Embed Size (px)
Citation preview
GERO 121/221: S20 1/8/20
GERO 121/221
Strategies for Optimal Aging
Donna Jensen, PhD, LCSW, MSWSpring 2020
Bridalveil Creek - Yosemite National Park 2016
1
GERO 121/221: S20 1/8/20
Table of ContentsCourse Description:.................................................................................................................3
Learning Outcomes:................................................................................................................3
Required Texts:.......................................................................................................................3
Recommended Reading:..........................................................................................................3
Gerontology Department Learning Outcomes.........................................................................4
Frequently Used Websites.......................................................................................................4
Course Information.................................................................................................................4
Outcome Evaluation Methods.................................................................................................7
Evidence-based Research Article Requirements.......................................................................8
Learning Opportunities & Course Assignments........................................................................9
Personal Bio-Sketch & Personal Health Promotion Assignment.......................................................10Personal Health Promotion Plan.........................................................................................................................11
Personal Biosketch & Health Promotion Assignment Grading Rubric...............................................12
Gerontology Renaissance Mentor Reminiscence Project........................................................13
Renaissance Mentor Project Guidelines.................................................................................16
Reflection #1 – Mentor Biographical Sketch & Eco-Map........................................................17
ECOMAP................................................................................................................................18
Reflection # 1 – BioSketch & Eco-Map Rubric......................................................................21
Reflection #2 – Prominent Moments in Mentor’s Life.............................................................22
Reflection #2 – Prominent Moments Rubric....................................................................................23
Mentor Project Proposal.......................................................................................................24
Mentor Project Proposal Rubric......................................................................................................24
Reflection #3 – Core Gifts, Role Transistions..........................................................................25
Renaissance Mentor Project Reflections Rubric #3..........................................................................26
Reflection #4 – Legacy, Place, Purpose in Life........................................................................27
Renaissance Mentor Project Reflections Rubric...............................................................................28
GERO 221 Additional Assignments........................................................................................29
2
GERO 121/221: S20 1/8/20
California State University SacramentoDepartment of Gerontology
GERO 121/221 - Strategies for Optimal AgingSpring 2020
Class Time: Mondays 5:30-8:20 Location: AIRC 1007Professor: Dr. Donna Jensen LCSW, Ph.D.Email: [email protected]: Office: 916-278-2561 Cell: 530-864-7806 (Texting OK, just be sure to include your name with text)Office Hours: Mondays & Tuesdays 2:30-4:30, or by appointment – Benicia Hall 1016
__________________________________________________________________ Course Description: This course is an in-depth, interdisciplinary, and holistic exploration of health promotion and adaptation paradigms that facilitate optimal and productive longevity. Hardiness and self-efficacy theories along with expectations and experiences enhancing quality of life are explored. Interactions among such variables as activity, diet, exercise, work/leisure, attitudes/beliefs, humor, living environments, spirituality, and social networks are investigated within the contexts of gender, economic, and cultural perspectives. 3 units
Learning Outcomes:After completion of readings, class experiences, and assignments, the learner will be able to:
1. Investigate own, older adults’ and society’s beliefs and experiences about parameters and requirements for optimal aging.
2. Analyze interactions among hardiness and self-efficacy theories and optimal aging.3. Analyze how selected keys to optimal aging are mediated by health promotion and
adaptation paradigms.4. Create a case study reflecting a success model based on an oral history with an oldest-old
adult.5. Explore community resources providing activities and services for older adults and their
families.6. Create a personal evidenced-based optimal aging action plan.
Required Texts:Bengtson, V.L. & Settersten Jr., R.A. (Eds). (2016). Handbook of theories of aging. New York,
NY: Springer Publishing. (you will also be utilizing this text for GERO 122, 130 & 131).
Butler, R.N. (2010). The longevity prescription. N.Y.: Avery
3
GERO 121/221: S20 1/8/20
Publication manual of the American Psychological Association (7th ed.). (2019). Washington, DC: Author. (you will be utilizing this text for all of your GERO classes)
Recommended Reading: Butler, R. N. (2008). The longevity revolution: The benefits and challenges of living a long life.
NY: Public Affairs Books. Freedman, M. (2007). Encore: Finding work that matters in the second half of life. NY: Public
Affairs Books.Moody, H.R., & Sasser, J.R. (2012). Aging: Concepts and conversations (7th ed.). Thousand
Oaks, CA: Sage Pub.McLeod, B. W. (2002). And thou shalt honor. Atascadero, CA: Rodale, Inc. (Classic book).Pipher, M. (1999). Another country: Navigating the emotional terrain of our elders. N.Y.:
Riverhead Books.
