Presentation Plus Understanding Psychology Copyright by The Mc

Presentation Plus! Understanding Psychology Copyright © by The Mc. Graw-Hill Companies, Inc. Developed by FSCreations, Inc. , Cincinnati, Ohio 45202 Send all inquiries to: GLENCOE DIVISION Glencoe/Mc. Graw-Hill 8787 Orion Place Columbus, Ohio 43240 1

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CHAPTER FOCUS SECTION 1 Adulthood SECTION 2 Old Age SECTION 3 Dying and Death CHAPTER SUMMARY CHAPTER ASSESSMENT 3 Click a hyperlink to go to the corresponding section. Press the ESC key at any time to exit the presentation.

Chapter Objectives Section 1: Adulthood • Describe the shifting priorities and outlooks on life that occur from adolescence throughout the remainder of life. Section 2: Old Age • Discuss how our priorities and expectations change to match realities during old age. 4 Click the mouse button or press the Space Bar to display the information.

Chapter Objectives (cont. ) Section 3: Dying and Death • Understand that most people face death by going through stages or an adjustment process. 5

6 Click the mouse button to return to the Contents slide.

Reader’s Guide Main Idea – Adulthood is a time of transition-it involves shifting priorities and outlooks on life from adolescence and throughout the remainder of life. Objectives – Characterize the physical changes that take place during adulthood. – Describe the social and emotional changes that occur during adulthood. 7 Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 129 of your textbook.

Reader’s Guide (cont. ) Vocabulary – menopause – generativity – stagnation Click the Speaker button to listen to Exploring Psychology. 8 Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 129 of your textbook.

Introduction • Many people face questions and adjustment in adulthood. • What is adulthood like? • For one thing, adulthood is a period when opposite factors affect lives. • There is change and sameness, success and failure, crisis and stability, joy and sadness. 9 Click the mouse button or press the Space Bar to display the information.

Introduction (cont. ) • Adulthood can be a time when a person matures fully into what he or she is, or it can be a time when life closes in and what was once possibility is now limitation. • How each of us reacts depends on circumstances and our general outlook on life. 10 Click the mouse button or press the Space Bar to display the information.

Physical Changes • One theory of aging claims that our bodies age as a result of breakdowns in our body’s cells. • In general, young adults are at their physical peak between the ages of 18 and 30. • This is the period when we are the strongest, healthiest, and have the quickest reflexes. • In middle age, appearance changes. 11 Click the mouse button or press the Space Bar to display the information.

Physical Changes (cont. ) • With time the senses require more and more stimulation. • During their 40 s, most people begin having difficulty seeing distant objects, adjusting to the dark, and focusing on printed pages, even if their eyesight has always been good. • Many experience a gradual or sudden loss of hearing in their later years. • In addition, reaction time slows. 12 Click the mouse button or press the Space Bar to display the information.

How Our Bodies Age 13

Health Problems • Some of the changes we associate with growing older are the result of the natural processes of aging; others result from simple disuse and abuse. • Three of the most common causes of death in later adulthood–heart disease, cancer, and cirrhosis of the liver–may be encouraged by the fast-moving lifestyle of young adults. • All three of these contributing factors are psychological, although their ultimate effects have biological consequences. 14 Click the mouse button or press the Space Bar to display the information.

Menopause • Between the ages of 45 and 50, every woman experiences a stage called the climacteric, which represents all of the psychological and biological changes occurring at that time. • A woman’s production of sex hormones drops sharply–a biological event called menopause the biological event in which a woman’s production of sex hormones is sharply reduced 15 Click the mouse button or press the Space Bar to display the information.

Menopause (cont. ) • One study shows that the negative effects of menopause are greatly exaggerated. • Many said the worst part of menopause was not knowing what to expect (Neugarten et al. , 1963). • Men do not go through any biological change equivalent to menopause. • It appears as if men go through psychological changes related to expectations about work, the death of parents, illness, and aging in general. 16

Marriage and Divorce • About 90 percent of adults in the United States will marry at some time in their lives. • Forty to sixty percent of new marriages, though, end in divorce. • Researchers who have performed longitudinal studies on married couples have proposed that success or failure largely depends on two factors: how couples handle conflicts and how often couples share intimate and happy moments. 17 Click the mouse button or press the Space Bar to display the information.

Sexual Behavior • Studies have shown that sexual activity does not automatically decline with age. • Indeed, as sex researchers William Masters and Virginia Johnson point out, there is no physiological reason for stopping sexual activity with advancing age (1970). • Those who are inactive cite boredom with a partner of long standing, poor physical condition or illness, or acceptance of the stereotype of loss of sex drive with aging (Mulligan & Moss, 1991). 18 Click the mouse button or press the Space Bar to display the information.

