bluuebunny/crossref_metadata_2025_split huggingface dataset:
Stony Brook University Forging Intergenerational Links Through Life-Story Sharing Project
Authors: Ferguson Giselle , Monahan Caitlin , Levy Sheri , Rajaram Suparna , Richmond Lauren , Scott Stacey 
Published: December 2020

Abstract
According to the World Health Organization, the global population is aging, but ageism may now be the most socially “normalized” of any prejudice, more pervasive than sexism or racism. Ageism produces avoidant and disrespectful treatment of older adults and contributes to a shortage of college students seeking careers with older adults. To foster positive intergenerational contact and combat ageism, we organized life-story sharing by older adult community members in four undergraduate psychology courses with lifespan themes (Psychology of Aging, Memory, Death & Dying, Developmental Psychology; n≅500). A panel visited each class; instructors and graduate students facilitated discussion between students and panelists. Students completed pre- and post-surveys of ageism and attitudes toward aging. A majority of students recommended integrating the activity into future semesters. In free-responses, students also frequently expressed surprise that panelists reported not feeling different than they had at age 20, and that this information challenged previously held stereotypes.
Taking Education to the World: Implementing Aging Curriculum in Faith Communities
Authors: Bouchard Lauren 
Published: December 2020

Abstract
Religious communities are uniquely able to serve the needs of older adults, yet very little aging related training exists for lay people and clergy within religious congregations. This talk will discuss the needs of older adults in faith communities, intergenerational interventions, and formal educational training programs such as the Specialist in Aging Ministries program (SAM) developed by Concordia University Chicago as a way to educate and support caregivers and older adults in real world settings. The speaker will also discuss the ways gerontology curriculum has personally impacted her applied work with elders in faith communities including next steps for building and implementing curriculum and training for caregivers, older adults, and the community at large. Sociocultural implications and future directions will also be discussed.
Evaluation Research for Intergenerational Programs: Rigorous Methods, Best Practices, and Challenges
Authors: Leedahl Skye , Eisenstein Amy 
Published: December 2020

Abstract
Conducting evaluative research on intergenerational programs is key to understanding if they are functioning as intended. Research on program impact is also critical for prioritization and decision-making in an increasingly competitive market with many programming choices. Implementation studies can help researchers identify needed modifications for replication or introduction to new populations, which is particularly important as universities and communities work to become Age-Friendly. There is growing demand by educational entities (e.g., universities, high schools) and organizations that serve older adults (e.g., senior centers, adult day services, lifelong learning institutes, and residential programs) to identify rigorous methods that can be used to analyze outcomes for students and older adults who take part. This symposium focuses on evaluation methods for intergenerational programs and highlights diverse examples of how researchers have evaluated their programs. The presenters will discuss best practices and challenges to conducting research on these programs as well as the findings of the studies. The first paper will discuss the creation of an intergenerational contact measure. The second paper will describe how an intergenerational classroom was examined using data from instructors and students. The third paper will detail how a quasi-experimental design was used to examine outcomes for an intergenerational program on older adult participants. The fourth paper will discuss how data was gathered from various stakeholders to examine the impacts of an intergenerational classroom. Amy Eisenstein, Senior Program Officer at RRF Foundation for Aging will serve as the discussant. Intergenerational Learning, Research, and Community Engagement Interest Group Sponsored Symposium.
AGHE as an Incubator for Interdisciplinary Education
Authors: Teasdale Thomas , Howe Judith , Rogers Carol 
Published: December 2020

Abstract
For several decades, the history of interdisciplinary education and the development of AGHE initiatives have been closely linked. The need to educate colleagues on methods and benefits of interdisciplinary/ interprofessional cooperation toward service and research of aging has never waned. In this presentation we (a) highlight how AGHE has performed as a potent incubator for progress in this area and (b) use a few examples to illustrate how notable resulting efforts have improved geriatric care. For example, early and significant infusion of federal funds for gerontology training programs supported multi-disciplinary university-based centers, the Veterans Health Administration created interprofessional geriatric training programs, foundations such as John A. Hartford and Josiah Macy founded team training and interprofessional education programs, and the Health Resources and Services Administration funded Geriatric Education Centers and Geriatric Workforce Enhancement Programs. Efforts to advance interdisciplinary/interprofessional education have been fruitful and AGHE’s role as an incubator continues to evolve.
Older Adult Learners’ Contributions to Enhancing Age-Friendly Practices Within the Classroom
Authors: Manoogian Margaret 
Published: December 2020

