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The study identifies requirements for this target group and presents the Happy Senior training programme as a practical model for strengthening social competences using structured education in social service institutions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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developing social competences of seniors with disability  \nMarianna Müller de Morais Lucia Rapsová  \nConstantine the Philosopher University in Nitra  \nAccording to international documents, older people have the right to fully develop their skills and and knowledge, and to have a sense of dignity. Seniors with disabilities also have the same rights.  \nFor this reason, it is necessary to provide personal development and education that enables a good quality of life, in spite of their disability. Developing social competences is an important part of education, however it is necessary to follow specific requirements when working with this target group. This study is concerned with the analysis of psychological bases and specific features of developing social competences of seniors with disabilities. It offers possibilities for developing their social competences by means of the training programme Happy Senior.  \nKeywords: disabled senior, specific features ofsenior education, training of social competences, training programme Happy Senior, cognitive–behavioural approach  \n270 Marianna Müller de Morais and Lucia Rapsová  \nIntroduction  \nThe number of people older than 60 will increase from 11%(in 2006) to 22% by the year 2050. By then, there will be more seniors than children for the first time in the history of the human race. The ageing population, along with the social consequences, significantly emphasises the importance of the ageing society as well as individual ageing (WHO, 2007, in: Veteška, 2016). Longer years of healthy and active lifestyles and maintaining functional ability lead to successful ageing (Dienstbier 2009). These can be supported by providing general information (together with prevention) and systematic education for adults (including education for seniors about healthy ageing) . There are two basic aims fulfilled by education: the social aim oriented to the development of human resourcefulness, and the individual aim of dealing with the personality of individuals and their ability to adapt themselves to changing life conditions (Porubská, Határ, 2009) .  \nWe live in a time marked by significant demographic changes in population. Compared to the past, living standards have increased, directly impacting the growing age of the population. In the past the composition of the population had a pyramidal shape – with an increase in age there was a corresponding decrease in the number of people. Now we see this shape has narrowed and in the future it will more closely resemble a tree. Average life expectancy increases with better living standards. As the number of retired people increases, the percentage of disabled and disadvantaged seniors is proportionally higher as well. As a consequence of their disability, these seniors are often placed in residential social service institutions or in other facilities for seniors (Határ, 2014; Müller de Morais, Jedličková, 2015) .  \nThe attitude of society to seniors and seniors with a disability is quite negative. Ageing and illness are generally perceived to represent the decline of a human life. In Central Europe, there is still a predominant stereotypical perception of older people as unproductive because their experience and competences are considered less relevant (Balogová, 2009; Határ, 2014) . The value system of this society emphasises maintaining our competences, appearance, efficacy and performance, which puts older people and older people with a disability in a very disadvantaged position. This emphasis is supported by mass media who confirm the importance of outward appearance, health, vitality and  \nPsychological bases of developing social competences of seniors with disability 271  \nactivity. All exceptions to this norm are considered to be non-beneficial. Therefore ageing is not only everyone’s individual problem, but a social problem as well. Society should respect seni","cbCaiiZbkpBbtbr9","https://ap.wps.com/l/cbCaiiZbkpBbtbr9","pdf",253691,24,"English","# Introduction\n## Demographic ageing and social context\n## Societal attitudes and disadvantages\n# Education for seniors with a disability and its psychological bases\n## Psychological needs for quality of life\n## Training and development focus (Happy Senior)","[{\"question\":\"What is the main goal of the study discussed in the article?\",\"answer\":\"The study aims to analyze psychological bases and identify specific ways to develop social competences in seniors with disabilities.\"},{\"question\":\"Why does the article argue that education is important for seniors with disabilities?\",\"answer\":\"It explains that older people have the right to fully develop skills, knowledge, and dignity, and that education supports quality of life even when disability is present.\"},{\"question\":\"How does the article connect social competence development with the Happy Senior programme?\",\"answer\":\"It presents Happy Senior as an example training programme used in social service institutions to offer possibilities for developing seniors’ social competences.\"}]","Psychological Bases of Developing Social Competences of Seniors with Disability - Research Report | PDF",1792075408]