Cognitive Changes • People are better at learning new skills and information in their mid-20 s than they were in adolescence. • At one time many psychologists thought that intellectual development peaked in the mid-20 s and then declined; further investigation revealed that some parts of these tests measure speed, not intelligence. • Even with a decline in speed, people continue to acquire information and expand their vocabularies as they grow older. 19 Click the mouse button or press the Space Bar to display the information.

Social and Personal Development • An individual’s basic character–his or her style of adapting to situations–is relatively stable over the years. • Despite the stability of character, people do face many changes in their lifetimes and adjust accordingly. • Adults encounter new developmental tasks, just as adolescents do. • Learning the skills needed to cope with change seems to occur in stages for both adult males and females. 20 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development • Daniel Levinson proposed a model of adult development for men. • There is similarity between Levinson’s eras and the last three of the eight stages of Erikson’s psychosocial theory, which was discussed in Chapter 3. • Between these eras, Levinson identified important transition periods at ages 30, 40, 50, and 60 that last approximately 5 years. 21 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development (cont. ) Entering the Adult World • From about age 22 to age 28, the young man is considered, both by himself and by society, to be a novice in the adult world–not fully established as a man, but no longer an adolescent. • During this time, he must attempt to resolve the conflict between the need to explore the options of the adult world and the need to establish a stable life structure. 22 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development (cont. ) The Age-Thirty Crisis • Levinson’s data reveal that the years between 28 and 30 are often a major transitional period. • The thirtieth birthday can truly be a turning point; it could be called the “agethirty crisis. ” • During this transitional period, the tentative commitments that were made in the first life structure are reexamined. 23 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development (cont. ) Settling Down • The questioning and searching that are part of the age-thirty crisis begin to be resolved as the second adult-life structure develops. • Levinson found that near the end of the settling-down period, approximately between the ages of 36 and 40, there is a distinctive BOOM phase–“becoming one’s own man. ” 24 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development (cont. ) The Midlife Transition • At about age 40, the period of early adulthood comes to an end and the midlife transition begins. • From about age 40 to 45, the man begins again to ask questions, but now the questions concern the past as well as the future. • Often a successful midlife transition is accompanied by the man’s becoming a mentor to a younger man. 25 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development (cont. ) The Midlife Transition • This mentoring event signals the attainment, in Erikson’s terms, of generativity. • By generativity, Erikson means the desire to use one’s wisdom to guide future generations–directly, as a parent, or indirectly. generativity the desire, in middle age, to use one’s accumulated wisdom to guide future generations 26 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development (cont. ) The Midlife Transition • Stagnation can also occur. • A man may choose to hang on to the past. • Or, he may become preoccupied with his health or bitter about the direction his life has taken. stagnation a discontinuation of development and a desire to recapture the past 27 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development (cont. ) Middle Adulthood • The late 40 s is a time when true adulthood can be achieved. • The man who finds satisfactory solutions to his life crisis reaches a period of stability. • For the man who is not as fortunate, this period can be a time of extreme frustration and unhappiness. • Instead of generativity, there is stagnation; instead of change and improvement, there is a mood of resignation to a bad situation. 28 Click the mouse button or press the Space Bar to display the information.

Levinson’s Theory of Male Development 29

Female Development • While many men experience a crisis at midlife, married women at midlife may be facing fewer demands in their traditional task as mother. • For many, this means greater personal freedom. • Rather than a time of crisis, it is a time of opportunity for those who opted to have a family first. • Evidence generally does not support the existence of a midlife crisis for most women in today’s world (Berger, 1994). 30 Click the mouse button or press the Space Bar to display the information.

Female Development (cont. ) The “Empty Nest” Syndrome • A significant event in many women’s lives is the departure from home of the last child. • Contrary to popular belief, this event need not be traumatic. • Of course, not all women experience the same sense of new freedom. • Psychologists have found that a stable marriage makes a difference. 31 Click the mouse button or press the Space Bar to display the information.

Female Development (cont. ) Depression in Midlife • Depression can affect people of all ages, but it is most common among middleaged women. • During the early years of a woman’s life, she may derive a sense of personal worth from her roles of daughter, lover, wife, and mother. • These relationships change as children grow, parents die, or marriages fail. 32 Click the mouse button or press the Space Bar to display the information.

