Changing Paradigm for Supporting Aging Individuals' Health and Well-Being: A Framework for Professional Development

Autor/inn/en	Kemeny, Elizabeth; Mabry, J. Beth
Titel	Changing Paradigm for Supporting Aging Individuals' Health and Well-Being: A Framework for Professional Development
Quelle	In: Schole: A Journal of Leisure Studies and Recreation Education, 30 (2015) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-156X
Schlagwörter	Well Being; Aging (Individuals); Aging Education; Professional Development; Transfer of Training; Leisure Education; Older Adults; Social Psychology; Developmental Disabilities; Comorbidity; Geriatrics; Educational Gerontology; Course Content; Delivery Systems; Experiential Learning; Social Structure; Performance Factors; Personality; Individual Needs; Health Services; Training Methods + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Aging; Altern; Ageing education; Altenbildung; Training; Transfer; Ausbildung; Freizeitpädagogik; Älterer Erwachsener; Sozialpsychologie; Entwicklungsstörung; Alterswissenschaft; Geriatrie; Geragogics; Geragogik; Kursprogramm; Auslieferung; Experiental learning; Erfahrungsorientiertes Lernen; Sozialstruktur; Leistungsindikator; Personalität; Health service; Gesundheitsdienst; Gesundheitswesen; Didaktik; Trainingsmaßnahme
Abstract	This study addresses the transfer of training to quality care practices among leisure services professionals who serve older adults by applying the Social Structure and Personality approach, a social psychology framework that accounts for layers of influence in that process. Multiple demographic and policy changes contribute to a need for a paradigm shift in services for aging persons in the community. In order to educate pre-professionals and professionals in leisure services areas who work with aging people, training should include meeting the needs of older adults from diverse situations, including those aging with developmental disabilities and multiple chronic conditions. In order to address this need, the Association of Gerontology in Higher Education (2014) and the Geriatric Treatment Network of the American Therapeutic Recreation Association (Richeson & Sardina, 2014) identified competencies for geriatric education. Defining the appropriate content of education is a necessary first step, but is not sufficient for transfer of training to practice. Additional factors include the methods for delivery of education, such as reflective and experiential learning. The Social Structure and Personality (SSP) framework provides a useful model to understand the layers of factors involved in translating education to outcomes for older adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01