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Predicting Social Work Students’ Interest in Gerontology: Results From an International Sample
Abstract
Abstract The need for social workers with a specialization in gerontology has become a global priority. The purpose of this study was to explore social work students' interest in gerontology. This cross-sectional survey was completed by 1,042 students from the United States, England, and Australia, and only 5.4% of the sample indicated an interest in gerontology. Results of the logistic regression found that personal aging beliefs and the frequency of time spent with an older adult were significant in explaining geronotological interest. The infusion of aging content may facilitate further advancement in the field, but additional strategies may also be needed.
... Results showed that (1) brief between-subjects interventions are effective, (2) few interventions include a delayed post-test, which are necessary to draw conclusions about the longer-term effects of interventions, (3) interventions often have too few dependent measures, and (4) most interventions do not increase interest in careers working with older adults, but measures of career interest should continue to be studied (Apriceno & Levy, 2023; also see Burnes et al., 2019). Indeed, prospective healthcare workers such as young adults frequently report a lack of interest in working with older adults and gerontological careers (Chonody & Wang, 2014;. For example, in their survey of 1,042 students from the U.S., England, and Australia, Chonody and Wang (2014) found that only 5.4% of the sample indicated an interest in gerontology. ...
... Indeed, prospective healthcare workers such as young adults frequently report a lack of interest in working with older adults and gerontological careers (Chonody & Wang, 2014;. For example, in their survey of 1,042 students from the U.S., England, and Australia, Chonody and Wang (2014) found that only 5.4% of the sample indicated an interest in gerontology. ...
... Drawing on past PEACE model interventions (Lytle & Levy, 2019;Lytle et al., 2021), this intervention involved brief online videos and targeted young adults, which included a community (Study 1) and university samples (one university in Study 2 and two universities in Study 3). We sampled from younger adults, as this group frequently reports holding negative attitudes and frequent exposure to negative stereotypes of older adults and persons LWD as well as a lack of interest in careers in geriatrics, which contributes to a significant workforce gap (Bialka et al., 2017;Chonody & Wang, 2014;. ...
Background and Objectives
Older adults living with a disability (LWD) face both ageism and ableism, but there are few interventions to address this significant and growing social problem.
Research Design and Methods
Drawing on the PEACE (Positive Education about Aging and Contact Experiences) Model, three online studies involved participants randomly assigned to watch four brief online videos providing education about aging and disability and exposure to positive contact between younger adults and older adults/older adults LWD (experimental condition) or videos about interior design (control condition). Studies 1 (community sample) and 2 (university sample) included an immediate post-test whereas Study 3 (2 university samples) additionally included a pre-test and delayed post-test.
Results
Experimental condition (vs. control) participants reported greater agreement with older adults LWD as contributors to society (immediate post-test in Studies 1 and 2; immediate and delayed post-test in Study 3), lesser (greater) endorsement of negative (positive) stereotypes of older adults and older adults LWD, lesser agreement with older adults LWD as burdensome, lesser intergenerational tension with older adults (immediate post-test in Study 2; immediate and delayed post-test in Study 3), and greater openness to careers working with older adults and older adults LWD (immediate and delayed post-test in Study 3).
Discussion and Implications
Brief online interventions that involve education about aging and disabilities as well as exposure to positive intergenerational contact can be an effective means of reducing ableism and ageism toward older adults and older adults LWD.
... Social workers in many countries provide older adults with a wide range of psychosocial services, both in the community and in institutions. The problems of low willingness to work with older adults and shortage of social workers in this field are also substantial in different countries (Ayguler & Buz, 2022;Chonody & Wang, 2014;Salsberg et al., 2018) as well as in Israel, where the current study was conducted (Ben-Harush et al., 2017;Even-Zohar & Werner, 2020). ...
... Two main theories can serve as a basis for understanding the factors that influence an intention to work in the field of old age among social work students who are in their first stage of professional socialization: The Terror Management Theory (TMT) and the Theory of Planned Behavior (TPB). Although not developed explicitly to explain behaviors toward older adults or the intention to work with them, these theories have been found relevant to this field (Chonody & Wang, 2014;Lee et al., 2007;Martens et al., 2005). ...
... As humans are aware of their own mortality, they are driven to avoid the anxiety associated with this by distancing themselves from older adults and by developing negative attitudes toward them. In other words, since the encounter with older adults and personal aging are strong reminders of the inevitability of aging and decline, in the form of the loss of beauty and health, and ultimately death (Chonody & Wang, 2014;Greenberg et al., 1986), humans will seek to protect themselves by distancing themselves from older adults. ...
... People are generally perceived positively in around 61% of cases, whereas OAs are only perceived positively in 40% of instances. This theory is demonstrated elsewhere in studies that highlighted both students and social workers view OAs in a negative light (Chonody and Wang 2014;Hooyman and Lubben 2009). Therefore, if a cohort is viewed negatively this can result in individual members of that group receiving an assessment influenced by this perception. ...
... Socially constructed images tend to be formed when perceptions are not challenged at an early stage. For example, Chonody and Wang (2014) found students perceived OAs as a depressed group with poor hygiene, while Kane (2004) claimed ageism in health settings results in therapeutic nihilism (refusing or not recognising people for treatment). Contact Theory, offers an alternative view by arguing that exposure to certain groups will lessen negative beliefs (Allport 1954). ...
... Contact Theory, offers an alternative view by arguing that exposure to certain groups will lessen negative beliefs (Allport 1954). However, Chonody and Wang (2014) challenge this claiming work based contact, as opposed to family or social based contact, is not enough to reduced socially constructed beliefs. Allen, Cherry, and Palmore (2009, p.132) term an inability to see a different reality than what has been constructed over time as 'cognitive laziness'. ...
This article presents the results from a qualitative study of eight New Zealand registered social workers’ (RSW) perceptions of older adults’ (OA) alcohol use and the influence these perceptions had on their alcohol assessment processes. A grounded theory method (GTM) was used to interpret data gathered from semi-structured interviews. The findings revealed the participants used a ‘perception based’ approach, which influenced their practice and assessment of OAs. The implications and recommendations arising from these findings concern social work education, training and supervision as well as the need to develop an ‘evidenced informed’ model of practice which moves away from a single to multi-hypothesis assessment approach and from perception based to standardised questions.
... The population is rapidly aging in many countries including the United States, Australia, and much of Europe, and more gerontological practitioners will be needed. However, students often rank this area of practice at the bottom of their future professional life (e.g., Chonody & Wang, 2014). Many studies have explored the predictive factors that explain this low interest, which include no contact with older people (Anderson & Wiscott, 2003); lack of knowledge=skills (Cummings, Galambos, & DeCoster, 2003); aging anxiety (Chonody & Wang, 2014); and being younger and male (Gorelik, Damron-Rodriguez, Funderburk, & Solomon, 2000). ...
... However, students often rank this area of practice at the bottom of their future professional life (e.g., Chonody & Wang, 2014). Many studies have explored the predictive factors that explain this low interest, which include no contact with older people (Anderson & Wiscott, 2003); lack of knowledge=skills (Cummings, Galambos, & DeCoster, 2003); aging anxiety (Chonody & Wang, 2014); and being younger and male (Gorelik, Damron-Rodriguez, Funderburk, & Solomon, 2000). Interestingly, negative attitudes toward older adults is not often found to be associated with lack of interest (Mason & Sanders, 2004), but this area remains a primary area of intervention as logic would suggest that interest in this work would be difficult to develop in those who are ageist. ...
... Similarly, rank order tasks that instruct students to indicate their first choice, second choice, etc. may not adequately give researchers and instructors insight into student thinking. Multiple indicators may provide the best approach, such as multiple indicators or a continuum of interest (Chonody & Wang, 2014). Additionally, further development of ageism instruments may be warranted, given that most current instruments are more overt in nature. ...
