{"id":60320,"date":"2021-11-19T10:06:18","date_gmt":"2021-11-19T15:06:18","guid":{"rendered":"https:\/\/world.edu\/?p=60320"},"modified":"2021-11-29T22:44:46","modified_gmt":"2021-11-30T03:44:46","slug":"teaching-university-students-to-be-age-conscious-could-help-address-our-elder-care-crisis","status":"publish","type":"post","link":"https:\/\/world.edu\/teaching-university-students-to-be-age-conscious-could-help-address-our-elder-care-crisis\/","title":{"rendered":"Teaching university students to be \u2018age-conscious\u2019 could help address our elder care crisis"},"content":{"rendered":"

\"\"
\nHow does systemic ageism affect our society?\u00a0A coroner\u2019s inquest into COVID-19 deaths in long-term care homes in Qu\u00e9bec<\/a>\u00a0recently heard that ageism was a contributing factor.<\/p>\n

This is one of many recent examples of the ways ageism is entrenched into our institutional and social structures, and negatively impacts people and systems. The pandemic brought the critical consequences of ageism to the forefront, as\u00a0older people\u2019s basic human rights were dramatically affected<\/a>.<\/p>\n

Sarah Fraser, a professor in the Interdisciplinary School of Health Sciences at University of Ottawa, and global colleagues, documented how some public reporting throughout the pandemic has misrepresented\u00a0and undervalued older people<\/a>. For example, they highlight that \u201cyounger adults who have died from complications of COVID-19 throughout the world have often generated long and in-depth media reports, while the deaths of thousands of older adults have been simply counted and summarized\u201d and \u201cthe failure of the public authorities in France to report mortality figures for older adults in nursing homes.\u201d<\/p>\n

Significant health ramifications, social isolation and the\u00a0loss of millions of older lives<\/a>\u00a0around the world followed.<\/p>\n

In 30 years,\u00a0one in six people will be over 65<\/a>. How do we better safeguard systems against discriminatory practices towards older adults and ageism?<\/p>\n

Alongside my colleagues \u00c9ric R. Th\u00e9riault and Amber Colibaba, I recently examined how our society can tackle ageism, starting\u00a0in university classrooms<\/a>.<\/p>\n

Changing negative archetypes<\/strong><\/h4>\n

Common societal archetypes of aging in the West are\u00a0predominantly negative<\/a>, embodying the repulsive, the deteriorating and the irrelevant.<\/p>\n

Though the implications of ageism are dire, concerns about ageism outside of those working with or caring for older people are often quieter. Youth are the next generation of adults who will be interacting with, working with and caring for older people.<\/p>\n

The language of ageism as a \u201cglobal crisis<\/a>\u201d underlines the urgent need to understand and disrupt ageism, and to advocate for critical, supportive resources for changing cultural attitudes toward older lives.<\/p>\n

Teaching young adults about aging<\/strong><\/h4>\n

Research suggests that\u00a0increased exposure to and interactions with older adults<\/a>\u00a0can reduce ageist views among college students. While a\u00a0gold standard of inter-generational learning<\/a>\u00a0can be achieved through service learning \u2014 when students and older people actively work together on an activity or project \u2014 this is often infeasible.<\/p>\n

Many universities laud \u201cexperiential learning<\/a>,\u201d yet the onus may fall upon individual faculty members to implement applied inter-generational activities. In an era of limited-term faculty appointments, stretched faculty members and budget trimming, the capacity to fund service learning and develop the required community relationships is limited.<\/p>\n

Our study sought to understand how undergraduate students\u2019 attitudes towards older adults and the aging process could shift after completing a lecture-based undergraduate course, that involved no service learning, about the psychology of aging. We analyzed student respones to two similar classes at two Canadian universities between 2019 and 2020.<\/p>\n

