Considerations for Sexuality Education and Services for LGB Elders

Sexuality education and health services for elderly individuals who reside in care settings (e.g., assisted living facilities, nursing homes, retirement communities) have received limited attention in the professional literature. However, the lack of sexual health promotion practices in elder care facilities can be detrimental to older adults’ overall health and quality of life. Barriers to sexuality education services for lesbian, gay, and bisexual (LGB) elders are explored and include history of LGB equality in the United States and lack of social support, as well as discrimination among formal care facilities and health care professionals. The Community Readiness Model (CRM) is proposed for addressing these barriers. The purpose of the CRM is to assess readiness characteristics of a community before program implementation and then build capacity with programming in that community for support and education. Sexuality educators currently have the opportunity to develop and implement sexual health education and promotion resources that can potentially improve the quality of life for LGB individuals transitioning into the latter stages of the life course.     

Future School Administrators' Perceptions of the School Counselor's Role

The authors examined the perceptions of future school administrators regarding the role of the school counselor. The study was designed to assist counselor educators and school counselors in identifying potential barriers that could interfere with establishing comprehensive developmental counseling programs that are supervised by principals and superintendents. Future administrators rated crisis intervention, assisting with transitions, and personal counseling as the most important duties of school counselors; however, some respondents identified administrative and disciplinary duties as significant ones for the counselor.     

Identifying the practices that reduce criminality through community-based post-secondary correctional education

The qualitative case study comparison of seven community-based postsecondary correctional education (CBPSCE) programs within the United States identified specific program characteristics and practices that may contribute to the reduction of criminal behavior. School administrators, program directors, and faculty were interviewed as subject matter experts regarding their insight and experience in CBPSCE. The study comparison yielded five themes: a) culture, b) role of faculty and school administrators, c) instructional strategies and curricula, d) student support and academic services, and e) reentry services. Each theme influenced the successful matriculation, retention, and return to society for those who left prison and entered degree programs. From these findings, three tiered guidelines were created to assist CBPSCE directors and staff in operating successful programs that address the barriers that contribute to criminal behavior. Findings indicate that success was not determined by a student’s decision to discontinue crime; success was found when students developed the life and academic skills needed to change their lives.     

Geriatric community health workers’ views about aging,work, and retirement: implications for geriatrics and gerontology education

ABSTRACT

Seasoned geriatric community health workers offered valuable data that will inform educators and community health workers working with older persons. Geriatric community health workers’ views about retirement and about facilitators and barriers that keep them engaged with older adults during retirement were identified. Twenty geriatric community health workers participated in semi-structured, qualitative interviews conducted by the research team. Sixty percent of the participants (N = 12) reported plans not to work during retirement, although 40% (N = 8) expressed interest in full- or part-time employment post-retirement. When asked about their expectations to stay in the field of aging or gerontology in some capacity during retirement, 30% (N = 6) expected to stay in gerontology during retirement. The findings from this research will help organizations and educational institutions create programs and resources that will encourage geriatric community health workers to continue working in the field of aging during retirement.     

Problems,Topics, and Issues

The National Blueprint: Increasing Physical Activity Among Adults Age 50 and Older was designed to develop a national strategy for the promotion of physically active lifestyles among the mid-life and older adult population. The Blueprint identifies barriers to physical activity in the areas of research, home and community programs, medical systems, public policy and advocacy, and marketing and communications. In addition, the Blueprint proposes a number of concrete strategies that could be employed in order to overcome the barriers to physical activity in society at large. This paper summarizes and reviews progress achieved in advancing each of the 18 strategies.     

