Special Topics in Health Studies - University College - University of ...

University College
Health Studies Program
UNI309: Special Topics in Health Studies (Fall 2012)
Instructor: Laura R. Moll, PhD., MSW, RSW
Email: laura.moll@utoronto.ca
Classes: September 14, 2012 – December 5, 2012
Fridays- 10-12
Room: UC153
Office Hours: Fridays, 12-1, Rm. TBD or by appointment
Course Description
The purpose of this course is to provide students with an overview of aging with and into a
disability. Students will have the opportunity to develop an awareness and understanding of the
health system and issues associated with population aging (aging and disability) and what it
means to live with and grow older with a pre-existing disability. The theoretical lens and
assumptions associated with disability will be identified and described in or order to demonstrate
how they are used to inform health care and rehabilitation policies and practices intended to
improve the everyday lives of these individuals.
Objectives:
By the end of the course, students will:
1. Develop and understanding of the issues that individuals aging with and into disability are
confronted with across the life course.
2. Become familiar with the concepts and theories that inform quantitative and qualitative
studies on aging with and into disability
3. Learn how health care concepts and theories guide health care policies and practices intended
to support the quality of life, physical and social-psychological well-being of individuals
with childhood conditions and elderly individuals with disability.
4. Gain the strategies and resources to critically appraise peer-reviewed studies
5. Advance their knowledge, understanding and experience in writing a scholarly research
paper
They will be able to distinguish between aging with and into disability
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Assignments:
Assignment #1: Research Outline and Annotated Bibliography (40%)
The purpose of this assignment is for students to select an issue associated with either aging with
or into disability. The outline should include the following sections:
Problem Identification- describe the issues and concerns that are confronted by a group of
individuals, In your description it is important to develop an argument why there is a need for
engaging in research on this area of interest. Consider what gap it may fill in association with
our current knowledge and the research that exists to date. Describe the costs associated with the
topic under investigation. Specifically, consider the short and long-term impact that these issues
have on the individual, his/her family, and their social environment.
Introduction and Background- this section should describe the scope of the problem, including
demographic attributes and what we k now based on the current research available (literature
review).
Annotated bibliography (should include both quantitative and qualitative research)
http://www.writing.utoronto.ca/advice/specific-types-of-writing/annotated-bibliography
Guidelines are available at the above link. Feel free to contact me if you have further questions
This assignment should be 10-12 pages (double spaced)
Grade: 40% of total Grade
Assignment #2: Research Paper
The components of this assignment will be provided in class.
Grade: 50% of total Grade
Due Date: November 30, 2012
Note students will be provided with a list of topics they may be interested in researching.
Participation: (10% of total grade)
In or to achieve an in-depth understanding of health issues associated with aging, they are
expected to attend every class, do the course readings, and participate in class and group
discussions
UNI309: Special Topics in Health Studies Page 2