Gerontology Department Learning OutcomesUpon the completion of the gerontology program of study the student will:
1. Demonstrate understanding of fundamental interdisciplinary evidence-based knowledge, skills, values, and current trends as a basis for competent gerontological practice. (1, 2, 5)
2. Demonstrate critical thinking when analyzing diverse and complex aging issues and outcomes for older adults, families, and society from an interdisciplinary perspective that is grounded in the sciences, social sciences, and humanities. (1, 2, 3, 5)
3. Synthesize and apply learned interdisciplinary theories and research in applied settings. (1, 2, 3, 4, 5.)
4. Demonstrate social and cultural awareness, sensitivity, respect, and support of multiple perspectives when interacting with others. (2, 3, 4, 5)
5. Exhibit personal and social responsibility, and ethical and professional behavior in all settings. (4, 5)
6. Exhibit effective use of basic communication (written, oral and interpersonal) skills and information technology needed in a global information society. (3 & 4)
Note: (numbers relate to the five (5) Sacramento State Baccalaureate Learning Goals (2009).
Frequently Used WebsitesCSUS Library: http://library.csus.edu/Canvas: https://csus.instructure.com/Various Aging-Related Websites: http://www.rrf.org/resources/aging-related-websites
Course InformationBasic Needs SupportIf you are experiencing challenges in the area of food and/or stable housing, help is just a click, email or phone call away! Sacramento State offers basic needs support for students who are experiencing challenges in these areas. Please visit our Basic Needs website to learn more about your options and resources available. https://www.csus.edu/basicneeds/
Services for Students with Disabilities http://www.csus.edu/sswd/
4
GERO 121/221: S20 1/8/20
If you have a disability and require accommodations, you need to provide disability documentation to SSWD, Lassen Hall 1008 (916) 278-6955 The office is open Monday to Friday from 8:00 a.m. - 5:00 p.m. All matters related to students with disabilities are treated as CONFIDENTIAL. Students are strongly encouraged to request accommodations as early as possible since it can take several weeks or more to facilitate requests. Please discuss your accommodation needs with me after class or during my office hours early in the semester.
Academic Dishonesty Policy and ProceduresCheating at CSUS: cheating is the act of obtaining or attempting to obtain credit for academic work using any dishonest, deceptive, or fraudulent means. Cheating at CSUS includes but is not limited to:
Copying, in part or in whole, from another’s test or other evaluation instrument Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid
of writing the exam not permitted by the instructor; Work previously graded in another course unless doing so has been approved by the
course instructors or by department policy. Submitting work simultaneously presented in more than one course, unless doing so has
been approved by the respective course instructors or by the department policies of the respective departments.
Altering or interfering with grading or grading instructions; Sitting for an examination by a surrogate, or as a surrogate; Any other act committed by a student in the course of his or her academic work that
defrauds or misrepresents, including aiding or abetting in any of the actions defined above.
Also please refer to University Website: CSU, Sacramento Academic Honesty Policy ( http://www.csus.edu/umanual/student/stu-0100.htm )
Plagiarism: Plagiarism is a form of cheating. At CSUS plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person’s contribution. Regardless of the means of appropriation, incorporation of another’s work into one’s own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at CSUS includes but is not limited to:
1. The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence, copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another’s work as
5
GERO 121/221: S20 1/8/20
one’s own) and failure to include quotation marks on material that is otherwise acknowledged; and
2. Representing as one’s own another’s artistic or scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works.
Writing Standard Guidelines and RubricMost CSUS courses use the CSU Sacramento Advisory Standards for Writing. Please see this rubric in Canvas. It will help you decide if you have written the level of paper you want to turn in. It is used along with any course grading rubrics to analyze your papers. Please utilize this resource, as quality written work is extremely important to passing this course.
Paper FormattingAll papers (except papers written in-class) must be typed and in APA format - Publication Manual of the American Psychological Association 7th ed. (APA) is a required text for this, and all other Gerontology courses. If you are familiar with APA, please update yourself on the changes in the 7th edition. You can also check out these helpful websites: https://owl.english.purdue.edu/owl/resource/560/01/ or www.apastyle.org (click on Style Tips). You can also check the CSUS library site (www.library.csus.edu). If in-class papers are unreadable, they will not receive credit.
Key Components of APA format to be used when typing your papers include: A properly formatted title page. (*This has changed from APA 6th edition) Double-spaced; “accessible” font (i.e. Times New Roman-12 pt, Calibri-11pt, Arial-11pt,
Lucida Sans Unicode-10pt, and Georgia-11pt 1" margins on all sides. Header: The title of the paper is flush with the left margin, and number all pages in upper
right-hand corner (numbering Title Page is optional). Indent 5 spaces-first line of every paragraph. Sources must be referenced in the text of the paper, example: Hoyer and Roodin (2003)
with a reference list at the conclusion of the paper. All direct quotes must be referenced with source, year, and page number.
