.
SiMON FRASER UNIVERSITY
?
MIMORANDUM
SENATE
ENATE
o..............................................................From.. SENATE'' CW4M I *TTEE ON ACA
•
DEM1C PrA14NlNG
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
PROPOSED DIPLOMA PROGRAM IN GERONTOLOGt
?
NOVEMBER
18,
1981
?
Subject
.....................................................
...
?
Date
.........................................................
Action undertaken by the Senate Committee on Academic Planning on
September 16, 1981 and by the Senate Committee on Undergraduate Studies
on November
3,
1981
gives rise to the following motion.
.
MOTION: ?
"That Senate approve and recommend approval to the
Board of Governors, as set forth in
S.81-I4_
a) ?
The Proposed Program In Gerontology,
?
including
Title,
(page
?
11)
Admission Requirements,
(page ?
19,
?
20)
Proposed Curriculum (Core Corses,
?
Electives);
(page 20,
?
21, ?
22)
b) ?
Proposed New Courses and Effective Dates
GERO
300-3
Introduction to Gerontology
(pages
44-56)
GERO
400-3
Seminar ?
in Applied Gerontology;
c) ?
Proposed New Courses and Effective Dates
G..S..
315-3 ?
Introduction to Gerontology
(pages
?
195-207)
(as for GERO
300-3)
G.S. ?
415-3
Seminar In Applied Gerontology
(as ?
for GERO
400-3)."
During discussion of this prbgram the proposers stated there was
evidence of strong interest in the program; that attention had been given
to existing courses and attempts made to keep budget within reason;
that very strong attempts will be made for outside funding with expectation
of considerable success; that the earliest starting date for the proposed
program would be September
1982
if new program funding is not sought from
UCBC, or September
1983
if new program funding is approved through UCBC.
Attention is drawn to the memorandum from SCAP to SCUS dated
September
17,
1981concerning effective dates and funding. Motion
c) above is designed to permit the proposed new courses to be offered
through General Studies at an earlier date, or in the event that the
proposed program does not receive UCBC approval.
•
??
Ct4f á'/5/
SiMON FRASER UNIVERSITY
MEMORANDUM
To .......
?
Sena..
Committe...
.From ....
..
.
}e
Senat
?
•0.
flder9a....tudie.
Subject..
Proposaifor DilornaPrograxn
...In Gerontology
Date ........
. .
7.Septeinb.... 98.
Action taken by the Senate Committee on Academic Planning at
its meeting on September 16, 1981 gave rise to the following
motion:
"That the Proposal for a Diploma Program in
Gerontology be
.
approved and forwarded to the
Senate Committee on
.
Undergraduate Studies
for consideration of the new course proposals
contained therein.
For the information of members of S.C.U.S., enclosed is the
proposal for the Program (SCAP81-21) and the new course
proposals (SCAP81-22).
The earliest starting date for the proposed program will be
.
?
September, 1982. If new program funding is provided by the
Universities Council of British Columbia, the earliest the
program could be offered would be September, 1983. Note,
however, that the offering date of the two new courses
proposed in SCAP81-22 are September, 1982 and January, 1983
respectively. If new program funding is sought from U.C.B.C.
implementation of the two new courses will have to be
coincident with the effective starting date of the program.
If new program funding is not sought from U.C.B.C., the course
implementation dates as proposed can stand.
JSC:ld
Att: 2
I
-r
12A/ '
r t" i
?
F ?
I. ?
1-
o ?
ce.
?
/F/
?
-- ?
^,, A C- 4 .
rA
. ?
7L.
EXi&r ,ft4
PROPOSALFOR A DIPLOMA INGERONTOLOGY SCAP 81-21
?
TZV'",
/7
F,'
J. Munro confirmed that this program received In-principle Approval
at the July 15, 1981 meeting of SCAP, and that it was back with
responses to concerns raised at that meeting.
Moved by T.W. Calvert, seconded by J. Blaney,
"That SCAP approve the Proposal for a Diploma in Gerontology
as set out in SCAP 81-21"
Discussion followed concerning the frequency of offering the program
and C. Gutman reported that the sulk of demand would be for part-time
evening courses, downtown.
Regarding budgeting, it was reported that support from outside granting
agencies and private sources would be forthcoming and private and
research funding would be sought initially. In order to do this, it is
expedient that the program be approved by SCAP.
J. Munro reported that new program funding might be difficult to obtain.
Mention was made concerning
library
facilities and it was agreed that the
library should be approached formally for an evaluation.
J. Munro called for a vote on the motion.
MOTION CARRIED
.
02
9
SiMON FRASER, UNIVERSITY
?
e 71-
2
MEMORANDUM
To........
?
From ....
Ezzt.J,..Fatta.h,.Cha.jrman................
... .FI1S. Commi t
.
tee -on (eronte4eg.y
..........
Subject ....
JV.M.AT..iLJLY.l5..SCAR.MEEIIN
?
Date....Septemberi.3..i.gg.l
...........................
Proposal for a Diploma Program in
Gerontology - SCAP 81-17
At the July 15, 1981 meeting of SCAP some questions were raised
concerning the admission requirements for the proposed Diploma Program
in Gerontology, the inclusion of two lower division courses (PSYC 201
and PHIL 231) in the proposed curriculum, the number of faculty prepared
to teach courses in the program and whether or not the proposal addresses
and meets the SCAP criteria for program assessment (SCAP 81-4). Each
of these questions is addressed below:
ADMISSION REQUIREMENTS
The proposal for a Gerontology Diploma Program at SFU was developed
in accordance with the guidelines developed by the Universities Council
and reproduced in Appendix B, "Program Guidelines: Procedures for the
Evaluation of New Proposals", January, 1980. Although a statement of
admission requirements is not required by the Council one has now been
included in the proposal (See Section
11-5).
It reads as follows:
It is proposed.that the program be open to
persons who hold a first university degree
with a minimum cumulative grade point average
of 2.5 from a recognized university or the
equivalent and who have worked in gerontology
or a related field for at least one year.
Under exceptional circumstances mature students
not meeting the above requirements may be
admitted. Students without prevfôus work
experience in gerontology may also be admitted
and required to do a practicum as a part of their
diploma requirements. Applications will be
reviewed and decisions regarding admission will
be made by an admissions committee appointed by
the Program's Steering Committee.
It should be noted that the above represents a revision of state-
ments made at the July 15 SCAP meeting. The revision is in response
to concerns expressed by SCAP members re: GPA and work experience of
students seeking admission to the proposed program.
C LIICULU11
To comply with SCUS directive (S77-77) that Diploma Programs should,
.../2
-2-
September 3, 1981
in general, consist of regular upper dtvision courses, PSYC 201 has been
deleted from the proposed curriculum and has been replaced by PSYC 301.
PHIL 231, however, still remains. The subject matter of this particular
course is considered highly germane to the training of individuals providing
services to the elderly. The material covered by PHIL 231 is not dealt
with in other upper division courses offered by Philosophy or, for that
matter, by any other department. Only cursory reference to it will be
made in GERO 400. Students wishing to acquire indepth knowledge of moral
issues and problems in health care can, in other words, gain it only in
PHIL 231. For this reason the Committee on Gerontology recommends that
PHIL 231 be maintained as an elective for the Diploma in Gerontology.
With reference to the SCUS directive it should also be noted that
the Gerontology Committee has been advised by the Chairman of the Sociology
and Anthropology Department that the department plans to convert the course
on "Sociology of Aging" from Special Topics into a regular course (see
attached letter).
FACULTY FOR THE PROPOSED PROGRAM
As indicated in Section IV-2 of the proposal there are six individuals
at SFU who have taught courses on aging and who are prepared to do so again:
Drs. Ames, Coles, Kimball and Wright in Psychology, Dr. Gee in Sociology
and Dr. Gutman in Continuing Studies. Drs. Bhakthan and Davison in
Kinesiology and Dr. Fattah in Criminology have developed proposals for
new courses dealing with aging (KIN. 461; KIN 460; CRIM 411) which they
are prepared to teach. Dr. Horsfall in Geography and Dr. Tjosvold in
Business Administration have indicated a willingness to teach portions of
GERO 400. In addition, both expressed interest in developing, at a later
date, courses within their areas of expertise (i.e. Environment and Aging;
Administration/Management of Residential Facilities for the Elderly). An
other words, there is at present a group of faculty members at SFU who
have more than just a passing interest in Gerontology and who are prepared
to commit a certain portion of their time to teaching in the program.
Additionally, as shown in ppendix7, there are individuals who are
currently supervising graduate students whose research is on aging, have
conducted research relating to aging, or have expressed an interest in
particular aspects of Gerontology.
?
These persons could serve as additional
resources for Diploma Program students.
SCAP CRITERIA FOR PROGRAM ASSESSMENT
Six criteria for program assessment are listed in SCAP document
81-4. Each of these criteria is addressed below.
1. ?
The proposal has intrinsic academic excellence and is something
this University can expect to do well.
• .13
-3-
September 3, 1981.
Over the last 30 years gerontology has gradually emerged as a new
interdisciplinary science, as an academic field and as a distinct area
of human services. Currently, there are at least 27 learned journals
with the words aging, aged, gerontology or geriatrics
in
their title
as well as several devoted specifically to long-term care of the aged
(see Appendix 8). Regional and national gerontology associations exist
throughout the world. Furthermore, gerontology programs have been
established at many universities and colleges (according to Sprouse (1967)
there were 407 in the USA alone).
As indicated in Section 11-7 of the proposal, although no formal
mechanisms have yet been established to accredit gerontology programs,
draft standards and guidelines have been drawn up. The curriculum for
the proposed-program contains the various elements recommended
in
these
quideiines(yiz.core courses on physio1oqica1, socio1o
q ical and
psychological aspects of aging; courses on theory and research methodology;
plus other courses which would enhance acquisition of skills in working
with the elderly). Examination of the proposed course outlines and
reading lists indicates that they compare favorably both in level and
in content with those from established and respected gerontology programs
offered elsewhere.
As further evidence of the intrinsic academic excellence of the
proposed program, and the ability of this University to offer it, it
.
?
may be noted that 15 out of the 20 courses proposed as core courses or
electives were developed and offered prior to the development of the
Diploma Program proposal. These fifteen courses are regular ones that
have been carefully scrutinized prior to receiving the approval of their
respective departments, faculties and the Senate. In addition, three
of the five new courses are proposed by their respective departments
as additions to their own curricula and will thus Likely beoffered irrespective
of the outcome of the Diploma Program proposal. As to the two new
courses, GERO 300 and GERO
.
400, they were considered and approved by
the FIDS Undergraduate Curriculum Committee independently of the
gerontology proposal itself.
2. The program substantially enriches the existing teaching programs
of the university.
• The prdgrm enriches existing teaching programs by enabling them
to cover the various periods of human life from childhood to old age.
The proposed program will foster an interdisciplinary approach to
problems and solutions relating to the
n
subject matter
of
various disciplines.
Graduates of S F ii have an aadttønal caveer-opttwith this program
3.
The program builds upon existing programs and resources of the
university.
The proposed program draws heavily on courses that currently
exist and on human resources that are currently employed by the
university.
.../4
?
C11 5
-4-
September 13, 1981.
.
4.
The program anticipates provincial or national needs. See
Section III-1
5.
The Program does not unnecessarily duplicate existing programs at
other universities in the Province.
As indicated in Section 11-3 the three public universities in British
Columbia, Trinity Western University and several community colleges now
offer some credit courses which focus on aging or which have significant
components related to aging. None, however, currently offer an organized
sequence of courses leading to a diploma or degree in gerontology. The
current proposal, therefore, does not duplicate any existing program.
6.
The excellence of the program attracts students to the University.
See Sections III-2-(a) and (c).
.
Ij')
-
Lawrence Resnick
Chairman
of Philosophy
.
?
C. Gutman
Continuing Studies
SiMON FRASER UNIVERSITY
M!MORANDUM
O
T0 ....
)L
4
7 .....
..
...........................
S
ubject ...
............ ?
.
/' ^ - - ,
"f
.-
19 -^
F
rom..
-'--...4--?
?
.................
Date
.....................................................
dq'
2
,4)
6
S-C A /,/,
0^
rn4/
"
J,
7ç,
September 9, 1981
The Philosophy
Department
is agreeable in principle to making
adjustments
in our Medical Ethics course so that it would be feasible to list the
course as an elective in the proposed
diplo
m
a
program in Gerontology.
The instructor, David Zimmerman, would be willing to require your students
to complete additional
work
in the course as a means of justifying upper
level credit.
p
resumably in that case the course
would be
listed under
two
numbers.
Alternatively, we
mi
gh
t, on
other grounds, wish to raise the
course to a
Joo
number. We
are
experimenting now,
offering it as a
special topics course. It is
our
intention to regularize this offering
as a course in its own right.
?
o
It se
em
s to ma that your students would be part of a
natural
constituency
for our course .
rhe
Department looks forward to
close
cooperation
with
your Program.
e
?
•
LP.: MA
cc to D ?
-
Lawrence Resnick
SiMON FRASER UNIVERSITY
?
MIMORANDUM
Dr.
To........Gloria
...
................................
Qitinan
Continuing
Studies
Subject.,
Sociology
From
Chaninan
Sociology & Anthropology Dept.
Date.......
?
21, 1981
Aging
This
is
on
to
a
advise
regular
you
basis.
that the
As
department
you krw,
it
plans
is
taught
to
offer
at
present
the
Sociology
under
of
want
S.A.
status
460
to
as
detach
Special
a regular
Sociology
Topics
course.
un
of
der
Aging
the Sociology
from Special
heading.
Topics
We
and
shall
give
probably
it
a new
/f^
"I'lev- -
R.W.
AIE
?
.
B/cw
c.c. Dr. John
Whitworth, Department Chairman-Elect
.
(8
SiMON FRASER UNIVERSITY
MEMORANDUM
0
To
......
.
Dr...chae ,
secretar
x,
?
.
From
........
.
.W....lver
S CAP.
Subject..
?
J.QN.TO .LQtX.
.RQ.RAM....................
aculty
.c
InterdiscipiinaiySudies.
Date
.Septemb..1Q,••18l
.......
I
This is to confirm my support for the proposed Gerontology
Program and to ask that it be included on the Agenda for the
next meeting of SCAP.
The curriculum has been carefully considered by the
Gerontology Committee and our Faculty Undergraduate Curriculum
Committee and I endorse their approvals. My own input relates
to the budget. As set out on pages 23-25 of the proposal,
provision is made for only one new faculty appointment. While
this appointment plus sessional lecturerfunds to release
existing faculty could certainly result in a viable, and
successful program, I believe it would be preferable if more
faculty positions were built into the budget. Our experience
with the Natural Resources Management Program, which to some
extent parallels this proposal, suggests that reliance on
release time from departments can result in a difficult base
for a new program.
has merit and should be. approved.
would include at least one and
faculty positions (say $30,000 or
raising is carried out should take
TWC/pgm
C.C.
G. Gutman
J. Blaney
E.A. Fattah
P. Brantingham
The proposed program
However, a better budget
preferably two additional
$60,000). Whatever fund
this into account.
PROPOSAL
FOR A DIPLOMA PROGRAM
?
IN GERONTOLOGY
AT SIMON FRASER UNIVERSITY
Committee on Gerontology
Faculty of Interdisciplinary Studies
SFU/Steniber..101
it)
TABLE OF CONTENTS
PAGE
I. GENERAL INFORMATION
1. Title of Program ?
1
2.
Credential to be Awarded to Graduates ?
1
3.
Faculty or School, Department or Unit to Offer the Program
?
2
4.
Date of Senate Approval
?
2
5.
Schedule for Implementation ?
:2
II. PROGRAM DESCRIPTION AND RELATED MATTERS
1.
Objectives of the Proposed Program
3
2.
Relationship of the Proposed Program to the Role and Mission
4
of the University
3.
Description of Existing Programs at Other Institutions Related
4
in Content and Similar in Objectives to the Proposed Program
4.
Indication of How the Proposed Program will Complement or
5
Differ From Existing and/or Similar or Related Programs
5.
Admission Requirements
6
6.
Proposed Curriculum
7
(a) ?
Core Courses
7
(b) ?
Electives
7
7.
Evidence of Formal Consultation with the Professional Organiza-
9
tions or Licensing Agencies which Accredit Programs of the Type
Proposed
8.
Consultation with Non-university Agencies such as Likely
10
Employers, Trade Groups, etc.
III. ?
NEED FOR PROGRAM
1. Indication of Cultural, Societal or Professional Needs the Pro-
11
gram is Designed to Meet in Addition to the Objectives Already
Mentioned
2. Enrollment ?
16
(a)
Evidence of Student Interest in the Program
?
16
(b)
Enrollment Predictions
?
16
(c)
Evidence other than (a) to support Enrollment Estimates
?
17
(d)
Proposed Growth Limits and Minimum Enrollment
?
17
3. Types of Jobs for which Graduates will be Suitable
?
17
4. Estimate of (Annual) Employer Demand for Graduates, Provin
?
-18
daily and, Nationally
5. Estimate of Number of Current Candidates for Appropriate
?
19
(Annual) Openings in the Employment Market, Provincially and
Nationally
IV. PRESENT AND PROJECTED RESOURCES
1.
Administrative Personnel
?
19
2.
Faculty ?
20
3.
Library Resources
?
21
4.
Capital Costs Attributable to the New Program
?
21
5.
Indication of Anticipated External Funds
?
22
6.
Budget
?
23
7.
Faculty Research Awards in Gerontology
?
26
V. REFERENCES ?
'27 ?
Ii
MEMBERS
OF
ThE COMMITTEE
ON GERONTOLOGY ?
I
Chair: ?
Dr.
E.
Fattah
Professor
Criminology Department
Committee: ?
Dr.
E.
Ames
Associate Professor
Psychology Department
Dr.
N. M. G.
Bhakthan
Professor
Kinesiology Department
Dr. J. P. Blaney
Vice-President,
University Development and
?
Extension and Dean, Continuing Studies
Dr. Y. L. Chow
Professor
Chemistry Department
?
.
Dr. C. Gutman
Co-ordinator, Gerontology Programs Continuing
Studies and Associate Member Psychology
Department
Dr. J. Herzog
Professor
Economics Department
Dr. R. Horsfall
Assistant Professor
Geography Department
Dr. N. Manley-Casimir
Associate Professor
Faculty of Education
12
VI. APPENDICES
1. Descriptions/outlines of courses for proposed Diploma
in Gerontology.
2.
Correspondence resulting from consultations.
3.
Universities and colleges in the U.S.A. offering programs
in gerontology.
4. Letters of enquiry re gerontology program.
5. Results of survey conducted among members of Gerontology
Association of B.C. re proposed diploma program.
6. Administrative structures for gerontology education.
7.
SFU Faculty and staff identified as having interest in
gerontology.
8. Library holdings in gerontology.
9.
SSHRC's Population Aging Program.
Ll
13
L.
PROPOSAL FOR A GERONTOLOGY PROGRAM
I. GENERAL INFORMATION
1.
Title of Program
1DipJom
Program in Gerontology
2. Credential to be Awarded to Graduates
This proposal is for a diploma program in gerontology.
The diploma program would provide persons working or planning
to work with the elderly with a broadly-based, multi-disciplinary
perspective on aging as well as the requisite knowledge and skills
for meaningful intervention. Such a perspective and such know-
ledge and skills tend to be lacking among those now working with
the aged. Most entered their position with little or no special-
ized education in gerontology or geriatrics. Most were trained
in terms of an acute care medical model, inappropriate for an
elderly clientele. By
stressing
the interactive effects of bio-
logical, psychological and sociological factors on the aging
individual and illustrating the application of research findings
to practice, the proposed program would fill a major gap in the
education of current service providers. It would also help to
ensure better preparation of future service providers, large
numbers of whom will be required, given population projections
indicating a major increase in Canada's elderly population..
In surveying the need for a diploma program, a second need
was identified - for a Master's program in gerontology. The
Master's program would provide specific groups such as adminis-
a
14
trators of long term care programs, agencies and facilities
with knowledge of their client group as well as skills necessary
for effective and efficient performance of their occupational
role (e.g. in business administration).
Subsequent to the establishment of the diploma program
and in consultation with relevant community groups and agencies,
it is anticipated that a proposal for a Master's program will be
developed.
3.
Faculty or School, Department or Unit to Offer the Program
It is recommended that the gerontology program be established
within the Faculty of Interdisciplinary Studies. The principal
reason for this is that, reflective of the multi-faceted nature
of the aging process, gerontology is a multi-disciplinary field.
Additionally, it must be recognized that knowledge, programs and
issues in aging are not confined to any single discipline or even
set of disciplines and that both applied and basic research in
gerontology cross disciplinary lines. Further, the Faculty of
Interdisciplinary Studies is already the home of interdisciplinary
and service-to-people professional and quasi-professional programs.
4.
Date of Senate Approval
5.
Schedule for Implementation
It is proposed that the diploma program be offered in Fall,
1982. This schedule seems feasible in view of the courses currently
1. ?
b
3.
offered and the faculty resources available for the development
of new ones.
II. PROGRAM DESCRIPTION AND RELATED MATTERS
1. Objectives of the Proposed Program
The primary objective of the proposed Program is to establish
a coherent, multi-disciplinary sequence of courses leading to a
post-baccalaureate Diploma in Gerontology. The diploma is
designed to prepare persons for occupations associated with the
planning and delivery of services to older people. Upon comple-
tion of the program, graduates will have acquired the knowledge
and skills that would enable them to:
a)
identify and describe the interdependent processes of physical,
psychological and social aging
b)
apply knowledge of the processes of human aging to individual
older clients
c)
assess the needs of individuals and groups in the community
and plan action to meet their needs
d)
put into operation a service philosophy focussed upon optimism
about the rehabilitative potential of the older individual and
an awareness of the needs of the whole person in the socio-
cultural, political and economic Context of Canada.
An adjunct objective of major concern is to foster research
activities in the area of aging - basic, applied and evaluative.
Other objectives of the Program include initiating professional
development programs - short courses, sethinars, workshops, research
symposia and conferences; serving the University and the community
as a central source of information about aging and the aged;
16
4.
encouraging interaction and communication on age-related issues
among senior citizens, the general public, practitioners,
researchers and educators in order to promote the utilization of
available knowledge; and providing consultation to public and
voluntary organizations with respect to the needs of older people
and in planning, developing•and evaluating services for them.
2.
Relationship of the Proposed Program to the Role and Mission
of the University:
The objectives outlined above are consistent with Simon Fraser
University's teaching, research and community service roles and
mission.
Given its history of pioneering efforts in new and developing
fields of study (especially in multi-disciplinary areas), and of
responsiveness to the needs of the community, a program in geronto-
logy is an extension of the philosophy of this institution. Further,
SFU is committed to serving persons already employed and who wish
to upgrade their qualifications.
3.
Description of Existing Programs at Other Institutions Related in
Content and Similar in Objectives to the Proposed Program:
In the Province of British Columbia, the three public uni-
versities, Trinity Western University and several community colleges
have introduced courses which focus on aging or which have signi-
ficant components relating to aging. UBC has an Interdisciplinary
Committee on Gerontology within Graduate Studies to perform an
advisory function, enabling students to develop a program of studies
with gerontological content.
The School of Nursing at University of Victoria is giving some
consideration to the possibility of developing a program of training
17
5.
in gerontology and long-term cars. Planning is at a preliminary
stage, and is being undertaken in consultation with developments
at SFU (see Appendix 1-C).
Credential programs in gerontology have been established in
other provinces, as well as throughout the United States. Among
Canadian universities offering programs in gerontology are the
University of Manitoba, Laval University, the University of
Montreal, the University of Quebec at Chicoutimi, the University
of Sherbrooke, the University of New Brunswick, Mount St. Vincent
University and Ryerson Polytechnical Institute. In Fall 1981,
two additional universities will offer programs - the University
of Toronto and the University of Moncton. All are similar to
the proposed program in having as their primary objective the
provision of education in gerontology for those currently working
with the elderly or planning to do so.
4. Indication of How the Proposed Program will Complement or Differ
From Existing and/or Similar or Related Programs.
With the exception of the University of Toronto and Mount St.
Vincent's University, both of which offer or will offer a diploma in
gerontology, all other Canadian credential programs are at the
certificate level.
11
Theproposed program thus will offer the only
credential program west of Manitoba and the only diploma program
west of Toronto.
1
These certificate programs are of two types: a sequence of under-
graduate credit courses for persons without a degree; or non-credit
courses leading to a certificate with no degree - credit transfer.
1
0
8
6.
The proposed program will have "core" offerings similar to
those of the other two diploma programs. The primary way in which
it will differ from and complement them is likely to be in terms
of electives. Based on the U.S. experience, electives tend to
develop around the expertise and interest of gerontology faculty.
Thus, if there are individuals with specialized knowledge and
research experience in, for example, location and design of living
environments for the elderly, as there are at SFU, it is likely
that a course will be developed and offered on an environment-
related topic. Considering the many disciplines involved in ger-
ontology, it is unlikely that any but the largest universities
could offer courses covering the total field. What seems more
likely to happen and what
to
some extent is already happening is
that different educational institutions across the country and/or
within provinces will develop strength in differing areas (e.g.
University of Victoria in health care oriented gerontology; Simon
Fraser University in social gerontology).
Given the scarcity of financial resources as well as teachers
and researchers with expertise in gerontology, such diversity should
probably be encouraged. Institutional specialization may also prove
highly positive in the long run in terms of research productivity.
5v--,k- Admission.-Requirements
It is proposed that the program be open to persons who hold a
first university degree with a minimum cumulative grade point average
of 2.5 from a recognized university or the equivalent and who have
worked in gerontology or a related field for at least one year.
Under exceptional circumstances mature students not meeting the
above requirements may be admitted. Students without previous work
7.
experience in gerontology may also be admitted and required
to do a practicum as a part of their diploma requirements. All
applications will be reviewed and all decisions regarding admission
will be made by an admissions committee appointed by the program's
Steering Committee.
6. Proposed Curriculum
General program requirements for the Diploma in Gerontology
will include 30 credit hours of approved course work. Of the 30
credit hours, 15 will be earned by completing 5 core courses and
15 by selecting from optional courses.
a)
Core Courses
A total of 5 courses, 3 of which are new are proposed
as "core" courses for the Diploma in Gerontology. These
include:
GERO 300-3: Introduction to Gerontology2
PSYC 357-3: Psychology of Adulthood and Aging
SOC/ANTh 461-4: Special Topics: Sociology of Aging3
KIN 461-3: Physiological Aspects of Aging2
GERO 400-3: Seminar in Applied Gerontology2
GERO 300-3°fl±u6t be completed first or as a co-requisite to
the other required courses. Students will be advised to complete
the core courses before undertaking electives.
b)
Electives
Listed below are 13 existing courses and two new courses
proposed as electives for the Diploma in Gerontology:
2
New Course
plans
The Department
to convert
of
Sociology
Socwlogy/Anthropology
of Aging from "Special
has indicated
Topics"
that
to a
it ?
0
regular course.
8.
Chemistry
CUEM 420-3: Clinical Chemistry I
CHEM 423-3: Clinical Chemistry II
Criminology
CRIM 411-3: Crime and Victimization of the Elderly2
General Studies
C.S. 351-3: Family Development II: Maturing and
Extended Families
Geography
GEOG 444-5: Regional Planning II: Policy and
Planning of Institutions for the Elderly4
Kinesiology
KIN. 460-3: Cellular Mechanisms and Theories of Aging2
Philosophy
PHIL 231-3: Selected Topics: Moral Problems in Health Care4
.
S
Psychology
PSYC 301-3:
PSYC 306-3:
PSYC 371-3:
PSYC 372-3:
PSYC 444-5:
PSYC 456-5:
Intermediate Research Methods and Data Analysis5
Psychological Assessment Procedures
Methods of Therapeutic Interaction I
Methods of Therapeutic Interaction II
Seminar in Psychopathology: Psychopathology
of Aging4
Seminar in Adulthood and Aging
SOioIogy/Anthropology
S.A. 320-4: Sociology of Population Dynamics
S.A. 355-4: Methods of Sociological and Anthropological Research5
4
mis
course would, of course, only carry credit towards the Diploma
in years when, as in 1980-1981, it was on a topic relevant to
gerontology.
5
Diploma students may choose PSYC 301, S.A. 355 or any other approved
?
.
course in research methodology as an elective. Credit towards the
Diploma will, however, be given for only one of these.
9.
• ?
Course outlines for these courses as well as for the proposed
"core" courses are included in Appendix 1. Appendix 1 also contains
titles and brief descriptions of other courses that could be developed,
given the expertise/interest of existing faculty and which could serve
as electives.
It should be noted that in many recently developed/developing
gerontology programs in the USA, as with the University of Toronto,
electives are offered on an alternate year basis and that they
frequently carry a
"Special Topics"
or similar designation. The
offering of courses on an alternate year basis has the advantage
of allowing a small gerontology faculty to offer a fairly wide
range of courses. Use of
"Special Topics"
and related designations
has the advantage of allowing a gerontology program to become opera-
tional in relatively short order. Additionally, it allows experi-
mentation with course offerings with those generating enthusiasm
among students generally becoming institutionalized at a later
date and those less well received being easily removed from the
program curriculum.
7. Evidence of formal consultation with the professional organizations or
licensing agencies which accredit programs of the type proposed:
The topics of accreditation have bean discussed in the USA by
The Association for Gerontology, in Higher Education, The Gerontological
Society of America and The Western Gerontological Society. It is on
the agenda for discussion by the Education Committee of the Canadian
Association on Gerontology. At the present time, none of these
bodies has established a mechanism for accreditation.
• ?
22
10.
Two recently completed projects are, however, viewed by leaders
in the
field (e.g.
Friedsam 1980, Peterson and Bolton 1980, Tibbits
1980) as major steps in this direction. One is the
"Draft Standards.
and Guidelines"
project of the Education Committee of the Western
Gerontological Society, reported in
Generations, Vol. III,
No. 1,
Summer 1978,
pp.
44-49. The second is the
"Foundations for Geron-
tological Education"
project of the Association for Gerontology in
Higher Education and the Gerontological Society of America reported
in
The Gerontologist,
1980, Vol. 20, No. 3, Part II whole issue.
8. Consultation with non-university agencies such as likely employers,
trade groups, etc.
In an attempt to verify the perceived need for a program in
gerontology, as well as to ascertain which credential(s) should be
offered
consultations
(i.e.
were
certificate,
held with
diploma,
the following
undergraduate
individuals/groups:
or graduate degree),
?
I
March 23, 1981 - Ms. Shelagh Nebocat, Education Co-ordinator,
Home Care/Long Term Care Program, Ministry of Health
April 6, 1981 - Mr. Wayne Soucy, Executive Director B.C. Branch
and Dr. John Collins, Director, Project for Competency
Assessment, Long Term Care Facility Administration,
Canadian College of Health Service Executives
?
April 13, 1981 - Ministry of Health personnel including
Mrs. Isabel Kelly, Assistant Deputy Minister, Care Services;
Mrs. Elizabeth Bristowe, Consultant on Gerontology;
Dr. Stewart Bland, Consultant on Geriatrics;
Mr. Claire Buckley, Chairman, Health Manpower Working Group
.
"it)
11.
May 7, 1981 - Ms. Ann Rasmussen, Administrator, Penticton and
District Retirement Centre and senior author of the recently
completed report
"A Review of Long Term Care Residential
Facilities in B.C."
The consensus of opinion (see Appendix 2) was that programs
are needed at two levels:
a)
at the diploma level - for professionals such as social.
workers, recreation directors, nurses and other health
care professionals for whom the bachelor's degree is, in
many cases, the terminal degree and whose work with older
people would be enhanced by a broadly-based program of
studies in gerontology.
b)
at the Master's level - in particular for individuals
involved in administration of long-term care programs,
agencies or institutions who require knowledge of their
client group as well as management and business administra-
tion skills.
III. NEED FOR PROGRAM
1. Indication of cultural, societal or
?
fessional needs the program
is designed to meet in addition to t objectives, already mentioned:
In 1971, there were 1.7 million Canadians aged 65 and over.
Population projections (Statistics Canada, 1974; Romaniuc, 1974)
indicate that the number of senior citizens in this country will
increase to 3.3 million by the end of the century, and to eight
million by the year 2031 when approximately 20 per cent of the
population will be aged 65 and over.
