Search

This guide is designed to help readers understand depression and factors related to its onset in later life; recognize signs of depression and potential suicide; and know actions they can take if they suspect an older family member or friend may be depressed or contemplating suicide. Following a brief introduction, a chapter on depression discusses the severity of depression, explains how depression differs from grief, and examines types of depressive disorders. The next section examines what triggers depression. It considers a variety of factors, including heredity, biochemical changes, drugs, illness, personality, sensory loss, stress, and seasonal changes. A section on recognizing the signs of depression discusses age-related changes, denial, atypical signs, and physical illness. The next section offers advice to readers who want to help the depressed older person. A section on treatments for depression discusses medication therapy, psychotherapy, and electroconvulsive therapy. A section on handling special problems describes what to do if the person denies being depressed, explains how a person can help from a distance, and instructs readers in how to identify and respond to a suicidal person. The document concludes with a section on myths and facts about depression and suicide, a final note on depression, and a list of publications for further reading on the subject of depression. (NB)

This booklet is designed to help individuals help older family members handle their finances. Presented first are 10 guidelines for keeping the tension involved in intervening in an older relative's finances to a minimum. The following financial/legal instruments are explained: joint bank accounts, powers of attorney (including durable powers of attorney), living trusts, representative payees, and conservatorships. A final note and list of suggested readings conclude the booklet. (MN)

This booklet is designed to help persons who have elderly family members or who work with older adults understand and help compensate for the sensory changes that occur in later life. It contains sections on vision, hearing, taste and smell, and touch. Discussed in the section on vision are the following: common age-related changes, eye diseases or conditions, low vision aids, suggestions for helping individuals experiencing loss of vision or severe vision problems, types of eye care professionals, and related resource materials and organizations. The section on hearing includes information on these topics: types of hearing loss, reactions to hearing loss, ways of helping persons with hearing loss, sources of medical help, and the benefits and use of hearing aids. Included in the section on taste and smell are a description of common age-related changes in senses of touch and smell and ways of helping persons with taste or smell disorders. Age-related changes in sense of touch, precautionary measures to compensate for changes in sense of touch, and "touch hunger" are examined in the section on touch. The importance of attitude in coping with age-related sensory changes is emphasized. Concluding the booklet is a listing of related extension service publications on aging and aging-related problems. (MN)

This cooperative extension bulletin is designed to help family and professional caregivers understand dementia in later life and learn to cope more effectively with the changes resulting from a progressive dementing illness. The first three sections describe the differences between senility and dementia, causes of dementia, and adjustments that families of dementia patients must make. The next two sections present a series of self-care guidelines for caregivers and general guidelines. Included among the guidelines discussed are the following: learn about the disease, ask for and accept help, maintain meaningful relationships, take breaks from caregiving, understand and accept feelings as normal human responses, make realistic commitments, hope for the best while planning for the worst, join a support group, keep expectations realistic, be consistent, limit choices, use repetition, use memory aids, simplify tasks, encourage recognition rather than recall, make the environment safe, use reminiscence, reassure and praise, and maintain a sense of humor. A section on approaches to special problems examines these topics: driving, managing money, wandering, Sundowner's syndrome, catastrophic reactions, hallucinations and delusions, bathing and grooming, meals, incontinence, hiding and losing things, and communication. A summary and list of resources conclude the booklet. (MN)

This publication is designed to help persons caring for elderly relatives maintain their own personal well-being while providing good care for their relative. Typical caregivers and caregiving activities are profiled. Two checklists are presented that are designed to help caregivers determine whether they are manifesting the warning signs of stress and identify the causes of their stress. Discussed in a section on stress management are the following basic strategies: set realistic goals and expectations (plan achievable goals and develop realistic expectations); establish limits; ask for and accept help; take care of oneself (express one's feelings, maintain one's health, and take time for oneself); and involve other people (hold a family conference, seek professional assistance, and use community resources). The following topics are covered in a section on caregiving at a distance: establishing a network, thinking before moving the family member requiring care, supporting the local caregiver, and being prepared for dramatic changes. Examined next are the pros and cons of placement in a care facility. A conclusion and list of related publications are provided. (MN)

This paper contains learning activities on aging for use with elementary, high school, and university students in health, family relationships, social studies, and art courses. The activities are intended to help youth develop a more realistic understanding of the aging process and to become aware of both the problems and benefits associated with aging. The learning activities are organized by different teaching methods. Discussion is an excellent method to teach concepts related to aging. To stimulate discussion, a true-false questionnaire is provided which will help students identify their attitudes and knowledge about aging and being old. Role playing can provide students with an understanding and empathy for the dilemmas often faced in old age. Various role-play situations are presented. A third teaching method suggested is panels. Older persons participating on a panel can share their experiences and feelings about being old. Written exercises are another method which may help to stimulate discussion about aging. Suggestions for written exercises are included. For example, students write a story on "How I hope to be when I am old." Group or individual projects can provide students with an opportunity to interact with older persons. Students develop family albums, design a family tree, interview older persons, and adopt a grandparent. Special events, such as "Nostalgia Day,""Craft Day," or a "Style Show," can bring students and older persons together. Field visits to a nursing home, a local senior citizen center, or to local organizations that provide services to senior citizens can be a valuable experience for students. Simulations are another technique which can help students to understand what it means to be old by creating a similar life experience for the learner. Simulations dealing with sight, hearing, arthritis, the tactile sense, taste and smell, dental problems, and for physical impairments are suggested. (Author/RM)

Pacific Northwest Extension Publication PNW 315. Revised edition of 1988 (PNW 315) publication titled "Coping with Caregiving: How to Manage Stress When Caring for Older Relatives".

University of Idaho Extension Service cooperative publication PNW 314. Revised ed.