If the source is from the Internet, please refer to the APA Website: http://www.apastyle.org/elecref.html or refer to the APA Manual 7th edition for examples.
Reference Page is double-spaced and utilizes hanging indentation.
Use of Technology in the ClassroomStudents may use audio/video recording devices for the purpose of recording lectures ONLY with specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to audio/video record. Students who are permitted to audio/video record lectures may only do so for personal use in study and preparation related to the class and must destroy any audio/videotapes when no longer needed for academic work, or at the end of this academic semester, whichever comes first. The audio/videotapes are recognized as sources, the use of which in any academic work is governed by rules of academic conduct delineated by
6
GERO 121/221: S20 1/8/20
the Department and University. Audio/videotapes of lectures are to be treated as (HIPAA protected) confidential material and may only be played in a secure and private environment. Students who require audio/videotaping accommodations because of an educational plan set forth by the Services to Students with disabilities (SSWD) office must provide faculty with written documentation at the start of the semester per University policy.
Students may use computers in the classroom for note-taking purposes with the specific permission of each individual faculty member in the course, otherwise the use of laptops, tablets, and phones are prohibited. Faculty reserves the right to refuse permission to use computers in the classroom if such use becomes disruptive for other students or the faculty member.
Outcome Evaluation MethodsThe following assignments will be evaluated by established objectives/rubrics and will determine the student’s final grade. More detailed assignment descriptions follow in the Assignment section. The individual assignment percentages are as shown to the right:
Personal Biographical Sketch & Health Promotion Plan 24 Renaissance Mentor Reflections (4)
o Reflection 1 28o Reflection 2 28o Project Proposal Template 15o Reflection 3 35o Reflection 4 50
Class Attendance & Participation* 10Research Paper (221 students) 34TOTAL POINTS 190 (121)/224 (221)
*I use several criteria in addition to attendance such as being on time, not leaving class early, actively participating in class, using appropriate language in class discussions, turning in assignments on time, etc.
University standards for course grades (based on percentages):
93-100 = A 73-76 = C90-92 = A- 70-72 = C-87-89 = B+ 67-69 = D+83-86 = B 63-66 = D80-82 = B- 60-62 = D-77-79 = C+ 59 & below = F
All assignments are due and must be turned in before or at the beginning of class unless alternative plans have been made with the professor prior to class. Any Canvas assignments are due according to the Assignment Outline. Late assignments are subject to a 5 point per day deduction and must be previously cleared with faculty. This clearance must be in writing (email) from the professor. Students must complete all assignments in order to pass the course.
7
GERO 121/221: S20 1/8/20
Assignments must follow syllabus directions, or they will be returned unread/ungraded. Completion of the assignment for a grade will then be negotiated with the professor. No more than 78% will be given.
All assignments except in class papers must be typed in APA format or they will not be accepted. Those assignments sent to the professor electronically MUST be in .doc or .docx format.
Students will be allowed to revise and resubmit ONE assignment of their choosing. The revised grade will be no more than 78% of the total points of the original assignment. See Course Planner for due date of the revised assignment. REVISIONS WILL NOT BE ACCEPTED AFTER THIS DATE.
Any form of cheating or plagiarism is taken seriously by the University, College, Department, and faculty. Any cheating offense will be reported following University guidelines and may result in failure of the assignment/exam or the course.
Methods of InstructionDiscussion, Canvas, individual and group experiential application exercises, readings, Internet exploration, reflective writing assignments, lectures, and video.
Online ComponentThis course requires use of Canvas for its online component. Access of Canvas is through the main CSUS home page portal and requires use of the student’s SacLink ID and password. Tutorials are available on the course site. Students are expected to use email, discussion, and look for announcements throughout this course weekly. Online assignments will be sent to the appropriate Canvas folder by the time designated on the Assignments-at-a-Glance Outline. If you do not have a computer, you are expected to use one on campus to complete your assignments. Failure to do so will affect your grade.
