Questions We Can Help You To Answer

Paper instructions:

For this discussion, respond to the following questions:

How do the concepts of exercise related to brain growth in aging individuals contribute to personal self-esteem and effectiveness of physical and mental operations in the social environment?
Apply theories of aging to explain personal adaptation of experience and transitions in older adulthood, particularly the emphasis on wellness.
As a professional, what recipe would you recommend for persons concerned about neuro-physical 


reading to answer questions: 

Busting the Stereotype of Neuro-Physical Decline:

You will find many of the readings of this unit helpful in relating these concepts to successful, engaged adult growth, even into the later stages of life. We suggest you review them before completing this discussion. 

"The triangle of well-being is a three pointed figure that is a metaphor for the idea that mind, brain, and relationships are each one part of one whole . . . But how are they connected with one another? Are they just three separate domains of reality—or do they compose one reality with at least three aspects?" (Siegel, 2012, pp. 4–11). The development of the mind emerges from the ". . . system of energy and information flow within and between people," (2012, pp. 4–11). Thus, biological aging, cognitive development, and relationships are interrelated and dependent upon one another for development and sustaining healthy states of activity. Not only are these elements outside of the individual but inside as well!

Cognitive change in an elderly individual typically brings to mind a slowing down process of memory loss, inability to communicate quickly, remembering names or places and the inability to learn something new. Yet, the brain is yearning to learn. When challenges occur that cause loss of vision or hearing, we know that neurons reconstruct pathways to accommodate such losses and strengthen other senses. This is not the case just with the elderly but can manifest in many ways for those who are much younger.

Consider the following case:

A young 42-year-old computer analyst and banker has a massive stroke and suffers vision, hearing and speech loss as well as loss of control over one side of his body. Told  he would not swim again and that he should only focus on what therapy could provide for him, he told himself: "You, my brain, may not think I can swim, but I will. My body will do what I want and you will learn again."

Eight years later, he is a swimmer and a certified personal trainer, with very little damage left to his body and none to his mind.

Why is this important? At the age of 50 as many begin slowing down, he continually increases cognitive skills and physical activity to reteach his brain. Cognition does not have to diminish at a predetermined rate, but it can improve with a focus on increasing its capacity and providing challenges to keep it active. Thus, the triangle of well-being, within each of us, can actively support our growth and diminish our expected decline. Resilience and learning to cope with change and unexpected transitions contribute to well-being also. Siegel would also add that the relationship development we encounter and continue to experience support cognitive growth and neurological development (2012).


Reference
Siegel, D. (2012). The developing mind (2nd ed.). New York, NY: The Guilford Press.


(You must you at least two references from the readings to support your answer)


unit reading:
Cognitive Changes And Biological Aging
INTRODUCTION

Brain made out of circuits. © istockphoto.com Quote: 'There are cognitive processes and limbic reactions associated with basic emotions. And you can change brain chemistry, but you're still not going to change memories and experiences in a human being.' -Helen Fisher
The end stages of life give rise to many ethical questions. For example, when is it appropriate to terminate treatment or to ignore rehabilitation? What things do we consider when making this determination? Who makes the decision? There is a growing understanding that professionals must collaborate to move beyond the merely medical or scientific to encompass a holistic picture of an individual in the end stages of life as well as through the process of debilitating health that may occur throughout the later stages of life. In addition, one can see the importance of integrating the individual's primary support system in making decisions. Indeed, the individuals, families, and communities that support their aged and ill provide a substantial network of care that can feed into the professional care provided for the aging population.

Legal and ethical considerations for aging seniors may go beyond the typical concerns with which we identify. For example, there may be situations in which an individual's illness is of interest to researchers. Cognitive changes and the process of aging impacting neurobiological functioning are aspects of aging that must be purposefully considered when proposing support for anyone with cognitive debilitation. Recognizing the difference between an involved, receptive individual and being in a nonintegrative state (Siegel, 2012) is critical for researchers, care givers, support personnel and individuals relating to those with cognitive challenges. In addition to providing service, when conducting research on the aging, the participant must understand what is being asked of them. Therefore communication may be a challenge evolving into an ethical dilemma. A relationship of trust must be developed between the researcher and participant. Research methods must understandably be reliable and valid and focus on a wide variety of populations, encouraging diversified populations: for example, the sick, dying, culturally different, physically challenged, and mentally challenged as well as the wellderly who make up a small portion of this age group. The American Geriatrics Society provides guidelines to consider when working with this vulnerable group of individuals.


Questions abound about the quality of care and duration of treatment based on age and quality of life. Questions posed about cognitive abilities and the ability to contribute to society may place individuals in jeopardy of receiving the care they need. Has our greater education and service access for the poor, disenfranchised elderly changed through the incorporation of neurobiological concepts, or do attitudes still respond to bias and stereotypical learning? The Older Americans Act has initiated a focus on ethical care for seniors. Today, there are many organizations that serve the needs of seniors and provide legal, medical, psychological, and social support. Government policies may support seniors as we develop programs that cross the lifespan and provide a broad stroke of support.

While we consider the incorporation of biological, psychological, social, and environmental relationships that impact aging, we must always consider the individual's perception of the experience, cognitive abilities, and the ethical means we use to deliver any service, provide guidance, and support caregivers, family, and community.

The readings in this unit will help you to understand the perceptions of aging and ethical treatment identified in dealing with this population.