24
12.
According to Statistics Canada (1974), the 65 and over group
is the fastest growing segment of the population. This growth is
attributed primarily to three factors: a) a decline in the birth
rate; b) decline in immigration, and c) advances in medical
science which have made it possible for more people to survive
into old age. If present trends continue, and there is every
indication that they will, Canada will be faced with unprecedented
numbers of older people - particularly in what has been termed the
'old-old' category (i.e. 85 years and over). In the year 2031, the
more than 400,000 Canadians 85 years or older will represent a 300%
increase from thel37,000 in this age category in 1971. As Schwenger.
(1975), and Bayne (1978) and others have pointed out, these figures
are not just based on conjecture, for all those who will be 85 in
2031 have already been born and are living in Canada now.
The large projected increase in the number of very old persons
is a cause of great concern to health planners since, as a group,
the 'old-old' are felt to make disproportionate demands on the health
care system (Rombout, 1975).
The prospect of a burgeoning elderly population is also a cause
of concern to those charged with the planning and delivery of social
services, leisure and recreational programs, shelter, and financial
aid. Canada may be facing a crisis situation. As yet, we have not
developed the capability to provide the type of health, social and
other services that maximize quality of life for older people nor
have we provided sufficient opportunities for the elderly to remain
productive, contributing members of society. There are inadequate
skills, - too few knowledgeable service providers, administrators,
13.
policy makers and planners, designers, programmers, educators and
researchers. Unless steps are taken to increase the supply of
trained manpower, the situation can only get worse in future decades.
B.C. needs to be especially concerned as this province is rapidly
becoming the retirement capital of Canada. While it now has the third
largest concentration of senior citizens, it has the distinction of
being the province into which there is greatestin-migration.of elderly
persons (Rowe and Pong, 1978). On June 1, 1981 there were an
estimated 289,637 people over the age of 65 in this province (Central
Statistics Bureau, March, 1981). As an indication of their needs,
on December 31, 1980, the latest date for which figures are available,
41,308 persons, 85 per cent of whom were over 65, were clients of the
Ministry of Health's Home Care/Long Term Care Program. Of these,
15,905 were receiving care in a long term care facility; 25,403 at home.
According to Penner (1981), an additional 5,470 individuals, the
bulk of them elderly, were in Extended Care Units administered by
Hospital Programs.
Three recent reports, two commissioned by the Provincial Ministry
of Health (Hellon, 1981; Review Team, 1980) and one prepared by the
Hospital Employees'. Union (May, 1981) decry the lack of manpower
with specialized training in gerontology or geriatrics in facilities
offering long-term care. All recommend up-grading of skills and
knowledge relating to aging and the aged among persons providing
direct service as well as those administering care facilities.
While training programs are available for homemakers and long-term
care aides through the community college system in B,C., there are
currently no programs available in the province to prepare individuals
9 2
6
14.
in higher level occupations for work with the elderly. Ministry
of Health personnel are concerned about this, as in the B.C. branch
of the Canadian College of Health Services Executives. As indicated
in Appendix 2, representatives of both groups would welcome diploma
and/or degree programs in gerontology.
The comments of Ministry of Health personnel are particularly
important, as through its Home Care/Long Term Care Program, the
Ministry, directly and indirectly, is the primary employer of
individuals working with the aged. Included under the aegis of the
Home Care/Long Term Care Program are:
126 Homemaker Agencies (28 in the Lower Mainland)
425 Residential Care Facilities and Private Hospitals
(some 20,000 beds)
20 Adult Day Centres (16 in the Lower Mainland)
3 Short-stay Assessment and Treatment Units
(2 in Vancouver, 1 in Victoria)
236 Mental Health Boarding Homes
78 Extended Care Hospitals (some 5,000 beds)
In addition, the Ministry employs directly 385 (F.T.E.) Home Care/
Long Term Care Program staff in 22 health districts around the province.
These include R.N.'s, Public Health Nurses, Occupational Therapists,
Nutritionists, Social Workers and Psychologists.
S. Nebocat, Education Co-ordinator of the Long Term Care Program,
feels that a number of these individuals would be candidates for a
post-baccalaureate program. Additionally, she points out (see Appendix
2) that:
S
C)
I.d
15.
"There is growing recognition among supervisory/
management staff in Long Term Care Service
• ?
Agencies and Facilities of the need for further
education. The Canadian Hospital Association
and other LTC correspondence courses are
frequently used - because we lack a B.C.-based
gerontology program. At the present time, a
Ministry study is underway of standards/
qualifications for LTC facility operators.
Should specific standards be established, this
would be an added incentive to complete formal
studies."
While, as indicated previously, some certificate level programs
are being offered in other provinces, there are currently in Canada
only two diploma-level gerontology programs (one in Toronto and one
in Halifax) and no degree programs. As a result, individuals in
British Columbia who wish comprehensive and high-level training in
gerontology must leave their jobs and travel outside the province or
outside the country to get it. Generally, they go the USA where
there are numerous university-based gerontology programs, centres and
institutes (see Appendix 3 for a partial listing).
Going outside the province or the country for training is,
however, an option for only a small number of individuals. It is
an unsatisfactory solution to British Columbia's needs, first, because
some of those who go never return; secondly, because those who do
return need months, or even years, to become familiar with the
specific needs of the elderly in the social, economic and cultural
context of this province and/or this country. Further, many simply
cannot leave family responsibilities or cannot afford out-of-province
training.
Based on current needs and population projections, we must keep
our students in this province and adequately train them in as short
28
16.
a time as possible so that their knowledge and skills can be
put to use in meeting the needs of our elderly.
2. Enrollment
(a)
Evidence of student interest in the program
At the 1980 Annual Meeting of the Gerontology Association
of B.C., a session was
, held, entitled
"Continuing
your Education
in Gerontology". As the various credit courses and continuing
education offerings avi1ab1e at the time (and representative of
current offerings) were described, the desire was repeatedly
expressed for a credential program in gerontology.
Since that time numerous inquiries about such a program
have been received by instructors, identified as having geron-
tological expertise, at U.B.C. (e.g. Mary Hill, School of Social
Work) and at SFU (e.g. Gloria Gutman, Continuing Studies). 6
(b)
Enrollment predictions
The diploma program in gerontology offered at Mount St.
Vincent's University is now in its second year. According to
Dr. George Gasek, Program Director, 15 individuals are enrolled
in the program. An additional 60-70 persons per term take
gerontology courses as electives.
The certificate program at the University of Manitoba was
initiated in 1975. Registrations have tended to range between
30-40 per year.
Considering the broader population base of British Columbia,
a conservative estimate would be that a program at SFU would
attract a minimum of 25 students each year.
El
6
Letters
of enquiry
received by Dr.
Gutman are included
in Appendix 4.
2
C'l
17.
(c)
Evidence other than (a) to support enrollment estimates
In June, 1981, a description of the proposed program and a
questionnaire were mailed to members of the Gerontology Association
on B.C. (n=407). Responses to the questionnaire were received
from 153 individuals (37.59% of the sample). Of these, 94
answered "Yes" to the question "If the proposed diploma program
were to be offered by SFTJ might you personally enroll in it?"
As indicated in Appendix 5, not all of those who gave an
affirmative response would qualify for admission to the program.
It is recognized that not all who qualify for admission will
actually enroll in the program. Considering the wide age range
of G.A.B.C. members (17-90+), the variation in their educational
background (some high school to multiple post-graduate degrees)
and that they represent only a small portion of those who work
with the aged, the volume of positive responses would appear to
provide ample evidence of interest in the program and support
for the enrollment predictions.
(d)
Proposed growth limits and minimum enrollment
Probably, given resources available and requested, enrollment
will have to be limited to 20-25, exclusive of persons who do not
enroll in the diploma program but take individual courses.
3.
Types of Jobs for Which Graduates will be Suitable:
It is expected that, in the main, graduates of the diploma program
in gerontology will be employed in eight types of settings:
1.
Service Co-ordination and Planning Agencies
2.
Residential Institutions for the Elderly
.
30
18.
3.
Educational Institutions (particularly colleges)
4.
Community Centres, Senior Centres and Adult Care Centres
5.
Social, Health and nta1 Health Services
6. Business and Industry
7. Government
8.
Private Practice
Depending on the setting, the work that they do may involve admin-
istration, provision of direct service, education, counselling (pre-
and post-retirement, pastoral, family), program design and implementa-
tion, research and/or consultation.
4. Estimate of (Annual) Employer Demand for Graduates, Provincially and
Nationally:
It is estimated (L. Davis, Finance Dept., Ministry of Health)
that 600-700 individuals above the aide level are currently employed
in public and private long-term care facilities. Additionally, an
estimated 350 persons function as administrative and supervisory
staff in the Homemaker's program. It is expected that people such
as these, who are already employed in gerontological settings, will
constitute the major portion of the program's enrollment at least in
the initial years. Of the remaining students, most will be individ-
uals preparing to enter, for the first time, positions that involve
planning and service delivery to the elderly. Each month the B.C.
Health Association circulates a list of job openings, many of which
are in gerontological settings. Given the current trend towards
expansion of services to the elderly as well as the projected increase
in the number
of elderly
persons in
Canada,
many more jobs will be
opening up in
the future.
Graduates
of the
program not currently
31
19.
employed in gerontological settings should, in other words, have no
difficulty in securing employment.
5. Estimate of Number of Current Candidates for Appropriate (Annual)?
Openings in the Employment Market, Provincially and Nationally
There are only a small number of graduates of Canadian universi-
ties with any formal training in gerontology. There seems no question
of the supply of trained personnel outstripping demand.
IV. PRESENT AND PROJECTED RESOURCES
1. Administrative Personnel
It is recommended that the gerontology program be established
as a program within the Faculty of Interdisciplinary Studies and
that it be administered by a Co-ordinator (with secretarial support)
with later consideration, depending on demand, being given to creating
a different administrative structure. (See Appendix 6 for a descrip-
tion of alternative structures).
The Co-ordinator will have responsibility for the day-to-day
management of the program. His or her tasks will include co-ordination
of existing courses in gerontology and fostering the development of
new ones; collaborating with Continuing Studies in the development
of professional development programs for those working in the field
of gerontology and for the general public; program development with
respect to seminars and colloquia designed to disseminate research
information to faculty and students; stimulation of interdisciplinary
communication and collaboration in research on gerontology; identifi-
cation of existing funding sources for research in gerontology and
generation of new ones; and, establishment and maintenance of liaison
with various professional groups, and community and government
20.
agencies, in order to ensure that the program remains responsive
to community needs.
Decisions regarding policy and over-all administration will be
made, as with other diploma programs at SFTJ, by a Steering Committee
which include representatives
of departments involved in the program.7
The Co-ordinator and program faculty will share responsibilities
with regard to admission of students, advisement and awarding of the
diploma.
2. Faculty
The Co-ordinator will be expected to teach in the program and
will be hired with this function in mind. It is anticipated, however,
that the bulk of teaching will be done by individuals with primary
appointments in existing departments.
There are currently
six
individuals at SFU who have taught
courses focussed on aging and who have indicated that they are
prepared to do so again: Drs. Ames, Coles, Kimball and Wright in
Psychology, Dr. Gee in Sociology and Dr. Gutman in Continuing
Studies. Drs. Bhakthan and Davison in Kinesiology and Dr. Fattah
in Criminology have developed proposals for new courses focussed
on aging (KIN 461; KIN 460; CRIM 411) which they would be prepared
to teach. Dr. Horsfall in Geography and Dr. Tjosvold in Business
Administration have indicated that they would be prepared to teach
portions of CERO 400 and have expressed interest in developing, at
a later date, courses within their area of expertise (i.e. in
Environment and Aging; in Administration/Management of Residential
Facilities for the Elderly, respectively). These individuals
7 ?
33
An additional and very important function of the Steering Committee,
as with the Committee on Gerontology at
UBC
(see Appendix 1-C) will
be to encourage graduate work in gerontology among traditional degree
students within existing departments.
21.
could have cross-appointments with the Program, or Associate
status. Together with the Co-ordinator, they would form the
core faculty for the Program.
Additionally, as shown in Appendix 7, there are individuals
who are currently supervising graduate students whose research is
in aging, have conducted research on aging, or who have an interest
in a particular aspect of gerontology who could serve as resource
persons for Diploma Program students.
Visiting professors are another potential source of faculty for
the gerontology program. With funding available from SSHRC under
its Population Aging Program this is a distinct possibility.
3. Library Resources
The Library currently holds most of the key books and journals
in the area of social gerontology. Holdings are less extensive in
regard to basic biomedical research on aging and in applied geron-
tology. Considering the ease with which materials can be accessed
through inter-library loan from UBC, which has an extensive collection
of biomedical publications, itis recommended that the SFU Library
not increase in any major way its holdings in this area. Rather, the
focus should be on acquiring materials in applied gerontology. (See
Appendix 8 for a list of current serial holdings relating to geron-
tology and those which need to be acquired.)
4. Capital Costs Attributable to the New Program
?
34
The program will require office space for the Co-ordinator
and secretary. Additionally, it wouldbe useful to have space in which
to accumulate and make accessible to program faculty such specialized
22.
materials as course outlines and calendars from other educational
institutions offering gerontology programs, bibliographies, reprints
and other documents relating to specific areas of instruction, current
information about Local, Provincial and Federal programs and services
to the elderly, sample textbooks and professional association news-
letters. In addition to housing such materials, this space could
serve as an informal meeting place for faculty and students interested
in gerontology. It could also function as a boardroom or meeting
place for program faculty, for the Steering Committee and for
community groups and agencies seeking assistance or advice.
5. Indication of Anticipated External Funds:
As indicated previously, SSHRC's Population Aging Program is a
potential source of funds for the proposed program, under the visiting
professorships category, the institutional grants category, or both.
(See Appendix 9 for a description of these categories).
Corporate donations are another potential source of funding, as
are donations from professional groups and service organizations. As
an indication of the interest of such groups in supporting gerontolo-
gical endeavours, it should be noted that the SFU-sponsored conference,
"Meeting the Challenge of the Mentally Impaired Elderly"
was supported
in part by funds provided to the B.C. Chapter - College of Family
Physicians of Canada, by Xerox Canada Inc., and by funds provided by
the B.C. Division - Canadian Mental Health Association. It should
also be noted that a
bursary in
gerontology has recently been established
at SFU by the National Council of Jewish Women, Vancouver Branch, and that
the Faculty of Medicine at UBC has recently been the recipient of a
grant from the Royal Canadian Legion - Pacific Command, for its
geriatrics program.
6. Budget
Simon Fraser University
Diploma in Gerontology
New Program
Recurring Direct Operating Costs
1982-83
Faculty Salaries (incl. benefits) ?
40,000
Sessional Instructors
?
20,000
Secretarial (incl. benefits)
?
10,000
Supplies and Services ?
8,000
23.
No. of F.T.E.
(1.0)*
(O.5)*
El
Subtotal
?
$78,000
Overhead (50%) 39,000
Total Recurring Direct Operating Costs $117,000
Non-Recurring Costs
Equipment
?
2,000
TOTAL COSTS
?
$119,000
* appointments 1 April, 1982
36
24.
No. of F.T.E.
(1.0) *
(1. O).*
Recurring Direct Operating Costs
1983-84
Faculty Salaries (incl. benefits)
?
40,000
Sessional Instructors ?
20,000
Secretarial (itici. benefits) ?
20,000
Supplies and Services
?
8,000
Subtotal
?
$88,000
Overhead (50%) 44,000
Total Recurring Direct Operating
Costs
$132,000
TOTAL COSTS ?
$132,000
.
* appointments continuing
37
25.
S
Recurring Direct Operating Costs
1984-85
Faculty Salaries (incl. benefits)
?
40,000
Sessional Instructors ?
20,000
Secretarial (incl. benefits) ?
20,000
Supplies and Services ?
8,000
No. of F.T.E.
(l.0)*
(1.0) *
Subtotal ?
$88,000
Overhead (50%) 44,000
Total Recurring Direct Operating Costs 132,000
TOTAL COSTS
?
$132,000
* appointment continuing
I
33
.
26.
7.
Faculty Research Awards in Gerontology:
Allan Davison, Kinesiology
Natural Sciences and Engineering
Research Council,
"Cellular Mechanisms of Oxygen Toxicity."
1980-81
($8,000)
Gloria Gutman, Continuing Studies:
Committee on Research, University of British Columbia.
"Attitudes of and Towards the Aged."
April, 1971-
March, 1972 ($700)
Central Mortgage and Housing Corporation.
"Locational
Needs and Preferences of Residents of Personal and
Intermediate Care Facilities." A
ugust, 1978-
November, 1979 ($5,000)
Ministry of Health, Province of British Columbia,
"Monitoring the Long Term Care Program in Selected
Health Units,
1978."
June, 1978-May, 1979 ($38$80)
B.C. Health Care Research Foundation.
"A Longitudinal
Study of Long Term Care Clients in Two Health Units".
October, 1979-September, 1980
($58,000);
October,
1980-January, 1982 ($50,000)
Canada Mortgage and Housing Corporation.
"Seton Villa
Seven Years Later - Study of the Long-Term Impact
of
Multi-level,
Multi-service Accommodation fOr
Seniors."
August, 1981-September, 1982 ($19,775)
John Herzog, Economics
B.C. Human Rights Commission,
"Mandatory Retirement: Study ?
of Issues and Attitudes".
Summer, 1980 ($17,300)
0
27.
REFERENCES
a
Anonymous. Long Term Care in. Brit•ish Columbia: The Union Members Per-
spective. Vancouver, Hospital Empoyees' Union, Local 180. May, 1981.
Bayne, J.R.D. The need for research in aging in Canada. Clinical and
Investigative Medicine, 1978, 1, 57-58.
Friedsam, H.J. Future roles in training. In: C. ribbitts, H. Friedsam,
P. Kerschner, G. Maddox and H. McClusky. Academic Gerontology:
Dilemmas of the 1980's. Institute of Gerontology at the University
of Michigan, 1980.
Hellon, C.P. The Care of Behaviourally Disturbed Dependent Persons in
British Columbia. Report submitted to the Miñsitry of Health, March,
1981.
Penner, R. . Age and Sex Structure of the Long Term Care Population for the
Province and For Each Health Unit. Report submitted to the Ministry of
Health, February 1981.
Peterson, D.A. and Bolton, C.R. Gerontology Instruction in Higher Education.
New York. Springer, 1980.
Review Team. A Review of Long Term Care Residential Facilities in B.C.
Report submitted to the Ministry of Health, October, .1980.
Romaniuc, A. Potentials for population growth in Canada: a long term
projection. In: The Conservation Council of Ontario and the Family
Planning Federation of Canada, A Population Policy for Canada. Toronto,
1974.
Rombout, M.K. Hospitals and the Elderly: Present and Future Trends. Staff
Papers, Long Range Planning, Health and Welfare Canada Otta, May, 1975.
Rowe, G. and Pong, R. Interprovincial migration of the elderly. Paper
presented at the Axtiva1 Meeting of thC-Canad ian Association on Geron-
tology, Edmonton, Oct. 12-15, 1978.
Schwenger, C.W. The geriatric
crisis, inCanada - real
or imagined? Journal
of Long Term Care Administration, Summer, 1975.
Statistics Canada. Cat. No. 91-514. Population Projects for Canada and the
Provinces, 1972-2001. June, 1974.
Tibbitts, C. Training. In: C. Tibbitts, H. Friedsam, P. Kerschner, G.
Maddox and H. McClusky. Academic Gerontology: Dilemmas of the 1980's.
Institute of Gerontology at the University of Michigan 1980.
I
40
APPENDIX 1
Descriptions/outlines of courses
for the proposed diploma in gerontology
This Appendix is organized in three sections. Section A describes
the five proposed "core" courses. Section B describes the eleven existing
courses and two new courses proposed as electives. Section C describes
other new courses that could be developed given the expertise/interests
of SPU faculty and whici could serve as
electives.
Correspondence with
the University of Victoria concerning Program/course development is also
included in Section C.
Course outlines are included for all courses in Sections A and B and
for some in Section C in order to give a fuller indication of the subject
matter than is conveyed in calendar-type descriptions.
A. ?
"Core" courses
1) Descriptions
*GERO 300-3: Introduction to Gerontology
.
?
?
Examination of the aging process from a multi-disciplinary per-
spective. The course will deal with physical and health factors in
aging, psychological aspects of behaviour in later life, economic
and vocational factors in aging, family and community relations of
older people, social policy and politics of aging. Throughout the
course emphasis will be placed on normal aging. (Lecture/Seminar)
Prerequisites: 60 semester hour credits. GERO 300-3 must be completed
first or as a co-requisite to the other required courses for the Diploma
in Gerontology.
*KIN 461-3: Physiological Aspects of Aging
This course is designed for those who require a serious but fairly
broad discussion of specific physiological aspects of aging. The over-
all emphasis is on humans and other mammalian species and the varieties
of aging changes they manifest. (Lecture/Tutorial)
Prerequisites: KIN 305 and 306; at least 90 semester hours of credit
or permission of the instructor.
42
PSYC 357-3: Psychology of Adulthood and Aging
Considers human development from young adulthood to old age.
Included are theories of adult development and aging; environmental
and biological factors in aging; and the effects of aging on sensa-
tion, perception, learning, cognition, personality, psychopathology,
and social relations. (Lecture/Laboratory)
Prerequisites: PSYC 101-3
**SOC/ANTH 461-4: Special Topics: Sociology of Aging
A consideration of some of the structural and behavioural implica-
tions of older adulthood in Canadian society. Included will be such
topics as the significance of the demographic characteristics of the
population;relationship of aging and the aged to political, economic,
educational and other structures of the society; and the social-psycho-
logical significance of aging for interpersonal dynamics. (Seminar)
Prerequisites: At least two upper division courses in Sociology and
Anthropology recommended.
*GERO 400-3: Seminar in Applied Gerontology
Discussion of current issues in applied gerontology. In line
with the interdisciplinary nature of gerontology this course will
have an interdisciplinary orientation, drawing upon resource persons
from various academic departments within the university and practi-
tioners in the community. Course requirements include a program
evaluation or a research paper. (Seminar)
Prerequisites: GERO 300 and at least one of the following: KIN 461,
PSYC 357, SOC/ANTH 461.
2) Course Outlines
*New Course
**The Department of Sociology/Anthropology has indicated that it would
consider making Sociology Of Aging a regular course offering should
the proposed Diploma Program in Gerontology be approved.
[1
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
Interdisciplinary
1.
Calendar Information ?
Department:Studies
Abbreviation Code:GERO ?
Course Number:300
?
Credit Hours:3 Vector:-2-1-0
Title of Course:
?
Introduction to Gerontology.
Calendar Description of Course: Examination of the aging process from a multi-
disciplinary perspective. The course will deal with physical and health factors
in aging, psychological aspects of behaviour in later life, economic and vocational
factors in aging, family and community relations of older people, social policy and
politics of aging. Throughout the course emphasis will be placed on normal aging.
Nature of Course Lectures/seminar.
Prerequisites (or special instructions): Sixty semester hour credits. GERO 300
must be completed first or as a co-requisite to the other required courses for
the Diploma in Gerontology.
What course (courses) ,lf any, is being dropped from the calendar if this course is
approved: None
2. Scheduling
How frequently will the course be offered? Once a year.
Semester in which the course will first be offered? 1982-3
Which of your present faculty would be available to make the proposed offering
possible?
3.
Objectives of the Course
To provide students with
:
a general introduction to gerontology as an-Academic
discipline and as a profession. This course will provide students with the
necessary knowledge and background that will enable them to take more specialized
and advanced courses in gerontology.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
Staff
?
The requirements for this course are part of
Library ?
the overall requirements for the Diploma Program
in Gerontology.
Audio Visual
Space
Equipment
5.
Approval
Date:
Department Chairman
?
Dean
?
Chairman, SCUS
SCUS 73-34b: (When completing this form, for instructions see Memorandum SCUS 73-34a.
attach course outline).
GERO 300-3 - INTRODUCTION TO GERONTOLOGY
?
.
PROPOSED COURSE OUTLINE
PART I: Frames of Reference
1. Perspectives on Aging
a)
The life-span developmental perspective.
b)
Decremental models of aging.
c)
The bio-medical perspective.
d)
Life stages as a frame of reference.
e)
Disengagement vs activity theory.
f)
The person-environment transactional approach.
g)
Exchange theory as applied to the aged.
2. Age vs Cohort Effects
3. Demography and Aging
a)
Changing trends in life expectancy.
b)
Profile of Canada's elderly population.
c)
Population projections and their implications.
d)
The concept of the "Dependency Ratio".
PART II: The Aging Individual
1. Physical and Health Factors in Aging
a)
Acute and chronic disease.
b)
Functional capacity.
c)
Sensory changes.
d)
Environmental stress and coping response.
e)
Nutrition.
f)
Exercise.
2. Psychological Aspects of Behaviour in Later Life
a)
Psychomotor skills.
b)
Learning and memory.
c)
Intelligence.
d)
Personality.
e)
fl
Mental
Self-esteem.
health.
. . 2
?
is
-2-
PART III: Social Institutions
1. Social Processes and the Later Years
a)
Social stratification: and the older person:; :ppsi-
tions, roles, norms; age-grading; concept of the
"generational stake".
b)
Stereotypes about aging and the aged and their
implications.
2. Economic and Vocational Factors in Aging
a)
Extent of financial problems of older people.
b)
Income and the work picture.
c)
Issues of retirement.
d)
The older person as a consumer.
3. Marriage, Family and Community Relations of Older Persons
a)
Living arrangements of older people.
b)
Marital status and adjustment in the later years.
c)
Family relationships; concept of "intimacy at a
distance"; role inversion.
d)
Sexuality and aging.
e)
Secondary relationships and institutional supports
in the community.
f). Issues of independence and dependence in later years.
4. Leisure and Recreation
a)
Patterns of leisure and recreation.
b)
Identity crisis as it relates to leisure roles:
fact or fantasy?
5. Religion and Aging
a)
Life cycle religious participation.
b)
Religiosity and life adjustment.
C)
Response from the institution
-
of the church.
6. Social Policy and the Politics of Aging.
a)
Older people as the object of governmental programs
and policies.
b)
Political participation of older people.
c)
Political power or older people.
. . 3
a
p..
-3-
7. Death, Dying and Grieving
a)
The process of dying.
b)
Supports for the dying person.
c)
Bereavement and grief.
PART IV: Gerontology as a Field of Study and Professional
Practice
1. Contributions and Principles
a)
Scientific study of aging.
b)
Multi-disciplinary emphasis.
c)
Attention to "successful" aging.
d)
Consciousness raising.
2. Professional organizations.
3. Major journals and resources.
4. Professional and vocational opportunities.
GERO 300-3 - INTRODUCTION TO GERONTOLOGY?
PROPOSED READING LIST
Textbooks:
Schwartz, A. N. and Peterson, J. A., Introduction to Geron-
tology, New York, Holt, Rinehart and Winston, 1979.
Stone, L. 0. and Fletcher, S., A Profile of Canada's Older
Population, Montreal, The Institute for Research on Pub-
lic Policy, 1980.
Supplementary Reading:
Atchley, R., The Social Forces in Later Life, 3rd Edition,
Belmont, California, Wadsworth, 1980.
Atchley, R. C., and Miller, S. J., Older People and Their
Families. In: C. Eisdorfer (Ed.) Annual Review of
Gerontology and Geriatrics, Vol. 1. New York, Springer
1980.
Baltes, P. and Schaie, K., Aging and I.Q.: The Myth of the
Twilight Years. Psychology Today, July, 1974.
Barrow,
G. M.
and Smith, P. A., Aging, Ageism and Society,
New York, West Publishing Co., 1979.
Crandall, R. C., Gerontology: A Behavioral Science Approach,
Reading, Mass. Addison - Wesley, 1980.
Economic Council of Canada, One in Three: Pensions for Cana-
dians to 2030, Ottawa, The Council, 1979.
Government of Canada, Special Senate Committee on Retirement
Age Policies. Retirement Without Tears, Supply and
Services, Canada, 1979. Catalogue Number YC-2-304/5-
01-1.
Hickey, T., Health and Aging, Monterey, California, Brooks/
Cole, 1980.
Huyck, M. H., Growing Older, Englewood Cliffs, N. J., Pren-
tice-Hall, 1974.
....2
-2-
Kalish, R. A., Late Adulthood: Perspectives on Human Develop-
ment, Monterey, California, Brooks/Cole, 1975.
Lutsky,
N. S.,
Attitudes toward Old Age and Elderly Persons.
In: C. Eisdorfer (Ed: * ) Annual Review of Gerontology and
Geriatrics, Vol. 1.New York, Springer, 1980.
Marshall, V. W., Last Chapters: A Sociology of Aging and
?
Dying, Monterey, California, Broos/Co1e, 1980.
Stoddard, S., The Hospice Movement - A Better Way of Caring
for the Dying, New York, Vintage, Brooks/Cole, 1978.
Troll, L. E., Miller, S. J., and Atchley, S. J., Families
in Later Life, Wadsworth, 1979.
U. S. Department of Health, Education and Welfare. Working
With Older People: A Guide to Practice. Volume I.
The Knowledge Base. U. S. Government Printing Office,
1978, Catalogue number 726-83511606 1-3.
.
.
69
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
Interdisciplinary
. 1. Calendar Information
?
Department:Studies
Abbreviation Code:GERO Course Number:400 ?
Credit Hours:3 Vector: 0-3-0
Title of Course: Seminar in Applied Gerontology
Calendar Description of Course: Discussion of current issues in applied gerontology.
In line with the interdisciplinary nature of gerontology this course will have an
interdisciplinary orientation, drawing upon resource persons from various academic
departments within the university and practitioners in the community. Course re-
quirements include a program evaluation or a research paper.
Nature of Course Seminar
Prerequisites (or special instructions):
GERO 300 and at least one of the following:
Psych 357, Kin 461, Soc/Anth 461
What course (courses), if any, Is being dropped from the calendar If this course is
approved: None
2.
Scheduling
How frequently will the course be offered? Once a year.
Semester in which the course will first be offered? 1983-1 ?
)
Which of your present faculty would be available to make the proposed offering
possible?
3.
Objectives of the Course
To provide a forum for interdisciplinary discussion of current issues in applied
gerontology. One purpose of this seminar will be to strengthen the link between
academics and practitioners in the field of gerontology in an attempt to find
adequate solutions to the problems of aging and the aged through a team approach.
Another purpose will be to enable students toapply their knowledge of theory and
research in gerontology to a practical problem
4.
Budgetary and Space Requirements or iñtormation only)
What additional resources will be required In the following areas:
Faculty
Staff ?
The requirements for this course are part of
Library ?
the overall requirements for the Diploma in
Gerontology.
Audio Visual
Space
Equipment
5. Approval
?
Date:
Department Chairman
?
Dean
50
Chairman, SCUS
SCUS 73-34b: (When completing this form, for instructions see Memorandum SCUS 73-34a.
attach course outline).
GERO 400 - SEMINAR IN APPLIED GERONTOLOGY
PROPOSED COURSE OUTLINE
WEEK
?
TOPIC
?
1
?
Introduction
-the relationship between theory, research
and practice in gerontology; an overview
-objectives and format of the course
-nature and purpose of student research projects
-discussion of ethical issues related to research
involving elderly subjects
?
2 ?
Issues and Problems in Diagnosis and Assessment
-the importance of considering the "whole" per-
son in the context of his/her social, cultural
and physical environment
-invasion of privacy and other legal and human
rights issues
-when should proxies be used?
-forms: friend or enemy of the assessor
-the efficacy of formal psychometric tests
and clinical scales in evaluating the presence
and/or degree of altered brain function
-review and re-assessment: how often, by whom
and covering what?
-the terminal drop hypothesis: fact or artifact?
-where does responsibility begin and end?
?
3,4
?
Institutionalization and Alternatives
-who should be institutionalized?
-the mix of services
-the mix of people: intergration vs segregation
-the physical environment: design, size and
location
-relocation stress: fact or fiction?
-cost/benefits of alternatives to institutional-
ization
?
5
? Current Treatment Approaches; Who Benefits -
the Client, the Staff, Both or Neither?
-individualized treatment of excessive dis-
ability
-milieu approaches
-reality orientation
- rernot ivation
-psychotherapy
-behavior modification
.
51
-2-
WEEK ?
TOPIC
?
