Study-Unit Description

Study-Unit Description


CODE GDM2027

 
TITLE Public Speaking and Positive Interactions with Older Persons

 
UM LEVEL 02 - Years 2, 3 in Modular Undergraduate Course

 
MQF LEVEL 5

 
ECTS CREDITS 8

 
DEPARTMENT Gerontology and Dementia Studies

 
DESCRIPTION Activities promoting positive interactions between young and/or adults and the older persons have the potential to inspire students to connect the generations, improve attitudes about aging, and promote transformational learning. Negative attitudes about aging and negative attitudes about the older person can influence a person's ageist feelings and contribute to the common anxiety and fear about aging in our society. Incorporating activities that promote positive interactions between young adults and/or adults can positively shift students' attitudes towards aging and students' attitudes towards the older persons.

This study-unit is proposing experiential learning activities for students, which activities have the potential for transformational learning. In transformational learning, students are struck by a new concept or a new way of thinking through an experience and then follow through to make a life change. Experiential learning activities, such as those that involve positive interactions with the older persons, create opportunities for the students to experience a disorientating dilemma, that is, an experience testing one's own beliefs. For instance, intergenerational activities play a crucial role in breaking down stereotypes and ageism within society. Through fostering positive interactions between different age groups, these activities challenge preconceived notions and promote understanding and empathy.

The study-unit will finally allow for a period of reflection, on whether the experience aligns with one's previous ideas, allowing for attitude and believe changes.

Tantamount with the above, the students will also engage in a variety of stimulating and skill-building activities and learn about what it takes to speak publicly and present own content, through different techniques. Students will learn how to benefit from one-to-one attention and insight on their natural speaking style, overcoming their fear of public speaking. By the end of the study-unit, students would be able to create and deliver a topical hands-on critiqued presentation as well as receive constructive feedback concerning their strengths and weaknesses.

Study-unit Aims:

This unit aims to increase the sense of well-being of both older persons and students, creating purposeful and ongoing exchange of resources and learning among older and younger generations. Intergenerational activities aim to be beneficial for both parties in that they consider the needs and expectations of everyone involved.

Positive interactions and intergenerational activities with the older persons intend to provide learning opportunities, care and social support for both older persons and students within the same setting, at the same time. Through these programmes, the aim is to focus on the wellbeing across generations as both cohorts interact and exchange knowledge and skills.

Finally, the study-unit aims to unite older persons and students in order to enrich participants' lives and help address vital social and community issues. Moreover, the study unit will also focus on vital aptitudes critical to effective communication.

Learning Outcomes:

1. Knowledge & Understanding
By the end of the study-unit the student will be able to:

- appraise how positive interactions with older persons promote social interaction;
- recognise how participation in intergenerational activities, positively impact the cognitive abilities of the older persons;
- outline the significant benefits of positive interactions with older person in respect of an improved well-being;
- capture the importance that this study unit brings towards breaking down stereotypes and ageism;
- judge how to plan and stratify a flowing presentation in a logical way be relevance and importance; and
- debate practices and procedures.

2. Skills
By the end of the study-unit the student will be able to:

- recongise the importance of reducing ageism and age discrimination among generations;
- interpret the importance of reducing ageism and age discrimination among generations;
- learn about the importance of an improved mental, physical and cognitive health that is unique at each life stage;
- describe the sense of belonging and connection that is created with others of different ages;
- accept persons who are different;
- realise how fostering positive interactions with the older persons improves the quality of life and purpose in life of both participant cohorts;
- identify how intergenerational activities decrease social isolation in the older person, promoting and improving self-worth, self-esteem, empowerement, cognitive health improvement;
- acknowledge how the nurture of positive interactions with the older persons is a powerful driving force toward learned new skills, leadership proficiencies and knowledge;
- organise and structure effective communication, by presenting ideas confidently and professionally;
- find the passion in the message to be delivered and finding one's voice; and
- build trust with one's audience.

Main Text/s and any supplementary readings:

Main texts:

- Atlantic Publishing Group Inc. (2015). The Young Adult's Guide to Public Speaking Tips, Tricks & Expert Advice for Delivering a Great Speech without Being Nervous
- Carnegie, D., & Esenwein, J.B. (2007). The Art of Public Speaking
- Storlie, T. A. (2015). Person-Centered Communication with Older Adults: The Professional Provider's Guide
- Nussbaum, J. F., Pecchioni, L. L., Robinson, J. D., & Thompson, T.L. (2000). Communication and Aging.

Supplementary readings:

- Anderson-Hanley, C. (1999). Experiential activities for reaching psychology of aging. Educational Gerontology, 29, 449-456. (available at Library)
- Andreoletti, C., & Howard, J.L. (2016). Bridging the generation gap: Intergenerational service-learning benefits young and old. Gerontology & Geriatrics Education, 1-15. doi:10.1080/02701960.2016.1152266
- Baccarani, C., & Bonfanti, A. (2015). Effective public speaking: A conceptual framework in the corporate-communication field. Corporate Communications: An International Journal, 20(3), 375-390.
- Barrett, A. E., & Toothman, E. L. (2016). Explaining age differences in women's emotional well-being: The role of subjective experiences of aging. Journal of Women & Aging, 28(4), 285-296. doi:10.1080/08952841.2015.101746
- Bilgin, R. (2022). A review of public speaking and its components. Canadian Journal of Educational and Social Studies, 2(3), 37-49.
- Iverson, J. M., & Goldin‐Meadow, S. (2001). The resilience of gesture in talk: Gesture in blind speakers and listeners. Developmental Science, 4(4), 416-422.
- Johnson, J. R., & Szczupakiewicz, N. (1987). The public speaking course: Is it preparing students with work related public speaking skills? Communication Education, 36(2), 131-137.
- Karasik, R. J. (2013). Reflecting on reflection: Capitalising on the learning in intergenerational service-learning. Gerontology & Geriatrics Education, 34, 78-98.
- Luiselli, J. (2022). Public speaking disfluencies: A review of habit reversal training and research. Journal of Applied Behaviour Analysis, 55(4). doi:10.1002/jaba.948
- Marchel, C. A. (2004). Evaluating reflection and sociocultural awareness in service learning classes. Teaching of Psychology, 31(2), 120-123.
- Matheson, G.H., Collins, C.L., & Kuehne, V.S. (2000). Older adults' multiple stereotypes of young adults. The International Journal of Aging & Human Development, 51(4), 245-257. doi:10.2190/LL3H-VKE8-QAT1-7M9M
- Moriello, G., Ligon, M., & Ehlman, M.C. (2016). Don't [half to] talk to strangers? Findings from an intergenerational oral history project. The International Journal of Reminiscence and Life Review, 12(1), 40-53.
- North, M.S., & Fiske, S.T. (2012). An inconvenienced youth? Ageism and its potential intergenerational roots. Psychological Bulletin, 138(5), 982-997. doi:10.1037/a0027843
- Penick, J. M., Fallshore, M., & Spencer, A. M. (2014). Using intergenerational service learning to promote perceptions about older adults and community service in college students. Journal of Intergenerational Relationships, 12(1), 25-39. doi;10.1080/15350770.2014.870456
- Snyder, J. (2005). The influence of instruction on college students' attitudes toward older adults. Gerontology and Geriatrics Education, 26(2), 69-79.

 
STUDY-UNIT TYPE Lecture and Fieldwork

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Presentation (10 Minutes) SEM2 Yes 20%
Assignment SEM2 Yes 80%

 
LECTURER/S

 

 
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It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years.

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