bluuebunny/crossref_metadata_2025_split huggingface dataset:
VOICES IN CLIMATE ACTION: INTERGENERATIONAL PERSPECTIVES AMONG OLDER ADULT ENVIRONMENTAL ACTIVISTS
Authors: Liu Zeyu , Cope Marie , Schultz Leslie , Pillemer Karl 
Published: January 2025

Abstract
Intergenerational collaboration is a critical approach for addressing climate change and related environmental challenges. However, research has also uncovered underlying intergenerational tensions and ageism in public discourse around climate change. A gap in existing research is the perspectives of older adults on the role of younger people’s involvement in and intergenerational connections relating to climate change action. This study inductively analyzed data using a thematic analysis approach to identify and categorize perceived intergenerational issues in climate change. We conducted semi-structured interviews with 45 committed climate change activists (10+ hours a week of engagement), ages 65-89. The analysis revealed four major intergenerational themes: 1) concern for future generations as a motivator for climate change action; 2) benefits of intergenerational engagement around climate change; 3) barriers to intergenerational interaction/collaboration on climate change; 4) opportunities for mutual mentoring. Generativity emerged as a major overarching theme, in which respondents expressed both a sense of responsibility for the current situation and a desire to help and inspire younger people. The findings emphasize the importance of shared environmental concerns and active participation in facilitating communication between older and younger individuals. The study also identified challenges such as role transitions and differing perspectives on environmental responsibility. Based on these insights, recommendations are provided to enhance the effectiveness of intergenerational environmental programs, highlighting the need for strategic interaction management and the integration of diverse generational viewpoints.
INDIVIDUAL CAREGIVING HISTORY TRAJECTORIES’ IMPACT ON LATER-LIFE SELF-PERCEPTIONS OF AGING
Authors: Hu Rita 
Published: January 2025

Abstract
This study assesses the impact of caregiving history trajectories and characteristics on later-life self-perceptions of aging (SPA) using data from the Health and Retirement Study. Caregiving history was collected using the event calendar method in the Life History Mail Survey, and SPA was measured in the 2016/2018 waves of the Psychosocial and Lifestyle Questionnaire. Employing sequence analysis and hierarchical cluster analysis on 2,215 participants, the research identifies caregiving history trajectories and examines their associations with later-life SPA, focusing on caregiving relationship types, duration, timing, and intensity. Four caregiving history trajectories were identified: Lifelong Diverse Caregivers, Later-life Spouse Caregivers, Parent Caregivers, and Later-life Non-Relative Caregivers. Linear regression analyses revealed that compared to caregivers in the Parent Caregivers cluster, those in the Lifelong Diverse Caregivers cluster were more likely to report higher negative later-life SPA (β= 0.18, SE = 0.06, p &lt; 0.01) after controlling for current sociodemographic and health status. Also, earlier start age of caregiving, caring for child(ren), and caring for multiple people in the same year were all associated with higher later-life SPA. These associations remained significant after controlling for current sociodemographic characteristics. However, the associations were no longer statistically significant after adding in current health status. The findings reveal that caregiving experiences can be dynamic and lifelong and may have long-lasting impacts on later-life SPA. This highlights the necessity for targeted interventions to support caregivers’ well-being and suggests that current health status plays a crucial mediating role in the relationship between caregiving history and later-life SPA.
CELL REJUVENATION AND DISEASE
Authors: Belmonte Juan Carlos Izpisua 
Published: January 2025

Abstract
Aging is characterized by the functional decline of tissues and organs and the increased risk of aging-associated disorders. Different rejuvenating interventions have been proposed to delay aging and the onset of age-associated decline and disease to extend healthspan and lifespan. These interventions include metabolic manipulation, heterochronic parabiosis, pharmaceutical administration and senescent cell ablation. As disease and aging are associated with altered epigenetic mechanisms of gene regulation, such as DNA methylation, histone modification and chromatin remodelling, and non-coding RNAs, the manipulation of these mechanisms might be central to the effectiveness of treating disease as well as age-delaying interventions. I will discuss some of the epigenetic changes that occur during disease and aging and how partial reprogramming by the Yamanaka factors might be a potential avenue to restore cell health and resilience through cellular rejuvenation programming to reverse disease, injury, and the disabilities that can occur throughout life.
BRIDGING HEALTH EQUITY GAPS: CULTURAL TAILORING AND COMMUNITY-BASED APPROACHES WITH DIVERSE OLDER ADULTS
Authors: Mace Ryan , Vranceanu Ana-Maria , Heffner Kathi 
Published: January 2025

