COURSE OUTLINE (2021-22, First Semester)

Course Title Mental Health Problems in Old Age

Course Code SOWK6201 No. of Credits 6

Social Work and Social

Department Faculty Social Sciences
Administration
Pre-requisites Co-requisites
Nil Nil
Course Code Course Code
Course Coordinator(s) Dr. Gloria Wong; Dr. Jacky Choy
ghywong@hku.hk; 39172074;
Email Telephone No.
cpchoy@hku.hk 39170079
Other Course
Teacher(s)/Tutor(s)
Lectures: 33 hours
Learning Hours Assessment: 20 hours
Reading / Self-study: 75 hours
Student Quota 48

Course Type Core Course Compulsory Elective Other ________________

Offer in Academic Year 1st Semester 2nd Semester Summer Year Long Other
______________

COURSE DESCRIPTION

This course explores the types of mental illnesses among the elderly in Hong Kong. Attention will be put towards the
understanding of the causes and treatments of mental illness in the elderly population. A critical review of medical,
psychological and social services for the elderly with mental illness will be conducted.

COURSE OBJECTIVES

1. To gain an overview of common mental health problems in the older population

2. To understand cognitive impairment in old age and its causes, impacts, treatment and prevention
3. To understand depression in old age and its causes, impacts, treatment and prevention

GUIDELINES ON GRADING AND STANDARDS OF ASSESSMENT

Grade
Marks Grade Grade Description
Standard
This is appropriate where an answer demonstrates both qualities of
originality in approach and argument and also a sound
80 & above A+ understanding of social science issues; or where a candidate,
though not especially original, has nevertheless demonstrated a
Excellent
very thorough understanding of social science concepts and issues,
fluently expressed, founded on careful and critical reading of
75-79 A relevant materials, and demonstrating independent judgment. An
answer reaching this standard should be awarded an A+ or A.
Very Good Where an examiner feels that an answer is generally very well done
and has some of the qualities required for an excellent answer,
although it is less comprehensive or falls short of overall excellence
70-74 A- in some respect (perhaps incompletely states the social science
concepts on an issue, or misapplies them in relation to the analysis
of case materials, or perhaps incompletely deals with or even omits
an issue, etc) an A- should be awarded.
This is appropriate where an answer demonstrates better than
67-69 B+ average skill and ability in identifying, analyzing and dealing with
Good the main issues and displays an ability to present persuasive
arguments backed up by authority. An answer reaching this
63-66 B standard should be awarded a B+ or B.
 Average The average, competent answer that has identified the major issues
60-62 B- Competent and dealt with them satisfactorily should be awarded a B-.
Answer
Where an examiner feels that the answer broadly identifies the
major issues and displays a broad understanding of the relevant
57-59 C+
social science concepts and issues, but contains errors or is vague
Satisfactory
or confused on an issue or in applying the social science concepts
to the facts, or omits a major issue, etc, a C+ or C should be
53-56 C
awarded.
Where an examiner feels that the answer identifies and broadly
deals with some of the major issues but displays a more limited
Borderline understanding of the relevant social science concepts and issues,
50-52 C-
Satisfactory or contains errors or is confused in stating or applying the social
science concepts to the analysis of the facts, a C- should be
awarded.
This is appropriate where an answer demonstrates some
46-49 D+ knowledge and recognition of social science issues, but where the
issues are generally incompletely or unclearly perceived and
Pass
analyzed, or where a number of clear mistakes are. The answer
40-45 D should be awarded a D+ or D.

this is appropriate where the answer fails to identify major issues,

where serious mistakes of interpreting social science concepts or
Less than 40 F Fail
analyzing social science issues are apparent and the handling of
the question generally is significantly below par.

Table 1: Grade Descriptors for Group Presentation

A+ A A- B+ B B- C+ C C- D+ D F
Clear & logical Clear structure & Clear structure & Weak organization Poor organization &
structure & rich content showing relevant content but relevant content thin content
content showing good understanding showing basic
good exploration of of the topic understanding of the
the topic topic
Creative in A number of Exploration achieved Not creative / Casual exploration
exploration method exploration methods but methods could elaborate in
adopted be enriched exploration strategies
Good facilitation of Clear facilitation of Some participation Limited student Did not invite
student participation student participation invited participation participation
facilitated
Good time Reasonable time Use of time need Slightly overtime Poor use of time to
management to allow management in some improvement present ideas clearly
adequate presenting own
presentation & ideas with possible
student participation areas for
improvement

