mental health and the research approaches to fill these gaps
- Differentiate the problems and opportunities inherent in the treatment settings in which older adults receive care for major mental disorders of late life and, Apply concepts to the development and evaluation of preventive interv
Course DescriptionContrasts the definition, diagnosis, risk factors, natural history, functional implication, and settings of care for the major mental disturbances of late life, identifying gaps in knowledge and research approaches to fill them. Emphasizes measurement issues as applied to the older adult.
Intended AudienceGraduate students interested in Aging
Methods of AssessmentStudent evaluation based on class participation and a paper.
Please see the course Session for a full list of dates and items for this course.
Academic Ethics Code
The code, discussed in the Policy and Procedure Memorandum for Students, March 31, 2002, will be adhered to in this class:
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
Disability Support ServicesIf you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: email@example.com, 410-955-3034, or 2017 E. Monument Street.