Description:

Social aspects of aging will be identified. Areas of special interest will include research themes and demographic trends; aging and its relationship to family, the economy, politics, religion and education; the effect of cultural values on behavior; and the future of the elderly. 3 hrs./wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Prerequisites: NONE

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

The overall objective of the course is to familiarize the student with
various aspects of the field of social gerontology with particular emphasis
on dispelling the myths that distort our view of the aging process.

Upon successful completion of this course the student should be able to:

1. Describe the various perspectives on aging which have been proposed by the fields of sociology, psychology and biology.
2. Formulate informed ideas about the older population using current scientific research material.
3. Discuss intelligently and pose possible solutions to the many issues and challenges an older population presents for the society at large.
4. Be able to dispel the stereotypical myths about aging, particularly distinguishing between the effects of ill health and the effects of the aging processes.
5. Demonstrate knowledge about the diversity of the older population.
6. Demonstrate an ability to research a specific topic in aging, and orally, or in a written report, present the findings to the class in a professional and intelligent manner.

Content Outline & Competencies:

I. The Emergence of Gerontology
   A. Trace demographic trends over time.
   B. Explain the challenges of an aging population.
   C. Contrast the myths in the public perception of aging with reality.

II. Theoretical Perspectives of Aging
   A. Examine the interplay between research and theory.
   B. Analyze and demonstrate knowledge of the following theories:
      1. Disengagement theory.
      2. Activity theory.
      3. Human development theories.
      4. Continuity theory.
      5. Age stratification theory.
      6. Exchange theory.
      7. Symbolic interaction labeling perspective.

III. Cross-Cultural and Historical Approach to Aging
   A. Explain the demographic transition and its relationship to the
world's aging population.
   B. Study aspects of Modernization theory.
   C. Recognize determinants of the status of the aged.
   D. Examine cross-cultural effects on the position of elders in
society.

IV. Physiology and Biological Correlates of Aging
   A. Demonstrate an awareness of changes in physiology due to aging.
   B. Compare and contrast biological theories of aging.
   C. Differentiate health-related changes from aging changes.
   D. Summarize the sociological aspects of health as related to the aging
process.

V. Psychological Variations in Elders
   A. Examine performance and psychological changes.
   B. Contrast personality stability with change in personality over
time.
   C. Describe age identity and its effects on self-perception in later
life.

VI. Norms, Constraints and Socialization in Later Life
   A. Describe the normative constraints for the aged.
   B. Examine societal attitudes toward old age.
   C. Differentiate adjustment to old age in various social classes.
   D. Explore gender differences in longevity.

VII. Minority Groups and the Aging Process
   A. Identify the demographic characteristics of various groups.
   B. Examine the subcultural and value differences in approaches to
aging.
   C. Describe the characteristics of aging for Asian Americans.
   D. Describe the aging process for Native Americans.

VIII. Changing Roles in Later Life
   A. Analyze the following life situations:
      1. The marital relationship.
      2. Intergenerational relations.
      3. Grandparenthood.
      4. Widowhood.
      5. Second marriages and alternative life-styles.
      6. Retirement.

IX. Effects of Living Environments on Elders
   A. Debate the residential segregation of the aged issue.
   B. Explore factors of design and environment in housing for elderly.
   C. Ascertain residential choices for the aged.
   D. Analyze the effects of institutionalization and relocation on
elders.
   E. Construct sociability with isolation for elders.

X. The Economics of Aging
   A. Summarize the needs of older Americans.
   B. Ascertain the sources of income for elders.
   C. Analyze the relationship between poverty and aging.
   D. Describe the effects of inflation on the income of elders.

XI. Exploitation of the Aged
   A. Examine the criminal victimization of elders.
   B. Identify confidence games and frauds which exploit elders.
   C. Demonstrate knowledge of abuse of elders.

XII. Politics and the Aged
   A. Review the political participation of elders.
   B. Analyze intergenerational conflict.
   C. Examine the correlation between political conservatism and age.
   D. Learn about social services available for older Americans.
   E. Explore the future direction of service programs.

XIII. Religion and Aging
   A. Identify the relationship between church attendance and age.
   B. Compare religious ritualism with private devotionalism.
   C. Explore the relation between religiosity and life satisfaction.
   D. Clarify the role of the aged in churches.

XIV. Future Issues of the Aged
   A. Examine the future of the gerontological discipline in the following
areas:
      1. Theory of aging.
      2. Health-related issues.
      3. Retirement issues.
      4. Family issues.
      5. Post-industrial society.
      6. Values.
      7. Government services.

OPTIONAL CONTENT:

Guest speakers on relevant issues.

Field trips to various institutions or agencies providing services for the
older population.

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

1. Three exams that will include multiple choice and short essay
questions.  (50% of total grade)
2. A final exam.  (25% of grade)
3. A research project presented in class (including a typed detailed
outline and page of references) or a 7-10 page typed research paper.  (25%
of grade)

Caveats: NONE

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.