Although I have worked with older adults for nearly 25 years, I have attained a much broader understanding of aging and all its aspects over the course of this program. Each of the courses in the program has contributed to building a more comprehensive view of the process of aging. This knowledge will empower me to be a better gerontologist and in turn, help to influence the well-being of the older adults I work with.
In the course, Perspectives in Gerontology, I learned how multidimensional the progress of aging is and how young the field of gerontology really is. I also explored several highly regarded theories on aging. As Achenbaum notes, gerontologists will broaden educational outreach to develop theories on human resiliency, adaptation and the relations between generations due to the impact of aging on a global scale. Gerontologists must ultimately convert research into practice to help reframe the stereotypes of aging and eliminate ageism. At present, the field has a way to go.
By exploring the societal aspects of aging in the course, Sociology of Aging, I discovered the intricate connections that humans have with each other and society as a whole. A sociological perspective is critical as we prepare for future issues related to care and aging. While population aging per se is not the main driver of health care costs, the fact that most of an individual’s lifetime health care costs are incurred in the last 6-12 months of life entails that the bulk of healthcare spending goes to elderly individuals (Quesnel-Vallée, Farrah, & Jenkins, 2011). Given the implications for intergenerational inequity, there is an opportunity for more targeted civil society approaches that take into account that the elderly are not a homogeneous population either in terms of social characteristics, needs, or political profiles (Angel, 2011).
In the course Introduction to Research, we explored the different research methods and drafted a hypothetical research proposal. Through the course assignments, I developed a deeper understanding of the methods used in gerontological research. I also recognized the importance of protecting subjects of studies from harm. I also found when drafting my own proposal that while the goal is to discover answers to questions, research often leads to more questions.
In the course Aging Values, Attitudes, and Ethics, we discussed the ethical issues facing society as the aging population grows. Aging and old age present challenges to our current ethical ideologies. As Holstein, Parks & Waymack (2011) discuss, the principle of autonomy, is at the root of our biomedical paradigm. The respect for autonomy is the ultimate concern in our current approach to ethics, and this approach does not take into account the current realities of aging, such as “institutional power, compromised autonomy, and the degree to which our selves are socially situated and socially constituted” (Holstein et al., 2011).
In the course, Adult Development & Aging, we explored aging from the psycholical perspective. Research shows the certain psychological factors have been shown to influence the rate of decline. A sense of control has been shown to influence the outcomes in health in later life (Schaie & Willis, 2010). The psychological perspective on aging presents one of the most optimistic outlooks on the effects of aging. Specifically, the psychological perspective on aging addresses the cognitive function of individuals across the lifespan. How does aging affect the brain and its related functions? Psychological research focuses on the effects of aging in such areas as cognitive function, intelligence, everyday cognition, personality, and socio-emotional aging.
In the course, Diversity and aging, we explored the impact of aging on diverse population. As individual societies become more diverse due to the effects of migration and globalization, the need to look at the implications of diversity on the social relationships and institutions grows in relation to it. Much of the early research on aging was conducted with a certain class of subjects, primarily white male subjects. As subsequent research has shown, individuals from different ethnic and racial backgrounds, along with certain genders, experience different opportunities throughout the life course.
As we explored public policy and aging, I gained a deeper understanding of the histories of many of our social and public programs. Beyond the aging process and the aging of the population, aging policies are inevitably affected by a wide variety of emerging trends—regional issues, disease patterns, rapid changes in the health sector, globalization, urbanization, new family roles, and persistent inequalities—necessitating review and revision of those policies (Serrano, Latorre, & Gatz, 2014). As a society, I believe we are obligated to provide healthcare treatment and supportive services to the members of society who need it, whether young or old.
Through the explorations of different research methods, I have discovered the importance of letting the voices of older adults lead the research. Over the last several decades, grounded theory as a qualitative methodological approach has played a critical role in the exploration of the ways in which older adults are engaging in meaningful ways with others (Carr & Manning, 2010). The purpose of grounded theory is to generate theory that advances the understanding of people's behavior in terms of underlying meaning and change in varying circumstances and over time (Maz, 2013). In gerontology, researchers have used grounded theory to understand the experience of aging and caregiving by allowing older adults and caregivers articulate their experiences and the meaning of those experiences (Carr & Manning, 2010).
We also continued to explore services offered through the aging network in Program Management and Aging course. When there is an issue regarding safety or maintaining independence, older adults can often feel a sense of hopelessness when they look at the problems facing them and their families. I have found that many older adults and their families do not address aging or disability until there is an issue or crisis. To compound this problem, many of the agencies within the aging network are not able to keep up with the high demand for services. Thus, many older adults and their families are left to scramble and find support and services when emotions are high and they are already under a great deal of stress. The seeming lack of support from the local agencies leave many individuals within the community with the impression that the agencies, as well as the programs and services offered within the agency, are not effective or helpful.
In the program, we also explored the important role that resilience plays in the aging process. Research shows that resilience is dynamic and is built upon over one’s lifetime through successfully coping with adversity (Wagnild & Collins, 2009). So the adage, that which doesn’t kill us, may in fact, make us stronger.
Perhaps the most challenging learning I experienced, what in the Practicum. I worked as an Activities Director for a local assisted living facility. Through the course of my working there, I found that the management company had little knowledge of the unique nature and complexity of senior living. There were several instances where the property manager became frustrated over situations with the residents or their family members. In turn, the residents and their family members became frustrated with the management as well.
I have learned that aging is more than the act of growing older. Aging is about living and involves a complex network to provide support along the way. Through the “course” taught to me by the residents the summer of my practicum, I have learned to stop talking and to start listening. I have learned to stop presuming and start observing. I have learned that is so vital for every human being to feel connected- connected to their histories, their families, and their communities. It is our job as gerontologists to make that happen for as many elders as possible to the best of our abilities.
References
Achenbaum, W. A. (2008) Kent Award Lecture: An historian interprets the future of gerontology; The Gerontologist, Vol. 50(2). 142-148.
Angel, R. J. (2011). Civil society and eldercare in post traditional society. In Handbook of Sociology of Aging (pp. 549-561). Springer: New York.
Carr, D. C., & Manning, L. K. (2010). A New Paradigm for Qualitative Research in the United States: The Era of the Third Age. Qualitative Sociology Review, 6(1), 16-33.
Holstein, M. B., Parks, J. A., & Waymack, M. H. (2011). Ethics, aging, and society: The critical turn. New York, NY, US: Springer Publishing Co.
Maz, J. (2013). Employing a grounded theory approach: core characteristics. British Journal of Cardiac Nursing, 8(9), 453-458.
Quesnel-Vallée, A., Farrah, J. S., & Jenkins, T. (2011). Population aging, health systems, and equity: Shared challenges for the United States and Canada. In Handbook of Sociology of Aging (pp. 563-581). Springer:New York.
Schaie, K. W., & Willis, S. L. (2010). Handbook of the Psychology of Aging. Academic Press.
Serrano, J. P., Latorre, J. M., & Gatz, M. (2014). Spain: Promoting the Welfare of Older Adults in the Context of Population Aging. The Gerontologist, 54(5), 733-740.
Wagnild, G. M., & Collins, J. A. (2009). Assessing resilience. Journal of psychosocial nursing and mental health services, 47(12), 28-33.