Predictors of Adult Education Program Satisfaction in Urban Community-Dwelling Older Adults

Lifelong learning is receiving greater attention due to population aging in modern societies. Lifelong learning benefits individuals by supporting their physical, psychological, social, and economic well-being. However, older adults generally have lower motivation for learning than younger adults, and facilitating long-term participation in learning activities is still challenging. Previous studies mainly identified negative factors such as barriers and obstacles to individuals’ initial participation in lifelong learning programs. As such, less is known about positive factors that promote long-term participation. To address this gap, data were collected from 330 older adults who participated in the Osher Lifelong Learning Institute program in an urban community in the United States. Results from proportional odds ordinal logistic regression analysis demonstrated that gender, number of household members, income, religious affiliation, self-rated health, and number of courses taken were associated with satisfaction with the program. In hopes to promote true lifelong learning, possible explanations about the findings are explored and several recommendations for existing lifelong learning programs are derived in this study.     

DEVELOPMENT AND IMPLEMENTATION OF A TRAIN‐THE‐TRAINER CURRICULUM ON SUCCESSFUL AND PRODUCTIVE AGING

Despite the fact that Japan has developed many exemplary social policies for their expanding older population and programs to foster elderly workforce participation, shortage of personnel with a comprehensive understanding of gerontology has limited these efforts. In response to the need for greater gerontological education among the Japanese who will work in the allied health professions, we developed an intensive training program on “Successful and Productive Aging,” with two associate degree colleges in Japan. Emphasizing lessons learned from the United States experience, the three‐week program covered issues in health promotion/ disease prevention, health maintenance/independence, mechanisms of formal/ informal caregiving, and preparations for retirement. Instructional methods included didactic presentations by a multidisciplinary faculty, case‐based problem‐solving exercises, and field visits to various agencies and geriatric facilities in the greater Boston area. The educational program was field‐tested with 5 faculty from Japan who were asked to evaluate the program based on whether the learning objectives were met, perceptions of relevance of subject matters to students in Japan, and perceptions of teaching methods’ effectiveness. We present the results of this successful cross‐national collaboration, with emphasis on how information gathered is being integrated into teaching plans upon returning to Japan.     

Catalyzing the Primary Prevention Revolution in the Schools: The Role of School Psychologists

The introduction of primary prevention programs into schools has great potential to expand the roles of school personnel. Working collaboratively, school psychologists, teachers, and school administrators could facilitate adoption of social skills and health promotion programs. Leaders within schools are needed to initiate the move toward primary prevention. School psychologists are ideally placed to take a leadership role in this shift toward primary prevention. However, they need to receive more information about primary prevention, both in training programs and in written works, if they are to be adequately prepared to introduce programs and to consult to school personnel. The information that school psychologists are currently exposed to provides an inadequate level of detail for those who wish to implement such programs. We offer recommendations to school psychologists and members of other professions within the schools on how to acquire the information they need to serve as leaders in the primary prevention revolution.     

Mental health care for foster children in California

This paper reports on a study conducted to assess the health care needs of foster children in California. To evaluate foster children's mental health problems and the services provided to meet them, 154 program administrators, social workers, foster parents, and health care providers were interviewed in 14 counties. Foster parents and social workers were interviewed in groups, and foster parents and administrators also completed questionnaires. We found that although all counties care immediately for children who are injured, abused, or ill, only one county performs routine mental health evaluations of all children, and in most counties less than a third of children ever receive such evaluations. Informants identified mental health problems as more severe than medical problems in this population, and they identified four major barriers to access to appropriate therapy. Recommendations are that all children should receive comprehensive mental health evaluations, and procedures for immediate and ongoing care with consistent providers who are sensitive to foster children's needs should be included in case management plans, and covered by improved payment mechanisms. Additionally, communication, coordination and joint planning should be instituted among relevant agencies to address foster children's needs, and increased resources and training should be directed towards social service agencies and foster parents.     