With the rapid aging of the population, strategies that can be incorporated into the curriculum are needed, including social work and medicine. Over the past 20 years, pedagogical strategies to improve attitudes toward older adults and gerontological practice along with knowledge about aging have been tested. Instructors are seeking methods that are evidence-based; thus, a need for a systematic review of this literature is warranted. For this review, 58 articles met inclusion and were evaluated to determine the best approaches to positively impacting knowledge about, and attitudes toward, older people and gerontological practice. Interventions to change knowledge are the most straightforward with support for aging courses, modules, and infusion approaches. A combination of information with an experiential activity (e.g., service learning) was the most common pedagogical approach; the evidence suggests that this approach can change student attitudes. Addressing gerontological interest appears to be more challenging with fewer studies reporting a positive change. Future research should seek to test additional approaches that may influence student interest in gerontological practice, and additional studies that seek to test online strategies should be conducted, given the prominence of these courses.
... Bu bağlamda hızla artan yaşlı nüfus oranına bağlı olarak yaşlı refahı alanında görev alan meslek elemanlarına duyulan ihtiyaç her geçen gün artmaktadır. Buna rağmen yaşlı refahı alanının önemli bileşenlerinden olan hemşire, doktor ve sosyal hizmet uzmanları kariyer hedeflerinde yaşlılık uygulamalarını en alt sıralara yerleştirmektedir (Chonody ve Wang, 2014). Bu noktada özellikle sosyal hizmet, birçok farklı nüfusla çalışma fırsatı bulunan ve çeşitli mesleki uygulamaları içeren bir alan olarak dikkat çekmektedir. ...
... Ancak, yaşlılık alanı sosyal hizmette en az tercih edilen uygulama alanlarından biri olarak karşımıza çıkmaktadır (Weiss, 2005). Örneğin, Chonody ve Wang (2014) tarafından binden fazla sosyal hizmet öğrencisiyle yapılan uluslararası bir araştırmada öğrencilerin yalnızca %5,4'ünün mezuniyet sonrası yaşlı refahı alanında çalışmayı istediklerini ortaya konulmuştur. Bununla birlikte yine sosyal hizmet öğrencileriyle yapılan bir başka araştırmada öğrencilerin gerontolojik sosyal hizmet alanına ilişkin dersler almayı tercih etmedikleri görülmüştür. ...
Bu araştırma sosyal hizmet öğrencilerinin bazı sosyodemografik değişkenler (cinsiyet, sınıf düzeyi, aile tipi) ve empatinin yaşlı ayrımcılığına etkisini incelemeyi amaçlamaktadır. Araştırmanın amacına uygun olarak tarama modeli kullanılmıştır. Araştırmaya 112'si (%27,3) erkek ve 299'u (%72,7) kadın olmak üzere 411 sosyal hizmet öğrencisi katılmıştır. Öğrencilerin yaş ortalaması x̄=21,67±3,32'dir. Araştırmanın verileri Kişisel Bilgi Formu, Toronto Empati Ölçeği ve Yaşlı Ayrımcılığı Tutum Ölçeği kullanılarak toplanmıştır. Normal dağılım gösteren veriler, korelasyon ve çoklu doğrusal regresyon analizleri kullanılarak analiz edilmiştir. Yapılan analizler sonucunda öğrencilerin düşük düzeyde yaşlı ayrımcılığına ve yüksek düzeyde empatiye sahip olduğu görülmüştür. Cinsiyet, sınıf düzeyi, aile tipi ve empati ile yaşlı ayrımcılığı arasında negatif yönlü anlamlı bir ilişki olduğu tespit edilmiştir. Yapılan çoklu doğrusal regresyon analizinde de cinsiyetin, sınıf düzeyinin, aile tipinin ve empati düzeyinin sosyal hizmet öğrencilerinin yaşlı ayrımcılığını anlamlı düzeyde etkilediği sonucuna ulaşılmıştır. Araştırma sonuçları literatürdeki çalışmalar çerçevesinde tartışılmış ve araştırmanın bulgularından yola çıkarak birtakım öneriler sunulmuştur. ABSTRACT This study aims to examine the impact of certain sociodemographic variables (gender, class level, family type) and empathy on age discrimination in social work students. A survey model was used in accordance with the purpose of the study. A total of 411 social work students participated in the study, with 112 (27.3%) being male and 299 (72.7%) female. The mean age of the students is x̄=21.67±3.32. Data for the study were collected using a Demographic Information Form, the Toronto Empathy Scale, and the Ageism Attitude Scale. Data that showed a normal distribution were analyzed using correlation and multiple linear regression analyses. The analysis revealed that students exhibited a low level of age discrimination and a high level of empathy. A significant negative relationship was found between gender, class level, family type, empathy, and age discrimination. The multiple linear regression analysis also showed that gender, class level, family type, and level of empathy significantly influenced age discrimination in social work students. The study findings were discussed within the context of the existing literature, and several recommendations were made based on the study's results.
... However, the task of recruiting sufficient numbers of social workers to work in services in this field is challenging. This is due to an apparent lack of interest on the part of social work graduates to embark on a career in the aging field (Chonody & Wang, 2014;Salsberg et al., 2018;Weiss, 2005). ...
... It underscores the importance of the link between exposure of young people to relationships with OA and to the lessening of their ageism, stereotypes, prejudices and misconceptions. Since the concentration enables students to establish contacts and relationships with OA, the assumption is that its graduates will develop less age-based prejudice and will be more inclined to work with them after graduation (Chonody and Wang (2014). ...
Most of the studies exploring social work education’s impact on working with older adults (OA) examine intentions among students. This study goes beyond expressed intention and focuses upon the actual post-graduation career choices of 20 cohorts (1996–2016) of BSW graduates of an OA concentration at an Israeli school of social work. The 203 study participants comprise 60% of all the concentration`s graduates. Findings showed that 47% of the graduates never worked with OA after graduation, 25% reported that they had but this was no longer the case, and 28% are currently working with OA. Graduates distanced themselves from the aging field primarily because they found it uninteresting or unappealing and viewed social work with OA negatively. However, most of those currently working with older adults associated this work with positive feelings toward OA and work with them, favorable workplace conditions, and a commitment to advancing the field of social work with OA. Social work educators now need to rethink how to better expose students to work with OA during the concentration in ways that increase their positive experience and attitudes toward working with this population and that can increase the likelihood of a career choice to work with them.
... Social work education and practice settings must be prepared to meet the needs of an increasing aging population. Social work students often rate their interest in gerontological issues as low compared to more commonly held social work interests (e.g., family services, child welfare, mental health; Chonody & Wang, 2014). Nonetheless, it is well established that social workers, even those who do not work exclusively with older adults, must have foundational gerontological knowledge (Berkman et al., 2008;Scharlach et al., 2000). ...
... Nonetheless, it is well established that social workers, even those who do not work exclusively with older adults, must have foundational gerontological knowledge (Berkman et al., 2008;Scharlach et al., 2000). Various challenges, however, still exist in regard to ensuring gerontological competency in students, including: a lack of student interest in gerontology; the belief that aging is 'depressing' or primarily involves end of life issues; lack of academic mentors with expertise in aging issues; and the belief that specializing in aging will not yield the same financial benefits or status as other specializations (Anguillo et al., 1996;Chonody & Wang, 2014;Paton et al., 2001). Prior studies examining college students' perceptions about aging suggest that they tend to hold negative attitudes and stereotypical beliefs about older adults and the aging process, largely due to a lack of direct experiences and contact with older adults, and gaps in course content in higher education (Barrett & Cantwell, 2007;Gellis et al., 2003;Guest et al., 2019;Towner, 2006). ...