Section Assessment Review the Vocabulary What is menopause? What physical reactions does it cause? Menopause is the biological event in which a woman’s production of sex hormones is sharply reduced. The physical reactions include an end to ovulation and menstruation. 33 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Visualize the Main Idea Use a flowchart similar to the one shown on page 136 of your textbook to summarize Levinson’s theory of male development. Flowcharts should reflect an understanding of: entering the adult world; the “age-thirty crisis”; settling down; the midlife transition; and middle adulthood. 34 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Recall Information How do generativity and stagnation affect a person’s midlife transition? A person with opportunities to share wisdom with future generations will likely begin doing so during midlife transition. At the other end of the spectrum are those who choose to cling to the past. They experience stagnation during midlife transition. 35 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Recall Information How do the intelligence abilities of young adults and older adults differ? The intelligence abilities of young adults and older adults are similar, except that the vocabulary of older adults continues to expand, as does their ability to comprehend new material and to think flexibly. 36 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) A number of factors influence social and personality development in later life, including gender, occupation, and ethnic or cultural background. Discuss how these factors as well as personal habits, interests, worries, lifestyle, and opportunities affect the adjustment that people make as they age. 37

38 Click the mouse button to return to the Contents slide.

Reader’s Guide Main Idea – As we age, our priorities and expectations change to match realities, and we experience losses as well as gains. Objectives – Identify changes that occur in health and life situation during old age. – Summarize how people physically, mentally, and socially adjust to old age. 39 Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 137 of your textbook.

Reader’s Guide (cont. ) Vocabulary – decremental model of aging – ageism – senile dementia – Alzheimer’s disease Click the Speaker button to listen to Exploring Psychology. 40 Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 137 of your textbook.

Introduction • Many people believe that experiencing problems in old age is inevitable. • In one big-city newspaper, the photograph of a man celebrating his ninetieth birthday was placed on the obituary page. • Many people tend to regard old age as being just one step away from the grave. • Indeed, some would rather die than grow old. 41 Click the mouse button or press the Space Bar to display the information.

Introduction (cont. ) • The fear of growing old is probably one of the most common fears in our society. • We are surrounded with indications that aging and old age are negative–or at best something to ridicule. • Birthday cards make light of aging; comedians joke about it. • Advertisements urge us to trade in older products for the newer, faster model. 42 Click the mouse button or press the Space Bar to display the information.

Introduction (cont. ) • We encourage older workers to retire– whether they want to retire or keep working–and replace them with younger people. • Many do not even want to use the word old and instead refer to “golden agers” and “senior citizens. ” 43 Click the mouse button or press the Space Bar to display the information.

Attitudes Toward Aging • Many of our attitudes about aging are based on a decremental model of aging, which holds that progressive physical and mental decline is inevitable with age. • In other words, chronological age is what makes people “old. ” decremental model of aging idea that progressive physical and mental decline are inevitable with age 44 Click the mouse button or press the Space Bar to display the information.

Attitudes Toward Aging (cont. ) • The prevalence of the decremental view in our society can be explained in part by ignorance and a lack of contact with older people. • The result is a climate of prejudice against the old. • A researcher coined the word ageism to refer to this prejudice. ageism prejudice or discrimination against the elderly 45 Click the mouse button or press the Space Bar to display the information.

Attitudes Toward Aging (cont. ) • Young people tend to believe that the old suffer from poor health, live in poverty, and are frequent victims of crime. • Such beliefs, however, affect stereotypes of the elderly. • The notion that the aged withdraw from life and sit around doing nothing is also very common. • One misconception is the notion that older people are inflexible or senile. 46 Click the mouse button or press the Space Bar to display the information.

Changes in Health • Most people over 65 are in reasonably good health; of course, physical strength and the senses do decline. • About 40 percent of the elderly have at least one chronic disease. • The quality of health care for the elderly remains by and large inferior to that of the general population. • For the 1 million old people who are no longer able to care for themselves, there are institutions. 47 Click the mouse button or press the Space Bar to display the information.

Changes in Life Situation • For younger people, transitions in life– graduation, marriage, parenthood–are usually positive and create a deeper involvement in life. • In late adulthood, transitions–retirement, widowhood–are often negative and reduce responsibilities and increase isolation. • The symptoms of depression are very common in older adults. • On the positive side, older people continue to learn and develop skills more than ever before. 48 Click the mouse button or press the Space Bar to display the information.

Changes in Sexual Activity • Just as young people tend to think sexual activity diminishes at midlife, they often believe it ceases altogether in old age. • Yet the majority of people over the age of 65 continue to be interested in sex. 49 Click the mouse button or press the Space Bar to display the information.

