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GERO 121/221 SYLLABUS REVISED: 1/13/2016 1

Gero 121/221

Models for Successful Aging

Donna Jensen, Ph.D., LCSW Spring 2016

Pennsylvania Inn & Gardens 2004


Table of Contents Course Description & Information……...…………………………………………........ 3-6 Gerontology Core Competencies………………………………………………………. 7-15 Learning Opportunities & Course Assignments Personal BioSketch Assignment………………………………………………………. 17 Personal Health Promotion Plan………………………...…………………………….. 18 Personal Health Promotion Grading Rubric…………………………………………... 19 Evidenced Based Health Promotion…………………………………………………… 20 Evidenced Based Health Promotion Grading Rubric………………………………… 21 Positive Aging in the Media…………………………………………………................. 22 Positive Aging in the Media Grading Rubric…………………………………………... 23 Community Dwelling Elder Project (CDE).……………………………………………. 24-25 Reflection #1…………………………………………………………………………. 26-27 Reflection #1 Grading Rubric………………………………………………………. 28 Reflection #2…………………………………………………………………………. 29-36 Reflection #2 Grading Rubric………………………………………………………. 37 Reflection #3…………………………………………………………………………. 38-41 Reflection #3 Grading Rubric………………………………………………………. 42 Reflection #4…………………………………………………………………………. 43-48 Reflection #4 Grading Rubric………………………………………………………. 49 Course Resources Liability Release Form…………………………………………………………………… 51-52 Permission to Tape/Video Record……………………………………………………… 53 Oral Life Histories – Part I & II………………………………………………………….. 54-56 Resiliency Quotient Questionnaire……………………………………………………... 57-59 Resilience & Hardiness………………………………………………………………….. 60-63 Generational Accounting ~ 2nd Half of Life Stages & Legacy Building……………... 64-66 Miscellaneous CSUS Composition Writing Standards………………………………………………… 68-69 Gerontology/SSIS Written Communication Rubric …………………………………... 70 Gerontology Program Goals & Outcome Measures………………………………….. 71-74


California State University Sacramento Gerontology Program

College of Social Sciences and Interdisciplinary Studies Gero 121/221 - Models for Successful Aging

Spring 2016

Class Time: Tuesday 5:30-8:20 Location: Kadema Hall 145 Professor: Donna Jensen, PhD, LCSW Office Hours: Tuesdays & Thursdays 2:30-4:30pm, or by appointment Phone: (916) 278-2561 (530) 864-7806 (Texting OK, just be sure to include your name in the text) Email: [email protected] Website: SacCT Course Description: This course is an in-depth, interdisciplinary, and holistic exploration of health promotion and adaptation paradigms that facilitate successful and productive longevity. Hardiness and self-efficacy theories along with expectations and experiences enhancing quality of life are explored. Interactions among such variables as activity, diet, exercise, work/leisure, attitudes/beliefs, humor, living environments, spirituality, and social networks are investigated within the contexts of gender, economic, and cultural perspectives. 3 units Prerequisites: GERO 121: GERO 100 or 101 or professor approval; GERO 221: professor approval Learning Outcomes: After completion of readings, class experiences, and assignments, the learner will be able to:

1. Investigate own, older adults’ and society’s beliefs and experiences about parameters and requirements for successful aging.

2. Analyze interactions among hardiness and self-efficacy theories and successful aging. 3. Analyze how selected keys to successful aging are mediated by health promotion and adaptation

paradigms. 4. Create a case study reflecting a success model based on an oral history with an oldest-old adult. 5. Explore community resources providing activities and services for older adults and their families. 6. Create a personal evidenced-based successful aging action plan.

Required Texts: Atkinson, R. (1998). The life story interview. Thousand Oaks, CA: Sage Publications. Butler, R.N. (2010). The longevity prescription. N.Y.: Avery Publication manual of the American Psychological Association (6th ed.). (2010). Washington, DC:

Author. Recommended Texts: (worth reading and having in your library) Butler, R. N. (2008). The longevity revolution: The benefits and challenges of living a long life. NY: Public Affairs Books. Dychtwald, M. (2003). Cycles: How we will live, work and buy. NY: The Free Press. Freedman, M. (2007). Encore: Finding work that matters in the second half of life. NY: Public Affairs

Books. Moody, H.R., & Sasser, J.R. (2012). Aging: Concepts and conversations (7th ed.). Thousand Oaks, CA: Sage Pub. Pipher, M. (1999). Another country: Navigating the emotional terrain of our elders. N.Y.: Riverhead Books. McLeod, B. W. (2002). And thou shalt honor. Atascadero, CA: Rodale, Inc. (Classic book).

GERO 121/221 SYLLABUS REVISED: 1/13/2016 4 Outcome Evaluation Methods: The following assignments will be evaluated by established objectives/rubrics and will determine the student’s final grade. More detailed assignment descriptions follow in the Assignment section. The individual assignment percentages are as shown to the right: (Self) Biographical Sketch 10 Evidence-Based Health Promotion 39 Personal Health Promotion 16 Aging in the Media 35 Community Dwelling Elder (CDE) Reflections (4)

o CDEP 1 30 o CDEP 2 50 o CDEP 3 30 o CDEP 4 40

Class Participation 20 Final 30 TOTAL POINTS: 300 University standards for course grades (based on percentages): 93-100 = A 73-76 = C 90-92 = A- 70-72 = C- 87-89 = B+ 67-69 = D+ 83-86 = B 63-66 = D 80-82 = B- 60-62 = D- 77-79 = C+ 59 & below = F •• All assignments are due and must be turned in before or at the beginning of class unless

alternative plans have been made with the professor prior to class. Any SacCT assignments are due according to the Assignment Outline. Late assignments are subject to a 5 point per day deduction and must be previously cleared with faculty. This clearance must be in writing (email) from the professor. Students must complete all assignments in order to pass the course.

** Assignments must follow syllabus directions or they will be returned unread/ungraded. Completion of the assignment for a grade will then be negotiated with the professor. No more than 78% will be given.

•• All assignments except in class papers must be typed in APA format or they will not be accepted.

Those assignments sent to the professor electronically MUST be in .doc or .docx format. ** Any form of cheating or plagiarism is taken seriously by the University, College, Program, and

faculty. Any cheating offense will be reported following University guidelines and may result in failure of the assignment/exam or the course.

Methods of Instruction: Discussion, SacCT, individual and group experiential application exercises, readings, Internet exploration, reflective writing assignments, lectures, and video. Online Component: This course requires use of SacCT for its online component. Access of SacCT is through the main CSUS home page portal and requires use of the student’s SacLink ID and password. Tutorials are available on the course site. Students are expected to use email, discussion, and look for announcements throughout this course weekly. Online assignments will be sent to the appropriate SacCt folder by the time designated on the Assignments-at-a-Glance Outline. If you do not have a computer you are expected to use one on campus to complete your assignments. Failure to do so will affect your grade.

GERO 121/221 SYLLABUS REVISED: 1/13/2016 5 Services for Students with Disabilities http://www.csus.edu/sswd/ It is the responsibility of students with disabilities to self-identify and request needed disability-related accommodations in a timely manner by contacting the SSWD office. The office is open Monday to Friday from 8:00 a.m. - 5:00 p.m. All matters related to students with disabilities are treated as CONFIDENTIAL. Students are strongly encouraged to request accommodations as early as possible since it can take several weeks or more to facilitate requests. Students should communicate with professors regarding approved accommodations early to help contribute to success in their courses. Location: Lassen Hall Room 1008 ~ Phone: (916) 278-6955 / (916) 278-7239 TTY Definitions of Academic Dishonesty: Also please refer to University Website: http://www.csus.edu/umanual/student/stu-0100.htm Cheating at CSUS, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at CSUS includes but is not limited to: 1. Copying, in part or in whole, from another’s test or other evaluation instrument; 2. Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid of writing

the exam not permitted by the instructor; 3. Submitting work previously graded in another course unless doing so has been approved by the

course instructor or by department policy; 4. Submitting work simultaneously presented in more than one course, unless doing so has been

approved by the respective course instructors or by the department policies of the respective departments;

5. Altering or interfering with grading or grading instructions; 6. Sitting for an examination by a surrogate, or as a surrogate; 7. Any other act committed by a student in the course of his or her academic work that defrauds or

misrepresents, including aiding or abetting in any of the actions defined above. Plagiarism: Plagiarism is a form of cheating. At CSUS plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person’s contribution. Regardless of the means of appropriation, incorporation of another’s work into one’s own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at CSUS includes but is not limited to: 1. The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or parts

thereof, or the specific substance of another’s work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence, copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another’s work as one’s own) and failure to include quotation marks on material that is otherwise acknowledged; and

2. Representing as one’s own another’s artistic or scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works.

Writing Standard Guidelines and Rubric: Most CSUS courses use the CSU Sacramento Advisory Standards for Writing. Please check out this helpful website (http://www.csus.edu/wac/WAC/Students/index.html) if you need assistance with writing. It will help you decide if you have written the level of paper you want to turn in. It is used along with any course grading rubrics to analyze your papers. Also be sure to read and follow individual assignment rubrics to your papers to insure you address all needed areas of the assignment. Paper Formatting: Most professional courses use APA writing style for written research papers. It is similar to MLA but there are some key differences. All papers (except in-class papers) must be typed and in APA format - Publication Manual of the American Psychological Association (6th ed.). You can get this in the bookstore

GERO 121/221 SYLLABUS REVISED: 1/13/2016 6 or online. You can also check out these helpful websites: https://owl.english.purdue.edu/owl/resource/560/01/ or www.apastyle.org (click on Style Tips). You can also check the CSUS library site (www.library.csus.edu) or Gerontology Program site (www.csus.edu/gero). If in-class papers are unreadable, they will not receive credit. A sample APA paper is available from Dr. Jensen for review. Key Components of APA format to be used when typing your papers include:

• Double-spaced; 12 point font; Arial or Times New Roman. • 1" margins on all sides. • Number all pages except Title Page in the upper right-hand corner (Must use proper APA

formatting for Title Page – see sample on SacCT after the beginning of class). • Indent 5 spaces on the first line of every paragraph. • Sources must be referenced (example: Hoyer & Roodin, 2013) in the text of the paper, with a

Reference list at the conclusion of the paper. All direct quotes must be referenced with source and page number.

• If the source is from the Internet, please refer to the APA Website: http://www.apastyle.org/elecref.html or refer to the APA Manual 6th edition for examples.

• Reference page is double spaced and utilizes the hanging indent format.

Evidence-based Research Article Requirements

Some assignments will require the use of evidenced-based research article. It is important that you know how to recognize an evidenced-based research article. These are scholarly articles typically found in professional peer-reviewed journals (not to be confused with professional magazines or newspapers). Please ask Dr. Jensen if you are confused about evidenced based research articles. • Indicators that the article is evidenced-based are:

o The article discusses a research study o Contains a sample population/size o Discusses methodology o Discusses results of a study

Use of Technology in the Classroom: Students may use audio/video recording devices for the purpose of recording lectures ONLY with specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to audio/video record. Students who are permitted to audio/video record lectures may only do so for personal use in study and preparation related to the class and must destroy any audio/videotapes when no longer needed for academic work, or at the end of this academic semester, whichever comes first. The audio/videotapes are recognized as sources, the use of which in any academic work is governed by rules of academic conduct delineated by the Program and University. Audio/videotapes of lectures are to be treated as (HIPAA protected) confidential material and may only be played in a secure and private environment. Students who require audio/videotaping accommodations as a result of an educational plan set forth by the Services to Students with disabilities (SSWD) office must provide faculty with written documentation at the start of the semester per University policy. Students may use computers in the classroom for note-taking purposes with the specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to use computers in the classroom if such use becomes disruptive to other students or the faculty member. Internet Etiquette: Written words in emails and online communication can be interpreted differently than the author’s intended message. Please be respectful in your written communication. Further information on internet communication can be found at http://imet.csus.edu/imet3/lori/iknow/email.html


Gerontology Core Competencies These Gerontology competencies were developed and approved by the Association for Gerontology and

Geriatrics in Higher Education (2014).

CATEGORY I: Foundational Competencies To All Fields of Gerontology - Recommended

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

FRAMEWORKS FOR UNDERSTANDING HUMAN AGING

I.1 Utilize gerontological frameworks to examine human development and aging.