Abstract
Chronic conditions and related stressors disproportionately affect underserved older adult communities, increasing their risk for adverse health outcomes and emphasizing the need for community engagement and culturally tailored interventions. Consistent with the GSA 2024 conference theme, this symposium will spotlight multidisciplinary initiatives that utilize community engagement and cultural tailoring as “Fortitude Factors” to enhance health equity, quality of life, and well-being in diverse older populations. Presenter 1 will discuss a pilot effectiveness trial of “GetActive,” a culturally adapted program for chronic pain management in older adults delivered in Spanish and English, showing improved pain management and quality of life. Presenter 2 will present findings from an ongoing community-engaged study providing transportation support through Uber to address inequities faced by home care workers for those with cognitive impairments, highlighting structural challenges. Presenter 3 will report on the effectiveness of the “PEERS” program for minority and low-income older adults with depression, underscoring the value of social support, particularly during the COVID-19 pandemic. Presenter 4 will report on a qualitative study that identifies and proposes strategies to mitigate socio-ecological barriers within a dementia prevention program “My Healthy Brain”, emphasizing the need for a multi-level approach to enhance equity in dementia clinical trials. The Discussant will situate these studies within the broader field of gerontology, highlighting their potential to address disparities and enhance behavioral interventions for diverse aging populations.
PROMOTING EQUITY IN DEMENTIA BEHAVIORAL CLINICAL TRIALS: INSIGHTS FROM THE SOCIO-ECOLOGICAL MODEL
Authors: Mace Ryan , Cohen Joshua , Ritchie Christine , Bartels Stephen , Okereke Olivia , Hoeppner Bettina , Brewer Judson , Vranceanu Ana-Maria 
Published: January 2025

Abstract
Alzheimer’s Disease and Related Dementias (ADRD) is exacerbated by social determinants of health, which limit equitable access to effective behavioral interventions. ADRD disparities are widened by clinical trials that fail to recognize and address socio-ecological barriers to health behavior change, thereby reducing their efficacy and reach within diverse older populations. To address this inequity, our qualitative study aimed to: (1) identify socio-ecological barriers to ADRD prevention from healthcare professionals’ viewpoints, and (2) recommend strategies to mitigate these barriers within the context of a ADRD prevention program (My Healthy Brain) and its trial protocol. We conducted 5 focus groups with multidisciplinary healthcare professionals involved in geriatric care (N=26, M experience &gt; 17 years) from diverse clinics within an academic medical center and affiliated community health clinics. Using the Socio-Ecological Model (SEM), we identified individual, interpersonal, institutional, community, and societal barriers. The Expert Recommendations for Implementing Change (ERIC) framework guided the proposal of evidence-based strategies to overcome these barriers. Professionals identified multi-level barriers, including limited resources, linguistic and technological challenges, provider dismissiveness, conflicting institutional priorities, minority underrepresentation, and societal biases towards biomedical treatments. Recommended strategies included modifications to My Healthy Brain to improve accessibility, enhanced provider training and support, integration of interventions within clinical operations, building community partnerships, and rectifying societal misconceptions and biases. Our findings advocate for a socio-ecological approach in ADRD prevention, emphasizing the importance of recognizing and addressing the contextual factors influencing behavior change. The application of SEM and ERIC frameworks serves to bolster equity in ADRD clinical trials.
MIND–BODY ACTIVITY SHARED MEDICAL VISIT PROGRAM FOR UNDERSERVED OLDER ADULTS WITH CHRONIC PAIN
Authors: Vranceanu Ana-Maria , McDermott Kate , Santiago Natalia Giraldo , Brewer Julie , Vonderheide Clara , Allen Elizabeth , Greenberg Jonathan , Ritchie Christine 
Published: January 2025

