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Reviews the potential applications for computer methods in gerontological research. Considers the revision of graduate curricula for training research gerontologists to incorporate training in computer methods on a more systematic and detailed basis. Illustrates useful principles for these curriculum modifications. (Author/RC)

This paper discusses retirement as a learning process, where learning, be it formal or informal, enables retirees to adjust to the transition from work to retirement. Such discussion is important given the fact that the world population is aging and that more people are retiring in the next few decades. Moreover, people are experiencing an increased length of retirement due to longer lifespan. Promoting the retirement experience as a productive learning process will bring huge social benefits to impact all involved, including the individual retirees themselves. Much early retirement research considered retirement as a monolithic event, which affects all retirees in similar ways, thereby justifying a cross-sectional approach to take a snapshot of the adjustment process. Such approach falls short of capturing the dynamic process that is characteristic of the retirement transition; and masks individual differences as retirees conceptualize, experience, and negotiate their own ways through the process of adaptation as it unfolds during the transition from work to retirement. This paper argues that in order to obtain in-depth understanding of the individual experiences in the retirement transition and to gain insight into the role of learning in the process, we need to use a qualitative, longitudinal approach to track and reflect the different patterns of change for retirees at different points in time. By examining the process of change and the retirement experiences of retirees using a longitudinal qualitative approach, we should be able to illustrate, how an individual learn to experience and adapt to retirement, so as to support the claim that the retirement process is unique and that learning is an integral part of that process.

In the UK, very few studies have engaged older people in two or more elements of the research process (design, conduct, dissemination). Although there is a body of work on educational gerontology, there are few publications that specifically focus on training older people as coresearchers. This paper reports upon the training program undertaken as part of the Rural North Wales Initiative for the Development of Support for Older People (RuralWIDe). The RuralWIDe training program was built upon principles of andragogy: the art and science of teaching adults. The trainers used lecturing; modeling (observation of another person conducting a task); and active participation (structured guidance, instructions or trial and error, during which the student discovers for him or herself how to perform the task) to teach older volunteers social gerontology, research methods, interview techniques, and data analysis. This paper describes the methods used in RuralWIDe and highlights instances when these were both effective and ineffective. It assesses the study against Rachal's (2002) criteria for andragogy (voluntary participation, adult status, collaboratively determine objectives, performance-based assessment of achievement, measuring satisfaction, appropriate adult learning environment, and technical issues), and it describes when pedagogical assumptions were made by the research team. (Contains 2 tables.)

A research methods undergraduate course includes lectures, exercises, exams, term papers, and article critiques designed to increase awareness of the relevance of research methods. The course encompasses the methodology of the broader disciplines of social psychology and sociology as well as gerontology. (SK)

There is an untapped potential of social work faculty to conduct aging research aimed at enhancing the well-being of older adults. To better exploit this resource, we have designed, implemented, and evaluated a postgraduate training program in aging research. The goal of the program is to build and sustain a community of social work faculty committed to conducting aging research, to incorporating recent advances in their courses, and to engaging their students in aging research. Program design includes an initial institute (which focuses on research methodology, selected content areas, and procedural matters related to preparation and submission of grant applications); ongoing consultation; and a midyear meeting during the intervening year and a follow-up institute that provide the participants with extended opportunities to discuss the proposals they develop. Evaluation data presented in this paper focus on the first two cohorts (who entered in summer 2004 and summer 2005). These data indicate that the program has been highly effective in expanding the pool of faculty engaged in aging research. Lessons learned with regard to program structure, content, recruitment, evaluation, and sustainability are shared. (Contains 4 tables.)

To determine the optimal uses of educational hypermedia for older adult learners, it is prudent to conduct research focusing on this particular participant group. However, the value of research findings, especially in cross-sectional studies, may depend on attentiveness towards the specific needs of older adults. Ignoring these needs may lead to an underestimation of the capacity of older adults to use hypermedia applications for learning and communication. This paper describes the necessary changes in sampling, procedures, and protocols adopted to accommodate a sample of older adults in the testing of educational technology. (Contains 1 table and 3 figures.)

Studies have established the beneficial role of engaging students in research at both the graduate and undergraduate level. Authentic research experiences serve as a tool for instruction where students are actively involved in the process of discovery, the scientific method, and advancing existing fields with scientific data. Further, students report that they enjoy such experiences, making them more likely to pursue and maintain active careers in the sciences. Engaging minority students as active partners in faculty research not only involves them in the scientific process, but also enables others to gain access to minority participants in a culturally-appropriate manner. This paper focuses on the mutually beneficial role of American Indian students as active partners in faculty research on aging, where they played a vital role in the development and completion of the project. The benefits for the students included high retention rates for a typically at-risk group of college students, a mentoring relationship with a faculty member, and opportunities to blend their cultural background with the college experience.

This paper describes strategies developed to recruit and retain an ethnically diverse sample in a longitudinal intervention of 246 participants in the SeniorWISE study. The ethnic and socioeconomic differences of these participants necessitated the use of different methods of effectively communicating with this population. Recruitment benefited from the use of focus groups, media attention, and personal appearances in the community. Educational strategies included modification of language and examples. Testing sessions were called interviews, and team members were available to answer questions and to read the instruments to participants, when desired. Participants were sent birthday cards and a monthly newsletter. The study is 90% completed.