Adjusting to Old Age • Many of the changes the elderly face make their adjustment to everyday life more difficult because they represent a loss of control over the environment. • The loss of control is usually gradual, and it may involve both physical changes (becoming sick or disabled) and external circumstances (moving to a nursing home). • Those who experience a loss of control often develop a negative self-concept. 50 Click the mouse button or press the Space Bar to display the information.

Adjusting to Old Age (cont. ) • In order to help old people adjust, society must make some basic changes. • Older people are beginning this process themselves by supporting organizations that lobby on social issues of importance to them. • Attitudes toward old people are already slowly changing. • Eventually a time will come when old age will be considered the culmination of life, not simply the termination. 51 Click the mouse button or press the Space Bar to display the information.

Percentage of Older Population 52

Changes in Mental Functioning • As people age, there also changes in many of the mental functions they use, although there is much less decline in intelligence and memory than people think. • John Horn (1982) has proposed two types of intelligence: – Crystallized intelligence–the ability to use accumulated knowledge and learning in appropriate situations. – Fluid intelligence–the ability to solve abstract relational problems and to generate new hypotheses. 53 Click the mouse button or press the Space Bar to display the information.

Senile Dementia • A small percentage of people develop senile dementia in old age. • Senile dementia is a collective term that describes conditions characterized by memory loss, forgetfulness, disorientation of time and place, a decline in the ability to think, impaired attention, altered personality, and difficulties in relating to others. senile dementia decreases in mental abilities experienced by some people in old age 54 Click the mouse button or press the Space Bar to display the information.

Senile Dementia (cont. ) Alzheimer’s Disease • The most common form of senile dementia is Alzheimer’s disease. • Alzheimer’s disease is an affliction more commonly seen among the elderly. • Alzheimer’s is a neurological disease marked by a gradual deterioration of cognitive functioning. Alzheimer’s disease a condition that destroys a person’s ability to think, remember, relate to others, and care for herself or himself 55 Click the mouse button or press the Space Bar to display the information.

Senile Dementia (cont. ) Alzheimer’s Disease • The causes of Alzheimer’s are complex and still not completely understood. • Genetic susceptibility plays a role. • At present there is no cure. • Many patients and their caretakers (usually their families) are offered supportive therapy that helps them learn to accept the relentless progression of the disease and the limitations it imposes on its victims. 56 Click the mouse button or press the Space Bar to display the information.

Section Assessment Review the Vocabulary Describe the decremental model of aging. Is this an accurate model of aging? Explain. The decremental model of aging holds that progressive physical and mental decline is inevitable with age. More realistically, great differences do exist in physical conditions depending on the genetic makeup and health of the elderly. 57 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Visualize the Main Idea Use a graphic organizer similar to the one shown on page 143 of your textbook to list and define the two types of intelligence. Crystallized intelligence is the ability to use accumulated knowledge and learning. Fluid intelligence is the ability to solve abstract problems and generate new hypotheses. 58 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Recall Information How do life transitions in late adulthood differ from those in early adulthood? In early adulthood, changes are positive and create a deeper involvement in life. In late adulthood, changes are likely to reduce responsibility and increase isolation. 59 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Think Critically How might a person differentiate between Alzheimer’s disease and changes in mental processes as a result of aging? Although all nervous systems decline with age, old people are generally still able to remain vital and live independently. People with Alzheimer’s disease gradually lose cognitive functioning to the point that they lose their ability to comprehend simple commands. 60 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Prepare a two-column chart titled “Opinions on Old Age. ” Label one column Fiction and the other column Fact. Fill in as many items as possible that you have discovered in reading this section. 61

62 Click the mouse button to return to the Contents slide.

Reader’s Guide Main Idea – Death is inevitable. Most people face death by going through stages or an adjustment process. Objectives – Identify the stages of dying. – Describe the services of hospices. 63 Click the mouse button or press the Space Bar to display the information. Section 3 begins on page 144 of your textbook.

Reader’s Guide (cont. ) Vocabulary – thanatology – hospice Click the Speaker button to listen to Exploring Psychology. 64 Click the mouse button or press the Space Bar to display the information. Section 3 begins on page 144 of your textbook.

Introduction • Dying and death are popular subjects for many poets and song-writers. • Why does death mystify us? • Death is inevitable. • Death is not just biological. • When a person dies, there are legal, medical, psychological, and social aspects that need attention. • It is not very easy to even define death anymore because there are medical advances that cloud this issue. 65 Click the mouse button or press the Space Bar to display the information.