Abstract
Older adults with chronic pain in underserved community health centers have high rates of chronic pain and lack of access to evidence based behavioral interventions. With funding from an NIA/NINDS HEAL grant, we used qualitative methods, the Socioecological Model and Aaron’s implementation framework to culturally tailor an evidence based, group, mind-body activity program to meet the needs of English and Spanish speaking older adults with chronic pain and to be delivered by clinicians typically available in underserved community health centers (social workers, nurse practitioners or psychologists) and bundled within billable shared medical visits. This talk will briefly discuss our process of cultural adaptation, training of providers, and process for incorporation of the program within billable medical visits. Next, we will present results of an open pilot effectiveness trial (English and Spanish) of the tailored interventions (N=5 groups, N= 32 patients) delivered by psychologists (1 group; English), nurse practitioner (2 groups; English) and social worker (2 groups; Spanish). Feasibility markers (recruitment 86.8%; acceptability 93.9%; fidelity 95%) were excellent. We observed significant improvement in outcomes (physical function p&lt;.001; 6-minute walk test p&lt;.002; pain p&lt;.001; depression p&lt;.001) and mechanisms (pain catastrophizing p&lt;.002; mindfulness p&lt;.006; kinesiophobia p&lt;.005). Qualitative exit interviews confirmed high satisfaction with the program and revealed important consideration for a future hybrid effectiveness-implementation trial.
RESULTS FROM A MIXED METHODS RANDOMIZED CONTROLLED TRIAL: PEER SUPPORT FOR DEPRESSION AMONG VULNERABLE OLDER ADULTS
Authors: Joo Jinhui 
Published: January 2025

Abstract
Depressed, low-income White and BIPOC older adults do not access mental health services despite increased risk. We evaluated the impact of a one-to-one peer support intervention delivered by older adult peer mentors compared to an active social control delivered by non-peers. The primary outcome was depression with up to 12 months follow up. Mediation analysis and post-study interviews were conducted with both groups. Among 149 randomized participants, the mean age was 70, 84% were women, 52% were Black and 41% were White. Both groups experienced an average decrease of 2.54 (SD: 5.80) points in PHQ-9 scores compared to their baseline levels that was sustained at 12 months. Emotional well-being, and self-efficacy increased, and adaptive coping, and loneliness decreased during the intervention and at follow up for both groups. Loneliness was a mediator for both groups but the intervention selectively engaged self-efficacy and adaptive coping. Qualitative data suggest that the intervention and control groups had disparate experiences. The intervention group learned coping skills and enacted behavior change, whereas the control group did not. Our results indicate that the PEERS intervention was not superior to social interactions delivered by non-peers, but the mechanism may be different. The intervention may increase active coping and self-efficacy whereas social interaction provided by non-peers decreased loneliness. Lay older adult peer mentors can be trained and impact important factors related to well being. Increased structure in peer support content may be needed to observe impact on depression outcomes.
BRIDGING POSTCOLONIAL STUDIES AND AGING STUDIES THROUGH INTERSECTIONAL THEORY
Authors: Trinkaus Eva-Maria , Kriebernegg Ulla , Kriebernegg Ulla 
Published: January 2025

Abstract
Kimberlé Crenshaw (1991), who coined the term ‘intersectionality,’ described the need for a different perspective and emphasized the need for new critical thinking in order to address structural inequality. Adding to her matrix of intersecting inequalities of race, class, and gender, Calasanti and Slevin (2001) argue that “[a]geism interacts with other types of discrimination – sexism, racism, classism, and heterosexim – in ways that make the experience of ageism both similar and different across various groups,” bringing ‘age’ to the table. Taking into consideration that the fields of Aging Studies and Postcolonial Studies both address social and structural inequalities in the context of intersectionality, this symposium critically investigates the ways in which these fields of research intersect and make theoretical approaches fruitful for discussion by bringing Cultural Age Studies, Literary Gerontology, and Medical Ethics into conversation.
CULTURALLY RESPONSIVE–SUSTAINING EDUCATIONAL STRATEGIES IN UNDERGRADUATE THANATOLOGY COURSES
Authors: Decker Autumn , Weaver Raven , Bolkan Cory 
Published: January 2025