Issues of older adults are often ill-structured and complex, requiring the application of insights from different disciplines to be adequately addressed. Gerontology has often used a multidisciplinary rather than an integrated interdisciplinary approach. Interdisciplinary and problem-based learning (PBL) provide pedagogical tools which teach gerontology students skills for understanding and resolving gerontological issues. The paper presents the concepts of interdisciplinarity and problem-based learning, the types of interdisciplinarity (interdisciplinarity at micro and macro levels of analysis, interdisciplinarity with different attributes of the same unit of analysis), learning outcomes of interdisciplinarity and problem-based learning, the incorporation of interdisciplinary problem-based learning in academic programs, steps of interdisciplinary problem-based study of a gerontological issue, and directions for the future study of this approach.

Evidence-based practice integrates research and practice through such techniques as precisely defining practice problems, conducting efficient literature searches, selecting the best information from searches, applying rules of evidence to test its validity, and extracting and applying practice implications. (SK)

Evaluation of a faculty development in gerontology program used structured interviews, self-reports, and questionnaires to obtain reliable evidence. Methodological problems encountered were identifying institutional and individual effects, selecting measurement methods, and designing outcomes evaluation instruments. (SK)

As the number of older Americans double in the next forty years, it will be important to delay the decline in cognition. The aim of this paper is to describe the feasibility and acceptability of a six-week cognitively stimulating program focusing on visual arts (Picasso, Andrew Wyeth, and Carl Warner), music (Bach and Franklin), and travel (Europe). An explanatory, mixed methods design (a quantitative phase followed by a qualitative phase) was used to encapsulate a more comprehensive description of the program. The program was conducted with 10 community living older adults who were mostly female (70.5 ± 7.5 years). The goal of each 90-min, weekly session was to provide cognitively challenging activities utilizing peer support and education about memory loss. Pre- and post-surveys assessed cognition (SLUMS) life satisfaction (SWL), and general demographics. Further, preliminary results on the effects of the program on cognition and life satisfaction were obtained. Post-program assessments showed improvement in cognition (p <.001) and revealed relationships between age and life satisfaction (p <.05), and cognition and attendance (p <.05) and life satisfaction (p <.05). Qualitative analyses from the focus group (N = 4) demonstrated program acceptability and the potential for long-term impact. These results suggest the current program has the potential for larger-scale implementation. Future directions include efficacy and effectiveness trials across more diverse community settings and populations. [ABSTRACT FROM AUTHOR]

The fear of death and the dying process may be attributed to cognitive, emotional and behavioral buffers of an individual. Recent studies suggest that age plays an important role in the absence or presence of death anxiety among varied groups. The dynamics of death anxiety is attributed to certain cultural factors such as family ties, traditions and faith. While there had been empirical attempts to examine death anxiety among older adults, little is known about the lived experiences of Filipino older adults. This paper argues that a more contextualized perspective is needed relative to acknowledging, preparing and accepting the inevitability of death in a collectivist society such as the Philippines. Hence, this phenomenological inquiry looked into the death anxiety experiences of a select group of twelve (12) Filipino older adults, aged from 62 to 75 years old. From the vertical and horizontal analyses of the narratives shared during a semi-structured interview, a model called Death Anxiety Refraction model was conceptualized. This model captures three interlocking dimensions (context, emotional and actionality) that describe the nature of death anxiety among older adults. Implications of the emerged model to geriatrics, gerontological psychology and educational gerontology are discussed in this paper. [ABSTRACT FROM AUTHOR]

In the study of gerontology, fieldwork with older adults is often used to enhance students' understanding of the aging process. While assignments based on interactions with older adults are a common practice in teaching students enrolled in gerontology studies, we know less about the impact of such activities on students from other disciplines. This paper summarizes students' experiences with an assignment offered to a diverse cohort of undergraduate students who took a course in social gerontology. To complete this assignment, students had to interview an older adult, summarize the life story of the participant, apply a theoretical perspective to the older adult's life story, and reflect on the process. Analyzing data derived from 72 assignments and 10 semi-structured interviews with students who were enrolled in the course, this paper examines students' experiences with this assignment. Specifically, we identify what aspects of the assignment students found beneficial, what aspects they found challenging, and in what ways this assignment helped students to enhance their understanding of aging. Our findings suggest that students found it challenging to recruit an older adult for an interview and struggled with the semi-structured nature of the interview process. All students found the actual interview process to be extremely rewarding and beneficial for their learning. In discussion, we provide some recommendations on how to offer this type of assignment to a diverse group of students enrolling in the courses on social gerontology. [ABSTRACT FROM AUTHOR]

The presence of advanced and affordable immersive technology has made available widespread applications of the virtual environment as a digital solution for different sectors, including entertainment, education, and healthcare. While the extant literature has addressed the acceptance of immersive technology by older adults, there is a dearth of research in the gamified context concerning its rehabilitative potential. This paper reports on a study that examined the technological acceptance of gamified virtual reality (VR) environments by older adults. A VR environment comprising six mini-games was specifically designed for the rehabilitative training, leisure and expressive experience of the participants, allowing them to freely engage in the VR gaming experience. Semi-structured interviews with older adults (N = 15) revealed a synergy between the stimulating effects of the video games and the realistic environment afforded by the immersive technology, the games' perceived usefulness in competency development and life skills training, the difficulties the adults encountered, and their feelings following their first experience with VR. External variables unique to older adults' acceptance of technology, or which could lead to digital exclusion, such as physical constraints, educational levels, and prior knowledge of technology, were identified. Suggestions were provided to the designers of the immersive technology that could better cater to the needs and characteristics of the older adults, in the process shedding light on design solutions for bridging the digital divide between the elderly and other, younger members of the population. [ABSTRACT FROM AUTHOR]