I.1.1 Employ the Lifespan/Lifecourse perspectives to appreciate age over time in relation:

• To the human life cycle and stages of growth and development within the social context

• To life transitions and adaptive resources • To the historical context of cohorts • To age, gender, race and SES within social

environments I.1.2 Distinguish concepts and theories of aging from a

bio-psycho-social framework. I.1.3 Synthesize bio-psycho-social understanding of aging to

build a gerontological knowledge foundation. I.1.4 Interpret the gerontological frameworks in relationship

to aspects and problems of aging persons, their families, their environment and communities.

BIOLOGICAL ASPECTS OF AGING

I.2 Relate biological theory and science to understanding senescence, longevity and variation in aging.

I.2.1 Distinguish normal biological aging changes from pathology including genetic factors.

I.2.2 Identify major cell-and organ-level systems changes with age.

I.2.3 Recognize opportunities of reversibility and mutability in later life (e.g. frailty syndromes) and the plasticity of the human brain and body.

I.2.4 Recognize common late-life syndromes and diseases and their related bio-psycho-social risk and protective factors.

I.2.5 Identify the implications of biomedical discoveries on individuals and society.

I.2.6 Synthesize biological with other gerontological ways of understanding human aging:

• Psychological • Sociological • Humanities



PSYCHOLOGICAL ASPECTS OF AGING

I.3 Relate psychological theories and science

to understanding adaptation, stability and change in aging.

I.3. 1.3.1 Describe human growth and development across the lifespan/course including late life outcomes such as life satisfaction, coping and adaptation.

I.3.2 Recognize normal age changes in intelligence and cognitive abilities including those that may impact late-life functioning.

I.3.3 Demonstrate knowledge of signs, symptoms and impact of common cognitive and mental health problems in late life (e.g., dementia, depression, grief, anxiety).

I.3.4 Recognize older persons’ potential for wisdom, creativity, life satisfaction, resilience, generativity, vital involvement and meaningful engagement.

I.3.5 Synthesize psychological with other gerontological ways of understanding human aging: • Biological • Sociological • Humanities

SOCIAL ASPECTS OF AGING

I.4 Relate social theories and science of aging to understanding heterogeneity, inequality and context of aging.

I.4.1 Appreciate the diversity of the older population based on: • Age • Functioning • Gender • Culture • Language • Religion • Immigration status • Sexual orientation • Other variables

I.4.2 Assess the impact of inequality on individual and group life opportunities throughout the lifespan/ course impacting late-life outcomes.

I.4.3 Appraise the changing dynamics of contemporary multigenerational families and their impact on social solidarity and interdependence.

I.4.4 Describe the changing population profile of: your state/ province, nation.

I.4.5 Contrast aging demographics globally among developed and developing countries.

I.4.6 Distinguish impact of the demographic elements of: fertility, mortality, and immigration.

I.4.7 Identify how an older population mutually influences and is impacted by policies locally and globally.

I.4.8 Synthesize sociological and other gerontological ways of understanding human aging: • Biological • Psychological • Humanities



THE HUMANITIES AND AGING

I.5 Develop

comprehensive and meaningful concepts, definitions and measures for well-being of older adults and their families, grounded in Humanities and Arts.

1.5.1 Identify conceptual domains explored in

Humanities and Arts, as essential to understanding the experience of old age:

• Time • Perspective • Vitality • Meaning • Relationship • Attention

1.5.2 Integrate humanities and arts-based understanding of aging into models of gerontological practice and policy.

1.5.3 Acknowledge and promote unique contributions older adults can make to the social environment.

1.5.4 Integrate humanistic and artistic understanding with other ways of understanding human aging:

• Biological • Sociological • Psychological

RESEARCH AND CRITICAL THINKING

I.6 Distinguish factors related to

aging outcomes, both intrinsic and contextual, through critical thinking and empirical research.

I.6.1 Identify and explain research methodologies,

interpretations and applications used by different disciplines to study aging.

I.6.2 Identify gaps in research regarding both aging-related problems and successes in order to promote continued knowledge building

I.6.3 Generate research questions to solve problems and advance positive strategies related to older adults, their social networks, intergenerational relations and aging societies.

I.6.4 Design research studies using methods and procedures that produce reliable and valid gerontological knowledge.

I.6.5 Use critical thinking to evaluate information and its source (popular media and research publications).

I.6.6 Recognize the strengths and limitations of reliance on either qualitative or quantitative questions, tools, methods and conclusions.

I.6.7 Promote and apply the use of appropriate forms of evidence-based interventions and technologies for older adults, their families and caregivers.


CATEGORY II: Interactional Competencies Across Fields of Gerontology - Recommended


ATTITUDES AND PERSPECTIVES

II.1. Develop a

gerontological perspective through knowledge and self-reflection.

II.1.1 Critique and analyze assumptions, stereotyping,

prejudice, and discrimination related to age (ageism) at both: • Personal and • Public levels

II.1.2 Relate the historical context of the field of gerontology and the evolving roles in:

• Research • Education • Commerce • Programs & services • Policy

II.1.3 Assess and reflect on one’s work in order to continuously learn and improve outcomes for older persons.

ETHICS AND PROFESSIONAL STANDARDS

II.2. Adhere to ethical

principles to guide work with and on behalf of older persons.

II.2.1 Respect the person’s autonomy and right to real

and meaningful self-determination. II.2.2 Respect interdependence of individuals of all

ages and abilities.

II.2.3 Respect cultural values and diversity. II.2.4 Protect older persons from elder abuse of all types:

• Utilize programs and policies that address elder mistreatment and abuse:

• Mandatory legal reporting

II.2.5 Recognize ethical standards and professional practices in all phases of work and research with and on behalf of older persons including but not limited to the following:

• Informed consent • Confidentiality • Beneficence • Non-malfeasance • Honesty and Integrity



COMMUNICATION WITH AND ON BEHALF OF OLDER PERSONS

II.3. Engage, through

effective communication older persons, their families and the community, in personal and public issues in aging.

II.3.1 Establish rapport and sustain working relationships with

older persons, their families and caregivers. II.3.2 Listen and actively engage in problem solving to

develop research, programs and policies with key stakeholders including: • Older persons • Their families • Caregivers • Communities • Researchers • Policymakers

II.3.3 Advocate for and develop effective programs to promote the well-being of older persons.

II.3.4 Demonstrate effective means to overcome challenges to communicating effectively with persons as they age including: • Sensory deficits • Disabilities • Medical conditions

II.3.5 Apply and teach caregivers communication techniques to research and practice for elders with dementia.

II.3.6 Use tools and technology to improve and enhance communication with and on behalf of older persons, their families, caregivers and communities.

II.3.7 Consider heterogeneity in addressing communication styles and promoting the preferences of older persons including: • Cultural • Racial/ethnic • Cohort • SES • Health literacy • Sexual preference • Immigration status • Geographical location

II.3.8 Analyze how older individuals are portrayed in public media and advocate for more accurate depictions of the diverse older population using research based publications and multi-media dissemination methods.

II.3.9 Develop and disseminate educational materials to increase accurate information regarding older persons and older person services.

II.3.10 Inform the public of the spectrum of aging services that provide older persons with: • Preventive • Treatment • Supportive programs



INTERDISCIPLINARY AND COMMUNITY COLLABORATION

II.4. Engage

collaboratively with others to promote integrated approaches to aging.

II.4.1 Perform and promote the roles of the gerontologist in

collaborative work on behalf of older persons. II.4.2 Respect and integrate knowledge from disciplines

needed to provide comprehensive care to older persons and their families.

II.4.3 Develop interdisciplinary and community collaborations on behalf of the older population in:

• Research • Policy • Provision of supports, services and opportunities

II.4.4 Involve the older person, their family and caregivers as members of the interprofessional care team in planning and service decisions.

II.4.5 Provide the following groups information and education in order to build a collaborative aging network: • Key persons in the community (police officers,

firefighters, mail carriers, local service providers and others)

• Aging workforce professionals and personnel (paid and unpaid; full-and part-time) in the field of aging.


CATEGORY III: Contextual Competencies Across Fields of Gerontology - Selective


WELL-BEING, HEALTH AND MENTAL HEALTH

III.1 Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.

III.1.1 Build relationships that are respectful, confidential and engage positive change.

III.1.2 Screen and provide referrals to evidence-based programs and interventions. • Health promotion, disease prevention,

assessment and treatment programs III.1.3 Counsel older persons about healthcare and social program

benefits. • For the U.S., this would include

Medicare, Medicaid, Veterans Services, Social Security, Older Americans Act, Adult Protective Services

III.1.4 Provide care coordination services for persons with: • Complex health and mental health problems • Geriatric syndromes

III.1.5 Facilitate optimal person-environment interactions. • Assist in change in lived environment

III.1.6 Assist caregivers to identify, access and utilize resources that support responsibilities and reduce caregiver burden: • Assistive devices • Technology • Professional services • Support groups and programs

III.1.7 Facilitate end of life planning, including: • Advance care planning • Palliative Care • Hospice

SOCIAL HEALTH

III.2. Promote quality of life

and positive social environment for older persons.

III.2.1 Support adaptation during life transitions including:

• Work and retirement • Family structure changes • Loss and bereavement • Relocation • Challenges due to disasters/trauma

III.2.2 Promote strong social networks for well-being. III.2.3 Recognize and educate about the multifaceted role of

social isolation in morbidity and mortality risk. III.2.4 Provide opportunities for intergenerational exchange and contribution. III.2.5 Provide strategies for strengthening informal supports. III.2.6 Support the healthy sex life and need for intimacy of

older persons of all sexual orientations including: • Privacy in group living • Sexual health information • Accommodation



PROGRAM/ SERVICE DEVELOPMENT

III.3. Employ and design programmatic and community development with and on behalf of the aging population.

III.3.1 Work collaboratively with older persons, local government and community organizations to advocate building age-friendly communities, including: • Housing • Design techniques in public space and home

environments • Neighborhood safety • Transportation • Physical and social environments that benefit older

persons III.3.2 Construct and evaluate programs for older persons that

promote intergenerational relationships. III.3.3 Design and evaluate leisure and recreational activities

which enhance meaning and quality of late life. III.3.4 Encourage older persons to actively participate in the

responsibilities of citizenship including: • Volunteerism • Intergenerational contributions • Identification of public issues and contributions to

their solutions. III.3.5 Counsel individuals to utilize available services that promote

well-being and quality of life. III.3.6 Consider the role of spirituality and

religious needs and preferences when: • Designing, delivering or • Supporting gerontology programs and services in

both secular and faith-based organizations. III.3.7 Develop and implement programs and services for

older persons in collaboration with communities that are founded in: • Research • Policies • Procedures • Management principles • Documentation and • Sound fiscal practice

EDUCATION III.4 Encourage older persons

to engage in lifelong learning opportunities.

III.4.1 Promote life-long learning opportunities across the life

span to enhance personal development, social inclusion and quality of life.

ARTS AND HUMANITIES

III.5. Promote engagement of older people in the arts and humanities.

III.5.1. Create opportunities for people across the life span in the arts and humanities.

III.5.2 Develop and implement programs promoting creative expression by older persons.



BUSINESS & FINANCE

III.6 Address the roles of

older persons as workers and consumers in business and finance.

III.6.1 Provide information for employers, policymakers,

employees and the general public regarding: • The definitions of older workers • Age Discrimination and Employment Act • Demographics regarding person and older person

employment, retirement and current issues of full and part-time work before and after retirement

III.6.2 Provide information for employers,

policymakers, and employees regarding: • Age issues in management • Age and job performance • Physical and cognitive changes and • Effects on person-job fit

III.6.3 Provide research on the “Mature Market” (50+) regarding:

• Financial resources • Consumer choices and spending • Approaches to market research and advertising, and • Financial misconduct and fraud

POLICY

III.7 Employ and generate

policy to equitably address the needs of older persons.

III.7.1 Promote the involvement of older persons in the

political process so they may advocate on their own behalf.

III.7.2 Analyze policy to address key issues and methods to improve the quality of life of older persons and their caregivers/families.