Overview of Classes
DATES TOPIC READINGS
September 14, 2012 Introduction Naidoo Vishaya., Putnam
September 21, 2012 Theoretical Foundations of
Aging and Disability
Overview of first Assignment
September 28, 2012 Concepts and theories that is
associated with Disability
October 5, 2012 Doing Research on Aging and
Health
October 12, 2012 The Life Course Perspective and
Aging
October 19, 2012 Factors Impacting the Health and
well-being of Aging with and
into Disability
First Assignment is due
October 26, 2012 Caregiver Life Course: Key
Issues: Implications for Health
Care Policies
November 2, 2012 Costs associated with
Caregiving: Implications for
Caregivers and Recipients of
Care
November 4, 2012 Last day to drop Fall courses
November 9, 2012 Self-directed funding versus
Formal Care Programs
Michelle., et al. (2011)
McPherson Barry D. (1998),
Chapter 1 and 3
Bickenbach JE., Chatterji S., et
al. (1999), Oliver, M. (1998).,
Morris, J. (2001)
TBD
Giele, J. Z. and G. H. Elder Jr.
(1998)., Chapter 1; O'Rand, A.
M. (1998)
TBD
Hebert RS. And Schulz R.
(2006), Seltzer MM., Greenberg
JS., et al. (2001), Lindgren, C.
(1993)
Fast, J., J. Eales, et al. (2001),
Kuyper, M. and F. Wester (1998)
Benjamin AE. (2001)
November 16, 2012 Winter Break (No Classes) Office Hours (Optional)
November 23, 2012 Significant life Transitions:
Health Care Access and
Utilization
November 30, 2012 Bridging the Gap between health
care services and programs for
people aging with and into
disability: Policy Implications
Final research paper is due
Campbell ML., Sheets D., et al.
(1999)
Priestley, M. and P. Rabiee
(2002), Priestley M. (2000).
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Course Schedule & Readings:
September 14, 2012
Introduction to Aging with and into Disability
In this session, the course outline. Students will be provided with an introduction to population
aging with a focus on demographic attributes. Distinctions between aging with and into
disability will be highlighted. We will end with examining the issues at stake for both groups.
Required Readings:
Naidoo, Vishaya, Putnam, Michelle, Klassen, Thomas, and Spindel, Andria. (2011) Bridging the
Gaps: Supporting People Aging into and with Disability
Supplementary Readings:
Gilson, S. F. and F. E. Netting (1997). "When People with Pre-Existing Disabilities Age in
Place: Implications for Social Work Practice." Health and Social Work 22(4): 290-297.
Tighe, C. A. (2001). "Working at Disability: A Qualitative Study of the Meaning of Health and
Disability for Women with Physical Impairments." Disability and Society 16(4): 511-529.
Tremblay, M., J. Tryssenaar, et al. (1997). "Aging with a pre-existing disability: Developing a
bibliography and curriculum guide for health and social science educators." Educational
Gerontology 23(6): 567-579.
September 21, 2012
Theoretical Foundations of Aging and Disability
In this session students will learn about aging as a social process and the theories associated with
them. The research process associated with the study of aging and health, and aging with
disability will be highlighted.
Students will have an opportunity to discuss their topic of interest and be provided with an
overview of assignment #1.
Required Readings:
McPherson Barry D. (1998). Chapter #1: Aging as a Social Process. In, Aging as a Social
Process: Introduction to Individual and Population Aging, (p.3-30).
McPherson Barry D. (1998). Chapter #3: Studying Aging Processes: Theory and Research. In,
Aging as a Social Process: Introduction to Individual and Population Aging, (p.53-94).
September 28, 2012
Concepts and theories that is associated with Disability
In this session students will be introduced to the main concepts and theories associated with
research on disability and health. Some of the following questions should be considered:
1. How does the way we conceptualize aging and disability impact the way health studies are
designed?
UNI309: Special Topics in Health Studies Page 4

2. What are the strengths and limitations of doing research on a topic that is informed by these
concepts?
3. What information is missed or gained
Required Readings:
Bickenbach, J. E., Chatterji, S., Badley, E. M., & Ustun, T. B. (1999). Models of disablement,
universalism and the international classification of impairments, disabilities and handicaps.
Social Science and Medicine, 48, 1173-87.
Oliver, M. (1998). "Theories of disability in health practice and research." British Medical
Journal 317(7170): 1446-1449.
Morris, J. (2001). "Impairment and Disability: Constructing an Ethics of Care that Promotes
Human Rights." Hypatia 16(4): 1-16.
October 5, 2012
Doing research on aging and health
Students will learn to identify the issues we need to consider when doing research on aging and
health. They will begin to think about a research topic and begin to develop an outline for their
research paper. The components that comprise a research abstract and research paper will be
highlighted.
Group Work: critical appraisal of studies on aging and health.
October 12, 2012
The Life Course Perspective and Aging
The components of the life course perspective will be highlighted including what it offers to
research on aging and health
Students will have an opportunity to review studies using this perspective
Required Readings:
Giele, J. Z. and G. H. Elder Jr. (1998). Methods of Life Course Research: Qualitative and
Quantitative Approaches., Sage Publications Inc.
O'Rand, A. M. (1998). The Craft of Life Course Studies. Methods of Life Course Research:
Qualitative and Quantitative Approaches. G. J. Z. and G. H. Elder Jr. London, New York, Sage
Publication: 52-74.
October 19, 2012
Factors Impacting the Health and well-being of Aging with and into Disability (Personal,
economic, and political)
First assignment is due
Required Readings:
TBD
UNI309: Special Topics in Health Studies Page 5