Family caregivers of people with dementia can find the impairments in their relative's ability to communicate an enormous challenge. Peer facilitated educational interventions are a potentially efficient and effective way to address these complex communication issues. This paper examines the processes required to support the development of peer educators and the impact this has had on facilitators and course attendees. Semi-structured interviews with six participants who facilitated Empowered Conversations (EC) a communication skills educational program for caregivers of people with dementia and 28 participants who attended the program. A qualitative thematic analysis approach identified emergent themes within the data. Three broad findings are reported: first the support that is needed for peer facilitators; second, the impact of the course reported by facilitators and course attendees; and third, suggestions for improvements. The content of the EC program is strong and the reflective cycle encouraged via support mechanisms prior to, during and following the delivery of sessions is effective for supporting facilitators. When upscaling the program it was important to enhance the support structures for new peer facilitators. Introducing a support session focusing on examples of logistical issues experienced and how these could be addressed would be a useful addition to the support mechanisms already devised. Attendees reported positively on participation in the course, particularly valuing the input from facilitators with experience of caregiving. Suggested improvements related to better information about the course and a settling in period, with some specific individual suggestions for content relating to their personal experiences. [ABSTRACT FROM AUTHOR]

Suggests using the paradigm of qualitative research, consistent with the bio-psycho-social perspective, rather than the "rule out" decision-tree method of diagnosis for training in geriatrics. Argues that this paradigm would provide clinicians with the broadest picture of the presented problem. (Author/ABB)

This paper investigates the definitions and onset of an old person in South-Western Nigeria. Conventionally, anyone who has reached the age of 60 or 65 years is regarded as the onset of an old person. But on contrary, this recent study is strongly emphasizing that 50 years and above is the onset of an old person in South-Western Nigeria. Obviously, the definitions and onset of an old person are controversial, yet, revealing in this paper. The study captured 13 Local Government Areas in Lagos state while 11 Local Government Areas were covered in Oyo state. The study employed focus group discussions (FGDs) and in-depth interviews (IDIs). However, 938 old persons were interviewed through questionnaire administration in Lagos and Oyo states of South-Western Nigeria. The univariate, FGDs, and IDIs were employed in the analyses of this research. The major findings of this study are the following: firstly, that there are different dimensions of the definitions of an old person that include frailty, inactivity, loss of strength, respect, blessedness, sickness, growing old, and inability to do hard work. Secondly, that someone who has reached the age of 50 years and above can be regarded as an old person, which is the onset of an old person in South-Western Nigeria society. On the basis of earlier findings, the study hereby recommends that anyone who has attained the age of 50 years and above should be recognized, regarded, and honored as an Elder by the State Government of South-Western Nigeria society where they are presently residing. [ABSTRACT FROM AUTHOR]

The fundamental support that the family provides in nurturing and sustaining the social and developmental needs of an individual across the life span cannot be underestimated. The importance of family support among older adults had been qualitatively and quantitatively investigated since its absence is linked to mental health problems. While global and local initiatives exist to mitigate mental health concerns among older adults, the need to contextualize how older adults collectively view and interpret family support to cope with death anxiety and interment stress remains a research imperative. This arts-based methodology study is an attempt to capture how family support in death anxiety and interment stress is metaphorically viewed by a select group of Filipino older adults (N = 61) aged 60–75 years old, from the biggest island in the Philippines. Using Steger's three-step metaphor analysis, an object-centered interview facilitated the emergence of The Gear of Family Support model. This model shows three interlocking gears elucidating how family support is characterized by power gears (The Power of Being There, The Power of Rising Above and The Power of Going Beyond). The model is also fueled by the cognitive and affective states of the older adults. These gears and cognitive and affective states extend to practical, financial and emotional support (comforting moves); learning, adaptability and acceptance (edifying moves); and deepening faith and spiritual reconciliation (transcending moves). Implications of this emerged model to geriatrics, gerontological psychology, educational gerontology and developmental psychology are discussed in this paper. The findings of this inquiry may provide significant insights for family advocates and program implementers worldwide to strengthen psycho-social, psycho-education and psycho-spiritual initiatives for the older adults. [ABSTRACT FROM AUTHOR]

This paper outlines findings from a research project on Hungarian foreign language (FL) teachers' conceptualizations of helping senior language learners to develop their autonomy in learning. Semi-structured interviews were conducted in order to explore the applied instructional approaches to teaching older adults and developing their learner autonomy in- and outside the classroom. In particular, we investigated interviewees' perspective on one-to-one counseling for autonomous learning, a method for out-of-class development. Results show that instructional methods entail characteristics of communicative language teaching but also consider older learners altered cognitive abilities and their different interests of language learning. As for the conceptualization of learner autonomy-development, learner-centeredness as an overarching notion is present when deepening general language skills but also when promoting learner autonomy. We also found that participating teachers would draw careful attention to the importance of raising self-awareness in learning, particularly when promoting learner autonomy in one-to-one counseling. [ABSTRACT FROM AUTHOR]