Table 2: Grade Descriptors for Individual Paper and Essay

A+ A A- B+ B B- C+ C C D+ D F
Rich and relevant Adequate Limited knowledge Very limited No mention of any
knowledge coverage, knowledge coverage coverage showing coverage of relevant relevant literature
showing good showing good basic understanding literature showing
mastery of the topic understanding some understanding
Logical and rich Clear & valid Limited but valid Descriptive listing of Ungrounded
analysis of different analysis of view analysis of view ideas, not analytical comments &
view points points points analysis

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 Systematic Generally clear A little jumpy in the Loose organization Poor organization of
presentation of ideas organization of ideas certain part of the of arguments arguments
allowing easy in the paper paper
reading
Proper referencing Proper referencing & Showing minor Showing some Lack referencing and
and fluent English slight errors in problems in problems in poor language use
English referencing and referencing and
language use language use

Table 3: Grade Descriptors for Quizzes

A+ A A- B+ B B- C+ C C- D+ D F

Able to apply and Able to integrate Able to apply just Able to apply little Unable to show
integrate theories theories to fully sufficient learned learned materials to learning in answering
and own insight to address the materials to address address the the questions.
fully address the question. the questions. questions.
question in a logical
manner.

Table 4: Grade Descriptors for In-class Participation

A+ A A- B+ B B- C+ C C- D+ D F

Extremely active in Quite active in Limited active in Poor participation in No participation in

participation in class participation in class participation in class class exercises, class exercises,
exercises, well exercises, partially exercises, not well poorly prepared for never prepared for
prepared for prepared for prepared for discussion and discussion and
discussion and discussion and discussion and attended at least attended at least
attended at least attended at least attended at least 50% of classes 40% of classes
90% of classes 80% of classes 70% of classes

COURSE CONTENT AND SCHEDULE

No. Date Topic
1. September 1, 2021 Mental Health in Old Age: Overview
The ageing brain, mind, and body
Concepts of frailty, illness, and comorbidity
Integrated approach and the multidisciplinary team
Mental health services and long-term care
2 September 8, 2021 Cognitive Impairment: The Problem
Concepts of cognitive frailty and mild cognitive impairment
Types, cause and course of dementia
Symptoms of dementia
3 September 15, 2021 Cognitive Impairment: Societal Issues & Complications
Epidemiology of dementia
Cost and burden of care
Early detection of dementia: how early is early enough?
Delirium, anxiety, “pseudo-dementia” and depression
Elder abuse, mental capacity and advance care planning needs
Dementia-friendly community & national dementia policy
September 22, 2021 No Class (Mid-Autumn Festival)
4 September 29, 2021 Cognitive Impairment: Interventions
Biopsychosocial model of dementia
Pharmacological and non-pharmacological interventions
Person-centred Care
Support programmes for caregivers
Medico-social collaboration
5 October 6, 2021 Cognitive Impairment: Preventive Strategies
Concepts of cognitive reserve and debts
Role of sleep and nutrition
Physical, social and mental exercise
October 13, 2021 No Class (Reading Week)

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 6 October 20, 2021
Ageing with Mental Ill Health
Ageing with Down’s syndrome and other intellectual disabilities
Ageing with psychotic disorders
The ageing caregivers
*Consultation for Class Forum and Term Paper
7 October 27, 2021 Late-life Depression and Anxiety: The Problem
Unique features of late-life depression and anxiety
Mixed anxiety and depressive disorder
Cause and course of late-life depression and anxiety
Grief, bereavement and end-of-life
8 November 3, 2021 Late-life Depression: Societal Issues & Complications
Epidemiology of late-life depression and anxiety
Cost and burden of care
Elderly suicide
Help-seeking, illness behaviour, stigma and awareness
9 November 10, 2021 Late-life Depression: Interventions
Pharmacological and non-pharmacological interventions
Evidence-based practice, integrated programmes
Recovery and peer support
Technology enhanced non-pharmacological services
10 November 17, 2021 Late-life Depression: Preventive Strategies
Role of loneliness, social isolation and social support
Meaningful activities, productive ageing, and life engagement
Community capacity building, anti-stigma and public awareness campaigns
11 November 24, 2021 Class Forum
Presentation, forum discussion, feedback
COURSE LEARNING OUTCOMES
Aligned
Programme
Course Learning Outcomes
Learning
Outcomes
Master of Social Sciences in Mental Health & Gerontology
1. Demonstrate basic understanding of the common mental health problems in old age 1, 5
2. Demonstrate in-depth understanding of depression and dementia, including their risk factors, 1, 4, 5
types, stages, prevalence, clinical significance, course, and current evidence of prevention and
interventions
3. Show understanding of the skills and techniques involved in early identification and intervention 1, 2, 4
of common mental health problems in old age
4. Able to carry out independent and critical literature reviews of current best practices in mental 1, 2, 3, 4, 5, 6
health problems in old age
5. Able to appreciate the knowledge and skill sets involved in designing and evaluating ethical and 1, 2, 3, 4, 5, 6
evidence-based mental health practices
6. Understand the interplay and interface between social and medical services; between 1, 3, 4, 5, 6
biological, psychological, social and cultural factors; and between multiple disciplines involved
in helping older people with mental health problems
Master of Social Work
1. Demonstrate basic understanding of the common mental health problems in old age 2, 4, 5
2. Demonstrate in-depth understanding of depression and dementia, including their risk factors, 3, 4, 5, 6
types, stages, prevalence, clinical significance, course, and current evidence of prevention and
interventions
3. Show understanding of the skills and techniques involved in early identification and intervention 1, 2, 3, 4, 5, 6
of common mental health problems in old age
4. Able to carry out independent and critical literature reviews of current best practices in mental 1, 2, 3, 5, 6
health problems in old age
5. Able to appreciate the knowledge and skill sets involved in designing and evaluating ethical and 1, 2, 3, 6
evidence-based mental health practices
6. Understand the interplay and interface between social and medical services; between 2, 4, 5
biological, psychological, social and cultural factors; and between multiple disciplines involved
in helping older people with mental health problems
COURSE TEACHING AND LEARNING ACTIVITIES
Aligned Course
Course Teaching and Learning Activities Learning
Outcomes

