Hiram J. Friedsam

Use of tranquilizers and sleeping pills among older Texans

†This research was supported in part by Faculty Research Funds of North Texas State University and by a multidisciplinary grant from the Administration on Aging. This article is a revised version of a paper presented at the 32nd Annual Scientific Meeting of the Gerontological Society, Washington, D.C., November 25–30, 1979.

A DESCRIPTIVE STUDY OF SELECTED STUDENT CHARACTERISTICS: TWENTY YEARS OF GERONTOLOGICAL EDUCATION

The Center for Studies in Aging at the University of North Texas was among the first to offer graduate training in aging. The primary objective was to develop and implement a curriculum in long‐term care administration. In the years since its establishment in 1967, the center has adapted its course offerings to meet the needs and career goals of a variety of students. Results of a 20‐year alumni survey are presented. The selected characteristics are instructive and suggest new directions for future recruitment efforts.

RECURRENT ISSUES IN GERONTOLOGICAL EDUCATION FOR SERVICE

The shortage of trained personnel for teaching, research, and service in aging and calls for higher education to respond by expanding the role of gerontology have been constant themes in discussions of gerontological education for several decades. Although rapid expansion has occurred during the past 20 years, little systematic information concerning the extent or characteristics of gerontology in higher education is available. The inadequacies of data relating to employment in aging make it impossible to determine the degree to which the need for trained personnel is being met, and, despite undeniable progress, none of the issues surrounding gerontological education have been finally resolved. Among those issues are: the shortage of qualified faculty members, particularly in professional schools; the role and organization of programs leading to gerontology degrees and other types of certification; the relationship of undergraduate and graduate programs; methods of integrating aging content into professio...

ASSESSING AND DEVELOPING NEW EDUCATIONAL EXPERIENCES TEACHING NURSING HOMES: THE CASE FOR LONG‐TERM CARE ADMINISTRATION

The experiences of an educational program in long‐term care administration that has used nursing homes as an integral part of the training of new administrators for eighteen years are described. The five part program includes 1) courses in gerontology, 2) courses in business administration, 3) an integrative seminar in long‐term care administration, 4) a nonresearch thesis, and 5) a seven‐month internship in a long‐term care setting. Issues discussed include choosing field work facilities, supervision of students in the field, and expectations for student performance in the field setting.