The National Silver Academy (NSA) was launched in 2016 as part of the Singapore government's Action Plan for Successful Aging. This paper uses a grounded approach to explore and assess critical geragogical elements that are enabling, empowering and transformative for older learners. Semi-structured in-depth interviews were conducted with 48 participants who had completed an NSA course. Although three different categories of older learners were identified in this study, most tend to internalize ageism and took courses to counter ageist stereotypes of being frail, dependent and useless. In terms of geragogy, participants articulated four key learning needs at the NSA. These were: (i) relatable, empathetic and engaging instructors; (ii) interactive and versatile methods of teaching with emphasis on real-life applications; (iii) flexible and accessible curriculum and course content appropriate to learners' capabilities and expectations and (iv) inclusive and disability-friendly learning environments catering to a wide spectrum of learners. At the NSA, instructors are crucial to the empowerment of older learners by leading the challenge against ageism, promoting learners' confidence and self-worth as well as enabling safe spaces for personal transcendence and creative expression. This study reinforces the need for more contextualized models of geragogy to dismantle structural and internalized forms of ageism by taking into account older learners' cultural beliefs about aging, access to education, confidence and competences to navigate both formal and informal learning environments. [ABSTRACT FROM AUTHOR]

From being a non-normative family episode, the practice of grandparents raising grandchildren has become a normative experience in recent years. Such involvement of grandparents, whether primary or secondary, is rooted from a multitude of reasons and poses a number of implications to identifying interventions and mechanisms to support them in their transition to a new role. This paper argues that among the typologies of caregiving grandparents, the skipped generation (custodial care) becomes more vulnerable when embracing the task of caring for a sick grandchild, especially those coming from low-income families. Framed around Wilfred Bion's theory of affective containment, this phenomenological inquiry sought to describe the emotional journey of a select group of Filipino grandparents (51–64 years) with their sick grandchildren. Narratives shared by the participants were subjected to Colaizzi's descriptive phenomenological procedure to capture the essence or lebenswelt of the phenomenon. Findings of this study yielded the emergence of the Skipped Generation Grandparents' Container of Emotions. The emerged conceptualization is a valuable anchor for educational gerontologists and social workers as they continue to serve this vulnerable group whose experience of hopefulness and helplessness can be mitigated by meaningful and supportive measures and structures. [ABSTRACT FROM AUTHOR]

This paper reports the initial findings from Contemporary Visual Art and Identity Construction—Wellbeing Amongst Older People: a two-year research project that aims to understand how the lives of older people can be improved by examining their use of contemporary visual art in the art gallery and museum. It will focus on data relating to lifelong learning for postretirement people. The paper investigates the impact of engaging with contemporary art on a sample of 43 participants aged 64+. [ABSTRACT FROM PUBLISHER]

Custodial grandparenting is yet another dynamic shift in the modern family. A diversity of social, economic and protective reasons why grandparents care for their grandchildren gives additional roles and responsibilities to grandparenthood. Equated with old age, most grandparents perceive interment as an inevitable stressful reality of life, thus this qualitative inquiry. Six custodial grandparents (61–74 years old) participated in a semi-structured interview. Field texts were vertically and horizontally analyzed to capture the core meanings of these custodial grandparents' interment stress; emergent themes were validated through correspondence and member-checking procedures. Interestingly, this inquiry afforded the development of a Tensional Nature of Interment Stress – spanning cognitive, affective, and behavioral tensions – which represents the conflicting tensions that Filipino grandparents experience to accommodate the presence of interment stress in their custodial grandparenthood. The implications of the emerged model to educational gerontology are discussed in this paper. [ABSTRACT FROM AUTHOR]

There is a need to better understand older people's use, non-use, and learning of eHealth services in their everyday lives. This paper reports a case study of a phone and video conferencing service aimed at promoting the social connectedness and well-being of older people in the sparsely populated area of Finnish Lapland. The data were derived from qualitative semi-structured interviews of a service coordinator (n = 1), volunteers (n = 2), and service users (n = 2). The volunteers were 69 and 71 years old, and the service users were 88 and 89 years old. Service coordinator and volunteers described the service as a new and needed service for sparsely populated areas. It supports social interaction and well-being of older people. However, some users experienced inconvenience of the service and concern, such as negative feelings due to technical problems. Reported barriers relating to the learning and use of the service included negative perception of oneself as a technology user and cognitive and physical difficulties. Reported enablers included technical support and older people's willingness and ability to practice and learn. eHealth services can be experienced as useful, especially by older people living in sparsely populated areas. However, inconvenience, concerns, and barriers were recognized as influencing older people's willingness to use the service. Older people's digital competence and distributed digital competencies within their network play important roles in learning to use and using an eHealth service. Digital competence also influences domestication of the technology. [ABSTRACT FROM AUTHOR]

Population aging is exacerbating the loss of competences in the workforce and simultaneously young people neither in employment nor in education and training (NEETs) are struggling to be reengaged in employment. These issues, which are deemed priorities for the European policy agenda, could be addressed by triggering active aging dimensions, valuing and exploiting older adult entrepreneurs' knowledge for enhancing youngsters' entrepreneurial attitudes, through mentoring. This paper reports the results of a study based on an intergenerational learning program, carried out in 2018 in Germany, Italy and Slovenia. The study was aimed at developing and testing one training on mentoring addressing 41 older adult entrepreneurs (55 and over), and two intergenerational learning trainings aiming at boosting entrepreneurial competences of 33 NEETs (aged 18–29). The impact of the program on older adult entrepreneurs and NEETs was assessed through a pre and post-evaluation using qualitative and quantitative tools. Findings at country level were treated as national case-studies and then the latter were compared by considering them as a multiple embedded case-study. Results indicated that, to different extent in the study countries, mentors learned and enhanced mentoring competences, e.g. active listening and the capability of orienting, improved well-being and self-esteem, social inclusion and active aging attitude. Moreover, NEETs acquired entrepreneurial and socio-relational competences by benefiting from the full exploitation of mentors' know-how and the trust relationship with them. Companies, trade unions, educational and voluntary organizations should cooperate to adopt intergenerational learning programs as good practices for older adults and NEETs' lifelong learning promotion. [ABSTRACT FROM AUTHOR]