Evidence-based Research Article Requirements Some assignments will require the use of evidenced-based research articles. It is important that you know how to recognize an evidenced-based research article. These are scholarly articles typically found in professional peer-reviewed journals (not to be confused with professional magazines or newspapers). Please ask Dr. Jensen if you are confused about evidenced-based research articles. Rachel Stark, Health Sciences Librarian is also a great resource for all your research needs [email protected]. Indicators that the article is evidenced-based are:
o The article discusses a research studyo Contains a sample population/sizeo Discusses methodologyo Discusses results of a study
8
GERO 121/221: S20 1/8/20
Learning Opportunities &
Course Assignments
9
GERO 121/221: S20 1/8/20
Personal Bio-Sketch & Personal Health Promotion Assignment
PurposeTo practice composing a Bio-Sketch that reflects the learner’s life. To create a personal Health Promotion Plan that addresses health promotion throughout the semester.
OutcomeLearners explore various components of their life and write them in a formal format.Learners explore healthy behaviors for self-care.
Bio-SketchA focused biographical sketch is based on specific components and is written in paragraph form. The sketch describes a person so that someone who does not know them can learn something about the individual. You will do this for yourself (Personal) and for your mentor (Reflection #1).
For this assignment: What should I know about you? answer each of the following components by writing your Personal BioSketch into paragraph form; no more than 2 pages (not including APA title page).
Your Age How do you describe yourself? Place of birth, if not native to the area, what brought (you) them here Relationship status (partnered, married, widowed, single) Number of siblings, children, grandchildren: ages, genders, birth order, etc. Educational background Occupation(s) - current & previous What is a fun fact about you? Hobbies and interests What you consider as your biggest accomplishments in life to date What you consider as your happiest moments in life to date Your dreams & plans for the future If there were a book written about (your) their life, what would the chapters be titled? Any other things you’d like to share with your mentor…
After you get your graded BioSketch back, make any corrections/additions (email or take hard copy) to your first Renaissance Mentor meeting and share.
Personal Health ContractCreate and complete your own Personal Health Contract (see below) and make a sample monthly Activity Calendar to show how you plan to meet your Health Goal(s). This plan will be for the semester. You can use the calendar format of your choosing, you just need to be able to turn in a copy of the calendar (September, October & November) to Dr. Jensen (screen shots OK).
10
GERO 121/221: S20 1/8/20
Personal Health Promotion Plan
After completing Butler’s Longevity Index (pgs. 14-16 of Butler text) create and complete your own Personal Health Contract (below) based on your results and what health goals YOU would like to work on this semester. Make a sample monthly Calendar to show how you plan to meet your health goal(s). You can use the calendar format of your choosing, you just need to be able to turn in a copy of the calendar (Sept, Oct, Nov) to Dr. Jensen (screen shots OK).
Personal Health Contract
Longevity Index Score: ______
Based on the Longevity Index and my reflection, my two health goals for this semester are: 1. _________________________________________________________________________ _________________________________________________________________________
2. _________________________________________________________________________ _________________________________________________________________________
Motivators that will help me reach my health goals are:1. ________________________________________________________________________ ________________________________________________________________________
2. ________________________________________________________________________ ________________________________________________________________________
Barriers that may interfere with reaching my health goals & solutions are:1. ________________________________________________________________________ ________________________________________________________________________
2. ________________________________________________________________________ ________________________________________________________________________
For social or emotional support in reaching my health goals & objectives I will:1. ________________________________________________________________________ ________________________________________________________________________
2. ________________________________________________________________________ ________________________________________________________________________
Jensen, D. (2018)
11
GERO 121/221: S20 1/8/20
Personal Biosketch & Health Promotion Assignment Grading Rubric
Student: Date:
Components ScoreThoroughly Completes Personal Biosketch /7Grammar, Spelling, APA /3Thoroughly Completes Own Health Promotion Plan /7Thoughtfully Identifies Dates/Times/Activities, etc. on Health Promotion Calendar (three months turned in). Thoughtful = not same week just cut and pasted throughout
/7
TOTAL: /24
12
GERO 121/221: S20 1/8/20
Gerontology Renaissance Mentor Reminiscence Project(Combined Reflections 1 – 4 and Final Product)
PurposeTo learn engagement and relationship building skills with older adults. To learn and utilize interview skills to create a “life story” project for your Gerontology Mentor.
Student OutcomesAfter completion of this project you will:1. Gain experience in how to engage with older adults. 2. Demonstrate self-awareness about the process of aging for yourself and others.3. Understand attitudes and myths that are held by society in general about aging and older
adults in our communities.4. Have a greater understanding for how responses to physical, cognitive, and psychosocial age-
related changes are impacted by culture and gender.5. Learn about generational differences and how they impact personal values and how people
age.