Introduction (cont. ) • Biological death becomes entangled with social customs. • These customs include cultural attitudes toward death, care of the dying, the place of death, and efforts to quicken or slow down the dying process. 66 Click the mouse button or press the Space Bar to display the information.

Introduction (cont. ) • Death also has social aspects, including the disposal of the dead, mourning customs, and the role of the family. • These social and cultural aspects of death are intertwined with our own thoughts and values about dying and death. • Death may sound simple, but culturally it may be complex and confusing. 67 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death • Once terminally ill patients have been informed of their condition, they must then cope with their approaching death. • Elisabeth Kübler-Ross’s (1969) investigations made a major contribution in establishing thanatology–the study of dying and death. thanatology the study of dying and death 68 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death (cont. ) • Based on interviews with 200 dying patients, Kübler-Ross identified five stages of psychological adjustment. • The first stage is denial. • People’s most common reaction to learning that they have a terminal illness is shock and numbness, followed by denial. • They react by saying, “No, it can’t be happening to me, ” or “I’ll get another opinion. ” 69 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death (cont. ) • During the second stage, anger, the reaction of dying people is “Why me? ” • They feel anger–at fate, at the powers that be, at every person who comes into their life. • At this stage, they are likely to alienate themselves from others, for no one can relieve the anger they feel at their shortened life span and lost chances. 70 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death (cont. ) • During the stage of bargaining, people change their attitude and attempt to bargain with fate. • For example, a woman may ask God for a certain amount of time in return for good behavior. • She may promise a change of ways, even a dedication of her life to the church. • This stage is relatively short. 71 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death (cont. ) • The next stage is depression. • During depression, dying people are aware of the losses they are incurring (for example, loss of body tissue, loss of job, loss of life savings). • Also, they are depressed about the loss that is to come: they are in the process of losing everybody and everything. • Kübler-Ross suggests that it is helpful to allow such people to express their sadness and not to cover up the situation or force them to act cheerfully. 72 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death (cont. ) • Finally, patients accept death. • The struggle is over, and they experience a sense of calm. • In some cases, the approach of death feels appropriate or peaceful. • They seem to become detached intentionally so as to make death easier. 73 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death (cont. ) • Not all terminal patients progress through the stages that Kübler-Ross describes. • Some people may go through the stages but in different order, or they may repeat some stages. • Critics note that individuals are unique and sometimes do not follow predictable patterns of behavior. 74 Click the mouse button or press the Space Bar to display the information.

Adjusting to Death (cont. ) • Most people have trouble dealing with the thought of their own death, and they also find it difficult to deal with the death of others. • What should we do when a loved one is approaching death? • What should we do after a loved one has died? 75 Click the mouse button or press the Space Bar to display the information.

Hospices • The discussion of death is one of the few taboos left in twentieth-century America. • The breakdown of extended families and the rise of modern medicine have insulated most people in our society from death. • Many people have no direct experience with death, and partly as a result, they are afraid to talk about it. 76 Click the mouse button or press the Space Bar to display the information.

Hospices (cont. ) • A movement to restore the dignity of dying revolves around the concept of the hospice–usually a special place where terminally ill people go to die. • The hospice is designed to make the patient’s surroundings pleasant and comfortable–less like a hospital and more like a home. hospice a facility designed to care for the special needs of the dying 77 Click the mouse button or press the Space Bar to display the information.

Hospices (cont. ) • Another form of hospice service is becoming part of the mainstream of the health care system of the United States. • This program features care for the elderly at home by visiting nurses, aides, physical therapists, chaplains, and social workers. • Growing rapidly in recent years, homebased hospice care is now a more frequently used service than inpatient hospice care in the United States. 78 Click the mouse button or press the Space Bar to display the information.

Section Assessment Review the Vocabulary Explain why thanatology is a subfield of psychology. Thanatology functions as a subfield of psychology because many of the issues related to dying and death involve the psychological adjustment to death. 79 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Visualize the Main Idea Using a diagram similar to the one shown on page 147 of your textbook, list Kübler-Ross’s stages of dying. The five stages of dying are denial, anger, bargaining, depression, and acceptance. 80 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Recall Information What do people go through during the denial stage of dying? During the denial stage of dying, people might be shocked, numb, refuse to believe the diagnosis, search for second opinions, and, in some cases, refuse treatment. 81 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) Think Critically Do you think that Kübler-Ross’s stages of dying apply to other types of losses (such as in sports or a romantic breakup)? Explain your answer. The psychological stages of dying may be relevant to other losses in life because there is a grieving process that most people experience when they lose something of value to them. 82 Click the mouse button or press the Space Bar to display the answer.