Abstract
There is an increasing demand for health and human service (HHS) workers in the United States. With direct and sustained contact with people, HHS workers are regularly exposed to end-of-life (EOL) care but typically have little education and support to handle the associated emotional and mental toll. Thus, this study qualitatively explored how cultural content, cultural humility, and EOL experiences of diverse groups were integrated in undergraduate thanatology courses. In Spring 2023, instructors teaching thanatology courses across the country were asked to participate in a quantitative survey (n=56) and a follow-up 45-minute semi-structured interview (n=27) about the instructor’s course, strategies for addressing diverse populations and content in their course, and effective activities and assignments. Using culturally responsive-sustaining pedagogical principles, interviews with instructors were deductively/inductively coded, resulting in seven themes: 1) Welcoming and Affirming Environment; 2) High Expectations and Rigorous Instruction; 3) Inclusive Curriculum and Assessment; 4) Ongoing Professional Learning; 5) “Doing your Own Work”; 6) Classroom Culture and 7) Desire to Do More. Findings highlight the importance of self-care for instructors, illustrate a need for improved resources and training for death educators, particularly in delivering cultural material; support bringing lived experiences of the instructor into the classroom as a tool for building safety, belongingness, and learning for students; and emphasize the importance of multidisciplinary approach to thanatology. This session will provide tangible suggestions and pedagogical resources for instructors of thanatology courses to encourage using culturally responsive-sustaining principles in the development, delivery, and debrief of in-class activities and assignments.
AN INTEGRATIVE ANALYSIS OF STUDENT AND INSTRUCTOR PERSPECTIVES ON DISCUSSING SUICIDE IN THE CLASSROOM
Authors: Weaver Raven , Decker Autumn , Robillard Ashley , Vasylenko Maksim , Kidner Madison , Bolkan Cory 
Published: January 2025

Abstract
Suicide is often considered a triggering topic and may pose challenges in classroom settings. Suicide is a lifespan issue with older adults having the highest risk and it being a leading cause of death among young adults. To improve both personal response and professional readiness, it is important for college students to learn about suicide in the classroom. This integrative, cross-sectional study relied on a quantitative survey of college students (n= 313; Mean age:19.5; 71% Women) on effective ways for learning about and discussing sensitive topics, like suicide, as well as qualitative semi-structured interviews of college faculty teaching death and dying courses (n = 27, 83% women; 94% White), who shared their perspectives on teaching about sensitive topics including death, dying, and suicide. Most students wanted to learn more about suicide (74%) and about available resources to support individuals at risk of suicide (86%). Conversely, content analysis of faculty perspectives revealed they typically avoided discussing suicide in the classroom; not all faculty felt prepared or comfortable having suicide-based discussions and many feared that discussions would exacerbate students’ depression, anxiety, or suicide ideation. We highlight the importance of collaborative methods and co-designing curricula to deliver trauma-informed, evidence-based instruction. There is a need for more integration of campus and external resources, and the development of EBPI trainings around suicide prevention on college campuses, as well as a need to prepare future gerontological professionals to be able to detect and support older adults in mental health crises.
NAVIGATING COMPLEXITY: EFFECTIVE PEDAGOGY FOR TEACHING DIFFICULT TOPICS
Authors: Bolkan Cory , Weaver Raven , Decker Autumn 
Published: January 2025