The status of sign language instruction in institutions of higher education: 1994-2004

Surveys of sign language programs in institutions of higher education in the United States, conducted in 1994 and 2004, are compared to reveal changes over time. Data are presented concerning the institutional environment of programs, program administrators, and instructors. Institutions examined in 2004 were on average 5 years older than those examined in 1994. More institutions accepted sign language for general education and foreign language requirements. Program administrators in 2004 were more likely to have primary duties as teachers rather than administrators, and to have greater understanding of the subject matter. Faculty in 2004 had more education and teaching experience. Full-time faculty showed increases in the proportion who were Deaf and the proportion who were in tenure-track positions. Program staff size increased. Overall, evidence indicates that sign language has become more accepted as an academic discipline and that programs are more entrenched at their institutions.     

Integration: The disruptive student and suspension

In 1984 the Education Department of Victoria, Australia, declared its support for developing policies and programs committed to the integration of disabled students into the educational and social life of regular schcols. These programs were to include disruptive students. Simultaneously, Victorian education administrators were engaged in revising suspension regulations and the proliferation of off-site facilities for disruptive students. In surveying literature pertinent to school suspension and segregated learning centers, this article highlights the paradox of marginalizing students through suspension and segregation while promoting the rhetcric of integration. Successful integration of disruptive students requires teachers and educational administrators to broaden their focus of attention beyond concentration upon changing individual student behaviour. Consideration of the responsibility of school processes in contributing to aberrant behavior is warranted.     

HEALTH COUNSELING FOR OLDER PEOPLE IN HONG KONG

The benefits of a health counseling service within the Adult Health Promotion Centre (AHPC) in Hong Kong are described and offered as evidence of the benefits of self‐education in health for older people. The health complaints of clients of the AHPC are identified through health checks and screening. In 1980, on the basis of screening and the results of a survey of clients at a health education seminar on what topics they would like information on, health counseling small groups were planned for hypertension, diabetes mellitus, high serum cholesterol, and obesity. Clients were invited to join these health counseling groups, which were led by volunteer nurses. The main focus of the health counseling service was to enhance clients’ knowledge of health and preventative care through individual counseling and peer learning. In line with health promotion and empowerment concepts, clients were encouraged to monitor and record their own health. Health counseling focused on wellness, teaching clients skills that enabled them to take responsibility for their health, increasing their nutritional awareness, teaching them stress management techniques, and promoting physical fitness. The implications for the training of health professionals and the role of older people in health policy development are discussed. Ways of improving health promotion services for older people are suggested.     

Increasing student financial aid programs: A misdirected means of expanding access?

Federal and state student financial aid programs have increased substantially in past years. Such programs have clearly provided greater access to postsecondary education for low income and minority students.However, data recently collected in Los Angeles indicate that additional financial aid may have a diminishing impact on increasing access. The Los Angeles study, commissioned by the California Legislature, revealed that low levels of academic achievement, inadequate information, and inflexible admission policies are greater barriers to college for the poor than financial need.Educational opportunity programs, which provide counseling, tutoring, and information services, should become increasingly important in addressing nonfinancial barriers. Yet such programs are often politically unattractive to legislators and administrators who view student grant programs as simpler and less costly.     

Key Elements of a Successful Multi-System Collaboration for School-Based Mental Health: In-Depth Interviews with District and Agency Administrators

The alarming number of youth with unmet mental health needs in the US is a significant social problem. The pilot school-based mental health project described here established an innovative multi-system partnership between an urban school district, a public mental health agency, and a local university to better meet the mental health needs of youth in one community. This qualitative study employed in depth interviews with six key administrators who were instrumental in developing and executing the project to explore the most important factors that promoted the successful collaboration. Results of the interviews identified five major themes: (a) perceptions of the project, (b) barriers to collaboration, (c) motivating factors, (d) sustainability, and (e) lessons learned. Findings may be especially helpful to other communities interested in establishing a multi-system intervention to support at risk youth. Implications for practice and research are discussed.     