The importance of gerontology-focused classroom and field education has been emphasized heavily in social work education for decades as the population of older adults continues to expand, as does the need to provide services to support the health and well-being of older adults. Although the need for social workers and other professionals who possess competency in relevant aging issues is paramount, various challenges still exist in regard to curricular infusion of gerontological education and generating student and faculty interest in this area of study. This exploratory study highlights empirical findings from faculty and students at a growing metropolitan university with no current gerontology program or gerontology certificate program. The present study employed cross-sectional, quantitative survey research to identify experience, interest, preparedness, and barriers expressed by university faculty and students in regard to addressing a rapidly aging society. Findings contribute to preexisting literature and offer new insight and feasible recommendations for faculty in all university departments to expand gerontological education opportunities.
... Considering the career path of social work involves reflective thinking on one's identity (Buchbinder, 2007;Chonody & Wang, 2014). Without constructing a sense of meaning in social work, social work graduates entered other professions (Zeng et al., 2016). ...
... Personal development, therefore, seems vital for the preparation of working with older people. Students could deal with issues such as death anxiety and life meaning properly, then construct a sense of commitment toward the profession (Chonody & Wang, 2014;Rogers et al., 2013). Such findings, of course, require more research to verify. ...
The lack of adequate numbers of people working with older adults in an aging society implies the potential of attracting students from other disciplines to the field. This qualitative study explored the experiences of 52 Chinese psychology students who took a gerontological psychology course designed to prepare them for aging-related careers. As younger students having conversations with older people benefits their learning of gerontology, to accomplish the course tasks, each student had to interview an older person, analyze the data, and write a report with reflectivity. Thematic analysis of the students’ written reports indicated that intergenerational interviewing is rewarding in preparing them for aging-related work in that the students gained both concrete knowledge about aging and experiences of doing gerontological qualitative research, realized that intergenerational interviewing benefits both themselves and their interviewees, and went through a process of personal development that is necessary for a gerontological career. Implications for future research and practice in cultivating psychology students’ interest in aging-related work were discussed.
... Extant literature exploring the relationship between ageism and interest is mixed, with some findings supporting an inverse relationship between ageism and interest, where higher levels of ageism are related to lower levels of interest (e.g., Bergman, Erickson, & Simons, 2014). Other studies have found no relationship between these variables (e.g., Chonody & Wang, 2014;Ferguson, 2015). Therefore, more research in this area is merited. ...
... We found that after controlling for age and race/ethnicity, counselors' COASE, ageism, and contact predicted interest in working with older adults with a large effect size. Our findings are consistent with SCCT (Lent et al., 1994), and these findings add to existing literature indicating that self-efficacy (e.g., Cummings et al., 2005;Kane, 2004;Olson, 2011) and contact (e.g., Bergman et al., 2014;Chonody & Wang, 2014) are correlated with interest. We found that positive ageism was positively correlated with interest. ...
The authors surveyed professional counselors (N = 956) to examine self‐efficacy in counseling older adults, contact with older adults, and ageism as related to their interest in working with older adults. Higher self‐efficacy, contact, and positive ageism predicted increased interest. These results and implications for counseling older adults are discussed.
... More specifically, the resistance against Gerontological Social Work by students is found in: beliefs about their anxiety concerning their aging or death (Anderson & Wiscott, 2003), reduced contact and knowledge about older adults (Gellis et al., 2003), negative perceptions about older people in terms of productivity, capacity for change and independence, emotional image and hygiene (Gellis et al., 2003;Mason & Sanders, 2004), beliefs about low wage earnings (Hooyman & Lubben, 2009) and lack of professional challenges (John Hartford Foundation, 2009;Chonody & Wang, 2014b). ...
Combating ageism is a challenge for social workers, given that social work
is directly intertwined with social justice. The conceptual definition of
ageism varies due to different measurements and lack of definition
consensus. The purpose of our study is the systematic review of
operational definitions of ageism, which have been used by empirical
research on ageism in the field of social work. Scopus, Pub Med, Taylor
and Francis, and Springer were searched from 2000 to 2020. Inclusionexclusion
criteria were established concerning timespan, language,
study type, and study focus. Finally, twelve peer review articles were
included in the final review. Results suggest that the more prevalent
forms of the operational definition of ageism include cognitive, otherdirected,
explicit negative, or positive components as well behavioural
other-directed, explicit negative, or positive components. Our review
reveals an absence of implicit and self-directed components. The
findings highlight the need for an approach that covers all the
dimensions of ageism. The exact dimension and manifestation of
ageism in the various geriatric contexts of social work are necessary.
Implications for social work research and practice are discussed.
... Our findings add to existing literature by underscoring the effectiveness of webinars in terms of increasing knowledge about and improving attitudes toward a given topic (Gegenfurtner & Ebner, 2019). More importantly, our work demonstrates that the webinar format may be an effective, sustainable, and easy-to-implement method to increase interest in a field that may not be successfully recruiting trainees who could potentially find work with older adults to be meaningful (Chonody & Wang, 2014;Lun, 2010). Even among students and trainees who report an interest in age-related careers in aging, there is often uncertainty about training opportunities that might help them achieve careers of interestas well as what career options may even be available to them and what those careers look like "on the ground" (Renn, Spalding, Allen, Edelstein, & Birdsall, 2022). ...
Trainees may be interested in careers in aging but unfamiliar with career options, leading to a shortage in the geriatric workforce. In response to needs identified at a national geropsychology training conference, a multisite faculty group developed a six-session webinar series about careers in geropsychology, detailing career options in six unique settings. Each webinar session featured a moderated discussion with a panel of four professionals currently employed in the career of interest. The webinar was advertised to clinical and counseling psychology trainees with a potential interest in age-related careers, with evaluation of the series primarily including trainees from graduate programs, clinical internships, and postdoctoral fellowships. Participants rated their attitudes and beliefs about each career option at pre- and post-discussion. On average, each webinar session was attended by 48 individuals (SD = 12, range = 33-60). At baseline, attendees reported significantly more interest in careers in clinical practice compared to other careers, and interest in university settings increased from pre- to post-discussion. Across all six sessions, participants reported increased understanding of training experiences that would be helpful in pursuing that specific career. Findings point to the feasibility and utility of webinars for enhancing interest and confidence in pursuing careers in aging.
... Further, to assist with addressing concerns and fears that undergraduate students have in working with elderly populations, social work programs may wish to offer broad learning experiences for students and include activities with more physically healthy elders, such as bringing active older adults into to the classroom for panel discussions or presentations and/ or provide community service opportunities that connect students with active older adult populations involved in civic service events. Chonody and Wang (2014) posit that the need for social workers with a specialization in gerontology has become a global priority. The results of their cross-sectional survey of students in the United States, England, and Australia reported that only 5.4% of the 1,042 students surveyed were interested in gerontology. ...
This study examined the extent to which a mandatory service-learning experience impacted Bachelor of Social Work (BSW) students’ attitudes and interest in working in gerontological social work and identified factors that influence a student’s desire to work with aging populations. Using a convenience sample of 51 BSW students, participants either conducted a structured life review or a friendly visitor assignment with an older adult. Participants were a diverse group of primarily female students, ranging in age from 20-57 years old. Pre- and post-survey results suggest that intergenerational service-learning in social work can be a valuable instructional technique, helping students to maintain or increase interest in working with elder populations, alleviating concerns of working in gerontological settings, and giving insights into both the challenges and rewards of this field of work.Keywords aging/gerontology; practice learning; service learning; experiential teaching methods; social work education
... Rather, it is widespread in healthcare systems (Kane & Kane, 2005;Latimer, 2011;Ouchida & Lachs, 2015). Some reasons underlying the prevalent ageism or stereotyping of older adults in healthcare settings include but are not limited to inadequate or lacking education and knowledge (Webb et al., 2016), limited experience with older adults (Chonody & Wang, 2014), unsuccessful clinical interventions for older adults perceived by healthcare professionals (Kane, 1999), perception of healthcare professionals that their older clients are misplaced (Hochschild, 2012;White et al., 2012), and the emphasis on accountability not on care regarding health services for older adults (Ceci et al., 2011;Tadd et al., 2011). ...
