Education and Learning for the Elderly: Why,How, What

Seventy‐seven children of divorce and their selected grandparents completed questionnaires that included a demographic section, the Family Adaptability and Cohesion Evaluation Scale‐II (FACES II; Olson, Bell, &; Portner, 1982) to assess their relationships, and an instrument designed to identify shared activities and desires in these areas. Partners had similar present and future perceptions of relationship and activity factors. All participants desired future increases in both areas. Grandchildren and grandparents connected emotional bonding with grandparents’ listening, keeping them safe, and gift giving; grandparents also thought a good relationship with the custodial parent was important. Most healthy and least healthy subgroups were identified. Membership in the healthiest group was related to geographic proximity, feminine gender for both partners, and being married and employed full‐time for grandparents. Grandparents who were related by blood to custodial parents, had a good relationship with them, and negotiated their role were more likely to have a healthier relationship. Helping professionals are encouraged to explore these variables as they help family members negotiate the grandparent‐grandchild relationship, use skill training to foster development in areas amenable to change, and use supportive tactics in areas of liability.     

The relative safety of paternal,maternal, and traditional foster care placements

When children are placed into foster care the caseworker must give preference to an adult relative, many of whom are grandparents, over an unrelated caregiver. This kinship preference is based in evolutionary biology, which suggests that the imperative to care for a child should be greater for kin versus non-kin. However, not all kin are related to a child in the same way, and level of paternity uncertainty may influence level of care provided. For instance, maternal grandparents can be assured that they share genetic material with their grandchild, while paternal grandparents may not have the same level of certainty. Owing to the possibility of paternity uncertainty, we hypothesize that out-of-home placements with paternal grandparents will be at a greater risk of subsequent investigations than placements with maternal grandparents or with foster parents. We secured data on placements n = 560 of children ages 1.5 to 17 following a maltreatment investigation from a merger of the National Survey of Child and Adolescent Well-Being NSCAW II and the National Child Abuse and Neglect Data System NCANDS. Kaplan-Meier and multivariate Cox regression were used to examine the difference in time to the first new investigation by type of out-of-home placement while controlling for covariates. Consistent with our hypothesis, placements with paternal grandparents were at a higher risk of a subsequent investigations than placements with maternal grandparents or non-kin foster parents. Results suggest a need for further considerations of child safety in foster care based on genetic relatedness of caregivers.     

Grandparents—the overlooked potential partners: perceptions and practice of teachers in special and regular education

The unique contribution of grandparents to families of children with and without disabilities is often overlooked in the clinical and empirical literature. Perceptions and practice of teachers regarding grandparents were examined. Eighty‐two special education teachers and 80 teachers from regular classes completed a 30‐item questionnaire tapping perceptions of structural and functional aspects of grandparents’ support to parents, and actual practice with grandparents. Results show that, on the whole, few differences were found between special and regular education. Although teachers acknowledge the significant and stable role that grandparents play, they rarely translate this to actual practice. Moreover, more than half the teachers showed no interest in acquiring more professional training in this area. The findings present a challenge to educators and policy‐makers to be more attentive to the significant family resource of grandparents that is currently practically ignored.     

The role played by grandparents in family support and learning: considerations for mainstream and special schools

The twenty‐first century family faces many demographic changes. Despite this, the importance of intergenerational relationships remains. This article initially reviews the literature surrounding the role that grandparents play in their children's families, highlighting a growing body of research demonstrating the important support role that grandparents play in the lives of families with non‐disabled children. In contrast, there is limited research on the role played by and support needs of grandparents to families with disabled children. Recognising the significance of ‘family’ rather than purely ‘parent’‐based partnerships in UK schools, this article considers the role and importance of grandparents in schools; in particular, intergenerational learning, and how schools can begin to include grandparents and also provide support to meet grandparents' own support needs. Despite a limited literature on schools working specifically with grandparents of children with SEN, some policy and practice issues are discussed and areas for future consideration suggested.     

