PSYC 336 Week 7 Writing Assignment: Research Paper Example

Reviewed by Allison Pemberton, PhD · Liberty University · Updated

This PSYC 336 Week 7 example takes the research paper option of the Writing Assignment, the 140-point paper of Liberty University PSYC 336, the aging course in the BS in Psychology, written once chapter 11 of Quadagno and a presentation, with Blog Entry 7 and LearnSmart in the same module. Students may submit a five-page research paper, framed by a title page, abstract and bibliography and built on five or more references, or a life story paper of eight to ten pages. This sample chooses research and asks how ageism affects older adults' health and what can be done about it. It draws on a worldwide review of more than four hundred studies, the Ohio survival study of self-perceptions, the stereotype embodiment theory, a meta-analysis of anti-ageism programs and the World Health Organization's call for a global campaign, tied together with the textbook.

CoursePSYC 336 Gerontology (PSYC336)
Module/Week7
AssignmentWriting Assignment: Research Paper
Paper typeResearch paper in APA style with abstract
Lengthabout 1,145 words, 4 double-spaced pages plus title page and references. Course guide: per the course guide, either a 5-page research paper in current APA format with a title page, abstract and bibliography (not counted in the 5 pages) and at least 5 references, or an 8 to 10 page life story paper with a title page
FormatAPA 7 student paper
Points140
SchoolLiberty University Online
ProgramBS in Psychology
Where it sitsModule/Week 7 in Liberty's published PSYC 336 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for PSYC 336 Week 7

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Writing Assignment Research Paper: How Ageism Gets Under the Skin, Evidence on Age Stereotypes, Health and What Reduces Them

 

[Student Name]

School of Behavioral Sciences, Liberty University

PSYC 336: Gerontology

Writing Assignment (research paper option)

[Instructor Name]

[Date]

 

The writer is a composite student; the textbook and the published studies are real and described from their published sources; the requirements follow Liberty's public course guide for PSYC 336.

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Writing Assignment Research Paper: How Ageism Gets Under the Skin, Evidence on Age Stereotypes, Health and What Reduces Them

Abstract

Why this part earns its pointsThe abstract states the question and the answer in a few sentences, which tells the reader what the paper will argue.
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This paper examines how ageism affects the health of older adults and what can reduce it. A global review of more than four hundred studies found harmful associations between ageism and health in nearly all of them, at both the structural and individual levels. Longitudinal evidence suggests that negative self-perceptions of aging predict shorter survival, and stereotype embodiment theory explains how cultural stereotypes become personal expectations that shape health. Programs combining education about aging with intergenerational contact reduce ageism most effectively. The findings support a public health response to ageism alongside individual efforts.

Introduction

Ageism, in the sense used throughout this paper, means treating people as lesser because of their years, whether through assumptions, feelings or actions. Quadagno (2018) shows that it operates both through institutions, as when employment, media or health care treat older people as less valuable, and through individuals, as when older adults themselves accept negative beliefs about aging. Because these forms reinforce each other, ageism may affect health more than any single encounter suggests. This paper reviews evidence on three questions: whether ageism harms health, how it does so and what reduces it. The question matters for the psychology of aging because it suggests that some of what looks like the natural course of growing old may in fact be shaped by how a society regards its older members. If that is true, part of aging well is a social achievement, not only a personal or biological one.

Does Ageism Harm Health?

The broadest answer comes from Chang et al. (2020), whose team screened more than thirteen thousand records in fourteen databases and analyzed 422 studies from 45 countries. Their review counted both kinds of ageism, the structural and the internalized, and looked across eleven health domains, from mental health and longevity to recovery from illness and quality of life. In nearly every study they included, ageism was tied to poorer health, and over a thousand separate links between ageism and health were examined. Harmful findings appeared in every region and grew more common in more recent research. Less-developed countries and less-educated older adults showed especially strong effects. The authors concluded that the health impact of ageism had probably been underestimated, because earlier reviews had looked at one level of ageism at a time.

