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Develop A Visual Map Or Diagram Outlining Your Conceptualization Of The Problem/Issue You Plan To Address In Your Blueprint For Healthy Aging.

Develop A Visual Map Or Diagram Outlining Your Conceptualization Of The Problem/Issue You Plan To Address In Your Blueprint For Healthy Aging.

 Week 2 – AssignmentVisual Map of the Life Course for Blueprint for Healthy Aging[WLO: 3] [CLOs: 2, 3, 4, 8]For this assignment you will develop a visual map or diagram outlining your conceptualization of the problem/issue you plan to address in your Blueprint for Healthy Aging.  

  • You should identify major events, transitions, and/or stages that are representative of the issue/problem throughout the life-course in the aging process.    
  • For each major event, transition, and/or stage you identify, you will identify and illustrate relevant theoretical concepts and linkages associated with each element from multiple disciplines.    
  • You should include concepts from at least three different disciplines.    
  • You should include captions which briefly describe each element of your map and/or provide labels and a key with a detailed description for each element.  

Required ResourcesTextBengtson, V. L., Gans, D., Putney, N. M., & Silverstein, M. (Eds.). (2016). Handbook of theories of aging (3rd ed.). Springer. 

  • Chapter 4: The Psychology of Aging  
  • Chapter 5: How Theories Became Social: Emergence of the Sociology of Aging  
  • Chapter 6: Social Movements and Social Knowledges: Gerontological Theory in Research, Policy, and Practice  

BookSatariano, W. A. (2006). Aging, health, and the environment: An ecological model (Links to an external site.). In W. A. Satariano, Epidemiology of aging (pp. 39-84). Jones & Bartlett. Retrieved from, L., Karnoe, A., Duminski, E., Somekh, D., & Vera-Mueoz, C. (2019). A new understanding of health related empowerment in the context of an active and healthy ageing. BMC Health Services Research, 19(1)., C., Ory, M. G., & Wade, A. (2007). Learning Network: Developing a Learning Network to Share Findings About Building Healthy Communities for Active Aging. Texas Public Health Association Journal, 59(2), 41–42.Recommended ResourcesBookHooyman, N. R., & Kiyak, H. A. (2011). The growth of social gerontology. In R. N. Hooyman, & H. A. Kiyak (Eds.), Social gerontology: A multidisciplinary perspective (9th ed., pp. 1-42). Prentice Hall.Weekly Learning OutcomesThis week students will

  1. Explain the need for interdisciplinary theorizing of aging. (Aligns with CLOs 2, 4)  
  2. Analyze ecological models of aging. (Aligns with CLOs 2, 3, 4)  
  3. Map the stages and transitions in the course of life using theoretical linkages between different disciplines relating to a problem/challenge for a Blueprint for Healthy Aging. (Aligns with CLOs 2, 3, 4, 8)  
  4. Reassess the adequacy of existing explanations for aging. (Aligns with CLOs 2, 4)  

IntroductionIn Week 2, you will be introduced to the use of interdisciplinary theory to address the challenges of theorizing about time, age, and the aging process. Single theory models will be evaluated in terms of strengths and weaknesses when compared with interdisciplinary models, such as the ecological models which offer a unique and relatively novel conceptualization of health, aging and the environment. In general, by offering novel and integrated perspectives and insights, an interdisciplinary approach yields a more holistic, comprehensive framework for conceptualizing the aging process as well as models for healthy aging. Toward this end, you will develop a visual map utilizing an interdisciplinary approach to identify and illustrate relevant theoretical concepts and linkages associated with each element from multiple disciplines to the major life-course events, transitions, and stages of the problem/issue your plan to address in your Blueprint for Healthy Aging. 

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