Faculté des sciences sociales | Faculty of Social Sciences

École de travail social | School of Social Work

GRT-2100: Psychosocial Aspects of Aging

Winter 2025

Class Schedule:
Mondays: 8:30am – 9:50am
Thursdays: 10:00am – 11:20am
This class is being offered entirely online, in synchronous format, on Zoom. It is mandatory to
have a computer equipped with a camera.

Instructor Information:
Name: Marjorie Silverman (she/her)
Call Me: Marjorie or Prof. Silverman
Email: marjorie.silverman@uottawa.ca
Office Hours: Because students’ schedules are different, and some students might even be in
different time zones, I will be offering appointments according to students’
needs. Email me to schedule a meeting.

Teaching Assistants:
Raheleh Sazgar (rsazgar@uottawa.ca)
Tanishka Sharma (tsharma4@uottawa.ca)
Naomi Abrahams (nabraha3@uottawa.ca)

NOTE: PLEASE ASK QUESTIONS ON THE Q & A DISCUSSION BOARD ON BRIGHTSPACE. Before
asking a question, please fully read this syllabus and explore the associated resources. The
answers to many questions can be found in this document and students may be referred to the
syllabus if the answer is already available. Please allow at least two (2) business days for
responses to inquiries.

© [Marjorie Silverman] All rights reserved. The materials you receive for this course are
protected by copyright and must be used for this course only. You do not have permission to
reproduce or disseminate these materials, regardless of the means of dissemination including
the uploading of these materials to any website or mobile application. These materials include

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but are not limited to, course notes, PowerPoint presentations, lecture recordings and other
class materials.

Official Course Description

Theories and models of aging and retirement. Social construction of aging. Impact of gender,
ethnicity and race. Issues related to death and dying. Implications for individuals, their families
and the caregivers.

General Course Objectives

This course, taught from an intersectional, anti-oppressive, and critical gerontology lens, aims
to provide students with a broad overview of numerous topics related to the psychosocial
aspects of aging. To offer students a wide-ranging foundation in social gerontology, the course
is divided into four parts: 1) Foundational knowledge about aging; 2) Life transitions in older
age; 3) Identity, social location, and marginalization; and 4) Psychosocial aspects of health.

Course Learning Outcomes

By the end of this course, students should be able to:
o Reflect on their own perceptions, attitudes, and biases regarding older adults.
o Understand ageism and the social construction of aging.
o Understand various theories of aging and be able to analyze them with a critical lens.
o Understand some of the challenges and complex needs of marginalized older adults.
o Understand some of the life transitions with which older adults are confronted.
o Understand the ways in which a wide breadth of social issues affects older adults.

Teaching Methods
To attain the above-mentioned learning outcomes, a variety of teaching methods will be used,
including lectures, videos, and class discussions/Q&A sessions. Students are expected to
complete the assigned readings prior to each class.

Artificial Intelligence
The use of artificial intelligence software or tools is strictly prohibited in this course. The
professor may use AI detection software to filter written submissions if deemed necessary. Any
use of artificial intelligence to complete assignments will be considered academic fraud.

Evaluations
Note: Students must complete ALL course requirements (i.e., all 3 evaluations) to pass this
course.

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 Evaluation Percentage Date
“In-class” evaluation (the evaluation will 20% of final grade January 20, 2025
consist of short answer questions and will
cover material from the beginning of the (Deferred evaluation date, for
semester until January 16 inclusively; the those who have an approved
evaluation will last for the duration of the ‘declaration of absence’:
class time, i.e. 1hour20) February 3 at 10:00am)

Mid-term exam (the exam will consist of 35% of final grade February 13, 2025
short answer questions and multiple-
choice questions; the exam will last for the (Deferred exam date, for those
duration of the class time, i.e. 1hour20; who have an approved
the exam will cover material from the ‘declaration of absence’:)
beginning of the semester until Feb 6 February 25 at 12:30pm)
inclusively)
Final exam (the exam will consist of short 45% of final grade During final exam period, date
answer questions and multiple-choice TBD
questions; the exam will cover material
from February 24 until the end of the
semester; the exam will be scheduled
during the final exam period)

Explanation of evaluations
All evaluations will occur “live” via Brightspace and will use Respondus Lockdown Browser and
real-time proctoring with Zoom (Zoom Live Proctoring). These tools block access to applications
and internet browsing during the exam. It is important to note that there is no recording of
students during the exam (no use of Respondus Monitor). You must agree to the terms and
conditions for installing the Lockdown Browser. Your camera must always be on during these
evaluations. A testing of the technology will be done beforehand to ensure that students are
technologically prepared for the evaluations.