6 ?
Drugs and the Elderly
-drug abuse/misuse
-intervention and prevention
?
7 ?
The Team Approach: Does it/can it work?
-role definition and acceptance
-communication: a key ingredient
-issues of responsibility
-the researcher as part of the team
-who speaks for the team?
?
8
?
The Family and Services
-proximity, availability and
willingness
to
assume responsibility
-quality of care
-the burden of providing care
-the family and institutionalization
-family policy
?
9 ?
Elder Abuse
-frequency and nature of abuse
-characteristics of the abused and the abuser
-causes of abuse
-learned helplessness
-abuse and public policy
-intervention and prevention
?
10
?
Suicide and the Aged
-frequency
-means of lethality
-precipitating factors and motives
-intervention and prevention
?
11
?
Identifying and Meeting the Needs of Special
oups
-the mentally impaired elderly
-the elderly alcoholic
-the retarded elderly
-minority elderly
12,13 ?
Presentation of Reports of Student Research
Pioiects.
I'
GERO 400 - SEMINAR IN APPLIED GERONTOLOGY?
PROPOSED READING LIST
Introduction: The Relationship Between Theory, Research?
and Practice in Gerontology
Bell, B. D., (Ed.) Contemporary Social Gerontology: Si
q
ni-
ficant Developments in the Field of Aging, Springfield,
Ill. Charles C. Thomas, 1976. Section II. Theories
of Aging:.. Scientific and Applied.
Birren, J. E; and Renner, V. J., Research on the Psychology
of Aging:: Principles and Experimentation. In: J. E.
Birren and K. W. Schaie, Handbook of the Psychology of
Aging, New York, Van Nostrand .Reinhoid,11977.
Reich, W. T., Ethical Issues Related to Research Involving
Elderly Subjects, Gerontologist, 1978, 18 (4) 326-337.
Sacher,
G. A.,
Theory inGérontology: Part I. In: Annual
Review of Gerontolo
gy
and
Geriatrics, 1978, 1, 3-25.
Diagnosis and Assessment
Jarvik, L. F., Diagnosis of Dementia in the Elderly: A 1980
Perspective. Annual Review of Gerontology and Geriatrics,
1980, 1, 180-203.
Schaie, K. W. and Schaie, J. P., Clinical Assessment and
Aging. In: J. E. Birren and K. W. Schaie (Eds.).
Handbook of the Psychology of Aging, New York, Van Nos-
trand Reinhold, 1977.
Siegler, I. C., The Terminal Drop Hypothesis: Fact or Arti-
fact? Experimental Aging Research, 1975, 1 (1) 169-185.
Storandt, M., Siegler, I. C. and Elias, M. P. (Eds.) The
Clinical Psychology of Aging, New York, Plenum Press,
1978. Section 1 - Cognitive Assessment.
Institutionalization and Alternatives
Blenkner, M., Bloom, M., and Nielsen,
M. A
Research and
Demonstration Project of Protective Services, Social
Casework, 1971, 52, 483-499.
-j
-2-
Borup, J. H. and Gallego, D. T., Mortality as Affected by
Institutional Relocation: Update and Assessment.
Gerontologist, 1981, 21 (1), 8-16.
Bourestom, N. and Pastalan, L., The Effects of Relocation on
the Elderly: A Reply to Borup, J. H., Gallego, D. T.
and Hefferman, P. G., Gerontologist, 1981, 21 (1), 4-7.
Brody, E. N., Long-Term Care of Older People - A Practical
Guide, New York, Human Services Press, 1977. Chapter 16-
Issues of Care and Treatment.
Dunlop, B. D., Expanded Home - Based Care for the Impaired
Elderly: Solution or Pipe Dream? American Journal of
Public Health, 1980, 70 (No. 5), 514-519.
Kosberg, J. I. and Tobin, S. S., Variability Among Nursing
Homes,. Gerontologist, 1972, 12 (3, Part 1), 214-219.
Lawton, M. P., Environment and Aging, Monterey, Calif., Brooks/
Cole, 1980.
U.S. Department of Health, Education and Welfare, Working With
Older People: A Guide to Practice, Vol. 2: Human Ser-
vices, U.S. Government Printing Office, 1978. Catalogue
No. 726-835/1606, 1-3.
Vincente, L., Wiley, J. A. and Carrington, R. A. The Risk
of Institutionalization Before Death, Gerontologist,
1979, (4), 361-367.
Efficacy of Current Treatment Approaches
Blum J. E. and Tross, S., Psychodynamic Treatment of the
Elderly: A Review of Issues in Theory and Practice,
Annual Review of Gerontology and Geriatrics, 1980, 1,
204-234.
Brody, .E. M., Long-Term Care of Older People - A Practical
Guide, New York, Human Services Press, 1977, Chapter
17 - Experimental Treatment Programs.
Burnside, I. M., Working With the Elderly: Group Processes
and Techniques. North Scituate, Mass. Duxbury Press,
1978, Chapters 9, 10, 13-18.
. . 3
I
-3-
• ?
Drugs and the Elderly
Fann, W. E. and Maddox, G. L., Drug Issues in Geropsychiatry,
Baltimore, Williams and Wilkins, 1974.
Davis, R. H. and Smith, W. K., Drugs and the Elderly, Los
Angeles, University of Southern California, Ethel Percy
Andrus Gerontology Centre, 1973.
The Team Approach
Carp, F., The Realities of Interdisciplinary Approaches: Can
the Disciplines Work Together to Help the Aged? In:
A. N. Schwartz and
I. N.
Mensh (Eds.), Professional
Obligations and Approaches to the Aged, Springfield,
Ill., Charles C. Thomas, 1974.
Jarvik, L. F. and Cohen, D., Relevance of Research to Work
With the Aged, In: A. W. Schwartz and I. N. Mensh (Eds.),
Professional Obligations and Approaches to the Aged,
Springfield, Ill, Charles C. Thomas, 1974.
Elder Abuse
Block, M.
R. and Sinnott,
J.
D. (Eds.),
The
Battered Elder
Syndrome: An Exploratory Study. University of Mary-
land, Center on Aging, November 1979.
O'Malley, H., Segars, H., Perez, R., Mitchell, V. and Knepfe1
G. M.
Elder Abuse in Massachusetts:A Survey of Pro-
fessionals and Paraprofessionalth, Commonwealth of Massa-
chusetts, Department of Elder Affairs. June 1979, (mimeo).
The Family and Services
Archbold, P., Impact of Caring for an Ill Elderly Parent on
the Middle-Aged Elderly Offspring
Care-Giver.
Paper
presented at the 31st Scientific Meeting of the Gero-
tological Society, Dallas, Tx., November, 1978.
Cath, S. G., The Institutionalization of a Parent - A Nadir
Of Life, Journal of Geriatric Psychiatry, 1972, 5 (1),
25-46.
Danis, B., Stress in Individuals Caring for Ill Elderly
Relatives. Paper Presented at the 31st Scientific
Meeting of the Gerontologica]. Society, Dallas, Tx.,
November, 1978.
.4
.
-4-
Shanas, S. E., Social Myth as Hypotheses: The Case of the
Family Relations of Old People. Gerontologist, 1979,
19, 3-9.
Soyer, D., Helping the Family to Live with Itself. Journal
of Geriatric Psychiatry, 1972, 5 (1), 52-65.
Tobin, S. S. and Kulys, R., The Family and Services. In:
Review of Gerontology and Geriatrics, 1980, 1, 370-399.
Suicide and The Aged
Miller, M., Suicide After Sixty - The Final Alternative,
New York, Springer, 1971.
1!
Special Groups
Di Giovanni, L., The Elderly Retarded: A Little Known Group.
Gerontologist, 1977, 17, 297-302.
Frankfather, D., The Aged in the Community - Managing Senility
and Deviance, New York, Praeger, 1977.
Gelfard, D. E., and Kutzik, A. J., Ethnicity and Aging:
Theory,.Research and Policy, New York, Springer, 1970.
Zinberg, S., The Elderly Alcoholic. Gerontologist, 1974,
14 (3), 221-224.
. 1-
.-'
-b
SENATE CO!*111'TEE ON IthDERCRADUATE STUDIES
NA
COURSE PROPOSAL FORM
1.
Calendar Information
?
Department: KINES IOLOGY
Abbreviation
Code:
KIN.
Course Number:461 ?
Credit
Hours: 3 Vector: 31-0
Title of Course:
Physiological
Aspects of Aging
Calendar Description of Course:
This course
is designed for those who require a serious but fairly
overall
broad discussion
emphasis
of
is
specific
on humans
physiological
and other mammalian
aspects
species
of aging.
and
The
the
varieties of aging changes they manifest.
Nature of Course
Three lectures and one tutorial per week.
Prerequisites (or
special
instructiona):
Kin 305 and 306;
At
least
90 semester hours of credit or permission
of the Instructor
approved:
What
course (courses), if any,
i8
being
dropped from the calendar if this course is
None
2.
Scheduling
Now frequently will
the course be offered?
At least once a year
Semester In which the course will first be offered? 1982-3
Which
possible?
of your present faculty would be
available
to make the proposed
offering
None (Except within the Budgetary Accommodation shown below)
3.
Objectives of the Course
'l'o review the statüs of physiological
and biochemical knowledge in
gerontol9gy from molecules to man.
Although future research in
Gerontology
of
later
biological
years,
will
it
aging
is
certainly
hoped
and
its
that
radically
relation
the topics
alter
to the
covered
our
quality
views
in this
of
on
life
the
course
nature
in the
will
provide
a
useful
entry into the very diverse areas of this rapidly expandi.
4.
Budgetary and Space Re
q
uirements (for information only)
?
field.
What additional
resources will be required in the following areas:
Faculty ?
1 full-time Faculty and Teaching Assistant
Staff
Library
Audio Visual
?
$600
Space
Equipment
5.
Approval
. ,
Department Chairman
?
ean
?
Chairman, SCUS
SCUS 73-34b: (When ' 'p1.eting
..
this tom, Luc instructions
see
Memorandum SCUS 73--34a.
ttT1.1
S.
PHYSIOLOGICAL ASPECTS OF AGING
Course Outline
1.
ANATOMIC AND BODY COMPOSITION CHANGES WITH AGING
Changes in Stature
Changes in Body Fat
Other Anthropometric Changes
Body Compostion Changes
Anatomic Regression Related to Diminishing K Content
Other Morphologic Changes
Aging and Pathology
2.
INTERCELLULAR MATRIX OF CONNECTIVE TISSUE
The Matrix
The Macromolecules
The Tissues
3.
AGING OF THE SKIN AND ITS APPENDAGES
Biologic Features of Aging Skin
Geriatric Dermatoses
Progeroid Syndromes
• ?
Dermal Tissue Culture
4.
AGING OF SKELETAL-DENTAL SYSTEMS
'
-AND SUPPORTING TISSUES
Skeletal System
Dental System
5.
MUSCLE
Historical Aspects, Research Trends, and Methodology
Changes in Aging Muscles
Factors Affecting the Rate of Changes in Senescent Muscles
6.
NEUROENDOCRINE AND AUTONOMIC APSECTS OF AGING
The Problem of Aging and Disease in the Central Nervous System
Overview of Cellular Functions in the Central Nervous System
during Aging
Synaptic Function and Neurotransmitters
NeuroendOCrine Function and Aging
Autonomic Mechaiüsms and Aging
7.
HEART AND CARDIOVASCULAR SYSTEM
Functional Changes with Age
Cardiovascular Disease and Age
Basic Aging Processes
..t-
2.
?
El
8.
AGING OF THE EXCRETORY SYSTEM: KIDNEY AND BLADDER
Changes in Renal Anatomy with Age
Renal Physiology
Compensatory Renal HypertrOphy
The Bladder
9.
AGING OF THE REPRODUCTIVE SYSTEM
Female Reproductive System
Male Reproductive System
10.
ENDOCRINE SYSTEMS
Insulin
Proinsulin
Glucagon
Thickening of Capillary Basement Membrance-Relation to Aging
to Diabetes Mellitus
Anterior Pituitary
Growth Hormone (GH)
Thyrotropin (TSH)
Adrenal Cortex
Glucocorticoids
Adrenal Androgens
Thyroid
Li
?
Effect of Age on the Mechanisms of Hormonal Action
11.
IMMUNITY AND AGING
The Immune System
Age-Related Changes in Immune Functions
Disease Associated with Age-Related Decline in Normal Immune
Functions
Methods Used to Analyze Immunodeficierit States
Nature, Cause(s), and Mechanism(s) of Decline with Age in Normal
Immune Functions
Irnmunoengineering
12.
AGING AND GASTROINTESTINAL FUNCTION
Esophagus
Stomach
Small Intestine
Colon
Liver
Pancreas
Gall Bladder
13.
NUTRITION
Effect of Age on Nutritional Status
Nutritional Deficiencies and Physiological Impairments
Reversal of Deficiencies by Sup.lementation
Food Additives
Dietary Restriction
3.
..
14.
EXERCISE AND AGING
Acute responses to
Exercise
Static Effort
Dynamic Effort
Chronic effects of Exercise
Lifelong physical activity
Aging of "Primitive" groups
15.
ALCOHOL AND OTHER DRUG USE IN THE AGED
Consequences of prescription drug use
Alcohol
Misues of other drugs
16. LIFE TABLE MODIFICATION AND LIFE PROLONGATION
The Relation of Mortality to the Physiological State of the
Organism
Environmental and Genetic Determination of the Survival
•
?
Characteristic
Relation of the Survival Characteristic to Temperature and the
Rate and Quantity of Metabolism: Poikilothermic Organisms
• ?
Relation of the Survival Characteristic to Temperature and
the Rate and Quantity of Metbolism and Function:
• f
?
Homeothermic Vertebrates
17.
SYSTEM INTEGRATION
Homeostasis
Control Mechanisms
Temperature Regulation and Control
Regulation of the Acid Base Balance of the Blood
Regulation of Blood Sugar Levels
Other Endocrine Regulation
Physiological Stress of Exercise
Other Environmental Stresses
Aging as the Breakdown of Regulatory Mechanisms
18.
FACTORS IN HUMAN MORTALITY
Measures of mortality
Causes of death
Age trends in death rates
Biological factors in mortality
Environmental factors in mortality
Implications of reduced mortality
r1
SIMON FRASER UNIVERSITY
Psychology 357 - Psychology of Adulthood and Aging?
Fall,
1981
Instructor: Dr. Gloria Gutman
?
Office Telephone: 291-3555
Office: AQ 6037 ?
Office Hours: Immediately after
lectures
?
or
by appointment
Textbooks:
Kimmel, D.C. Adulthood and Aging. 2nd Edition, John Wiley and Sons, 1980.
AJ.lman, L.R. and Jaffe, D.T. (Eds.) Readings in Adult Psychology: Contemporary
Perspectives. Harper and
Row,
1977.
Statistics Canada, Canada's Elderly. Cat. No. 98-800 E, March, 1979.
Course DescriDtion:
Considers human development from young adulthood to old age. Included are
theories of adult development and aging; environmental and biological factors
in aging; and the effects of aging on sensation, perception, learning, cognition,
personality, psychopathology, and social relations.
Distribution of Marks:
Your final grade in the course wilL be a composite of the following:
Mark Value
Mid-term examination
?
100
Final examination ?
100
Field trip reports
(5 x
20) ?
100.
TOTAL ?
300 - 3 = 100%
Field Trips:
A number of field trips will be scheduled during lab periods. These will include
site visits to retirement housing Arid care facilities, an adult day care centre,
a senior recreation centre and a psycho-geriatric hospital. Within seven days
of each field trip, students will suh
r
iit a written report of their experiences.
Reports-should include a description of the physical features of the site (e.g.
size, location), the clientele, the t'pe of services offered, funding, sponsor-
ship, staffing, as well as general impressions
of the site and those who use it.
(Value of each field trip
report
20 marks)
-- ?
7. ?
-
61
COURSE OUTLINE
TOPICS ?
REQUIRED READING
1.
Adulthood: Developmental Theory
?
Kimmel - chapter 1, all;
and Research Strategies
?
chapter 10, pp. 501-509.
- theories of the life cycle
?
Allman and Jaffee - chapters 1,3,11
• ?
-Jung
- Buhier
?
-
- Kuhien
- Erikson
- Peck
- Riegel
- individual life cycle and
historical time
- developmental research strategies
- cross-sectional
- longitudinal
- cross-sequential
2.
Psychosocial Processes of Development
?
Kimmel - chapter 2, all
• ?
- symbolic interaction approach to
?
Allman and Jaffee - chapter 5
• adulthood
- social clocks and timing events
- socialization in adulthood
3. Young Adulthood
- marriage and divorce
- childbearing and childrearing
- getting started in an occupation
Kimme]. - chapter 3,
chapter 5,
chapter 6,
Interlude - pp. 121
Allman and Jaffee -
pp. 80-101;
pp. 192-211, 222-236;
pp. 264-282
-133, 179-189
chapters 2,13,14,16,
17,23,24,25,26
62
-3-.
4. Middle Age
- coping with changes in the family
- assessing career development
- coming to terms with physiological
changes (e.g. menopause)
Kimmel - chapter 3,
chapter 4,
chapter 5,
chapter 6,
Interlude, pp.249-2
Allman and Jaffee -
pp.
101-118;
pp. 144-145, 163-171;
pp. 211-217;
pp. 282-287;
61; 309-318
chapters 22,26,28,29,
30,31,32
5. Senescence
- retirement and its effects on
income, health and family relations
sensory losses and chronic disease
- theories of aging and mortality
(e.g. waste product theory,
auto-Immune theory,
etc.)
-
predictors of longevity
(e.g. diet, temperature, SES)
- superlongevity
- premature aging - Progeria and
Werner's Syndrome
Kimmel - chapter 5,
pp.
217-222;
chapter 6,
pp.
287-302;
chapter 7, all;
chapter 9, all;
Interlude -
pp.
373-382,
433-436,
483-490
Allman and Jaffee - chapters 7,8,34,35,36
Statistics Canada. Canada's Elderly
6. Personality and Psychopathology
Across the Adult Years
- act'vity, disengagement and
continuity theory
- ps'..hopathology
- functional disorders
-
organic disorders
Kimmel - chapter 6,
pp.
295-296; ?
chapter 8, all
0
-4-
7. Dying and Bereavement
- developmental changes preceding
death
- life review
- terminal drop
- the dying process
- bereavement and grief
Kimmel - chapter 5, pp. 237-239
chapter 10, all
Allman and Jaffee - chapter 33,38,39
to
I
Supplementary Reading:.
Articles:
Bart, P.A. Depression in middle-aged women. In: Gornick, V. and Moran, B.
(Eds.) Women in Sexist Society, Signet, 1971, pp.163-186.
Black, W.W. Confusion - causes and treatment. Paper presented at First Annual
Meeting of the Gerontology Assn. of B.C. Vancouver, May 12-13, 1978.
Carp, F. Senility or garden-variety maladjustment? Journal of Gerontology,
1969, 24, 203-208.
Lieberman, M.A. Psychological correlates of impending death: some preliminary
observations. Journal of Gerontology, 1965, 20, 181-190.
Mazess, R.B. and Formàti, S.H. Longevity and age exaggeration in Vibcabamba,
Ecuador, Journal of Gerontology, 1979, 34, 94-98.
Medvedev, Z. Caucasus and Altay longevity: a biological or social problem?
Gerontologist, 1974, 14, 381-388.
Neugarten, B.L. Dynamics of transition of middle to old age. Journal of
Geriatric Psychiatry 1970, 4, 71-87.
Books:
Birren, J.E. and Schaie, K.W. Handbook of the Psychology of Aging. Van
Nostrand Reinhold, 1976.
Botwinick, J. Aging and Behavior: A Comprehensive Integration of Research
Findings. (2nd Edition) N.Y. Springer, 1978.
Butler, R.N. and Lewis, M.F. Aging and Mental Health: Positive Psychosocial
Approaches. (2nd Edition) C.V. Mosby, 1977.
Carp, F. (Ed.). Retirement. Behavioral Publications, 1972.
George, L.K. Role Transitions in Later Life Monterey, Calif. Brooks/Cole, 1980.
Rastenbaum, R. and Aisenberg, R. The Psychology of Death. N.Y. Springer, 1977.
Laurence, N. The Stone Angel. Toronto. McClelland Stewart, 1968.
Levenson, D.J. The Seasons of a Man's Life. N.Y. Random House, 1978.
Poon, L.W. (Ed.) Aging in the 1980's: Psychological Issues. American Psychological
Association, Washington, D.C. 1980.
Sheehy, C. Passages - Predictable Crises of Adult Life. Bantam Books, 1976.
Stone, L.O. and Fletcher,
S. A
Profile of Canada's Older Population. Montreal.
The Institute for Research-on Public Policy 1980.
Troll, L.E.,
Miller,
S.J. and Atchley, S.J. Families in Later Life. Wadsworth, 1979.
S .fl 461 - Special Topics
?
Spring 1981
The Sociology of Agth
I
S
E1iei Gee
Course Outline and
Require d Readings
I Dcraphyo
Aging
iazshall:
Denton . Spencer, Canada's Population and
Labour Force:
Past, Present and Future, 10-26
Shu1nn, The
Aging
of Urban Canada, 27-34
H. Aging: Crossculturally and
Historically OR Aging
and Modernization
Quaciagno: ?
0
Cog1U, The
Aging of Populations and Societies, 15-33
Fischer, Growing Old
in
America,
34-49
Paiirore, The Status
and Integration
of the Aged in
Japanese
Society, 50-67
I!arsball:
Gu1e, Growing
Old in Inuit Society, 95-101
C.)
Western Stei?qqtyT.ea of
Agjag
and Old Paoi'1e
Qumhigno
Hess, Stereotypes of the Aged, 126-133
Fznder, It
I
s
the
Pepsi Generation:
Accelerated Aging and the
Television Ccnzercia1, 134-143
Ribin, Th&'Sexless Older Years"
?
A Socially Hain'u1 Stereotype, 144-155
(P:
, /
?
Gradir
Marshall:
bu--1±n & A-Le.brzi,
Wcsn andthe Aged as
?s'.ority Gro'.ps:
A CrItique, 63-79
Posna' Old arid Female: The
Double Whaniny, 80-87
Qudagiio:
Neuarc 7 :core and Lows, Ago Nois, Age Constraints and Adult
Socia1i.ation, 161-171
Berrnston 7, ,
!
uyj'ers,
Cenerat!cnal
ffeae and the Develonnta1
Stale, 172-16
Lavlrin, Ths !iid-Lie Transition, 3.87-200
Ii;c.
SL
Tinda!€ & Ma$fl, A
Generational •Ccnfltct Perspective for Gercntology, 43-5.
?-shall, No Lit: An Litorpretive
Perspective
on Aging, 51-60
cPherscr; ?
oati, Caadiar
Leisure
Patterns by
Age
Disengagenent,
Ccnti1.tv or Areir? 1I3122
?
S
pge-2 SA 461
?
Spring 1981
IV.
?
The
Quadagno:
Political Eoonay of Agt
0
Hollister, ?
Social Mythology end Reform:
?
Income Maintenance for the
Aged, 419- 439
Kreps,
Lterger±e.ratior.j Traisfers and the Bureaucracy,
?
440-454
flurks,
Eccnoith Crises for Women:
?
Aging and
the
Fetirenent Years,
455-456
Pcwe1i
& Martin, Econoio Jirpi.icaticns
ci
Canada's Aging Society, 204-214
Synge,
Work and 2'ani1y Support Patterns of the Aged in
the
Early Twentieth
Century, 135-144
Quadngno:
Foxier,
Age Stratification
and Age
Conflict in Political Life, 380-393
Jacobs
and Hess, Pathr 1-twer;
?
Symbol and Substance, 407-413
V.
?
Famil
y
and Aging
Quadagno:
Streib, Old
Age
and
the lftmily: Facts and Forecasts, 245-258
Bemdo, S'urcrivarsuiip and Social Isolation: The Case of
t)2e
Aged Widower,
259-2')
Robertson, C ndrztheriwd: A Study of Role Conceptions, 280-296
LX5hEt11
&U-Lb, The Family Life of Older
Canadiar, 125-134
Matthews, Wcoien and WIdchood, 145-153
VI
P
.tint (and
Leisure)
Qua di:
Withers, Sczre irrational Br3lief s about RetIrennt In the United States,
Quadagno,
PlicIaas
Caretr Continuity
The
Limning
and
Retirnent
of Disorderly
Plans
Ceers,
of
Men
311-323
and Wcxnen
Atchicy, fletireent and Leisure Psrticipatien: Continuity or Crisis?,
711 Hea
l
th Issues
Quadio:
CM ,
Prof ess. oial PcspectIves on the Aged, 472-491
Fontana, Growing Old Between Walls, 482-499
rattic, Attitudes Towards Death, 521-532
Saunders, Dying They Live:
St.
Qw.tstophsr's Hospice, 554-568
Guta,
Th '::1y
.t Laaa
.
and in flet rnsnt Hou.ing, 189-200
Sczwen' & Grosi, 1tst.Itutio.a1 Cte and the Institutionalization
of the Eld-ty in Canada, 248-256
Myles, I
?
ti.tioral!zing the Eldarly: A Critical Assessment of the
Sioc'
ci
Total Institutions, 257-268
.
302-310
324-331.
67
page 3 SA 461
Spring 1981
ç- ?
Required Texts:
1)
Aging in Canada: Social Perspectives, by Victor W. Marshall
Fltzhenry and Whiteside, Don Mills, 1980
2)
Aging, the Individual and Society: Readings in Social Gerontology
by Jill S. Quadagno. St. Martins Press New York, 1980
* A number of photocopied articles will be distributed in class.
Course 0ranization and Reauirements
One two-hour lecture/seminar and one two-hour seminar weekly.
Each student will be required to:
a)
lead a seminar based on his or her research paper
b)
present, for discussion, material based on assigned reading
Grades will be based on the following:
- one research paper - 50%
- final examination - 20%
- seminar presentation/participation - 30%
1]
S. A. 461
?
81-1
Sociology of. AgingSpecial Topics
Seminar Schedule
Date
Thpic
Jan.
16
short lecture; introductor
y
concepts
Jan. 23
Is
population aging a "social problem"? If so,
in
what
ways? What social interventions are
possible, likely, needed?
Jan.
30
It is
often argued that modernization brings
with
it
a decline in the status of the aged
(e.g., Cowgill).
?
Is
such a relationship
inevitable? Why
or
why not? 110w
is
"status
of the aged" usually measured? What method-
ological problems may be involved?
Feb. 6
One debated issue in social gerontology is
whether or not the aged constitute a minority
group. ?
What are the relevant issues involved
in
this debate? (see Abu-Laban and Abu-Laban,
pp. 63-79 in Marshall).
Feb. 13
Rothschild proposes a "new" disengagement theory.
(see Handout) In what ways is it superior to
"old" disengagement theory? How useful is the
concept. of disengagement to an understandin
g
of
aging?
Feb. 20
Tindale and Marshall
(pr.
43-50 in Marshall)
that a conflict perspective has generally
argue
been lacking in social gerontology.
?
Why?
What evidence do we have that conflict, although
neglected in the literature as a whole, is an
important aspect of societal. and/or individual
aging?
Feb. 27
Discuss the causes and consequences of social
security payments for the
aged?
(Hollister ,pp.
419-439
and Kreps,
pp.
440-454 in Quadagno).
6
It
Is
often argued that the political power of
Mar.
old people will inevitably increase as their
numbers (relatively and absolutel
y
) grow in the
future
?
r S
this
necessaril y
so? What prob1en
S.A. 461
?
81-i
Seminar Schedule (con)
Date
ment
Hess,
as
have
to
to
p
olitically
the
sithy
pp .
Grey
(
407-413
n
ada
Panthers
organize
has
in Quadagno)
not
met
the
Witnessed
in
aged?
their
Any
(Jacobs
specu1atjo
the
efforts
develop-
and
vnt; p
?
el kind ofsocial/po1jtji
Mar. 13-
April ?
student
pr
esentations of research papers
April 10
?
no seminar;
Victor Marshall will be spel4vaer
attend
at MUduring
if possible
this
week; all are expected
'
70
B. Existing and new courses proposed as electives
1. Descriptions
Chemistry.
CHEM 420-3: Clinical Chemistry I
An introduction to the biochemical processes in the organs, tissues
and fluids of the human body and the effect of disease on these processes.
Biochemical methods and laboratory diagnosis as applied to the study
of disease. (Lecture/Laborator'y
')
Prerequisite: Third year standing in Chemistry or Biochemistry or
permission of the.-Department.
CHEM 423-3: Clinical Chemistry II
A continuation of CHEM 420-3 dealing with the nature and appraisal
of disease-affected systematic function; pharmacological and analytical
aspects of clinical toxicology; clinical laboratory systems.
(Lecture/Laboratory)
Prerequisite: CHEM 420-3'.or permission of the Department.
Criminology
'CRIM 411-3: Crime and Victimization of the Elderly
The elderly in conflict with the law: Analysis of special be-
havioural changes associated with
'
old age likely to bring the elderly
person in conflict with the law. Analysis of certain types of offences
sometimes committed by old people. Treatment and prevention strategies.
The elderly as victims: Proneness and vulnerability to victimiza-
tion, patterns of victimization, individual and environmental correlates
of victimization, consequences' of victimization. Treatment and preventive
strategies. (Lecture/Seminar)
Prerequisites: CRIM 101
General Studies
G.S. 351-3: Family Development II: Maturing and Extended Families
This is the second of two interdisciplinary courses in family
development and is designed as a sequel to Family Development I. In
this course, information from various disciplines is integrated to pro-
vide a comprehensive knowledge of maturing and extended families. (Seminar)
Prerequisites: 60 semester credit hours. Recommended: G.S. 350-3.
course
Geography
**GEOG 444-5: Regional Planning II: Policy and Planning of Institu-
tions for the Elderly
The practice of regional planning is approached through case and
?
workshop studies of real life situations. (Lecture/Seminar/Laboratory)
Prerequisites: GEOG 383-3 (formerly 443-5) and at least 60 credit
hours including 12 hours of courses from Geography Division A. GEOG
361-3 is recommended.
Kinesiology
*KIN 460-3: Cellular Mechanisms and Theories of Aging
This course will review the models used in gerontological research
at cellular and molecular level and discuss the validity of various
theories of aging. (Lecture/Tutorial)
Prerequisites: BISC 202-3, KIN 330, 90 semester hours of credit
or permission of the instructor.
Philosophy
**PHIL 231-3: Selected Topics: Moral Problems in Health Care
A critical examination of a number of central moral problems
which arise in health care practice: Does the patient have the right
to be told the whole truth about his or her illness and the risks of
treatment? Is there a basic right to health care, which ought to be
guaranteed by society? Is euthanasia ever morally justified? What
capacities must an organism possess before it has a right to live?
Where should authority lie within the health care team? Arid, how can
answers to difficult moral questions like these be implemented effec-
tively in clinical practice? (Lecture/Tutorial)
This course is open to all students.
Psychology
***PSYC 301-3: Intermediate Research Methods and Data Analysis
A continuation of PSYC 201-3 and 210-3. Provides extension of
the basic theory and methods of research design and data analysis.
Includes discussions of the analysis of substantive problems, the
choice of appropriate research designs, and special problems that
arise in the analysis of psychological data. (Lecture/Laboratory)
Prerequisites: PSYC 201-3 and 210-3.
- ?
p
**This course would, of course, onlycarry credit towards the Diploma
in years when, as in 1980-81, it was on a topic relevant to gerontology.
***Diploma students may choose PSYC 301, S.A. 355 or any other approved
Diploma
course in
will,
research
however,
methodology
be given
as
for
an
only
elective.
one of these.Credit
towards the
?
IZ
PSYC 306-3: Psychological Assessment Procedures
A survey of selected techniques for assessment of individual and
group differences in aptitudes, abilities, achievements, attitudes,
interests, and personality. Emphasis is placed on evaluating the
effectiveness of various techniques, including performance tests, self-
report questionnaires, inventories and projective approaches. This
course provides a suitable introduction for students considering
graduate training in clinical psychology. (Lecture/Laboratory)
Prerequisites: PSYC 101-3 and 201-3.
Students with credit for PSYC 305-3 may not take this course for further
credit.