This study was designed to investigate the impacts of self-arranged nursing home observation sessions on healthcare students’ attitudes toward older adults. Sixty-seven undergraduate students enrolled in a gerontology course were required to complete an attitudes survey at the beginning and the end of the semester. In addition, they conducted 3 sessions of self-arranged nursing home observation and wrote pre- and post-observation journals. The quantitative attitudinal changes were measured by the Scale of Attitudes toward People with Dementia. For the analysis of the reflective journals, a thematic analysis approach was employed. The paired t-test showed a significant attitudinal change toward older adults among students. The thematic analysis also revealed that students showed improved understanding about older adults, a greater sense of kinship toward older adults, and increased motivation to work with older clients as future healthcare professionals. Nursing home observation may be beneficial to promote positive attitudes toward older adults among healthcare students.
... Much of this growth is being driven by the increase in the older population in the U.S. However, there continues to be a dearth of social work students expressing an interest in working in geriatric social work (Berg-Weger & Schroepfer, 2020;Chonody & Wang, 2014). According to Flaherty and Bartels (2019), only 4% of social workers are trained in gerontology. ...
This systematic review examined the factors associated with social work students' attitudes toward older adults or working with older adults from the literature published in the last decade. Twelve peer-reviewed empirical studies published between 2011 and 2020 were included for review. Results suggest that both direct and indirect exposures to older adults positively changed social work students' attitudes. While infusing exposure to older adults into courses appeared effective in modifying students' attitudes, inconsistent measurement and lack of information across studies made it impossible to compare the effectiveness of interventions across studies. Implications for gerontological social work education are discussed.
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... Adults in later life may benefit from the services of culturally competent, well-trained professionals in the helping and human services fields. Yet, a lack of interest in working with this population has been reported for nurses, public health, social work, and medical and allied health students (Chonody & Wang, 2014;Lin, Bryant, & Boldero, 2011;Sudha & Morrison, 2016). Over half of geriatric medicine and psychiatry fellowships go unfilled each year (Bartels & Naslund, 2013), and only 1.2% of psychologists reported a geropsychology specialty (Moye et al., 2019). ...
By 2050, 22.1% of the United States population will be 65 years or older, increasing the demand for well-trained, enthusiastic professionals to serve them. At the same time, later life is frequently pathologized, and there continues to be a preference for youth by those who are yet to be old as well as older adults themselves. The growing divide between this expanding cohort and gero-focused professionals is exacerbated by the under-emphasis on gerontology in undergraduate higher education and the substantial shift toward online instruction and larger class sizes in the U.S. In this quasi-experimental study, researchers examined whether a gerontology-focused empathy-building intervention (EBI) in 2 semesters of an online undergraduate course on aging changed students’ attitudes toward older adults, aging anxiety, and interest in gero-focused careers, compared with 2 control semesters taught without the EBI. Statistical results showed that neither the EBI nor course completion without the EBI significantly shifted students’ gero-attitudes and interest, suggesting the necessity of earlier and varied interventions to combat negative stereotypes about aging. Qualitative results provided some indication of the possible impact of the EBI. We describe study design, implementation, challenges, and areas for future intervention and study.
... Consistent with the prevalent negative stereotypes of older adults, careers working with older adults are stereotyped as low status, boring, not challenging or rewarding, and low paying with less opportunities than other specialties (Chonody & Wang, 2014;Cohen et al., 2004;Goncalves, 2009;Higashi, Tillack, Steinman, Harper, & Johnston, 2012;Weiss, 2005). These stereotypes may be due in part to lack of knowledge about these career paths and the opportunities available (Bergman et al., 2014;Cummings & Galambos, 2002). ...
Negative stereotypes about older adults are increasing and contributing to a shortage of professionals in gerontology. Building on the PEACE model (Positive Education about Aging and Contact Experiences), two experiments used education to address stereotypes associated with older adults. Participants were randomly assigned to read brief articles that: challenged stereotypes about older adults (condition 1), challenged stereotypes about careers working with older adults (condition 2), challenged both stereotypes (condition 3), or described careers in general (control; condition 4). In Study 1, 399 undergraduates in all 3 experimental conditions (vs. control participants) reported lower levels of ageism, more positive age perceptions, and more aging knowledge in an immediate and delayed (1–2 weeks) post-test. In Study 2, 446 national community participants (ages 18– 25) in all experimental conditions (vs. control participants) reported greater positive age perceptions, aging knowledge, and interest in psychology and social work careers with older adults in an immediate post-test. These findings highlight the promise of using brief online methods to challenge stereotypes, provide more positive and accurate views of aging and older adults, and increase interest in careers working with older adults. Implications are discussed.
... Ageism alone does not explain this phenomenon (Chonody, 2015;Mason & Sanders, 2004). Rather, a lack of prior contact or experience with this population (Anderson & Wiscott, 2003;Chonody, 2015) and aging anxiety (Chonody & Wang, 2014) may contribute to this lack of interest. Pedagogical interventions designed to reduce ageism actually include experiential learning interventions. ...
As part of a larger mixed-method evaluation of a college-affiliated lifelong learning program, this thematic analysis describes the experiences of traditional college-aged students (n = 61) enrolled in courses with older adult auditors. When professors fostered contact between the generations, students described a favorable classroom experience. Students reported gaining an appreciation for education in older age, transforming personal stereotypes about older adults, and reductions in aging anxiety. Additionally, courses that provided a knowledge base about aging while managing dialogue to ensure that neither students nor auditors monopolized conversation contributed to positive attitudes toward older adult auditors.
... Despite the dramatic growth of the aging population and the effects of families and communities, social work students may have lower involvement in gerontology. A way to stimulate their interest is by introducing gerontological content to social work students within the foundation curriculum, as it has the potential to reduce stigma and ageist beliefs that deter learners from understanding how to work with an aging population (Chonody & Wang, 2014). ...
This study examines the benefits of introducing autoethnographic writing as part of an ageism intervention to familiarize students with the life course. In this mixed-methods study, 186 graduate and undergraduate students conducted interviews with a grandparent or older adult and subsequently assumed the identity of the grandparent to write introductions of themselves as if they were that grandparent, using “I” statements in an online discussion forum. Most assumed grandparents were women (78.0%), and White (63.8%) with an average age of 77.3 ( SD = 12.3). Emerging themes were categorized into three levels: structural, familial, and individual. The number of times a certain theme was mentioned was counted and major themes were analyzed. Findings indicated how autoethnographic reflections can promote student examination of self-awareness, cultural heritages, and personal growth. This technique is encouraging as an educational ageism intervention and warrants further adaptation and testing.
... This book negotiates the welldocumented gap in the field of gerontological social work regarding the lack of student interest in pursuing a career in aging. Literature has consistently shown only 3%-9% interest in gerontological social work among Master of Social Work students (Chonody & Wang, 2014;Hooyman & Lubben, 2009;Scharlach et al., 2000). That said, this book responds to the subsequent question of how to elevate interest to bring students and practitioners to the field. ...
... Such tenets are based on outdated socio-cultural patterns of interaction between generations especially among young persons and first year university students. In contrast, it has been confirmed that intergenerational groups linked by commercial or ephemeral bonds are less efficient in terms of prosocial interaction than affectively loaded intergenerational relations (Chonody and Wang 2014). ...
Contemporary societies allow interactions between three or more generations at the same time. However, the emergence of multigenerational societies does not necessarily guarantee the eradication of ageism or age-related stereotypes. In this new social landscape, the civic mission of higher education includes the expansion of the educational toolbox for future professionals with instruments devoted to improve communication between generations. In this chapter, we refer to the intergroup contact theory, which supports intergenerational contact between young and old, not as individuals of different ages who coincide in chronological time, but as members of a community from different generations, as it is framed in the generational intelligence educational model. After presenting the theoretical background, a particular intergenerational service learning methodology is proposed and a case study, developed at Fontys University of Applied Sciences and Summa College in Eindhoven is described. This methodology is based on instructing students, not only on technical contents of a discipline but also on developing communication skills between generations. This communication tries to empathize with the ideas, interests and feelings of other generations, potentially leading to a reduction of prejudice. The chapter ends with limitations and future proposals related to generational education as an effective tool against ageism.
