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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
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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
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Ariela Lowenstein 《Educational gerontology》2013,39(6):493-506
This article examines the multidimensionality of education, research, and training in gerontology through a discussion of the significance and implications of developments in this area based on the Israeli scene. The discussion focuses on the issue of whether gerontology is an academic discipline based on the development of specialized knowledge, along with education and training, in a distinct academic framework, or whether it constitutes part of professional training in a variety of academic fields. The article begins with a presentation of milestones in the development of gerontology in Israel, focusing mainly on social gerontology. It then offers a definition of an academic discipline and of a profession and distinguishes between them by examining the development of curricula in the field of aging in two contexts: social work studies, on the one hand, and specialization in gerontology toward a Master's degree in this area at Haifa and Ben-Gurion Universities, on the other. A model is presented that examines the mutuality among the evolutions in technology, demography, and information, and their significance in the development of standards in education, training, and the dissemination of gerontological knowledge. 相似文献
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Edit Beregi 《Educational gerontology》2013,39(1):81-84
Demographic changes have altered medical practice, shifting the focus to the health care problems of the aged. These changes challenge health policy and services and require adjustments in the content of both undergraduate and postgraduate health professional curricula. The undergraduate and postgraduate medical teaching at the Gerontology Center of the Semmelweis University of Medicine in Budapest is described. In the future, it will be important to include medical gerontology in the curricula of all four medical schools in Hungary. 相似文献
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Institutions of higher education in the United States and Canada are demonstrating an increasing interest in the field of social gerontology. However, many practitioners already working in the field find it difficult, if not impossible, to enter “full‐time” formal programs of graduate study. Correspondence instruction could prove to be one of the most effective means of providing educational opportunities about aging to individuals either working or contemplating working with the aged. This paper summarizes the results of a study conducted to determine what is available in the field of aging through correspondence instruction at accredited institutions in the United States and Canada. There were 85 institutions offering correspondence instruction surveyed; 51 of these institutions (60%) offer correspondence instruction courses that are related, in one way or another, to the field of aging. A total of 99 aging or aging‐related correspbndence courses are identified. 相似文献
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Charles T. Scialfa Kathleen Pichora-Fuller Pat Spadafora 《Educational gerontology》2013,39(9):733-750
An innovative gerontology education program was developed to advance research on aging that is interdisciplinary and promotes the translation of knowledge from lab to life. The program focuses on communication and social interaction in healthy aging. It brings together faculty mentors, graduate students, and post-doctoral fellows from six different postsecondary institutions in Canada. The program unifies basic laboratory research in hearing, vision, and cognition with applied research in audiology, biomedical engineering, optometry, psychology, speech-language pathology, human factors, and social work. The design, implementation, and evaluation of the first year of the program are described and future directions are suggested. 相似文献
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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
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Richard W. Hubbard 《Educational gerontology》2013,39(6):609-617
The demographic imperative for geriatric training and care is well documented and comes as no surprise to health care professionals working in the field (see National Institutes of Health, 1987). The dramatic increase in the numbers of elderly, particularly those age 75 and older, suggests that geriatric health care will grow in importance throughout the next decade. This article briefly examines strategies for geriatric education that may have relevance for attempts to formalize and institutionalize geriatric content in academic institutions, and suggests strategies for implementation. The domains of geriatrics and gerontology have continued to overlap as models of training and health care delivery have evolved. Distinctions between these two perspectives remain important, particularly as they pertain to the emphasis on training related to normal versus pathological aging. For purposes of simplicity, the term geriatric is used in a broad context that includes gerontological education as well. The reality of our educational experiences suggests that a balance between normal and pathological aging content in our curriculum is one of the first crucial variables that needs to be addressed. 相似文献
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Some 360 home economics units throughout the U.S. were surveyed in an effort to obtain information concerning the extent to which gerontology has been incorporated into home economics programs. Looked at were such factors as number of courses taught with geron‐tological content, number of qualified instructors and their respective academic backgrounds, and the number of active research programs in which gerontology is a focus. Of the 164 respondents, 141 (86%) reportedly offer academic courses with some gerontological content. Approximately one‐half of the responding institutions offer graduate programs and about 60% were state supported. Eighty‐five of the respondents have at least one faculty member with a minimum of gerontology background, and a total of 57 active research endeavors were listed. Results indicate that gerontology and its related areas are being taught to a large extent in'home economics programs. The diverse nature of gerontology and its applicability to home economics are discussed. 相似文献
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Within the context of Self-determination Theory, this research identifies intrinsic motivation and environmental factors that support social-work-faculty research in aging. Intrinsic factors include faculty's interest in gerontology as a field of practice, the desire to advance knowledge in the field of gerontology, including producing publications that disseminate information about their research, and the desire to make tenure and/or to advance their careers. Environmental factors include institutional supports such as release time to do research, reduced teaching loads, summer research support. Also included are mentoring relationships that complement the faculty's intrinsic motivation and create an environment supportive of research, grant writing, and publishing. Faculty motivation to work in the field of gerontology and institutional support for gerontological research are critical to sustain and expand the capacity of social work faculty to advance science in gerontology research. Such motivation is also needed to create vibrant academic environments that attract students at all levels into the field of gerontology, a field experiencing a rapidly expanding gap between service need and workforce capacity of social-work-faculty research in aging. 相似文献