PSYC 371-3: Methods of Therapeutic Interaction I
An introduction to various techniques of individual psychological
intervention (e.g. gestalt therapy, behaviour modification, psycho-
analysis, etc.). These are presented by practitioners and discussed
critically by students and faculty in large and
'
small group settings.
Relevant readings accompany each presentation. (Lecture/Tutorial/Seminar)
Prerequisites: Two of the following courses: PSYC 370 (Theories of
Personality), PSYC 340 (Psychopathology), PSYC 306 (Psychological
Assessment Procedures).
PSYC 372-3: Methods of Therapeutic Interaction II
An introduction to family, group, and community mental health
approaches to psychological intervention. A continuation of PSYC 371.
(Lecture/Tutorial/Seminar).
Prerequisite: PSYC 371
**PSYC 444-5: Psychopathology: Psychopathology of Aging
'Content varies with instructors. For an example see attached
course outline. (Seminar).
Prerequisites: PSYC 201, 210, 340-3, and 90 hours of credits or per-
mission of the Department.
PSYC 456-5: Psychology of Adulthood and Aging
Content varies with instructor. For an example, see attached
course outline. (Seminar).
Prerequisites: PSYC 201, 210
0
357-3, and 90 hours of credits or per-
mission of the Department.
.
S
[1
73
Sociology/Anthropology
S.A. 320-4: Sociology of Population Dynamics
A study of the reciprocal influence of population and social
structure and demographic attempts to
use
population variables in
social explanation; a discussion of cultural and institutional in-
fluences on human populations with respect to fertility, mortality
and migration. (Seminar).
Prerequisite: S.A. 202 or 255.
***S.A. 355-4; Methods of Sociological and Anthropological Research
The study of research procedures, including concept information,
observation, measurement and verification. (Seminar).
Prerequisites: S.A. 255.
Students with credit for S.A. 322 may not take this course for further
credit.
2. Course Outlines
-
?
- ---- ...........-------------'r r-n• -
?
.
?
------------
a
74
SENATE COMMITTEE ON
UNDERC)ADUATE STUDIES
•
0/
Ni
COURSE
PROPOSAL E0R1
1. Calendar
Information ?
Department:
CRIMINOLOGY
Abbreviation Code:CRIM
?
Course Number:
?
411
?
Hours:
3.0 Vector: 2-1-0 ?
S
" ?
Title of Course:
Crime and Victimization of the Elderly
Cplertdar Decriptioh of Course:
Theelderlyinconflictwiththelaw: Analysis of
specific behavioral changes associated with old age likely to bring the elderly person in con-
flict with the law. Analysis of certain types of offences sometimes committed by old people.
Treatment and prevention strategies. The elderly
as
victims: Proneness and vulnerability to
victimization, p4tterns of victimization, individual
_and environmental correlates of victim-
ization, consequences of victimization, fear of victimization. Treatment and preventive
Nature of Course strategies.
r Ce
t
rste
f
1
'
(
or
special instructions):
CRIM 101
wt course (courses), if any, is being dropped from the calendar if this
course is
approved:
?
None
2.Sulin
How frequently will the course be offered?
once a year
Semester
in
which the course will first be offered?
Fall
1982
or Spring 1983
Which of your present faculty would
be
available to make the proposed offering
possible? ?
E. Fattah, V. Sacco, and others in the Criminology Department
.
Objectives of the Course
Demographic forecasts indicate that Canada can expect to have
3..s
million senior citizens (65 years and over) by the end of the century. The specific
problems of this particular age group have to be dealt with. Professionals should
have,as part of their training and studies, courses dealing with those aspects of
aging related to their disciplines. This course is intended for criminology students
who are interested in the criminological and victimolOgical problems of old age.
4.
Budgetaryand
Space Requirements
(for information only)
What additional resources will be required in the following areas:
Faculty
Staff
Library ?
No additional resources will be required.
Audio Visual
Space
?
S
Equipment
rjr'
5.
Approval
Date:
DepartmenyChairman ?
Dean ?
I ?
Chairman, SCUS
ScUS 73-34b:- (Wlen completing this form, for instructions see Memorandum SCUS 13-34a.
Attach course outline).
COURSE OUTLINE
CRIMINOLOGY 411-3: Crime and Victimization of the Elderly
Calendar Description:
The elderly in conflict with-the law: analysis of specific
behavioral changes associated with old age likely to bring the
elderly person in conflict with the law. Analysis of certain
types of offences sometimes committed by old people. Treatment
and prevention strategies.
The elderly as victims = proneness and vulnerability to
victimization, patterns Of victimization, individual and environmental
correlates of victimization, consequences of victimization, fear
of victimization. Treatment and preventive strategies.
Objectives of the Course:
The course will deal with the criminological and victimological
problems associated with old
age.
The student will gain insight
into the behavioral changes likely to bring the elderly person in
conflict with the law and the factors that predispose the elderly
to criminal victimization. Particular emphasis will be placed
on the fear of victimization among senior citizens and special
attention will be devoted to the practical applications of
scientific knowledge In this area, In particular to treatment
and prevention strategies.
Course Outline:
Introduction
Part One: The Elderly in Conflict _with
4the Law
- behavioral changes associated with old age.
- criminality of old people: a. a quantitative analysis
b. phenomenological and
etiological analyses.
- the elderly criminal in the court.
- treating the old criminal.
- preventing crimes of old age.
Part Two: The Elderly as Victims
- criminal victimization of the aged: a. quantitative
analysis
.-
?
b. phenomenological
analysis.
2.
- proneness and vulnerability to victimization.
- environmental and individual correlates of victimization.
- consequences of victimization.
- fear of victimization.
- services to the elderly victim.
- reducing the-impact of crime against the elderly.
- preventing the criminal victimization of the elderly.
Readings:
Goldsmith J. and Goldsmith, S. S. (1976). Crime and the elderly-
challenge and response. Lexington: D.C. Heath and Company.
Crime against the elderly: a study in victimolog. (1976) Santa
?
Cruz, Californfi: Davis Publishing Company. (Paul Hahn).
Rifai, M. A. (ed.,) (1977). Justice and older Americans. Lexington:
D.C. Heath and Company.
U.S. Congress, House Select Comitte on Aging. Research into crimes
against the elderly. (Parts I and II).
U.S. Congress - House Subcommitte on Federal State and Community
Service. Several Reports. Government Printing Office 1977.
Parks, R. and C. Unger (1977). Crime against the aging - patterns
?
and prevention. Washington, Midwest Research Institute.
Ducouniy, A. (1969) Billion dollar swindle - Frauds against the
elderly. New York, N.Y.: fleet PressCorporation.
r;;
a
ro
71
G. S. 351
Family Developpent Ii:
?
Maturing and Extended Families
Instructors: J. Koepke, D. Morrow, G. Robertson
This course is offered as the second of two interdisciplinary seminars
in family development and is a sequel to Family Development I. It is
designed to integrate information from the disciplines of psychology, kines-
iology, and family studies in order to provide a comprehensive understanding
of maturing and extended families.
Course Outline:
Introduction to Family Development II
Increasing Family Size: Motives, Stresses, Physical and Psychological Factors
Remaining a Couple Within the Family
Lifestyles: Health, Nutrition, Fitness and Growth
Blending Families
Conflict Resolution Within the Family
Older children: Friends, Family, Teachers and Media as Educators
Families with Adolescents: Puberty, Identity and Parenting
Family Law and the Ethics of Intervention
Midlife: A Time for Refocussing
Grandparents: Completing the Cycle
The Future of the Family
Conclusions
Text: ?
Ourselves and
Our Children,
by the
Boston Women's Health Collective.
New York:
Random House,
1978
Grading will involve project(s) and journals.
7
• ?
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
1 ô
IA
IV
?
NEW COURSE
PROPOSAL FORM
1.
Calendar Information
?
Department:Kinesiology
Abbreviation Code:XTN..
?
Course Number:_ 46_()
?
Credit Hours:3
?
Vector: 3-1-0
Title of Course:
?
Cellular
mechanisms and theories of aging.
Calendar Description of Course:
This course will review the models used in gerontological research at cellular
and molecular level and discuss
the
validity
of various theories of aging.
?
* ?
V
Nature of Course
?
Three lectures and one tutorial
per week.
Prerequisites (dr special
instructions):
BISC 202-3,
KINES 330, 90
semester
houra..of
credit or permission of the Instructor.
?
V
What course (courses), if any, is being dropped from the calendar if this course is
approved:
None ?
V
2.
Scheduling
How frequently will the course be offered?
?
Once a year
Semester in which the course will first be offered? 1983-1
Which of your present faculty would be available to make the proposed offering
possible?
none (Except within the Budgetary Accommodation shown below)
3.
Objectives of the Course
?
V
To
review the status
of cellular mechanisms implicated in various theories of aging
and discuss the multi-disciplinary approach required
for understanding the process
of aging.
?
S ?
V
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
1
full-time
Faculty and Teaching Assistant
Staff ?
V
Library
Audio Visual $600
?
V
Space
Equipment
5.
Approval
Date:
?
_V V
?
7.fr•
?
________________
A4
,
L1_
,
Department Chairman
?
Dean
?
Cairnnn, SCUS
•1
SCUS 73-34b: (When completing this form, for instructions
see Memorandum SCIJS
?
••VVVV ?
V ?
V ?
V
79
KINESIOLOLGY 460-3
THEORIES AND CELLULAR MECHANISMS OF AGING
7
W
COURSE OUTLINE
1.
Comparative Bioloav and Evolution of Aain
Comparative Biology of Aging
Comparative Longevity in Verbebrates and Invertebrates
Factors contributing to the longevity of Animals
Manifestations of Aging
The Evolution of Aging and Longevity
2.
The Molecular Genetics of Aging
Mutation and Error•
Chromosomal Aberrations
MutatiOn in the Germ line
The rate of somatic mutation
Are aging mutations
dominant
or recessive
Chemical changes in DNA
Repair and Life span
Aging, mutation and repair
Programmed aging
Altered phenotype as a cause of Aging
Must aging repair recapitulate ontogeny?
Residual protein of DNA
Satellite and Redundant DNA
Messenger RNA
Transfer RNA
End product analysis
3.
Macromolecu].ar metabolism durin q Aain
Regulation of enzyme activity
General metabolism of DNA, RNA and Protein
Control of metabolic reactions
Enzyme changes with Age
Lipid metabolism
Energy metabolism
4.
Cell Division and Cell cycle
Effect of Aging on the cell cycle times and growth fraction
Effect of Aging on biochemical events occuring in the cell
cycle
Lengthening of G
0
as an expression of senescence
5. Cell Lonevity in vivo
Cell culture
In vivo aging studies and experimental design
In situ observations of cell proliferation
Serial
transplantation:
limited or unlimited life span?
Role of cell division in cellular aging
The influence of donor age
Tissue
interactions
and aging ?
I
Transplantation-induced alterations in cell regulation
2.
Cellular transformation and in vivo aging
6.
The Cellular Basis of Biological Aging
The
longevityinverse
relationships be
?
donor age and culture
Progeria and Werner's syndrome
The finite lifetime of cultured normal chick cells
Cultured normal fibroblasts from other vertebrates
Functional
woo
cells
ble cvei.ation
decrements
- - ?
-
?
between
that
-
occur
population
in cultured
doubling
normal
potential
human
of cultural normal fibroblasts and mean maximum species
life span
Can cell death be normal?
7.
Genetic Basis for Longevity
The statistical facts
Evidence from
sex
differences
Evidence from species-specific life spans
Evidence from twin longevity data
8.
The Programmed Theory of Aging
Sequences of built-in events
Selective pressures
Reasons for the existence of aging
Survival and natural selection
9.
Free Radicals and the Aging Process
Free radicals and lipid peroxidation
Lipid peroxidation in vivo
Free radical-induced pathology in aging
Antioxidant
effects in aging
Lipofuscin and aging pigments
10.
Chemotherapeutic techniques in the retardation of aqin
process
Gerovita]. H3 Vs Procaine MCi.
Clinical studies in NorthAmerjca
Mono amine oxidase and aging
11.
The study of Aging in man: Practical and theoretical
problems
Genetic inish-mash
Environmental Diversity
Population sampling
Interaction of aging and disease
12.
A new age-scale for humans
Life span of animals and plants
Factors affecting the life span of min
Parameters measuring the life span of Homosapiens
.
S
ror
EVENING * DOWNTOWN
PHILOSOPHY 231
MORAL PROBLEMS IN HEALTH CARE
FALL SEMESTER 1981
?
ZIMMERIIAN
In this course we will examine critically a number of difficult moral problems
which arise in health care practice:
The Right to Know the Whole Truth
Does the patient have a moral right to be told the whole truth about his
illness and the risks of treatment? Is this right fundamental or Is it
derived from the belief that telling the whole truth will usually lead to
better care? What should a physician do If he believes a fully informed
patient will resist treatment or suffer anguish or depression? Should
physicians make judgements about the emotional impact of medical information
at all? How much information constitutes Informed consent? What is the
role of consent forms, the law, the history of trust between physician and
patient?
Social Justice and Health Care Policy
SIs there a basic moral right to health care? If so, where should the min-
imum level be set? Is it a right to a certain level of treatment, of pre-
vention, to an environment free of health hazards? Should markets play a
significant role in the allocation of medical resources? If so, what should
be the balance of market and plan? Should health care planners emphasize
treatment or prevention, and in what ratio? Where does preventative medicine
stop and personal decision about lifestyle begin? Can the health care planner
ensure adequate professional care in all regions of the province or nation
without violating the rights of individuals to live and work where they please?
Killing and Letting Die
Is it ever morally permissible to kill a patient or to let a patient die?
Is killing always morally worse than letting die, especially If dying will
be painful and lingering? Is it true as some claim that permitting some
active euthanasia will seriously weaken respect for human life in other
contexts of medical treatment? Does the distinction between "ordinary" and
"extraordinary" treatment presuppose judgments about the value of the life
in danger? If euthanasia is ever desirable, who should make the decision
when the patient cannot - the physician, family, courts, trustees?
-2-
The Concept of a Person in the Abortion Debate
When we ask whether a fetus Is a person, is this a biological or a moral
question? -Are there physical and/or mental capacities an organism must
possess before it has a right to live? How can we evaluate the different
criteria for personhood which have been offered - from conception, through
quickening, sentience, viability and others, to complete self-consciousness?
Do some of these'fjt the pattern of other moral judgments about the right
of persons to live and others not? Why is it
SO
treacherously
difficult to
secure agreement on a criterion of personhood? Is it because
in
principle
there Is no rational basis for settling the issue? And if this is true, how
are we to live with it?
The Distribution of Authority in the Health Care Team
As medical practice becomes more collective and fragmented, how should
responsibility for patients' welfare and authority
'
for medical decisions
be distributed in health care teams? Must there be a hierarchy? Does
the doctor-patient relationship require that the
ph
y
sician make final de-
cisions? How feasible are cooperative models of health care? How should
members of the health
care team resolve
conflicts of medical opinion?
Moral Reflection and Clinical Practice
How can we Increase the likelihood that thoughtful moral decisions will be
made in clinical contexts? Should moral philosophy be included in the
education of health care
p
rofessionals?Should there be moral consultation
panels In hospitals? Where should moral decisions be left to the individual
health care professional? When if ever should the lay public enter into the
decision making provess? What should be the role of law? If the law has an
important role to play, how can thoughtful and rational decisions be embodied
there?
And perhaps some others.
Lecture-Discussion sessions will be case-oriented, taking the clinical exper-
ience of health care professionals as the point of departure. There will be
a number of guest speakers from the local health care community. Some use
will be made of audio-visual materials.
The aims of the course are:
- to increase awareness of the moral values implicit in health care practice
- to examine and criticize the moral assumptions which underlie these values
- to broaden and deepen moral understanding in ways which will be of use In
clinical practice.
Students will be expected to write two short papers (8 Pp.). There will be
a final examination.
EVENING COURSE * DOWNTOWN CAMPUS
C,
Simon Fraser University
Psychology 306: Psychological Assessment Procedures
Instructor: ?
Dr. Richard Freeman
Textbook:
?
Anastasi, A.
Psychological
Testing, 4th ed.
This course is intended as n general introduction to the principles and practice
of psychological assessment. It Is intended that students will gain some familiarity
with the purposes, history, techniques and practice of psychological assessment,
and receive exposure to some of the assessment techniques currently employed by
psychologists. It isnot, however, intended as a practicum, and students should
not expect to be trained in the administration of psychological tests in this course.
The content of the course can be at least somewhat responsive to the interests of those
enrolled, but the following are likely to be covered:
.r
History of psychological assessment
The subject matter of psychological assessment: Individual differences
THe prediction paradigm
Statistical review
p
rinciples of psychometrics: Reliability and validity of measurement
Assessment of abilities and achievements
Assessment of personality and pathology
Uses and abuses of psychological tests
The IQ controversy
Ethical issues
Evaluation Procedures: Subject to negotiation in the first week of class; it Is
anticipated that the evaluation process will consist of examinations based on materials
presented in the textbook and in lectures, perhaps supplemented by laboratory exercises
related to the development and use of psychological tests.
.,-
3'I
Dr. Patricia Wilens1r
?
PSYCHO1GY 371 - EVENING
?
SPRING 1981
291-3288
The peutjx ixtteactonI:
This course will consist of lectures presented by psychotherapists of various
appproaches practising in the lower Mainland, class discussions of these present-
ations and tutorials.
Evaluation will be based on an essay type mid-term (20%), essay type final
exam
(35%),
ten paper
(35%)
and labs (10%).,I
Text: Corsini, Raymond J. Current Psychotherapies, 2nd Ed., Itasca,
Illinois, 1979.
I
0
Dr. C. Nemetz
?
Psychology 372-3 1::VENING
?
Fall 1981
Therapeutic lnte'racti
p
n II
This course is designed to acquaint students with the delivery of psychological
services in the community setting. Guest lecturers will discuss issues in
community psychol.gy in addition to describing their own specific service.
Student tutorials will revolve around a critical examination of the lecture
material and will allow for expansion on issues and ideas. Relevant
readings will accompary each presentation.
Course Requirements:
1.
Final in-class examination
2.
Annotated bibliography in area of interest
..
Mvrz
1
PSYCOPATROLOCY OF ACING
Coles
INSTRUCTORS: Dr. E.M.
CC 614
291-3747
Dr. P.C. Wright
CC 6315
291-3396
EJi
PSYCHOLOGY 646
?
SPRING 1981
COURSE CONTENT:
Psyc .444
will examine the nature
of psychopathology in the elderly. Problems
of
be
etiology,
reviewed within
definition,
a
d
evelopmental
classification,
context.
assessment, diagnosis, and treatment will
This course is seen as
a logical extension
of Psychology 456 taught in the
Fall of 1980 (Psychology of Adulthood' and Aging), and in the event that the course
is
(Fall,
oversubscribed,
1980).
preference will be' given
to students having taken Psyc 656
PREREQUISITES:
Psyc 201, 21fl, 340,
and
90
hours or
by permission of the instructors.
COURSE FORMAT:
The
seminar will meet twice a week
fo
.
r
discussion of topics and student
presentations.
?
-
?
-
SAMPLE TOPICS:
Concepts of adjustment and normality in
the e1dr1y.
Normality in the elderly.
?
.
Confusion and pseudodementja.
Affective disorders in the elderly.
Chemotherapy and the aged.
GRADING:
Grades will be based on participation
(40) and a termpaper (6(V).
REQUIRED TEXT:
Busse, E.W.
and Blazer,
D.C. Handbook of geriatric psychiatry. New York:
Van Nostrand Rheinhold Co., 1980.
.
87
Psychology 56: Adulthood and Learning
"Achievement, Sex Roles
and
the
Adult Life Cycle"
Dr. Ellen Kimmel
?
Spring 1981
Required
:
books: Early
L
and Middle Adulth3od, 'Lillian E. Troll, Brooks/Cole
The Competent Woman
)
Ràsaljnd C. Barnett & Grace Baruch, Irvington
The Seasons of a Man
'S
Lifc,
Daniel Levinson, Knopf.
Suggested Readings:
Aging in the 1980
1
s:
Pyc
hoJbgicaJ. Issues, Leonard W. Poon, (Ed.)
American Psychological Association
Managerial Woman, Margaret Hennig & Anne Jardim, Pocketbooks
Men and
Hall.
Masculinity,
?
,
Joseph
S
H. Fleck & Jack Sawyer (Eds.) Prentice-
Women' and Achievement, Martha T. Sh.ch Mednick, Sandra
S.Ta
pgri &
Lois W. Hoffman, .(s.)', Halsted Press.
Dual-Career Families Revisited, Rhona and Robert Rappaport, Harper
Colophon
' ?
Born Fenale, Caroline Btn1, Pocket Books.
Games Mother Never
Taught
YOU
Betty Lehan Harragan, Warner Books.
This seminar will focus on the complex 1 eráctjon of adult development, sex, roles
and career achievement. Special attention will be' on leadership development and
what characterizes:, the way men and: wanenin tkié pastand future have moved
or now enter into positions of responsibility Some practical questions will also
be addressed, such as how best to foster1eadership in today's society , to fl8flge !
men.
multiple
growth,
and
role
to
demands
make the
or
transistlon
careers, Ismilies,
to; changed
cOrrmnity/society,
roles smoother for
and personal-
botn
women ax
Course marking will be based on two book 'eports,one .major paper and its class
p
resentation, and active participation
in
'
clAst discussion and activities.
4.'
88
S.A. 320-4
?
soaoioov OF POPULATION 11YNA!CS
?
Ellen Gee
A.Q. 5069
Office Hours: Tuesday and Wednesday 10:30-11-.30 a.m.
Course Outline and Reuired Readip. -
I. Population Growth
a)
historical and contemporar
y
situations
Matres: chapters 1-3
Beaujot:
pp.
5-1.
Dudley Kirk, 'World population and Birth Rates: Agreements
and Disagreements-"
b)
theories of population growth
Thomas R. Malthus, 'Of the Checks to Population .."
F. Engels, "The Myth of Overpopulation"
S. Beaver, "The Theory of Denogl'aphic Transition: Background
and Logical Status"
U. Components of Population Growth: Fertility
a)
standard methodology
Metres: pp. 399-401
b)
fertility level and change
Beeu.ot:
pp
.
8-16
c)
determining factors
Metres: chapters 9
9
8
9
13.
Kingsley Davis and Judith Blake, "Social Structure
and Fertility:
An Analytical Framerk,
Angus McLaren, 'Birth Control and Abortion in Canada,
1870-1920"
Paul Deneny, "On the End of the Population
Explosion."
Donald J.
Bogue
and Amy 0. Tsui, "A Reply to Paul Demeny's On
the End of the Population
Explosion"
Paul Deneny, "On the End of the Population Explosion: A Rejoinder'
Beth Berkov and June Sklar,
'Does
Illegitimacy Mate a Difference?
A Study of the Life Chances of illegitimate Children in
California"
II!. Components of
Population Growth: Mortality
a)
standard methodology
Metres: pp. 390-399
b)
mortality level
and
change
Metres: pp 130-136
c)
determining factors
Metres:
pp
.
136-148
.
8
TV. Components of Population Growth: Migration
.(_
a)
standard methodology
b) migration patterns
-Internal and International
Matras: chapters lO 12
Beaujot:
pp.
16-22
William Petersen,
*A
General Typology of Migration"
E. Cashman, "The Social Organization of Canadian
?
igration1?
Freda Hawkins, The Canadian Experience"
V. Population Composition
Matras: pp. 105-111
?
eau5ot:
pp 22-30
VI. Impacts of Population Growth and Charge
a)
economic impact
Matras: Chapter 14
Lewis Auerbach and Andrea Gerber, "The
Manor
Issues" and
Economics of an Aging Society"
Thomas J. Espenshade, "Zero Population Growth and the Economics
of Developed Nations"
b)
social Impact
£katra: chapter 15
Jeanne C. Ridley, "On the Consequences of Demographic Change
for the Roles and Status of Women"
c)
political impact
Matras: chapter 16
Beaujot:
pp.
33-38
VII. Population Policy Issues
?tatras: chapter 17
Beaujcet: pp. 38-41
Berard 8erelson and
J. Li
ebersdn, "Government Efforts to
Influence Fertility: The Ethical Issues,"
Courui9in1atlon and Requirements
One two-hoer lecture and one two-hour seminar weekly.
Grades will be assigned
as follows:
one major research pro ject/essay
?
40%
one take-home examination ?
30%
a number of small assignments
?
20%
seminar participation
?
10%
.
90
S.A. 355--4 ?
M
M,Oi)S O' OCXOLO.) ?
.GPO.XCth RSBAU
?
Fall
1979
B. Gee
COURSE OTLX
?
D
?DINGS
i,
Characteristics of Soc.a1 science
?
Babbie,
Chapters
1. £ 2
XI.
paIatior&chip
Between
Theory
and Rete&rch
Babble, Chapter
$
IX Special
ethodo1ogica1 Issues in
Social
Science
Rabbi, chapter
3
IV
Reaearcb Des
ign
Iabbie, Chapter 4
V.
bIaa%*rQnent latues
eLtabUity,
validity,
scale
conotruction,
multiple
ear-urea
laabbie,
chapter
15
VI Sampling
Bebbie chapter
7
VIQ Types of Data
Collection Mthoda
1
Field Research
abhis chapter
8
2
Content
Analysis
Babble, Chapter
9
3 Ep4riaenta
Babble, Chapter 10
4.
Surveys
Babble,
Chapter
1.2
VIII.
Data
Analysis and
Interpretation
Babble,
Chapters 14, 16, 17
DT
Babble,, Barl R. The Practice of Social Xee h4 BOLIROAt,
Cali2ornia,
Wdsrth,
199.
AND
PxactiCin q
Social
Raerb,
a practical guide to
acccpany
tha
Ptactice
of
&aia1 Research
A
nueber
of
photocopied
articles will be
dJstributed in class
OWOTI ZATION
*
One tw
o-
hour Iacture and one to-ho ww
k^tA
ar weekl
y.
Grades will be assiqued on
tha heels oft own
research ?
- 40%
can be either a methodological critique of a body
of
ampirical research
or aoue
w re #t l I
t research. If the latter it
,
,hosen, the topic oust be
discussed
with the
Instructor beforehand.
lasP exams -
15% each. ?
30%
E
t9^
355-4 METHODS OF SOCIOLOGICAL & ANTHROPOLOGICAL RESEARCH A. I4cLAREN
Students with credit for PSA 332 may not take this course
for further credit.
Prerequisite: S.A. 255, or permission
of
instructor.
COURSE CONTENT
The aim of this course Is to introduce students to the logic
and skills of social research. Students will be encouraged to
begin to develop their skills as practitioners of research techniques
and as critical "consumers" of existing research. Topics will include
the following: the relationship between theory and research,
conceptualization and operational ization, research design, sampling,
data collection techniques, data analysis and interpretation.
REQUIRED READING
Earl R. Babbie, The Practice of Social Research
Earl R. Babbie and Robert E. Huitt,-Tr_a_c_
ti_c_T_ng Social Research
Several articles will also be made available.
ORGANIZATION
One two-hour lecture and one two-hour tutorial weekly.
.
?
Grading will be based on a mid-term examination (30%), a final
,examination (30%), and tutorial participation (40%).
DOV091
k'e
yp ?
-z
OveJw
4-^ ?
Avl,
?
)
Paul Baker
0
UNIVERSITY OF VICTORIA
P.O. BOX
1700,
VICTORIA. BRITISH COLUMBIA, CANADA VRW 2Y2
TELEPHONE
(604)
477.6911. TELEX
049.7222
Department of
Sociology
Dr. Gloria Gutman,
Coordinator of Gerontology Programs,
SFU
?
Apr 20,81
Dear Gloria:
Some things are developing here which 3
ou
might be interested in. The
Nursing school here Is being encouraged to develop a program or institute for
training in gerontology and long-term care. Also, our president is still pushing
for some action kmkkma by other departments. To avoid the problems of the 2
associations, pehaps we can cooperate informally to coordinateour efforts. I
have no personal interest In setting up any kind of ongoing program here.. .my
intent is to get research funding for a longitudinal study k--- in the
.
Victoria
area. However, I am interested in setting up complementary programs.
Given the scarcity of funds
and
personnel right now, is it possible
to have 2 programs which could both be counted toward some kind of certification
In the area of gerontology? It appears that the medical aspect will be stressed
here, and the program will be heavily applied in orientation. Do you plan anything
which could be taken before, after, or concurrently with such a program? Perhaps
credit could be given between programs, and a summer institute could be offered
alternate years at SFU and tx UV1c (what's happening at UBC?).
Thought you'd like to know.
Sincerely,
is
May 5, 1981
Dr. Paul Baker,
Sociology Dept.,
University of Victoria,
P.O. Box 1700,
Victoria, B.C.
Dear Paul:
Many thanks for your letter of April 20 bringing me up to date
on what is happening at U. Vic.
visa vis
gerontology. I certainly
agree that it's important to keep one another informed of developments
and to cooperate to as great an extnt as possible.
I'll begin by answering your questions about UBC. As you probably
know UBC has had a President's Committee on Gerontology since 1974. I
sat on this committee for five long years. During that time, a proposal
was drafted for a graduate level, interdisciplinar
y program in geron-
tology and for a gerontology research resources centre. Simultaneously,
Continuing Education developed a proposal for a certificate program.
Last spring, C.E. decided that the certificate program was never going
to go an y
where. My understanding is that they have shelved the proposal
indefinitely and perhaps forever. The President's Committee, on the
other band, have taken a few steps forward. These steps consist of
having had the word "President's" removed from the committee's title,
having received some funds from grad studies for a co-ordinator, and
having gained some visibility via the en1osed material which appears
in the 191-82 Calendar. As indicated in this material, the Committee's
primary function is to advise students as to how they might develop a
program of studies with substantial gerontological content. This, :i
essence is what various committee members have been doing unofficially
for years. Additionall y
, the Committee will develop and offer a
non-
credit graduate seminar. Beyond these two functions, It's difficult
to know where they will go. The only thing I can tell you is that the
intent at UBC has always been to esablis.h a graduate level program
that would essentially offer a concentration rather than a degree
. ?
..J2
I,
'..
•:.-
Dr. Paul Baker
May 5, 1981
Page Two
other type of credential and tt qncernhas traditionally been focussed
more on the need to train re' sear chézs and teachers than on the need to
train practitioners.
•1.
Now to Simon Fraser. We are currently working on the second draft
of a proposal for a diploma program in gerontology. Like the diploma
progran at U. of T. and at Mont St. Vincent's and the certificate programs
offered at various other Canadian universities, our orogram w11 be
target ted at people who a1read haye a degree (or equivalent) and who are
already working with the aged or planning to do so. The program will con-
sist of a series of "core" courses including such "standards' as psychology
of aging, sociology of aging, biology of aging,
etc.
As well, an intro-
ductory, multi-disciplinary over-view course will be included in the "core"
package. In addition, a series of electives will be developed. Based on
experience from elsewhere
f
what thse will be will depend largely on the
interestS and expertise of existing and new faculty. Considering my
research interests, ne area that .1 certainly will attempt to develop a
course in is in environment and aging. Economics of aging; leisure and
recreation, and co nunicatioñànd aging are other likely prospects, as
are some "hard" science courses.
Since we do not have schools ' of social work or health sciences at
SFU, we will obviously have to
go
lightly in these areas. Development of
a medically oriented program-at U. Vic. would, in other words, not compete
with us but rather would be complementary. Particularly so, if we could
establish an arrangement whereby students enrolled in one program could
take courses from the other program that would be applicable to the cre-
dential they are working toward. This could happen, as you suggest, if
course scheduling was.dDne in a cooperative manner and as.long as all
courses are credit courses, as ours will be.
In summary, let me say that, while I do not favour the idea of a
consortium as most gerontology consortia in the USA have proved disastrous,
or the idea of offering only one c
1
redential between us, I would certainly
favour the idea of an easy flow of students and course credits between
universities. I also favourthe idea of some specialization among geron-
tology programs. There are too few dollars and experts around for us to
duplicate programs. Rather, each school should focus on developing
strengths in
.
particular areas. Yours, for example, in the medical area:
ours perhaps in social gerontology.
As you point out, there are a number of ways in which SFU and U. Vic.
could cooperre. As your proposal develops perhaps we could and should
get cog.ther
?
explore the matter more fully. In any case, let's do
keep in 'touch' and inform one another as to any new and specific develop-
ments.