Previous studies have indicated that aging foreign tourists comprise one of the strongest markets in today's tourism industry. However, little is known about their mindfulness and involvement during guided tours. Accordingly, this phenomenological study aims to describe the mindfulness and involvement of aging foreign tourists viewed through the lens of a select group of Department of Tourism-accredited tour guides in the Philippines. Thirteen (n = 13) Filipino tour guides were purposively selected and invited to participate in an in-depth semi-structured and individual interview. Through a constant comparative method that analyzed the Filipino Tour Guides' experiences, a model for understanding aging foreign tourists emerged. Referred to as the Aging Foreign Tourists' Dartboard of Mindfulness and Involvement, this model characterizes the mindfulness of tourists by four categories, namely: Time orientation, Flexibility orientation, Appreciation orientation, and Expression orientation. The model also framed the nature of aging foreign tourists' involvement according to three particular qualities categorized as Culture-centric, Strategy-centric, and Group-centric. This paper's findings offer valuable insights into clarifying the pivotal role of mindfulness and involvement in the success of tours, which in turn provide tour guides with conceptual tools to help them tailor their approaches and strategies in meeting the needs of this category of tourists. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the introduction and incorporation of research methods into an advanced undergraduate level course, Social Psychology of Aging. This case serves as an example of the challenges and issues facing those who teach aging courses within a broader discipline to students who enroll in the class with various motivations and levels of expertise. Issues of methodology are incorporated at several junctures, including class lectures, active learning exercises, examinations, a term paper, and critique of journal articles to increase the students' awareness of the relevance of methodology and the benefits of utilizing sound research methods in studying aging. The development and teaching of this course is illustrative because it requires both the incorporation of two disciplines (Sociology and Psychology) as well as an integration of the discipline of the course offering (Sociology) and the study of aging (Gerontology). [ABSTRACT FROM AUTHOR]

This paper explores how mature female flight attendants [FAs] use Selection, Optimization and Compensation [SOC] strategies to cope with age-related diminishing resources at work. The role of FAs is an age-sensitive occupation, and in some organizations, women are under constant pressure to look young and attractive. This Interpretative Phenomenological Analysis study aims to add depth and nuance to our understanding of SOC strategies qualitatively; most published studies are quantitative. A homogenous sample of 5 mature single Filipina FAs, foreign workers employed by Arabian Gulf-based airlines, were interviewed through a semi-structured protocol. Recruitment was through a snowball process. The study found that FAs use SOC strategies to compensate for age-related decline. Off-duty, their focus is directed to activities that help them to meet the organizations' expectations of youthful appearance and productivity. To achieve this, resources from other life domains are diverted, which leads to negative outcomes from focusing SOC strategies on only one aspect of life. Despite negative personal implications and concerns about the future, the participants still felt attached to their work identities. This shows the importance of understanding the use of SOC strategies within and across life domains, as well as their implications for career sustainability and workability. The use of such strategies at work when detrimental to other life roles is unsustainable. The findings highlight the importance of conducting more qualitative studies on SOC behaviors of specific groups, so the experiences of aging at work can be explored in more depth, allowing areas of concern to be identified. [ABSTRACT FROM AUTHOR]

Older adults, students, professionals, and the general public increasingly turn to the Internet and to Wikipedia for information. Wikipedia, the world's sixth most used website, is by far the most widely used open-source information site. Among its nearly four million English-language encyclopedia articles, how thorough is coverage of key gerontology topics? Focusing on 315 important terms found across four leading gerontology sources, almost 3 out of 10 terms had no Wikipedia article at all, including some surprising omissions. And another 3 out of 10 terms had articles that treated the topic without any specific mention of aging. Only about 4 out of 10 terms had articles with content focusing on aging; however, using various measures, the articles that were relevant rated comparatively high overall. This popular encyclopedia is a work in progress and was found to have considerable room for improvement in its coverage of gerontology. Interested parties can upgrade its content by working as individuals, as organized WikiProjects, or in academic courses. This paper describes how faculty can incorporate assignments where students expand and improve Wikipedia pages based on course research about specific aging topics. While educating their students, they can simultaneously help educate older adults as well as the general public about gerontology. [ABSTRACT FROM AUTHOR]

The study aims to investigate the association of learning participation with the quality of life (QoL) in older Chinese adults, verifying how the differing types of learning activity participation may influence their QoL. We conducted two studies to gain a better understanding of learning participation and QoL among adults over 55 years of age. In the first study, we conducted five focus groups among 43 older adults about their understanding of learning benefits and their general well-being. In a second study, we assessed the QoL using the EUROHIS-QOL 8-item index, while learning participation was measured through a questionnaire addressing the frequency of involvement in educational activities among 579 Chinese older adults. The results indicate that being engaged in learning activities in old age has the potential to increase the QoL of older adults. Moreover, in contrast to nonformal learning, the results of the hierarchical linear regression model demonstrate that both informal and formal learning have a significant positive influence on QoL. The paper concludes by discussing the implications for research and practice pertaining to the encouragement of learning participation in later life. [ABSTRACT FROM AUTHOR]