Abstract
Interest in college courses that focus on aging attract a variety of students. For older adults, the decision to take college courses may be fueled by a desire to engage in life-long learning, finish degrees that have been long desired, or retool and change careers. Older adults 65 years and older living in Oregon may audit courses for free in four-year public universities. Older auditors and degree-seeking students often work closely with faculty in providing support on course projects and sharing developmental insights that stimulate discussions about aging pathways. This presentation outlines the ways in which older adults contribute to educational conversations, mentor younger learners, and enhance classroom/university environments. How older adult learners have provided support in workshops, aided students in career decision-making, connected students to community resources, and provided contacts for intergenerational community activities will also be highlighted.
With Exposure Comes Familiarity: Older Adults’ Contributions to the Age-Friendly Classroom
Authors: Ermer Ashley 
Published: December 2020

Abstract
Prior research has documented the benefits of intergenerational contact for both younger and older adults (e.g., Christian, Turner, Holt, Larkin, & Cotler, 2014). This presentation will focus on how older adults have contributed to students’ classroom experiences in an upper-level, undergraduate aging policy course. In this course, older adults have previously served as guest speakers, sharing their knowledge about the creation of nonprofit organizations, and their experiences aging within the family. Older adults have also participated in an activity addressing ageism with students from the aging policy course. Feedback from students has largely been positive, with over half of students during stating that they had a better understanding of older adults, that they learned from the experience, and that viewed the intergenerational contact as helpful. Ways in which this model can be extended to other academic disciplines will also be explored.
Leading Age-Friendly University Initiatives at a Research Intensive University in Manitoba, Canada
Authors: Porter Michelle 
Published: December 2020

Abstract
When Dublin City University introduced the Age-Friendly University (AFU) principles in 2012, the Centre on Aging at the University of Manitoba had been fully immersed in age-friendly cities research, so it was a natural for it to champion the University becoming more age-friendly. As a university-wide research centre, at a research intensive university, the Centre on Aging has built on its strengths to advance the AFU movement. Related to its goals on research, knowledge mobilization, training, and partnerships, it has been able to work with its many Research Affiliates, students and community/university partners to tackle new AFU initiatives. Recent activities have included: an awareness raising workshop/showcase, discussions with Research Affiliates about potential new degree course offerings, an environmental scan of post-secondary inter-generational possibilities, a home-sharing project, workshop development on older learners in the classroom, and provincial community workshops and consultations on communicating about aging and healthy aging. Part of a symposium sponsored by Directors of Aging Centers Interest Group.
The Impacts of a Mentoring Program on the Development of Gerontological Social Work Faculty
Authors: Kusmaul Nancy , Wladkowski Stephanie , Gibson Allison , Mauldin Rebecca , Greenfield Jennifer , Fields Noelle 
Published: December 2020

Abstract
The John A. Hartford Foundation and the Association for Gerontology Education in Social Work (AGESW) have worked to develop gerontological social work faculty to address the needs of older adults. This presentation will discuss the role of AGESW’s Pre-Dissertation Fellows Program in the development of social work doctoral students. All participants from the PDFP’s 2010-2016 cohorts received a 38-question online survey via email exploring the program’s impacts on their academic career in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half said the PDFP contributed to their ability to publish research (64.4%, n = 29), grow their professional network (86.7%, n = 39), and teach (55.5%, n = 25). Doctoral programs provided different experiences: mentoring, methodological training, professional development, and peer support. Results suggest the PDFP supplements students’ doctoral programs by connecting students to each other and to national leaders.
The Emergence of AGHE's Basic-Competencies Guidelines in Gerontology
Authors: Maiden Robert 
Published: December 2020

Abstract
This presentation will explore the development of AGHE’s major contemporary contribution: AGHE’s basic-competency guidelines and their role in program review and program enhancement. The presenter will describe in detail the steps in creating objective student learning outcomes and will explore how meeting these competencies improve instruction, self-reflection, program analysis and faculty discussion and ultimately gerontology programs. These guidelines and policies embody a living entity that is always evolving. Future iterations will be anticipated and discussed. Part of a symposium sponsored by the Geriatric Education Interest Group.
Using Technology to Connect the Generations and Understand Lifelong Learning
Authors: Donorfio Laura , Chapman Brian 
Published: December 2020

Abstract
The University of Connecticut (UConn) has a thriving Osher Lifelong Learning Institute (OLLI), which has existed for over a decade on one of their regional campuses (700+ members). Intergenerational classes are utilized, but connecting UConn students with OLLI members outside of these classes in an effective, meaningful way is a challenge. A successful model developed within an adulthood and aging class to connect the generations outside of the classroom utilizes technology as a bridge. The two most successful activities will be highlighted. The first is a “technology clinic,” which requires students to pair up with OLLI members to assist them with technological needs. The second requires students to create a podcast by interviewing an OLLI member on the importance of lifelong learning, which is uploaded to the campus OLLI website. Implications for both generations, bi-directional affective change, and inclusivity of older learners in the classroom and beyond will be discussed.
An Intergenerational Service-Learning Model for Younger and Older Learners: Linking Community and Classroom
Authors: Shovali Tamar 
Published: December 2020