This semester you will have the opportunity to work in an older adult from the Renaissance Society on a Life Review project. Over the course of the semester, you will meet with your mentor at least four times to complete four assignments. You will undoubtedly gain MUCH information about your mentor during these assignments. After completing these assignments, you will compile the information into a larger Reminiscence Project to be given to your mentor as a gift. The project can come in many forms. This is the opportunity for you to be as creative as you can be to develop a thoughtful reminiscence gift for your mentor. Possible ideas for the gift are:
Video or Audio Story Portfolio Booklet Paper (narrative writing either typed or NICELY handwritten) Slideshow Storyboard (hard copy or video) Poster
The Reminiscence Project will cover different developmental stages of your mentor’s life: childhood/youth, young adulthood, midlife, and older adulthood. The different assignments will explore areas such as: your mentors identity formation, prominent moments in their life, their outlook on life and the legacy they would like to leave.
1. Biosketch (identity formation)a. Where are they from? Research on the area at the time they lived there (i.e. what
was Shingletown like in 1976?) 2. Prominent moments in their life, family traditions, their philosophy on successes and
hardships/challenges, outlook on life… 3. Core Gifts & Legacy
13
GERO 121/221: S20 1/8/20
4. Final Mentor Project & Reflection
In addition to the Reminiscence project, you will also conduct an assessment on your mentor’s health (physical, psychological, emotional, spiritual, etc) and create a Health Promotion plan for them based on your findings (EBHP assignment).
Experience DirectionsPart I – Preparation (first three weeks of readings and class) 1. Read: The life story (Atkinson, 1998).2. Develop sample questions you can use to guide your interview.
a. Although the less structure a life story has the more effective it is, be prepared to guide the interview with questions addressing the following holistic aspects of life:i. Physical changes, emotional, social, spiritual, cultural, gender, environmental, and
generational aspects3. Use what you learned from other readings.4. Use what you learned about hardiness and resiliency.5. Participate in the Oral History classes6. Practice your interview questions with a classmate.7. Remember that you can also practice on family member!8. Become familiar with all the Renaissance Mentor instructions ahead of time.9. Read through the entire Project guidelines so you know all that you will do (throughout the
course) and be able to plan for it and explain it to your mentor.10. Develop your interview plan with your partner.11. Contact your mentor.
Part II – Mentor InterviewsYou will prepare cohesive interviews with your mentor (you may ask if you can tape it – use written consent form and then you can give the tapes to them after you complete your Project). Complete this section following the Mentor Project Guidelines for each of the 4 Reflections.1. Biosketch (identity formation)
o Where are they from? Research on the area at the time they lived there (i.e. what was Shingletown like in 1976?)
2. Prominent moments in their life, family traditions, their philosophy on successes and hardships/challenges, outlook on life,
3. Core Gifts & Lives Well Lived documentary viewing with mentor4. Legacy, place/purpose in life
Remember to get your mentor’s thoughts on all discussion topics so you can include their ideas in your class discussions.
Part III – Mentor Project Proposal TemplateStudents will submit a 1-page type-written summary of the “product” they will be giving to their mentor at the end of the semester. Use the template that is posted in Canvas. As previously
14
GERO 121/221: S20 1/8/20
mentioned, this “product” can be in any format that you choose. The only requirements are: 1) it is a professional presentation that summarizes your mentor’s life, and 2) it is something tangible that you can give to your mentor. Some ideas are below – but this is your opportunity to be creative and think outside the syllabus box.
Video or Audio Story Portfolio Booklet Paper (narrative writing either typed or NICELY handwritten) Slideshow Storyboard (hard copy or video) Poster
Part IV – Presentation of Reminiscence ProjectInformation from your interviews and assessments will be incorporated into class discussions, presentations, and the Mentor Reminiscence Project you will present to your mentor.
15
GERO 121/221: S20 1/8/20
Renaissance Mentor Project Guidelines
Process - ReflectionsInterviews:1. You will be assigned an mentor who is an older adult from the Renaissance Society no later
than the third week of class. 2. You will conduct a minimum of four (4) focused interviews with your mentor throughout the
semester. Be sure to coordinate and “calendar” all of your visits early in the semester so you/your mentor will be available.
3. All meetings with your mentor must take place in a public location (University Union, coffee shop, library). You CANNOT meet at your house/your mentors house – you must meet in public.
4. If you will be recording your sessions, you must obtain a signed consent form from your mentor at your first meeting. This will be attached to your first reflection. The consent form can be downloaded/printed from Canvas.
5. You will conduct assessment/interviews using the schedule in the weekly schedule. All Reflections are to be typed and in APA format. Title and reference pages must be used for all assignments.
6. Use correct spelling, grammar, APA citations and referencing (see rubric for expectations). 7. Turn in all supporting documents (i.e. assessments) with your reflections. Failure to do so
will result in no credit for this assignment (again, see rubric for expectations)8. No late CDE assignments will be accepted unless pre-approved in writing by faculty and
no more than 78% will be awarded for late submissions.