Prevalence data of elder abuse from social and health services only present a tip of the iceberg. A large amount of situations of abuse is left undetected. Professionals often lack knowledge and skills on the topic of abuse. Consequently, this paper focuses on supporting professionals to prevent and assess elder abuse by developing and testing the Risk on Elder Abuse and Mistreatment Instrument (REAMI), using a mixed method design. Quantitative data from a widespread screening among 1920 older clients of home care are analysed with exploratory and confirmatory analysis. In addition, 24 professionals who have used the REAMI have been qualitatively interviewed about their practical experience and critical reflection on the instrument and its use. These interviews were transcribed and content analysed. Findings provide evidence of good internal reliability and internal validity of the REAMI and its three dimensions: 1) risk factors of the older person, 2) risk factors of the environment, 3) signals of abuse and mistreatment. Users report an increase of knowledge and awareness among staff, satisfaction with the possibilities for prevention and the user-friendliness and brevity of the REAMI. However, some users are missing a follow-up protocol: what to do when risks are assessed? In the discussion, the argument is developed that the REAMI can be used to examine risk at elder abuse, although an overarching protocol to support prevention and intervention which embeds the detection instrument is needed. [ABSTRACT FROM AUTHOR]

This paper proposes a series of design guidelines for implementation into digital game concepts for second and third-age adults based upon results collected from an empirical study. A mixed methods approach was undertaken comprised of game design workshops (Group 1) and observations of participants during game play on the Nintendo Wii™ and Sony PlayStation 2 consoles (Group 2). A mapping process encompassing previous literature keywords, and observations was performed, categorizing three main areas (older adults, technology, and interaction/content). This paper highlights several facets aimed towards the incorporation of design recommendations and rationales for digital game design. To produce games that appeal to a wider or ageing audience, consideration to content variety, choice, and flexibility is important—as is the ease of interaction. [ABSTRACT FROM PUBLISHER]

Background and aim: Even though the beneficial effects of elderly learning are widely acknowledged, many older Chinese people are still not involved. This paper aims to examine the barriers that affect the level of educational participation of older adults in China. Methodology: Using a focus group methodology, 43 older participants (aged 55 years and over) were assigned to five focus groups based on gender and (in)activity rate in Xi’an, China. The focus groups were conducted to identify the individual learning experiences including motivation, learning preferences, and, especially, participation barriers between older adults who have already participated in the Universities of the Third Age (U3As) and others who have not. Strategies to overcome or minimize these barriers were also raised in focus group interviews. Results: The results have demonstrated that barriers associated with situational factors were reported the most; informational barriers and dispositional barriers were perceived as the least obstructive. The active group was characterized by a more optimistic mood in dealing with these learning barriers. The study also suggests that the Selective Optimisation with Compensation Model of successful ageing can be useful in explaining older adults’ strategy for coping with the barriers. Conclusion: The findings of the study provide policy makers and U3A practitioners an insight into the barriers to educational participation. These findings provide input to develop targeted intervention strategies and tailor-made measures to reduce these constraints and increase participation. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of learning can be described in two main categories of pleasure and leisure or purpose and relevance. Almost all the activities described in these categories have the potential to support health and wellbeing. Organizers of activities should take these reasons into account. [ABSTRACT FROM PUBLISHER]

This is a sequel to previous theoretical papers (Gamliel, Reichental, & Eyal, 2007a, 2007b) that proposed a Model of Knowledge in Volume 33 of this journal. The study examines the effects of digital education on intergenerational empowerment and social interaction among participants in the Israeli Multigenerational Connection Program (MCP). The program pairs seniors and children in computer-room activities at primary schools and encourages both groups to benefit by learning from each other. Findings from feedback questionnaires, field observations, and semistructured interviews show that the MCP was successful in building an intergenerational bridge. The flexible structuring of the roles of teacher and pupil contributed to participants' satisfaction with the program, and the intergenerational knowledge exchanges empowered both groups and allowed them to reach out to each other. Implications for educators, both in the community and in mainstream schools, are discussed. [ABSTRACT FROM AUTHOR]

Given the untapped potential of social work faculty to conduct aging research, we have designed, implemented, and evaluated a faculty training program in aging research in the United States. Specific aims included: strengthening participants' knowledge and skills related to research methodology, enhancing their awareness of grant support available for aging research, building participants' professional network and opportunities for mentorship, and increasing the number of strong applications they submit to external funding agencies. This special issue presents participants' experiences with the training program and how it contributed to their ability to effectively conduct aging research in a range of contexts. In particular, participants share the steps they took to secure grant support from agencies such as National Institutes of Health, Centers for Disease Control and Prevention, and Alzheimer's Association, and the research they conducted with this support. Program participants also describe how they involved undergraduate and graduate students in their research projects, what activities the students undertook, and how the students benefited from these experiences. Since the visiting faculty played a key role in the training program as instructors and mentors, we have also included a paper that focuses on their reflections regarding why they agreed to serve as faculty, in what ways they contributed to the training activities, how their work in the program affected them, and what suggestions they would give to junior faculty who are growing their research in aging. [ABSTRACT FROM PUBLISHER]