A single longitudinal study shows what these associations can look like over a lifetime. Levy et al. (2002) matched survey answers from hundreds of middle-aged and older Ohio residents, collected from the 1970s onward, to national death records. The respondents who, years earlier, had described their own aging hopefully were still alive, on average, well over seven years after the most pessimistic ones had died, and the statistical controls for health and circumstances did not erase that difference. The comparison is observational, but the size of the difference rivals that of well-known health risks such as high blood pressure or a high body mass index, which the authors noted. It also matters that the self-perceptions were measured long before death, which makes it less likely that illness near the end of life produced the pessimism.

How Does Ageism Affect Health?

Why this part earns its pointsThe mechanisms section explains why the associations occur, which is where the paper moves from description to analysis.
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Levy (2009) proposes stereotype embodiment theory to explain the pathway. Stereotypes about old age are absorbed from childhood onward, long before they apply to oneself. They can operate without awareness. They become more powerful when a person grows old enough that they become self-relevant. And they affect health through several routes: psychological, such as lowered expectations and stress; behavioral, such as skipping exercise or medical care because decline seems inevitable; and physiological, such as heightened stress responses. In the Ohio study, part of the survival advantage traveled through will to live (Levy et al., 2002), one example of such a pathway. A person who expects old age to bring only decline may see little reason to recover from an illness or to keep up the habits that protect health.

Structural ageism adds external pathways. When older adults are excluded from work, overlooked in clinical decisions or portrayed only as frail, they face fewer opportunities and poorer care, which Chang et al. (2020) counted alongside internalized stereotypes. The two levels interact: institutional messages shape self-perceptions, and those self-perceptions shape how older adults use the institutions available to them. An older patient who has been told for years that aches and forgetfulness are simply part of getting old may not report a treatable symptom, and a physician who shares the same assumption may not ask. In this way, ageism at both levels can delay care for conditions such as depression, which is common in later life but often dismissed as an understandable response to age.

What Reduces Ageism?

Why this part earns its pointsThis section turns from problem to response, which gives the paper a practical conclusion grounded in evidence.
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Evidence on remedies is more limited but encouraging. Burnes et al. (2019) systematically reviewed and meta-analyzed controlled studies of programs designed to reduce ageism among young people and adults. Education about aging, contact between generations and programs combining both each improved attitudes and knowledge, and the combined programs produced the largest effect on attitudes. The finding suggests that facts alone, or friendly visits alone, are less powerful than both together. Education corrects mistaken beliefs, while contact lets people see older adults as individuals, and each seems to make the other more effective. The programs studied were mostly short, so the durability of their effects is less clear.

Writing for the World Health Organization, two authors (Officer & de la Fuente-Núñez, 2018) argued for a global campaign against ageism, describing it as widespread, socially accepted and harmful to health, and calling for better research, policy change and efforts to shift social norms. Quadagno (2018) likewise shows that policies, from retirement rules to long-term care funding, carry assumptions about older people's worth. A policy response would therefore address employment discrimination, representation in media and the ways health systems allocate attention, not only individual attitudes.

Implications

For families, the research suggests that how relatives talk about aging, including jokes about being "over the hill," may shape older members' expectations. Families can also notice and challenge the assumption that an older relative is too old to learn, travel or begin something new. For churches, intergenerational ministries that combine relationship with teaching could reduce ageism among young people, and honoring older members as mentors and leaders, not only as recipients of care, would counter the stereotype that later life is a time of uselessness. For health professionals, recognizing structural ageism in care decisions, such as attributing treatable symptoms to "just getting old," is a practical first step. Clinicians can also ask older patients about their own expectations of aging, since those expectations appear to matter for recovery and health behavior.

Conclusion

Ageism is not merely unkind; it is linked to measurable harm across countries and health outcomes, and negative self-perceptions predict shorter lives. The mechanism appears to run from culture to self-perception to health. The most effective responses combine accurate education with real relationships between generations and should be supported by policy that treats older adults as full participants in society.