.
One last thing before I sign off - are you aware that North Island
College in Comox is considering a certificate program in gerontology along
the lines of that offered through Ryerson's Open College? I heard about
it yesterday from a Mr. Don Salter. If you are interested in details,
perhaps you might call him. The number he gave me was 681-5728.
.egar4z(,
University of British Columbia
•
GERONTOLOGY COMMJTIT.E
Faculty members in a number of disciplines and professions on campus have a
particular interest in the study of aging and the aged. Gerontological concerns are
diverse and multifaceted. Basic and applied age-related research is also conducted
in several departments and professional schools. Educational off'crings in Gerontol-
ogy have evolved out of the work of the President's Committee on Gerontology
which was established at U.B.C. in 194.
Although U.B.C. does not offer a Graduate Degree
in
Gerontology per se, the
Committee on Gerontology within Graduate Studies performs an advisory function
enabling students to develop a program of studies with substantial gerontological
content.
The following Schools, Departments and Faculties may provide educational
opportunities at the
graduate level which focus on.Gero; Atcç*urcCoa-
munity and Regional Planning Economlcs Bducati64PainIW1cice,' esatrlc
• ?
Medicine, Health Care and Epidemiology, Home Economics, Law, Librarianship,
. ?
Nursing, Pharmaceutical Sciences Psychology, Physical Education and Recreation.
Rehabilitation Medicine, Social Work, Sociology.
Students will be expected to satisfy the general enuance regulations of the Faculty
of Graduate Studies and specific requirements of the appropriate department.
Advice about forms of interrelated studies among several departments will be pro-
vided by Dr. J. E Thornton, Coordinator of the. Committee on Gerontology. Pro-
grams of study will be individually tailored and responsive to the particular interests
of the student and the availability of faculty in various fields.
A graduate seminar (non-credit) is offered to all students in the program and
draws on the expertise of the Committee and other scholars on campus. The intent
of such a seminar is to acquaint students with faculty who have specialized in
specific areas of gerontology/geriatrics; to encourage communication among gradu-
ates in a broad range of disciplines. An outline of the.semin.0 topics is available
from the Coordinator.
(1
I.e.',
IM
C. Additional courses that could be developed as electives.
1) Descriptions
*Enviroent and Aging
Discussion of noninstitutional and institutional living arrangements,
community planning and urban design, mobility and transportation and
responsive environmental design.
*Women and Aging
This course examines changes in women's social and economic roles
and lifestyles In middle and old age as a result of increased life
expectancy, technology and urbanization as well as the impact of the
aging and women's movements.
Major topics to be covered include 1) the double standards of
aging, 2) independence and new lifestyles, 3) work and retirement,
4) new role models, 5) marriage, remarriage, divorce and widowhood,
6) social bonds and networks, 7) personal growth and development.
Leisure and Recreation in the Later Years
Description, discussion and application of current techniques used
in the development of leisure opportunities related to the diversified
needs of aging individuals.
Exercise Physiology and
Planning for Older Adults
Application of theories of physiology, stress and prevention of
breakdown through the development of programs of exercise for older
adults.
Economics of Aging
Problems of economic security in the later years. Industrial
gerontology - age trends in labour force participation, impact of
technology, automation, occupational changes, age discrimination.
Income in retirement - annuities, pensions, public and private in-.
surance systems, savings, investments, tax credits, reemployment.
Special demands of elderly consumer on health care, housing, trans-
portation. Analysis of public policies, laws, programs;.-relating
to economic status of the elderly.
*Initial work already underway; course will be developed during 1981-82.
?
0
Education for the Older Adult
Educational characteristics and needs of older adults; recent
developments and trends in educational gerontology; development of
curricula, methods and materials for educational programs for older
adults.
Teaching the Older Adult
The focus of the course will be on identifying problems older
persons encounter in learning situations and on methods which are
effective for teaching older people. It will review basic concepts
of the psychology of learning and memory; changes in cognitive function-
ing with advanced age; the implications of these changes and techniques
that can help to mitigate adult learning deficits.
Philosophy of Aging
Analysis of concepts of aging expressed in current literature and
in ancient and modern philosophies. Evaluation of philosophies of
aging underlying current scientific and social attitudes.
Seminar on Death and Dying
Introduction to thanatology - philosophical, social and psychological
aspects of death and dying.
Review of literature and research on thanatology from psychological,
philosophic-religious and socio-cultural perspectives.
Clinical Psychology of Aging
Psychoiogial issues relating to patterns of adaptation in older
persons. Psychopathology in the aged; assessment and intervention.
strategies.
**Social Policy and Aging
Examination of the Implications of the aging process for social
services; identification of specific age-related needs of the population
and ways such needs may be addressed; critical assessment of existing
and proposed programs in Canada and elsewhere. Topics covered include
demographic projections and their implications, the family and old age,
the "old-old" (over.85 years), aging women; policies, programs and issues
concerning retirement, social and health services, housing, community
support systems and institutional care; research findings and needed
research.
**
Courses on health and aging, and social policy and aging as well, perhaps,
as some other courses could be developed in co-operation with professional
schools at U.B.C. and at the University of Victoria. Working relationships
"Health and Aging
Information concerning those practices necessary for the elderly
to maintain good health, mobility and activities of daily living.
Emphasis will be on positive aspects of health in the elderly and include
topics from medicine and related areas, psychology and sociology.
Community Resources for the Aged
Topics will include service related to housing, social, emergency
mental health, outpatient medical care, financial, transportation,
legal aide, employment, home care and extended and long-term facility
care and related admission criteria and costs.
Activities and Materials for the Aged
This course focusses on design, organization, communication and
evaluation of activities for the elderly. These include arts and crafts,
social, recreational, educational, avocational and related activities.
.
with U.B.C. in gerontology programming are already established, as
evidenced by the participation of U.B.C. faculty in the S.F.U. programs,
"Health' Concerns of an Aging Population" and "Meeting the Challenge
of the Mentally Impaired Elderly", by S.F.U. faculty participation in
the U.B.C. workshop "An Aging Population in Aging Urban Settlements"
as well as through sharing of colloquia speakers and visiting authori-
ties. Recent examples of the latter include: Dr. G. Baker, brought
in by U.B.C. for its series "Topics in Geriatric Medicine" who pre-
sented a symposium on "Biology of Aging" at S.F.U.; Dr. D. Robertson,
brought in by S.F.U. for "Meeting the Challenge of the Mentally Impaired
Elderly" who participated in a
Continuing
Medical Education program at
U.B.C. It should be noted that some exploratory correspondence has
been conducted with the University of Victoria regarding co-operating
with course offerings. (See attached letters.)
'
HSC
?
SW 5.23
Dr. Schulz
Fall 1980
0)-
THE ECONOMICS OF AGING
.,.
1. Demography and-Aging
A.
Robert L. Clark & Joseph J. Spengler, The Economics of Individuals
and Population \irig, (Cambridge Univ. Press 1980), Chpts. 2 & 3.
B.
Schulz, The Economics of Aging, Chpt. 1.
2. The Graying of America
-. R.J. Samuelson, "The Withering Treedom to Govera -- Soaring oscs for
Elderly Curbs President's Choices," Washington. Post (March 5, 1978).
.KB. President's Commission on Pension Policy, Demographic Shifts and
Projections, the Implications for Pension Systems, pages 1-31.
C. Harold Sheppard and Sara Rix, The Graying of Working America, Chpt. 2,
"Who Pays for How Marty?"
• r
3.
National Output and Its Distribution
VA. Robert Hetibroner, Understanding Macroeconomics, (2nd ed.), Chpt. 3,
"Output and Income."
/ B. Arthur M. Okun, "Should GNP Measure Social Welfare?" The Brookings
Bulletin, Vol. 8, No. 3.
/C. Robert J. Lampman, "Transfer Approaches to Distribution Policy,"
?
The American Economic Review, Vol. 60, No. 2 (May 1970).
4.
The Economic Status of the Aged -- Overview
A. Schulz, The Economics of Aging, Chpt. 2.
./ B. Mickey D. Levy. The Tax Treatment of Social Security. Chpt. 2,
"Profile of Social Security Recipients."
0
lot
.
5.
Poverty and the Aged
—
A. Marilyn Moon, "The Incidence of Poverty Among the Aged," The Journal
of Human Resources, Vol. 14 (Spring 1979).
.-B. Thomas Borzilleri, "In-Kind Benefits and Money Income, 1978."
v• Blanch Williams, Characteristics of the Black Elderly - 1980
(AoA, i980), pp. 1-19.
6. Inflation's Impact
( A./R'oerL Sulow, "The
Iiit&lltgent
Citizen" Guide to luflation,"
The Public Interest (Winter 1975);
.- B. Thomas Borzilleri, "Social Security Indexing and the Consumer Price
Index" (scheduled for publication, Generations.
C. "Inflation Is Wrecking the Private Pension System," Business Week
(May 12, 1980).
7.
Providing Retirement Income
-'A. Kenneth Boulding, Principles of Economic Policy, Chpt. 10.
B. Schulz, The Economics of Aging, Chpts. 4 & 5.
8.
Social Security Analysis
A. Peter A. Diamond, "A Framework for Social Security Analysis," Journal
of Public Economics, Vol. 8 (1977).
LB.
'
) Jane L. Ross, Maintenance
of Preretiremerit
Standards of Living After
Retirement, HEW Office of Income Security, Technical Analysis Paper,
pages 1-26.
%.-C. J. Schulz, "Pension Adequacy and Pension Costs," Agirg, Nos. 279-280
(Jan-Feb 1978).
-D. Alan Fox, "Earnings Replacement Rates of Retired Couples," Social
Security Bulletin, Vol. 42 (January 1979).
0
9. Private Pension Analysis
A.
Schulz, The Economics of Aging, Chpt. 7.
B.
Dennis E. Logue, Legislative Influence on Corporate Pension Plans,
Chpt. 3, "A Theory of Pensions."
10. Research on the Economics of Aging
V
A. Joseph M. Anderson, Modeling Analysis for .Retirement Income Policy:
Background and Overview. Employee Benefit Research Institute.
11. Aging and Work
A. Schulz, Chpt. 3
,,- B. Clark and Spengler, The Economics of Individual and Population A
gi ng
Chpts. 6.& 7.
"
Cr
ur ?
cc,
t.V.
,
?
orj ?
oc ?
ç ?
(oui
Ic ?
(5
12. The Economics of Aging -- An International Perspective
A. President's Commission on Pension Policy, An
International Comparison
of Pension Systems, pp. 1-52.
Intersession
Readings on the U.S. Social Security system
1. Schulz, Chpt. 6
Robert Ball, Social Security Today and Tomorrow
Prepare paper on "Welfare Programs and the Aged" or "Social Security and
Women." (See handout). ?
Due November 28.
13. Financing Retirement
A. Schulz, Chpt. 8
W ?
vVB. Michael L. Wachter, excerpt from
General Electric.
Foundation Grant.
1
^1
14.
Prospects for and Issues of the Future
A. Schulz, Chpt. 9
,,'B. Schulz, "Pension Policy at a Crossroads:
What
Should Be the Pension Mix?"
15.
& 16. Discussion of paper topics.
-3
LJ
Economics of Aging
SW 5.23
Fall 1980
Paper Assignment
While class is not in session, you are .asked to prepare a paper that
takes a policy position or proposes research in one of two areas:
"Welfare Programs and the Aged"
or
"Social Security and the Economic Status of Women"
The bulk of this paper is NOT to be taken up with literature review, the
state of knowledge, summarizing the positions and statements of others, etc.
Rather, it is to be a relatively short "reactive" paper to the issues and
existing research. Based on your reading and thinking, you are expected
to make a personal statement either discussing the future directions of
(a) policy in the area or (b) needed research. Of course, in your state-
ment you will want to draw on and reference the writings of others. A
core set of readings is provided to get you started.
You are encouraged to exchange knowledge and ideas with others in the
class. Papers, however, may not be joint products, but should represent
individual efforts.
S _
References
Welfare Programs and the Aged
1.
Paul L. Grimaldi, Supplemental Security Income, (Washington, DC.:
American Enterprise Institute, .1980).
2.
Jennifer Warlick, et al., "The Double Decker Alternative for
Eliminating Dependency Under Social Security."
3.
Marilyn Moon, "Supplemental Security Income, Asset Tests, and
Equity." Policy Analysis Vol. 6 (Winter 1980): 1-20.
Social Security and the Economic Status of Women
1.
Marilyn Flowers. Women and Social Security: An Institutional
Dilemma (Washington, D.C.: American Enterprise Institute, 1977).
2.
University of Wisconsin Conference on "Social Security and the
Changing Roles of Women."
3. Karen Holden, "Social Security Reforms: The Underlying Assumptions,"
Generations (scheduled for publication).
I
U A
Spring, 1980
M
tv, Bert ?
jr,
Terrill 239
Oak Street RU 13
D
?
ga
l
Slip
2.ejh-
çv- .
?
44dieS
iv
lv.
?
sfatt
LAS'44.41
TeYbS
.
PSYC/csAG 589
Toxt, ,
,
Plenm
Storandt
Pre,
i.gIer
1978
and Eli.. (Ed,,)
The linia11oaw
DATE'
___________
PlC
ASS 1GNNT
.hauary
14
ltoductjofl/0ueri,jew
of Ain
Jauarv 11
We
Span Deva1oent and Aging
Ja'tar'y
28
!wm it
Clinical/Counseling
PaythulaSy
of
Aging
:ehxun-
4
Issues in C1in1.ca1/Counae1j
?
PcTao1oy
if
Agfr,g
Continued
?ebru.ry
1.1
Pe'sonallty
and Aging
February 18
Streets and Maptatfn
Weucuary
25
Stress and Adaptation
March 3
EXAM
I
Harch 10
Older Peraor
and thv Fami:y
Match 17
S.prtag 'Break-
-NO
CLASS,:
M
a
r
c
h
24
Organic Disorders
1,23
March 31
Pioal Dieoriare
L 2
April 7
Pe'roraL11ty Assessment
Apr11
14
Peychoth.rapy
April 21
Peycothrapy
April. 28
Spe'1a..1,
T
o
pi
c-
9
May 5
EXAM Ii
.
.
lus.
COURSE GOALS
This course is intended to iauiliariza you with issues relevant to clinical
work (in the broadest sense) with the elderly. Thus, topics relevant to
e.g. professional roles, training, personality theory, eseeesint/dia',nonia,
and treatment should be of concern to you whether or not you are epecinLttng
in gerontological counseling.
Two exams, equally weighted viii b
pIlUeessy in
nature.. They will.
cover material in youz text, class Lectures, and outside re.e4ing. Pni1t
for
cheating and/or plagiarism will be failure of the exam or psie.
PAPER
You are required to write a tezz paper, of no lees than 20 pages .n length (t'ped),
on a topic of your choice relating to the course. It
iA
.
to be vr.tten LPA
Lt'le
and is due April 28. Turn in the original and retain a capy for :urself.
GMDES
Your grade will be thusly determined:
?
EX4N I
?
40%
EXAM II ?
402
Paper ?
201
• r\
?
.
?
iUj
OUTSID E
READING
— PSTC/C&SG 589
Rrequlrcd reading
O*optiona1, but zeconended reading
Date
.
YMIC
Articles
Jaweary
14
Lntodtion/Oyervj.w
2S,31,37,45,5,)
January
21
Lift-8pn Dve1optnent
3,646
J.nu.ary
28
Issues in Cllnicsl/Counseljrig
4,5,6,9,1720,
23,24,29
Fbruary
4
Psychology of Aging
34,35,44,5
Pir:b:uary
11
Personality
41
Peirusry
18
Stress and Ailsptstic*i
56,57
February
25
Stress and Adaptation
.
Mach3
UAMI
)(iich 10
Older Person and Family
39,47,53,54
Mrsch 17
Spring Break—NO CWS
iich 26
Organic Disorders
)car:h
31
Functional Disorders
IQ. 113,14,29,40..4
6(1
A.nh1 7
Personality
Assessment
4 ,-t 11
?
14
Psychotherapy
1.. 1,233
3&.4C
459
%pr 1 21
Psychotherapy
ri1 28
Special topico
3
I;y 5
EXAM
II
-ì ?
.
*
R"Iequi red
O"Optiotwl
PSYC/csAG RE.SflNG L-IST
4
1.
R Lawton, N. P. Geopsycho1cgicel kncvledgc as a baekround for
paychothera,y
1976, 9, 221-233.
with
?
o.-'.der peop'e.
Joura1
-.--------.--------.----
of
Geriatric Psvcliatiy
-
2.
K Breytspraak,
self
eettm
tM
In
and
older
Ceoe,
op1e:
L.K.
ette
Mareient
of
the
art.
of self-concçExperimental
.
pt ad
Research,1979, 5,
137-..53.
3. R
Figenberg,
L. &
Shneidaa ?
.$,
ClIccal thanetciogy nd paychothepy:
Some refctjon
g
on cat Lng for thc dying person.
Omiga, 1979, 10, l-&
4.
R Blank,
?9
M.L.
t41.48
Rileing the
E.je
1,
arrier
to
p9ycothr3py.
Geriscl
,
jes, 197,
5. V. Cohen, G.D.
?
ta1
he8l
th
eevicee
and tie elderly: Needs and options,
Ameri.ztui Journal
?
1976,
!P
t. R Davis,
!!2
R.W.
i, 1opfar,
Th
W..G,
°bnPactjce,
lieutin in
Psychotherapy
with
1917,
the
j, 343.343.
seed.
7. R
Fozard,
of
I.C.
an ?
I
Popkin,
lied psychology
SY.
?
0itinis:g
.f
agint
adukt.
A
mer
ic
dev
au
'
1opient:
?
Ende
1978,
and nets
33
. ?
975-989.
8.
* Eiadocfer,
Journal
C.
of
Obervaticue
the mew
nCeratrlc_So
on
tha
psychop,
?
aocol
'
1975,
gy
of
23,
the
53-57.
ad.
9, ?
Cio.r, A..,
?
d4tet, S.G.
AS*
hii
i
-eft-real for psychological
c)Iztt,n. Journ1cfGrontoj, ?
" , 29,
41O.4L5.
10. 0 Cateie,
ofthAmerican
?
Birnbas,
Ceriat
Jr. Bpochoxdria8i
,
Socle,
1976
?
?
' the
150-154.
?
Yu1
Li
?
0 (ii1ad
?
I
The
coparatia fre4ueney
of dei,rtsSiL In Variojgg edult
age gloup q
. Jcur1AaiofGeronrcjo ?
'-.92.
12. C
Penfl,
V.Z.
Par,aeotherepy in older
depreend patients. .urnaI of
1976, 31, 304-310.
13.
0 Epvein, Li. Sympoetum an
ago dtf2erentitini
in d'resi.
Depria in the
elderly.
Journal of Ger-uncology, 19
!4. R Jritk, L.. Aging
and depression: Sone une'
g rd
que:t1onr..
of C;
?
1976, 31, 324-326.
15. ) C1a3ou, V.
?
irikson's theory of human daveio.t
sit i ppJie to the
. ?
ad; Wisdom an cntradictive cogn.tiori.
?
:evelo
?
19?5. ?
IS, :I1.1.28.
10
.1
-•••.' ?
. ?
.4...
?
.'.••-._ ?
'.
Reading List
P$YC/CSAG
P*g.Tvo
16.
ft
McGee, .1., 6 Lakin, N. Social perspectives on psychotherapy with the,
aged.
P
! yc
hotera
py
?
Try.
.o
Research and Pactice, 1977, 14,
333-342.
17,
ft
Blum, 3.9.
0
6 Tailmer, N. The therapist vi-a-cis the older patient.
?
ychotherapy;
Theory. Research and Practice, 177, 14, 361367.
18.
ft
Ingebr•tesn, ft. Psychotherapy with the elderly. Pec:Iothere:Theor
Research and Practic 1977, 14, 319-332.
19. ft
Gilbert,
T
.G. Psychotherapy with the aged.
?
yct4r:The.
Research and
p rscc4c, 19
77 , ?
394-402.
20. ft
butler, R.N. Psychiatry and the elderly: An overvtw. American Journal
of Psyçhist, 1975, 132, 893-900.
21.
0 Row1id, K.F. ftnvrceDts1 events predicting death for the edly.
kycho1ogica1Bi1letin, 1977, 84, 349-372.
22. ft
Butler, R.N. The life review: An interpretation of eminiscenco in the
aged. Psychiatry,
1963. 26, 65-76.
23.
0 0ber1edcr, M. Adapting current psychological techniqt
l
es for
e
in testing
th aged. Gerontologist, 1967 • .
L
188-191.
24..
ft
Lswton, M.P. 6 Gottesman, L.E. Psychological set-vice; to the eldr1y.
Ainericsu Psychologist, 1974, 29, 689-693.
25. ft
Reich, W.T. Ethical issues related to research invo1 .ng e.der1y subjects.
1978
0
a
t 326-337..
26. ft
Stnyer, M.ii. è. G.stz, M. Aging and mental health: Buuinuss an u86al?
AerLcar. Pacbo1ogist, 1919, 34, 240-246.
27. ft
Jones, N.A. Care of the aging A new view..1chotheri yTheorv,
Reseetch and Practice, 1977
1 ,
14, 379-385.
28. ft
Xarpf, R.J. The psychotherapy of depression Psycho e:y:The,
ftsea rS
?
1977, 14, 349-351.
29. ft
Xmhn, R.L. The mental health system and the future aged.
?
rojist,
1915,
15, 24-31.
30.
0 Sparecino, J. Individual 'psychotherapy with the aged: A ee l i
,,
Ctive review.
International Journal of A
gin g
and HueaDe''eIent, 1?-..79, 9,
197-21)..
31.
0 Metchenba'.ns
.
, D. Self -i truction strategy training: A ccgn.i:.
proath*iis for the aged. Huma
n e oeut, 1974, 17,
?
-M0.
32.
0 Boyer, L J. Application of operant techniques to the uod1ui. :
elderO behavior. Gerontologist, 1973, 13,
?
-22.
1U9
Reading List
PSTC/CSAG
Page Three
J3. 0 knight,
aged.
Y.
International
Psychotherapy
Journal
and behavior
of.in
change
and U
?
with the
n-in
ont 1978-79,
it.iied
221-236.
34.
R Garinke1, L
The
ruluctant therapist, 1.975. Geroutologist,
l75, 15
136-138.
35. R Wi1enky. N. 6 Weinar, N.D. Pacing reality
1
1A
p*iyiotherepy ?
the
aging.
PsycthCrap1
Theor y .
:
Rese a
rch and Pact
?
1977 14,
3F3-377,
?
.
36.
R Kauf*ai., I. Normal psychology of the aging procas revielf.ed (I).
Marital adaptation in the aging. Jou rn
al ofCeriatri
1976,
1
161-175.
37.
R Rebok, G.W. 6 aoyar, W.J.
The functional conLt of elderir behavi.
Groito1og, 1977, 17, 27-.34..,
38.
3 Ranch, .
6
Naizier, J.S. Individual psychotherapy with
tbiA
irttitu1onaiized aged. American Journal
oOrthoptiatry, W?',
47
1
275-283.
39.
R Ververdt,
A.
Noria1 psychology of the
aging process revii;id (I).
Sex and old
ages A further review
of the literature: L'tact'aaion.
Jo
u
rnal of Geriatric
P.ychis!, 1976
9
?
211-219.
40. 0
Jt1lner,
h
Individual psychotherapy
with
the depressed e1de'1y
outpeU.'!
An overview.
Journal-of
the
At
ic ?
.Si'
231-2k.
41 Zindberg,
N.M.
Nornal
psychology of the aging process revisitd (I)
Social
leurjLing and self-image in aging.
journal of Geri,v.tric
Poh.1.at, 1976, 9, 131-150.
1
2. 0 Eriekeon, R.C. Problems*
in
the
?
of seaot•y
Agin
?
1978, 4
9
255-272,
43.
0 Kahn,
?
?
Miller, N.E.
Miptational factors in
memory fmcion in
the aged.perimentai M&çj,
1918 4,
273-290.
44.
R Troll. L. & Nowak, C. 'Bow old are you?' The question of age bias in
the
coune1inj of adults. The Coun
?
1976, t, 41-44.
45.
R Schm.tdt, M.G. .
interviewing the old old. G
er ontol og i st
. 1915, 5 544-'547•
46. 0 Gottaman, L.E.
.
?
Milit0treXtaent of the aged in institutions. Garontoloatat.
1973
b
13, 27-31.
. ?
47. 't Petereon, J.A. Narita,
?
and family trapy
he
involving the aged
19'3, 13, 27-31.
Li
Reading List
PSYC/CSW
Page Four
•
?
48
ii Schmie,
3:1-35.
Interv'ntjon
K.V.
Ref
l*ctiani
tows
?
.
ofl.papers
igeles.
by
society?
LOàft,
Peterson,
9ronojt,
and Sparks.
1973, 13
49.
0 Gordon, S.K. The phaiwstnon of depression inold age.
?
ontcgc
•
? 1973,
13,
100-1050
?
ti
50.
It Kaben.,
Gerouto1ogt,
E. The humane
1973,
treatment
13
0
282-289,
of. old people
;t
institution8.
51.
R Ba1te,
research
P.1. Prototypical
on deveiopmet
p
aradigms
ai$ aging.
and
Geront4gt,
quest..is in
life-ian
1973, 13, 458-467.
.52.
It
Urban,
disorders
U.L 6 Lago,
of the
D
..iLi4hietory
aging.
?
rontolo,
entecedsn':e
197?,
in
13,
psychiatric
502-508.
53.
It
Berexin, M.. Normal psychology of the aging prcess
revisited (I):
Sex and old age: AifurtIer review of the literature. Journ.ej
of Ceria.rjc P*
y
chtstr, 1976
0
9, 189-209,
34..
It
Mau, D. Nonasi psychology of the aging process revisited (1).
Marital adepteUonjn
the aging; Discussion. Journcl of Geriatric
PycJ.atr1, 1976, 9, 177188.
55. R
Cohen,
O
p
C.D. Mental
health services and the slder.y: Needs
and
tions. American Journal of Psythiatz-v, 19, 133, 65-68
56. It
Ps1aore,
34,
Stress
841-851.
E,,
and
Cleveland,
adaptation
?
in later life.
J.B.,
Journac
Ran, 1).,
?
and
onto,
Siegler,
1979,
B.C.
57.
0 Jsrvik,
reacrjcn;
L.P. & Russell,
Journal of
U.
Geront21.o,
Anxiety, aging
1979,and
?
to':
.9i-2.CO.
third ewerganc
38. 0 Ernst, k., Baran, B., safford,
V. &
Eieinhauz, i 1oiation
Ind
spton of
ch
mic'bth sde Gentocgt, 197S,8
s
468-414.
•
• 59. 0 Schwenk,
M.A. Reality
1979
otiantetjon
9
19,173-377.
for
the
ifl$titlt.iOijd
oged.
60.
0 Bridge,, T.P.., Cannon, H. 2. & Wyatt, R. J.
aurned-c
,
;
t
schizophropj;
of
Evidence
Gerontology,
f.r
age
1978,
effects
33,
in
835-839.
schizophrenic aYn
:
'
t
omatoiogv, Jourral
61. It
Kierman,
G.L. Age end clinical depression: Today youth in the
twenty-first Century. Journal_cf Ge
l
ant R
1 0
?
1976, 31 31L3,
323,,
62.
R Neugarten,
1976, 6,
E.L.
16-20.
Adapttjon and
the life
cycle. Cunseinpj3
63. It
Lowenthal,
H.P. 6 Wets,
L. Intimacy and crises i adulthood.
tch9i2Lt!
1976, 6, 10-14.
64.
R Schioesb.r,
1976, 6,
N..,
33-36,
The
?
c
a
se
,
for counseling
adult3.
Couns1syj
•
?
-
.
APPENDIX 2
Correspondence resulting from consultations
6
[]
Province of
?
Ministry of
?
1515 Blanshard Street
British Columbia
?
Health
?
Victoria
British Columbia
V8W 3C8
ASSISTANT DEPUTY MINISTER
?
Phone: 387-1301
a
April 21, 1981
Dr. Gloria Gutman
Program Director of Gerontology
Simon Fraser University
Faculty of Continuing Studies
Room 6046
Burnaby, B.C.
V5A 1S6
Dear Gloria:
I was pleased to have an opportunity to meet with you and Jack
Blaney and take part in the discussion on your proposed Diploma!
Masters level program in gerontology.
The increasing demands on the health care system to provide a
wide range of services for the frail elderly make the introduction
of this new program very opportune. At the Masters level,
administration should have priority at this time. The long term
care administrators who work throughoui the province for the Ministry
of Health are required to have a Masters degree and certainly a
combination of gerontology and business administration would be
valuable here as it would for the administrators of long term care
facilities.
The Diploma program would certainly be valuable for the long
term care assessors, many of whom are nurses or social workers, as
well as for other program staff.
Yours sincerely,
ISABEL A. KELLY (Mrs.)
Assistant Deputy Minister
CARE SERVICES
IAK: if
c.c. Dr. Jack Blaney
Dr. S . Bland
Mrs. E. Bristowe
Mr. C. Buckley
Province of
?
Ministry of
?
Long Term Care Program
British Columbia ?
Health ?
828 West 10th Avenue
Vancouver
British Columbia
V5Z'1L8
Phone: (604) 874-2331
2 April, 1981.
Dr. Gloria Gutman, Coordinator,
Gerontology Programs,
Continuing Studies,
Simon Fraser University,
BURNABY, B.C. V5A 1S6.
Dear Dr. Gutman:
Further to our recent discussion, I was most interested in your
proposal for a degree programme in Gerontology at Simon Fraser.
I am aware, of a number of people, including myself, who seek
the opportunity to obtain formal recognition, but who are un-
able, for family or employment reasons, to leave the Province to
study. As I mentioned to you, if the degree can be offered in a
variety of ways (e.g. part-time, off-campus classes) many
presently employed colleagues will take advantage of these.
An issue which concerns me is the training of trainers in geron-
tology. At
present, 14
B.C. Community Colleges offer courses in
the Provincial Homemaker Training Program and in the Long Term
Care Aide Course. Development and delivery of these has.been a
priority in the Ministries of 'Health & Education for the past
3 years. Ministry of Human Resources is also involved in home-
maker training at colleges. Some 1,800+ aides and 450+ home-
makers graduated inthe last 18 months. Since January 1981,
homemaker training has increased rapidly.
The graduates of the college courses are providing direct care
to some 35,000 clients of the Home Care/Long Term Care Program,
as well as to Ministry of Human Resources' clients. These
clients range from the frail elderly to the severely physically
or mentally impaired and include some mentally retarded adults
and the multiply handicapped. Service is provided, in the commun-
ity as well as in residential facilities and extended care units.
Course instructors need, therefore, to be aware of the widest
range of resources and services for elders. The goal of the
agencies with whom we contract service is the maximum indepen-.
dance of clients and the support of family and client efforts at
self-care. A sound knowledge of the normal aging process and
of the strengths and capacities of seniors is needed by home-
makers and LTC
aides.
Generally, the course instructors are from a specific discipline
and are teaching from that single perspective. Since care for
our clients is planned on a psycho-social rather than medical
model, the availability of health and human service workers with
a broad focus, such as gerontology offers, would clearly be
advantageous. ?
,
.
S
a
-
I
Province of
?
Ministry of
?
Long term Care Program
British Columbia ?
Health ?
828 West 10th Avenue
Vancouver
British Columbia
V52 111.8
Phone: (804) 874-2331
.
Dr. Gloria Gutman
?
.. 2
?
2 April, 1981.
A number of the 385 (F.T.E.) Home Care-Long Term Care Program
staff based in 22 health districts around the province would,
I know, welcome an opportunity to refine skills and to
specialize in the field of aging. Our staff come from a range
of backgrounds including RN., Public Health Nursing, Occup-
ational Therapy, Nutrition, Social Work and Psychology. These
people, with one or more professional degrees now, would be
good candidates for a well-developed degree program, as opposed
to a less specific certificate course. (Although there will no
doubt be a need in future for training in gerontology to less
than degree level for others in the field).
Long Term Care Assessors are responsible for determining client
eligibility for the Program and for developing with the client
and family care/support plans
?
utilizing family resources
?
and community, volunteer and government services. On-going
liaison is maintained with agencies and care facilities about
the services contracted for on behalf of clients and care plans
are revised as necessary. Home Care Nurses and Physiotherapists
offer in-home professional treatment services to short and long
term patients, including post-acute hospitalization.