The following instructions can help you prepare for using Respondus Lockdown Browser:

- Students should access exams via Brightspace using Chrome or Firefox (note: the
settings in Safari are not compatible with the Respondus Lockdown Browser
technology).
- When using the Respondus Lockdown Browser, please close all applications that you
have open on your computer. This will facilitate the use of the technology.
- You need to use a computer, NOT a tablet or a telephone!

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 - When you are writing an exam, your computer camera will be open, enabling the
professor and/or TAs to see and hear you. You will NOT be recorded; you will simply
be visible for the duration of the exam.
- Please choose a location with stable and reliable internet service when writing an
exam.
- Please download Lockdown browser in advance

https://download.respondus.com/lockdown/download.php?ID=518938981

- If you need to reach the professor during an exam, you can email her at
marjorie.silverman@uottawa.ca

Evaluation Policies and Expectations

Weekly engagement with the course and time commitment
It is extremely important to keep up with the course content weekly. Put aside sufficient time in
your week to come to class and do the readings. To succeed in a 3-credit course, students
should expect to spend on average 9 hours per week on the course.

EIN (fail) Grading Policy

According to the academic regulation A-3.6, a student receives the equivalent to a failing grade
whenever he or she has failed to complete one or more evaluations identified as mandatory in
the course syllabus approved by the academic unit. According to the School of Social Work
(which includes the GRT program), “one or more evaluations identified as mandatory” is
defined as follows: one or more examinations (mid-term, final) or any work (quizzes, tests,
presentations, research paper, etc.) worth a total of 15% or more of the final grade. Please note
that a refused deferral request can therefore lead to failure.

Absence from an examination and requests for deferral (NOTE: ALL 3 EVALUATIONS FOR THIS
COURSE ARE SUBJECT TO THIS POLICY).
In accordance with the update of regulation A-8.6, “Absence from any examination on medical
grounds or due to exceptional personal circumstances, must be reported by submitting the
online “Declaration of Absence from an Examination form” within the three (3) working days
following the examination, except if extenuating circumstances prevent the student from doing
so.

It is not required to attach a medical certificate to the form for a first absence from an
examination, unless the absence occurs during an examination that has begun. In the case of a
second absence, a medical certificate must be submitted with the online form. The medical
certificate must include your name, the date of both the absence and the return to studies and
the medical consultation date. The academic unit may approve or refuse your request or can
recommend a retroactive withdrawal from the course.

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 FOR THE FIRST TWO EVALUATIONS, DATES HAVE ALREADY BEEN PRE-DETERMINED FOR
THOSE APPROVED TO WRITE A DEFERRED EXAM. FOR THOSE WHO NEED TO DEFER THEIR
FINAL EXAM, THEY WILL HAVE TO WRITE IT DURING THE FACULTY’S DEFERRED EXAM PERIOD,
WHICH IS FROM JULY 6-12, 2025.

Important Notice: An administrative fee will be applied to your student account for
each submission of the online Declaration of Absence from an Examination form.

A student who submits an online Declaration of Absence from an Examination form

and nonetheless participates in the exam during the period of absence indicated on the
form cannot appeal their results on the basis of health reasons. Administrative fees are
non-refundable.

IMPORTANT NOTICE: If you are completing your last term of studies and submit a
declaration of absence from an examination form or a grade deferral form, there are
strong possibilities that you will not be able to obtain your diploma at the next
Convocation.

Required Materials
All required materials linked to the course content are available on the virtual campus
(Brightspace).

