ASSESSING THE EFFECTS OF OLDER ADULT EDUCATION ON SUBJECTIVE WELL‐BEING

The number of educational programs for older adults is increasing. It has been proposed that older adults maintain or increase their subjective well‐being by participating in such programs. Indeed, many educational programs targeted for older adults have objectives that deal with enhancing subjective well‐being. However, program evaluations that assess the subjective well‐being of participants are infrequent. A literature search located only seven research reports including data on the impact of educational programs on the subjective well‐being of older adults. The studies mostly were pre‐experimental, contained a variety of outcome measures, and yielded inconclusive results. In this paper, we discuss a global and multidimensional perspective of subjective well‐being encompassing the constructs of happiness, morale, and life satisfaction by specifying their location on temporal, cognitive, and affective dimensions. We also point out that current scales used to assess these constructs may be inappropriate, because the content of specific items may be inconsistent with program objectives. Recommendations are offered, in terms of measurement and research design issues, for upgrading the evaluation of educational interventions targeted for older adults.     

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.     

LITERARY DISCUSSION WITH OLDER ADULTS: AN EDUCATIONAL PERSPECTIVE

Adults in later years of life continue to have educational needs and concomitant abilities to learn. Most diversionary programs do not fulfill those needs. The purpose of this study was to examine participation by older adults in a literary discussion group. The program was conducted with a small group (N = 9) of adults in a retirement center. Subjects indicated their motivations for attending were to learn, not be entertained. Further, evidence was presented that provided insight into the unobtrusive design of research in similar settings, and into the group dynamics and facilitation techniques of discussion groups with older adults.     

Transition to Retirement: Effect of Participation in Preretirement Education in Nigeria

This study investigated the effect of preretirement education on the retirement transition plans of workers in Nigeria. The sample includes preretirees of Wema Bank PLC and the Nigerian Civil Aviation Authority who participated in preretirement education workshops. The study shows that a majority of workers would prefer to retire at the normal age, but they fear that management can retire them at any time and for any reason. This fear was revealed by the concerns generated when participants received their letters of invitation for the preretirement workshop. The findings show that more than two-thirds (88.9%) of the workers agreed that preretirement education would assist them in their adjustment to retirement. The study concludes that preretirement education has the ability to generate positive changes in attitudes and habits as well as create positive preparedness. These benefits of preretirement education will facilitate the transition to retirement.     

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.     

Effects of three types of retirement preparation program: A qualitative study of civil servants in Brazil

ABSTRACT

Studies on the effectiveness of retirement planning programs are relatively scarce. Retirement preparation and planning programs may assist individuals to smooth the transition to retirement and subsequent adjustment. This qualitative study examines the effects of three retirement preparation programs on civil servants in Brazil. Theoretically, the study builds on the transtheoretical model (TTM), also called the stages of change model. Twenty civil servants (aged 53–67) working for the Brazilian government were randomly assigned to one of the three retirement planning programs entitled testimony, short, and extensive. The results of qualitative interviews, conducted 6 months after completion of the programs, show that participants on the extensive program presented a broader array of changes in retirement planning and had progressed through more stages of the TTM than participants who took part in the short and testimony programs.     

CAREER EDUCATION FOR OLDER PEOPLE

Though they need help, most people who are over 60 have an aversion to welfare as such and want to work. Most older persons find their pensions and/or social security benefits rapidly eroded by inflation and need some supplemental income. Similarly, many need to be sought out, assisted, and counseled back into active involvement in their own lives and that of their community. Career education, particularly directed at training older people to work in human services, the work of helping others, is viewed as a plausible, viable concept. It can help many older adults “retire to” rather than “retire from” and help them help themselves, their peers, and others. This paper encourages new and/or second careers for many older people.     

