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| Domains | Vital aging L and Vital aging M | Vital aging e-Learning |
| Units | Contents | Assessment and practice | Units | Contents | Assessment and practice |
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| | Aging well |
(i) General introduction to the Course
(ii) Human development is lifelong
(iii) Use it or lose it!
(iv) What vital, successful, active, and productive ageing means: the four domains
(v) Mechanisms for aging well: the SOC model
(vi) Stereotypes and self-steretoypes of aging |
(a) Your images about aging?
(b) Which are aging well mechanism?
(c) Level of your physical activity?
(d) Your social relations?
(e) Avoid state “I already cannot” |
Aging well | (i) Active aging. Aging well
(ii) Stereotypes and self-stereotypes of aging (Myths and realities about aging)
(iii) Why “I cannot.” | (a) What is aging well?
(b) Active aging versus aging well task
(c) How to identify my stereotypes and combat them?
(d) How I am getting old?
(e) Forum: Blessed versus damn old age |
| | Enjoy the Control of your life |
(i) Importance of healthy lifestyles
(ii) The concept of health
(iii) How to learn new healthy habits
(iv) Misconceptions about health
(v) Health Crisis along life course
(vi) Risk factors: how to control them
(vii) Protective health factors
(viii) How to improve self-esteem |
(a) Assess what is going well/what can be improved
(b) Target behaviours selection for change:
(1) Short term
(2) Long term |
Take care of your body | (i) Physical activity: exercise and sport, its importance, and changes across life
(ii) Good nutrition characteristics
(iii) Take care of your teeth and your feet
| (a) Identifying aging signs
(b) How is your fitness?
(c) How is your diet?
(d) In what extent do you take care of your teeth and feet?
(e) Plan your exercise
(f) Plan your nutrition changes, and diet
(g) Plan how your body caring
(h) Forum: You will is you can |
| Behavioral health and independence | Health and Nutrition: Good food, good life | (i) Nutrition as one of the important aspects for health and aging
(ii) Food as energy. Food guide Pyramid
(iii) Nutrition fact
(iv) How to build a healthy body
(v) Changes in diet are required across lifespan
(vi) How to cook healthy recipes | (a) Assess your food information
(b) How calculate BMI
(c) Assess your nutrition
(d) Planning food for the next week/month |
| | Taking care of your body:
Self-responsibility and self-management | (i) Body changes across the lifespan: a trip through the body across time
(ii) Your 5 senses: where they are placed
(iii) The importance of your teeth and your feet
(iv) Self-responsibility to be independent in performing activities of daily living, choosing social contact, and personally meaningful interests
(v) Older adults as social capital | (a) Take your mobility test
(b) Take your balance test
(c) Plan how to improve your body care
(d) How to walk without risks
(e) How to promote and maintain ADL |
| | Regular exercise: the best formula for aging well | (i) Regular physical exercise and activity as one of the best means for ageing well physically and mentally
(ii) Benefit of physical exercise at physiological, cognitive, emotional, and social levels
(iii) Aerobic, strength, flexibility, and balance | (a) In what extent you exercise?
(b) What do you do, what do you need?
(c) Selecting physical activity and exercise to incorporate into your
daily life
(d) Make your plan
(e) Assess you base line and following-up
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| | Train your mind: how to prevent brain ageing | (i) Change and Stability of cognitive functioning across life span
(ii) Solving familiar and unfamiliar problems
(iii) Managing everyday tasks
(iv) Remember intended activities
(v) Effects of cognitive training physical activities and psychological variables in brain functioning | (a) Test your cognitive functioning
(b) Proposals of exercises and cognitive activities to train mental abilities and prevent brain ageing
(c) Plan your brain training
(d) Assess your base-line a continue following-up |
Take care of your mind |
(i) Cognitive functioning
(ii) Change and Stability of cognitive functioning across life span
(iii) Selection, optimization and compensation as mechanisms of adaptation to changes |
(a) How do you take care of your mind?
(b) Select your favourite cognitive activities
(c) Self-observation of your mental decline and stability
(d) Check what you have learned
(e) Plan your cognitive activity
(f) Forum: Cognitive functioning among the very old
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Cognitive functioning
| Improve your memory | (i) Misconceptions about memory and ageing.