III.7.3 Identify key historical and current policies that influence service provision and support the well-being of older persons such as, in the United States: • The Older American’s Act • Medicare • Medicaid • Affordable Care Act • Social Security

RESEARCH, APPLICATION AND EVALUATION

III.8. Engage in research to advance knowledge and improve interventions for older persons.

III.8.1 Conduct research on aging recognizing implications, relationships and applications across disciplines.

III.8.2 Use research methods to evaluate and inform services, programs and policies to improve the quality of life of older persons.

III.8.3 Investigate problems through collecting and evaluating data to continuously improve outcomes and develop creative and practical solutions to problems relating to older persons.


Learning

Opportunities & Course Assignments


Personal Biographical Sketch Assignment Due February 2

(10 points) Purpose To practice composing a BioSketch that reflects the learner’s life. Outcome

1.) Learners explore various components of their life and write them in the formal BioSketch format.

A focused biographical sketch is based on specific components and is commonly written in paragraph form. The sketch describes a person so that someone who does not know them can learn something about the individual. You will do this for yourself (Personal) and for your elder (Reflection #1). You may want to modify yours as you learn more from your readings and information gained in your Oral History and Storytelling classes. (Keep this and refer to it for parts of your Final!!)

For this assignment answer each of the following components by writing your Personal BioSketch into paragraph form; no more than 2 pages (NOT INCLUDING APA TITLE PAGE). Due Sept. 8.

o Your Age o What you look like o Place of birth, if not native to the area, what brought (you) them here o Discuss similarities and differences to place of birth and here o Relationship status (partnered, married, widowed, single) o Number of siblings, children, grandchildren: ages, genders, birth order, etc. o Educational background o Previous occupation(s) o Current hobbies and interests o Evidence (or not) of resiliency o What (you) they consider as (your) their biggest accomplishments in life to date o What (you) they consider as (your) their happiest moments in life to date o (Your)Their dreams/plans for the future o What do (you) they think of as the most important thing someone should know

about (you) their life? o Does aging and what (you) they think and feel now, surprise (you) them, or is it

what (you) they expected? Why? o If there were a book written about (our) their life, what would be the chapters? o Any other things you’d like to share with your elder…

Credit 10 points will be given if thoroughly answered, in APA format and turned in on time.

After you get your graded BioSketch back, make any corrections/additions (email or take hard copy) to your first Elder Mentor meeting and share!


Personal Health Promotion Plan Due February 9

(16 points)

Create and complete your own Personal Health Contract (see below) and make a sample monthly Activity Calendar to show how you plan to meet your Health Goal(s). This plan will be for the semester. You can use the calendar format of your choosing, you just need to be able to turn in a copy of the calendar (February, March & April) to Dr. Jensen (screen shots OK).

Health Contract My Health Goal is (include date range): ____________________________________________________________________ ____________________________________________________________________ The Projected Outcome is: ______________________________________________________ Motivators that help me reach my Health Goal are: 1. 2. 3. Barriers that may interfere with reaching my health goals & solutions are: 1. 2. 3. For social or emotional support in reaching my health goals & objectives I will: 1. 2. 3. Osborne, C. (2013).

Make your own “Health Contract

Calendar” and include three months

(Feb, Mar & Apr) with your contract

My Plan of Action for reaching my goals: 1. 2. 3. 4. Evaluation Date: ___________ (type in name) My signature Date (type in name) Support Person Date


GERO 121/221 ~ Personal Health Promotion Assignment Grading Rubric

Student: __________________ 4

Exceeds Expectation

3 Meets

Expectation

2 Approaches Expectation

1 Below

Expectation Thoroughly completes own Health Promotion Contract from Workbook

3

2

1

Identifies dates/times/activities etc. on Health Promotion Calendar (three months turned in)

3

2

1

Professional Presentation Health Promotion Assignment was clearly & logically developed

4

3

2

1

Assignment directions followed according to Directions & Rubric

3 2 1

All Assignment components turned in, on time 3 2 1 Sub Totals /4 /15 /10 /5 Overall Total /16 Comments:


Evidence-Based Health Promotion (EBHP) Due February 16

(39 points) Part I 1. Go to the National Council on Aging website (www.ncoa.org) è 2. At the top left of the page, click on the Center for Healthy Aging à 3. Click on tab “Offering Evidenced-Based Programs” è Click on “Learn More” à “All About

Evidenced-Based Programs” read about the evidenced-based programs (what evidenced-based means, why we have them, and specific programs). After reviewing the details about Evidenced Based Health Promotion (EBHP) Programs, return to the “Center for Healthy Aging” page and select one evidence-based program that is of interest to you.

4. Review the information on your selected program. 5. Click on the link that will take you to the webpage on that evidenced-based practice. 6. TAKE A SCREEN SHOT of the page for the Healthy Aging Program you chose and put it in the Part I

requirement section for the assignment. 7. Locate a local or regional program that addresses your chosen evidenced-based practice TAKE A

SCREEN SHOT of the page and add it to Part I. Part II ** Write seven paragraphs answering #1-7: (cite website, any EB research articles, text – See # of citations required on RUBRIC) 1. What makes a program evidenced-based? 2. What is the purpose of an EBHP program? 3. Why was EBHP developed and how can it help the aging population? 4. What are the common components of EBHP program(s)? 5. Describe the EBHP that you selected (name, focus, program components). 6. What are the desired outcomes of your selected EBHP programs? 7. Describe How the EBHP fits with your elder’s health challenge(s)? Include any local EBHP

programs you found.

Part III 8. Develop and list some questions based on your new knowledge of EBHP to use in your

interview/assessments (along with other Assessment questions) with your Elder Mentor. 9. List at least two (2) ways you will use what you learned with your future clients/families. Turn in one document; the following order should be followed for this Assignment: 1. Title page 4. Part III requirements 2. Part I requirements 5. Reference Page 3. Part II requirements 6. Grading Rubric


GERO 121/221 ~ EBHP Assignment Grading Rubric Student: __________________

4 Exceeds

Expectation

3 Meets

Expectation


1 Below

Expectation Clearly summarizes what an EB Health Promotion Program is & its purpose.

4

3

2

1

Clearly summarizes what you learned about EB Health Promotion (in general) 4 3 2 1

Clearly summarizes what you learned from the specific Health Promotion Program you reviewed

4

3

2

1

Includes webpages from National EBHP program and local Agency/EBHP.

3

2

1 Includes thoughtful EBHP questions 3 2 1 Lists at least two (2) ways you will use what you learned 3 2 1 Professional Presentation Correct Grammar 3 2 1 EBHP Assignment was clearly & logically developed 4 3 2 1 Assignment directions followed according to Directions & Rubric 3 2 1

Citations correctly written (APA) (undergrad = min of 2 articles; grad = min of 3 articles) 3 2 1

Citations correctly referenced (APA) 3 2 1 All Assignment components turned in, on time 3 2 1 Actively participated in discussion 3 2 1 Sub Totals /12 /39 /26 /13 Overall Total /39 Comments:


Positive Aging in the Media (35 points)

Purpose 1. To facilitate learners’ in-depth study of aging in older adults. 2. To afford the opportunity for learners to combine data from media, interview & assessment

experiences and class readings when drawing conclusions regarding the selected topic. This is an opportunity for learners to facilitate the class in a thought provoking activity on varying topics and theories of aging. You will be in a group of 5 students. There needs to be no more than one graduate student per group. You will sign up for your group and movie utilizing SacCT after the second class. Directions: You will base your Positive Aging in the Media Presentation on a selected movie. Readings, information you have gained from your elder mentor, and other evidence-based research or popular media should be included. Attempt to present some “new” information, going beyond the text (be sure to cite your sources). Be creative – you may use such learning aids as PowerPoint, overheads, video clips of the movie, group activities, newspaper articles, games, brochures, etc. – any activity that engages the class in the day’s topic! Remember, have fun with this and use different learning approaches - then your classmates will also!

1. Choose a movie in which the main character(s) is an older adult (list will be provided). 2. Find 5 other students that are interested in that movie. Each group must have no more than

one grad student. 3. Form a group and sign up utilizing the link in SacCT after the second class (so you know your

date early and can have enough time to prepare together). 4. The group will work together to decide how to facilitate discussion on the topic. The

discussion should be no more than 20 minutes, we will then have 5 minutes for questions and answers.

5. Group assignments will be divided up as follows: 1) Brief overview of the movie including the plot, main character(s) in the movie

discussed in presentation, relevance to positive aging. 2) Address four holistic parameters (could be strengths or challenges)

i. Psychological, Cultural, Social & Age Cohort 3) Address four holistic parameters

i. Biological, Spiritual, Gender & Environmental 4) Address a theory of aging as it applies to the character(s). 5) Address a second theory of aging as it applies to the movie. 6) Address hardiness & resilience demonstrated with the character(s).

6. At the beginning of the first few classes some class time will be provided for you to meet with your group members so you can stay on track. Meetings outside class or will also be required so you present a cohesive and professional presentation.

7. Be sure to include culture in your topic exploration. Remember much of the research comes from Eurocentric perspectives, which may not apply, to all elders.

8. Remember to talk with your Elder Mentor about the movie and get their thoughts to include in your group presentation.

9. All group members must participate in planning, development, and presentation of the Successful Aging Panel presentation. Each student should plan about 4-5 minutes to present his/her portion. See the following Grading Rubric for all necessary presentation elements.

Each student will turn in a grading rubric form (with their name and topic filled out) to Dr. Jensen at the beginning of the presentation.

GERO 121/221 SYLLABUS REVISED: 1/13/2016 23 GERO 121/221 ~ Positive Aging in the Media Assignment Grading Rubric Student: ______________________ Topic: _____________________________ 4

Exceeds Expectation

3 Meets

Expectation


1 Below

Expectation GROUP

Topic Introduction Introduces themselves, topic to be discussed, and why chosen

4

3

2

1

Content Addresses assigned components (overview, holistic parameters, theory, resilience/hardiness) 4 3 2 1

Presents examples to demonstrate topic concepts 4 3 2 1 Comments on elder’s thoughts about the topic 4 3 2 1 Connects topic to reading assignments 4 3 2 1 Professional Presentation Summarizes key points made in presentation 4 3 2 1 Presentation was clear and logically presented 4 3 2 1 Presentation was creative and engaged the audience 4 3 2 1 Actively facilitates Class Questions/Discussion 3 1 Overall /35 /32 /27 /16 /9 Comments:


Community Dwelling Elder Project (Combined Reflections 1-4 = 150 points)

Purpose To facilitate learners’ theoretical and applied learning through lived experience opportunities with elders. Student Outcomes After completion of this project the learner will: 1. Demonstrate self-awareness about the process of aging for themselves and others. 2. Understand attitudes and myths that are held by society in general about aging and older adults in

our communities. 3. Use knowledge-based decision making to address health risk factors for independent community

dwelling older adults. 4. Have a greater understanding for how responses to physical, cognitive, and psychosocial age related

changes are impacted by culture and gender. 5. Be able to develop professional interventions that support maintenance of optimal function for the

(project) elder. 6. Have knowledge of community resources that support independent functioning and supply

classmates with a current list of resources. Experience Directions Part I – Preparation (first three weeks of readings and class)

ü Read The life story (Atkinson, 1998). ü Develop sample questions you can use to guide your interview.

o Although the less structure a life story has the more effective it is, be prepared to guide the interview with questions addressing the following holistic aspects of life:

§ Physical changes, emotional, social, spiritual, cultural, gender, environmental, and generational aspects

o Use what you learned from other readings. o Use what you learned about hardiness and resiliency.

ü Participate in the Oral History classes o Practice your interview questions with a classmate.

§ Remember that you can also practice on family member! ü Become familiar with all the Community Dwelling Elder Project Instructions ahead of time.

o Read through the entire Project guidelines so you know all that you will do (throughout the course) and be able to plan for it and explain it to your elder.

ü Develop your interview plan with your partner. ü Contact your elder.

Part II – Community Dwelling Elder Interviews / Assessment Tools

ü You will prepare cohesive interviews with your elder (you may ask if you can tape it – use written consent form and then you can give the tapes to them after you complete your CDE Project).

o Complete this section following the Community Elder Project Guidelines for each of the 4 Reflections.

o Remember to get your elder’s thoughts on all discussion topics so you can include their ideas in your class discussions – especially for Positive Aging in the Media assignment!