Program recipients are served by:
126 Homemaker Agencies(2in lower mainland)
425 Residential Care Facilities & Private Hospitals?
(some 20,000 beds)
20 Adult Day-Care Centres (16 in lower mainland)
3 Short-stay Assessment & Treatment Units
(2 in Vancouver, 1 in Victoria)
236 Mental Health Boarding Homes
78 Extended Care Hospitals (some 5,000 beds)
There is a growing recognition among supervisory/management
staff in Long Term Care Service Agencies and Facilities of the
need for further education. The Canadian Hospital Association
and other LTC correspondance courses are frequently used -
because we lack a B.C.-based gerontology program. At the
present time, a Ministry study is underway of standards/quali-
fications for LTC facility operators. Should specific standards
be established, this would be an added incentive to complete
formal studies.
Apart from Program Staff and Service Providers, I would suggest
that a number of other groups in B.C. would be interested in a
...3
Ministry of
Health
.
Province of
!jD
British Columbia
Long Term Care Program
828 West 10th Avenue
Vancouver
British Columbia
V5Z 1L8
Phone: (604) 874-2331
Dr. Gloria Gutman
?
..
3 ..
?
2 April, 1981.
degree program, or in enrolling in some of the cäurses offered-
- retired people working in paid or volunteer roles with
other seniors (e.g. Volunteer Senior Citizen Cbunsellors)
- Ministry of Human Resources staff involved with GAIN for
Seniors caseloads
- Family Services/Family Life Agency counsellors. (as we
have discussed, The B.C. Council for the Family, to which
these agencies belong, is
increasing
its focus on senior
members in the family)
-counsellors in private practise, (e.g.social workers and
psychologists) of whom there are increasing members in
the lower mainland.
- personnel staff in government and industry. Personnel in
organizations developing .pre-retirement programs or with
established programs, such as B.C. Hydro, MacMillan
Bloedel Ltd. (I am aware .that several large firms,
conscious of demographic trends are looking atindustria1
gerontologists'as consultants and/or additions to their
personnel dept. resources
- staff from Dept. of Veterans Affairs, where recognition of
the "greying" of their client groups has led to the
initial phase of the Aging Veteran Program as of April 1st,
1981.
- clergy who are focussing on pastoral counselling skills
- UBC Social Work graduates who have focussed on the Family
or Health Needs options in their MSW training.
These groups, as well as staff in my own Program and Ministry
and in Ministry of Education agencies form a pool of concerned
workers interested in upgrading and refining knowledge and
skills in gerontology. (Some of these agencies could also
offer field placements/internships)
In addition, there will be new graduates in the health and
health services sector,
,
"mature" students with experience
greater than their formal training, wishing tore-enter the
work-force, and students in associated fields (e.g.PT/OT,
pharmacy, nutrition) who may want to 'elect' courses in geron-
tology or enter the specific degree program.
...4
.
S
-1 -. ?
-'
JLL)
Province of
?
Ministry of
?
Long Term Care Program
British Columbia
?
Health ?
828 West 10th Avenue
Vancouver
British Columbia
V5ZIL8
Phone: (604) 874-2331
Dr. Gloria
?
.. 4 -.
?
2 April, 1981
At this stage in the development of the B.C.Health and
Human Services system, I have no doubt that a degree-level
program in gerontology would be welcome, well-utilized and
important to the enrichment of services to and with
B.C.'s increasing population of over-601s.
Since
SHELAGH A. NEBO AT, MSW. RSW.,
Education Coordinator.
Home Care/Long Term Care Program.
SN/lb
I
o
LONG-TERM CARE FACILITYADMINISTRATION
rT
The British Columbia Project for Competency Assessment
April 7,
•
1981
Dr. Gloria Gutman, Co-ordinator,
ronto1ogy Proorarns
Division of Continuing Studies
Sirrai Fraser University
Burnaby, B.C.,V5A 156
Dear Gloria,
Thanks
for
arranging our meeting yesterday. It was as irrçortant
for us to
b-io.i
that you are
planning
a post-baccalaureate program
as
it
was for
you to know just
what segment of the market Canadian College of Health Service Executives and the
Lag Term Care Conpetency population might form.
I've enclosed a nunber of
item
for your information. Mast of them axe self-
explanatory. Even though many of the events are already in the past, I reasoned
that it vx.uld be valuable for you to ]w alxnft the rent educational efforts
of the College, as well as sore of its publication offerings. So many of the
Canadian College
of Health
Service Executives sponsored experiences are one and
two day events, and the need for longer length and academic credit-carrying
cxursesork is so evident, that you'll see why your proposal interests us so n'uch.
ç
?
would be p easLtowritea letter of ?
ctfor_ prpposaldQcmantinq
orneed for the program, if th
?
1.pritI1 arrange with
Laura
Master, ourfi ?
cret& to keep you on our mailing list for regular
infor-
mation mailings.
?
en there are events you might want
to
attend, please phone
?
her at 681-2374 to make
arrangenents.
Zanwhile, please keep us appraised of the proposal's progress, and
wa
will let
\i
results of our Survey, soon as the nutters are in.
lyll
I
'•
?
•
John B. Colli:.,
Project Directr
JBC:lb
S
-I'L)
SUITE 516- 440 CAMBIE STREET. VANCOUVER, B.C. V68 2N5
.1 ., ?
1-".
•
.'1.i ?
r:,-'
T
e T
crm, ?
(flS'
a
o
?
APPENDIX 3
Universities and colleges In the U.S.A.
?
offering programs in gerontology
6
PARTIAL LISTING OF U.S. UNIVERSITIES
HAVING A GERONTOLOGY PROGRAM, CENTRE
OR INSTITUTE ON THEIR CAMPUS
In September, 1977 a questionnaire was sent to sixty-five universities
and colleges in the United States listed in the Directory of the American
Association for Gerontology in Higher Education as having a gerontology
program, centre or institute on their campus.
Forty-two educational institutions responded to the questionnaire.
These were:
Adeiphi University
Brigham Young University
Case Western Reserve University
Central Washington State College
Federal City College
Florida State University
Kansas State University
Kent State University
Mercyhurst College
Miami University
Middle Tennessee State University
Molloy College
North Texas State University
Pennsylvania State University
Portland State University
Saint Louis University
San Francisco State University
San Diego State University
State University of New York at Albany
Syracuse University
Tarleton State University
Temple University
University of Bridgeport
University of California at San Francisco
University of Chicago
University of Connecticut at Storrs
University of Florida
University of Georgia
University of Hawaii
University of Kentucky-Lexington
University of Michigan - Wayne State University
University of Nebraska-Omaha
University of North Dakota at Grand Forks
University of Oregon at Eugene
I .-
.../2
-2-
C
University of Rhode Island
University of
.
Southern California
University of Southern Florida
University of Washington
University of Wisconsin-Madison
Virginia Commonwealth University
Washington University
West Virginia University
The listing is only partial in that It does not include programs,
centres or institutes developed since September, 1977.
.
^11
C
C
t
)
.
.1
APPENDIX 4
?
Letters of enquiry re gerontology program
.
-
I 1,1
June 19, 1981
Ms. Gloria Gutman
Co-ordinator of Gerontology Program
Simon
Fraser University
Burnaby, B. C.
V5A 1S6
Dear
Gloria:
I am interested in the field of gerontology,
being
presently
employed as Adult Daycare Co-ordinator at St. Michael's
Centre. in
Burnaby.
I would like to be in touch with the diploma programs you are
developing. Please
add
my name to your mailing list.
The course "Psychology of
Adult
Development" was
mentioned
as
a possible credit course for the gerontology diploma. If it
could be offered as an evening session or as a self-paced learning
experience I would be able to register for it in
September, 1981.
I am looking forward to receiving any information
you
can
send me.
Yours truly,
-
1Z
-e,^ - (
Rena Todd
Co-ordinator, Adult Daycare Program
St. Michael's Centre
RT: le
a
Ej
I
.d
P.O. BOX 3010
KAMLOOPS, B.C. V2C 5N3
Cariboo college PHONE (604) 374-0123
academic
•
career • community programs • university transfer
•
technical • vocational
June 9, 1981
Co-ordinator
Simon Fraser University
Gerontology Programs
Continuing Studies
Burnaby, B. C.
V5A1S6
Dear Dr. Guttman:
Please send me a list of the books available
?
from the Gerontology Association of B.C.'s collection.
I am also interested in courses available in
Gerontology. Would these be appropriate to nursing?
Are any of them offered at a 500 level? Please send
me any information available.
Thank you for your assistance.
Yours truly,
--
Leslie Wright.
Nursing Instructor
LW/cms
\-
I :• A
serving the school districts of north thompson
•
kamioops
• merritt •
iiilooet
•
south cariboo • cariboo chiicotin
n
o
April 9, 1981
1706 Robb Avenue
Comox, B.C.
Dr. Gloria Gutman
Coordinator, Gerontology Programs
Simon Fraser University
Burnaby, B.C. V5A1S6
Dear Dr. Gutman:
I am writing to ask for information about the Gerontology
Program you are developing at Simon Fraser University.
ö ?
I am a Community Physiotherapist who graduated from U.B.C.
in 1970 with a Bachelor of Rehabilitation Medicine. In
my present job I work closely with the Long Term Care Program.
I am a member of the G.A.B.C. and last fall I attended the
C.A.G. conference in Saskatoon. I talked to you briefly on
the plane returning to Vancouver about your planned program.
I am very interested in the field of Gerontology and am
considering studying in that field, perhaps as early as this
Fall. Therefore, I would appreciate some more information.
Thank you.
Sincerely yours,
Marilyn Klizs
n
P.
00
Box 1218
Gibsons, B. C.
VON IVO
Dr. Gloria Guttman
Coordinator of Gerontology Programs
Simon Fraser University
Burnaby, . C.
V5A1'6
Dear Dr. Guttmant
I am most pleased to learn that you are working towards a
Gerontology Course at :3j* on Fraser.
As a Director of an AcIultDay Care Centre, who fell into the
problem
taking.
job, I would
has
In my
been
like
work
I'mto
I
?
work
neednot
toweamnjstratjon
sure
?
wh
ich
some
discipline
type
skills,
of
I
degree;
bookkeeping,
should
my
be
nursing, or at least an understandlng of t
h
e aging processes,
drugs and diseases, social'worc and psychology for counselling
older persons and dealing with families, recreation to help
plan p±ograms, and physlo for exercises and re-motivation skills.
I have taken seve,=1
!
short couses through U. B. C. Continu-
ing Education and the course you gave here on the Psychology of
Aging and I also have my Grade 12 with University Entrance.
Thould the summer of 1982 go all right I will be going to
Melbourne, Australia for ,l 2 years and I would like to be
able to work towards a degree while I'm away. Any help you
greatly
might give
appreciated.me
in
planning
,for a
course of studies would be
Yours sincerely,
CL:)
(Mrs.) Louise Hume
.
9
JL
I
1576
Penticton
Ave.,
Penticton, B.C.
March 24, 1981
Graduate
(C(D
PY
El
Ms. Ellen Bonsall,
Assistant to the Dealt of
Studies,
Simon Fraser University,
Burnaby Mountain,
Burnaby, B.C.
S
.'
Dear Ms. Bonsall:
Re: Special Studies, Master's. Programme
Thank you for the information forwarded to me in November
1980..
As mentioned to you in my letter of October 1980, my basic
academic requirements for university entrance are lacking,
however I would like to have my work experience considered
in place of.
At the present time I am enrolled in evening courses, first
year, at Okanagan College, as a preparatory step to further
studies.
Specifically, I request the following:
(1)
assistance in.determining base studies or courses
that would be helpful should I be able to enter a
graduate programme at a later date
(2)
that my name/application be considered should a
Master's programme be developed in 1982 for admini-
strators of long term care. It is my understanding
Dr. Gutman is presently attempting to develop such
a programme.
?
-
From April to October 1980, I was a member of a Review
Team appointed by the Minister of Health to look at the
quality of care provided.in residential care. settings, and
to make recommendations. Most noteworthy in that survey
was the need for education/upgrading for those in charge
of care facilities. At the present time, the Ministry of
Health, Long Term Care, through the Canadian College of
Health Service Executives and a Task Force, is reviewing
existing qualifications of administrators, and attempting
to identify skills and competencies required. Once identi-
fied, centres will need to be defined as to appropriate
studies. While many will look to certificate-type courses,
I ';
-2 -
Ms. Ellen Bonsall ?
March 24, 1981
there is obviously a great need for a higher level of
eduçation, namely a Master's programme.
I look forward to your response and assistance.
Yours sincerely,
Miss A. Rasmussen
AR:jb
c.c. Dr. G. Gutman
.
S
I '3
SCHOOL OF NURSING
?
?
Queen's University
Kingston, Canada
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Kingston, Canada
K7L
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71
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,çJb
Ms. Pay Ellen
Ferris
34 Rosery Drive N.W.
Calgary. Alberta
?2K 1L7
1 December 1980
Dr. G. M. Gutman
Dept. of
Psychology
University of British Columbia
2075 Westbrook Mall
Vancouver, B. C.
v6r 1Z3
Dear Dr. Gutman.
I am currently finishing my fourth and final year of an
Honors BA program
in
psychology at the University of
Calgary. Ne;t year I wish to continue my studies at
the graduatelevel in environmental psychology. My
particular interests lie in energy conservation behavior
(the topic of my honors
thesis under the supervision
of Dr. R. E. Dewar), how adequately design incorporates
the user needs of specific populations such as the
elderly, the handicapped, children and finally traffic
safety. We
have
a common interest in housing the
elderly. I
ant presently doing a course project on
safety factors in senior citizen homes. If you are in
a position to take a student
next year I
would be
delighted
to
hear from you.
If not do you know of
individuals in your department whose Interets lie in
tJtes• general areas. Thank you and
awaiting your reply.
Yours truly,
1JL
APPENDIX 5
o
?
Results of survey conducted among members
of Gerontology Association of B.C.
re proposed diploma program
I (- )
On June 5, 1981, the attached letter, program description and
questionnaire were mailed to all "individual" members of the Gerontology
Association of B.C. excepting those living outside the province (n=417).
Ten envelopes were returned unopened due to incorrect addressing leaving
a sample of 407. By June 30, 1981, when the postal strike began, a total
of 153 or 37.59% of the sample had responded to the questionnaire.
A. Interest in the Program
In an effort to ascertain interest in the program, respondents
were asked: "If the proposed diploma program were to be offered by
SFU might you personally enroll
in it?"
Responses to this question
were as follows:
90 Yes
4 Yes, but with a qualifier added
r . ?
(eg. "possibly"; "maybe")
59 No
153 Total
B.
Reasons for Enrolling/Not Enrolling in the Program
In addition to simply checking "Yes" or "No" in response to the
enrollment-question, respondents wee 'ás1d to explain thefr answer.
Virtually all of those stating that they would enroll in the
program gave as their reason for doing so "a desire to enhance effective-
ness in working with an elderly clientele."
Table 1 shows reasons for not enrolling in the program. Most
The Gerontology Association of B.C. has two classes of membership:
individual and institutional. Since personal rather than group
responses were desired, the sample was restricted to individual
?
-s c
members.
frequent among these were that the respondent lived outside commuting
range of SF1.1, felt himself/herself to be too old to return to school,
or that he/she lacked a university degree.
In regard to those living outside of commuting range of SF13, it
should be noted that over half indicated that they would be interested
in enrolling in the program if it were available by correspondence,
if at least some courses were available through their local community
college or if courses were offered at SF13 in short, intensive blocks
of 2-3 weeks.
Among those who felt they were too old to enroll in the program
all were either about to retire or already retired.
Insert Table 1
C. Preferred Mode of Study, Time and location of Course Offerings
As an aid to planning, respondents were asked whether they were
likely to complete the program on a full or part-time basis, whether they
preferred to take most of their courses during the day or in the
evening and whether they preferred that most of theircoursesbe
offered at the Burnaby Campus or in Downtown Vancouver.
As shown in Table 2 of those stating that they might enroll in
the program 84.04% indicated that they would likely complete it on a
part-time basis, 65.96% expressed a preference for evening classes and
59.577 for a downtown location for course offerings.
Insert Table 2
•1
•-i
D.
Educational Background of Respondents
ij
Table 3 shows the highest level .óf educational achievement of
respondents - both those who said they would enroll in the program
and those who said they would not.
Insert Table 3
In the description of the proposed program it was stated that
the Diploma in Gerontology was designed "to provide those who already
have a bachelor's degree (or equivalent) with a broadly-based, multi-
disciplinary perspective on aging as well as the requisite skills and
knowledge for meaningful intervention." The words "or equivalent",
obviously caused some confusion as some individuals lacking a bachelor's
I
?
degree saw themselves as eligible for admission to the program while
others did not.
E.
Fields of Study Represented
Since membership in the Gerontology Association of B.C. requires
only that a person have an interest in gerontology, it was expected
that respondents would vary considerably, in terms of amount of formal
education. To be sure they did. Both among those who would enroll
in the program and those who would not, respondents educational back-
ground ranged from a few years of high school to multiple post-
graduate degrees.
Considering the multi-disciplinary nature of gerontology it was
also expected that among those with degrees, there would be a wide
i"j
range of specialized training represented. This too proved to be the
case. Examination of only the highest degree obtained revealed a range
literally from Anthropology (one of the Ph.D.'s) to Zoology (one of the
B.A. 's).
F.
Occupation and Work Setting of Respondents
Tables 4 and 5 show the type of work respondents were engaged in
and the setting in which it was conducted. Of those currently employed
the largest groups were those engaged in administration and provision
of direct service; approximately half work in residential facilities
for the aged.
Insert' Tables 4 7 ; & 5
S
G.
Reactions to the Proposed Curriculum
In addition to
d
etermining: interest in the proposed
p rogram, securing
a profile of potential students and obtaining some planning data, the
questionnaire sent to G.A.B.C. members was designed to elicit reactions
to the curriculum. This was done by listing all of the courses proposed
as "core" curriculum and some of those which the Advisory Committee
considered likely to be developed as electives given the expertise/
interest of existing faculty. Included in this latter list were:
Psychopathology in the Later Years
Clinical Psychology of Aging
Economics of Aging
Community Resources and Aging
Leisure and Recreation in the Later Years
Health and Aging
Environment and Aging
Seminar on Death and Dying
Any approved courses in research methodology or program evaluation.
1
G.A.B.C. members were invited to suggest "core" or elective courses
that they thought should be added to or deleted from the proposed
curriculum.
About half of the respondents had some suggestions as to additional
topics that should be covered. Those mentioned by more than five people
related to:
1.
Intervention skills - eg. counselling, assessment, communi-
cation, interviewing, therapy
2.
Philosophical Issueseg. rights, risks, ethics
3.
Aging and the Family
4.
Social Policy and/or Politics of Aging
5. Nutrition
6.
Drug use; effects of medication
7. Ad
ministration/Management skills eg. basic budgeting;
public relations; planning and service organizations
8.
Practicum for students with no first hand experience in
working with the aged.
Topics 1-3 will be recognized as covered at least to some extent
in existing courses proposed as electives forthe program (see page
7). 2
Topic 4 is one of the courses described in Appendix 1-C as
having potential for development in conjunction with UBC of tJ.Vic.
Topics 5 and 6 would be covered in a second course with. potential
for joint development - i.e. Health and Aging.
2
These courses were not listed in the material sent to G.A.B.C. members
. ?
since at the time the questionnaire was printed, the departments offering
them had not been contacted for permission to include them in the Diploma
curriculum. (Note: permission has now been received).
a
.
6
1i2
Topic 8 was the subject of considerable discussion by the Advisory
Committee. While it was recognized that a practicum was a desirable
addition to the program it was felt that, at least in the initial
years, there would be too few students lacking experience in
working with the aged to justify the time and costs involved in
setting up and supervising field placements. In any case, some direct
contact with the client population could take place in the course of
completing the required evaluation project/research paper for the
"core" Advanced Seminar in Gerontology.
Topic 7 was the only one to which perhaps insufficient consideration
has been given. While it was discussed in the context of a Master's
program it was not considered for inclusion in the Diploma program
curriculum.
Only nine people felt that anything should be deleted from the
proposed curriculum. The only topic mentioned with any degree of
frequency was "Women and Aging." The concern was that in singling
women out for study the problems of men would be neglected. Considering
that the bulk of research on such topics as work, leisure and retire-
ment has been conducted among men and that most of the major longitud-
inal studies have included only men in their samples, this seems
highly unlikely!
.
n
-1
Table 1
Reasons for Not Enrolling in Proposed Diploma Program
Reasons:
N
,10
Lives outside commuting range of SF1.1
21
About to retire/too old
11
Doesn't have a university degree
8
Feels has enough education in
gerontology/geriatrics
7
Wishes higher level credential
(i.e. Master's; Doctorate)
*
5
Lack of time
3
Interest in gerontology still; peripheral
2
Program not specific enough to
respondent's educational need
2
"Not interested"
2
No answer ?
J:.
**
Total ?
63
*
It should be noted that in the "Comments" portion of the questionnaire
a number of respondents in both the "would" and "would not enroll"
groups perceived a need for a Master's or Doctoral program in addition
to the proposed Diploma program.
**COlu
adds to more than 59 as some respondents gave more than one reason.
Table 2
Preferred Mode of Study, Time and
?
Location of Course Offerings
Preferred Mode of Study
Full-time
7
7.45
Part-time
79
84.04
Either
2
2.13
No answer
6
6138
Total
94
100.00%
Preferred Time for Courses
During the day
21
22.34
Evening
62
65.96
Either
6
6.38
No answer
5
5.32
Total
94
100.00%
Preferred Location for Course 0fferins
Burnaby Campus
33
35.11
Downtown Vancouver
56
59.57
Either
1
1.06
*Neither
1
1.06
No answer
3
3.19
Total
94
100.00%
One respondent stated that while he/she would
cone
to the Lower ?
S
Mainland if no other option were available, a correspondence course
would be preferred. The theme of distance education appeared in
several portions of the questionnaire.
Table 3
(a
Highest Level of Academic Achievement
?
by Response to Question 1:
"If the proposed Program were to be offered
by SFU might you personally enroll in it?"
Highest Level of
Academic Achievement:
Response to Question 1
?
YES ?
NO
Total
N
N
%
2
2.12
1
1.69
1
1.06
0
0
20
21.28
13
22.03
8
8.51
0
0
18
19.15
5
8.47
28
29.79
17
28.81
15
15.96
10
16.95
2
2.12
10
16.95
0
0
3
5.08
94 100.00%
59
100.00%
Some high school
High school graduation
High school graduation
plus certificate or
diploma (eg. R.N.;
R.P.N; R.S.W.; Dip.
Adult Ed.)
Some University
Some university plus
certificate or diploma
Bachelor's degree
Master's degree
Doctoral degree
(Ph.D.; M.D.; Ed.D.;
)D. Th.)
No answer
ró
Table 4
Type of Work Engaged in
by Response to Question 1:
"If the proposed Program were to be offered
by SFU might you personally enroll in it?"
Type of Work Engaged in:
.
Response to Question 1
YES ?
NO
N
N
%
25
26.60
15
25.42
33
35.11
22
37.29
14
14.89
4
6.78
2
2.13
2
3.39
3
3.19
0
0
0
0
1
1.69
3
3.19
2
3.39
2
2.13
2
3.39
2
2.13
7
11.86
4
4.26
2
3.39
1
1.06
0
0
5
5.32
2
3.39
94
100.00%
59
100.00%
Administration (eg. Head
?
Nurse, Administrator
of Personal Care Facility)
Provision of Direct Service
(eg. nurse; doctor; social
worker; occupational ther-
apist; nutritionist)
Education (eg. Instructor in
a Community college; In
service Education Instructor
Counselling (
eg. pastoral, ?
family, pre-retirement)
Program Design and Implemen-
tation
Research
Consulting
Other
Retired
Unemployed
Unintelligible answer
No Answer ?
Total
[J
S
iLj:i
Table 5.
Work Setting
by Respona,e to Question 1:
"If the proposed Program were to be offered
by SFIJ might you personally enroll In it?"
Setting:
?
Response to Question 1
YES ?
NO
Service Coordination
and Planning Agency (eg. Long
Term Care Program)
Residential Facility for the Elderly
(eg. Personal or Intermediate
Care Facility; Extended Care Unit)
Educational Institution
Community Centre; Senior Centre;
Adult Care Centre
Social, Health or Mental Health
Service
Government (eg. Ministry of Human
Resources; City Planning Dept.)
Business or Industry
Private Practice
Other (eg. acute care hospital;
Western Institute for the
,Deaf)
Not applicable (because respondent
is unemployed or retired)
No answer
?
Total
N
%
N
9
9.57
5
8.47
48
51.06
22
37.29
6
6.38
4
6.78
7
7.45
3
5.08
1
1.06
2
3.39
3
3.19
2
3.39
3
3.19
0
0
2
2.13
4
6.78
4
4.26
6
10.17
6
6.38
9
15.25
5
5.32
2
3.39
94
100.00%
59
100.00%
SIMON FRASER uNIvERsITY; BURNABY, B.C., CANADA V5A 156
CONTINUING STUDI ES TeIepIon;: (604)
)91-456! /
66
June 5th, 1981
Dear GABC Member,
Re: Proposed Post-Graduate Diploma Program in Gerontology
at S.F.U.
Various educational institutions in B.C. now offer some courses
relating to aging and the aged. None, however, offers an
organized sequence of courses leading to a credential in
Gerontology..
The Advisory Committee on Gerontology at S.F.U. is currently
developing a proposal for a postgraduate Diploma in
Gerontology. The Diploma would give formal recognition of
specialized training in Gerontology.
Before the Committee proceeds any further it reeds additional
input from professionals in the field.
On the next page is a brief description of the proposed program.
This is followed by
ix
short questions designed to collect
information about your educational background and needs and
your general assessment of the proposed program.
We would be grateful if you would take ten minutes now and
answer these questions. Please return the questionnaire in
the enclosed stamped, self-addressed envelope before June 20.
You do not need to sign your name to the questionnaire.
Responding to it does not in any way.comniit you to enrolling.
in the program. It does, however,
give
you an opportunity to
have input into the development of education in gerontology in
B.C., and it will provide us with important planning information.
Sincerely,
Gloria M. Gutman, Ph.D.,
Coordinator, Gerontology Program.
NOTE: IN ORDER FOR THIS SURVEY TO BE MEANINGFUL, IT IS
IMPORTANT THAT WE HEAR FROM AS MANY GABC MEMBERS AS POSSIBLE..
DO TAKE TEN MINUTES TO FILL IT OUT.
GMG/ma
End: ?
1y.
PROPOSED SFU DIPLOMA IN GERONTOLOGY
The proposed Diploma in Gerontology is designed to provide those
S
who already have a bachelor's degree (or equivalent) with a
broadly-based multi-disciplinary perspective on aging as well as
the requisite skills and knowledge for meaningful intervention.
General program requirements' include 30 credit hours of approved
third and fourth year courses, or graduate courses if appropriate.
At S.F.U. courses usually run for 13 weeks a semester and are
assigned three or four credits. Thirty credit hours represents
eight to ten semester courses, equivalent to eight months of full
time study.
Of the 30 credit hours, it is proposed that 15 be earned by completing
"core courses" and 15 be selected optional courses. Listed below
are examples of topics currently under consideration for dev-
lopment as "core" courses and electives.
Core Courses
Introduction to Gerontology
Psychology of Adulthood and Aging
Sociology of Aging
Biology of Aging
Advanced Seminar in Gerontology (including a program evaluation
project or a research paper)
Electives
Psychopathology in the Later Years
Clinical Psychology of Aging
Economics of Aging
Community Resources and Aging
Teaching the Older Adult
Leisure and Recreation in the Later Years
Health and Aging
Women and Aging
Environment and Aging
Seminar on Death and Dying
Any approved course in research methodology or program evaluation
In order to make it possible for persons currently employed to
enroll in the Diploma program, the intention is to make courses
available day and evening, and at the Burnaby Mountain Campus.
and at SFU/Downtown. It should also be noted that it will be
possible to undertake the program on either a full or part-time
basis.
a
1jo
QUESTIONNAIRE RE PROPOSED SFU DIPLOMA ?
PROGRAM IN GERONTOLOGY
Please complete and return in enclosed stamped self-
addressed envelope by June 20th, 1981.
?
1.
?
a) If the proposed diploma program were to be offered by
SFU, might you personally enroll in it?
yes
no
b) Why?
?
2.
?
If you were to enroll in the diploma program, would you:
a)
complete the program on a full-time basis
OR complete the program on a part-time basis?___________________
b)
prefer to take most of your courses during the day
OR prefer to take most of your courses during the evening?
c)
prefer to take most of your courses at the
Burnaby Campus
OR prefer to take most of your courses in Downtown
Vancouver?
?
3. ?
Are there some core or elective courses that you think should
be added to or deleted from the proposed curriculum? If so,
on what topics?
a) Add course(s) on:
-&i
. . . 2
S
[I
-2-
b)
•
Delete course(s) on:
4.
a) I am currently employed as an (e.g. nurse, recreation
aide, director of nursing)
in an (e.g. extended care unit, personal care facility,
adult day care centre)
b) My educational background includes:
some high school
high school graduation
some university
university graduation (specify
degree(s) e.g. B.A., in Psychology,
M.Sc., in Nursing, M.D.)
certificate, diploma, license
(specify e.g. LPN: R.N.)
other (specify)
5.
My professional edudation needs include:
I
-1
...3
-3-
6. ?
Use this space to comment about the levels and types of
educational programming in gerontology which you think
should be available at universities in Britsh Columbia.
.
.
Return to:
?
Dr. Gloria M. Gutman,
Co-ordinator, Gerontology Programs,
Continuing Studies,
Simon Fraser University,
Burnaby, B.C. V5A 1S6.
1)
I
APPENDIX 6
Administrative structures for gerontology education
41^
14
G. Gutman
A p
].
30, 1981
ADMINISTRATIVE STRUCTURES FOR GERONTOLOGY EDUCATION
7M
In 1976, the Association for Gerontology in Higher Education commissioned
a survey of educational offerings in gerontology at U.S. colleges and universi-
ties. The survey identified 1,275 educational institutions involved in aging-
related activities. Approximately 600 of the responding institutions offered
at least one credit course in gerontology and over 400 had two or more courses.
A total of 260 institutions had some kind of a program of study in gerontology.
Considering the greater volume and more advanced state of gerontology education
in the U.S.A. than in Canada, it is instructive to examine the administrative
structure of these programs.
As Peterson (1978) and Peterson and Bolton (1980) point out, five basic
administrative structures are discernible. These are:
a) The intra-departmental structure
b)
The inter-departmental committee structure
c) The department of gerontology
d)
The school of gerontology
e)
The centre or institute of gerontology
A brief description of each structure Is given below. Advantages and dis-
advantages are highlighted.
DA
The intra-departmental structure
In this model, all course offerings are concentrated within one of the estab-
lished departments of the educational institution. Departments that typically
have become hosts for gerontology programs are: psychology, sociology, social
work, public administration, nursing and adult education. Which department be-
comes the host depends upon faculty interest and administrative receptivity.
Often intra-departmental programs have developed from a specific faculty member's
interest in gerontology as an adjunct to his/her principal discipline.
-2 -
The curriculum in this model emphasizes those aspects of gerontology which
relate most closely to the discipline of the host department. For example,
.a
gerontology program within a department of psychology, would be likely to include
courses on age changes in sensation and perception, on cognitive development
across the adult life span, on learning, memory and aging, and on personality,
adjustment and psychopathology in later life. While these courses clearly
apply to gerontology, the intra-departmntal program does not provide the
student with very broad exposure to the field.
-,
Persons teaching gerontology courses in this model are usually regular
departmental faculty.
?
While some may have had training or research experience
in gerontology, their appointment is based primarily on education and accomplish-
ments in the host discipline.
?
Their status and rewards are gained by engaging in
discipline-related
activities; ?
thus, if the psychology department emphasizes
publications, the faculty member will probably have to publish in psychology
journals rather than in gerontology journals if he is to gain tenure and promotion.
In
this model, administration
of the gerontology program is
via
established
department channels with the department chair and departmental faculty committees
having final responsibility for curriculum, student selection and faculty assign-
ments.
