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Learning and Teaching Geropsychology

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International Handbook of Psychology Learning and Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

This chapter presents a broad overview about the essential aspects of learning and teaching geropsychology in tertiary education. After an introduction to the scope of geropsychology and the need for geropsychology education, the objectives and basic principles of geropsychology curricula are discussed. Their overall goal is to qualify students and/or professionals to understand and solve psychological aspects of problems of older people in the contexts of practical application, research, and teaching. Specific teaching and learning objectives in geropsychology are described in terms of underlying content dimensions (e.g., areas of acting, functioning, and development of older people; basic components of practical geropsychological acting; target groups and settings) and levels of competency to be acquired (e.g., uni-, multi-structural, relational, and extended abstract level). This is followed by an overview of the core topics of geropsychology. These refer to theoretical (e.g., basic concepts of age, aging, and older population; action competence of older people; challenges in later life; resources for adaptation; problems of people providing services to older adults), normative (ethical and legal), and methodical foundations (research, assessment, evaluation, and intervention methods). This is followed by sections on linking main learning objectives and core topics of geropsychology to courses within study programs (psychological or non-psychological) and about the relations between teaching, learning, and assessment in geropsychology. This chapter concludes with information about resources for these issues including relevant URL links, tips for teaching, and annotated references to further reading.

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Acknowledgments

I dedicate this chapter to Prof. Dr. Dieter Ferring (1958–2017), who founded the Master’s program in Gerontology at the University of Luxembourg.

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Authors and Affiliations

  1. Department of Cognitive, and Behavioural Sciences, Institute for Lifespan Development, Family, and Culture, University of Luxembourg, Esch-sur-Alzette, Luxembourg

    Thomas Boll

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  1. Thomas Boll
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Correspondence to Thomas Boll .

Editor information

Editors and Affiliations

  1. Department of Educational Research, University of Salzburg, Salzburg, Austria

    Joerg Zumbach

  2. Department of Psychology, University of South Florida, Bonita Springs, FL, USA

    Douglas A. Bernstein

  3. School of Science - Faculty of Psychology, Psychology of Learning and Instruction, Technische Universitaet Dresden, Dresden, Sachsen, Germany

    Susanne Narciss

  4. Department of Human, Philosophical and Educational Sciences (DISUFF), University of Salerno, Fisciano, Italy

    Giuseppina Marsico

Section Editor information

  1. University of Salzburg, Salzburg, Austria

    Joerg Zumbach

  2. Department of Psychology, University of South Florida, Tampa, FL, USA

    Douglas A. Bernstein

  3. University of Salerno, Fisciano, Italy

    Giuseppina Marsico

  4. Federal University of Bahia, Salvador, Brazil

    Giuseppina Marsico

  5. Psychologie des Lehrens und Lernens, Technische Universität Dresden, Dresden, Deutschland

    Susanne Narciss

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Boll, T. (2023). Learning and Teaching Geropsychology. In: Zumbach, J., Bernstein, D.A., Narciss, S., Marsico, G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-28745-0_50

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