Course Outline - Topics and Readings

Date Topic Reading(s)

PART 1: FOUNDATIONAL KNOWLEDGE ABOUT AGING

January 6 Introduction to the class N/A

- Review of syllabus and expectations
January 9 Aging in Canada Statistics Canada. (2022). Census in brief:
- Portrait of demography in Canada A portrait of Canada’s growing population
- Relevant Canadian policy context aged 85 and older from the 2021 census.
Catalogue number 98-200-X, issue
2021004.
January 13 Theories of aging Chappell, N., McDonald, L., & Stones, M.
- Overview of main (2008). Chapter 3: Social theory in
theories/perspectives on aging gerontology. In Aging in Contemporary
- Practicing Respondus technology in Canada 2nd Edition. (pp. 55-84). Toronto:
preparation for 1st evaluation Pearson/Prentice Hall.

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January 16 Ageism and social exclusion Calasanti, T. (2020). Brown slime, the
- Definitions and examples of ageism silver tsunami, and apocalyptic
- Social exclusion in old age demography: The importance of ageism
and age relations. Social Currents, 7(3),
195-211.
January 20 FIRST EVALUATION – “LIVE” VIA BRIGHTSPACE

PART 2: LIFE TRANSITIONS IN OLDER AGE

January 23 Giving and receiving care, Part 1 Hulko, W., Brotman, S., Stern, L., & Ferrer,
- Caregiving 101 I. (2020). Chapter 6: Who cares about
caregiving? In W. Hulko, S. Brotman, L.
Stern, & I. Ferrer, Gerontological social
work in action. (pp. 116-131). New York:
Routledge.
January 27 Giving and receiving care, Part 2 Lightfoot, E., Moone, R., Suleiman, K.,
- Caregiving in different contexts Otis, J., Yun, H., Kutzler, C., & Turck, K.
- Caregiving during the Covid-19 (2021). Concerns of family caregivers
pandemic during COVID-19: The concerns of
caregivers and the surprising silver linings.
Journal of Gerontological Social Work,
64(6), 656-675.
January 30 Housing and long-term care Peace, S. (2015). Meanings of home and
- Aging in place age. In J. Twigg & W. Martin (Eds.),
- Transitions to long-term care Routledge Handbook of Cultural
- Older adult homelessness Gerontology. (pp. 447-454). London and
New York: Routledge.
February 3 Social participation Vickerstaff, S. (2015). Retirement:
- Transitions to retirement Evolution, revolution or retrenchment. In
- Grandparenting J. Twigg & W. Martin (Eds.), Routledge
- Community links and volunteering Handbook of Cultural Gerontology. (pp.
297-304). London and New York:
Routledge.

Warburton, J. (2015). Volunteering in

later life. In J. Twigg & W. Martin (Eds.),
Routledge Handbook of Cultural
Gerontology. (pp. 245-352). London and
New York: Routledge.
February 6 Sexuality in late life Przybylo, E. (2021). Ageing asexually:
- Undoing myths and stereotypes Exploring desexualisation and ageing
about older adult sexuality intimacies. In T. Hafford-Letchfield, P.
Simpson, & P. Reynolds (Eds.), Sex and

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 - Tension between the diversity in later life: Critical perspectives.
desexualisation and “compulsory (pp. 181–198). Bristol: Policy Press.
sexuality” of older adults
February 10 PREPARATION FOR MID-TERM EXAM N/A
February 13 MID-TERM EXAM – “LIVE” VIA BRIGHTSPACE

READING WEEK
PART 3: IDENTITY, SOCIAL LOCATION, AND MARGINALIZATION
February 24 Poverty in old age Marier, P., Carrière, Y., & Purenne, J.
- Social inequality and the links with (2020). Living on easy street? The myth of
old age the affluent senior. In V. Billette, Marier,
- The intersection of classism and P., & Séguin, A.-M. (Eds), Getting wise
ageism about getting old: Debunking myths
about aging. (pp. 20-27). Vancouver:
Purich Books.
February 27 Gender disparities in old age Calasanti, T. (2013). Gender and ageing in
- The realities of older women the context of globalization. In D.
- The intersection of sexism and Dannefer & C. Phillipson (Eds.), The SAGE
ageism Handbook of Social Gerontology. (pp.
137-149). London: SAGE.