Abstract
There are many sensitive (e.g., death, loss, trauma) and politically charged (e.g., aging policies, ageism) topics that often emerge in gerontology courses that can challenge educators and impede classroom dialogue. We surveyed undergraduate students (N = 380; 76% Women, 65% White, 44% first-year) regarding their perspectives on which topics they believed were important to feature in lifespan human development curricula. Results indicated strong interest in specifically addressing challenging issues in their classes, with the top, most-reported topics identified as mental illness (n = 252) and death and loss (n = 193). Additional topics of high interest included substance abuse, gun violence, discrimination, and maltreatment. Incorporating these topics into gerontological education offers many benefits and fosters comprehensive understanding of the full life course among students. To help educators navigate these topics effectively, we provide an overview of various pedagogical approaches that consider social crises and power relations (e.g., culturally responsive teaching, critical pedagogies, inquiry-based or experiential learning), and share examples of how they can be used to guide and facilitate learning about sensitive issues. Trauma-informed teaching also ensures a safe learning environment for discussing difficult topics, while critical pedagogies encourage critical analysis of societal norms and power dynamics to broaden students’ understanding. By integrating these approaches, educators can create inclusive learning environments where students are empowered to explore and discuss multifaceted issues relevant to later life. This enhances academic learning and equips students with the skills and empathy needed to address the challenges faced by a diverse population of older adults
CENTERING DIVERSE AGING ADULTS: STRENGTH, RESILIENCE, AND OPPORTUNITIES
Authors: Muñoz Elizabeth , Thierry Amy 
Published: January 2025

Abstract
Our older adult population is increasingly becoming more diverse and there is a need to identify sources of risk and resilience among individuals living at the intersection of multiple systems of oppression or adversity. This symposium highlights the lived experiences of older diverse adults through a multi-dimensional lens by investigating the experiences of adults across community settings, exposure to trauma, identity (gender and race), and health status. Presentations also investigate already-existing strengths within these communities and recommend opportunities for leveraging those assets to bolster health equity in diverse older adults. To this end, Tian and colleagues will present results on coping strategy utilization and stress among urban-dwelling diverse adults during the COVID-19 pandemic. Cherry and colleagues will showcase an investigation of the experiences of African American / Black women living in Louisiana who endured the 2005 hurricanes and the COVID-19 pandemic. Wright and colleagues will share findings on the association between parental education, adverse childhood experiences, and memory performance among diverse, community-dwelling older adults. Groves and colleagues will present findings on the feasibility of a dyadic intervention to support hypertension self-management among older African American women with hypertension. Lastly, Gaillard and colleagues identify strategies for increasing engagement in health research among older African Americans. Overall, this symposium centers the lived experiences, strengths, and resilience of diverse older adults, and points to novel directions for advancing health equity research.
MAKING SENSE OF A DISEASE THAT MAKES NO SENSE: CULTURAL UNDERSTANDINGS OF DEMENTIA AMONG ALASKA NATIVE CAREGIVERS
Authors: Lewis Jordan 
Published: January 2025

Abstract
With the rate of Alzheimer’s disease and related dementias (ADRD) increasing among Alaska Indian/Alaska Native (AI/AN) people, the Alaska Native Health system is ill-prepared to meet the challenges associated with the growing population at risk of ADRD. The high cost of care, inadequate training of health care providers, and lack of supportive services for caregivers are especially concerning. Interviews were conducted with 22 AN caregivers for ANs with ADRD in communities across Alaska. Interviews lasted approximately 60 min and were transcribed verbatim. We employed directed content analysis to examine the major agreements and disagreements between the participants’ understandings of ADRD in each of the domains of Kleinman’s Explanatory Model of Illness. Caregivers and health care providers expressed concerns about the lack of understanding, resources, and awareness of ADRD among ANs in rural and urban communities. Both caregivers and providers recognized the need to obtain an early diagnosis, blend Western and traditional medicines, promote lifestyle and dietary changes, and foster training for caregivers. Health care providers acknowledged their limited exposure to AN understanding of ADRD and wish to receive culturally relevant training to better serve AN. As the older AN adult population grows, the need for culturally responsive training and support services will continue to increase. We recommend establishing rural outreach and support groups for caregivers, developing an understanding of how ANs view ADRD to train and educate health care providers, and implement screening early for memory loss during routine medical examinations