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 1. Lectures: 33 hours 1, 2, 3, 4, 5, 6
2. Assessment: 20 hours 1, 2, 3, 4, 5, 6
3. Reading / Self-study: 75 hours 1, 2, 3, 4, 5, 6

COURSE ASSESSMENT METHODS

Aligned Course
Assessment Weigh
Description Learning
Method t
Outcomes
1. Essay Each student is expected to submit a term paper of within 3,000 35% 1-6
words. Students are free to choose from one of the following three
formats: (a) critical literature review; OR (b) service proposal; OR (c)
research proposal. This can be a further development of ideas and
discussions generated from any of the group presentations during
the class forum.
a) A critical literature review can be more flexible in format. It
should nevertheless include the following: Title;
Background; Methods; Results; and References
b) A service proposal should include the following
components: Project title; Objectives (What), Background
(Why) including the needs (service gap), the challenges,
and theory and evidence for the proposed service; The
proposed service (How) including implementation
strategies, estimated manpower and resources
requirement, and effectiveness measurements; quantity
and quality assurance mechanisms; and References.
c) A research proposal should include the following
components: Project title; Background of research
including the knowledge gap, theories and current
evidence, and research questions/hypotheses; Research
plan and methodology including the overall design,
participants, procedures, measurements, and analysis; and
Potential impact of the study.

Assessment Criteria:
- Knowledge and understanding
- Application of concepts/theories relevant to course
- Critical and analytical thinking
- Reflective value
- Referencing
- Timeliness and creative efforts
- Logical presentation and language

The paper is to be submitted by 23:59 on December 10, 2021 (Fri)

via turnitin@Moodle.

2. Presentation Students will work in collaborative teams on a group presentation 25% 1, 2, 4, 5

report project that has been developed through consultation with the
course instructor. The project should involve critical evaluation with
constructive input for a mental health service or policy for older
adults. Group members are expected to gain insight and experience
about the rationale, considerations and evaluation methods of the
service or policy, by gathering relevant information from multiple
sources and exercising their critical thinking skills. The objectives of
the group project are to explore and understand real-world mental
health services and policies, to exercise critical thinking, and
appreciate views and opinions from multiple stakeholders, who
might have different interests and concerns.

Each group will lead a 20-minute class forum (10 minutes

presentation and 10 minutes Q&A) during Lecture 11 (November 24,
2021). The forum should stimulate in-depth discussion on what
constitute best practice in mental health, and insight into the needs
and lives of older persons with mental health problems and/or their
caregivers.

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 Each group will be required to submit a presentation file (Powerpoint
or other multimedia format) and a summary handout for the class
forum.

Assessment Criteria (25%)

• Knowledge and understanding
• Application of concepts/theories relevant to course
• Critical and analytical thinking
• Reflective value
• Referencing
• Timeliness and creative efforts
• Logical presentation and language
• Collaboration and fair work distribution among group
members

3. Quizzes Eight mini class quizzes will be held during each lecture from Lecture 20% 1,2
2 onward.

Each quiz will contain 2 multiple choice questions on topics covered

during the lecture.