Although several interprofessional education projects have addressed training allied health students for effective teamwork in geriatrics, few curriculum evaluation studies have examined differences in learning outcomes between interprofessional and traditional uniprofessional approaches, especially for social work students. This paper compares and contrasts two brief curriculum models designed to prepare graduate social work students for interdisciplinary collaboration in geriatric health care. The first model is an interprofessional approach that brings together students from social work, medicine, nursing, pharmacy, and nutrition for an interactive session on interdisciplinary care. The second model is a uniprofessional approach that addresses interdisciplinary collaboration within a traditional social work practice course. A pretest/posttest quasiexperimental design was employed to examine differences between the two curriculum approaches in terms of changes in social work students' attitudes and values toward interdisciplinary teamwork and their understanding of the roles and training requirements of multidisciplinary colleagues. Results indicate that students in the interprofessional curriculum (n = 69) made significant gains in their attitudes and values toward interdisciplinary collaboration but not in their understanding of the roles and training of other disciplines. Conversely, students in the uniprofessional curriculum (n = 19) made significant improvement in their recognition of individual team members' professional roles but experienced minimal change in their attitudes and values toward interdisciplinary collaboration. Findings suggest an interprofessional approach is most conducive to changing students' appreciation and understanding of the importance of interdisciplinary teams, but personal engagement with content on interdisciplinary roles and training is essential for mastery of this knowledge. [ABSTRACT FROM PUBLISHER]

University Programs for Older Adults (Programas Universitarios para Adultos Mayores or PUMAs) have been developed throughout the world as an outcome of two worldwide policies: Life Long Learning (LLL) and Active Aging as a priority direction (UN, 2002). According to these policies, older persons should become full participants in the development process of a society, sharing in its benefits, while policies and actions should promote a positive view of aging. The present paper sets out to report some of the results from the evaluation of four PUMAs offered in 2009–2010 at four Universities: Autónoma University of Madrid (Spain), Autónoma University of Mexico (Mexico), Catholic University (Chile), and La Habana University (Cuba). With this purpose, a study with quasiexperimental design and nonequivalent control group was carried out. In total, 313 students (75% women, age range 50–87) on these four PUMAs and 190 controls (77% female, age range 50–91) participated in this evaluation study. Pre- and postexperimental and control comparisons results yielded significant differences in the expected direction: those people attending PUMAs significantly improved their self-perception of aging and group stereotypes, as well as significantly reduced their negative affect, and improving their emotional balance. At the same time, their perception of cultural age stereotypes became more negative. The results are discussed from the point of view of the II International Plan of Action on Aging objectives: the reduction of negative stereotypes and the promotion of the role of PUMAs in active aging. [ABSTRACT FROM PUBLISHER]

An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82–98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements. [ABSTRACT FROM PUBLISHER]

This paper addresses the question of benefits of education from a life course perspective. Using data from a study of 1600 students (response rate 48%) on an open access program at a London University college, it explores educational activity within the framework of a transitions model. In addition to the quantitative evidence, the article uses material from interviews to illustrate how different aspects of educational activity help individuals cope with transitions. This approach, while clearly not covering all possible education contexts, offers a way of adding to our understanding of the benefits of study in mid- and later-life. [ABSTRACT FROM PUBLISHER]

This paper analyzes the impact of a reminiscence program on the psychological well-being and ego integrity of elderly people with depressive symptomatology. Ninety people aged 65 and over participated in a quasi-experimental design with pretest and posttest evaluations. They were assigned to one of three groups: (a) experimental group (reminiscence sessions); (b) control group or (c) control-placebo group (weekly relaxation sessions). The results indicate that only the experimental group had significant increases in its overall psychological well-being and ego integrity. This suggests that the promotion of instrumental and integrative reminiscences is an important therapeutic tool for psychological well-being in elderly people with depressive symptomatology. [ABSTRACT FROM AUTHOR]

The use of traditional art in recreational therapies is unexplored. This paper, thus, attempts to surface the unique power of traditional Filipino arts (TFA) as synergizing lens in capturing the individual and the collective experiences of a select group of Filipino elderly in an institutionalized care setting relative to their feelings of depression and self-esteem. Three Filipino elderly housed in an institutionalized care setting were chosen for this phenomenological study, a robotfoto and a series of semistructured interviews constitute the main data gathering tool. Field texts were subjected to phenomenological reduction via the repertory grid analysis. Emerged themes were subjected to a series of member checking procedures to ensure the trustworthiness of the reported data. Depression and self-esteem were interpreted via two emerged themes. The themes were Me, Myself, and Melancholy and Will Not Let My Worth Wither. Through recreational therapies in the form of traditional Filipino arts, participants found novel psychological crutches that overcame the challenges of depression and give them hope toward more positive views of themselves and life. [ABSTRACT FROM AUTHOR]