(ii) What is memory, how is it organized, and how does it work?
(iii) Aging effects on memory. Memory problems
(iv) How to improve memory through mnemonic | (a) Test your memory
(b) Daily self-register of cognitive activity
(c) Mnemonic skills training
(d) Memory training |
| Wisdom: the expression of lifelong learning | (i) Wisdom: Lay (implicit), explicit, and expert theories
(ii) Wisdom development across time
(iii) Wisdom: in between intelligence and personality | (a) How you define “wisdom”?
(b) Test your wisdom
(c) How to train wisdom |
| | The creative age | (i) What is creativity?
(ii) Old people creativity
(iii) Stereotypes about creative behaviour and ageing
(iv) How to be creative | (a) Test your creativity
(b) Choose preferred activities for expressing creativity |
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| Affect, control and coping styles | Self-efficacy
Perception | (i) Primary and secondary control
(ii) Self-efficacy as expression of control
(iii) The belief of ageing successfully as predictor of aging well
(iv) Self perception of aging | (a) You as a model of aging well
(b) Others as modeling
(c) Imageries of success
(d) Solving life events across lifespan and solving life events in old age | Feel happy |
(i) Emotion: pleasant activities and well-being
(ii) Control and self-efficacy
(iii) Coping with stress | (a) How do you feel?
(b) Pleasant activities questionnaire
(c) Weekly self-registration activities
(d) Self-efficacy scale
(e) How do you cope with stress?
(f) Plan how to cope with stress |
| Positive thinking | (i) We are what we think
(ii) Attitudes and thought
(iii) Thinking errors
(iv) Positive thinking | (a) Test your positive thinking
(b) Identify thinking errors
(c) Turn negative experiences into positive ones |
| Coping with stress | (i) What is stress and anxiety?
(ii) Coping with stress
(iii) Active and passive coping
(iv) Coping skills across life span | (a) Learn self-instructions, cognitive, emotional, and physiological coping strategies
(b) How to apply them |
| Death is also part of life | (i) Life and Death
(ii) Bereavement
(iii) Spiritual approach
(iv) Transcendence
(v) Meaning in life
| (a) Test your fear to death
(b) Think about you death
(c) I think, I feel, I do |
| Pleasant activities and well-being | (i) Activity as a source of life
(ii) Feeling of depression
(iii) Pleasant activities and well-being
(iv) Use it or lose it | (a) Test your base line of activity
(b) Plan pleasant activities: analysing resources and limitations
(c) Plan and Self-monitoring your activity and well-being |
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| | How to improve relationships with family and friends | (i) Human relationships needs
(ii) Family, friends and others: their benefits
(iii) Social relationships and independence
(iv) Give and received
(v) Social skills
(vi) Emotional intelligence | (a) Test your social networks
(b) How to improve social skills
(c) Training empathy, assertiveness, say “no” say “yes”
(d) Interpersonal conflict management
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Get involved with others |
(i) Family
(ii) Friends
(iii) The others: Social participation |
(a) My relationships
(b) Assess your social life
(c) Friends’ network
(d) Forum: Spanish grandparents, looking after grandchildren |
| Social participation and engagement | The others need me too | (i) Importance of pro-social behaviour
(ii) Stereotypes of personality changes
(iii) Pro-social behaviours and well-being
(iv) How to improve care relationships
(v) Care and caring
(vi) Volunteering | (a) Test your pro-social behaviour
(b) Plan pro-social behaviours in common life
(c) Train emotional self-control |
| Sexuality: beyond genitality | (i) What is sexuality?
(ii) Stereotypes and social pressure in old people sexuality
(iii) Sexuality beyond genitals: diverse modalities
(iv) Aging and sex: physiological changes | (a) Sensitivity and sexuality
(b) Train what you do not see
(c) Pelvic floor muscles exercises |
| | A new system of communication: Internet | (i) Healthy behaviours in computer used
(ii) Stereotypes of old people using computers
(iii) Computers for hobbies, communication, navigation, and so forth | (a) How to use computers, Internet, and its different applications
(b) All practice |
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