TRANSFORMING OLDER ADULT EDUCATION: AN EMERGING PARADIGM FROM A NATIONWIDE STUDY

Educational opportunities for older adults have changed dramatically in the past 20 years due, in part, to the rise of new institutions (e.g., learning in retirement institutes, Shepherd's Centers, OASIS institutes) and modification to earlier programs based in senior centers and community colleges. Little systematic research has examined the shared characteristics of these program types—how the are organized, funded, governed and so on. In response, with funding from the AARP Andrus Foundation, a national study of older adult education organizations was conducted during 1992‐1993. A “Critical Pathways Taxonomy” was devised in surveying 260 organizations that provide educational programs for seniors. Five program models were studied and compared. New roles for older learners were identified in areas of planning, teaching, governance, and community service. The study suggests that a new paradigm of older adult education is emerging.     

Motivational Factors and Predictors for Attending a Continuing Education Program for Older Adults

The objectives were to describe the stated motives of participants who enrolled in a program at the Open University for the Elderly (UnATI, in Portuguese), identify correlations between the stated motives and sociodemographic data, and find a set of predictors related to the listed motives. A total of 306 middle-aged and elderly adults aged 50 or older were surveyed through a sociodemographic questionnaire and a five-item scale to check their motives to enroll in the program. The following motivational factors were identified, in order of importance: enhancing general knowledge, investing in personal development, increasing social interaction, learning more in order to help others, and employing one's free time profitably. Age and years of schooling combined were strong predictors of participants seeking new knowledge. Being single and not retired was correlated with the motive Investing in Personal Development. Having attended elementary school only and being married was closely correlated to the motive Increasing Social Interaction. Employing One's Free Time Profitably was associated with single or widowed individuals with family income between 3.1 and 4.0 times the minimum wage. As for Learning More in Order to Help Others, no predictors were found for this motive. It was found that participants seek to satisfy a desire to learn/ know more, to be up-to-date, to exercise their rights as citizens, and to play an active role in society. Our data suggest that these are the assumptions that drive middle-aged and elderly adults to look for various types of educational programs.     

THE LIFE ENRICHMENT PROGRAM FOR OLDER ADULTS: AN ALTERNATIVE EDUCATIONAL MODEL

The question of what is uniquely possible for the older adult learner is seldom asked by adult educators. Dealing with a population whose educational experiences are largely pedogogical, instructional programs have often attempted to continue this model of teacher‐selected content and methodology. This paper is a review of an experimental educational program designed to provide experiential activities related to learning needs and potentials of the older adult. The nature of the format allowed participants maximum opportunity to. identify and achieve personal learning goals. Evaluation procedures were designed to test the hypothesis that older adults respond meaningfully to programs designed to meet their needs rather than the educator's preconceptions. Results of the study indicate successful achievement of the goals of the project and an expanded level of psychosocial functioning of the older adults.     

Training older adults about Alzheimer’s disease – Impact on knowledge and fear

Although the impact of Alzheimer’s disease training programs directed to informal and formal caregivers has been extensively studied, programs for older adults who do not have the disease are relatively few. Moreover, increased knowledge increases fear of the disease, even though there is little empirical evidence to support this. This study investigated the impact of an Alzheimer’s disease training program for older persons on their knowledge and fear of the condition. Participants consisted of 110 older adults who voluntarily applied for a 16-hour course as part of the University of the Third Age. A questionnaire, consisting of two validated tools (Alzheimer’s Disease Knowledge Scale and the Fear of Alzheimer’s Disease Scale), was distributed pre- and posttraining to the participants. Sixty-six questionnaires (response rate = 60%) were collected at the start of the program and 46 at the end (response rate = 42%). Participants’ fear at pretraining was significantly related to their current knowledge of the disease. Training significantly improved knowledge of the disease, but the participants’ perceived fear did not change. The study indicated that an Alzheimer’s disease training program for older persons can increase their knowledge, but it does not necessarily increase their fear. Training programs aimed at raising awareness of Alzheimer’s disease should target more effectively this age cohort who may be concerned and are seeking learning opportunities to know more about the condition.     