Women teachers in Liberia: Social and institutional forces accounting for their underrepresentation

This study focuses on cultural and institutional factors that affect women's decision to become primary school teachers in Liberia. It exposes current dynamics that account for the male-dominated primary school teaching force and the barriers that dissuade women from becoming teachers. Based on semistructured interviews with pre-service and practicing teachers, school administrators, faculty at teacher training institutions, and Ministry of Education officials, the research findings indicate that women face several cultural barriers to receiving an education: patrilineal assumptions that daughters are destined to become resources for their husbands’ families (and thus a poor investment), early onset of sexual activity and teenage pregnancy, and social expectations about early family formation. Women who enter teacher training programs receive no recognition for their children and family responsibilities and are given insufficient financial support. When women do become teachers, they face difficult working conditions such as distant schools, poor housing facilities, late payments, and large classes filled with overage students. The probability of rural assignment brings additional dissuading factors: poor quality roads and few transportation options, a dearth of safe housing, and lack of childcare services. The study offers several policy options for increasing female teachers in the workforce.     

Factors influencing childcare workers’ promotion of physical activity in children aged 0–4 years: a qualitative study

The present study examined the factors influencing childcare workers’ promotion of physical activity (PA) among children aged 0–4?years, a particularly interesting context because of the increasing number of children attending childcare. Twenty Dutch childcare workers were interviewed. The interviews revealed some important barriers to the promotion of children’s PA: lack of facilities and time; rules and policies regarding safety and daily duties; non-cooperative colleagues; a large range of ages of children; poor weather; unsuitable clothing and lack of communication with parents. The respondents identified the parents rather than themselves as persons responsible for promoting children’s PA. Parents and childcare workers could improve their communication regarding children’s PA. Childcare centres could review their internal policies and provide workshops teaching childcare workers how to promote children’s PA.     

Obstacles to integrating disabled students in a "two-roof" elementary school

This article describes a 5-year effort to integrate special and regular students on a campus where special and regular education students are housed in separate but adjacent facilities with separate administrators. Observational data and questionnaires revealed almost total segregation at the end of 3 years. An intensive intervention program, Project L.E.A.D., generated promising short-term movement toward integration, but there were few enduring effects. Physical, social, and psychological barriers created by the two-roof school erect almost insurmountable obstacles to integration. Future efforts should concentrate on building one-roof schools with a single facility and administration.     

Validation of the Attitude-Older Adult and Aging-Visual Analogue Scales (At-O-A)

ABSTRACT

Occupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties.     

A UNIVERSITY'S MULTIDIMENSIONAL EDUCATIONAL PROGRAM FOR OLDER ADULTS: FROM CONCEPTION TO BIRTH

Individuals in various colleges and universities may dream of their institution's having an educational program designed to serve older adults. Starting such a program is not a simple process. With many demands currently being placed on the educational dollar, administrators are often hesitant to begin new programs. An educational program for older adults is usually not a high priority. I describe how such a program came into existence in a large land‐grant university. Factors that were important to securing administrative support are discussed, along with how the various program dimensions have evolved. The organizational structure is described, indicating how the university is trying to use a membership‐driven format. The factors discussed here should provide other higher education institutions (both 2‐year and 4‐year institutions) with some guidelines as to how they might begin educational programs for older adults.     

The implication of formal educational activities in old age and its relation to psychosocial indicators / La implicación en actividades educativas formales en la vejez y su relación con indicadores psicosociales

This study analyses some psychosocial dimensions (level and type of activity, self-perceived health, self-efficacy in relation to ageing and social support) in non-dependent older people. The sample comprises students of a university programme for older people (PUM) as well as older people who did not participate in the educational activity. Results show similarities and differences between both groups; namely, the older people on the PUM programme were more physically active and participated more in formal activities. Three profiles of older people were identified: a less active group, with lower scores in the indicators assessed; a second group who were socially active, particularly at a family level, with intermediate levels in the dimensions analysed; and a third group who were very active at a formal level (principally made up of the PUM students) and with the best self-efficacy indices in relation to ageing and self-perceived health. Involvement in formal educational activities is related to more satisfactory and positive profiles in old age, and is a highly relevant resource for the promotion of well-being at this stage of life.