CLINICAL PSYCHOLOGY OF AGING

Expected Learning Outcomes

By the end of the course in Clinical Psychology of Aging, students must demonstrate that they have acquired the following competencies, structured according to the first two Dublin Descriptors:

Knowledge and understanding

• Understand the neurocognitive, emotional, affective-relational, and somatic changes associated with physiological and pathological aging, contextualizing them within current demographic trends and increased life expectancy.

• Know the impact of chronic pathologies and psychological risk or protective factors on aging trajectories, with particular reference to the "fragile" elderly person or those at risk of frailty.

• Identify the theoretical and methodological foundations of multidimensional assessment and the main quantitative and qualitative methods for the early detection of signs of cognitive decline.

• Know the theoretical models and scientific evidence underlying the promotion of active longevity, successful aging, and caregiver support.

Applying knowledge and understanding

• Apply methodological and practical tools for the clinical management of elderly patients, knowing how to identify the indicators of psychological frailty that affect individual well-being.

• Design evidence-based clinical-psychology interventions aimed at prevention, early diagnosis, and support across various care settings (residential, home-based, or outpatient).

• Connect theoretical approaches and empirical research findings to the formulation of targeted intervention projects aimed at promoting active and successful aging.

• Utilize the acquired skills to navigate effectively through the comprehensive care of the elderly person and their family and caregiving support network.

The teaching activities will take place predominantly through lectures, structured for the systematic presentation of the main theoretical models and empirical evidence related to psychological processes in older age, with particular attention to clinical and psychopathological aspects and support interventions. The lectures will be integrated with clinical case discussions, analysis of scientific articles, and guided interactive sessions, aimed at promoting critical learning and the application of theoretical content to professional practice.

The course is also set up in an English-friendly mode: upon request, lectures can be held in English; teaching materials (slides, scientific articles, and any supplementary readings) will also be made available in English, and students may take the exam in English upon request.

The course is structured through the analysis of the following topics and thematic contents:

• Psychological perspectives on aging: Review of the main theories and most recent international research regarding neurocognitive, emotional, and social changes typical of older age.

• Active longevity and successful aging: Study and analysis of psychological interventions aimed at promoting well-being, cognitive reserve, and quality of life in the third and fourth age.

• The condition of frailty in the elderly: Theoretical and methodological in-depth study for the assessment and management of frailty broken down into its fundamental domains (physical, cognitive, and social).

• Clinical psychopathology in the elderly: In-depth examination of the main psychopathological conditions prevalent in elderly patients and identification of the main maintenance factors of psychological distress.

• Neurodegenerative pathologies and cognitive decline: Analysis of the onset and manifestations of neurodegenerative diseases in various forms of functional and cognitive impairment.

• Healthy and pathological aging trajectories and age-related outcomes; cognitive-motor link in aging trajectories.

• Multidimensional assessment: In-depth study of tools and methods for the global assessment of the elderly person in clinical and care settings.

• The role of the clinical psychologist: Understanding the functions, skills, and intervention methods of the psychologist in the management, care, and support of elderly patients and their caregivers, from a biopsychosocial perspective.

- Schaie, K. W., & Willis, S. L. (Eds.). (2016). Handbook of the psychology of aging (8th ed.). Academic Press (CHAPTERS: 1; 4-16; 21-24)

Furthermore, slides and supplementary material are made available in addition to the textbooks.

The assessment will consist of an oral interview. It will be an opportunity to verify the learning path completed and engage in an individual exchange with the instructor. Students are expected to master the discipline, grasp the interdependencies between different topics, and demonstrate the ability to organize technical knowledge according to specific objectives.

The evaluation criteria are based on:

• acquisition of the main models and theoretical approaches of the clinical psychology of aging;

• clarity of exposition regarding the course contents;

• proficiency in the use of specialized terminology.

• Theories of aging
• Difference between brain reserve and cognitive reserve
• The concept of "intrinsic capacity"
• Sensory changes in the elderly person
• Cognitive trajectories of attention in aging
• Frontal aging theory
• Memory and emotions  
• Peculiarities of memory impairment in the elderly  
• Definition and models of frailty  
• Classification and characterization of dementias  
• Emotional regulation in aging  
• Theories of successful aging  
• Issues of depression in the elderly
• Anxiety disorders in the elderly
• Visuospatial deficits in the elderly
• Pain in the elderly
• Behavioural and Psychological Symptoms of Dementia (BPSD) and management
• Attentional functions and aging
• Visuospatial navigation and orientation in the elderly