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References

Burnes, D., Sheppard, C., Henderson, C. R., Jr., Wassel, M., Cope, R., Barber, C., & Pillemer, K. (2019). Interventions to reduce ageism against older adults: A systematic review and meta-analysis. American Journal of Public Health, 109(8), e1-e9. https://doi.org/10.2105/AJPH.2019.305123

Chang, E.-S., Kannoth, S., Levy, S., Wang, S.-Y., Lee, J. E., & Levy, B. R. (2020). Global reach of ageism on older persons' health: A systematic review. PLOS ONE, 15(1), Article e0220857. https://doi.org/10.1371/journal.pone.0220857

Levy, B. R. (2009). Stereotype embodiment: A psychosocial approach to aging. Current Directions in Psychological Science, 18(6), 332-336. https://doi.org/10.1111/j.1467-8721.2009.01662.x

Levy, B. R., Slade, M. D., Kunkel, S. R., & Kasl, S. V. (2002). Longevity increased by positive self-perceptions of aging. Journal of Personality and Social Psychology, 83(2), 261-270. https://doi.org/10.1037/0022-3514.83.2.261

Officer, A., & de la Fuente-Núñez, V. (2018). A global campaign to combat ageism. Bulletin of the World Health Organization, 96(4), 295-296. https://doi.org/10.2471/BLT.17.202424

Quadagno, J. (2018). Aging and the life course: An introduction to social gerontology (7th ed.). McGraw-Hill Education.

What the PSYC 336 Week 7 instructions ask

PSYC 336 places its 140-point Writing Assignment in Module/Week 7, with Blog Entry 7 and a LearnSmart assignment in the same module, after chapter 11 of Quadagno and a presentation. Students choose one of two papers. The research option runs five pages of APA text; its title page, abstract and bibliography sit outside that count, and at least five references are required. The alternative, a life story paper of eight to ten pages, tells the story of an older adult's life and needs only a title page, with no citations required. Most students decide by Module/Week 5 so they have time to read or interview, and the choice should fit the student's access to an older adult willing to tell a life story.

How this PSYC 336 Week 7 example is built

The abstract states the question, the evidence and the main conclusion in under a hundred words. The introduction defines ageism at both the structural and individual levels, drawing on the textbook. Three body sections follow: evidence that ageism harms health, explanations of how it does so, and evidence about what reduces it. Each section brings two or more sources together, so that the review reads as an argument and not a list. A section on implications for families, churches and health professionals, and a short conclusion, complete the paper. The bibliography lists six sources in APA style, the textbook and five scholarly works.

PSYC 336 Week 7 grading rubric: where the points go

Grading for the PSYC 336 research option rests on a focused question about aging, accurate use of at least five scholarly sources and the textbook, organization that builds an argument, and APA format with title page, abstract and bibliography outside the five pages. Graders look for evidence described precisely, with samples and findings, explanations that go beyond listing studies, and attention to what the research does not show, such as cause and effect in observational data. A strong paper connects the evidence to the course's themes and draws practical implications for families, communities or professionals. Clear writing within the page range and correct citations complete the evaluation.

PSYC 336 Week 7 help: mistakes that cost points

The research option works best with a narrow question; "aging" is too broad, while "how ageism affects older adults' health" fits five pages. Find at least five peer-reviewed sources and read them, not only their abstracts. Organize by idea, so that each section uses several sources. Explain mechanisms as well as findings, since that is where analysis happens. Note the limits of observational research, and name a design, such as an experiment or a long follow-up, that could settle the question. Write the abstract last, once the argument is settled, and keep it to one paragraph. If you choose the life story option instead, plan several interviews and organize the story around turning points rather than a simple timeline.

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PSYC 336 Week 7 questions, answered

What is the PSYC 336 Writing Assignment?

The largest PSYC 336 paper, worth 140 points in the seventh module, for which students pick either a five-page APA research paper with at least five references or an eight-to-ten-page life story paper about an older adult.

Where can I find a free PSYC 336 Week 7 sample paper?

A complete PSYC 336 Week 7 research paper on how ageism affects older adults' health and what reduces it, drawing on six sources, is on this page.

Do the title page and abstract count toward the PSYC 336 research paper's five pages?

No; the guide states that the title page, abstract and bibliography do not count as part of the five pages of the research paper.

Does the PSYC 336 life story paper need citations?

No; the life story option requires current APA format and a title page, but the guide states that citations are not necessary.

How does ageism affect health?

Research links both structural ageism and internalized negative stereotypes with poorer physical and mental health, possibly through stress, health behaviors and lowered will to live.

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