Part III – Presentation of CDE Interviews / Assessments

ü Information from your interviews and assessments will be incorporated into class discussions, Successful Aging Panel Presentations, and the CDE Project Packet.


Community Dwelling Elder Project Guidelines Process - Reflections Interviews: 1. You will be assigned an elder mentor to share no later than the third week of class. 2. You will conduct a minimum of four (4) focused assessment/interviews with this elder throughout the

semester. Be sure to coordinate and “calendar” all of your visits early in the semester so you/your mentor will be available.

3. You and will obtain a signed consent form from your elder mentor at your first meeting. This will be included in first your Group CDE assignment (see page 55 of this workbook).

4. You will conduct assessment/interviews using the schedule in the Assignments-At-A-Glance. 5. Each of the 4 Reflections must have EB research cited and referenced (at least 2 for undergrad, 4

for grad – Follow Rubric). 6. All Reflections are to be typed and in APA format. Assessment forms may be hand written but must

be legible in order to be graded. If I can’t read it, I can’t grade it! Title and reference pages must be used for all assignments.

7. Use correct spelling, grammar, APA citations and referencing, (but may use “I”). 8. Turn in all supporting documents (i.e. assessments) with your reflections. Failure to do so will result

in no credit for this assignment. 9. No late CDE Project Packets will be accepted unless pre-approved in writing by faculty and no

more than 78% will be awarded for late submissions. Conduct Guidelines for Interviews/Assessments 1. Dress neatly and professionally in street clothes. Identify yourself and where you are from. 2. Keep your interviews to 1 hour in length. (Older adults have busy schedules!) 3. Arrange your meetings to be on campus if at all possible. 4. Be punctual, courteous, & polite (reschedule if you need to, but give everyone enough time to make

other plans). 5. Make sure the person understands your role, how many visits the two of you will make, when/where

you will meet, and has been given yours and Dr. Jensen’s (916-278-2561) phone numbers. 6. Contact your professor ASAP if you have any problems setting dates/times with your elder.


Reflection #1 – Elder Biographical Sketch & Eco-Map DUE: March 1

(30 points)

Purpose To practice composing a BioSketch that reflects the elder’s life. Outcome 1. Learners explore various components of their elder’s life and write them in the formal BioSketch

format. 2. Learners will explore systems involved in their elder’s life. For this assignment: 1. You will visit your elder, and using appropriate communications skills discuss the same biographical

components plus the questions you developed in the Oral History classes. 2. Have your elder answer each of the following components while you take notes during the interview.

After the interview write a two (2) page Elder Biographical Sketch (not including title and reference pages). Review the Rubric to be sure you address all required areas and be sure to support your analysis with research that will be included on your reference page (a minimum of 2 Evidenced-Based references must be used). We will talk about your findings in class.

3. Assure all of the questions below are answered in narrative (not question/answer) format. Briefly discuss any commonalities that you and your elder mentor may have.

4. Each student will conduct an Eco-map for their elder (template on pg. 27) and write 1-2 paragraphs summarizing their elder mentor’s relationships with individuals, groups, organizations and the community.

5. Each student will turn in INDIVIDUAL BioSketchs/Eco-Maps on their elder. It is expected that these will be different as you each may choose to focus/highlight different areas.

Your Elder’s Age What they look like Place of birth, if not native to the area, what brought them here Discuss similarities and differences to place of birth and where they live here Marital status Number of siblings, children, grandchildren, ages, genders birth order, etc. Educational background Previous occupation(s) Current hobbies and interests Evidence (or not) of resiliency What they consider as (your) their biggest accomplishments in life to date What they consider as (your) their happiest moments in life to date Their dreams/plans for the future Does aging and what they think and feel now, surprise them, or is it what they expected? Why? Any other things they’d like to share with you …..

BE SURE TO INCLUDE ALL COMPONENTS LISTED ON THE GRADING RUBRIC

GERO 121/221 SYLLABUS REVISED: 1/13/2016 27 You may use the Ecomap template below: ECOMAP


Community Dwelling Elder Project Reflections Rubric

Reflection # 1 – BioSketch & Eco-Map

Student: Date: Elder Signature: Components Score All questions addressed in BioSketch /5 BioSketch written in narrative format /5 Eco-map diagram thoroughly completed /5 Eco-map outcomes summarized /5 Grammar, Spelling, APA /5 Correct # of references (min of 2 undergrad & min of 4 grad – the more the stronger!) /5 TOTAL: /30 Comments:


Reflection #2 –Holistic, MMSE, Geriatric Depression Scale, Fall Risk Assessments & Assessment Summary ANALYSES

Due: March 15 (50 points)

During this visit you and your partner will discuss your elder’s perceptions of their health status. Be sure to use clear communication and explain your purpose (gaining more information to assist them in active aging, and of course practicing your interviewing and assessment skills). Complete the Mini Mental, Holistic, and the Fall Risk Assessments, and then complete the Assessment Summary (which should summarize the data from all Assessments conducted). Make mental comparisons between what you see here and with other well and ill elders you know. Turn in all the Assessments and Assessment Summary forms with your Individual Reflection/ Analysis For your Individual Reflection/Analysis: Think how you want to organize your Analysis (by question or holistic parameters). Before you write: Compare and contrast the findings from each of the assessments. You might want to think about the following questions as you are analyzing data you have gathered: 1. How they rate their current health (excellent, good, fair, poor). Based on what? 2. What are they doing to change or maintain this level? 3. What physical and psychological/emotional body changes have they noticed and what if anything

have they done to adapt to them? 4. What changes (if any) have bothered them the most and why? What have they done to adapt to

them? 5. Based on their performance on the Mini Mental, tell them they did fine or that it seems memory

can be troublesome at time. Then discuss what your elder does to assist memory. Do the same for the Fall Risk Assessment.

6. Discuss how your elder copes with stressful event/situations and how this may have changed over the years.

7. Were any of the experienced changes surprising or were they expected and why they felt this way.

8. What types of exercise (yard work, running, housework, etc) do they do? 9. Remember to ask questions related to the topic your are researching too J Write 2 pages (intro, body, conclusion) about the primary findings from the assessments that support the above questions and connect these findings and comparisons to research and other readings you have read throughout the semester. The two page requirement does not include title and reference pages. It is important to capture information in a concise manner, I will only read, and you will only be graded on two pages. Be sure to connect your thoughts to research. Be sure to cite references your have read to support your opinions. Review the grading rubric to be sure you address all required areas and obtain your mentor’s initials on all assessments.



Holistic Assessment

Use the questions you developed during the Oral History classes and use observation to learn more about your interviewee. Cite articles and/or text to show where your ideas for questions came from and that support what you observed and your elder’s responses.

Elder Initials ______

Holistic

Parameter Questions Asked

Observations

Responses

Physical

Psychological

Social

Spiritual

Cultural

Gender

Environmental

Generational

Key Risks

Evaluator Signature: ____________________________________ Date: _______

GERO 121/221 SYLLABUS REVISED: 1/13/2016 31 Name: ___________________ Date: __________ Elder Initials: _____

Mini-Mental State Exam Folstein MF et al, J Psychiatr Res. 1975; 12:189-98. ORIENTATION Ask each of the following questions, and score 1 for each correct answer 1. What is the day of the weekq monthq dateq yearq seasonq? 2. Where are we? stateq countyq townq hospitalq floorq. REGISTRATION Name 3 objects slowly and clearly: “apple, penny and table”. Ask the patient to repeat them. Tell the patient to remember the objects because s/he will be asked to name them in a few minutes. Score the first try: appleq pennyq tableq. Repeat objects until all are learned, up to 6 trials. ATTENTION AND CALCULATION Ask the patient to perform serial 7 subtraction from 100. Stop after 5 numbers and score 1 for each number. If the patient scores less than 5, ask her/him to spell the word “WORLD” backward. Include the higher of these two scores in final score. RECALL Ask the patient to recall the names of the three objects which you asked her/him to repeat above and score 1 for each correct name: appleq pennyq tableq. LANGUAGE 1. Naming: Point to two objects (e.g., watch and pen) and ask the patient to name them. Score 1 for each correct name. 2. Repetition: Ask the patient to repeat, “No ifs, ands or buts.” Allow only one trial.. 3. Three-stage command: Ask the patient to “Take a paper in your right hand, fold it in half, and put it on the floor.” Score 1 for each part correctly executed. 4. Reading: Point to the phrase “CLOSE YOUR EYES” on page 2. Ask the patient to read the sentence to do what it says. Score 1 if eyes are closed. 5. Writing: Ask the patient to write a sentence on page 2. Do not dictate a sentence. The sentence must contain a patient and verb, and must make sense. Correct spelling and punctuation are not necessary. Score 0 or 1. 6. Copying: Ask the patient to copy the figure on the page 2 exactly. All 10 angles and intersections must be present to score 1. TOTAL:

__ /5 __ /5 __ /3 __ /5 __ /5 __ /3 __ /2 __ /1 __ /3 __ /1 __ /1 __ /1 _____ __ __ / __ _

score serial 7’s, unless patient refuses or is unable to answer

CLOSE YOUR EYES Write sentence here: Copy the figure:

(over) Insel/Roth, Connect Core Concepts in Health, Twelfth Edition © 2012 The McGraw-Hill Companies, Inc. Chapter 3 Insel/Roth, Connect Core Concepts in Health, Brief Twelfth Edition © 2012 The McGraw-Hill Companies, Inc. Chapter 3


Name: ___________________ Date: __________ Elder Initials: _____

Geriatric Depression Scale (short form)

Choose the best answer for how you have felt over the past week:

1. Are you basically satisfied with your life? YES / NO

2. Have you dropped many of your activities and interests? YES / NO

3. Do you feel that your life is empty? YES / NO

4. Do you often get bored? YES / NO

5. Are you in good spirits most of the time? YES / NO

6. Are you afraid that something bad is going to happen to you? YES / NO

7. Do you feel happy most of the time? YES / NO

8. Do you often feel helpless? YES / NO

9. Do you prefer to stay at home, rather than going out and doing new things? YES / NO

10. Do you feel you have more problems with memory than most? YES / NO

11. Do you think it is wonderful to be alive now? YES / NO

12. Do you feel pretty worthless the way you are now? YES / NO

13. Do you feel full of energy? YES / NO

14. Do you feel that your situation is hopeless? YES / NO

15. Do you think that most people are better off than you are? YES / NO

Answers in bold indicate depression. Although differing sensitivities and specificities have been obtained across studies, for clinical purposes a score > 5 points is suggestive of depression and should warrant a follow-up interview. Scores > 10 are almost always depression.



Assessment for Falls Scale (RAFS II modified)

Total Score _____ High Risk = >14

Elder Initials: ___________ Gender: ______ Age: ______ Living Site: ______________ MD Dx’s: _______________________ Primary Concerns: _____________________________________ CATEGORIES 0 1 2 3 Score (1) Assessment Completed _______ days since admission ≥15 days 8-14 days 1-7 days Completed at home: __________ (2) Age <19 20-60 61-74 ≥75 (3) Hx of falls no falls Fell in past Fell in past Fell in past last year 6 mo 1-5 mo 4 weeks (4) Balance Ambulates Ambulates Needs assist Stand & well alone alone with device or 2 pivot with device persons help (5) Mental Status Oriented Oriented Oriented x 1 Disoriented x3 x 2 per/place person/self (6) Agitation No Mild: uses Mod: calls Severe: abrasive lang out & uses combative; occasionally threat lang needs restraint (7) Depressed No Mild: blue, Mod: low Severe: burned out, self esteem; poor conc.; poor appetite fatigue; sleep preoccup.; no wt loss, probs; poor poor appet.

sleep disturb. appetite. ≥ 10 lbs loss; apathy.