... Bardach et Rowles (2012), à leur tour, déclarent l'absence de curricula répondant aux défis et réalités actuels ainsi qu'un nombre restreint de professeur.e.s spécifiquement formé.e.s au développement, à la gestion et à l'évaluation de programmes gérontologiques. Ce manque de compétences perçu peut, à son tour, entraîner de l'anxiété qui se voit négativement corrélée à l'orientation au sein de filières gérontologiques (Chonody & Wang, 2014 ;Waites & Lee, 2006). ...
Higher education students are reluctant to specialise in the field of gerontology, despite current challenges. A survey onthe representations of old age questioned 228 participants from the Faculty of Psychology and Educational Science of UMONS. An analysis of the quantitative results revealed that the students have a nuanced view of older people.. Indeed, our sample does not strongly demonstrate recourse to stereotypes linked to age. In this respect, participation in trainingand continuing higher education are identified as a negative influence on discrimination. Therefore, opportunities for training are discussed in order to adapt programmes to the needs of students and society. © 2017 Institut National d'Etude du Travail et d'Orientation Professionnelle. All rights reserved.
... • Identify different age cohorts and explain how birth cohorts can impact social work practice. working with older people, often believing that the work will be unchallenging or that older people cannot benefit from clinical interventions ( Chonody & Wang, 2014;Chonody, Webb, Ranzijn, & Bryan, 2014). However, research indicates that older adults do benefit from therapeutic interventions ( Collins, Katona, & Orrell, 1995), and practitioners in the field report that their work is rewarding and working with older clients is a pleasant experience ( Webb, Chonody, Ranzijn, Owen, & Bryan, 2015). ...
Social Work Practice With Older Adults by Jill Chonody and Barbra Teater presents a contemporary framework based on the World Health Organization’s active aging policy that allows forward-thinking students to focus on client strengths and resources when working with the elderly. The Actively Aging framework takes into account health, social, behavioral, economic, and personal factors as they relate to aging, but also explores environmental issues, which aligns with the new educational standards put forth by the Council on Social Work Education. Covering micro, mezzo, and macro practice domains, the text examines all aspects of working with aging populations, from assessment through termination.
... This is most noticeable in research on student interest in ageing. For example, in a study of 1042 social work students in the United States, England and Australia, just 5.4% indicated an interest in gerontology (Chonody & Wang, 2014). In an earlier Australian study, the average score on a 10-point interest in working with older people scale was just 5.13 (with 10 representing the greatest interest), and the average score on a 12-item ageing knowledge instrument was 8.5 (71%) (Hughes & Heycox, 2006). ...
Little is known about the quantity, nature and range of Australian social work research on ageing and aged care. This scoping review involved a comprehensive search of seven online bibliographic databases. The review identified 108 peer-reviewed journal articles, published between January 2007 and June 2014, that reported Australian social work research on ageing and aged care.
Findings
The average number of authors per paper was 2.10 with most social work researchers co-authoring papers with non-social workers. The main topics of research focus were health and rehabilitation, elder abuse, asset management, community services and caregiving, housing and residential aged care, and ageing with an intellectual disability. The findings highlight the contribution social work researchers make to multidisciplinary gerontological research, and to understanding the lived experiences of older people and the provision of services. However, they also point to the relative paucity of research focusing on direct social work practice with older people, and the little evidence of the participation of older people and carers in the design and delivery of research.
Applications
The findings indicate the need for capacity-building strategies, such as developing networks of Australian social work researchers on ageing and aged care, to improve research outputs in this area.
... When being "old" feels more imminent, it appears that this negativity is more likely. A similar pattern amongst college students was found in an international study (Chonody & Wang, 2014). The social construction of aging creates "old age" not chronological age in-and-of-itself. ...
Ageism is fueled by stereotypes and negative attitudes about aging and older adults, which can lead to individual level prejudice and discrimination. Through survey methodology, this study explored stereotypes and ageist beliefs of youth transitioning from middle childhood into adolescence (aged 11-13 years) (N = 69) in the South West of England. The results indicate that positive more than negative stereotypes were acknowledged, and more positive stereotyping was positively correlated with more positive attitudes towards older adults. Contact with older adults and age that one considers "old" were significant in predicting attitudes towards older people. The results suggest that time matters, both in terms of contact with an older adult and time to reach "old age", in shaping youths' attitudes and stereotypes. Intergenerational and educational programs that seek to address aging myths and increase contact between youth and older adults are discussed as ways to improve attitudes amongst youth transitioning from middle childhood into adolescence.
... Similarly, Allen and Johnson (2008) found that increased contact with older adults was associated with reduced ageism mediated by anxiety of aging. Other studies have also found a significant relationship between aging anxiety and attitudes toward working with older adults (Chonody & Wang, 2014). ...
Recently there has been an increase in the population of older adults; however, this increase has not been reflected in the helping professions. The aim of the present study was to qualitatively investigate barriers to working with older adults within the human service professions. An online survey was sent to students, academic faculty, and practitioners from the disciplines of social work and psychology throughout Australia, addressing issues related to work with older adults. Thematic analysis was used to extract themes and subthemes from the responses (N= 252). The most important finding was that a barrier to working with older adults appears to be a consequence of a perpetuating cycle among students, academic faculty, and professionals collectively. Faculty members did not feel knowledgeable in the area of gerontology, and were therefore not able to educate students in this area appropriately, leading to students to enter the workforce as either faculty members and/or practitioners without expertise to work with older adults. This study highlighted the importance of including more comprehensive gerontological information within social sciences' curriculum, which may promote more realistic images of older adults and help alleviate barriers to working with this population.
... I encourage you to look for the different approaches authors take as you read through this issue. In the lead- ing article, Jill M. Chonody and Donna Wang (2014) present findings from a three-country study exploring social work students interests in gerontology. Taking some tough issues head-on, Chonody and Wang inquired about stu- dents' anxieties about their own aging and about death, assessed for ageist beliefs, and obtained information about their prior contact with older adults to determine the influence of these factors on student interest in gerontology. ...
Ageism remains an obstacle to building an age-friendly environment. Although the rise of ageist microaggressions (i.e., subtle discrimination) threatens older adults from maintaining well-being, the mechanism of ageist microaggressions remains understudied. The present study examined ageist microaggressions using a transactional model. Specifically, we examined whether ageing and death anxieties contribute to self-ageism and influence benevolent and hostile ageism. These ageist beliefs might lead to benevolent and hostile ageist microaggressions, respectively. Cross-sectional data from 214 Hong Kong middle-aged adults ( M age = 50.97) were obtained. The results from a structural equation model revealed that ageing anxiety, but not death anxiety, was a significant predictor of self-ageism, hostile ageism, and hostile ageist microaggressions. A revised model further suggested that benevolent and hostile ageism were predictive of hostile ageist microaggressions. The results highlight the importance of defying the conventional perception of ageing to reduce ageing anxiety, ageism and ageist microaggressions for an age-friendly society.
The small percentage of psychologists specializing in geropsychology will be increasingly insufficient to meet projected mental health needs of the growing older adult population in the United States. The current study examined contact with older adults, empathy, and multicultural competence as predictors of counseling and clinical psychology doctoral trainees' attitudes toward and interest in working with older adults. A sample of 311 doctoral trainees in clinical (n = 234) and counseling (n = 78) psychology were surveyed online. A structural equation model testing hypothesized interrelationships between study variables showed good fit. Greater contact with older adults was significantly related to less ageist attitudes, greater interest in work with older adults, and more empathy. Less ageist attitudes were significantly related to greater interest in clinical work with older adults. Greater empathy was significantly related to less ageist attitudes and greater multicultural competence, but to less interest in working with older adults. Empathy mediated the relation of contact to attitudes. Increasing positive contact with older adults as part of doctoral training in counseling and clinical psychology may enhance trainees' empathy, attitudes toward older adults, and interest in work with older adults.