Abstract
The intergenerational reflective service-learning program titled Mentor Up is intentionally integrated within gerontology education. Mentor Up, a series of one-on-one technology training workshops, connects younger with older learners in the community while building on course content. Groups of students are paired with the Academy of Senior Professionals at Eckerd College (ASPEC) members, a continuing education organization whose 300+ members are committed to lifelong learning. Members are fully integrated into the course, serving as mentors for students. These class sessions support students in planning for Mentor Up service at a local CCRC and promote positive contact between students and retired community members. ASPEC members also participate with students in a significant reflective component concluding the course – in which students and older learners work together to write a script, record, and present a video essay addressing aging stereotypes. Considerations for planning, classroom integration, community connection, and project reflections will be discussed.
Healthcare Systems and Variation in Healthcare Utilization at the End of Life Across Countries
Authors: Ailshire Jennifer , Herrar Cristian , Osuna Margarita Maria 
Published: December 2020

Abstract
With rapid population ageing, providing better end-of-life care (EOLC) is becoming a source of social demand and financial pressure for public and private budgets in many countries. This paper uses data from harmonized end-of-life interviews in the HRS family of studies to assesses variation in health care utilization across different income groups and how they differ across different health care systems. Hospital stay did not vary across health care systems, but nursing home stays were lower in countries with either national or statist social health insurance systems. Hospice use was low in all countries, but particularly in national and social health insurance systems. Lower income was associated with greater use of nursing homes in both the private and social health care systems. Low income was also associated with greater use of hospice in national health service, but lower use in social health service.
Loneliness and Profiles of Objective and Subjective Memory During Midlife
Authors: Harrington Karra , Roque Nelson , Zhaoyang Ruixue , Mogle Jacqueline , Sliwinski Martin 
Published: December 2020

Abstract
Loneliness is a risk factor for dementia, however it’s relationship with cognitive health during midlife is unclear. We evaluated whether loneliness was associated with profiles of objective and subjective memory in younger and middle-aged adults. Participants (aged 25 to 64 years) underwent an initial loneliness assessment, followed by 14-days of momentary (5 per day) cognitive assessments (objective memory) and daily ratings of memory (subjective memory). Cluster analysis was conducted using person-level means of objective and subjective memory. Three clusters were identified: (1) highest objective and subjective memory (9%); (2) lowest subjective but not objective memory (84%); (3) lowest objective but not subjective memory (7%).There was a trend for higher levels of loneliness in Cluster 2 relative to Clusters 1 and 3. Results suggest that loneliness is more closely related with subjective than objective memory during midlife and are informative for development of interventions targeting cognitive health. Part of a symposium sponsored by the Measurement, Statistics, and Research Design Interest Group.
Louisiana Geriatric Workforce Enhancement Program: Analysis of Learning Outcomes From Dementia Training
Authors: Kirsch Katherine , Lemieux Catherine , Ainsworth Laura , Choate Sarah , Borgmeyer Ashleigh , Slaton Cassie , Wilks Scott 
Published: December 2020

Abstract
A recent Alzheimer’s Association report noted that by year 2050, the number of Americans diagnosed with Alzheimer’s disease and related dementias (ADRD) will triple to over 15 million. The report referred to primary care as the front line for meeting this demand, yet the nation faces a severe shortage of ADRD trained, primary care professionals (PCPs). Louisiana Geriatric Workforce Enhancement Program (LA-GWEP) addresses this demand. The purpose of this study was to examine preliminary data respective to LA-GWEP effectiveness with interdisciplinary education and training seminars, primarily aimed at medical, nursing, and social work PCPs. Three seminars were conducted in south Louisiana: Seminars 1 and 2 addressed effective communication, verbal and nonverbal, among persons with ADRD and caregivers; Seminar 3 offered basic overview of dementia symptomology, stages, and behaviors. Pre- and post-training session data were collected on-site. Participants completed questionnaires that included a 10-item knowledge assessment and 20-item Dementia Attitudes Scale (DAS). These measures contained Likert response formats; higher scores indicating greater levels of ADRD knowledge, in patient and caregiver contexts. Paired sample t-tests were conducted to observe any significant pre-to-post improvement, Cohen’s d for effect size. Seminar 1 revealed no significant pre-to-post difference: t = -1.019, p = 0.320. Adjusting content from audience feedback, Seminar 2 revealed significant pre-to-post difference: t = -7.516, p &lt; .001, Cohen’s d = 1.2. Seminar 3 yielded significant improvement on DAS scores: t = -2.96, p &lt; .01, Cohen’s d = 0.34. Implications for seminars in future years of LA-GWEP are discussed.
Caregiver-Centered Communication: Engaging Family Caregivers
Authors: Demiris George , Hirschman Karen 
Published: December 2020

