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1.
This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described. 相似文献
2.
Scores on two measures of knowledge of aging were compared and correlated with direct and indirect measures of attitudes toward aging. Knowledge scores were not strongly related (r = .2‐.3) to either indirect or direct measures of attitudes toward older adults, and scores on the knowledge tests were not strongly correlated with each other (r = .25). In general, older subjects had higher knowledge scores and more positive attitude scores than did younger subjects. The age effect for knowledge remained after attitude was controlled. Suggestions for improving tests of general knowledge of aging are offered. 相似文献
3.
Ann W. Fales 《Educational gerontology》2013,39(4):315-329
Positive adaptation to the transition events of later life is a neglected area in the literature of gerontology and educational gerontology. Drawing on the literature of social and clinical psychology, gerontology, adult development, and adult education, as well as on original research findings, this paper formulates a model for viewing the transitions and losses of the aging process as opportunities for growth and self‐enhancement. Major categories of social‐psychological transition events are reviewed; the social‐psychological resources that aging individuals bring to these events are summarized; and three processes of adaptation to transition (grieving, stress management, and learning) are discussed in terms of their relevance to the problem. The usefulness of reflective learning as an adaptive strategy particularly appropriate to the later third of life is emphasized. Implications for further research and applications to practice are presented. 相似文献
4.
Richard N. Shulik 《Educational gerontology》2013,39(4):291-301
This paper has two purposes: (1) To introduce the faith development paradigm of James Fowler and (2) to review a research project in which that paradigm was applied to older adults. Four hypotheses related to “normal” aging were examined in the research project, and no broad‐based support was found for any of the hypotheses. Agesense, a new variable studied in the project, is defined as the degree to which older persons were subjectively aware of changes in general, as they progressed through the periods of late‐middle age and old age. The subjects' agesense ratings were very closely related to their levels of faith development. Questions for further faith development research are included in this article. 相似文献
5.
Reviewed by Thomas O. Blank 《Educational gerontology》2013,39(3):247-248
A survey was conducted in the 1989‐1990 academic year of 421 American Psychological Association (APA) approved programs offering graduate study at the doctoral level in psychology and associated fields. The purpose was to provide continuing documentation of opportunities for doctoral training in adult development and aging. Results were compared to similar surveys conducted in 1975 and 1984. From 1975‐1984 there was dramatic growth in programs offering specialized training in adult development and aging. For the 1984‐1990 time period, growth proceeded at a much slower rate. Additional survey results indicate that most programs offering specialized training in adult development and aging are located in developmental psychology programs in general psychology departments. In addition, respondents were asked to provide information about opportunities for professional experiences offered doctoral students specializing in adult development and aging. Approximately 50% of programs with specialized doctoral training offer students some combination of teaching, research, or practicum/internship experiences. The need for continued growth in programs offering doctoral students specialized training in adult development and aging is discussed. 相似文献
6.
Jennifer Davis‐Berman 《Educational gerontology》2013,39(8):779-784
The impact of an introductory course on aging knowledge and attitudes toward aging was examined. Twenty‐five students from class and 20 comparison group members rated their grandparents and older men and women in general at pre‐test and post‐test on 19 attitudinal dimensions. During the class, students were exposed to the process of aging directly through two experiential exercises. The results suggested that the students viewed their own family members as exceptions both before and after the class. The ratings of nonfamily elders, although not as positive as the ratings of grandparents, changed more dramatically during the course of the study. Implications for teaching are suggested. 相似文献
7.
The report on the “Older Boulder” Conference contained a number of recommendations for doctoral specializations in the psychology of adult development and aging. The current status of specializations was assessed by a survey of 361 psychology‐related doctoral units in the United States. There has been a clear increase from 1975 to 1984 in the number (and a qualified increase in the percentage) of psychology‐related academic units with specializations in adult development and aging. Specializations in adult development and aging are most frequently located in developmental programs in general psychology departments. Developmental psychology is the area most frequently offered for integration with a specialization in adult development and aging. Among academic units with specializations, 41% provide teaching assistantships, 56% provide research assistantships, and 46% offer internship/practicum experiences pertaining to adult development and aging. It was suggested that academic units expand opportunities for integrating adult development and aging with the clinical, community, counseling, engineering, neurological, educational, and industrial/organizational areas 相似文献
8.