(8) Anxious No Mild: alert, Mod: asks Severe: restless, for reassure. preoccup.; sleepless focus immed. focus detail; concerns; psymotor rapid speech; behavior repeat. ?? (ie. choking) (9) Vision Normal blind 1 eye; cataract/blur/ visual field glasses glaucoma cut



CATEGORIES 0 1 2 3 Score (10) Communication Normal Hearing loss dysphagia/ hearing & lang. barrier speech

disorder/ lang. barrier

(11) Meds No CV CNS Both CV & CV MEDS CNS MEDS effectors effectors effectors CNS diuretic ___ tranquilizers ___ effectors beta blocker ___ hypnotics ___ prescribed dig prep ___ psychotropics ___ vaso dilator ___ Other ________ other _________ (12) Chronic Diseases (check) None 1 2 3 Cardiovascular ___ CNS ___ Pulmonary ___ Cancer ___ Other _____________ (13) Urinary None 1 2 3 Nocturia ___ Urgency (sudden strong urge) ______ Frequency (≥ 6 times/day) ______ Total = _____



ASSESSMENT SUMMARY Descriptively summarize findings/conclusions based on all of the above Assessments; Remember to cite!

Student Name: __________________________ Date: _______ Elder Initials: _______

Overall Health Summary – rate your assessment with your elders perception/verbal report on a scale 1-10 – compare their perceived health with your impressions/assessment results.

Assessment Data Sources (Name tool or person)

Holistic Parameter

Identified Needs (at least 2/area)

Identified Strengths (at least 2/area)

(ie: Fall Risk; Elder’s Report Chart)

Physical

(ie: Holistic Assessment; MMSE Score ___; GDS: __)

Psychological

(ie: Holistic Assessment; Eco-Map; Spouse Report)

Social

(ie: Holistic Assessment; Eco-Map; Elder’s Report

Spiritual

ie: Holistic Assessment; Eco-Map; Elder’s Report

Cultural

ie: Holistic Assessment; Eco-Map; Elder’s Report

Gender

ie: Holistic; Fall Risk Assessment

Environmental

ie: Holistic Assessment Elder’s Report

Generational

Primary Risk Factors Identified (and Addressed): Two Health Promotion Activities Identified (and suggested): Recommended Referrals: Overall Conclusions (and how they will impact your care of elders)



Community Dwelling Elder Project Reflections Rubric Reflection # 2

Students: Date: Elder Signature: Components Score Holistic Assessment Thoroughly Completed /7 Mini-Mental Status Exam Thoroughly Completed /6 Fall Risk Assessment Thoroughly Completed /6 Geriatric Depression Scale Thoroughly Completed /5 Assessment Summary Thoroughly Completed /10 Elder Mentor Signs Initials on each Assessment /5 Grammar, Spelling, APA /4 Correct # of EB references for Holistic Assessment & Assessment Summary (min of 2 undergrad & min of 4 grad)

/7

All Assessments Turned in C/NC* TOTAL: /50 Comments:

*Failing to turn in the assessments will result in an incomplete/returned assignment



Reflection #3 – Role Transition & Caregiver Assessments Due: April 5 (30 points)

The purpose of this elder visit is to afford you the chance to discuss various general (life) role transitions that have been experienced, or that they expect to experience, and to assess this elder and their family member(s) as caregivers.

ü Review various life role transitions (student, parent, employee etc) and discuss them with your elder.

ü You will complete the following (attached) Assessments with your elder. (If they haven’t been a caregiver then ask them to remember a time they were (parent, aunt/uncle, grandparent), to complete these assessments):

o You Might Be a Caregiver if… o The Caregiver Strain Questionnaire. o Go to www.consultgerirn.org/resources and download Try This #28 Caregiver

Preparedness Scale and discuss/complete with your elder.

If your elder has a spouse or partner, ask if they are willing to complete the caregiver assessments also (this will broaden your data base and add to your understanding of the concepts). You will need to make an extra copy if they agree to participate. Summary: The summary should be at least 5 paragraphs (intro, body & conclusion where you will discuss the following:

ü your analysis of your elder’s role transitions and expectations of role changes and how they have adapted to various role transitions;

ü discuss the data you collected through the assessments and your analysis of the data; ü discuss the transitions experienced when they were caregiving as compared with what

they expected to experience; ü insights gained about role changes and caregiving; ü connect (cite) your analyses to the research you have been reading and add to your

reference list (minimum of 2 EB resources). ü attach Assessment tools (You Might Be a Caregiver If…, Caregiver Strain Questionnaire

& Caregiver Preparedness Scale) ü attach grading rubric




You Might Be a Caregiver if..... Place a check next to each role that you fulfill (or have in the past). ____ Casual caregiver You are a neighbor or friend of the person needing care and infrequently provide some sort of care. ____ Secondary caregiver You are the back up for another person who functions as the primary caregiver. You provide specific assistance (eg. money to help pay for assistance, phone assurance) ____ Crisis caregiver

Unless there is an emergency, your family member manages well most of the time. When the crisis occurs you must step in immediately.

____ Occasional caregiver

You occasionally provide one or more services for your relative/friend. (eg. tax preparation, transportation to medical appointments)

____ Spouse/partner caregiver Your friend/family member depends on you for regular and ongoing assistance in one or more ADLs (eg. writing checks, shopping, bathing) ____ Long-distance caregiver You provide care to someone who lives at least an hour’s drive from you. Elder Initials: ______



Modified Caregiver Strain Index (CSI) By M. Terry Sullivan, RN, MSW, MSN, CMC, Connecticut Community Care, Inc.

WHY: Informal supporters provide the majority of long-term care to chronically disabled older adults. Caregiving has been recognized as an activity with perceived benefits and burdens. Caregivers may be prone to depression, grief, fatigue, and changes in social relationships. They may also experience physical health problems. Perceived caregiver burden has been associated with premature institutionalization and patient reports of unmet needs. Screening tools are useful to identify families who would benefit from a more comprehensive assessment of the caregiving experience. BEST TOOL: The Modified Caregiver Strain Index (CSI) is a tool that can be used to quickly screen for caregiver strain with long-term family caregivers. It is a 13-question tool that measures strain related to care provision. There is at least one item for each of the following major domains: Employment, Financial, Physical, Social, and Time. This instrument can be used to assess individuals of any age who have assumed the role of caregiver for an older adult. The Modified Caregiver Strain Index is a version of the Caregiver Strain Index developed in 1983. The tool was modified and developed in 2003 with a sample of 158 family caregivers providing assistance to adults aged 53 and older living in a community-based setting (Travis, et al, 2002; Thornton & Travis, 2003). SCORING: is 2 points for each ‘yes’, and 1 point for each ‘sometimes’ response. The higher the score, the higher the level of caregiver strain. VALIDITY AND RELIABILITY: Internal reliability coefficient is slightly higher (=.90) than the coefficient originally reported for the CSI in 1983 (=.86). Two-week retest data for one-third of the caregiving sample (n=53) were available and resulted in a test-retest reliability coefficient of .88. STRENGTHS AND LIMITATIONS: The Modified CSI is a brief, easily administered, self-administered instrument. Long-term family caregivers were not comfortable with the dichotomous choice on the CSI and the modified instrument provides the ability to choose a middle category response best suited to some situations. The Modified CSI clarifies and updates some of the items on the original instrument. The tool is limited by lack of a corresponding subjective rating of caregiving impact. There is no breakdown of score regarding low, moderate or high caregiver strain, so professional judgment is needed to evaluate by total score the level of caregiver strain. The tool effectively identifies families who may benefit from more in-depth assessment and follow-up. FOLLOW-UP: The higher the score on the Modified CSI, the greater the need for more in-depth assessment to facilitate appropriate intervention. Additional items and further efforts to develop and test a set of subscales could enhance the applicability of the instrument for research and practice. The patient’s cognitive status and problematic behaviors should be assessed, as well as the caregiver’s perception of role overload or deprivation in key relationships, goals or activities. Family conflict, work role-caregiving conflict, and caregiver social support are also important variables in the overall caregiving experience. Additional work with highly strained long-term caregivers who are receiving little or no formal services is indicated. MORE ON THE TOPIC: Best practice information on care of older adults: www.ConsultGeriRN.org. Gerritsen, P., & Van Der Ende, P. (1994). The development of a care-giving burden scale. Age and Ageing, 23(6), 483-491. Novak, M., & Guest, C. (1989). Application of a multidimensional caregiver burden inventory. The Gerontologist, 29(6), 798-803. Parks, S.,M.D., & Novielli, K., M.D. (2000). A practical guide for caring for caregivers. American Family Physician, 62, 2613-20, 2621-2. Pearlin, L., Mullan, J., Semple, S. & Skaff, M. (1990). Caregiving and the stress process: An overview of concepts and their measures. The Gerontologist, 30(5), 583-594. Robinson, B. (1983). Validation of a Caregiver Strain Index. Journal of Gerontology, 38(3), 344-348. Thornton, M., & Travis, S.S. (2003). Analysis of the reliability of the Modified Caregiver Strain Index. The Journal of Gerontology, Series B, Psychological Sciences and Social Sciences, 58B(2), S127-132. Travis, S., Bernard, M., McAuley, W., Thornton, M., Kole, T. (2002). Development of the family caregiver medication administration hassles scale. The Gerontologist, 43(3), 360-368. Tsai, P., & Jirovec, M.M. (2005). The relationships between depression and other outcomes of chronic illness caregiving. BioMed Central Nursing, 4(1), 3. Permission is hereby granted to reproduce, post, download, and/or distribute, this material in its entirety only for not-for-profit educational purposes only, provided that The Hartford Institute for Geriatric Nursing, New York University, College of Nursing is cited as the source. This material may be downloaded and/or distributed in electronic format, including PDA format. Available on the internet at www.hartfordign.org and/or www.ConsultGeriRN.org. E-mail notification of usage to: [email protected]. Nursing A series provided by The Hartford Institute for Geriatric Nursing, New York University, College of Nursing EMAIL [email protected] HARTFORD INSTITUTE WEBSITE www.hartfordign.org; CLINICAL NURSING WEBSITE www.ConsultGeriRN.org



Modified Caregiver Strain Index Directions: Here is a list of things that other caregivers have found to be difficult. Please put a checkmark in the columns that apply to you. We have included some examples that are common caregiver experiences to help you think about each item. Your situation may be slightly different, but the item could still apply.

Yes, On a Regular Basis=2 Yes, Sometimes =1 No=0 My sleep is disturbed _________ _________ ________ (For example: person I care for is in and out of bed or wanders around at night) Caregiving is inconvenient _________ _________ ________ (For example: helping takes so much time or it’s a long drive over to help) Caregiving is a physical strain _________ _________ ________ (For example: lifting in or out of a chair; effort or Concentration is required) Caregiving is confining _________ _________ ________ (For example: helping restricts free time or I cannot go visiting) There have been family adjustments _________ _________ ________ (For example: helping has disrupted my routine; there is no privacy) There have been changes in personal plans _________ _________ ________ (For example: I had to turn down a job; I could not go on vacation) There have been other demands on my time _________ _________ ________ (For example: other family members need me) There have been emotional adjustments _________ _________ ________ (For example: severe arguments about caregiving) Some behavior is upsetting _________ _________ ________ (For example: incontinence; the person cared for has trouble remembering things; or the person I care for accuses people of taking things) It is upsetting to find the person I care for has changed so much from his/her former self _________ _________ ________ (For example: he/she is a different person than he/she used to be) There have been work adjustments _________ _________ ________ (For example: I have to take time off for caregiving duties) Caregiving is a financial strain _________ _________ ________ I feel completely overwhelmed _________ _________ ________ (For example: I worry about the person I care for; I have concerns about how I will manage) [Sum responses for “Yes, on a regular basis” (2 pts each) and “yes, sometimes” (1 pt each)] Total Score = ____________ Summary Analysis: Elder Initials: ______ Thornton, M., & Travis, S.S. (2003). Analysis of the reliability of the Modified Caregiver Strain Index. The Journal of Gerontology,

Series B, Psychological Sciences and Social Sciences, 58(2), p. S129. Copyright © The Gerontological Society of America. Reproduced by permission of the publisher.




Student: Date: Elder Signature: Components Score All Caregiver/Caregiving Assessments Completed /6 Reflection Assignment includes all required components in the directions & supported by EB research articles, and all tools are attached.

/6

Insights Gained & Conclusions drawn - (tie to research): /6 Grammar, Spelling, APA /6 Correct # of EB references (min of 2 undergrad & min of 4 grad) /6 TOTAL: /30 Comments:



Reflection #4 – Final Elder Mentor Visit: Self-Exploration: Identity, Values, Experiences & Goals

Due: May 3 (40 points)

This visit includes an assessment and will be your last with your elder (formally called a “termination” visit). Before going to the visit, you need to plan how you will formally conclude your visits and the relationship. You know yourself and your elder and will be able to decide what you want to do to “say goodbye” and “thank you” for all you’ve learned and experienced. A thank you note or small plant is appropriate.

