scholarly journals Intergenerational Service Learning Program Improves Aging Knowledge and Expectations and Reduces Ageism in Younger Adults

2014 ◽  
Vol 9 (3) ◽  
pp. 47-57 ◽  
Author(s):  
Sarah L. Francis ◽  
Jennifer A. Margrett ◽  
Kara Hoerr ◽  
Marc J. Peterson ◽  
Abbie Scott ◽  
...  
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Learning Program ◽  
Younger Adults ◽  
Program Evaluations ◽  
Activity Program ◽  
Contact Hours ◽  
Aging Expectations ◽  
Aging Knowledge

This article discusses a study which evaluated the effects of an intergenerational service-learning exergaming program for older adults on younger adults’ aging knowledge, expectations, and perceptions. Eighteen college students (ages 19-26 years) served as trainers for an 8-week exergaming physical activity program for older adults (12 contact hours). Questionnaires assessing aging knowledge, ageist attitudes and aging expectations were completed at Weeks 1, 8, and 25 (follow-up); program evaluations were completed at Weeks 8 and 25. Significant improvement from Week 1 to Week 25 was found for: Aging knowledge scores (p

scholarly journals Age differences in the precision of memory at short and long delays

2019 ◽  
Author(s):  
Stephen Rhodes ◽  
Emily E Abenne ◽  
Ashley M Meierhofer ◽  
Moshe Naveh-Benjamin
Keyword(s):  
Older Adults ◽  
Age Differences ◽  
Long Term Memory ◽  
Age Difference ◽  
Younger Adults ◽  
Recall Error ◽  
Successful Recall ◽  
Error Distance

Age differences are well established for many memory tasks assessing both short-term and long-term memory. However, how age differences in performance vary with increasing delay between study and test is less clear. Here we report two experiments in which participants studied a continuous sequence of object-location pairings. Test events were intermixed such that participants were asked to recall the precise location of an object following a variable delay. Older adults exhibit a greater degree of error (distance between studied and recalled locations) relative to younger adults at short (0-2 intervening events) and longer delays (10-25 intervening events). Mixture modeling of the distribution of recall error suggests that older adults do not fail to recall information at a significantly higher rate than younger adults. Instead, what they do recall appears to be less precise. Follow up analyses demonstrate that this age difference emerges following only one or two intervening events between study and test. These findings are consistent with the suggestion that aging does not greatly impair recall from the focus of attention but age differences emerge once information is displaced from this highly accessible state. Further, we suggest that age differences in the precision of memory, but not the probability of successful recall, may be due to the use of more gist-like representations in this task.

scholarly journals MECHANISM OF ACTION: AGE DIFFERENCES IN RESPONSE TO ACCEPTANCE AND COMMITMENT THERAPY FOR CHRONIC PAIN

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S809-S809
Author(s):  
Julie L Wetherell ◽  
Matthew Herbert ◽  
Niloofar Afari
Keyword(s):  
Older Adults ◽  
Chronic Pain ◽  
Acceptance And Commitment Therapy ◽  
Behavioral Therapy ◽  
Pain Interference ◽  
Younger Adults ◽  
Pain Acceptance ◽  
Commitment Therapy ◽  
Acceptance And Commitment

Abstract A recent randomized comparison of Acceptance and Commitment Therapy (ACT) vs. Cognitive-Behavioral Therapy for chronic pain found a clear age interaction effect, such that older adults benefitted more from ACT. In a subsequent study comparing ACT delivered in person to ACT delivered via telehealth to a sample of veterans (N=128, mean age 51.9, SD 13.3, range 25-89), we found no significant age by modality interactions, suggesting that older veterans responded as well as younger people did to telehealth delivery. Consistent with our previous findings, we found a trend for older adults to experience greater reduction in pain interference (p = .051) and significantly greater reduction in pain severity (p = .001) than younger adults following ACT. In younger veterans, change in pain acceptance from baseline to posttreatment was related to change in pain interference from baseline to 6-month follow-up (r = -.38), but change in pain interference from baseline to posttreatment was not related to change in pain acceptance from baseline to follow-up (r = .14), suggesting that, consistent with the ACT model, increased pain acceptance at posttreatment was related to reduced pain interference at follow-up. By contrast, in older veterans, both correlations were significant and of comparable magnitude (rs = -.43 and -.46, respectively), providing no support for the idea that change in pain acceptance drove change in pain interference. Overall, our findings suggest that ACT may work better in older adults with chronic pain than in younger adults, but via a different mechanism.