DETERMINING THE SUCCESS OF GRANDPARENT EDUCATION

The purpose of this study was to evaluate the outcomes of a course for grandparents. A sample of 87 consanguineous subjects included 29 grandparents, 29 grandchildren, and 29 of the grandchildren's parents. Twelve class sessions explored how the experiences of growing up and raising children differ from the recent past and attempted to identify corresponding changes required for the older relatives. Each generation was administered the Grandparent Strengths and Needs Inventory before and after grandparents attended the course. The participants reported perceptions regarding six dimensions of grandparent attitudes and behaviors. Changes in the performance of grandparents were compared using t‐tests. According to the grandparents, the course resulted in increased satisfaction (p < .05), greater success (p < .05) and more effective teaching (p < .05) in family relationships. They reported making gains for 58 out of 60 items. Parents and grandchildren corroborated most of these gains by higher posttest scores. MANOVA identified significant differences in generational perceptions of grandparent potentials (p < .05) and concerns (p < .01). The findings confirm that family development goals can be supported by making education for grandparents available and encouraging them to remain influential in their families through continued learning.     

EVALUATION OF A MEDICINE INFORMATION TRAINING PROGRAM FOR OLDER PEOPLE

This article describes a medicine information training project initiated through concerns of older people in Australia about the inappropriate use of medicines and adverse consequences on their health. The training program uses experiential and adult learning strategies to train older people to act as advocates and peer role models to inform their peers on the wise use of medicines. The process evaluation conducted established the high quality of the training program's content, staff, documentation, and other resources. However, feedback from graduates indicated the difficulties experienced by older learners when the training is too concentrated. The wide reach of the program, as assessed through the extensive recorded activities of the program's graduates in the community, was positive. The immediate impact evaluation on those completing initial training identified an increase in self‐reported self‐esteem, whereas the intermediate evaluation on experienced graduates showed that growth in personal development had been sustained several years post‐graduation. None regretted volunteering to be trained and all reported deriving great satisfaction from assisting their peers. They would recommend the training to others, but only if they are willing to listen and invest the time needed during and after training. Relatively high rates of attrition due to death, ill‐health, and family commitments were recorded and implications noted. This project successfully mounted a community‐based program to train older people to act as peer educators, with noticeable benefits to program participants. The procedures used, and the insights obtained through participants’ feedback, have relevance for planning other training programs for older learners.     

DEVELOPING CURRICULA FOR GRANDPARENTS IN JAPAN

The purpose of this study was to determine how three generations view the contribution and needs of grandparents in Japan. A sample consisting of 239 grandparents, 266 parents, and 274 grandchildren from, urban and rural areas completed the Grandparent Strengths and Needs Inventory (Strom & Strom, 1993). Grandparents reported more satisfaction, success, and involvement in teaching than was observed by parents or grandchildren. Grandparents experienced greater difficulty as well as frustration and saw themselves as less informed about their role than was reported by younger people. Significant main effects were generation, grandchild gender, grandchild age, generations living together, frequency of grandchild care by the grandparent, and amount of time the generations spent together. Implications for building curricula and guidelines for program development are identified.     

SIMULATION GAMING OR LECTURE DISCUSSION FOR AN ECONOMICS SURVEY COURSE: AN EXPERIMENT

This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation‐gaming method and the lecture‐discussion method to increase the economic knowledge and retention of economic knowledge. The study indicated that the simulation‐gaming method was superior for the students with low pre‐course economic knowledge, low Scholastic Aptitude Test scores, and no previous high school economic instruction. The lecture‐discussion method, however, was superior for students with high pre‐course economic knowledge, high Scholastic Aptitude Test scores, and previous high school economic training.     

AN INTERGENERATIONAL CURRICULAR MODULE FOR TEACHING AGING APPRECIATION TO SEVENTH-GRADERS

The research reported in this paper examines the influence of a one-week curriculum module on aging appreciation of the seventh-graders. Ninety-seven students completed the introductory questionnaire, and 98 students filled out the final questionnaire. A majority of the students were 13 years of age, boys, white, and had living maternal and paternal grandparents who lived in their own homes. T-test analyses revealed that the intervention curricular module showed significant improvement with regard to age perception, number of older people known, personal attributes of older people, and involvement in activities with older people. However, scores dropped significantly for the facts on aging. Several implications for extending this work are discussed.     