Section Assessment (cont. ) With a brochure of services offered by a local hospice, identify the services designed to assist in psychologically adjusting to death. 83

84 Click the mouse button to return to the Contents slide.

Section 1: Adulthood • For most adults, the process of physical decline is slow and gradual. • The adulthood years are a time when lifestyle may set the stage for problems that will show up then or in later life. • Good physical and mental health seem to be the key factors affecting sexual activity in adulthood. 85 Click the mouse button or press the Space Bar to display the information.

Section 1: Adulthood (cont. ) • The ability to comprehend new material and to think flexibly improves in early adulthood, and overall intelligence improves with age. • An individual’s basic character remains relatively stable throughout life. 86 Click the mouse button or press the Space Bar to display the information.

Section 2: Old Age • The idea that progressive physical and mental decline is inevitable with age has resulted in a climate of prejudice against the old. • The health of older people, for the most part, is related to their health when younger. • In late adulthood, life transitions are often negative and reduce responsibilities and increase isolation. 87 Click the mouse button or press the Space Bar to display the information.

Section 2: Old Age (cont. ) • The frequency and regularity of sexual activities during earlier years is the best overall predictor of such activities in later years. • Crystallized intelligence, or the ability to use accumulated knowledge and learning in appropriate situations, increases with age; fluid intelligence, or the ability to solve abstract relational problems and to generate new hypotheses, decreases with age. 88 Click the mouse button or press the Space Bar to display the information.

Section 3: Dying and Death • Elisabeth Kübler-Ross identified five stages of psychological adjustment to death: denial, anger, bargaining, depression, and acceptance. • A hospice is a special place where terminally ill people go to die; it is designed to make the patient’s surroundings pleasant and comfortable. 89 Click the mouse button or press the Space Bar to display the information.

90 Click the mouse button to return to the Contents slide.

Reviewing Vocabulary Use the correct term or concept to complete the following sentences. 1. During _____, menopause a woman’s production of sex hormones drops sharply. 2. The study of dying and death is _____. thanatology 3. Prejudice against the old is referred to as _____. ageism 4. An adult who chooses to hang on to the past is experiencing _____. stagnation Alzheimer’s disease is a neurological disease 5. _________ marked by a gradual deterioration of cognitive functioning. 91 Click the mouse button or press the Space Bar to display the answers.

Reviewing Vocabulary (cont. ) Use the correct term or concept to complete the following sentences. 6. A(n) _____ hospice is a special place where terminally ill people go to die. 7. Between the ages of 45 and 50, every woman climacteric experiences a stage called the _____, which represents all of the psychological and biological changes occurring at that time. 8. The desire to use one’s wisdom to guide future generativity generations is called _____. 92 Click the mouse button or press the Space Bar to display the answers.

Reviewing Vocabulary (cont. ) Use the correct term or concept to complete the following sentences. decremental model of aging 9. According to a(n) _____________, progressive physical and mental decline is inevitable with age. Senile dementia is characterized by memory 10. ________ loss, forgetfulness, disorientation of time and place, a decline in the ability to think, impaired attention, altered personality, and difficulties in relating to others. 93 Click the mouse button or press the Space Bar to display the answers.

Recalling Facts Using a graphic organizer similar to the on page 150 of your textbook, identify three midlife issues faced by adult women. menopause, empty-nest syndrome, and concerns over physical attractiveness 94 Click the mouse button or press the Space Bar to display the answer.

Recalling Facts Describe how the “decremental model of aging” leads to ageism. If one assumes that physical and mental decline are inevitable with age, then one makes automatic assumptions about the abilities of older people. 95 Click the mouse button or press the Space Bar to display the answer.

Recalling Facts What is crystallized intelligence? What is fluid intelligence? Which type of intelligence increases with age? Crystallized intelligence is the ability to use one’s accumulated knowledge and learning. Fluid intelligence refers to the ability to solve abstract problems and generate new hypotheses. Crystallized intelligence increases with age. 96 Click the mouse button or press the Space Bar to display the answer.

Recalling Facts List Kübler-Ross’s five stages of psychological adjustment to death. What behaviors would you expect of someone at each stage? Denial: shock, disbelief, questioning doctor’s diagnosis; anger: alienation from friends and family, overt anger; bargaining: attempts to make deals with fate, promises of changed behavior; depression: sadness, realization of losses that are occurring; acceptance: sense of calm, realization that the struggle is over 97 Click the mouse button or press the Space Bar to display the answer.