scholarly journals Self-Reported Barriers of Middle-Aged and Older Adults Entering a Home-Based Physical Activity Program

2011 ◽  
Vol 9 (2) ◽  
pp. 15-28 ◽  
Author(s):  
Diana Lattimore ◽  
Sara Wilcox ◽  
Ruth Saunders ◽  
Saarah Griffin ◽  
Elizabeth Fallon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Weight Status ◽  
Telephone Counseling ◽  
Men And Women ◽  
Face To Face ◽  
Activity Program ◽  
Home Based ◽  
Gender And Health

The purpose of this study was to assess barriers experienced by mid-older adults upon entering a homebased, telephone-delivered physical activity (PA) program and examine differences in barriers for subgroups. Methods: Three hundred eighty four participants recruited from Tennessee, California, and Illinois for the Active Choices program, which was part of Active for Life®, completed one face-to-face counseling session and received follow-up telephone counseling. Barriers were analyzed qualitatively and quantitatively for subgroups of mid-older adults. Results: Personal, social, and environmental themes emerged as barriers. Lack of motivation was most salient for men while health barriers were more prominent for women; however, no significant differences were found between men and women. Both whites and African Americans reported lack of motivation as the most frequent barrier to PA. Health and weather barriers were more prominent for the oldest group of older adults. Few differences were reported by PA or weight status. Conclusions: In a large sample of mid-older adults varying in age, race, gender, and health status, multiple barriers to PA were reported. Differences across subgroups may have implications for future PA interventions.

scholarly journals Nursing Home Education During the COVID-19 Pandemic

2021 ◽  
Vol 8 ◽  
pp. 238212052199709
Author(s):  
Claire C Ferguson ◽  
Sean C Figy ◽  
Natalie A Manley
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Word Of Mouth ◽  
Home Education ◽  
Online Student ◽  
Student Interests ◽  
Service Learning Projects ◽  
Initial Survey ◽  
Learning Projects

Objective: To help older adults living in nursing homes (NHs) while educating medical and physician assistant (MD/PA) students during the COVID-19 pandemic. Methods: Using a multicomponent iterative process, we piloted multiple student led service-learning projects in 2 NHs and 1 hospice agency in the Midwest. Pre-post online student surveys were completed to match student interests with facility needs and to assess learning and obtain feedback regarding their experiences. Results: All 12 interested students completed the initial survey; n = 23 ultimately volunteered (word of mouth); n = 11 (48%) completed the follow-up survey. Opportunities were medical record transfer, grounds beautification, resident biographies, window entertainment, and No-One-Dies-Alone program. Students averaged 9.2 volunteer hours; stated the opportunities were enjoyable, clinically applicable, and socially distanced; and reported learning about unique experiences of older adults in NHs. Discussion: Despite limitations created by the pandemic, mutually beneficial and safe opportunities remain for education in the NH setting.

Sadness in older persons: 13-year follow-up of a community sample in Baltimore, Maryland

1999 ◽  
Vol 29 (2) ◽  
pp. 341-350 ◽  
Author(s):  
J. J. GALLO ◽  
P. V. RABINS ◽  
J. C. ANTHONY
Keyword(s):  
Older Adults ◽  
Direct Effect ◽  
Community Sample ◽  
Cohort Effect ◽  
Measurement Model ◽  
Structural Equations ◽  
Community Dwelling ◽  
Age Difference ◽  
Younger Adults