4. Others Assessment Criteria (20%): 20% 1-6

(attendance & - Attendance (continuous)
participation in - Participation in Moodle polls and online forum (continuous)
class & online - Active discussion and questions with reflective value/ during
forum) class discussion (continuous)
- Clear understanding, critical appraisal and effective
communication of constructive input during class forum Q&A
(November 24, 2021 Wed)

ESSENTIAL READINGS: (Journals, textbooks, website addresses etc.)

1. World Health Organization. (2020). Decade of healthy ageing: baseline report. Geneva: World Health
Organization.
2. Prince M, Comas-Herrera A, Knapp M, Guerchet M, Karagiannidou M. (2016). World Alzheimer Report 2016:
Improving healthcare for poeple living with dementia. London: Alzheimer's Disease International.
3. National Institute for Health and Care Excellence. (2018). Dementia: assessment, management and support for
people living with dementia and their carers. NICE.
4. Livingston, G., et al. (2017). Dementia prevention, intervention, and care. Lancet. doi.: 10.1016/S0140-
6736(17)31363-6
5. Hatfield, C., et al. (2013). Severe and enduring mental illness. In: T. Dening & A. Thomas (Eds). Oxford Textbook
of Old Age Psychiatry (2 ed.). Oxford University Press. DOI: 10.1093/med/9780199644957.001.0001
6. National Institute for Health and Care Excellence. (2018). Dementia: assessment, management and support for
people living with dementia and their carers. NICE.
7. Centers for Disease Control and Prevention. CDC promotes public health approach to address depression
among older adults. Available from: https://www.cdc.gov/aging/pdf/cib_mental_health.pdf.
8. Taylor, W. D. (2014). Depression in the elderly. N Engl J Med, 371, 1228-1236.
9. HKU. Tools to Inform Policy: Chinese communities Actions in Response to Dementia (TIP-CARD).
https://www.tip-card.hku.hk/
10. HKU. JC JoyAge: Holistic Support Project for Elderly Mental Wellness. https://research.jcjoyage.hk/

MEANS/PROCESSES FOR STUDENT FEEDBACK ON COURSE

The SETL questionnaire is one of the ways HKU courses and teaching are evaluated. HKU places significant importance
on student learning and on the continuous enhancement of teaching and learning outcomes.

Students will be invited to complete this evaluation of their learning experiences at the conclusion of the course.
Questionnaire items relate to the overall evaluation of the course as well as an evaluation of teaching.

Students’ feedback on teaching and learning will also be encouraged through the Staff-Student Consultation Committee
meeting and the forum on Moodle.

COURSE POLICY (including plagiarism, academic honesty, attendance etc)

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 Unless otherwise stated, the normal course administration policies and rules of the Faculty of Social Sciences apply. For
the policy, see http://www.ss.hku.hk.

Submission of Assignments
All assignments should be submitted on time. According to the Departmental regulations, late submission of
assignment will receive the following penalties:

Penalty for late submission

Late for % of marks to be deducted

1 day 10%

2 days 20%

3 days 30%

4 days 40%

5 days 50%

6 days 60%

7 days 70%

More than 7 days No mark will be given

Academic Conduct
The University Regulations on academic misconduct will be strictly enforced. Please refer to
http://www.hku/hk/student/plagiarism/ for further details. In addition, students should familiarise themselves with
http://lib.hku/hk/turnitin/.

Academic dishonesty is behaviour in which a deliberately fraudulent misrepresentation is employed in an attempt to gain
undeserved intellectual credit, either for oneself or for another. It includes, but is not necessarily limited to, the following
types of cases:
1. Plagiarism - The representation of someone else's ideas as if they are one's own. Where the arguments, data,
designs, etc., of someone else are being used in a paper, report, oral presentation, or similar academic project, this
fact must be made explicitly clear by citing the appropriate references. The references must fully indicate the extent
to which any parts of the project are not one’s own work. Paraphrasing of someone else’s ideas is still using someone
else's ideas, and must be acknowledged.
2. Unauthorized Collaboration on Out-of-Class Projects - The representation of work as solely one's own when in fact
it is the result of a joint effort. Where a candidate for a degree or other award uses the work of another person or
persons without due acknowledgement.

Penalty
1. The relevant Board of Examiners may impose a penalty in relation to the seriousness of the offence.
2. The relevant Board of Examiners may report the candidate to the Senate, where there is prima facie evidence of an
intention to deceive and where sanctions beyond those in (1) might be invoked.

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