Calasanti, T. (2005). Ageism, gravity, and

gender: Experiences of aging bodies.
Generations, 29(3), p. 8-12.
March 3 Disability in old age Brotman, S., Sussman, T., Pacheco, L.,
SPECIAL GUEST: PROF. SHARI BROTMAN, Dickson, D., Lach, L., Raymond, É.,
McGILL UNIVERSITY Deshaies, M.-H., Freitas, Z., & Milot, É.
(2021) The crisis facing older people living
with neurodiversity and their aging family
carers: A social work perspective. Journal
of Gerontological Social Work, 64(5), 547-
556.

Grenier, A., Griffin, M., & McGrath, C.

(2020). Aging and disability: The
paradoxical positions of the chronological
life course. In K. Aubrecht, C. Kelly, & C.
Rice (Eds.), The aging-disability nexus.
(pp. 21-35). Vancouver: UBC Press.
March 6 Sexual minority older adults Fondation Émergence (n.d.). Ensuring the
- Realities of lesbian, gay, bisexual, good treatment of lesbian, gay, bisexual
and queer older adults and transgender older adults.

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 Optional reading:
Pang, C. & Maclennan, E. (2023). Aging
and living well among LGBTQI older adults
in Canada: Findings from a national study.
Égale Canada
March 10 Trans and non-binary older adults Pearce, R. (2019). Trans temporalities and
- Realities of trans, non-binary, and non-linear ageing. In A. King, K. Almack,
gender non-conforming older adults Y.-T. Suen, & S. Westwood (Eds.), Older
lesbian, gay, bisexual and trans people:
Minding the knowledge gaps. (pp. 61-74).
London and New York: Routledge.
March 13 Racialized and Indigenous older adults Steward, A.T., De Fries, C.M., Dunbar,
- Realities of racialized and A.Z., Trujillo, M., Zhu, Y., & Hasche, L.
Indigenous older adults (2024). A phenomenological
- The intersection of racism and understanding of the intersectionality of
ageism ageism and racism among older adults:
Interpersonal experiences. Journal of
Social Work.

Rowe, G., Straka, S., Hart, M., Callahan,

A., Robinson, D., & Robson, G. (2019).
Prioritizing Indigenous elders’ knowledge
for intergenerational well-being.
Canadian Journal on Aging, 39(2), 156-
168.
March 17 Immigrant older adults Kadowaki, L., Koehn, S., Brotman, S.,
- The experiences of aging Simard, J., Ferrer, I., Raymond, É., &
immigrants in Canada Orzeck, P. (2023). Learning from the lived
experiences of aging immigrants:
Extending the reach of photovoice using
world café methods. Journal of
Community Engagement and Scholarship,
16(1), 1-18.
PART 4: PSYCHOSOCIAL ASPECTS OF HEALTH
March 20 Mistreatment and elder abuse Israel, S., Couture, M., & Petit, M.-P.
- Older adult mistreatment 101 (2019). Are older adults safe from
conjugal violence? In V. Billette, Marier,
P., & Séguin, A.-M. (Eds), Getting wise
about getting old: Debunking myths
about aging. (pp. 140-146). Vancouver:
Purich Books.

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 Couture, M., Alarie, M., Israel, S., & Petit,
M.-P. (2019). Sexual assault of older
women: An unthinkable reality. In V.
Billette, Marier, P., & Séguin, A.-M. (Eds),
Getting wise about getting old:
Debunking myths about aging. (pp. 132-
139). Vancouver: Purich Books.
March 24 Dementia: Realities and new perspectives Bartlett, R. (2014). Citizenship in action:
- Overview of different perspectives The lived experiences of citizens with
of dementia dementia who campaign for social
change. Disability & Society, 29(8), 1291-
1304.
March 27 End-of-life issues Van Pevenage, I., Durivage, P., Billette, V.,
- Palliative care for older adults Friesen, P., & Bogdanova, E. (2019a).
- Medical assistance in dying (MAiD) Palliative care for those dying of “old
age”: Unmet needs. In V. Billette, Marier,
P., & Séguin, A.-M. (Eds), Getting wise
about getting old: Debunking myths
about aging. (pp. 198-206). Vancouver:
Purich Books.