Background. Our prior psychometric work suggested that older adults interviewed in 1981 in a community survey were less likely than younger adults to report dysphoria. We hypothesized that this would also be true of older adults interviewed 13 years later.Methods. This study is a population-based 13-year follow-up survey of community-dwelling adults living in East Baltimore in 1981. Subjects were the continuing participants of the Baltimore Epidemiologic Catchment Area Program. After excluding 269 adults who were 65 years of age and older at initial interview in 1981, 1651 adults remained (347 aged 65 years and older and 1304 who were 30–64 years-old at follow-up).We applied structural equations with a measurement model for dichotomous data (the MIMIC – multiple indicators, multiple causes – model) to compare symptoms between adults who were 65 years and older at follow-up with younger adults, in relation to the nine symptom groups comprising the diagnostic criteria for major depression, adjusting for several potentially influential characteristics (namely, gender, self-reported ethnicity, educational attainment, cognitive impairment, marital status and employment).Results. Older adults were less likely to endorse sadness as evidenced by a direct effect coefficient of −0·335 (95% Confidence Interval −0·643, −0·027). After adjusting for several potentially influential characteristics, the direct effect of age was substantially unchanged (−0·298 (95% CI −0·602, −0·006)).Conclusions. Older adults in 1994, like older adults in 1981, were less likely to endorse sadness than younger persons. This finding suggests, but does not prove, that the observed age difference in reporting depression does not reflect a cohort effect.

scholarly journals AGING IS VERY PERSONAL: INTERPROFESSIONAL GERONTOLOGY COURSE IMPROVING STUDENT ATTITUDES TOWARD OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S151-S151
Author(s):  
Jason T Garbarino
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Lived Experience ◽  
Undergraduate Students ◽  
Student Attitudes ◽  
Health Science ◽  
Relationship Building ◽  
Student Interest ◽  
Learning Program ◽  
Program Construction

Abstract Educational programs that foster the development of a robust healthcare workforce committed to the provision of exemplary care of older adults is vital. The Aging is Very Personal (AIVP) service learning gerontology course has demonstrated the ability to foster future student interest and improved attitudes towards working with older adults. The AIVP program provides mutual benefit for undergraduate students from a variety of health science majors and older adult resident volunteers at local senior living facilities. For students, AIVP serves as direct insight into the lived experience of aging among community older adults. Students are provided the opportunity to practice communication skills, relationship-building skills, and gain an understanding of the multitude of diverse needs within this population. Older adults who volunteer to participate in the activity are provided with the opportunity to speak to and actively engage with students and feel empowered by the opportunity to provide valuable life guidance. This presentation will provide a curricular overview of the steps required to construct, implement, and evaluate an interprofessional gerontology course. A review of student learning objectives, service-learning program construction, selected course topics, and student assignments will be presented. Attitudes and future interest in working with older adults measured in the initial interprofessional student cohort (n=106) will be presented. A pre-established, validated tool utilized to effectively measure student attitudes and interest pre/post-course participation will be reviewed.

scholarly journals Effectiveness of an Intergenerational Service-Learning Program to Change Attitudes on Aging

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 365-366
Author(s):  
Sara Bartlett ◽  
Sky Bergman ◽  
Phyllis Solomon ◽  
Zvi Gellis
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Qualitative Data ◽  
Intervention Group ◽  
Intergenerational Relationships ◽  
Learning Activity ◽  
Learning Program ◽  
Convenience Sample ◽  
Experimental Intervention ◽  
Post Test

Abstract This study evaluated the efficacy of a 10-hour intergenerational service-learning program administered to undergraduates to determine if it would increase knowledge about aging, improve attitudes about older adults, and reduce ageism more than a course with less service-learning activity. Making maximum impact on students in these areas in a short amount of time is particularly relevant in short, quarter-based university programs. A quasi-experimental design using a convenience sample compared pre-test and post-test scores between an experimental intervention (N=68) and a comparison (N=71) group on The Facts on Aging Quiz Multiple Choice version, Aging Semantic Differential, and Fabroni Scale on Ageism. Qualitative data via open-ended survey questions was also collected. The experimental intervention, the Lives Well Lived project, was based on a documentary film by the same name, which incorporates themes of successful aging. During the project students and older adults interviewed one another about living a life well lived, participated in a photo shoot, and created a Memoir for the older adult. The comparison group included two social visits to a congregate meal program. Results from multiple regression analysis showed that students in the intervention group had less ageist stereotypes and less negative bias about aging at post-test and qualitative data indicated they were more inclined to participate in intergenerational relationships in the future. Programs like this one that are longer and more relational may be useful for consideration in undergraduate gerontology courses in reducing ageism and promoting intergenerational relationships which benefit those of all ages.

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