The need for social workers educated about aging and eager to work with older adults will increase significantly as the older adult population rises rapidly. It is essential to determine the attitudes and compe-tencies of social workers prepared to work in this field. This study aimed to evaluate Turkish undergraduate social work students' attitudes toward older adults and their geriatric social work competency. A cross-sectional descriptive correlational research design was used in the study. The study included 308 fourth-year undergraduate students attending a social work program. Participants were selected by convenience sampling. The results indicated that students had slightly positive attitudes toward older people. As for the geriatric compe-tency, the students rated highest in applying "values, ethics, and theoretical perspectives" and lowest in the "aging services, programs, and policies." Geriatric social work competence was strongly associated with positive attitudes toward older adults. These findings indicate the need to implement new learning opportunities early in academic programs to improve social work students' attitudes toward older adults and increase their knowledge and skills to address the aging population's needs.
An important goal of the social work profession is to maintain a qualified and accessible professional workforce across all practice areas. Little is known about socio-economic diversity among social work students and potential associations with career choices. The purpose of this project is to describe economic circumstances of social work students and to explore any associations between socio-economic status, debt, intent to stay in the social work profession, and their desired practice area. In this sample of social work students in the Southeastern United States, we find that the majority of students work and accrue student loan debt while in school. Parents’ education level was associated with preference to work in healthcare, mental health/substance abuse, and education settings over nonprofit settings. Parents’ income level had a non-linear association with likelihood of staying in the social work field. Students rated stability and health insurance as more important to choosing a job than salary. We find some potential influence of socio-economic status on career choices of social work students. Given this potential influence, educators should provide information about the features of different practice areas in the social work field and strategies for managing debt after graduation, especially for first generation students.
The growing aging population in Canada has multi-faceted psycho-social needs. Social workers are well-positioned to address these needs, despite many challenges. This paper reports findings from the World Café at the Gerontology Symposium in Alberta, Canada, held in 2018. The goal was to learn from social work practitioners, researchers, and educators (N = 49) about current and future needs of gerontological social work in Alberta. There were two research questions: 1) What strategies do social workers need on the micro, mezzo, and macro levels to help better serve the growing older adult population in Alberta? (R1) 2) How can social workers promote the value and contribution of gerontological social work within the interprofessional community? (R2) The data were analyzed using qualitative content analysis. Ten R1-related themes emerged: personal traits of a social worker; professional skills; bio-psycho-social needs of older adults; community connections; access to benefits; gerontological social work education; integrated healthcare; aging policy; ageism; and advocacy to strengthen the voice of older adults. The three R2-related themes include strengthening the status of the social work profession; building trust through demonstrated skills; and interprofessional education and practice.
Old age is an unavoidable phenomenon in the human life cycle. The aging population is exponentially rising across the globe due to the remarkable progress that society has made in terms of increased life expectancy. Around the world, there is an increasing number of older people who need a variety of human services. As the world population ages, the number of older people with mental illness will increase. The mental health problems among older persons are rising globally as well as in India and Australia due to the demographic shift in the aging population. In spite of the growing incidence and prevalence of mental disorders among older persons, more attention is been paid to the mental health issues among the younger population in terms of treatment and research. Besides, there is a dearth in the literature relating to innovative approaches and the application of gerontological social work practice in geriatric health care in India and Australia. Further, the richness of gerontological social work has always been challenged and underestimated by health professionals and policy-makers in both developing and developed countries. This article attempts to cross-compare the gerontological social work practice in the field of mental health in India and Australia. The burden of geriatric mental health and utilization of mental health services between these two countries are also discussed.
Approximately threefold increases in older age population groups (+65 years) are projected in the next 15 years. Demographic changes in society will mean greater numbers of older adults in proportion to the younger generation. In the current policy on older age groups, emphasis is placed on healthy aging warranting a multidisciplinary workforce to work with older people. Despite this need and increased demand in the aged care sector, a fewer social work students are willing to undertake aged care placements or to choose it as a career option.
An innovative teaching and learning pedagogy was used in designing the course curriculum titled ‘Social Work with Older People’, including the input of invited specialist guest speakers, an on-campus interactive workshop with older guests, and an assessment designed to evaluate the learning related to the workshop content. The paper reports changes in the attitudes of students studying gerontological social work after the course delivery, evaluated through an online survey with the purpose of improving the learning outcomes in the course and to gauge students’ interest, experiences, attitudes and motivation to work in the aged care sector. The paper contributes to building knowledge in addressing the needs of the changing social demographic.
As the population ages, the number of careers that intersect with aging is expected to grow. However, many young people lack an interest in working with aging populations. As previous work has shown, though, students’ interest in aging careers may be stimulated by coursework and experiential activities related to aging. Despite being a normative developmental process, anxiety about death and dying may be particular barriers to students developing interest in aging, and these topics may be particularly difficult subjects to teach in the college classroom. Here, strategies and activities for teaching the end of life are offered.
Attracting students to gerontological social work has long been difficult. A possible strategy is to provide students with experiential learning opportunities with older adults that provide them with support while reflecting on this work. Our Team Mentored Reflective Practice model represents an effort to enhance students’ reflective practice skills in the context of a clinical research project in which both instructors and students form a supportive team. Students reported a number of benefits that included the development of meaningful relationships with older clients, clinical skills that related to memory loss, and the integration of research and practice. Students who were engaged in the team mentored process of reflection evidenced changes in how they were thinking about clients. These new understandings have the potential to impact the ways in which students work with older adults.
Little is understood about social work students or social workers’ perceptions of ageing in the UK. This paper presents a small-scale study of 20 master social work students’ perceptions of ageing during the first year of their programme. A mixed method approach was employed over a two-staged research project, in both stages the social work students were asked to complete Kogan’s attitudes towards older people scale (KATOPS) and draw a person aged 75. Results demonstrated that most students had neutral to positive attitudes towards older people at the beginning of the programme and these improved in stage two; all had positive attitudes. The drawings provided a visual narrative of their perceptions of older people; visual signifiers included physical signs of ageing. Fulfilment, emotion, family, individuality and appearance were emergent themes. Whilst the programme enhanced the students’ perceptions more work is needed to dispel the myths and stereotypes about ageing.
Gerontological educators are increasingly interested in reducing college students' negative, and promoting their positive, attitudes toward older adults. Over the course of a semester, students from six four-year institutions viewed three life story videos (documentaries) of older adults and completed pre- and post-test surveys that assessed their positive (Allophilia Scale and negative (Fraboni Scale of Ageism attitudes. We assessed changes in attitudinal scales between treatment (with videos, n?=?80) and control (no video, n?=?40) groups. Change score analysis with 95% bias-corrected bootstrap confidence intervals estimated the effects of the documentaries on students' attitudes. The treatment group showed significant increases in Kinship, Engagement, and Enthusiasm, and decreases in Antilocution and Avoidance (all ps < 0.05). There was no significant change in Affect, Comfort, or Discrimination. This study demonstrated how video stories impact students' attitudes about older adults.
Gerontology education programs that combine elements of experiential service-learning, community participation, and residential immersion have been emerging in the United States and internationally. Combining fieldwork, interviews, and immersion methods, this study draws on qualitative ethnographic and phenomenologic design, whereby a student lived in senior housing for 3.5 years. The study is among the longest and most intensive gerontological field experiences ever reported. It is based on more than 2,000 hours of observations and conversational interviews with 14 residents. Major patterns based on observational data show the importance of shared history, support for one another, negotiating environmental tensions, and demand for attention on the part of residents. Major themes derived from interviews elaborate on family conflict, conflict between residents, and life decisions. Results show that a unique combination of physical and social proximity in an intergenerational alliance enables life enhancement for older adults and learning opportunities for students. A recommendation is made to implement a live-in role more formally.