You and your mentor will complete this assessment together at the visit. When you meet with your elder, use the Assessment to guide your conversation during the visit, asking for their thoughts on each question. Allow your elder to respond to the questions or not, depending on their level of comfort. You are encouraged to discuss your personal insights with your elder as well. This assessment will be more of a “conversation” with your mentor. After you answer the questions on pgs. 45-52 with your mentor, write a summary reflection (minimum 1 page, but no more than two on your insights of this visit and your elder mentor experience as a whole. In your Reflection, connect (cite) it to your readings from the class. Be sure to include any "Ah Ha’s" or lessons learned you had.




Name Section Date

W E L L N E S S W O R K S H E E T 2 1

Self-Exploration: Identity, Values, Experiences, Goals

Learn more about your (and your mentor’s) inner world by answering the following questions.

Personal Identity

1. List the characteristics, attitudes, beliefs, interests, activities, and relationships that make up your

personal identity. What adjectives best describe you? Circle the five that you think are most important to your self- concept. Mentor: (type information here) Student: (type information here)

2. What are your strong and weak points? List at least five of each.

Mentor: (type information here) Student: (type information here)

Your Values

1. List the personality traits or characteristics that you most value—for example, friendly, patient,

successful, outgoing, cooperative, loyal to family and friends. These can be characteristics of your own or of others. Mentor: (type information here) Student: (type information here)

2. List the activities or accomplishments that you most value—for example, making lots of money,

getting good grades, spending time with friends, making your own decisions. These can be accomplishments of your own or of others, or goals you have for the future.


WELLNESS WORKSHEET 21 — continued

3. List the social ideals, customs, and institutions that you value—for example, education, equality,

freedom of speech, tolerance for diverse opinions.


4. How well does your current lifestyle reflect your values? List two behaviors or recent incidents in

which you acted in accordance with your values. List two behaviors or incidents in which you acted in ways that conflict with your values.


Your Accomplishments and Struggles

1. What has happened in your life that you are particularly proud of? Write about your key

accomplishments, including your psychological triumphs—for example, times when things went even better than you expected, when you came through trials and tribulations even better off, when you felt powerful and glorious, when you maintained a wonderful friendship.


2. How have these successes shaped your life? How have they affected the way you think of

yourself and your capabilities? How have they affected your goals and the things you strive for? Mentor: (type information here) Student: (type information here)

Running head: GERO 121/221 SYLLABUS 46

3. What difficult events or periods have you gone through? Write about any significant psychological

insults and injuries you’ve sustained—for example, your losses, disappointments, traumas, or quieter periods of despair, hopelessness, or loneliness.


4. How have you survived these traumas? How did you strengthen and heal yourself? What are

their lasting effects on you?


Your Emotional World

1. How did your family express the following when you were a child: love and affection,

pride (in accomplishments), interest in one another, anger, sadness, and fear?


2. What is your own philosophy about expressing these feelings?


Who You Want to Become

1. Describe the person you want to become. Write a mission statement for your own life. What is the

purpose of your life? What is its meaning? What are you trying to accomplish? What is your larger struggle?


2. What significant goals have you yet to realize? These can be creating something or having a

particular experience. Mentor: (type information here) Student: (type information here)


3. What can you do to help reach these goals and become the person you want to become? What would you most like to change about yourself?


4. What do you want your life to be like in 5 years? In 10 years?


5. How do you want people to think of your life and to remember you? What legacy would you like to leave when you die?


Elder’s Signature: _________________________ Date:__________

SOURCE: Adapted from Gottman, J.M., and Nan Silver. The Seven Principles for Making Marriage Work. Copyright © 2004


California State University Sacramento Gerontology Program

GERO 121/221

Elder Mentor Project Experience Evaluation ~ Student Please complete the following evaluation of the Elder Mentor Project. It will be shared with course faculty to help them plan for project continuation. Describe highlights of your mentor-student meeting encounters: Describe the most important lessons you learned from your mentor: Tell us about what you shared with your mentor: List what you’d like to get out of another experience like this: List the strengths of the Project: List things to be considered for change next semester to make this an even better experience:

Thank you so much for your contributions!



Student: Date: Elder Signature: Components Score All Assessment Areas Addressed 15 Ah-Ha Moments Explored 6 Thorough Reflection & Summary 8 Grammar, Spelling 3 Correct # of EB references (min of 2 undergrad & min of 4 grad) 5 Elder Experience Evaluation Turned In 3 TOTAL: /40 Comments:


Course Resources


RELEASE OF LIABILITY, WAIVER OF RIGHT TO SUE, ASSUMPTION OF RISK AND AGREEMENT TO PAY CLAIMS Activity: ___________________________________________________________________ Activity Date(s) and Time(s): __________________________________________________ Activity Location/Facility: _____________________________________________________ Hazards to be aware of: _______________________________________________________ Hazard mitigation (how to prepare for a safe activity):_________________________________ __________________________________________________________________________ In consideration for being allowed to participate in this Activity, on behalf of myself and my next of kin, heirs and representatives, I release from all liability and promise not to sue the State of California, the Trustees of the California State University, California State University, Sacramento and their employees, officers, directors, volunteers and agents (collectively “University”) from any and all claims, including claims of the University’s negligence, resulting in any physical or psychological injury (including paralysis or death), illness, damages, or economic or emotional loss that I may suffer because of my participation in this Activity, including travel to, from and during the Activity. I am voluntarily participating in this Activity. I am aware of the risks associated with traveling to/from and participating in this Activity, which include but are not limited to physical or psychological injury, pain, suffering, illness, disfigurement, temporary or permanent disability (including paralysis), economic or emotional loss, and/or death. I understand that these injuries or outcomes may arise from my own or other’s actions, inaction, or negligence; conditions related to travel; or the condition of the Activity locations(s). Nonetheless, I assume all related risks, both known or unknown to me, of my participation in this Activity, including travel to and from the Activity. I agree to hold the University harmless from any and all claims, including attorney’s fees or damage to my personal property that may occur as a result of my participation in this Activity, including travel to, from and during the Activity. If the University incurs any of these types of expenses, I agree to reimburse the University. If I need medical treatment, I will be financially responsible for any costs incurred as a result of such treatment. I am aware and understand that I should carry my own health insurance. I am 18 years or older. I understand the legal consequences of signing this document, including (a) releasing the University from all liability, (b) promising not to sue the University, and (c) assuming all risks of participating in this Activity, including travel to, from and during the Activity. I understand that this document is written to be as broad and inclusive as legally permitted by the State of California. I agree that if any portion is held invalid or unenforceable, I will continue to be bound by the remaining terms. I have read this document, and I am signing it freely. No other representations concerning the legal effect of this document have been made to me. Participant Name:____________________________________ Date: ________________ Signature: _______________________________________________________________

2011, Page 1 of 2


If Participant is under 18 years of age: I am the parent or legal guardian of the Participant. I understand the legal consequences of signing this document, including (a) releasing the University from all liability on my and the Participant’s behalf, (b) promising not to sue on my and the Participant’s behalf, (c) and assuming all risks of the Participant’s participation in this Activity, including travel to, from and during the Activity. I allow Participant to participate in this Activity. I understand that I am responsible for the obligations and acts of Participant as described in this document. I agree to be bound by the terms of this document. I have read this two-page document, and I am signing it freely. No other representations concerning the legal effect of this document have been made to me. ___________________________________________ _________________ Signature of Minor Participant’s Parent/Guardian Date ____________________________________________ Minor Participant’s Name


California State University Sacramento

College of Social Sciences and Interdisciplinary Studies Gerontology 121/221

Permission to Use Tape Recorder/Video Tape for Analysis of Class Assignment

I, the undersigned, do hereby give and grant permission to the California State University Sacramento graduate student (signed below) to use an audio tape/video recorder to tape our interview conversation. I understand that I will remain anonymous and the tape of the interview will only be used for completing the Interview Analysis assignment required during this course (Gero 121/221). I hereby release the University, College of Social Sciences and Interdisciplinary Studies, the Gerontology Program, faculty, and student from any and all claims by me with respect to any such use. Student: _______________ __________________ Date: _______ Print Name Signature Participant: _______________ __________________ Date: _______ Print Name Signature


A Journey: Storyteller/Interview Key Points Outline Parts I & II

Objectives 1.) Assist learners in planning for and conducting an oral life history with an elder. 2.) Provide an opportunity for experiencing and learning from an elder (video). Part I Life Stories - The Process Discuss Interview guide Handout Wisdom Experience 1.) Discuss generational differences 2.) Write down questions you would like to know from an elder 3.) Students participate in Personal BioSketch exercise and develop more questions 4.) Revise questions. 5.) At home, decide on your focus for each elder interaction (in addition to required

assignments). Remember to include questions that will inform your Expert Panel topic. You can use the Holistic Assessment Rubric (#2 Journal) to help! .

Part II (second class) Life Stories - The Process II 1.) Video (Ella Miller, ’96, Joan Erickson, ‘96) develop questions 2.) Discuss questions decided upon and why. Wisdom Experience 1.) Students break up into pairs and practice listening to the storyteller (each other). Use

questions you developed for today’s class. Make any changes necessary. 2.) Students break into Successful Aging discussion topic groups. Discuss and decide on

questions related to your topic that will be asked by all group members when interviewing their individual elder.

3.) Conclusions.


Key Points A Journey: Storyteller/Interview

Decide on whom you will interview and complete your Community Dwelling Elder Project with. Learn a little about them before they are the “storyteller”. This can be done on your first telephone contact.

Prepare Them: ü Contact your elder and ask if they would share parts of their life with you through

storytelling. Tell them about your class, why you’re interested, and how you will use the information.

ü Explain your purpose, ask them if you may tape the storytelling session (s) (you will be

taping them so you can remember all they say when you review it later for your paper), and tell that they will need to sign the consent for the taping form.

ü Tell them it is their story you’re interested in hearing.

ü Tell them you have some questions that you may use in the interview and that you will

send/give them some of them to think about before you do the interview.

ü Ask them if they have any photographs they might like to show you some to help them tell their story.

ü Tell them they are the owners of the story and the tape and you will give it to them as

soon as you finish using it for your class.

Prepare Yourself: ü Check equipment before you get there and at the beginning of interview - do an

introduction on the tape, then begin the storytelling session(s).

ü Remember this is not a conversation! - Listen, respond & guide: transpersonal caring is a moment of making connections!!

ü Be sensitive and accepting of the other’s needs and emotions. Remember, silence is

sometimes a needed, important thinking and reflecting time before one reveals more. Accept it - Allow it!! Listen for when they don’t want to say more and respect it! Respect their boundaries.

Getting the Information You Want

Review the types of questions you want to use. Remember you want to guide the storyteller to the feeling level (in addition to the factual level)! Choose from a variety of types of questions: (examples: p. 41-43 in Atkinson) but remember that the less structure a life story has, the better! Descriptive questions Structured questions Contrast questions


Develop Your Questions: Based on the information and Journal Assignment for the interaction, decide ahead of time what you will ask. Remember to incorporate questions that your group decided to use that relate to your Successful Aging Topic Question Suggestions (Atkinson, 1998, p. 43-53): Birth and Family Origin Cultural Setting and Traditions Social factors Education Love & Work Historical Events & Periods Retirement Vision of the Future Closure Questions

Always be grateful – What a gift you are receiving!