Van Pevenage, I., Durivage, P., Séguin, A.-

M., & Hamel-Roy, L. (2019b). Do older
adults wish to die at home (and can
they)? In V. Billette, Marier, P., & Séguin,
A.-M. (Eds), Getting wise about getting
old: Debunking myths about aging. (pp.
207-214). Vancouver: Purich Books.
March 31 Mental health and substance use Hulko, W., Brotman, S., Stern, L., & Ferrer,
- Mental health issues among older I. (2020). Chapter 9: Mental health,
adults mental wellness, and substance mis/use.
- Substance use among older adults In W. Hulko, S. Brotman, L. Stern, & I.
Ferrer, Gerontological social work in
action. (pp. 170-188). New York:
Routledge.
April 3 PREPARATION FOR FINAL EXAM

Indigenous Affirmation

ANISHINÀBE
Ni manàdjiyànànig Màmìwininì Anishinàbeg, ogog kà nàgadawàbandadjig iyo akì eko weshkad. Ako
nongom ega wìkàd kì mìgiwewàdj.

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Ni manàdjiyànànig kakina Anishinàbeg ondaje kaye ogog kakina eniyagizidjig enigokamigàg Kanadàng
eji ondàpinangig endàwàdjin Odàwàng.
Ninisidawinawànànig kenawendamòdjig kije kikenindamàwin; weshkinìgidjig kaye kejeyàdizidjig.
Nigijeweninmànànig ogog kà nìgànì sòngideyedjig; weshkad, nongom; kaye àyànikàdj.

Listen to the audio file

ENGLISH
We pay respect to the Algonquin people, who are the traditional guardians of this land. We
acknowledge their longstanding relationship with this territory, which remains unceded.
We pay respect to all Indigenous people in this region, from all nations across Canada, who call Ottawa
home. We acknowledge the traditional knowledge keepers, both young and old.
And we honour their courageous leaders: past, present, and future.

Kinistòtàdimin Circle of the School of Social Work

The profession of social work has played a leading role in the historical and ongoing trauma experienced
by members of Indigenous communities. The School of Social Work recognizes that Indigenous learners
are disadvantaged due to countless inequalities that are constructed and embedded in hegemonic social
structures, institutions, and discourses.

Recognizing this situation, the School has adopted a strategic plan that proposes decolonizing initiatives
in: 1) student recruitment, admission and retention; 2) curriculum; (3) research; 4) social intervention;
(5) the recruitment of administrative and teaching staff; and (6) internships and other community
collaborations.

To fulfill this commitment, in 2018 the School of Social Work created the Kinistòtàdimin Circle (KC),
which brings together various members from the Anishinabeg-Algonquin communities, the School's
chairperson, a placement coordinator, faculty members, people from Indigenous organizations and
students, who then get involved in the School's activities.

The KC's mandate includes decolonizing mainstream thinking, recognizing the plurality and legitimacy of
different forms of knowledge, and integrating more Indigenous traditional knowledge into research,
teaching, and social practice.

Full details on how to get involved in the KC activities, apply for scholarships available to Indigenous
learners, take part in the National Day for Truth and Reconciliation on September 30, etc., can be found
on the School's website.

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Important additional information: This information is also available on the Faculty of Social Sciences
website, on the Student Hub webpage under «Ressources, administrative policies and academic
Regulations »

• Health and wellness: There are many resources available to help you.

• Institutional Policies and Academic Regulations: It is very important to know the institutional
policies and academic regulations associated with your academic success. Listed below are
some of the key academic regulations you should familiarize yourself with:

o Academic Integrity and Academic Misconduct: If you would like clarification regarding
academic integrity and misconduct, please consult Academic Regulation A-4 or consult
your professor.

o Bilingualism at the University of Ottawa: Per Academic Regulation A-1 : « Except in

programs and courses for which language is a requirement, all students have the right to
produce their written work and to answer examination questions in the official language
of their choice, regardless of the course’s language of instruction.»

o Academic regulation – deferred evaluation: Per Academic Regulation A-8.6, students can
request a maximum of one (1) deferred evaluation per course without presenting a
medical note. The request must be submitted online using the Declaration of Absence
from an Evaluation form.

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