Reducing fear<\/h4>\n

In 2017, my class welcomed Ruth Greenley to speak with us, however more recent classes, including those involved in the study, did not include older visitors. Without interacting with older people, students learned about the theory and research of aging from an intersectional lens that considered determinants of health such as socio-economic status. Voices of older 2SLGBTQ+ and racialized community members were woven throughout each section of the course.<\/p>\n

After taking the course offered at Trent University and Cape Breton University, two undergraduate student cohorts at each of these schools participated in semi-structured focus groups\/interviews.<\/p>\n

Our data showed that simple, lecture-based courses focused on the psychology of aging can facilitate the development of an age-conscious student \u2014 those who are not ageist, do not fear aging and are attuned to the aging process.<\/p>\n

Course learning<\/strong><\/h4>\n

Most students taking the course, early on, viewed older people in one of two problemantic ways: critically (as irrelevant) or patronizingly (as dependent). One student summarized this as putting older people \u201cin the \u2018boomer remover\u2019 camp or the \u2018I really like my grandpa\u2019 camp<\/a>.\u201d \u201cBoomer remover\u201d was a phrase that emerged early in the pandemic\u00a0as a kind of cruel shorthand for COVID-19<\/a>.<\/p>\n

After finishing the course, many students reflected that both of these previously held polarized views were equally harmful and ageist. Students were more age-conscious and demonstrated greater awareness of varied experiences of aging.<\/p>\n

One student said:
\n\u201cLearning about the difficulties that different marginalized groups face when they are older \u2026 it was something that I never thought about because it\u2019s not a visible issue.\u201d<\/em>
\nStudents also connected personally with aging and, importantly, become less ageist. It was surprising \u2014 or, in their words, \u201ceye opening\u201d, \u201cshocking\u201d and \u201coutlook-changing\u201d \u2014 that despite health challenges, older people can lead fulfilling and impactful lives. Such insights prompted empathy toward older adults.<\/p>\n

One student commented:
\n\u201cI keep going back to this whole like, deaf and losing your eyesight as you age \u2026 that just surprised me so much and it was so impactful. You always think, \u2018Oh, the grumpy old man.\u2019\u2026 But no. He can\u2019t hear so he can\u2019t talk to you, he can\u2019t listen to his favourite music. I\u2019d be grumpy too.\u201d<\/em><\/p>\n

Universities\u2019 role in reducing ageism<\/strong><\/h4>\n

Our research shows that attitudes can be changed and that universities can play a leading role in developing age-conscious youth. Post-secondary courses focusing on aging in any relevant department offer one way to achieve this. Critically, this study shows that age-consciousness can develop within standard, lecture-based courses focused on aging.<\/p>\n

Ageism was present long before the devastating impacts of the pandemic. However, simple interventions to improve inter-generational interactions are needed now more than ever to develop more socially conscious citizens. People may be more willing to speak out against the stigma of aging, and to work towards developing the necessary resources to support growing older with dignity.<\/p>\n

Author Bio: <\/strong>Elizabeth Russell is Associate Professor, Department of Psychology; Director, Trent Centre for Aging & Society at Trent University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

How does systemic ageism affect our society?\u00a0A coroner\u2019s inquest into COVID-19 deaths in long-term care homes in Qu\u00e9bec\u00a0recently heard that ageism was a contributing factor. This is one of many recent examples of the ways ageism is entrenched into our institutional and social structures, and negatively impacts people and systems. The pandemic brought the critical […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[422081],"coauthors":[11733],"class_list":["post-60320","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-age-conscious"],"acf":[],"yoast_head":"\nTeaching university students to be \u2018age-conscious\u2019 could help address our elder care crisis - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/teaching-university-students-to-be-age-conscious-could-help-address-our-elder-care-crisis\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Teaching university students to be \u2018age-conscious\u2019 could help address our elder care crisis - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"How does systemic ageism affect our society?\u00a0A coroner\u2019s inquest into COVID-19 deaths in long-term care homes in Qu\u00e9bec\u00a0recently heard that ageism was a contributing factor. 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