Resil iency Quotient Questionnaire

1. Do you have a problem-solving style that is mostly: a. proactive b. interactive c. reactive 2. Is your usual relationship style mostly: a. independent b. interdependent c. dependent 3. Most of the time, is your style of response: a. aggressive b. collaborative c. passive 4. In a serious crunch, do you: a. fight b. turn to group support c. withdraw 5. When a change of direction is needed, do you see it as: a. an interesting challenge b. another problem to solve c. indication that your life is a problem 6. Do you basically see yourself as a person who is: a. positive and optimistic b. a realist c. worried and pessimistic 7. Do you believe that you are generally: a. goal oriented b. here and now oriented c. past oriented 8. Do you tend to see life as: a. meaningful and purposeful b. “just life”, just the way it is c. rather meaningless and futile 9. Do you feel, most of the time: a. in charge of your life b. the need to handle life to the best of your ability c. out of control and overwhelmed 10. In your darkest moments, do you mostly turn to: a. work and learning aids b. people and/or support groups c. your own thought processes


11. When you hit tough problems, do you find that your overall perspective is grounded in: a. your inner resources or “God within” b. the human community c. fate, destiny, luck, past experiences 12. When you are faced with a new challenge: a. you get to it b. you get to it in good time c. you procrastinate a lot 13. Once you begin to tackle a problem: a. you assault it until it’s over b. you approach it methodically c. you give up soon 14. When you finally arrive at a solution to a problem: a. you leverage it and take it to the next challenge b. you wrap it up and move on c. you feel relieved 15. When you see something on your want list that is risky: a. you go for it b. you weigh the wish against the risk and often go for it c. you dump the wish 16. When things go wrong, do you generally: a. look at the big picture and tackle the obstacles b. reassess to find something you could do differently c. look for people to blame or blame yourself 17. When you celebrate a victory, do you usually; a. feel like you deserve every bit of it b. feel like it was the team that pulled things together c. feel like a fraud 18. When you suffer a defeat, do you usually: a. absorb it without much loss of self-esteem b. examine your limitations carefully so it doesn’t happen again c. get depressed and begin to doubt yourself 19. Do people turn to you as a resource because: a. you immediately help them tackle their problems b. they know you would help them if they asked c. you would support any decision they made 20. All things considered, do you see yourself as: a. unusually resilient b. resilient enough c. just limping along


Total A = _____ B = _____ C= _____ 3/4s all A’s or B’s = high resiliency All A’s = hard-charging, optimistic approach to challenge, but lacking some thoughtfulness and measured performance that is needed for “pacing and leveraging resiliency All B’s = consistency and tenacity in dealing with challenges but without some of the extra energy and fast responsiveness in the A responses that is often useful for sprinting and innovating 3/4s all B’s or C’s = likely struggling to recover from life’s challenges as much as you are handling them All C responses = you are likely to react too passively to be highly resilient. Remember: Resiliency is magic within you and you can affect it!! Warschaw, T. A. & Barlow, D. (1995). Resiliency: How to bounce back. New York: Master Media Ltd.


Elder Survivor Skills: Tapping into Resiliency to Enhance Longevity Cheryl Osborne EdD, MSN, RN

Director of Gerontology & Professor of Nursing & Gerontology

California State University, Sacramento Objectives § Identify common life changes § Define resiliency & why it is important to longevity § Assess own resiliency own levels § Recognize examples of resiliency characteristics § Identify ways to protect and enhance own resiliency § Identify ways to help families, communities, & organizations protect & enhance resiliency § Apply resiliency characteristics to own life changes Resiliency and Aging What is Resiliency? Resiliency is about when people encounter disruptive and stressful challenges, individuals use or learn coping skills, thus becoming more effective in dealing with life events. Definitions: The process of coping with disruptive, stressful, or challenging life events in a way that provides the individual with additional protective coping skills.” (Richardson, Neiger, Jensen & Krumpfer, 1990) “The capacity to bounce back, withstand hardship, and to repair yourself.” (Wolin & Wolin, 1993) “The Process of self-righting and growth.” (Higgins, 1994) Why is it Important? Promoting resiliency during aging is relevant because it can contribute to wellness, productivity, and growth. Without this support, many elders may be at risk and, as a result, more likely be susceptible to disease and decline. How Does Resiliency Orientation Work? Resilient aging emphasizes potentials and possibilities rather than shortcomings and limitations. It focuses on: adaptability, strengths, development of solutions to problems, and a “can do” attitude. Resiliency Characteristics (Warschaw & Barlow, 1995)

Adaptability * Modifies habits to work with others. * Cooperative and often champion the rights of others.

Resourcefulness * Knows where resources are, when to turn to them & how to find help. * Has more than one friend & career interest.


Un-ambivalent Commitment to Life •Doesn’t waste time agonizing over whether life is worth living - They Know It Is!

Self Confidence * Believes they can understand the world around them. * Sets realistic goals to achieve in that world and develops required skills to do it. * Has needed strength to strive for aspirations while retaining integrity. * Has a positive attitude - problems are challenges for growth & learning rather than threats or burdens.

Willingness to Risk * Doesn’t always “play it safe”, but takes intelligent risks that are grounded in real possibilities for success. Acceptance of Personal Responsibility • Has strong spiritual/religious or philosophical beliefs in self-determination. • Is unwilling to claim victim status. • Turns mistakes into positive learning experiences.

Perspective * Knows what is important and what isn’t. * Gives energy to serious core issues & activities and dismisses or enjoys the inconsequential ones. * Has a good sense of humor & often uses it to reduce stress or pain.

Openness to New Ideas * Listens to new ideas eagerly & without prejudgment. * Is free of rigidity that comes with a narrow life view. * Investigates & evaluates new information. * Is always looking for new ways to learn about the world. Willingness to Be Proactive * Meets challenges with positive actions - not reactions. * Isn’t stopped by confusion, inflexible beliefs, fear of the unknown, or the conviction that “nothing can be done”.

Attentiveness * Pays attention to the world around them. * Listens. * Takes others’ perspectives (not only own reality) into account when making plans.

Internal Protective Factors Promoting RESILIENCY (Milstein & Henry, 2000)

• Give of self in service to others or a cause or both. • Use life skills (good decision making, assertiveness, impulse control & problem solving). • Are sociable & have ability to be a friend & form positive relationships. • Are self-motivated. • Have a sense of humor. • Exhibit internal LOC (belief in own ability to influence one’s environment).


• Act autonomously & independently • Be flexible. • Have spirituality (looking for meaning in the deepest sense). • Have a positive view of own personal future. • Have the capacity for connection to learning. • Are “good at something”, have personal competence. • Have feelings of self-worth/confidence.

Environmental (Characteristics of Families, Communities & Organizations) Promoting RESILIENCY (Milstein & Henry, 2000)

• Promotes close bonds. • Values & encourages education. • Uses high warmth, low criticism interaction style. • Sets and enforces clear boundaries (rules, norms, & laws). • Promotes sharing of responsibilities, service to others, “requires helpfulness”. • Provides access to resources for meeting basic needs (housing, employment, health

care, & recreation). • Expresses high and realistic expectations for success. • Encourages goal setting and mastery. • Encourages development of values (ie: altruism) and life skills (i.e.: cooperation). • Provide leadership, decision-making, & other opportunities for meaningful participation. • Appreciate the unique talents of each individual.

Hardiness

Hardiness, as a personality trait, buffers the stress reaction and mediates against life burnout.

Kobasa (1979), Kobasa & Maddi, (1979, 1981, 1984)

First introduced as a way of conceptualizing interrelated self-perceptions that assists in managing stressful life events and turns them into developmental rather than debilitating

experiences (social psychology roots). A hardy individual has:

1.) “the belief that they can control or influence the events of the experience 2.) an ability to feel deeply involved in or committed to the activities of their lives 3.) the anticipation of change as an exciting challenge to further development” (Kobasa

1979, p. 3).

Components of Hardiness: Promoting Health not Illness:

Control The person thinks that through intervening on his or her own behalf,

1. they can usually influence the course of events around them; 2. they are not passive or see themselves as victims of events; 3. they view stressors as opportunities for change


Commitment The person relies on himself or herself to find ways of turning whatever they are experiencing into something that seems interesting & important to them; they get involved rather than feel alienated Challenge The person believes that fulfillment is found in continual growth in wisdom through what is learned from experiences rather than in easy comfortable, secure & routine situations; life is not a threat

Together these three constitute positivity & resiliency in facing life’s tasks (Bartone, 1989). Antonovsky (1979) Elaborates on hardiness by including a “sense of coherence” (SOC); defining SOC as: “a global orientation that expresses the extent to which one has a pervasive, enduring, though

dynamic feeling of confidence that one’s internal and external environments are predictable, and that there is a high probability that things will work out as well as can reasonably be expected”

(p.123) Components of Sense of Coherence (SOC) Promoting Health, not Illness: Manageability The perception that one’s coping strategies are adequate to deal with life events (similar to Control - though control emphasizes individual resources & management emphasizes individual & environmental resources) Meaningfulness The emotional perception that life is a challenge & makes sense; dealing with life events is worth the investment & commitment Comprehensibility The expectation that life events will be predictable or understandable (very different from challenge which sees the world as challenging & exciting - not predictable)


Generational Accounting ~ Legacy Builders & Kin Keepers

Purpose: To explore the development and nurturing of legacy in families and friends. Objectives: 1. Discuss the role of family in society. 2. Examine various roles held by family members 3. Identify the “Kin Keepers” in your family. 4. Celebrate your legacies – both received and given. Part I: Individual ~ Complete the following questions: § What does the term “family” mean to you? § Discuss what you think the “family’s role” was/is in society for:

o Your grandparents:

o Your parents:

o Yourself: § Conclusions drawn about similarities and differences among the generations (tie to

evidence-based information you know of): § Complete the Role Function Grid below. Identify the role functions that are commonly

ascribed to the following individuals. Think about when you were 7-10 years old - Identify the Life Stages (use Cohen’s terms for those over 45 at that time). * Star the Kin Keeper(s) in your family.

Role Functions (Society) Functions (Your Family) Life Stage

Kin Keeper

Mom

Dad

Siblings

Grandparents

Uncles/aunts

Friends/neighbors/ In-Laws


§ Analyze your answers and draw at least two conclusions (tie to evidence-based information

you know of): 1.

2.

§ Identify at least two intergenerational conflicts and potential solutions that may be

anticipated with increased longevity in families:

Conflict Solution 1.

2.

§ Identify at least two different intergenerational conflicts and potential solutions if most

individuals lived to be super centenarians?

Conflict Solution 1.

2.


you know of): 1.

2.

§ Complete the following Legacy Grid with persons in your family/friend circle who have given

you a legacy (mom, dad, siblings, grandparents, aunts, uncles, neighbors, friends etc).

Legacy From Their Life Stage When received/meaning



you know of): 1.

2.

§ Identify at least two legacies you have/will leave (and to whom):

1.

2.

Part II: Group ~ Form groups of three. Choose a leader/recorder/speaker for the group. After discussing your answers from the Individual portion of this exercise (including ties to evidence-based information you know of), summarize your group’s conclusions to the following questions: 1. Similarities and differences among the generations:

2. Lessons from the Role Function Grid:

3. Ah-ha’s from the Intergenerational Conflicts and Potential Solution Grid:

4. Ah-ha’s from the Intergenerational Conflicts nad Potential Solution Grid (with Super-

Centenarians):

5. Ah-ha’s from the Legacy Grid:

6. Legacies you have/will leave (and to whom):


Miscellaneous


California State University, Sacramento Composition Grading Standards

"A" - Excellent Essay

Thesis: The "A" essay has a clearly stated thesis that controls the direction and development of the essay. The thesis is worthy of development, and it has been narrowed sufficiently to be manageable. The thesis and the essay it introduces clearly address the assignment and the instructor's specific assignment requirements. Communication: The essay communicates clearly to the reader. The writer has met the audience's needs and expectations, has chosen a tone that interests and persuades the audience, and has chosen language and examples that clarify the essay's message. Development: The main point of each paragraph is clear, and it supports the thesis. These points are in turn developed within the paragraph through analysis and example. The writer uses developmental techniques such as comparison/contrast, cause/effect, or definition to clarify and develop the thesis and adequately support his or her contentions. Organization: The essay is logically organized, with each paragraph leading clearly to the next and building support for the thesis. Transitions are effective and clear. The essay's introduction engages the reader's interest, and the conclusion is appropriate, effective, and not mechanical or redundant. Style: The essay is clear and concise with little awkwardness or ambiguity. Sentences show variety and effective use of subordination, and there are few, if any, examples of choppy sentences, awkwardness or wordiness. Diction is not only correct but shows careful and sensitive choice. The essay reflects the writer's awareness of the relationship between voice, audience, purpose and the essay's content and style. The writer has created a fresh personal and provocative essay. Mechanics: There are few, if any, mechanical or grammatical errors. Editing is thorough, and the manuscript is neat. Revision: The essay reveals that the writer has thought carefully about the assignment and the topic, has explored and analyzed his or her thoughts, and has revised for clarity, audience awareness, development, persuasiveness, and correctness.