?
Students enrolled in the program are first, students of the department,
and only secondarily involved in the study of gerontology.
?
Their admission,
counselling and graduation are guided and administered by the department.
?
The
study of gerontology, in other words, is part of and completely subject to the
authority and regulations of the host department.
?
The faculty of the gerontology
program have little or no autonomy.
?
.
The intra-departmental model has one significant advantage to recommend it:
a series of courses in gerontology can be initiated without committing the funds
necessary to establish an independent academic unit.
?
Primary among its drawbacks
are that students are given instruction in only a limited aspect of gerontology
-3-
and that the program is likely to remain dependent upon the interest of one
or two faculty members without substantial institutional support.
The inter-departmental committee on gerontology
This second type of arrangement provides a mechanism for cooperation
among several departments so that students can gain a multi-disciplinary per-
spective on aging.
The curriculum of an inter-departmental program is composed of courses
from several different departments organized into a planned program of study.
Courses may be offered exclusively by the participating departments or may be
cross-listed with the program.;.
Inter-departmental programs generally offer a concentration in gerontology
associated with traditional degrees but in some institutions, an inter-discip-
linary degree is offered.
Faculty teaching in an inter-departmental program are members of various
departments, schools or divisions of the institution. They retain their primary
appointment in that unit; are governed by the policies of that unit and are
associated with the inter-departmental program usually as a supplement to their
major assignment. They join together to form an
ad hoc
committee that collectively
approves courses for Inclusion in the program.
Administrative organization in this model is minimal consisting generally
of a secretary or administrative assistant and in some programs, a director.
As Peterson and Bolton (1980) point out, the location of an inter-depart-
mental committee within the organization of an institution presents a more com-
plex problem than is the case of intra-departmental, departmental or school
models. Since degrees may be offered, accountability must reside with some
degree- or credit-granting unit within the institution. For this reason, either
the inter-departmental committee is housed within an established faculty, schoci.
ii7
-4-
or division, or the committee reports to the principal academic officer of the
institution (vice-president of academic affairs). The placement of the committee
under the administrative umbrella of the chief academic officer is a common
arrangement. It has the advantage of allowing the committee to be seen as
serving the entire institution rather than only a select faculty, school or
division.
In some institutions, the inter-departmental committee has the power to
admit students, advise and recommend the awarding of degrees. In other insti-
tutions, especially where the committee administers only a concentration,
decisions on admission, advisement and awarding of degrees are the prerogative
and responsibility of the department awarding the degree. In the case of inter-
disciplinary degree programs in gerontology, a member of the committee assumes
responsibility for advising and guiding the student as prescribed by the inter-
departmental committee.
One advantage of this organizational model, as with the intra-departmental
model, is that it requires minimal commitment of resources. Another advantage,
or
disadvantage,
depending on one's perspective, is that its inter-departmental
nature removes it from any established or recognized community of power. One
clear disadvantage is that the inter-departmental committee does not typically
lead to institutionalization of gerontology instruction as an independent organ-
izational entity. This may prove to be a major drawback in times of declining
resources since the designation of a separate structure or entity usually indi-
cates a commitment to permanence. Another disadvantage, of course, is that
faculty owe their primary allegiance elsewhere. Finally, as Peterson and Bolton
(1980) point out:
"Some gerontology educators assert that only by exercising careful
control over the development and operation of gerontology instruc-
tion can the curriculum be directed preciselyenough to allow gra-
duates the necessary inter-disciplinary depth and skill essential
-5-
..
..
.,
for a sound education and marketable employment skills. With control
vested in several academic units, the outcome for the students could
be, for example, neither good sociology nor good gerontology". (p.91)
The department of gerontology
The curriculum of a gerontology department includes a series of courses
that can be applied toward a major or minor for traditional degrees. In some
institutions, a professional degree is offered (e.g. Master of Science in Geron-
tology).
The, curriculum includes gerontology courses taught from a variety of per-
spectives -
e.g.
psychological, sociological, economic, political, biological.
The bulk of courses are offered by the department and are listed under the
designation associated with the department (e.g. GE:). Fairly often, some
courses are also offered by cooperating departments and are cross-listed.
In this model, faculty have the gerontology department as their primary
(or exclusive) academic home. Decisions regarding rank, tenure and promotion
are made by' the department, with other units having involvement only in the
case of joint appointments. Faculty status and rewards are closely tied to the
mission of the department: if publications are emphasized, articles appearing
in gerontological journals tend to be most highly regarded..
The gerontology department has an administrative structure similar to that
of other departments in the institution (i.e. it has a chairperson and faculty
committees).
In a gerontology department, students are admitted, instructed, counselled
and recommended for graduation by the gerontology faculty. Admission to other
academic units is not necessary and other units have little influence over the
credentialing of students.
The department of gerontology has many advantages over the intra- and inter-
departmental modes. Primary among these are that departments are allocated
6
"hard money" and are a permanent, *.- patt,-. öf';..the:institution. Also, that gerontology
?
S
departments enjoy the same authority and prerogatives afforded other departments
in the institution. These include offering courses, employing faculty, having
control of administrative functions and over the selection and counselling of
students. Creation of a gerontology department is, however, often a difficult
process as requirements and procedures for establishment are often quite rigorous.
Sometimes, a new department is viewed by established units as invading their turf
and is vigorously opposed. There is also the problem of competition for scarce
resources which, in times of "tight money" make many institutions reluctant to
allow formation of new departments.
The school of gerontology
This model views gerontology as a separate discipline or at least, as a
professional field of endeavour)
Professional schools In most universities operate more autonomously than
departments, but have less independence than a centre or institute. As a semi-
independent affiliate of a university, the school of gerontology recruits and
selects its own students; has its own faculty; offers majors and/or degrees
and has its own administrative structure equivalent to other schools within
the institution.
Rather than having other units offer gerontology instruction, the school
of gerontology employs faculty with diverse academic backgrounds in order to
offer a full range of gerontology instruction.
Usually the curriculum stresses the knowledge and skills needed for successful
professional practice, rather than those needed for scholarly research.
The faculty of a school of gerontology have their primary appointments in
the school. Decisions about appointment, tenure and promotion are the prerogatives
of the school. Emphasis is placed on research, publication and service in geron-
tology, rather than in the individual's discipline of origin.
?
IGO
-7 -
While the high degree of autonomy and internal control makes the school of
Igerontology very attractive, the resources necessary for establishment are great
enough to preclude most institutions from considering this alternative. Note:
there is only one school of gerontology currently in operation in the USA - the
Leonard Davis School at the University of Southern California. It was established
by an endowment of very significant proportion.
The centre of institute of gerontology
The centre or institute of gerontology has the highest degree of autonomy
of the five basic models. It also has the broadest mission as illustrated in the
following definition of multi-disciplinary centre of gerontology which appeared
in the Congressional Record on October 4, 1972 (Hickey, 1978):
"1. Recruit and train personnel at the professional and subprofessional
levels.
2. Conduct basic and applied research on work, leisure, and education
of older people, living arrangements of older people, social services
for older people, the economics of aging, and other related areas."
3,
?
p
rq v j
e conu2tati.Qfl to.pu ianav2un.tay organiZatLOnar,Lttb
,respect to the needs--of olde,v people and in planning and develop.ng
servi'ces for theme
4. serve
as
a repostori of iriox'mat
.
'on and knowledge with respect to
the areas- for which it conducts'
bso
and applied research,
5.
S'tinulte the Thcorporati'on of informtion on aging into the
teaching of bi'ologiala behavioral, and social s.c.ences' at college
or universi'ties',
• 6 N
Help to develop training programs on gIng In schools of
social
• work, public health, health
care
adm.jni'stratione educat,ion and
in other such schools at colleges and un41re,rsities
7. Create opportunities for innovative, mu2tid.j'scipl.nary efforts
in
teaching, research,, and demonstration projects with
r espect to
aging"
•
?
161
Like the
inter-departmental
program,
the teaching program of a centre or
?
I
institute consists of a combination of courses offered by various departments.
Unlike the inter-departmental or departmental model, however, centres and insti-
tutes typically cannot independently offer credit courses. The way they exert
control over curriculum is by offering a certificate or other credential to
students completing a prescribed set of "approved" courses.
The centre or institute controls admission to its credential program.
Students wishing to simultaneously obtain a traditional degree and a credential
in gerontology must be admitted to two different programs - the program of the
degree-granting department and the credential program administered by the centre
or institute.
Facultyinvolved in gerontology instruction in this model may have an
adjunct appointment with the centre or institute but their primary appointment
is in an academic department. Teaching assignments and final decisions on
appointment, tenure and promotion are the responsibility of that department.
Centres or institutes exist outside the traditional departmental structure
of institutions of higher education. They are generally headed by a director
who reports to the chief academic officer. Consistent with their mission,
they employ staff who engage in a variety of activities in addition to possible
teaching assignments. These activities include research, administration of
continuing education for professionals, development of educational materials
and curriculum, provision of technical assistance to faculty and community
groups and agencies, maintenance of a specializing library and information
service, as well, sometimes, as provision of some direct service to the elderly
(e.g. the Andrus Gerontology Centre at the University of Southern California
has a counselling service for senior citizens).
There are many advantages to this model. These include the fostering of
inter-disciplit.ary
communication and collaboration not only between teachers
-9-
I
but also among teachers, basic and applied researchers and those charged with
gathering and disseminating information. They tend to attract, as a result of
the resources and facilities they command, numbers of highly competent Individuals
who have a stimulating effect on one another. They foster and facilitate the
development of major Inter-disciplinary research projects. They foster and
facilitate the development of much needed longitudinal projects. They provide
a highly visible focus for gerontology-related activity on the campus which,
In turn, tends to generate more activity. They provide a mechanism whereby
community-based individuals, groups and agencies can easily access the univer-
sity's gerontology resources (human and material).
In the USA, the federal government has promoted this model and provided
?
funding for the development and
operation
of centres or institutes on 43 college
and university campuses By most accounts, tbase
have
proved to be highly
successful In terms of research productivity, quality and amount of instruction
offered, and in terms of service to the community.
The primary disadvantage of this model is its cost. In addition, as
Peterson and Bolton (1980) point out, intra-institutional policies and traditions
may preclude this alternative.
4
163
FOOTNOTES
1.
The question of whether gerontology is or is not a separate discipline has
been debated for the last thirty years and is still being debated. What
few would dispute, however, Is that it is emerging as a field of professional
practice.
(cf.
Seltzer, Sterns and Hickey, 1978; Peterson and Bolton, 1980;
Tibbetts,
et al,
1980).
2.
In the USA much of the impetus for gerontological education has been provided
by the federal government, first through provision of training grants to
prepare practitioners for jobs created by community programs sponsored by
the
Older Americans Act
and later, through support of multi-disciplinary
gerontology centres. Recently, federal emphasis and funds In the USA have
been directed towards the establishment of what are termed "long-term care
gerontology centres" - that is, centres that wed university-based teaching
and research programs to facilities and services providing long-term care
to the elderly.
1GA ?
•
REFERENCES
Hickey, T. Association for gerontology
in higher
education - a brief history.
In: Seltzer, Sterns and Hickey (Eds.). Gerontology in Higher Education -
Perspectives and Issues. Belmont, Calif. Wadsworth Publishing Co. 1978.
Peterson, D. An overview of gerontology education. In: Seltzer, Sterns and
Hickey (Eds.) Gerontology in Higher Education - Perspectives and Issues
Belmont, Calif. Wadsworth Publishing Co. 1978.
Peterson, D.A. and Bolton, C.R. Gerontology Instruction in Higher Education.
New York, Springer Publishing Co. 1980.
Tibbitts, C., Friedsam, H., Kerschner, P., Maddox, C. and McClusky, H.
Academic Gerontology: Dilemmas of the 1980's. Institute of Gerontology
at the University of Michigan, 1980.
Seltzer, M.M., Sterns, H. and Hickey, T. Gerontology in Higher Education:
Perspectives and Issues. Papers from the 1977 Meeting of the Association
for Gerontology in Higher Education. Belmont, Calif. Wadsworth Publishing
Co. 1978,
a
I
APPENDIX 7
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1Y
APPENDIX 8
Library holdings
17i
SFU SERIAL HOLDINGS RELATING TO GERONTOLOGY
Advances in gerontological research
New York. V.I. 1964 - V.4. 1972
QP 86 A35
Ceased Publication with V.4
Age and Ageing
London, England
V.2 1973 -
Ageing International
Washington, D.C.
V.5. 1978 -
Shelved in vertical file
Aging and Work
Washington, D.C.
1978 -
continues
Industrial Gerontology
in 1978
Experimental Gerontology
?
Oxford, England
V.8, 1973 -
Canadian Welfare
• #' ?
Vol. 15. 1939; V.28, 1952 - V.40; 1964
V.42 - 1966 - V.53; 1977 Continued by
Perception
with Sept. 1977
Gerontologia
Basél, Switzerland
V.4 1960 - V.21, No.4, 1975.
Library lacks N. 12-13, Continued by
Gerontology
with V.22, 1976.
Gerontology
Ba g el, Switzerland
Vol. 22, 1976 - continues
Gerontologia
with V.22, 1976.
Geriatrics
Minneapolis
V01.1
1
1946
International Journal of Aging and Human Development
Farmingdale, N.Y.
Vol.4 - 1973 -
Journal of Gerontology
?
St. Louis, Mo.
V.15 - ?
1960 -
.n.
?
172
• .12
b)
On order for 1981 - 82
Annual Review of Gerontology and Geriatrics
Canadian Association on Gerontology Newsletter
Gerontologist
Journal of the American Geriatrics Society
c)
Not currently held or on order
Aged Care and Services Review
Aging and Society
Annual Review of Experimental Aging Research
Concern in the Care of the Aging
Educational Gerontology
Experimental Aging Research
Generations - Journal of the Western Gerontology Society
Gerontologia. Clinica
Gerontological Abstracts
Journal of Geriatric Psychiatry
Journal of Gerontological Nursing
Journal of Gerontological Social Work.
Journal of Long-term Care Administration
Neurobiolàgy of
Aging
Research. on Aging
Note: Of the above only two are critical to acquire -- Gerontological
Abstracts and Research on Aging. Also critical to acquire will
be a new journal to be published by the Canadian Association on
Gerontology starting in 1982 (name not yet chosen).
0
APPENDIX 9
1'
?
SSHRC'S Population Aging Program
Social Sc:ences and Humanities Conseil
Os
rflerCfleS en
Researcn Council of Canada ?
sciences humaines du Canada
STRATEGIC GRANTS PROGRAM GUIDELINES
?
July 1981
A. POPULATION AGING
The Social Sciences and Eumi{ ties Research Council of Canada is offering grants
within the overall subject of population
aging.
This encompasses research concerned
with the problem of the structure of an aging society, as well as research concerned
with the understanding of social factors
affecting iud.tvidua.l
adjustment to aging.
The Council is prepared to encourage research in both the micro and macro aspects
of population aging, and it is hoped that not only social scientists, but also
humanists, using an approach to the subject through critical studies of literature,
poetry and art, will take advantage of these programs.
1) Eligibility
The Council offers support for research activities on Population
Aging in the disciplines or fields of study which it normally supports.
The Council is also prepared to accept multidisciplinary proposals
provided that the results of the research might be expected to make
a significant contribution to the
advancement
of knowledge in the
social sciences or humanities. Studies which are more closely
identified with medicine, the natural sciences, or the biological
sciences should be submitted to-the-Medical Research Council or
the Natural Sciences and Engineering Research Council. Demonstration
projects in the areas of public health and social welfare as well
as projects designed to
investigate
the particular needs of groups
in a specific community or to
evaluate
services available locally
should normally be submitted to Health and Welfare Canada or to
a
provincial or
municipal agency. The Council will consider projects
with an applied perspective or those of a local or regional nature
provided such studies are expected to obtain generalizable results.
Applicants in psychology should refer to the Tr-Council agreement
before submitting an application.
The Population Aging Program is open to researchers outside the university
community as well as to
university-based
scholars. Employees of
private or public agencies or institutes are eligible if their project
does not clearly fall under the normal responsibility of the
employing body.
2)- Adjudication Process
All requests are submitted to the Population Aging Committee, composed
of specialists from various disciplines in the population aging field.
The committee's recommendations are presented to the Advisory Academic
Panel and then to Council where a final decision is made. Special
Research Grants and proposals for Research Centres are first sent for
external review to independent specialists in the field.
255 Albert Street ?
255. rue Albert
P.O. Box 1610
?
C.P. 1610
Ottawa KIP 6G4
?
Ottawa K1P 6G4
'i7 ?
-93(
?
613
995-930
1
-2-
B. PROGRAMS
1) SPECIAL RESEARCH GRANTS
Grants are available for research projects, including multi-
disciplinary projects, in the population aging, field. Unless
otherwise indicated, the regulations and conditions of Council's
regular Research Grants Program also apply to the Special
Research Grants Program. Applicants should therefore refer
to the Research Grants' Guide for Applicants for detailed
information on regulations and application requirements.
Following are the points on which the regulations differ:
a)
Research Time Stipend or Living Allowance
The provision of a research time stipend is not restricted
to university-based scholars; researchers in public or private
agencies may also request such salary replacement. In all
cases, applicants must ensure that they include a justification
of the need for this extra time to carry out their research
and should make every effort to demonstrate the high quality
of their study. Private scholars may receive a living allowance
normally not exceeding the annual salary allowed by the
Council for full-time research assistants.
b)
Feasibility Studies
The Council recognizes that in an merging field it is often
difficult to present a fully developed and detailed project
proposal. The Council is therefore prepared to consider requests
for a certain amount of preliminary work to enable researchers
to specify more clearly their approach, hypotheses and methodology.
Applicants who receive a grant for a feasibility study are
expected to apply for a Special Research Grant in the next competition.
c)
Transfer of Applications
Proposals bearing on the Population Aging theme may be submitted
either to the Strategic Grants Program or to the regular Research
Grants Program. Those requests which are judged ineligible because
they do not relate to the theme will be transferred to the Research
Grants Division.
d)
Application Procedure
Applicants are requested to use the current Research Grants form
indicating where appropriate "Population Aging Program"
Note: The description of the Prolect must be limited to
documents must
0
-3-
e) Deadline
• ?
There are two deadline dates for receipt of
applications for
Special Research Grants, June 1 and October 15. Final decisions
will be made at the December and March Council meetings
respectively.
2) POSTDOCTORAL FELLOWSHIPS
Awards in this pro,razu will be available to Canadians and permanent
residents who have held a PhD or its equivalent in relevant fields
for less than three years at the time of application.
Postdoctoral Fellowships should normally be held only at Canadian
institutions. Applicants will be expected to make an affiliation
arrangement with a university or research institute for the duration
of the award; they should also identify a researcher in the host
institution who is willing to give them advice and assistance. Award
holders are expected to make research their primary activity,
although they may devote up to one-third of their time to teaching.
If applicants expect to register in courses or seminars to perfect
or up-grade their skills and knowledge, they should indicate this
in the
description
of their planned activities.
a)
Value of the Fellowship
The basic award will be $18,000. The fellowship may also cover
travel expenses to and from the place of tenure for the award
holder and his/her dependents provided the latter are in residence
with the award holder for at least four months at the place of
tenure during the fellowship period.
An allowance of up to $2,500 to defray anticipated research costs
is also available. If higher research costs are foreseen, an
applicant may apply concurrently to the Special Research Grants Program.
The host institution will be expected to provide space, research
facilities and all office and research equipment, as we'll as a
portion of salary and fringe benefits commensurate with the
proportion of time the award holder devotes to teaching. The
salary
should be fixed according to the normal rates in place
at
the
host institution. In
addition,
award holders may receive,
without having the amount of their award reduced,
other
stipend
awards up to $2,500, and the salary offered to teach up to one
full course per year, at rates normally in force at the institution
with 'hich t;iv are affiliated.
b)
Duration
The fellowship is awarded for a period of 12 months and may be
renewed, in exceptional cases, for a second twelve-month period.
c) Application Procedures
Application forms may be obtained from university Research Administration
Offices or directly from the Strategic Grants Division of the
Cou1i.
-4-
d) Deadline
?
S
The deadline for
receipt
of applications is October 1, for a final
decision by the Council in December.
3) REORIENTATION GRANTS
These grants provide support to researchers with full-time university
appointments who wish to move the focus of their research interests
toward aspects of the
population aging
field.
The grants will be available to Canadian citizens and permanent
residents who have taut full time at Canadian universities for
at least three years. They
may
be used to carry Out research projects,
to consult with experts in the population aging field, to participate
in workshops or conferences etc. Although a reorientation award may
not be used for the purposes, of obtaining a degree or diploma, award
holders are encouraged to enrol in appropriate courses or seminars
in order to up-grade
their skills or increase
their knowledge of the
field.
a)
Award
Value and
holders
DuratiOn
will
of
receive
the Granttheir
?
full salary including fringe benefits
.
for a period
of up to
.
8 months, and up to $5,000 for research expenses,
including travel. The grant period
may extend to one year, although
the
salary replacement is limited
to 8 months of that year.
b) Application Procedures
Applicants should fill out the appropriate application form available
at the university's Office of Research Administration or from the
Strategic Grants Division. The following docents should accompany
the application:
i)
an up-to-date curriculum vitae
ii)
proof of Canadian citizenship or permanent resident status
iii)
a detailed
budget
for research costs and travel
iv)
two letters of reference, one from a personal referee who
can comment on the professional qualifications and experience
of the
applicant,
and another from a specialist in the field
who can count on the qualit
y
and appropriateness of the
proposed reorientation activit1ea.
c) Deadline
The deadline for receipt of applications is September 1, for a
final, decision by the Council in December.
d) Report ?
1
?LI
Award holders should 8ubmit a report on the work accomplished as
well as a financial statement within 90 days of the end of the
period of tenure of the award. Applicants are expected to apply
'rienr.ation
-5-
4)
RESEARCH WORKSHOPS
With a view to encouraging scholars to develop research skills in
population aging
and/or
to introduce themselves to new research
areas in that field, the Council is prepared to make a Limited
number of awards to universities or other scholarly bodies
organizing research workshops.
Such workshops should. focus on a limited number of research problems
in the field of population aging, such as the definition of problem
areas, or the exploration of problems in methodology or research
design.
a) Eligibility
To be eligible applications must:
i)
concern topics falling within the mandate of the Council;
ii)
be submitted by a university or established group of
persons concerned with research.
b) Requirements
Applications
will be considered only if the following requirements
are fulfilled;
i)
the proposed workshop must have a director, who will be
a person with experience in the field and will normally
.
be employed by the university or other sponsoring scholarly
body;
ii)
the resource persons proposed for the workshop must be
established researchers with a record of experience in
the area of research in question;
iii)
the proposed participants must be persons who have given
adequate evidence of their interest in this area of research;
these may include experts in the field, those preparing to
undertake research, graduate students and practtioners;
iv)
workshop directors aho*.ild plan to divide participants into
smaller working groups; when appropriate a senior researcher
should work with each group for the period of the workshop;
V)
the
sponsoring organization must
be
willing
to make a contribution:
to the support of the project.
c) Value
of the Award not to Exceed $15,000
Eligible costs:
i)
honoraria for the Director and resource persons;
ii)
transportation and subsistence costs for the participants;
iii)
direct costs associated with the organization and administration
of the workshop.
Note:
It will be clear from requirement v) above that the Council
is not prepared to cover in full the eligible costs as defined.
-6-
d) Duration of Workshop
Workshops will be normally
expected
to last for a period of three to
five days.
e) A p
plication Procedure
Applicants are invited to submit their projects to the Council in the
form of a letter
containing
the following information:
i)
the state of methodology (and, where appropriate, research
design) in the given area
ii)
and, where applicable, the substantive problems to be
raised in the course of the discussions
iii)
the number and names (if possible) of participants and the
basis for their selection
iv)
the proposed program and budget (the latter should show
clearly the sources of funding
v) the
qualificatjs of the director
and resource persons,
as well as their respective roles in the organization and
administration of the workshop.
Applicants must clearly demonstrate that the project meets the
program's requirements as specified above.
f) ?
Reporting Procedure
The Council will
require
that a detailed report of proceedings
be submitted to it within 90 days following the workshop,
accompanied by a financial statement dutlining expenditures.
g) Deadline
There are two
deadli4e dates for presentation
of requests,
September 1. and October 15. Decisions will be made at
December and March Council meetings respectively.
.
I
-7-
5) INSTITUTIONAL AWARDS
(.
In light of the need to generate a wider interest within the
academic community for population
aging
studies and to encourage
collaborative and multidisciplinary research projects, Council
offers institutional support to
universities
that have demonstrated
a commitment to the development and advancement of research in the
field of population aging relevant to the social sciences and
humanities.
Under the program of institutional support, two types of grants
are offered: - grants for research centres on population aging
- grants for visiting professors.
Grants for Research Centres
The objective of this program is to encourage and stimulate
research through the support of formal structures for
communication and interaction among researchers in the population
aging field.
Support is offered to universities that have an established and
broadly based infrastructure in the area with the objective of
developing
research projects on population aging and providing
various services to the academic community. Council is also
prepared
to
consider applications
from institutions where a
strong research thrust
in population aging
is evident and a
formal setting for scholarly exchange and research is being
developed. It is hoped that these multidisciplinary centres
will sponsor research of a concerted and long-term nature.
The centres should provide a variety of assistance for research
projects and programs such as:
i)
specialized information and documentation services
ii)
collection and provision of data
iii)
general support services
iv)
technical skills and expertise
V)
?
environment for training researchers
vi)
organization
of various forms of scholarly exchange
such as conferences, research workshops, etc.
vii)
base for visiting scholars and fellows.
Because of budgetary constraints, only afew grants will be
awarded each year. Quality and scholarly merit are the first
criteria in the choice of centres to be supported, although
there is a desire on the part of Council to develop centres
across the country. Universities located in the same geographical
area might therefore
give
thought to collaborating and presenting
a joint request for support.
i31
4
CM
IM
a) Value and Duration
Council grants will be in the order of $50,000 to $100,000 per year
to cover the
direct
costs associated withthe centre. Applications
can cover a maximum of 3 years with the possibility of a renewal
for another 3 years, whereupon Council support will be terminated.
The institution
is respOnsible
for all indirect costs related to
the centre such as the provision of space, maintenance and
financia.l services.
b) Eligible coats
i)
salary of a part-time director or partial salary for a
full-time director, the portion of the salary to vary
according to each application
ii)
salary for secretarial, clerical, technical and programmer
assistance, upon evidence of the institution's inability
to assume these costs
iii)
technical services such as computer time
iv)
research equipment and materials central to the overall
purpose of
the
centre such as microfiche readers or
computer terminals
v)
general operating coats, such as supplies, telephone,
postage, etc.
vi) small discretionary
fund for workshops, seed money, etc.
to help develop sound research proposals.
General office equipment such as file cabinets or typewriters
are considered to be part of the indirect costs to be borne
by
the institution.
Proposals for coats related to a specific
,
-research project should
be submitted under the Special Research Grants program. Proposals
for support for
library resources
should be addressed to SSHRC's
program of support for Specialized Collections in Canadian University
Libraries (formerly "Research Resources").
c) Application Procedure
A formal letter of
application
must be made through the president
or principal of the institution.
The letter of
application
should provide general background
information on the university and its involveme'c in
the
population
aging field as
well as detailed information on thG following points:
i)
?
a clear explanation of the objectives of the proposed initiative,
explaining how it will encourage more or better research,
particularly multidisciplinary
research, on Population Aging
in the humanities or social sciences. In particular, applicants
should specify how their proposal will help foster an integrated,
coherent research effort and how it will provide for the
teaching and training of students and young researchers. A
description of the principle areas of research concentration or
of the focus of the centre should be included as should plans
for conferences, workshops, course development and programs of
research, where applicable.
-9-
.
ii)
a description of the organizational structure of the
centre, explaining how it relates or will relate to
the existing university structures
iii)
a statement on how the proposed plans build on existing
work carried out at the institution, such as research
underway or completed, courses or seminars offered
and stancing committees on Population Aging. An
overview of the number and
level
of students currently
enrolled in courses should be included. Similarly,
existing resources at the institution should be listed,
such as library collections, information centres or
experts in the field who are on faculty; the curricula
vitarum of pertinent faculty should be included as
should an indication of grants currently held (from
SSHRCC or elsewhere)
iv)
projections on the number of persons to be involved in
the centre and/or served by the centre, including their
disciplinary affiliation. If community involvement is
foreseen, details should be given
V)
?
a list of other sources of funding which have been approached
or may in future. be
approached for on-going support.
These may include other governmental agencies or departments
or private organizations
vi)
measures that will be taken to ensure continuity of the
centre after Council support has been terminated; in
particular, the type of commitment which the university
foresees as possible
vii)
clear explanations and
justification
for all budgetary
items requested. If specific persons are in mind for
various positions, the curricula vitarum should be provided
viii)
confirmation from the president of the institution regarding
the institution's scholarly commitment to the population
aging field as well as its contribution to the proposed
centre with respect to indirect costs
ix)
the names. of two referees who will be contacted for reviews
on this application; one referee should be an expert in
the population aging field who is or has been involved in
a centre which follows essentially the same
?
•f ?
as
that which is r :sed in the aopLicatin.
d)
Deadline
The deadline for the
presentation of applications in
1981 only, is
October 15 for a Council decision in late March. The regular deadline
date for future years is June 1, for a Council decision in December.
e) Adjudication
Before being presented to the selection committee on Population Aging,
all requests will first be sent for external review to experts in the
field. These experts are asked to evaluate the proposals using the
following criteria:
1'i
-10-S
i)
the potential of the centre for the creation of
scholarly knowledge, both basic and applied, in the
social sciences and humanities
ii)
the soundness of the proposed organizational structure
of the centre
iii)
the appropriateness of the proposed research focus of
the centre and of the strategy for development which
is proposed
iv) the
degree to
which
the focus and proposed development
reflect the priorities and build upon the strengths of
the university
V)
?
the competence of the researchers and other personnel
who will be in charge of or involved with the centre
vi)
the potential of the centre for the training of researchers
and for
community outreach
vii)
the appropriateness of the budget estimates
f)
Renewal of support
Applications for a second period of support must be submitted a
year before the end of the initial period of support. Before
the renewal is approved, a site visit by a small team of specialists
in
the
field may be arranged.
g) Reporting procedure
A financial statement and a detailed report of activities must be
submitted by the institution within 90 days after each year of
support. Upon termination of the grânc a ent:ai financial statemenc
and final report of activities must be pres:a1.
Grants for Visitin
g Scholars
Council offers support to all Canadian universities who wish
to invite a recognized specialist in the population aging field
for an extended period of teaching and research activities. The
purpose of the program is to generate an interest in ançi encourage
the development of research in population aging through the active
presence and contribution of an expert in the field. The program
is essentially designed for universities that would like to develop
programs and stimulate research in
the
field but which do not have
an established infrastructure for research on population aging.
Universities with established centres may, however, also apply for
grants for visiting scholars.
The invited scholar must have a proven research background related
to population aging as well. as a recognized ability to lead and
stimulate research in a developing field. During the stay, he/she
should be based in a particular department, institute, school or
centre whose mandate is related to the humanities and social sciences
but be involved in the activities of a number of
other departments
as well, in the hope that imultidisciplinary collaboration will develop.
1J'A
-11-
The visiting scholar is expected to act as a consultant and
provide various forms of assistance in formulating and carrying
out research projects, establishing programs and developing
curricula. It is also expected that he/she will give
some formal
lectures and seminars although he/she may not be used to replace
a professor on leave of absence. The scholar is also encouraged
to give public lectures, organize research workshops and
initiate other forms of scholarly exchange.
a) Eligibility
Canadian universities may apply to have both Canadian and foreign
scholars from a discipline or field of study within the humanities
and social sciences for consideration as a visiting professor.
In the case of foreign scholars, awards are conditional upon
the visitor's being able to comply with the normal requirements
for entry into Canada.
b)
Value and Duration
p'.
Council's contribution will not exceed $40,000 per year. Such
funds may help cover a monthly stipend equal
to the visitor's
salary, travel costs to the place of tenure for the candidate
and his/her dependents provided the latter are in residence for
at least four months, for regional travel expenditures and a
research allowance.