Grandparents of Children with Autism: A Review with Recommendations for Education,Practice, and Policy

One in 166 grandparents will become grandparent to a child with autism. A review of empirical studies suggests that these grandparents experience significant role confusion. They provide the autistic child's parents—who are more likely to be depressed, single, or divorced—with both burden (e.g., conflict regarding behavioral symptoms) and emotional and instrumental support (e.g., childcare; financial assistance; advocacy). Unique stressors of autism upon families include social isolation and financial burden. Custodial grandparents face additional stressors. Opportunities for education, practice, and policy that are designed to help grandparents redefine their role, share in the diagnosis and treatment of autism, and obtain social support are advanced.     

农村超生寄养儿童研究综述

超生寄养儿童是指违反国家计划生育政策出生的曾经被安置在祖辈、亲戚等家里抚养的儿童。寄养儿童的特殊性在于寄养儿童有父母,但得不到父母的亲身照顾。早期的亲子分离使他们与父母之间没有形成正常的亲子依恋关系,非正常的依恋对寄养儿童身心发展产生消极的影响。早期的亲子分离也给超生寄养儿童带来严重的心理伤害。文章介绍了国内外学者对超生寄养儿童的研究概况,并提出展望。     

GRANDPARENTS RAISING GRANDCHILDREN: GOALS AND SUPPORT GROUPS

More grandparents are raising grandchildren than ever before. Success in overcoming their unique problems requires that grandparents be optimistic and adjust to their new role; learn about child and adolescent development in today's society; cooperate with the parent who shares responsibility for providing care; monitor social and academic development; become aware of available services, obligations, and rights; and obtain periodic relief from the demands of the role. Full‐time grandparents often rely on support groups for advice and comfort. The merits of this approach are identified, along with ways to improve group interaction by encouraging hopeful attitudes and constructive behavior, setting guidelines for discussion, emphasizing communication with family members, and making education the basis for grandparent development.     

Video Telecommunications for distance education: A field survey of systems in US public education,industry and the military

A field survey was conducted of a representative sample of 13 US educational video telecommunications (VTC) sites in public education, industry, and the military. The majority of educational/training networks use one‐way video with two‐way audio, although the use of two‐way video is increasing. Some systems regularly establish communication with others as ‘open networks’, and others are closed systems. There appears to be a trend for VTC systems to expand in the form of VTC consortia. Poor quality audio is a problem shared by many VTC systems.     

Bilingual families as literacy eco‐systems

Mainstream educators tend to assume that families should follow a school‐prescribed pathway, centred on parent‐child storyreading sessions, to help their children become literate and achieve educational success. The research discussed here focuses on case studies of bilingual families with six‐year‐old children growing up in London, and shows that they function in more diverse and complex ways, to achieve the goal of children learning to read and write in English and in Chinese, Arabic or Spanish as well. The skills of different family members (including parents, siblings and grandparents) are harnessed so that they complement each other to foster children's learning. Each family thus operates as a ‘literacy eco‐system’, which is dynamic and open to change. The paper concludes by recommending that early years educators find out more about the systems used by pupils’ families, in order to support the work that is already taking place at home.     

PERSONAL GROWTH ASPECTS OF PEER COUNSELOR TRAINING FOR OLDER ADULTS

Although there has been an increase in the use of older adults as peer counselors, little is known about the effects of such training on the peer counselor students. In order to be an effective counselor, the older adults must not only examine their own lives, but they must also disclose their life experiences as well as their personal feelings to their clients. It was thought that these processes of self‐examination and self‐disclosure would result in a reappraisal of the older adults’ attitudes and feelings about themselves. The present study sought to examine the degree of personal growth experienced by older adult participants of a peer counselor training course. It was found that the training course attracted individuals who were self‐assured in their ability to deal with the problems of their lives and who wanted to assist others gain the same degree of self‐confidence. Furthermore, it was found that the training course served to increase the participants’ levels of self‐confidence and self‐reliance while at the same time training the students to use these qualities to help others.     

