Sociocultural Differences in Perspectives on Aging

Discussion: Sociocultural Differences in Perspectives on Aging

Some cultures view death not as an endpoint but as a beginning, or not as a distinct separation but merely a thin veil or doorway through which a person passes. Other cultures esteem the older generations and honor them for their wisdom, whereas others regard elders as incapable of contributing to society. How might these distinct views on death and older people influence perspectives on the aging process? What other cultural differences might impact perceptions of aging?

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This week, you explore different cultures’ views of aging and consider how these differences might influence social work. You also think cross-culturally about how you could integrate another culture’s perspective in your practice.

To Prepare:

  • Review the Learning      Resources on sociological aspects of later adulthood.
  • Using the Walden      Library, research two cultures different from your own and examine their      perspectives on aging.
  • An example search in      the library databases is social conditions or sociocultural AND aging.

Post a comparison of your culture’s( I’m from Dominican republic/Hispanic ) perspective on aging to the perspectives of the two cultures you researched. Explain why you think these differences exist. Also, explain how different perspectives on aging might impact social work practice.

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Required Readings

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

· Chapter 16, “Sociological Aspects of Later Adulthood” (pp. 703–728)

Quach, L. T., Primack, J., Bozzay, M., Madrigal, C., Erqou, S., & Rudolph, J. L. (2021). The intersection of physical and social frailty in older adults. Rhode Island Medical Journal, 104(4), 16–19.

Teater, B., Chonody, J. M., & Davis, N. (2021). Risk and protective factors of loneliness among older adults: The significance of social isolation and quality and type of contact. Social Work in Public Health, 36(2), 128–141. https://doi.org/10.1080/19371918.2020.1866140

U.S. Department of Health and Human Services. (n.d.). Aging: Resources near you. https://www.hhs.gov/aging/state-resources/index.html

Follow Rubric

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

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