October 26, 2012
Caregiver Life Course: Key Issues: Implications for Health Care Policies
Required Readings:
Hebert RS. and Schulz R. (2006). "Caregiving at the end of life." Journal of Palliative Medicine
9(5): 174-187.
Seltzer MM., Greenberg JS., et al. (2001). "Life course impacts of parenting a child with a
disability." American Journal of Mental Retardation 106(3): 265-286.
Lindgren, C. (1993). "The Caregiver Career." The Journal of Nursing Scholarship 25(3): 214-
219.
Supplementary Readings:
Cicirelli, V. G. (2000). "An Examination of the Trajectory of the Adult Child's Caregiving for an
Elderly Parent." Family Relations 49(2): 169-175.
Fujiura, G. T. (2010). "Aging Families and the Demographics of Family Financial Support of
Adults with Disabilities." Journal of Disability Policy Studies 20(4): 241-250.
November 2, 2012
Costs associated with Caregiving: Implications for Caregivers and Recipients of Care
Required Readings:
Fast, J., J. Eales, et al. (2001). Economic Impact of Health, Income Security and Labour Policies
on Informal Caregivers of Frail Seniors,
Kuyper, M. and F. Wester (1998). "In the Shadow: The Impact of Chronic Illness on the Patient's
Partner." Qualitative Health Research 8(2): 237-253.
November 9, 2012
Self-directed funding versus Formal Care Programs
Strengths and Limitations
The importance of collaboration
Required Readings:
Benjamin AE. (2001). "Consumer-directed services at home: a new model for persons with
disabilities." Health Affairs 20(6): 80-95.
November 16, 2012
Winter Break
Office Hours (Optional)
November 23, 2012
Significant life Transitions: Health Care Access and Utilization
Overview of the Ontario health care system
Health care programs and services for adults with childhood and early-onset disability
The health care needs of elderly persons with and with and without disability
UNI309: Special Topics in Health Studies Page 6

Where did we go wrong? The challenges maintaining the health and well-being of individuals
aging with and into disability
Implications for health care policy across the life course
Required readings:
Campbell ML., Sheets D., et al. (1999). "Secondary health conditions among middle-aged
individuals with chronic physical disabilities: implications for unmet needs for services."
Assistive Technology 11(2): 105-122.
Neri MT. and Kroll T. (2003). "Understanding the consequences of access barriers to health care:
experiences of adults with disabilities", Disability and Rehabilitation 25(2): 85-96.
November 30, 2012
Bridging the Gap between health care services and programs for people aging with and
into disability: Policy Implications
The current state of affairs: How are the issues and needs of individuals with disabilities the
same or different from elderly people with disabilities?
Review of key issues that impact the health and social-psychological well-being for individuals
aging with and into disability
Required Readings:
Priestley, M. and P. Rabiee (2002). "Same difference?: Older people’s organisations and
disability." Disability &Society 17(6): 597-611.
Priestley M. (2000). "Adults Only: disability, social policy and the life course." Journal of Social
Policy 29(3): 421-439.
UNI309: Special Topics in Health Studies Page 7