"B" - Good Essay The "B" essay will contain some, but not all, of the strengths of the "A" essay, falling away from the "A" essay in some of the following ways: The "B" essay responds appropriately to the assignment with a thesis that is challenging, clear and worth developing. As in the "A" essay, the thesis controls the direction of the paper. The writer addresses the audience persuasively, though the essay might occasionally fall short of anticipating the audience's needs and expectations. The thesis is persuasively argued and adequately supported, though the essay's examples might be less specific, vivid, or appropriate than those of the "A" essay. Organization is clear and logical, though occasionally relocating a paragraph or an example or searching for a smoother transition would have strengthened the essay. Generally, sentence structure is varied and correct and diction reflects careful revision and thoughtful choices. Though the essay might contain a few mechanical errors and some ineffective sentences, others might occasionally show rhetorical flair. As with the "A" essay, the "B" essay reflects the writer's


thoughtfulness and care with revision. Editing is thorough, and the manuscript is neat.

"C" - Satisfactory Essay Like the "A" and "B" essays, the "C" essay will be organized around a central idea and will address the assignment. However, the thesis might be less clearly defined, it might not be sufficiently narrowed to tightly guide the essay's direction, or it might be less engaging than the thesis of the "A" or "B" essay. While the essay does focus on the assignment and the writer does develop the thesis with examples and details, the examples might sometimes be sparse or the details might occasionally be too general. The essay's organization is generally clear but might be stiff or formulaic, transition might be weak, and some lapses in paragraph unity or occasional repetition of ideas might lessen the essay's effectiveness and weaken its clarity. While the essay does reflect some awareness of audience and tone, this awareness will generally be less strong than in the "A" or "B" essays, and the essay will thus be less persuasive and less clear. Most sentences are correct, but some might be monotonous (choppy, repetitive, or lacking in variety or subordination) or might contain some errors in grammar, punctuation, or sentence structure. While the errors are not so severe as to impede understanding, it might be apparent that ideas calling for complex construction and fine distinctions over-extend the writer's stylistic and rhetorical resources. The essay communicates, but the writer does not exhibit complete control over clear, effective expression of his or her ideas nor over the process of revising for clarity, persuasiveness, and correctness. Editing has occurred, and the manuscript is neat.

"D" - Poor Essay The "D" essay has no central idea or one that is too general to give shape to the paper or too obvious to be developed. The essay might not focus adequately on the assignment and it might not adequately address the audience's needs and expectations. The essay's arguments lack support, development is inadequate, and the writer might exhibit a poor balance between general ideas and specific development of those ideas. The essay might contain organizational problems such as faulty or nonexistent transitions or paragraphs that do not logically connect to one another or to the thesis. As a result of incorrect or ineffective work choice, lack of audience awareness, or a weak sense of voice, the essay is not persuasive. Sentences are often ungrammatical or poorly constructed, or they contain inadequate variety and subordination. Problems with spelling, punctuation, diction, proofreading and editing further impede understanding, force the reader to pause or backtrack in order to follow the discussion, and hinder effective communication. The writer needs to increase and improve his or her revision for clarity, focus, persuasiveness and correctness. Editing has not occurred, and the manuscript is not neat.

"F" - Failing Essay The "F" essay often has no central idea. Its organization might be random, or the essay might lack focus. The writer does not exhibit a sense of audience awareness. As a result, the essay might have little development of support, it might be missing clarifying details and examples, or it might contain details that are irrelevant or distracting. The essay might be off the topic or be unduly brief. The essay's sentences might be choppy, with the writer depending on may simple sentences lacking variety or subordination. The essay will usually contain major and repeated errors in diction, syntax, grammar, punctuation, spelling. and/or proofreading. The essay, because of its multiple problems, fails to communicate, and needs extensive revision for clarity and effectiveness. Editing has not occurred, and the manuscript is not neat.

Running head: GERO 121/221 SYLLABUS 70

Gerontology/SSIS Written Communication Rubric Written Communication is the development and expression of ideas in writing for a particular audience and purpose. SSIS students should be able to communicate effectively in writing about social phenomena from a social science perspective. 4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation 1 =Below Expectation 1. Purpose and Development

A strong sense of purpose controls the development of the composition. The paper is extremely focused even though it studies complex ideas. The student demonstrates mastery of the subject.

A clear purpose guides the development of the composition. The paper studies increasingly complex ideas and is adequately focused. Student demonstrates an adequate understanding of the subject.

The student generally stays on a fairly broad topic, but has not developed a clear theme. The writer demonstrates some understanding of the subject, but has not yet focused the topic pass the obvious.

The paper has no clear sense of purpose or central theme. The student has not yet decided the main idea of the paper or is still in search of a topic, thus demonstrated little understanding of the subject.

2. Overall Organization

The organization enhances and showcases the central theme. The order, structure or presentation of information is compelling and smoothly moves the reader through the text.

The organizational structures are strong enough to display a central theme and adequately move the reader through the text.

The organizational structures are not strong enough to display a central theme; therefore the reader is confused sometimes when reading through the text.

The composition lacks a clear sense of direction and identifiable internal structures, which makes it hard for the reader to get a grip on the theme or the main idea.

3. Audience Engagement

The student meets the needs and captivates the interest of the audience throughout the composition.

The student meets the needs and captivates the interest of the audience throughout most of the composition.

Sometimes, the student holds the attention of the audience, but does not sustain it throughout.

The student neither meets the needs nor captures the interest of the audience.

4. Control of Syntax and Mechanics

The student demonstrates mastery of standard writing conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing) and uses these conventions to enhance readability.

The student demonstrates an adequate grasp of standard writing conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing) despite a few errors.

The student shows a reasonable control over limited range of standard writing conventions. Conventions are sometimes handled well; at other times, errors distract readability.

The student demonstrates little control of grammar, syntax, and mechanics. The errors distract the reader and make the text hard to read.

5. Summary: Clarity and Revision

The whole paper is extremely clear and easy to understand. It needs little or no revision.

The paper is clear and easy to understand, but needs some revision.

Some parts of the paper are clear, but others are hard to follow. The paper needs a fair amount of revision.

The paper is not clear, therefore difficult to follow. The paper needs significant revision.

6. Citation of Sources (if applicable)

The student consistently cites all of the sources

The student consistently cites the majority of the sources

The student consistently cites some of the sources

Errors occur everywhere when citing the sources

7. Graphic Presentation (if applicable)

The student demonstrates an innovative use of graphic presentations to communicate a meaningful message

The student demonstrates an appropriate use of graphic presentations to communicate a meaningful message

The student used some graphic presentations to communicate a message

The student does not use graphic presentations where necessary


Aligned Outcomes: Gerontology Program Goals, CSUS Baccalaureate Learning Goals, AGHE Competencies, & Sample Outcome Measures

All Learning Outcomes are demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.

Gero Program Learning Outcomes

Upon the completion of the gerontology

program of study the student will:

Sacramento State (#s related to CSUS, 2009 Baccalaureate Learning

Goals)

AGHE Competencies (#s related to AGHE 2015

Competency List)

Some Sample Learning Outcomes Measures

(Including AACU Outcome Criteria #s)

1. Demonstrate understanding of fundamental interdisciplinary evidence-based knowledge, skills, values, policies, and current trends as a basis for competent gerontological practice across the life span.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring. #5. Integrative Learning**, Including: synthesis and advanced accomplishment across general and specialized studies.

1.1: Utilize gerontological frameworks to examine human development and aging 1.2: relate biological theory and science to understanding senescence, longevity and variation in aging 1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging 1.4: Relate social theories and science of aging to understanding heterogeneity, inequality and context of aging. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.

Demonstrate current basic interdisciplinary knowledge when completing exams, assignments, & projects at 73% or higher. Integrative Learning Rubric Criteria #1 & 2 Oral Communication Rubric Criteria #1-5 Teamwork Rubric Criteria #1-5

2. Demonstrate critical thinking when analyzing diverse and complex aging issues and outcomes for elders, families, and society from an interdisciplinary perspective that is grounded in the sciences, social

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts.

1.1: Utilize gerontological frameworks to examine human development and aging 1.2: relate biological theory and science to understanding senescence, longevity and variation in aging 1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging 1.4: Relate social theories and science of aging to understanding heterogeneity,

Assess, plan, implement, & evaluate aging issues from all holistic perspectives in specific assignments and PRACTICUM at 73% or higher. Integrative Learning Rubric Criteria #3 Oral Communication Rubric Criteria #1-5


sciences, and humanities.

Focused by engagement with big questions, contemporary and enduring #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #5. Integrative Learning**, Including: synthesis and advanced accomplishment across general and specialized studies.

inequality and context of aging.

Teamwork Rubric Criteria #1-5

3. Synthesize and apply learned interdisciplinary theories and research in applied settings and project development.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #5. Integrative Learning**, Including: synthesis and advanced accomplishment across general and specialized studies.

1.1: Utilize gerontological frameworks to examine human development and aging 1.2: relate biological theory and science to understanding senescence, longevity and variation in aging 1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging 1.4: Relate social theories and science of aging to understanding heterogeneity, inequality and context of aging. I.5: Develop comprehensive and meaningful concepts, definitions and measures for well-being of older adults and their families, grounded in Humanities and Arts. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 3.3: Employ and design programmatic and community development with and on behalf

Successful completion of SL, PRACTICUM evaluation criteria, and research course at 73% or higher. Integrative Learning Rubric Criteria #2 Oral Communication Rubric Criteria #1-5 Teamwork Rubric Criteria #1-5


of the aging population. 3.8: Engage in research to advance knowledge and improve interventions for older persons.

4. Demonstrate social and cultural awareness, sensitivity, respect, and support of multiple perspectives when interacting with others and addressing elder needs.

#2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges #5. Integrative Learning**, Including: synthesis and advanced accomplishment across general and specialized studies.

1.1: Utilize gerontological frameworks to examine human development and aging 1.2: Relate biological theory and science to understanding senescence, longevity and variation in aging 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health. 3.3: Employ and design programmatic and community development with and on behalf of the aging population 3.7: Employ and generate policy to equitably address the needs of older persons.

In exams, seminars, assignments, PRACTICUM & face to face encounters with others. Integrative Learning Rubric Criteria #4 & 5 Oral Communication Rubric Criteria Teamwork Rubric Criteria #1-5

5. Exhibit personal and social responsibility, (including life-long learning) and ethical and professional behavior in all settings.

#4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges #5. Integrative Learning**, Including: synthesis and

2.1: Develop a gerontological perspective through knowledge and self-reflection. 2.2: Adhere to ethical principles to guide work with and on behalf of older persons. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.

Adhere to university, course, & agency policies & standards. Successful completion of PRACTICA evaluation criteria at 73% or higher. Integrative Learning Rubric Criteria #5


*Understanding of and respect for those who are different from oneself and the ability to work collaboratively with those who come from diverse cultural backgrounds. **Interdisciplinary learning, learning communities, capstone or senior studies in the General Education program including GE, departmental majors, the co-curriculum, and assessment

advanced accomplishment across general and specialized studies.

3.2: Promote quality of life and positive social environment for older persons. 3.4: Encourage older persons to engage in lifelong learning opportunities. 3.7: Employ and generate policy to equitably address the needs of older persons.

Oral Communication Rubric Criteria #1-5 Teamwork Rubric Criteria #1-5

6. Exhibit effective use of basic communication (written, oral, and interpersonal) skills and information technology needed in a global information society.

#3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges

2.3: Engage, through effective communication older persons, their families and the community, in personal and public issues in aging. 2.4: Engage collaboratively with others to promote integrated approaches to aging.

Complete all the following at 73% or higher: Write using correct grammar, style, spelling etc Communicate appropriately when using PPT, SacCT & other electronic media. Organize thoughts in a logical manner. Speak clearly & persuasively in an organized manner. Use appropriate evidence-based & relevant information in all interactions. Integrative Learning Rubric Criteria #4 Oral Communication Rubric Criteria #1-5 Teamwork Rubric Criteria #1-5

121 122 syllabus s16 - csus.edu 121 122 syllabus... · gero 121/221 syllabus revised: 1/13/2016 4...

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