Using Massively Multiplayer Online Role‐Playing Games for Online Learning

This article addresses the use of a massively multiplayer online role‐playing game (MMORPG) to foster communication and interaction and to facilitate cooperative learning in an online course. The authors delineate the definition and history of massively multiplayer online games (MMOGs), and describe current uses of MMORPGs in education, including their experiences with constructing and using the MMORPG Second Life. In addition, the authors detail with practical examples the process of using MMORPGs to support cooperative learning activities, and explore future uses and research questions for using MMORPGs in education and training.     

Functional anatomy of the cardiovascular system: Professional development for PreK‐3 teachers using a “Train and equip” method results in learning opportunities for students

Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7–12 teachers to include PreK‐3 teachers. A “Healthy Hearts” workshop was offered to train the teachers in relevant content and also to give them a resource kit of supplies and equipment to facilitate the transference of the training into educational opportunities for their students. The workshop included many role‐playing activities and use of all items in the resource kit. A total of 25 workshops were conducted in 14 different community locations with 716 PreK‐3 teachers attending from 169 communities representing 59 (79%) of the state's 75 counties. African American (AA) teacher participation was 35%, twice the state AA population rate and 3.5× the AA public school teacher rate. Pre to Posttest scores increased an average of 15%. The results of the evaluation measures regarding the workshop and the transference of the training and use of resource kit items into learning opportunities for students were excellent. Universities have the capability, perhaps the responsibility, to provide the much‐needed professional development training to PreK‐12 teachers. Anatomists in medical and nonmedical school settings are well positioned to participate in this process and help close the gap between the interest young children have in learning about the human body and the lack of teacher training in this content. Anat Sci Ed 1:119–125, 2008. © 2008 American Association of Anatomists.     

HIGHER EDUCATION FOR THE SECOND HALF OF LIFE: THE STATE OF THE ART AND FUTURE PERSPECTIVES

This paper offers some aims for education at the university level for middle‐age and older adults. A review of the scope of knowledge and practice in this field is presented along with a brief analysis of some factors leading to the growing interest in this area, in which a lack of empirical knowledge and clear philosophy is evident. Research findings from life‐span developmental studies on the cognitive, personality, and motivational characteristics of older people are discussed in terms of their implications for higher education. In the light of these considerations, suggestions for planning academic programs for older adults are presented. Academic programs must be rooted in curricula that concurrently foster age integration at the university while attending to the special needs of middle‐age and older adults. Academic programs require programs of action research and training for educators and students of adult development. This is seen as essential to promote future progress in this area.     

Grandparent Involvement in the Communication Development of Children Who are Deafblind

Abstract

The purpose of this study was to investigate the role of grandparents in the communication development of children who are deafblind. The two-tiered study was conducted through State Projects for Deafblind Children in Arkansas, Mississippi, and Tennessee with 143 parents and 80 grandparents. The grandparents identified as “most involved” provided information about factors that influence their levels of involvement. The results suggest that maternal grandparents are the most involved. A needs analysis in areas of communication, nurturing, and school indicated the need for grandparents to be included as participants in developing communication plans.     

CONSTRUCT VALIDITY EVIDENCE FOR BRACKEN SCHOOL READINESS ASSESSMENT,THIRD EDITION,SPANISH FORM SCORES

Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA‐3). Participants included a sample of 68 Hispanic, Spanish‐speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA‐3 Spanish Record Form were compared with scores from the Nonverbal Index of the Kaufman Assessment Battery for Children, Second Edition, and the Preschool and Kindergarten Behavior Scales, Second Edition. As expected, the correlation between school readiness scores and nonverbal intelligence was significant and moderate in the positive direction and the correlations between school readiness scores and behaviors were low. Discriminant validity evidence for BSRA‐3 scores was demonstrated using Steiger's Z test to compare correlations of similar and dissimilar constructs. As hypothesized, significant results emerged.