R. D. Bramwell 《Educational gerontology》2013,39(5):433-446
This article presents a model curriculum in human development for home companions caring for older adult clients in the home care setting. This curriculum is designed to connect cognitive and affective learning by relating stage developmental tasks, as discovered by the home companions through the curriculum, to those experienced throughout life by their clients. Techniques that promote growth and development of both companion and client are explored with a focus on psychosocial dilemmas and constraints imposed by the aging process. The key concepts of life review, long‐term memory within a reminiscence framework, locus of control, autonomy, and relational aspects are addressed from a developmental perspective. 相似文献
9.
Jose M. Castillo Jennifer R. Wolgemuth Chris Barclay Amira Mattison Sim Yin Tan Sujay Sabnis Amber Brundage Leslie Marshall 《Psychology in the schools》2016,53(6):641-658
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed. 相似文献
10.
A variety of approaches are available for meeting the educational needs of professionals currently providing services to older adults. This article focuses on the development of the Professional Development Program in Gerontology offered through Continuing Education at the University of North Carolina at Charlotte and examines the effectiveness of this program in educating regional service providers. The discussion is based on participants’ self‐reported before‐and‐after data on their knowledge and attitudes about aging and the aged. The importance of changing employers’ attitudes about the importance of gerontology education as a qualification for service providers is also discussed. 相似文献
11.
Sharon Harold 《Educational gerontology》2013,39(5):511-527
Although education is considered to positively affect the quality of life in old age and to be instrumental in helping older adults successfully negotiate later‐life transitions, educational programming has not addressed the particular challenges facing older women as they age. Women's economic, social, and personal resources are more vulnerable in old age due to gender‐related limitations experienced across their entire life span. The predominantly leisure‐oriented perspective that governs educational opportunities for the older adult does not significantly impact on the well‐being of the aging woman in acknowledging this imbalance in resources. By grounding educational objectives in a resource development paradigm, efforts can be made to enhance individual resources as well as to promote changes in the social relations of power, privileges, and opportunities upon which current access and allocation of resources are based. 相似文献
12.
Robert John Margot L. Salvini Tracy L. Dietz Ron Gittings Lonnie Roy 《Educational gerontology》2013,39(8):723-734
In 1991, the federal Administration on Aging initiated the National Eldercare Campaign to broaden the base of commitment and societal involvement to assist today's vulnerable elderly. With Administration on Aging funding, the project described in this study sought to enhance services to American Indian elders by training individuals as home‐care workers. The project replicated a previously developed American Indian paraprofessional home‐care worker curriculum at Fond du Lac Tribal and Community College in Cloquet, Minnesota. This program, which is transferable to Indian and non‐Indian communities, addressed three contemporary aging issues. First, it addressed the need to incorporate diversity and minority aging knowledge into the curriculum of postsecondary education. Second, it provided more accessible and better quality community‐based in‐home care to meet the needs of frail elderly. Third, this training program confronted the pervasive lack of employment opportunities in many American Indian and other minority communities. 相似文献
13.
Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed. 相似文献
14.
J. Conrad Glass Jr 《Educational gerontology》2013,39(7):691-692
This article describes the development of a partnership made up of a university‐based gerontology center, a state department on aging, and agencies serving older people to examine differences between urban and rural areas in the provision of services to an elderly clientele. Five steps of the collaborative process are described: (1) building a collaborative relationship, (2) development of a research proposal, (3) discussion of the results, (4) principles and conclusions, and (5) the payoff. The first two steps describe the context in which the substantive issues were addressed and the formal development of a proposal and work plan for the conduct of the research. The principles emphasize the usefulness of task allocation based on existing resources, skills, and interests; recognition of the costs of participation by rural agencies; and schedules that accommodate the extra time necessary to revise, review, and reach consensus on issues of concern. The payoff describes actions taken by the aging network following acceptance of the final report, and research activity generated by the findings. The step‐by‐step process described is a potential model for partnerships encompassing university resources and agencies serving the elderly. 相似文献
15.