Recalling Facts What is a hospice designed to do? What types of people might live in a hospice? improve the quality of life for those who are near the end of life by relieving as much pain and suffering as possible; terminally ill patients, as well as patients with Alzheimer’s disease and senile dementia 98 Click the mouse button or press the Space Bar to display the answer.

Building Skills Interpreting Graphs Review the graphs, then answer the questions that follow. 99

Building Skills Interpreting Graphs With whom do most Americans 65 and older live? with a spouse 100 Click the mouse button or press the Space Bar to display the answer.

Building Skills Interpreting Graphs Do more men or women of this age group live with a spouse? How can you explain this difference? men; men generally have a shorter life span than women 101 Click the mouse button or press the Space Bar to display the answer.

Building Skills Interpreting Graphs How might living arrangements impact a person’s adjustment to old age? Living with a spouse or relatives may provide continuity or social support while adjusting to the transitions of old age. 102 Click the mouse button or press the Space Bar to display the answer.

I am a Holocaust survivor who developed a theory on the stages of dying. Who am I? Elisabeth Kübler-Ross 103 Click the mouse button or press the Space Bar to display the answer.

104 Click the mouse button to return to the Contents slide.

Explore online information about the topics introduced in this chapter. Click on the Connect button to launch your browser and go to the Understanding Psychology Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http: //psychology. glencoe. com 105

You have probably heard the saying “You can’t teach an old dog new tricks. ” In your journal, express this statement in your own words. Then, write whether you believe this saying is true, somewhat true, or false. 106

Poll adults you know on the health problems they are experiencing. You should find an adult to represent young adulthood, middle age, and old age. Record your findings in your journal. 107

Select a misconception about old age. Write about a person you have encountered who tends to confirm that misconception. Then write about a person you have encountered who disproves the misconception. 108

Psychologically Able to Decide? Read the case study presented on page 148 of your textbook. Be prepared to answer the questions that appear on the following slides. A discussion prompt and additional information follow the questions. Continued on next slide. 109 This feature is found on page 148 of your textbook.

Psychologically Able to Decide? What is euthanasia? Why is it controversial? Euthanasia is a deliberate termination of one’s life with the assistance of someone else. It is controversial on religious and moral grounds similar to the way suicide is. It is also controversial medically because of a doctor’s position of trust and respect and oath to cause no harm. Continued on next slide. 110 Click the mouse button or press the Space Bar to display the answer. This feature is found on page 148 of your textbook.

Psychologically Able to Decide? Why was Dr. Kevorkian convicted of murder? Kevorkian administered the lethal dose of drugs to the “patient. ” Continued on next slide. 111 Click the mouse button or press the Space Bar to display the answer. This feature is found on page 148 of your textbook.

Psychologically Able to Decide? Critical Thinking How might you use Kübler. Ross’s stages of dying to help you determine whether a person is psychologically able to terminate his or her life? During the denial stage, people are unlikely to seek euthanasia. During the anger and depression stage, a person may not be psychologically able to make a wise decision. If someone is in the acceptance stage, they may be psychologically prepared to make a decision about euthanasia. Continued on next slide. 112 Click the mouse button or press the Space Bar to display the answer. This feature is found on page 148 of your textbook.

Psychologically Able to Decide? Discuss the following: Under what conditions, if any, should euthanasia be legal? What potential abuses could arise if euthanasia were legalized? Continued on next slide. 113 This feature is found on page 148 of your textbook.

Psychologically Able to Decide? Since 1984, euthanasia has rarely been prosecuted in Holland. In 1993 a law was passed in Holland that basically protects a doctor from prosecution for performing euthanasia under certain conditions. Continued on next slide. 114 This feature is found on page 148 of your textbook.

Psychologically Able to Decide? – The 1993 Burial Act requires the doctor to notify the local medical examiner that the death was a result of euthanasia. – As long as all guidelines were followed, no prosecution will occur. – Among the guidelines are that the person was suffering unbearably, that the decision was well reasoned, and that the doctor consulted with another physician for a second opinion. Continued on next slide. 115 Click the mouse button or press the Space Bar to display the information. This feature is found on page 148 of your textbook.

Psychologically Able to Decide? – The laws in Holland allow doctors to euthanize patients as young as 12. – According to Holland’s Justice Ministry, “For 12 - to 15 year-olds, parental agreement is required, but in the case of a refusal by one of the parents, the request of a minor may be accepted if the doctor is convinced that this will mean avoiding serious suffering. ” 116 Click the mouse button or press the Space Bar to display the information. This feature is found on page 148 of your textbook.