The importance of an integrated health promotion program has been proposed in recent years. However, the traditional program with lectures might decrease the effectiveness of learning. A game-based learning program provides a supportive social environment and further increases the quality of life and positive emotions. The present study evaluates the effectiveness of the proposed game-based health promotion program, KABAN!, to enhance health literacy, positive emotions, and quality of life for older adults. The proposed intervention included physical exercises, nutritional knowledge, social interaction, cognitive training, and oral health care skills. All activities were designed based on the gamification principles and experiential learning theory. Both qualitative and quantitative data were collected from participants and instructors. A total of 221 older adults were randomly recruited (age: mean = 71.1, SD = 7.1) as participants. To gather feedback on program implementation, 22 experienced instructors were selected based on the criteria of leading five or more sessions. Health literacy, quality of life, and emotional states before and after participation were collected. The instructors were invited to provide constructive feedback through open-ended survey questions. Analyses revealed that health literacy levels, positive emotions, and quality of life significantly increased after participation, while negative emotions remained identical. Further investigation of qualitative data via the constant comparison method showed positive feedback on instructors' perceived changes in participants. This study showed that participation in health promotion programs like KABAN! significantly enhanced older adults' health literacy, quality of life, and positive emotions. [ABSTRACT FROM AUTHOR]

Not all drivers living with dementia need to cease driving upon diagnosis. However, early planning for driving retirement is recommended. To guide and support decisions and early planning for driving retirement, there is a need for person-centered resources. This study aimed to test the effects of a dementia and driving decision aid for drivers living with dementia. The primary outcome measured was decisional conflict. Secondary outcome measures were dementia knowledge, decision, satisfaction with decision, booklet use, and booklet acceptability. A parallel-group quasi-experimental study was conducted in Australia and New Zealand. Twenty drivers living with dementia were recruited from the community. Participants self-nominated after responding to media articles promoting the study and were allocated into an intervention or comparison group by the research assistant. The intervention group reviewed the dementia and driving decision aid booklet. Telephone interviews were conducted over three data collection time points at: baseline, 1 week, and 3 months. The intervention and comparison groups each comprised ten participants. Decisional conflict, knowledge, and satisfaction with decision significantly improved in the intervention group following use of the decision aid, however the differences were not significantly greater than the control group. Booklet acceptability levels were high. The dementia and driving decision aid is an acceptable, person-centered intervention enabling individuals living with dementia to be central to decisions about driving retirement. The findings are relevant for primary care in Australia and New Zealand and applicable to the growing number of drivers living with dementia in car-dependent societies. [ABSTRACT FROM AUTHOR]

Successful aging is closely related to self-care behaviors. In fact, self-care is one of the most important aspects of a healthy life. It is in this context that the Self-Care Scale for the Older People appears. The main aim of this study is to offer evidence on the measurement invariance of the scale in samples of older adults from countries with cultural differences, specifically Costa Rica and Spain. The research approach is a panel design of 272 Costa Rican older adults and 1166 Spanish older adults. Statistical analyses considered were a series of Confirmatory Factor analyses. The results indicate an adequate reliability, and a strong invariance of the SCOP held across the two Spanish-speaking countries studied. SCOP is a valid instrument for intercultural comparisons between these groups, and it offers indirect evidence for comparisons with other Spanish-speaking countries of the same cultural background. This results may aid to design better interventions. [ABSTRACT FROM AUTHOR]

Ageism is an ongoing pervasive issue that can be difficult to challenge. The aims of this study were to co-design alternative frames about aging in a workshop and to explore the process participants went through using these to challenge ageism in their communities over a three-month period. Participatory action research combined with co-design were used. Full-day workshops involving 27 participants across urban and regional Australia introduced participants to the concept of ageism, framing, engaging with community, and co-designing alternative frames of aging. An online group allowed participants to support each other and continue exploring ideas as they challenged ageism in their communities. After 3 months, follow-up debrief sessions involving activities and semi-structured interviews were conducted. Data from workshops (activities, recordings), online posts, and debrief sessions were analyzed. Participants found the reframing process useful for challenging aging stereotypes in the community. Over the three months they developed an increased awareness of ageism (in self, others, society) and challenged these in different ways, including changing their internal dialogue, challenging others' views on aging, and actively defying stereotypes. Five alternative frames emerged: diversity and human rights; empowerment and support; value/contributions; lifelong learning; intergenerational. The process of creating alternative frames was important and allowed participants to bring their own values andnarratives to the experience. [ABSTRACT FROM AUTHOR]

Educating and supporting people with early-stage dementia has gained increased focus worldwide as a response to an aging population and limited advancements in the medical treatment of the condition. The aim of this study was to explore the experiences of people with early-stage dementia who were provided with support and information through a 12-week health promotion course and identify elements of the intervention potentially contributing to coping and adjustment to the condition. Data was collected through individual semi-structured interviews with 32 people with dementia after they had attended the course. For each participant, a care partner was also interviewed. The data were analyzed using systematic text condensation. Three main categories emerged from the analysis. These were: (I) bridging the post-diagnostic information gap, (II) facilitating health behavior changes, and (III) new perspectives on living with the condition. The results demonstrated that the intervention was well-received by the participants. Learning about dementia, meeting others in the same situation, and focusing on maintaining a healthy lifestyle was particularly highlighted, as was promoting family communication. [ABSTRACT FROM AUTHOR]

Caregiving impacts the postsecondary education and career plans of young adults caring for their aging family members. Little is known about college-aged caregivers' experiences and perceptions of family caregiving, emotional well-being, and relationship quality with family members. An exploratory qualitative study with semi-structured interviews was conducted with 10 college students. The findings revealed that most students had a positive attitude toward providing care to their aging family members, even though there were negative impacts on their education and work life. Students' willingness to continue their caregiving role and strengthen the quality of relationships with care receivers outweighed the difficulties and stress. Implications on providing support and assistance across campus will be addressed. [ABSTRACT FROM AUTHOR]