If you were on campus and had some time between classes, and decided to go to an eatery on campus to get a bite to eat, then think of what you would expect to hear from an individual who was sitting next to you in the eatery, who was in the late adulthood age range, which is age 65 and older, while chatting in friendly conversation. What do you think the individual would talk about and what do you think you would learn from the individual?
If you were on campus and had some time between classes, and decided to go to an eatery on campus to get a bite to eat, then think of what you would expect to hear from an individual who was sitting next to you in the eatery, who was in the late adulthood age range, which is age 65 and older, while chatting in friendly conversation. What do you think the individual would talk about and what do you think you would learn from the individual?
Tasks:
- State the name and age of the fictitious individual in late adulthood, which is age 65 and older. State information about the physical health of the individual in late adulthood, which is age 65 and older.
- State information about one biological aspect of mental health during late adulthood. State information about a change in memory or a decline in memory.
- Discuss a change in intellectual abilities, or a decline in cognitive abilities during late adulthood, in the fictitious individual.
Sample
1. Jenny is 90 years old. She was sitting in the cafeteria on campus, eating some soup, and resting while waiting for her adult education class to begin, as she did not have the physical strength that she had when she was younger to stand outside of the classroom for one hour.
2. She disclosed that she had been feeling a little sad lately, because she was not as independent as previously, because she was not driving any more, but that it had not reached the point of her being depressed, and that she knew that depression has a biological basis to the mental illness. Jenny spoke candidly about a change in memory that she had been noticing recently in herself, where she had trouble remembering new information.
3. She said that it was hard for her to understand information sometimes when people spoke to her, because she could not process what they were saying so quickly, and she had to ask people to repeat what they were saying. She told me she had to leave, because her class was going to start soon, and she wanted to give herself plenty of time to walk to the room and find a good seat.
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