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Answers: 1. reduction in muscle strength 2. acceptance of loss of muscle strength 3. experience 120 Click the mouse button or press the Space Bar to display the answers.

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Answers: 1. fluid intelligence 2. the older person 3. that crystallized intelligence increases with age 4. crystallized intelligence 122 Click the mouse button or press the Space Bar to display the answers.

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Answers: 1. denial, shock 2. “Please let me live to see my grandchild born. ” 3. You should listen, accept their sadness, and not try to cheer them up. 4. a sense of calm, detachment 124 Click the mouse button or press the Space Bar to display the answers.

The Aging Process From the Classroom of James F. Connington Liberty High School, Liberty, SC Goal: To help you understand the aging process. Continued on next slide. 125

The Aging Process From the Classroom of James F. Connington Liberty High School, Liberty, SC Step 1: Create Chart Make four columns on a piece of paper. Label the columns “year, ” “self, ” “parents, ” and “grandparents. ” Year Self Parents Grandparents Continued on next slide. 126 Click the mouse button or press the Space Bar to display the information.

The Aging Process From the Classroom of James F. Connington Liberty High School, Liberty, SC Step 2: Add to the Chart In the first column, write the current year (for example, 2000). Below it continue the years in five-year increments 2005, 2010… In the second column, write your age; the third column is for the average of your parents; and the fourth the average of one set of grandparents. Year Self Parents Grandparents 2000 15 42 67 Continued on next slide. 127 Click the mouse button or press the Space Bar to display the information.

The Aging Process From the Classroom of James F. Connington Liberty High School, Liberty, SC Step 3: Fill In Chart Determine your age for each year in the column to the left, then do the same for your parents and grandparents. Year Self Parents Grandparents 2000 15 42 67 2005 20 47 72 2010 25 52 77 128 Click the mouse button or press the Space Bar to display the information.

The Aging Process From the Classroom of James F. Connington Liberty High School, Liberty, SC Step 4: Ask Yourself: “When you are your parents’ age, how old will they be? ” or “When your grandparents are in their 80 s how old will your parents be? ” 129

Males do not experience a sharp decline in hormone production during middle age. In men, the production of testosterone declines gradually with age. 130

Sharing Information • Although psychologists do not prescribe drugs, it is increasingly important that psychologists discover what medications and alternative medicines their patients are taking. • Some drugs, like Viagra, may have direct psychological effects. • Other drugs that treat common afflictions like high blood pressure and diabetes can affect concentration, mood, alertness, and other facets of mental functioning. • In addition to prescription drugs, over-the-counter substances like St. John’s Wort claim to alter a person’s mood. 131 Click the mouse button or press the Space Bar to display the information.

• Driving has been called an American pastime. • Except for people in a few large cities, most people use a personal car for nearly all their transportation needs. • Most advocate groups claim that older drivers are more cautious and have fewer accidents. • However, recent studies that factor in the number of miles driven indicate that drivers 75 years old and above are at a similar risk level to drivers 16– 24 years old, who are considered high risk. • What factors should be considered in the decision to stop driving? What psychological factors affect a person’s willingness to give up driving? 132 Click the mouse button or press the Space Bar to display the information.

• Read the Psychology and You feature on page 141 of your textbook. • Discuss the following: What proposals are currently being considered by Congress to change the Social Security system? How will these changes affect you as you begin your working career? As you approach retirement age? 133 Click the mouse button or press the Space Bar to display the information.

Elisabeth Kübler-Ross 1926– Click the picture to listen to a biography on Elisabeth Kübler-Ross. Be prepared to answer questions that appear on the next two slides. 134 This feature is found on page 145 of your textbook.

Elisabeth Kübler-Ross 1926– What did Kübler-Ross learn on a visit to the concentration camp in Maidanek Germany? that anyone is capable of doing horrible things 135 Click the mouse button or press the Space Bar to display the answer. This feature is found on page 145 of your textbook.

Elisabeth Kübler-Ross 1926– What positive impact have her studies had on those who are facing their own death or helping someone who is dying? Her identification of the stages of dying helps people cope with their feelings about death and dying. 136 Click the mouse button or press the Space Bar to display the answer. This feature is found on page 145 of your textbook.

End of Custom Shows WARNING! Do Not Remove This slide is intentionally blank and is set to auto-advance to end custom shows and return to the main presentation. 137

138 Click the mouse button to return to the Contents slide.