This study surveyed graduating Master of Social Work (MSW) students from social-work programs in 3 Southern states to obtain information about students' attitudes toward aging, gerontological knowledge, and factors predictive of interest in working with older adults. Students' self-rated aging skills, contact frequency with older adults, rewarding interaction with older clients, and a stronger belief that gerontological social work offers good career opportunities were significant predictors of students' interest in aging related work. While only a minority of students had engaged in an aging-related internship, over 60% reported that they would have been likely to do so if a stipend had been included.
The unprecedented growth in the nation's older adult population has called attention to the increasing need for geriatric social workers. However, research suggests that social work students hold ageist attitudes that prevent many from pursuing careers in gerontology. The present study sought to identify student perceptions of gerontology content in MSW education and possible correlations with attitudes toward older adults and interest in gerontology. A sample of 252 MSW students participated in classroom surveys. The survey outcomes revealed that gerontology content in MSW curriculum was correlated with positive attitudes toward older adults, but it was not related to increased interest in gerontology.
As the number of elders continues to grow, the supply of masters-level gerontological social workers falls short of the documented need. Using symbolic interactionism as the theoretical framework, this study explored factors influencing graduate social work students' employment in aging-related jobs following graduation. The impact of gerontological education, aging attitudes and anxiety, extent and quality of elder contact, perceptions of gerontological social work, and student demographics were examined. Additionally, degree of contact with elders and the need for gerontological knowledge in their current jobs was examined for graduates in both aging and non-aging positions. Surveys were completed by second year MSW students one month prior to graduation and again six months post-graduation. Results indicate that 20% of all graduates were employed in aging-related positions and that the majority of all graduates had contact with elders and used gerontological knowledge in their jobs, regardless of their field of practice. Aging knowledge and skills, frequency and quality of elder contact, gerontological internships, and undergraduate gerontology courses were positively associated with aging-related employment. Logistic regression revealed that contact frequency and rewarding interactions with older clients were significant predictors of aging-related work. Educational implications are discussed.
The article presents a cross-national study of social work students' interest in working with the elderly, based on a sample of 679 graduating BSW students from 7 countries: Australia, Brazil, England, Germany, Hungary, Israel, and the United States. The findings among all the national cohorts show that the motivation to work with the elderly was lower than motivation to work with any other age group and, moreover, that it was equally low in most of the countries. They indicate that low motivation to work with the elderly is not limited to 1 or 2 countries but exists in various parts of the globe. The findings support the growing concern that the social work profession may not be able to meet its obligations to the aging society.
The rapidly growing aging population highlights the need for social workers trained in gerontological practice and interested in work with older adults. This study, conducted in two southern states, examined recent social work graduates' perceptions of aging-related work and identified factors influencing their employment in aging related jobs. One-quarter of the graduates were employed in aging-related work. Logistics regression analysis revealed that aging-related skills, belief that work with older adults would be depressing, and having taken an undergraduate gerontology class were significant in predicting employment in aging-related jobs. Implications for social work education as well as directions for future research are discussed.
This study examined the self-reported likelihood of working with older adults in a future career among 237 college undergraduates at a midsized Midwestern university. Although aging anxiety was not significantly related to likelihood of working with older adults, those students who had a greater level of death anxiety were less likely than other students to report a future likelihood of working with older adults. In addition, quality relationships with unrelated older adults were positively correlated with likelihood of working with older adults. Recommendations for future research and ideas for attracting college students to gerontology as a career are discussed.
The present research investigated the hypotheses that elderly people can be reminders of our mortality and that concerns about our own mortality can therefore instigate ageism. In Study 1, college-age participants who saw photos of two elderly people subsequently showed more death accessibility than participants who saw photos of only younger people. In Study 2, making mortality salient for participants increased distancing from the average elderly person and decreased perceptions that the average elderly person possesses favorable attitudes. Mortality salience did not affect ratings of teenagers. In Study 3, these mortality salience effects were moderated by prior reported similarity to elderly people. Distancing from, and derogation of, elderly people after mortality salience occurred only in participants who, weeks before the study, rated their personalities as relatively similar to the average elderly person's. Discussion addresses distinguishing ageism from other forms of prejudice, as well as possibilities for reducing ageism.
Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p Document Type: Research Article DOI: http://dx.doi.org/10.1080/03601270050200626 Affiliations: University of California, Los Angeles, Department of Medicine, Geriatrics, Los Angeles, California, USA Publication date: October 1, 2000 More about this publication? Information for Authors Subscribe to this Title ingentaconnect is not responsible for the content or availability of external websites (document).ready(function() { var shortdescription = (".originaldescription").text().replace(/\\&/g, '&').replace(/\\, '<').replace(/\\>/g, '>').replace(/\\t/g, ' ').replace(/\\n/g, ''); if (shortdescription.length > 350){ shortdescription = "" + shortdescription.substring(0,250) + "... more"; } (".shortdescription a").click(function() { (".originaldescription").slideDown(); return false; }); }); Related content In this: publication By this: publisher In this Subject: Education By this author: Gorelik, Yehudit ; Damron-Rodriguez, Joann ; Funderburk, Brooke ; Solomon, David H. GA_googleFillSlot("Horizontal_banner_bottom");
This paper presents the results from a comprehensive study of aging attitudes among 97 social work students and 80 non-social work students at a mid-sized university in south central Pennsylvania. Overall, students had moderately negative views of aging and expressed little desire to work with older adults. Non-social work students possessed significantly higher knowledge about aging; no other group differences were found. Demographic, individual, mental health, and professional characteristics were significantly related to attitudes about aging and desire to work with older adults. Implications for curricular changes and out-of-class volunteer experiences to improve students' perceptions of aging and older adults are discussed.
Longevity is one of the great achievements of the 20th century and its implications for the new century will be profound. The unprecedented demographic shift to an increasingly older society will have a dramatic impact on individual choices over the life course, the structure of the family, and multiple social institutions. Social work can make unique professional contributions to older persons and the late-life family. This article asserts, however, that social work is not adequately prepared to practice in the aging society. The authors document the challenges to social work and recommend addressing these challenges through educational innovations.
During the coming years the need for professionals to work with the nation's elders will increase several fold. This will place a great responsibility on university educational programs to prepare enough qualified future professionals to work in the greatly expanding field of gerontology. Prior research has identified several nonacademic and academic experiences that influence a student's decision to become gerontological professionals. One area that has been omitted from this work concerns focus groups. This article reports on the impact that observing a relatively simple and inexpensive focus group of professional geriatric practitioners can have on field practicum preferences among advanced undergraduate social work students at a large Texas state university. Findings indicate that observing a focus group significantly influences students' practicum preferences for working with elders, thereby setting them on a trajectory for a career in geriatrics.
The Relating to Older People Evaluation (ROPE) is a 20-item questionnaire that measures positive and negative ageist behaviors that people may engage in during everyday life. In this article, we report the first findings from several administrations of the ROPE along with initial psychometric information on the instrument. Respondents were college students, community-dwelling older adults, and persons affiliated with a university community. Results indicate that most people of all ages readily admit to positive ageist behaviors. Younger and older adults appear to participate in similar amounts of ageist behavior. Analyses by gender indicated that women endorsed the positive ageism items more often than did men. Psychometric analyses yielded estimates of adequate test-retest reliability and internal consistency reliability. Implications for current views of ageism as a social phenomenon and strategies for reducing ageist behaviors in everyday life are discussed.