Conduct Guidelines for Interviews/Assessments1. Dress neatly and professionally in street clothes. Identify yourself and where you are from. 2. Try to keep your interviews to 1 hour in length. (Older adults have busy schedules!)3. Arrange your meetings to be on campus if at all possible. If you do not meet on campus, you
MUST meet in a public location (you CANNOT meet in a private home). 4. Be punctual, courteous, & polite (reschedule if you need to, but give everyone enough time
to make other plans).5. Make sure the person understands your role, how many visits the two of you will make,
when/where you will meet, and has been given yours and Dr. Jensen’s (916-278-2561) phone numbers.
6. Contact your professor ASAP if you have any problems setting dates/times with your mentor.
Mentor Reflections
1. Reflection #1 – Mentor Biographical Sketch & Eco-map2. Reflection #2 – Prominent moments in mentor’s life, family traditions, their philosophy
on successes and hardships/challenges, outlook on life. 3. Reflection #3 – Core Gifts, Role Transitions 4. Reflection #4 – Legacy, Place & Purpose in Life, Final Reflections
16
GERO 121/221: S20 1/8/20
Reflection #1 – Mentor Biographical Sketch & Eco-Map
PurposeTo practice composing a BioSketch that reflects the mentor’s life.
Outcome1. Learners explore various components of their mentor’s life and write them in the formal
BioSketch format.2. Learners will explore systems involved in their mentor’s life.3. Exploration of the environment where mentor grew up (geographic, cultural, generational)
For this assignment:1. You will visit your mentor, and using appropriate communications skills discuss the same
biographical components plus the questions you developed in the Oral History classes.2. Interview your mentor answer each of the following questions (and/or the ones you
developed) while you take notes during the interview. After the interview write a two (2) page Mentor Biographical Sketch (not including title and reference pages). Review the grading rubric to be sure you address all required areas. We will talk about your findings in class.
3. Assure the questions below are answered in narrative (not question/answer) format. Briefly discuss any commonalities that you and your mentor may have.
4. Complete an Eco-map for your mentor (template below) and write 1-2 paragraphs that summarize their relationships with individuals, groups, organizations and the community.
5. Include evidenced based articles or citations from one of your texts into the biosketch and/or Eco-map summary (2 for undergraduate and 4 for graduate students).
Some things to consider/include in biosketch: Your mentor’s age How they describe themselves Place of birth, if not native to the area, what brought them here Marital status Number of siblings, children, grandchildren, ages, genders birth order, etc. Educational background Current hobbies and interests What they consider as their biggest accomplishments in life to date What they consider as their happiest moments in life to date Their dreams/plans for the future Does aging and what they think and feel now, surprise them, or is it what they
expected? Why? What would the chapters of a book of their life be titled? Any other things they’d like to share with you…
17
GERO 121/221: S20 1/8/20
ECOMAP
18
GERO 121/221: S20 1/8/20
Eco-Map InstructionsAdapted by Donna Jensen from: The University of Wisconsin-Milwaukee & Michigan State
University
Using an ecosystem perspective (very common in social work practice), the provider attempts to understand individuals and families in their environmental context. The eco-map is a visual tool designed to organize and clarify information about the transactional relationships between the individual/family and their environment at a specific point in time.
The ecomap is constructed with the client to assess resources and supports, as well as, stresses in the individual’s/family’s interactions with their environment. It can be used in a broad range of practice settings with individuals and families. It is particularly helpful during assessment and intervention planning, as it helps both clients and social workers/providers to better understand the nature of the family’s relationships with individuals, groups, organizations, and the community.
Completing the eco-map can help the social worker/provider and the client to identify strengths, needs, and boundary issues. Completion of this assignment includes a written analysis of the transactional relationships between the individual/family and their environment. For this assignment this will be a brief one-page analysis, in addition to attaching the completed diagram.
1. Draw a large circle in center of page – this represents the individual on which you’re doing the eco-map. Put the individual’s name in this circle.
2. Inquire as to what outside systems influence the individual you are assessing. Examples can include:
a. Social supports (family, friends, religious organizations, support groups, neighbors, pets, etc.)
b. Community resources (housing assistance, daycare, financial assistance, health and dental care, mental health and substance abuse services, legal assistance, transportation, employment opportunities, nutrition, etc.)
c. Stressors (legal difficulties, family dynamics, financial problems, health issues, housing instability, daycare access, transportation, domestic issues, employment obstacles, substance use, pregnancy, parenting, discrimination, etc.)
