Grandparent Education for Assisted Living Facilities

Autor/inn/en	Strom, Robert D.; Strom, Paris S.
Titel	Grandparent Education for Assisted Living Facilities
Quelle	In: Educational Gerontology, 43 (2017) 1, S.11-20 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2016.1231518
Schlagwörter	Grandparents; Residential Care; Quality of Life; Older Adults; Community Education; Cooperative Learning; Helping Relationship; Help Seeking; Volunteers; Teacher Aides; Elementary Schools; Program Effectiveness; Social Networks; Communication Skills; Surveys; Family Programs; Intergenerational Programs; Attitude Measures + Suchen Sie Ihr Suchwort? Großeltern; Lebensqualität; Älterer Erwachsener; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Kooperatives Lernen; Helfende Beziehung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Freiwilliger; Handreichung; Lehrerhilfe; Elementary school; Grundschule; Volksschule; Social network; Soziales Netzwerk; Kommunikationsstil; Survey; Umfrage; Befragung; Family program; Familienprogramm
Abstract	The assisted living population is forecast to increase at a rapid rate. Quality of life for residents should be improved by giving greater attention to their cognitive, emotional, and social needs. A university lifespan development team provided a grandparent education course at a large assisted living facility with the assistance of 20 resident volunteers (ages 77-91). The volunteers were trained to guide small classes. Scheduling allowed participants to attend 90-minute sessions; average weekly attendance was 65 residents. Cooperative learning principles were introduced to govern the processes used for class instruction and ensure mental stimulation. The guidebook lessons included grandparents giving and seeking advice, understanding child and adolescent development, goals and expectations of modern families, recognizing parent success, managing family conflicts, learning in later life, drugs and sex, living in single and blended families, and the influence of media and technology. Participants also volunteered as teacher assistants in elementary schools because they wanted to help children and better understand changes taking place in schools. Most participants reported that the major benefits were developing a supportive social network in the facility and acquiring group communication skills. Performance on the Teamwork Skills Inventory confirmed learning in the social context. The year-long program demonstrated that people in the oldest age group can benefit from a cost-free strategy for education about family development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01