EMERGING NEW SERVICE ROLES FOR OLDER ADULTS ON COLLEGE AND UNIVERSITY CAMPUSES

A growing need exists to identify and develop meaningful retirement roles for older adults in a variety of settings and modes. College and university campuses provide a particularly stimulating environment for involvement of the retired population not only as lifelong learners but also as contributors to the functional operation of the institution. A national survey was conducted to explore the extent to which programs have been initiated to involve older adults in meaningful volunteer tasks, responsibilities, and roles on university campuses. Emeritus faculty and staff may find these opportunities conducive to continue to perform useful service to the university. Data suggest that although significant barriers exist that hinder the smooth development of service‐oriented programs for the elderly on university campuses, the feasibility of these programs has been demonstrated and a substantial number are currently in operation around the country. Positive outcomes resulting from establishing older adult service programs include improvement of intergenerational communication, reduction of ageism, provision of useful services to educational institutions, and enhancement of the quality of life in retirement.     

Qualities of the Participant Experience in an Object-Based Museum Outreach Program to Retirement Communities

Reminiscence programs that stimulate participants’ memories through discussion are popular as both enrichment activity and clinical treatment for older adults. Museums in multiple countries are starting to offer reminiscence opportunities on-site and through outreach. This study is an investigation of the qualities of the participant experience in a reminiscence museum outreach program using historical artifacts. The outreach program was implemented at 12 retirement communities around the Boston area. Using participant and staff interviews, audio recordings of conversations during the program, and focused observations, the study shows that the program was characterized by sensory exploration, cognitive and emotional responses, memory-sharing, and socialization. These findings support previous research showing the cognitive and emotional benefits of reminiscence in multi-session programs, and they suggest that single-visit object-based museum outreach may also elicit positive psychosocial outcomes.     

Understanding pickleball as a new leisure pursuit among older adults

For older adults, participating in leisure activities has psychosocial benefits, increases social interactions, and promotes well-being. Among various leisure activities, pickleball is an activity that fosters positive social interaction and health benefits in older adults. Pickleball is regarded as one of the fastest growing sports in the USA, and it is reported to be popular among people of all ages, especially among older adults. The purpose of this study was to gather demographic details of older pickleball participants and elucidate the psychosocial benefits of playing the sport, such as life satisfaction, optimism, and social integration. To this end, we gathered information from 153 older adults who competed in pickleball tournaments. Multivariate analysis of variance and Hotelling’s T² test were used to compare the differences that emerged in experiential factors such as life satisfaction, optimism, and social integration among the different demographic characteristics. The results showed that life satisfaction was significantly different among the following three age groups: 50–59 years, 60–69 years, and ≥70 years. Results of Hotelling’s T² test showed a significant difference in social integration between male and female participants. The test also revealed a significant difference in terms of life satisfaction between retired and employed participants. The results suggest that playing pickleball can be an enriching leisure activity for retirees and may help them cope with the transition that retirement typically entails.     

A career transition program for older persons

The Second Careers program undertaken by the George Washington University School of Medicine and Health Sciences during 1975–1976 was designed to help older persons seeking second careers in the health care field make realistic career decisions. The program grew out of an awareness that persons over 45 are not adequately served by American educational institutions and frequently are denied opportunities to embark upon second careers in which they can make significant contributions. The age group 45–65 now makes up 20% of the American population. This group of persons is increasingly well educated, politically active, and relatively healthy; many are not inclined to settle for retirement or continued participation in jobs they may have outgrown. This population includes the early retiree; the homemaker returning to the marketplace either from choice or necessity; and the individual who seeks counseling, training, and education to support a midlife change to a new career. Second Careers was established for this large and educationally underserved group. This article describes a model program, conducted over a one year period, which combined classroom work and field experience with individual and group counseling. It involved twelve part-time students, all of whom made significant career decisions by the end of the year. Although this effort focused primarily on exploring career opportunities in the health care field, the model can be adapted to almost any educational setting. This paper is offered as a guide for individuals and organizations involved in or contemplating similar educational, counseling, and/or service programs for older persons.This article reprinted with permission fromEducational Gerontology An International Quarterly Vol. 4(1) Hemisphere Publishing Company.     