It is likely that your mentor will have connections other than what is listed.
d. These aspects of a person’s life are put in smaller circles around the main, large circle.
3. Then draw “connections” between the individual and the identified systems.a. Use arrows to indicate the direction of the flow of resources, interests, energy
19
GERO 121/221: S20 1/8/20
i. i.e. pointing towards the smaller circles meaning individual is putting energy towards that connection, if it points towards the larger circle, individual in receiving energy from that connection.
1. It could also be a mutual exchange of energy – arrows on both ends of the lines.
4. On these lines between individual and their connections, create lines that represent the nature of the relationships(s) the individual has with the connections. (Relationship Key below).
RELATIONSHIP KEY
Strong ___________________________
Stressful Tenuous - - - - - - - - - - - - - - - - - - - - -
Broken/ended - -//--//--//--//--//--//
20
GERO 121/221: S20 1/8/20
Reflection # 1 – BioSketch & Eco-Map Rubric
Student: Date:
Components ScoreAll Questions Addressed in BioSketch /5BioSketch Written in Narrative Format /3Eco-map Diagram Thoroughly Completed /5Eco-map Outcomes Summarized /5Grammar, Spelling, APA /5Scholarly Citations Used (2 for undergrad, 4 for graduate) /5TOTAL: /28
21
GERO 121/221: S20 1/8/20
Reflection #2 – Prominent Moments in Mentor’s Life
PurposeTo practice conducting a life review that reflects your mentor’s life.
Outcome1. Learners explore various components of their mentor’s life and write them in a narrative
format (paper).2. Learners will explore prominent moments/elements in their mentor’s life. 3. Learners will begin to develop a product they will give to their mentor at the end of the
semester.
For this assignment:1. You will have developed questions in class to serve as a foundation for reflection #2. Use
these as well as some of the suggestions below.2. You will visit your mentor and continue to deepen your understanding of them/their lives.3. Have your mentor answer each of the following components while you take notes during the
interview. 4. Assure all of the questions below are answered in narrative (not question/answer) format.5. Synthesize information from mentor (how have these prominent moments/events helped
shape your mentor’s life and the choices they have made?6. Continue to discuss any commonalities that you and your Renaissance mentor may have.7. Write a 5-page maximum (not including title page) paper that captures the prominent
moments in your mentor’s life.
Some things to consider: * What do you attribute to living as long as you have? What has been the most instrumental thing in shaping your life? What accomplishments are you most proud of? What has been some of your major life challenges? How did you “get through” them? What cultural events or technological changes have been the most significant in your
lifetime? What is one thing that people shouldn't worry about? What is the best advice you ever got? Did you take it? What do you most regret? Do you experience ageism? What do you enjoy most in life right now? How are you the same and how are you different than earlier in life? What about your environment, family and friends best supports you?
*All Questions from Lives Well Lived Documentary
22
GERO 121/221: S20 1/8/20
Reflection #2 – Prominent Moments Rubric
Student: Date:
Components ScoreQuestions Addressed in Paper /5Written in Narrative Format /3Explored Responses In-Depth (not just simply repeating what mentor stated) /5Summarized How Prominent Moments Contributed to Mentor’s Current Life /5Grammar, Spelling, APA /5Scholarly Citations Used (2 for undergrad, 4 for graduate) /5TOTAL: /28
Mentor Project Proposal
23
GERO 121/221: S20 1/8/20
Students will submit a 1-page type-written summary of the “product” they will be giving to their mentor at the end of the semester. Use the template that is posted in Canvas. As previously mentioned, this “product” can be in any format that you choose. The only requirements are: 1) it is a professional presentation that summarizes your mentor’s life, and 2) it is something tangible that you can give to your mentor. Some ideas are below – but this is your opportunity to be creative and think outside the syllabus box.
Video or Audio Story Portfolio Booklet Paper (narrative writing either typed or NICELY handwritten) Slideshow Storyboard (hard copy or video) Poster
Mentor Project Proposal Rubric
Student: Date:
Components ScoreIdentified Final Product /3Thoughtful Rationale for Product /3Strengths and Resources Identified /3Challenges Identified /3Identified How to Address Barriers /3TOTAL: /15
Reflection #3 – Core Gifts, Role TransistionsLives Well Lived Documentary
Purpose
24
GERO 121/221: S20 1/8/20
To practice conducting a life review that reflects your mentor’s life. To explore more indepth the talents, gifts and challenges that your mentor experiences.
Outcome1. Learners explore various components of their mentor’s life and write them in a narrative
format (paper).2. Learners will explore prominent elements in their mentor’s life. 3. Learners will begin to develop a product they will give to their mentor at the end of the
semester.