Note: it is your responsibility to be familiar with this document and the course syllabus.
Paper Grading
There are two papers required for this course (see syllabus for descriptions of paper requirements
and due dates).
General Content (25 marks):
Was the research question well described?
Was it appropriate to the course and the length and weight of the paper?
Did it comply with the instructions provided?
Research and Comprehension (25 marks):
Was the paper well researched?
Did you do enough research to be able to present the key points of the topic?
Did you use appropriate resources for your paper?
Creativity and Critical Thinking (25 marks):
Is there evidence of critical thinking?
Were you able to synthesize the material well?
Did you provide your own comments on the results of your research?
Writing and Organization (25 marks):
Was the writing free of spelling, grammatical and stylistic errors?
Were ideas communicated clearly and free of redundancy?
Was the [paper organized logically?
Did it flow well from beginning to end?
Was there an abstract summarizing your paper at the beginning of the paper?
Was there a clear introduction and conclusion?
Did you use APA style referencing for your citations?
Were your citations complete and correct?
Penalties
Lateness: 5% of grade per day, papers submitted more than 7 days late will receive a failing
grade unless you have received permission from the instructor.
Academic Policies associated with Plagiarism and handing in Assignments on time:
Plagiarism is defined in dictionaries as "the wrongful appropriation, close imitation, or
purloining and publication, of another author's language, thoughts, ideas, or expressions, and the
representation of them as one's own original work." (1995 ." (1995 Random House Compact
Unabridged Dictionary: and; Oxford English Dictionary) cited on www.onelook.com.
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In order to avoid committing this act students are expected to submit their papers in
to www.turnitin.com before submitting it to the instructor.
Penalty for submitting assignments to the instructor after the due date: A student can expect to
lose 5% for each day the assignment is not submitted from the original due date. Note that a
penalty will not be received only under extenuating circumstances or in the event of having a
disability. All extensions must be negotiated with the course instructor.
Students with Disabilities: Students are encouraged to inform their instructor at the beginning
of the course about their academic needs including accommodations for exams, papers, and the
use of technologies and readings in alternative format.
Other Useful Resources:
Accessibility Services- http://www.accessibility.utoronto.ca/
Huron Street Location
Voice: 416 978-7677
Assistance with Writing in Arts and Sciences:
1. Students can find information about college writing centres
at http://www.writing.utoronto.ca/writing-centres/arts-and-science. The teaching approach of the
college writing centres is described at http://www.writing.utoronto.ca/writing-centres/learning.
2. The start page for the website "Writing at the University of Toronto"
is www.writing.utoronto.ca. You can use the dropdown index or the search function to find files
relevant to your course. Students benefit from your recommendation of specific material.
-- More than 60 Advice files on all aspects of academic writing are available from
www.writing.utoronto.ca/advice. Printable PDF versions are listed
at http://www.writing.utoronto.ca/about-this-site/pdf-links-for-students .
-- You may especially want to refer students to "How Not to Plagiarize"
and other advice on documentation format and methods of integrating sources; these are listed in
the section at www.writing.utoronto.ca/advice/using-sources.
3. Please refer students to the Writing Plus workshop series, described
at http://www.writing.utoronto.ca/writing-plus. We also attach the flyer for this series.
4. Information about the English Language Learning program (ELL) is available
at http://www.artsci.utoronto.ca/current/undergraduate/ell.
Please note especially the Communication Cafe, which meets weekly at four different times and
locations for the first five weeks of each term. You can also find further instructional advice files
for students and for classroom instruction on this site. For more information, please contact the
ELL Coordinator Leora Freedman at leora.freedman@utoronto.ca
UNI309: Special Topics in Health Studies Page 9

Robarts Library
Reference and Information
416.978.2280
Software and Reference/Bibliographic Managers
LibreOffice A terrific free office suite that includes a word processor, spreadsheet, presentation
program and data base manager, it is suggested that you download and use. The latest version
can be found at www.LibreOffice.org and works on Mac, Linux and Microsoft operating
systems (others as well).
Zotero is a reference manager, there is also a really excellent piece of free software that plugs
into the Firefox internet browser (www.firefox.com; also free) and into the LibreOffice and
Microsoft Word processors. This software, called www.Zotero.org, allows you to easily
generate a reference data base through the Firefox browser, save your data base online (so that
you can use it from anywhere) and then to easily add citations and your bibliography to your
papers without ever having to type in all the references.
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