Abstract
Older adults are often relying on a family member or other informal caregiver (friend or other) to jointly navigate the health care system and cope with the ramifications of serious illness; thus, the patient-caregiver dyad becomes the unit of care. The caregiving role becomes crucial in cases where patients are facing a condition that limits their cognitive and functional abilities and caregivers are called to act as proxy decision makers for significant treatment and symptom management decisions. Caregivers often report that they feel isolated and overwhelmed, and in some cases experience significant barriers in communicating with health care providers. It is important that clinicians communicate in a way that acknowledges and addresses caregivers’ preferences, needs and perspectives. Caregiver centered communication can facilitate a more effective adaptation throughout the illness course with better adherence to recommended treatment plans and greater satisfaction with care for both patients and families, as well as a more comprehensive response to their psychosocial needs. While health care organizations often aim to increase caregiver engagement and involvement in care processes, there is a lack of tools or strategies not only to more actively engage caregivers but also to assess how ongoing approaches perform in terms of facilitating meaningful and inclusive communication. This symposium will review existing tools and a new instrument to measure caregiver centered communication, challenges and opportunities in measuring the quality of communication with caregivers and highlight empirical data of communication quality in various health care settings including home care and hospice.
Impact of Be EPIC on Person-Centered Communication
Authors: Savundranayagam Marie , Williams Kristine , Basque Shalane , Orange Joseph , Kloseck Marita , Johnson Karen , Schmall Vicki 
Published: December 2020

Abstract
This study assessed the impact of Be EPIC, a dementia-focused, person-centered communication intervention for personal support workers (PSWs). Video-recorded conversations between PSWs and simulated persons with dementia assessed whether Be EPIC participants (n=13) (versus a wait-list control group, n=8) reported a greater proportion of person-centered communication utterances (recognition, negotiation, facilitation, validation). We used linear mixed model analysis to investigate if Be EPIC influenced PSWs’ person-centered communication. Group (Be EPIC versus control group), time (pre-, post-, and 3-months) and their interaction were included in the model. There was a significant group by time interaction. Follow-up tests showed that participants who took Be EPIC showed significant increases in person-centered utterances from pre- to post-training and pre-training to 3 months later. Participants in the control group showed no changes in person-centered communication. These findings show that Be EPIC enhanced person-centered communication, which is essential for quality of care.
Understanding Cognitive Complaints Among Breast Cancer Survivors
Authors: Small Brent , Jim Heather , Eisel Sarah , Scott Stacey 
Published: December 2020

Abstract
Cancer and its treatment can induce accelerated aging changes in physiological and behavioral processes. In studies of cancer associated cognitive decline, subjective reports of cognitive impairment are often many times greater than performance deficits on objective tests of neurocognitive functioning. In an Ecological Momentary Assessment study of 47 breast cancer patients (M age = 53.3 years), subjective ratings of cognitive performance and the occurrence of memory lapses assessed at the end of day were predicted by cognitive performance and ratings of fatigue and depressed mood throughout the day. Results indicated that poorer subjective cognition was significantly associated with elevated fatigue throughout the day. Slower processing speed, elevated ratings of fatigue, and depressed mood throughout the day were associated with a greater likelihood of memory lapses. Subjective ratings of cognitive deficits are related to objective performance, as well as common quality of life decrements among cancer survivors.
Online Assessment of Cognitive Functioning: A Reliable Alternative to Laboratory Testing?
Authors: Haas Maximilian , Zuber Sascha , Framorando David , Khawli Elissa El , Scheibe Susanne , Kliegel Matthias 
Published: December 2020

Abstract
As the population ages, risks for cognitive decline threaten independence and quality of life for older adults. Classically, psychological assessment tools to evaluate cognitive functioning are administered in face-to-face laboratory sessions, which is time- and resource-consuming. With the aim of reducing such costs, the present study set out to develop and validate two new online tools, allowing a rapid assessment of general cognitive abilities and of prospective memory. We collected data from 250 participants equally spread across the adult lifespan (aged 18 – 86). Results suggest that performance assessed via these newly developed online tools is comparable to performance in face-to-face laboratory settings. Our findings thereby indicate that these online tools can reliably measure cognitive functioning across the lifespan at a reduced cost, which may help detect individuals at risk of developing age-related cognitive disorders.