The period of visit may extend to 8 months and may be renewed
for a second period of equal duration.
c)
application Procedure
A formal letter of application must be made through the president
or principal of the university.
Ti
The letter of application should contain the following information:
i)
the
current status and proposed future direction of research
on population aging within the institution, including a list
of professors currently involved in research in
the field
ii)
an overview of programs and courses currently offered as well
as the number and level of student enrolment, where appropriate
iii)
an indication of any courses under development for future
implementation
iv)
the name, address, current employment and research interests
of the proposed visitor; a curriculum vitae and list of
publications should also be attached
V)
?
details on the role and activities the visitor will be under-
taking at the institution and within the region, including
the department to which the visitor will be attached and any
courses or lectures which he/she will be expected to give
U35
.
-12-
vi)
the total amount requested including a detailed budget
for the travel and research allowance
vii)
confirmation from the president of the institution
regarding the institution's
scholarly commitment
to.
the population aging field as well as its financial
contribution
to the proposed visit
viii)
two letters of support from researchers affiliated
with different departments within the institution.
Because
of budgetary constraints, it is unlikely that Council
will, be able
to support all requests in a given year. The
host
institution
should therefore await Council's decision
before making definite
arrangements
with the proposed visitor.
Applicants are advised
that no additional material will be
requested by Council
staff. Applications should therefore be
complete at
.
the time of receipt by Council.
d)
Deadline
The deadline for the presentation of applicatiorsin 1981 only,
is October 1 for a
Council decision in
December. In future years,
the annual deadline will be September 1, for a Council decision
in December.
a)
Reporting Procedure
A
financial statement
including
proof of travel of the visiting
scholar and his dependents as well as a detailed report of activities
must be submitted within
90 days
following the period of support.
6. RESEARCH INITIATIVES
The Council will consider applications for work on any aspect of
population aging
which does not fit within the provisions of the
programs defined above but which nonetheless falls within the terms
of reference of the Council. Letters of application marked"?.esearch
Initiatives
(Population Aging)" should be sent to the Strategic
Grants Division
of the Council and should clearly indicate the
objective of the proposed
activity,
the role of any persons involved
and the funds requested.
a) Deadline
The deadline date
for receipt of applications is September 1
for a final decision by.
the Council in December.
iwj •
-13-
7. RESEARCH TOOLS AND FACILITIES
In the light of a need to establish basic research resources in
the population aging field, the Council will, within the limits
of available funds, consider proposals for the devaiopment or
publishing of research tools such as bibliographies, concordances,
library resources and publication of conference proceedings.
Applicants should submit, to the Strategic Grants Division, a letter
explaining the nature and objective of the project, the plan of work,
the scientific importance of the proposed research tool, the possible
means for disseminating the work and the likely audience for the tool.
The curriculum vitae of the principal investigators as well as a
detailed budget should also be included.
a) Deadline
The deadline date for receipt of applications is September 1
for a final decision by the Council in December.
WR
17
SiMON FRASER UNIVERSITY
Scar ?
14
MEMORANDUM
To
............ ......
v ?
.......................
..gii
.
r ?
.............................. ?
Subject ........ r.QPP.ct .
g QrvQ1Q
gy
.
.i.P1.Qn .......
Proaram
From .......
Gloria
9qrl
Date ........
Qc.
t
.9r.
•26,•
.1 9.l
........................
.
As you know, the Faculty of Arts Curriculum Committee was
concerned about an apparent overlap between the proposed GERO 300 course
and PSYC 357.
When the Diploma program proposal was developed, the Advisory
Committee on Gerontology was aware of the overlap. A footnote was
attached to the outline for PSYC 357 (included in Appendix 1) which
read as follows:
As currently structured, Psychology 357 and to a
lesser extent Sociology 444 overlap considerably with
the proposed "Introduction to Gerontology". Approval
of the program would allow re-structuring of these
courses to focus more squarely on issues, findings and
methodologies specific to their subject area.
Unfortunately, this footnote was omitted when the proposal was
duplicated for circulation to SCAP and to the various faculty curriculum
connili ttees.
As indicated in the attached letter from William Turnbull, Chairman,
Psychology Undergraduate Studies Committee, a revised outline for
Psychology 357 has been developed. It has been approved by Psychology.
The overlap problem, In other words, is solved.
I trust the proposal can now go forward to SCUS for approval. When
it does, may I suggest that this memo and the attached documents go with
it so as to avoid further misunderstanding.
Sincerely,
24
Gloria M. Gutman
?
ov ?
SIMON, FIASER UNIVERSITY
MORANDUM
3
"4rom ?
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UnWra4uate Sticjj.es
Cornm1t, Psychology
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3
23 1981
it
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and
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conferred
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,with
on
the
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oe4p
p
chooj,t
between
in our
proposed
dipartment
courses
?
CS
JI.5
..
3 and CS
415-3
a
ndyJo
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depa ?
offerings (in particular,
?
CoziLoLogy
Rhout
Psy 357)
tc]osue)'b
6vr]ap
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As
hetLLtI
a
'
y
result,
the
our
I
ab6ve
?
the
ow-Fi
Totirs4
l
ndivdua1s
courses
but
and
1i
?
?
the
'T
4
n'
or
p
Lwo
lon
Psyc
prupnLd
g
er
357
have'
has
Lo
any
been
'
,r',C9
concerns
revised
In
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Chairman;-$C.:
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Chairman,
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139
o0
SIMON FRASER UNIVERSITY
PSYCHOLOGY 357 -
PSYCHOLOGY OF.ADULTHOODAND AGING
(Revised Course Outline)
Course Description:
Considers human development from young adulthood to old age.
Included are theorie.; of adult development and aging; environmental
and biological factors in aging and the effects of aging on sensation,
perception, learning, cognition, personality, psychopathology, and
social relations.
Textbooks:
Poon, L. (Ed.) Aging in the 1980
1
s: Psychological
Issues.
Washington, D. C. American Psychological Association, 1980.
Suggested Resource Book:
Birren, J. E. and Schaie,K. W. (Eds.) Handbook of the Psychology of
Aging. New York: Van Nostrand Reinhold, 1977.
Course Requirements:
Each student will be required to complete a term paper on a selected
a
?
topic as well as complete two examinations.
WEEK
?
TOPIC
?
READING
1
?
History and Theories of
?
Prologue
?
Life-Span Psychology and
Gerontology
Supplementary Readings:
Reigel, K. F. History of psychological gerontology. In: Birren,
J. E. & Schaie, K. W. (Eds.) Handbook of the Psychology of
Aging. New York: Van otrand Reinhold, 1977.
Birren, J. E. &Renner, V.. J. Research.on the psychology of aging.:
principles and experimentation. Birren, J . E. and Schaie, K. W.
(Eds.) Handbook of the Psychology of Aging. New York: Van
Nostrand Reinhold, 1977.
1ju
2.
?
WEEK
?
TOPIC
?
READING ?
.
2
?
Developmental Methodology
?
Chapters 36, 38
Supplementary Readings:
Adams, J. Sequential strategies and the separation of age, cohort
and time of measurement contribution to developmental data.
Psychological Bulletin, 1978, 85, 1309-1316.
Schaie, K. W. Quasi-experimental research designs in the psychology
of aging. In: Bitten, J. E. & Schaie, K. W. (Eds.) Handbook
of the Psychology of Aging. New York, Van Nostrand Reinhold,
1977.
Nesseiroade, J. R. Issues in .
studying developmental change in adults
from a multivariate perspective. In: Bitten, J. E. & Schaie, K.
W. (Eds.) Handbook of the Psychology of Aging. New York,
Van Nostrand Reinhold, 1977.
?
3 ?
. ?
Intelligence
?
Chapter 19
Supplementary Readings:
?
.
Hayslip, B.
&
Sterns, H. Age differences in relationships between
crystallized and fluid intelligence and problem solving. Journal
of Gerontology, 1979, 34, 404-414.
Horn,
J.
Human ability systems. In: Baltes, P. B. (Ed.) Lifespan
Development and Behaviour. New York: Academic Press, 1978,
211-256.
Botwinick, 3. Intellectual abilities. In: Birren, J. E. & Schaie,
K. W. (Eds.)
HINJ
In
ok of the Psychology of Aging.
?
New York,
Van Nostrand
Re.",
1977.
?
4, 5
?
Personality and Socialization
?
Chapters 32, 33,
34, 35.
Supplementary Readings:
Hultsch, D. & Plemons, J. Life eri',s and life-span development. In:
P. B. Baltes & 0. G. Brim, Jr. (Eds.) Lifespan Development and
Behaviour (Vol. 2) New York: Academic Press, 1977.
Neugarten, B. Personality and Aging. In: Birren, J. E. & Schaie,
K. W. (Eds.) Handbook of the Psychology of Aging. New York,
Van Nostrand Reinhold, 1977.
Cont. on page 3 .
3.
r^
?
WEEK
?
TOPIC
?
READING
4,5 Cont.)
Thomae, H. Personality and adjustment to aging. In: Birren, J.E.
and Sloane, R. B. (Eds.) Handbook of Mental Health and Aging.
Englewood Cliffs, N. J. Prentice-Hall, 1981.
6
?
Sensation, Perception and Motor
?
Chapters 16, 42.
Performance
Supplementary Readings:
Fozard, J. L.., Wolf, E., Bell, B., McFarland, R. A. and Podolsky, S.
Visual perception and communication. In: J. E. Birren and Schaie,
K. W. (Eds.) Handbook of the Psychology of Aging.
Corso, 3.. F. Auditory perception and communication. In: Birren, J.E.
?
and Schaie, K. W. (Eds.) Handbook of the Psychology of Aging.
Engen, T. Taste and smell. In: Birren, J. E. and Schaie, K. W.
(Eds.) Handbook of the Psychology of Aging.
Kenshalo, D. R. Age changes in touch, vibration, temperature,
kinesthesis and pain sensitivity. In Birren, J. E. andSchaie,
K. W. (Eds.) Handbook of the Psychology of Aging.
Welford, A. T. Sensory, perceptual and motor processes in older
adults. In: Birren, J. E. and Sloane, R. B. (Eds.) Handbook of
Mental Health and Aging, Englewood Cliffs, N. J. Prentice-Hall, 1981.
Mid-term examination.
8
?
Learning and Problem Solving
?
Chapter 18
Supplementary Readings:
Arenberg, D. and Robertson - Tchabo, E. A. Learning and aging. In:
Birren,
J.
E. and Schaie, K. W. (Eds.) Handbook of the Psychology
of Aging.
Sterns, H. L. and Sanders, R. E. Training and education in the elderly.
In: Turner, R. R. and Reese, H. W. (Eds.) Life-Span Develop-
mental Psycho y: Intervention. New York: Academic Press, 1980.
S
7
4.
3
?
6i
•1
ON
4.
?
.
WEEK
? TOPIC ?
READING
?
9 ?
Memory ?
Chapters 17, 20
Supplementary Reading:
Hines, T. M. and Fozard, J. L. Memory and aging: relevance of recent
developments for research and application. Annual Review of
Gerontology and Geriatrics. 1980, 1, 97-120.
?
10
?
Environment and Aging
?
Chapters 29, 30,
31.
Supplementary Reading:
Lawton, M. P. The impact of the environment-on aging and behaviour.
In: Birren, J . E. and Schaie, K. W. (Eds.) Handbook of the
Psychology of Aging.
?
11
?
Stress and Coping
?
Chapters 25, 26.
?
1
Supplementary Readings:
Eisdorfer, C. and Wilkie, F. Stress, disease, aging and behaviour.
In: Birreri,
J.
E. and Schaie, K. W. (Eds.) Handbook of the
Psychology of Aging.
12 ? Assessment and Treatment of
?
Chapters 1, 2, 3,
Behavioral Problems
?
5, 9.
Supplementary Readings:
Eisdorfer, C. and Cohen, D. The cognitively impaired elderly: differen-
tial diagnosis. In: Storandt, M., Siegler, C. C. and Elias, M.
F. (Eds.) The Clinical Psychology of Aging. New York: Plenum,
1978.
13
?
Final Exam Period
Papers should be turned in during the final week of the Semester.
p!
'Sup
MAIL IiES
c.c. W. Turnbull, Psychology
I
SiMON FRASER UNIVERSITY
MIMORA4DUM
To
.......
Mr ....Evan.
............
Overlap: GE.O
. ........
300
. .
& 400-3
.. ..........
Subled..................G ... S.. . .31
5.-
3.. .4-CO.-.3......
From.....
?
Robert•s
Faculty
C.z.
vJ.u.'L
of Arts
.ç•qii•ee
Date .....
$ptemb..28
s..
1981
The Faculty of Arts Curriculum Committee considered the
courses GERO 3004and GERO 400-3 in terms of overlap. The
Psychology Department expressed concerns about the overlap of
these courses with PSYC 456-5 which is currently in the calendar.
They have requested more time to discuss the issues involved.
I will let you know as soon as they contact me.
S. Roberts
SR/md
SiMON FRASER UNIVERSITY ?
Ti-
MEMORANDUM ?
-'
........
....r,M,..
?
VAR
s.,
................... . ....... .
From
...........
ae,..cTctaXy...tO...........
Registrar, ?
Faculty of Interdisciplinary Stuthes
.0W
ce. . o.f. .th. Re.gis.tr
.ax
............... .
?
.Cci
ibject.....................................................
... ?
COURSE PROPOIdS ?
.
Date...?
.. ?
...........................
'. ...
1981
Re: New Course Proposals.
G.S. 315-3, Introduction to Gerontology.
G.S. 415-3, Seminar in Applied Gerontology.
I.S.C. 81-13
The above-named courses were considered and approved
at a meeting of the Faculty of Interdisciplinary Studies
which was held on September
1, 1981.
It was the under-
standing of the committee that these couses, while they
were approved for separate offering in the interim period,
will be part of the Diploma Program in Gerontology if and
when that program is approved. Within the Diploma Program
in Gerontology these courses are designated as follows:
GERO 300-3, Introduction to Gerontology.
GERO 400-3, Seminar in Applied Gerontology.
These course proposals are forwarded to you for appropriate
direction.
7.
J'B/pgm
attachments
S
ILA
le.
/SC. 11-13
SENATE COMMITTEE ON
UNDERCRADUATE STUDIES?
NEW COURSE PROPOSAL FORM
.Interdisciplinary
1.
Calendar Information ?
Department: Studies
Abbreviation Code: G.S. Course Number: ?
315 Credit hours: 3 Vector: 2-1-0
Title of Course:
?
Introduction to Gerontology.
Calendar Description of Course: Examination of the aging process from a multi-
disciplinary perspective. Tie course will deal with physical and health factors
in aging, psychological aspects of behaviour In later life, economic and vocational
factors In aging, family and community relations of older people, social policy and
politics of aging. Throughout the course emphasis will be placed on normal aging.
Nature of Course Lectures/seminar.
Prerequisites (or special instructions): Sixty semester hour credits. GERO 300
must be completed first or as a co-requisite to the other required courses for
the Diploma in Gerontology.
What course (courses), if any, is being dropped from the calendar if this course is
approved: None
2.
Scheduling
How frequently will the course be offered? Once a year.
Semester içwJichthe course will first be offered? 1982-3
Which of your present faculty would be available to make the proposed offering
possible?
3.
Objectives of the Course
To provide students with
'a general introduction to gerontology as an academic
discipline,and as a profession. This course will provide students with the
necessary knowledge and background that will enable them to take more specialized
and advanced courses in gerontology.
4.
BudgetaryandSpaceRequirements (for information only)
What additional resources will be required in the following areas:
Faculty
Staff ?
The requirements for this course are part of
Library ?
the overall requirements-for the Diploma Program
in Gerontology.
Audio Visual
Space
Equipment
5.
Approval
Date:
?
o
Department Chairman
?
Dean
?
Chairman, SCUS
.
SCUS 73-34b: (When comoleting this form, for instructions see Memorandum SCUS 73-34a.
attach course outlinc
GERO 300-3 - INTRODUCTION TO GERONT3LOGY
PROPOSED COURSE OUTLINE
PART I: Frames of Reference
1. Perspectives on Aging
a) The life-span developmental perspective.
- b) Decremental models of aging.
c)
The bio-medical perspective.
d) Life stages as a frame of reference.
e)
Disengagement vs activity theory.
f)
The person-environment transactional approach.
g). Exchange theory as applied to the aqed.
2. Age vs Cohort Effects
3. Demography and Aging
a)
Changing trends in life expectancy.
b)
Profile of Canada's elderly population.
c)
Population projections and their implications.
d)
The concept of the "Dependency Rat.o".
PART II: The Aging Individual
1. Physical and Health Factors in Aging
a)
Acute and chronic disease.
b)
Functional capacity.
c)
Sensory changes.
d) Environmental stress and coping response.
e)
Nutrition.
f)
Exercise.
2. Psychological Aspects of Behaviour in Later Life
a)
Psychomotor skills.
b)
Learning and memory.
c)
Intelligence.
d)
Personality.
e)
Mental health.
f) Self-esteem.
....2
it
-2-
PART III: Social Institutions
I. Social Processes and the Later Years
a) Social stratification and the older person; posi-
tions, roles, norms; age-grading; concept of the
"generational stake".
b) Stereotypes about aging and the aged and their
implications.
2. Economic and Vocational Factors in Aging
a) Extent of financial problems of older people.
• ?
b) Income and the work picture.
c) Issues of retirement.
d) The older person as a consumer.
3. Marriage, Family and Community Relations of Older Persons
a)
Living arrangements of older people.
b)
Marital status and adjustment in the later years.
C)
Family relationships; concept of "intimacy at e
distance"; role inversion.
d) Sexuality and aging.
e) Secondary relationships and institutional supports
o
?
in the community.
f) Issues of independence and dependence in later years.
4. • Leisure and Recreation
a)
Patterns of leisure and recreation.
b)
Identity crisis as it relates to leisure roles:
fact or fantasy?
5. Religion and Aging
a)
Life cycle religious participation.
b)
Religiosity and life adjustment.
C)
Response from the institution of the church.
6. Social Policy aiid the Politics of Aging.
a)
Older people as the object of governmental programs
and policies.
b)
Political par:icipation of older people.
C).
Political power or older people. •
....3 ?
1Th
7. Death, Dying and Grieving
a)
The process of dying.
b)
Supports for the dying person.
C)
Bereavement and grief.
PART IV: Gerontology as a Field of Study and Professional
Practice
1. Contributi.ns and Principles
a)
Scientific study of aging.
b)
Multi-disciplinary emphasis.
C)
Attention to "successful" aging.
d) Consciousness raising.
2. Professional organizations.
3. Major journals and resources.
4. Professional and vocational opportunities.
9
GERO 300-3 - INTRODUCTION TO GERONTOLOGY?
PROPOSED READING LIST
I
Textbooks:
Schwartz, A. N. and Peterson, J. A., Introduction to Geron-
tology, New York, Holt, Rinehart and
Winston,
1979.
Stone, L. 0. and Fletcher, S., A Profile of Canada's Older
Population, Montreal, The Institute for Research on Pub-
lic Policy, 1980.
Supplementary Reading:
Atchley, R., The Social Forces in Later Life, 3rd Edition,
Belmont, California, Wadsworth, 1980.
Atchley, R. C., and Miller, S. 3., Older People and Their
Families. In: C. Eisdorfer (Ed.) Annual Review of
Gerontology and Geriatrics, Vol. 1. New York, Springer
1980.
Baltes, P. and Schaie, K., Aging and I.Q.: The Myth of the
,
?
Twilight Years. Psychology Today, July, 1974.
Barrow, C. M. and Smith, P. A., Aging, Ageism and Society,
New York, West Publishing Co., 1979.
Crandall, R. C., Gerontology: A Behavioral Science Approach,
Reading, Mass. Addison - Wesley, 1980.
Economic Council of Canada, One in Three:
Pensions
for Cana-
dians to 2030, Ottawa, The Council, 1979.
Government of Canada, Special Senate Committee on Retirement
?
Age Policies. Retirement Without Tears, Supply and
Services, Canada, 1979. Catalogue Number YC-2--304/5-
01-1.
Hickey, T., Health and Aging, Monterey, California, Brooks!
Cole, 1980.
Huyck, M. H., Growing Older, Englewood Cliffs, N.
3.,
Pren-
tice-Hall, 1974.
....2
Kalish, R. A., Late Adulthood: Perspectives on Human Develop-
ment, Monterey, California, Brooks/Cole, 1975.
Lutsky, N. S., Attitu
In: C. Eisdorfer
Geriatrics, Vol.
Marshall, V. W., Last
Dying, Monterey,
es toward Old Age and Elderly Persons.
(Ed.) Annual Review of Gerontology and
1. New York, Springer, 1980.
Chapters: A Sociology of Aging and
California,
Brooks
7 Col e,
1980.
Stoddard, S., The Hospice Movement - A Better Way of Caring
for the Dying, New York, Vintage, Brooks/Cole, 1978.
Troll, L. E., Miller, S. 3., and Atchley,
3. 3.,
Families
in Later Life, Wadsworth, 1979.
U. S. Department of Health, Education and Welfare. Working
With Older People: A Guide to Practice. Volume I.
The Knowledge Base. U. S. Government Printing Office,
1978, Catalogue number 726-83511606 1-3.
.
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES?
NEW COURSE PROPOSAL FORM
Interdisciplinary
1.
Calendar Information
?
Department:Studies
Abbreviation Code: G.S. Course Number: 415
?
Credit Hours:3 Vector: 0-3-0
Title of Course: Seminar in Applied Gerontology
Calendar Description of Course: Discussion of current issues in applied gerontology.
In line with the interdisciplinary nature of gerontology this course will have an
interdisciplinary orientation, drawing upon resource persons from various academic
departments within the university and practitioners in the community. Course re-
quirements include a program evaluation or a research paper.
Nature of Course Seminar
Prerequisites (or special instructions):
GERO 300 and at least one of the following:
Psych 357, Kin 461, Soc/Anth 461
What course (courses), if any, is being dropped from the calendar if this course is
approved: None
2.
Scheduling
How frequently will the course be offered? Once a year.
Semester in which the course will first be offered? 1983-1
Which of your present faculty would be available to make the proposed offering
possible?
3.
Objectives of the Course
To provide a forum for interdisciplinary discussion of current issues in applied
gerontology. One purpose of this seminar will be to strengthen the li,nk between
academics and'practitioners in the field of gerontology in an attempt to find
adequate solutions to the problems of aging and the aged through a team approach.
Another purpose will be to enable students to apply their knowledge of theory and
research in
g
erontology to a practical oroblem
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
Staff
Library
Audio Visual
Space
Equipment
5. Approval ?
Date:
The requirements for this course are part of
the overall requirements for the Diploma in
Gerontology.
2
Department Chairman
?
Dean
?
Chairman, SCIJS
SCUS 73-34b: (When completing this form, for instructions see Memorandum SCUS 73-34a.
attach course outline).
I
GERO 400 - SEMINAR IN APPLIED GERONTOLOGY
PROPOSED COURSE OUTLINE
WEEK
?
TOPIC
Introduction
-the relationship between theory, research
and practice in gerontology; an overview
-objectives and format of the course
-nature and purpose of student research projects
-discussion of ethical issues related to research
involving elderly subjects
2 ?
Issues and Problems in Diagnosisand Assessment
-the importance of considering the "whole" per-
son-in the context of his/her social, cultural
and physical environment
-invasion of privacy and other legal and human
rights issues
-when should proxies be used?
-forms: friend or enemy of the assessor
-the efficacy of formal psychometric tests
and clinical scales in evaluating the presence
and/or degree of altered brain function
-review and re-assessment: how often, by whom
and covering what?
?
I
-the terminal drop hypothesis: fact or artifact?
-where does responsibility begin and end?
?
3,4 ?
Institutionalization and Alternatives .
-who should be institutionalized?
-the mix of services
-the mix of people: intergration vs segregation
-the physical environment: design, size and
location
-relocation stress:
•
fact or fiction?
-cost/benefits of alternatives to institutional-
ization
?
5
?
Current Treatment Approaches: Who Benefits -
the Client, the Staff, Both or Neither?
-individualized treatment of excessive dis-
ability
-milieu approaches
-reality orientation
-remotivation
-psychotherapy
-behavior modification
S
0
.
L
WEEK
?
TOPIC
?
6 ?
Drugs
and
the Elderly
-drug abuse/misuse
-intervention and prevention
?
7
?
The Team Approach: Does it/can it work?
-role definition and acceptance
-ccmmunication: a key ingredient
-issues of responsibility
-the researcher as part of the team
-who speaks for the team?
?
8 ?
The Family and Services
-proximity, availability and willingness to
assume responsibility
• ?
-quality of care
-the burden of providing care
-the family and institutionalization
-family policy
?
9
?
Elder Abuse
-frequency and nature of abuse
•
?
-characteristics of the abused and the abuser
• ?
-causes of abuse
-learned helplessness
-abuse and public policy
-intervention and prevention
?
10 ?
Suicide and the Aged
-frequency
-means of lethality
-precipitating .factors and motives
-intervention and prevention
?
11 ?
Identifying and Meeting the Needs of Special
Groups
-the mentally impaired elderly
-the elderly alcoholic
• ?
-the retarded elderly
-minority elderly ? •
12,13
?
Presentation of Reports of St.u'ent Research
Piojects. ?
S ?
S
• ?
'S
GERO 400 - SEMINAR IN
APPLIED GERONTOLOGY
PROPOSED READING LIST
Introduction:
The
R
elationship Between Theory, Research
?
and Practice in Gerontology
Bell, B. D., (Ed.) Contemporary Social Gerontology: signi-
ficant De - velopments in the Field
of
111. Charles C. Thomas, 1976.
?
Aging, Springfield,
Section II. Theories
of Aging: Scientific and Applied.
Birren, J. E. and Renner, V. J., Research on the Psychology
Birren
of Aging:
and
Principles
K. W.
Schaie,
and
Handbook
Exp
erimentation.
of the Psychology
In: J. E.
of
Aging, New York, Van Nostrand Reinhold, 1977.
Reich, W. T., Ethical Issues Related to Research Involving
Elderly Subjects, Gerontologist, 1978, 18 (4) 326-337.
Sacher,G.
Review
A.,
of
Theory
Ger
ontology
in Gerontology:
and Geriatrics,
Part
1978,
I.
In:
1, 3-25
Annual
Diagnosis and Assessment
Jarvik, L. F., Diagnosis of Dementia in the Elderly: A 1980
Perspective. Annual Review of Gerontology and Geriatrics,
1980, 1, 180-203.
Schale, K. W. and Schaie, J. P., Clinical Assessment and
Aging.
Handbook
trand Reinhold,
In:
of the
J.
1977.
?E.
s 1 c
Birren
ho1oyof
and
Aging,
K. W.
New
Schaie
York,
(Eds.).
Van Nos-
Siecjier, I. C., The Terminal. Drop Hypothesis: Fact or Arti-
fact? ?
1975, 1 (1) 169-185.
S
to
L
"::;cj, ?
. C. and Elias, M. P. (Eds.) The
New York, Plenum Press,
1978.
Section
J - Cognitive Assessment.
I
nsti
t u
tionalization and Alternatives
Blenkner, M., Bloom, M., and Nielsen, M. A Research and
De
m
onstration Project of Protective Services, Social
Casework, 1971, 52, 483-499,
S
-2-
Borup, J. H. and Gallego, D. T., Mortality as Affected by
. ?
Institutional Relocation: Update and Assessment.
Gerontologist, 1981, 21 (1), 8-16.
Bourestom, N. and Pastalan, L., The Effects of Relocation on
the Elderly: A Reply to Borup, J. H.,' Gallego, D. T.
and Hefferrnan, P. G., Gerontologist, 1981, 21 (1), 4-7.
Brody, E. M., Long-Term Care of Older People: - A Practical
Guide, New York, Human Services. Press, 1977. Chapter 16-
issues of Care and Treatment.
Dunlop, B. D., Expanded Home - Based Care for the Impaired
Elderly: Solution or Pipe Dream? American Journal of
'
Public Health, 1980, 70 (No.. 5) , 514-519.
Kosberg, J. I. and Tobin,,S. S., Variability Among Nursing
Homes, Gerontologist, 1972, 12 (3, Part 1), 214-219.
Lawton, M. P., Environment and Aging, Monterey, Calif., Brooks/
Cole,' 1980.
U.S. Department of Health, Education and Welfare, Working With
Older People: A Guide to Practice, Vol. 2: Human Ser-
vices, U.S. Government Printing Office, 1978. Catalogue
( ?
No. 726-835/1606, 1-3.
Vincente, L., Wiley, J. A. and Carrington, R. A. The Risk
of Institutionalization Before Death, Gerontologist,
1979., (4), 361-367.
Efficacy of Current Treatment Approaches
Blum 3.. E. and Tross, S., Psychodynamic Treatment of the
Elderly: A Review of Issues in Theory and Practice,
Annual Review of Gerontology and Geriatrics, 1980, 1,
204-234. ?
-
Brody, E. M., Long-Term Care of Older People - A Practical
Guide, New York, Human Services Press, 1977, Chapter
17 - Experimental Treatment Programs.
Burnside, 1. M., Working With the Elderly: Group Processes
and Techniques. North Scituate, Mass. Duxbury Press,
1978, Chapters 9, 10, 13-18.
_.1
-3.-
Drugs and the Elderly
Fann, W. E. and Maddox, G. L., Drug Issues in Geropsychiatry,
Baltimore, Williams and Wilkins, 1974.
Davis, R. H. and Smith,
W. K.,
'Drugs anS the Elderly, Los
Angeles, University of Southern California, Ethel Percy
Andrus Gerontology Centre, 1973.
The Team Approach
Carp, F., The Realities of Interdisciplinary Approaches: Can
the Disciplines Work Together to Help the Aged? In:
A. N. Schwartz and I. N. Mensh (Eds.), Professional
Obligations and Approaches to the Aged, Springfield,
Ill., Charles C. Thomas, 1974.
Jarvik, L. F. and Cohen, D., Relevance of Research to Work
With the Aged, In: A. W. Schwartz and I. N.
'
Mensh (Eds.),
Professional Obligations and ApproaThes to the _Aged,
Springfield, Ill, Charles C. Thomas, 1974.
Elder Abuse
Block, N. R. and Sinnott, J. D. (Eds.), The Battered Elder
Syndrome: An Exploratory Study. University of Mary-
land, Center' on Aging, November 1979.
O'Malley, H., Segars, H., Perez, R., Mitchell, V. and Knepfe1
G. M.
Elder.Abuse in Massachusetts
?
A Survey of Pro-
fessionals and Paraprofessionals, Commonwealth of Massa-
chusetts, Department of Elder Affairs. June 1979, (mimeo)'.
The Family and Services
Archbold, P., Impact of Caring for an Ill Elderly Parent on
the Middle-Aged Elderly Offspring Care-Giver. Paper
presented at the 31st Scientific Meeting of the Gero-
tological. Society, Dallas, Tx., November, 1978.
Cath,
S. G.,
The Institut
j
.,na]jzatjon of a Parent - A Nadir
Of Life, Journal of Geri.:'trjc Psych:a, 1972, 5 (1),
25-46.
Danis, B., Stress in Individuals Caring for Ill E1der1y.
Relatives. Paper Presented at the'31st Scientific
Meeting of the Gerontological Society, Dallas, Tx.,
November, 1978.
?
. '
-4-
Shanas, S. E., Social Myth as Hypotheses: The Case of the
Family Relations of Old People. Gerontologist, 1979,
19, 3-9.
Soyer, D., Helping the Family to Live with Itself. Journal
of Geriatric Psychiatry, 1972, 5 (1), 52-65.
Tobin, S. S. and Kulys, R., The Family and Services. In:
Review of Gerontology and Geriatrics,
1
980, 1, 370-399.
Suicide and The Aged
Miller, M., Suicide After Sixty - The Final Alternative,
New York, Springer, 1971.
Special Groups
Di Giovanni, L., The Elderly Retarded: A Little Known Group.
Gerontologist, 1977, 17, 297-302.
Frankfather, D., The Aged in the Community - Managing Senility
and Deviance, New York, Praeger, 1577.
CGelfard, D. E., and Kutzik, A.
1L,
Ethnicity and Aging:
Theory, Research and Policy, New York, Springer, 1970.
Zinberg, S, The Elderly Alcoholic. Gercitologist, 1974,
14 (3), 221-224.