As people live longer and the number of older adults increases worldwide, it becomes important to understand the factors that influence how we understand and perceive our own aging as well as how we construct our attitudes toward older adults. Although studies have indicated that later adulthood can be a healthy, productive, and satisfying time of life, ageism or prejudice and discrimination against older adults and a fear of the aging process, continues to be a widespread phenomena. The purpose of this study was to compare attitudes and anxieties toward aging of young and middle-aged men and women from the United States and Turkey. The results indicate that significant country and gender differences exist in how people feel about getting older and the age at which they consider themselves to be “old.” Contact with elders as well as education regarding the process of aging appear to have a significant impact on attitudes toward aging.
Most health care and social service providers are routinely required to work with elderly clients and clients’ aging family members. Research suggests that students entering these professions have knowledge deficits and lack positive attitudes toward older people. Few prefer to work with aging clients. Professional curricula are not providing students with adequate training to serve the current needs of this population, much less to meet projected increases in demand for services. To examine this issue, 67 master's students in nursing and social work completed questionnaires assessing (1) knowledge about aging, (2) attitudes toward old people, and (3) perceived barriers to gerontological education. Results confirmed the existence of knowledge deficits among respondents. Attitudes tended to be neutral rather than strongly positive or negative. Knowledge scores were related to attitudes, to respondents’ ages, and to their having lived in households with older relatives. Nursing students identified the greatest barriers in gerontological education as insufficient curriculum time and lack of academic role models. Social work students perceived lower status of work with the elderly and limited experience with healthy older people as the greatest barriers. The two groups agreed that fragmentation of services contributes to inadequate gerontological preparation. Findings suggest a need for didactic and experiential learning opportunities, reinforced by appropriate academic role models, for students in service professions.
The present study examined attitudes and knowledge of 96 first year MSW social work students toward older adults using the Aging Semantic Differential (ASD) and the Facts on Aging Quiz II. Results suggest that the sample had limited previous contact with older adults and little knowledge about aging prior to admission. Students reported negative attitudes toward older adults on productivity, adapting to change, independence, and optimism. In multivariate models, male gender and younger student age were both independently predictive of less favorableattitudes toward an older person on the ASD subscales. Previous experiences with older people did not predict attitudes toward older people on all ASD scales.
As the need for gerontological social workers increases, it is important to assess faculty interest in strengthening and bolstering this area in the classroom and curriculum. This study sought to compare training and experience of social work faculty that identified aging as a teaching or research interest with faculty who did not, and to identify predictors of aging interest among faculty. A national sample of social work faculty members was recruited, and a total of 609 individuals participated in the study. The findings reveal that faculty with an interest in aging differed from nonaging faculty in the areas of knowledge of older adults, personal and paid experience, and graduate and continuing education. In addition, predictors of interest in aging included taking a graduate course, continuing education units, having paid and volunteer experience, level of knowledge of older adults, and comfort level of covering content on aging in the classroom. The connection between social work faculty and student interest in aging are discussed as implications for further social work research and education.
Data from BSW and MSW students were analyzed to develop a model to predict career preference to serve older or younger clients. Using discriminant function analysis, the major predictors were future intent to work with elders, interest in gerontological social work practice, future intent to work with elders with Alzheimer's disease, interest in social work practice with elders with Alzheimer's disease, current volunteer work with elderly, previous employment with elders, and volunteer work with elders during social work education. Findings also suggest that exposure to elders is important for career specialization.
The rationale, development and preliminary findings are outlined for the Reactions to Ageing Questionnaire (RAQ). The first version of the instrument was developed following a content analysis of open ended responses. Subsequent administrations to nurses and members of the general population resulted in revisions, producing a 30-item questionnaire. Results are reported of psychometric analyses following administration of the final version to 531 health professionals. Assessments of item homogeneity, use of factor analysis and assessment of associations with other measures of attitudes support the instrument's reliability and validity.
In the present article, we present a theoretical perspective on ageism that is derived from terror management theory. According to the theory, human beings manage deeply-rooted fears about their vulnerability to death through symbolic constructions of meaning and corresponding standards of value. We extend this perspective to suggest that elderly individuals present an existential threat for the non-elderly because they remind us all that: (a) death is inescapable, (b) the body is fallible, and (c) the bases by which we may secure self-esteem (and manage death anxiety) are transitory. We review some recent empirical evidence in support of these ideas and then discuss possible avenues for combating ageism.
Twenty-two Masters level social work students who had worked with older clients in fieldwork were asked about their experiences. This was a qualitative research study using open-ended questions and face-to-face interviews. The group was divided almost in half based on having made the choice to work with this population (12 = yes; 10 = no). All but one student reported increased feelings of compassion and a newly gained appreciation for diversity among their clients. Students who had chosen their placements were largely motivated from their life experiences prior to social work school; only one cited a course in gerontology. Among the students who had not selected to work with older clients, most reported being satisfied with their learning experiences. Students thought that more exposure to field settings was the best way to attract new social workers into gerontology.
[Excerpt] Older Americans 2010: Key Indicators of Well-Being (Older Americans 2010) is the fifth in a series of reports produced by the Federal Interagency Forum on Aging-Related Statistics (Forum) that describe the overall status of the U.S. population age 65 and over. Once again, this report uses data from over a dozen national data sources to construct broad indicators of well-being for the older population and to monitor changes in these indicators over time. By following these data trends, more accessible information will be available to target efforts to improve the lives of older Americans. With the exception of the indicator on nursing home utilization, for which new data are not available at this time, all indicators from the last edition reappear in Older Americans 2010. The Forum hopes that this report will stimulate discussions by policymakers and the public, encourage exchanges between the data and policy communities, and foster improvements in federal data collection on older Americans. By examining a broad range of indicators, researchers, policymakers, service providers, and the federal government can better understand the areas of well-being that are improving for older Americans and the areas of well-being that require more attention and effort.
An alternate form of the Facts on Aging Quiz is presented and documented. Pilot tests indicate that it is useful for stimulating discussion and clarifying other misconceptions about aging; for identifying frequent misconceptions; for measuring bias; and for measuring the effects of educational experiences in gerontology.
This research is based on the premise that aging anxiety is an important mediating factor in attitudes and behavior toward elderly individuals as well as a mediating factor in adjustment to one's own aging processes. The combined concern and anticipation of losses centered around the aging process constitute aging anxiety. This article proposes a multidimensional aging anxiety model, develops a measurement of this model, and assesses the factorial validity of the model. The original eighty-four item Anxiety about Aging Scale (AAS) was developed to assess four dimensions of aging and three types of fears. A principal components analysis of data collected from 312 adult volunteers revealed the presence of four interpretable factors: 1) Fear of Old People, 2) Psychological Concerns, 3) Physical Appearance, and 4) Fear of Loss. Items were eliminated to strengthen this factor structure and resulted in the retention of twenty items. Men were significantly more anxious about aging than were women on the AAS. Correlates of the four factors and implications for further research are discussed.
Social and cultural attitudes toward aging provide a framework for assessing one's own aging experiences as well as one's attitudes toward older men and women. Ageism, or prejudicial attitudes and discriminatory practices toward older adults (Butler, 1980), has been found to be widespread around the world. This study focuses on a comparative analysis of the attitudes of young adults from Germany and the United States. Specifically, the purpose of this study was to evaluate similarities and differences in the anxiety associated with four measurable dimensions associated with ageism: fear of old people, psychological concerns associated with aging, concern over changes in physical appearance as a result of aging, and fear of losses associated with aging. The second purpose of this study was to evaluate the age at which young adults from these two countries might consider themselves to be "old." The findings indicate significant country and gender differences across the dimensions. German participants tended to view aging much more negatively than American participants did. However, Americans considered themselves to be "old" at a much younger age than Germans. Gender differences indicated that women in both countries were more concerned with age-related changes in their physical appearance than were men. Analyses of the results are discussed in relation to the influence of ageism and negative cultural stereotypes of aging on people's self-image across the life span.
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