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ABSTRACT In the past, the law has not been considered as an important part of gerontological science. Historically, different sciences such as medicine, biology, psychology, and sociology have played far more important roles in the creation and crystallization of gerontological knowledge. This state of affairs is reflected in academic education and field research, which ascribes little weight to legal aspects of aging. This article maintains that the time is ripe for gerontological education to recognize the importance of exposing students of gerontology in academic institutions to the study and research of law and ageing. Though this claim could be defended on the simple ground that the law is no different, in principle, from a wide range of other scientific disciplines—each of which makes a particular contribution to gerontology—in this article we shall go one step further. This article attempts to demonstrate special elements which make it particularly important to add the study of legal matters to the curriculum of gerontological education. They are the result of 5 aspects of the encounter between the law and old age: (a) the law as a tool for sociological research; (b) the law as a tool for social change; (c) the law as a tool for planning and undertaking care of the old; (d) the weaknesses of the legal discipline in the field of law and aging; and (e) the potential value of legal education for the practice of gerontology, and collaboration between gerontologists and lawyers. 相似文献
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ABSTRACTSeasoned 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. 相似文献
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Gerontological education is an interdisciplinary process that involves integrating biological, psychological, and sociological issues of aging. In this context, the Ph.D. program in Gerontology at the University of Kentucky has used the following two phenomena as integrating tools in its first year introductory courses: (1) homeostasis, defined as the maintenance of stability, and (2) complexity, a multi-faceted model of system evolution. This paper describes the development of these concepts, gives examples of their use, and summarizes student evaluations concerning the helpfulness of homeostasis and complexity in understanding biomedical and psychosocial issues of gerontology. Formal student evaluation consisted of an objective questionnaire administered at the end of the first year and a subjective written evaluation obtained upon completion of qualifying examinations at the end of the third year. On a scale of 1-10, results of the questionnaire at the end of the first year showed homeostasis to be significantly more helpful in understanding biomedical than psychosocial issues in gerontology (average rating 8.4 versus 5.2, p < 0.05). We attributed the difference to a more implicit than explicit use of homeostasis in the social sciences. Complexity was moderately helpful in understanding both biomedical (7.0) and psychosocial (7.3) issues, but more helpful in understanding their interactions (7.9), albeit differences between these means were not significant. The subjective evaluation by third-year students indicated that homeostasis and complexity were helpful in their gerontological education, and complexity, in particular, played a role in developing their research projects. In summary, results of this study indicate that homeostasis and complexity can be useful integrating tools in gerontological education with the stipulation that care must be taken with homeostasis to point out its applicability to psychosocial issues of aging. 相似文献
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The study of aging can bridge divisions between biology, social sciences, and humanities, develop an understanding of causal interrelationships, and help in distinguishing between fact and opinion. An introductory course in gerontology should, therefore, be firmly tied to the liberal arts core of higher education, and not merely provide an assembly line of facts. Why particular problems have been investigated is as worthy of discussion as the findings themselves. The practical implications of research deserve emphasis, but the aim of university education is not to train pressure groups. Undergraduates should be helped to appreciate difficulties in designing and interpreting gerontological studies, as well as to realize that they are not yet ready to undertake independent empirical investigations. The work of the first author is supported by the Canadian National Research Council (APA 89) and the Department of National Health and Welfare. 相似文献
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Rajean P. Moone 《Educational gerontology》2013,39(11):955-967
With the dramatic shift in the population as the baby boom generation ages, education in gerontology is becoming an important component in schools of social work. Historically, gerontology has not been important in social work programs. This historical analysis examined the incorporation of aging related courses at the University of Minnesota's School of Social Work since its inception in 1918 through 1960. Historical research methods were utilized to obtain primary and secondary source data. It was determined that the School of Social Work's early curriculum development was influence by broader discourse concerning social work education and child welfare. Little discourse and curriculum related to aging was discovered. Implications for the profession of social work as they relate to demographic trends are included. 相似文献
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This is a report of a project to counteract the development of negative stereotypes of the aged in young children. The project involved conducting inservice activities for teachers of young school children across the state of Montana. As evidenced by teacher reports and student work, teachers can become enthusiastic about teaching on aging and children in second, third, and fourth grades can effectively learn about the concept of gerontology. 相似文献
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Older adults, students, professionals, and the general public increasingly turn to the Internet and to Wikipedia for information. Wikipedia, the world's sixth most used website, is by far the most widely used open-source information site. Among its nearly four million English-language encyclopedia articles, how thorough is coverage of key gerontology topics? Focusing on 315 important terms found across four leading gerontology sources, almost 3 out of 10 terms had no Wikipedia article at all, including some surprising omissions. And another 3 out of 10 terms had articles that treated the topic without any specific mention of aging. Only about 4 out of 10 terms had articles with content focusing on aging; however, using various measures, the articles that were relevant rated comparatively high overall. This popular encyclopedia is a work in progress and was found to have considerable room for improvement in its coverage of gerontology. Interested parties can upgrade its content by working as individuals, as organized WikiProjects, or in academic courses. This paper describes how faculty can incorporate assignments where students expand and improve Wikipedia pages based on course research about specific aging topics. While educating their students, they can simultaneously help educate older adults as well as the general public about gerontology. 相似文献
20.
The need for the incorporation of training in geriatrics and gerontology into basic medical and dental education has recently been recognized. Studies that have attempted to measure the attitudes of medical and dental students toward the aged have been extremely limited. The present study, part of a larger study of attitudes and knowledge among 700 health workers, examines the attitudes and knowledge of over 283 dental and medical students at different stages in their professional education, using Rosencranz and McNevin's Aging Semantic Differential and Palmore's Short Quiz on Facts on Aging. No significant deterioration or improvement in attitudes toward the aged was found in the course of medical and dental education. Correlational analysis revealed a complex relationship between knowledge and attitude scores. 相似文献