For this assignment:1. Utilize the lectures on Core Gifts and Role Transitions to lay the foundation for this
reflection.2. You will have developed questions in class, and on your own to serve as a foundation for
reflection #3. Use these as well as some of the suggestions below.3. You will visit your mentor and continue to deepen your understanding of them/their lives.4. Continue to discuss any commonalities that you and your Renaissance mentor may have.5. Utilize the template provided in Canvas to complete this assignment.
Some things to consider: What is your greatest passion?* How has that changed over time?* Who has been the most influential people at various stages of your life? Childhood, Young Adulthood, Adulthood, & Older Adulthood Could you describe any “turning points” in your life? Who are the people that you are closest to now? If you had to pick one person who had a major impact on your life, who would it be, and
why? Do you have any philosophy of life?
*Questions from Lives Well Lived Documentary
Renaissance Mentor Project Reflections Rubric # 3 Core Gifts, Role Transitions & Lives Well Lived
Student: Date:
25
GERO 121/221: S20 1/8/20
Components ScoreQuestions Answered /5Explored Responses In-Depth (not just simply repeating what mentor stated) /5Discussed Mentors Core Gifts /5Summarized how Mentor’s Core Gifts Shaped Mentor’s Current Life /5Discussed Role Transitions 5Grammar, Spelling, APA /5Scholarly Citations used (2 for undergrad, 4 for graduate) /5TOTAL: /35
Reflection #4 – Legacy, Place, Purpose in Life
PurposeTo practice conducting a life review that reflects your mentor’s life. To explore more in-depth the talents, gifts and challenges that your mentor experiences.
Outcome1. Learners explore various components of their mentor’s life and write them in a narrative
format (paper).
26
GERO 121/221: S20 1/8/20
2. Learners will explore their mentor’s life philosophy & values. 3. Learners will identify legacy building skills from their mentors. 4. Learners will finalize the product they will give to their mentor at the end of the semester. 5. Learners will reflect on the Renaissance mentor program
For this assignment:1. Utilize the Legacy Builders lecture to lay the foundation for this reflection.2. You will have developed questions in class, and on your own to serve as a foundation for
reflection #4. Use these as well as some of the suggestions below.3. You will visit your mentor and continue to deepen your understanding of them/their lives.4. Continue to discuss any commonalities that you and your Renaissance mentor may have.5. Write a 3-page maximum (not including title page) paper that captures the prominent
moments in your mentor’s life. 6. Complete and attach final Renaissance mentor program evaluation (template in Canvas)
Some things to consider: What is your definition of a well-lived life? What is your secret to a happy life? What do you wish younger people understood about life? What is the most important thing in living a good life? Is there something you wish you had known as a younger person?* What do you think about your own mortality?* What do you look forward to? What’s next?* What would you still like to accomplish in your life? Do you have a bucket list? What is on it? How would you like to be remembered? How do you want people to think of your life and to remember you? What legacy would
you like to leave when you die?
*Questions from Lives Well Lived Documentary
Renaissance Mentor Project Reflections RubricReflection # 4
Legacy, Place & Purpose in LifeFinal Mentor Program Evaluation & Reflections
Student: Date:
27
GERO 121/221: S20 1/8/20
Components ScoreExplored Responses in Depth (not just simply repeating what mentor stated) /5Discussed how Mentor sees their Place and Purpose in Life /5Discussed Mentor’s Legacy – how mentor sees their legacy /5Thoughtful/Meaningful “Product” for Mentor /15Competed final mentor evaluation /10Grammar, Spelling, APA /5Scholarly Citations Used (2 for undergrad, 4 for graduate) /5TOTAL: /50
GERO 221 Additional Assignments
In addition to all the course work listed above, master’s students will also select a topic from the class to further expound on in a research paper. Each masters student turn in a thesis statement that highlights the focus of their paper (see course schedule for due date). Masters students will then write a 7-10 page paper (not including title and reference pages) following the foundation from the thesis statement. The research paper should have a dual focus: 1) digs into the scholarly literature/research on the chosen topic and 2) applies it to “the real world” of current gerontological practice (i.e. how is the information vital/useful in the work with older adults, why is this information important to know?)
28
GERO 121/221: S20 1/8/20
Paper must be written in APA format and utilize at least 5 scholarly sources. You can supplement the 5 scholarly sources with non-scholarly sources, just make sure you are using a reputable source.
Student: Date:
Components ScoreIntegration of Subject Knowledge /8Depth of Discussion /8Cohesiveness/Flow of Paper /8Grammar, Spelling, APA /5Scholarly Citations Used – 5 scholarly sources /5TOTAL: /34
29