Stellan Ohlsson 《Interactive Learning Environments》2013,21(1):205-215
Three computer‐based systems for teaching arithmetic and algebra are discussed. The systems embody several pedagogical tactics: To provide students with augmented repre‐sentations that reveal the structure of problem solutions; to make mathematical symbols meaningful by giving students concrete referents for those symbols; to provide students with enriched feedback about the consequences of their mathematical operations; and to adapt instruction to the cognitive processes of the students. Weaknesses in the three systems are discussed and two general problems, called complexity trade‐off and scaffold removal, are put forward as possible explanations for why the systems are not more effective. The alternative view that mathematics is difficult because it requires abstract thinking is outlined and some of its implications discussed briefly. 相似文献
16.
Shimshon M. Neikrug 《Educational gerontology》2013,39(3):287-296
Worry influences how we perceive and interpret new information. By filtering and distorting information to protect his or her belief systems, the worrier lowers the probability that new experience will result in new learning and, thus, personal growth is greatly reduced. This study's major concern was to investigate the relationship between knowledge of aging and worry about the aging process among older and younger adults in Israel. Worry adds additional difficulty to daily living, interferes with problem‐solving ability, and lowers quality of life. The present study investigates the relationship between realistic, accurate knowledge of the aging process and the degree of worry experienced by older adults. The findings indicate that there is a clear and consistently significant relationship between years of education and both knowledge of aging and degree of worry about the commonly held negative stereotyped beliefs regarding old age. The main finding of this study is that knowledge of aging is consistently associated with lower worry scores. The better educated respondents and those better informed about the facts on aging were found less vulnerable to worrisome beliefs that are inaccurate or have low probability of occurrence. The findings suggest the importance of increasing knowledge on aging through educational programming. Increased knowledge on aging can provide older persons with anticipatory socialization that can moderate stressful future events and make extreme worry an unnecessary and avoidable condition. 相似文献
17.
18.
John W. Gibson 《Educational gerontology》2013,39(6):607-619
The numbers of aging and older persons with developmental disabilities are rapidly growing. Knowledge based on new and ongoing research is fast beginning to accumulate. Efforts to provide training, both preservice and in‐service, are beginning to be implemented. This article (a) reports on existing health‐care training materials, (b) discusses service providers’ training needs in the area of developmental disabilities and aging, and (c) provides recommendations for future training and curriculum development. The investigation included a search of library and archival records for existing information on health, aging, and developmental disabilities; semistructured interviews with 20 “expert” providers of health care to developmentally disabled elderly individuals; and a survey of 245 service providers for their perceptions of providers’ training needs in the area of health care for older adults with developmental disabilities. 相似文献
19.
《Australian Journal of Learning Difficulties》2013,18(3):36-38
Abstract The ever‐changing face of information technology can either excite or frustrate educators. The rate of change in the delivery and deployment of computer models, specifications, operating systems and most importantly, well written software, has been a consistent dilemma. Despite vast improvements in how computers work, taking into account their speed, functionality and inherent multimedia capabilities, software packages dedicated to children who have learning difficulties usually do not keep the same frenetic pace, bar a few exemplary packages. Most classroom teachers have little spare time to constantly upgrade their skills, let alone their hardware, in order to continually research and keep abreast of new educational software. There are few opportunities for providing up‐to‐the‐minute professional development in our schools for literacy teachers. So many are working with students who are at risk or who are not coping in the mainstream classroom. Time, funding and even teachers’ energy levels do not permit them the luxury of purchasing and implementing new programs. Even if it were the case, the time to fully explore the new software, acquire and begin to master it is still an area of need. 相似文献
20.
Florence R. Sullivan 《科学教学研究杂志》2008,45(3):373-394
This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty‐six 11–12‐year‐olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21) = 22.47, p < .05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open‐ended, extended inquiry prompts the utilization of science literacy‐based thinking and science process skills and leads to increased systems understanding. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 373–394, 2008 相似文献