A MULTI‐INSTITUTIONAL EDUCATIONAL PROGRAM FOR OLDER LEARNERS

The rapid growth of educational programs for older adults has occurred in the general absence of overall planning or guiding principles. A model educational program (the Rosa Keller Campus) is described that was established using an explicit set of principles for creating successful multi‐institutional and disciplinary programs. In addition, the overall model incorporates methods of reducing barriers that prevent older adults from participating in education. The model delineates the organizational structure of the program and the conduct of both basic and applied research as integral components of the program.     

Technology training for older job-seeking adults: The efficacy of a program offered through a university-community collaboration

ABSTRACT

Many older adults who lose their jobs face challenges in finding new employment due to fundamental limitations in their technology skills. While training could give them the skills they need, older workers often have less access to training programs than younger workers. This study examined the feasibility of using an e-learning training program developed for older job-seeking adults lacking the requisite technology skills to find employment. Implementation of the training program was based on a partnership established between university researchers and a community organization. Thirty-five participants aged 50–71 years provided data regarding their previous work histories and problems that they encountered while seeking employment. They completed 12 hours of training in Microsoft Excel and were given multiple-part problems to assess what they had learned. They also provided evaluations of the program. Participants who enrolled in the training had limited computer skills; after a relatively short amount of training, many were able to perform Excel functions such as entering data and using formulas. Most participants indicated that the training they received was very beneficial, and that they had a basic understanding of Excel. Overall, this project demonstrated that academic-community partnerships can provide an effective strategy for delivering training to older adults.     

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.     

Training Effects on Older Adults in Information and Communication Technologies Considering Psychosocial Variables

The main aim of this study is to contribute knowledge about the impact of the use of information and communication technologies (ICT) on the self-concept, mood, and quality of life of institutionalized older adults in retirement homes and day care centers (Portuguese institutions). It also studies the influence of independent variables such as age; education; referral to the institution (own initiative, indicated by friends, indicated by family, indicated by social security); attendance schedule; and visits from family and friends. The study comprised 41 participants organized into two groups: 22 older adults in the ICT Group and 19 older adults in the Passive Control Group. There were three evaluation periods: before the onset of intervention and 11 and 22 months after intervention began. The results demonstrate that involvement with information and communication technologies produced positive effects on older adults’ social behavior and their self-perception of physical and environment facets of quality of life. Moreover, they suggest that there is a relationship between psychosocial variables and independent variables.     

LIFELONG LEARNING IN NIAGARA: IDENTIFYING THE EDUCATIONAL NEEDS OF A RETIREMENT COMMUNITY

The impact of increasing numbers of retirement communities throughout North America, and specifically the Canadian province of Ontario, has led to the examination of the educational needs of this community‐based, age‐segregated population. A needs assessment of retirees residents in Heritage Village, a retirement community located in the Niagara region of Ontario, was conducted to explore the specific educational interests of this particular population. In addition, the most suitable educational approaches, environments, and learning mediums of residents were examined. Five focus groups, each having approximately 6 participants, were conducted with residents. Groups were organized according to maturity (young or old), residential history (within or out of region), and marital status (married or single/windowed). Most participants were found to be interested in education for leisure and personal development, the latter specifically around health maintenance and quality of life. The educational approaches that were most comfortable with participants centered around adult learning theory. Because transportation was a problem for some participants, on‐site learning in the Heritage Village clubhouse was suggested by many. Experiential learning within a social environment, such as a field trip, was a popular medium discussed, whereas computer learning was seen as less attractive. What is clear is that residents understand their learning needs and delivery systems within the context of the larger retirement community with which they identify through affiliation. Strategies to appropriately plan and implement older adult educational programs specific to an elderly population living in a retirement community are discussed.