Vicki L. Schmall

Use of games as a learner-centered strategy in gerontology, geriatrics, and aging-related courses.

ABSTRACT Based on their experience as designers and/or users of games as a learner-centered strategy in gerontology, geriatric, and aging-related courses and training programs, the authors note multiple advantages of using games as a learning tool, list six relevant games (including order information), and suggest a variety of ways games can be used. They offer guidelines to apply in selecting appropriate games and discuss key aspects of the instructor or facilitators role in preparing learners for game playing, monitoring game play, and debriefing students once game play has ended. Outcomes for learners and course instructors are shared.

Alcohol problems in later life: evaluation of a model community education program

Described is the development and evaluation of a three hour multimedia community education program on alcohol problems in later life. Designed for families, older adults and service providers, the program provides information and skills needed to recognize and to take appropriate action with regard to alcohol abuse among the elderly. Compared to a control group, program participants had significant gains in knowledge and in their intent to take appropriate action in response to alcohol problems.

Community education on mental health in later life: findings from an evaluation of a series of three model programs.

This article describes a series of three community educational programs—The Second Story, The Final Course, andWinter Comforts—designed to increase knowledge about and skills for responding to three common mental health concerns in later life: loss and grief, depression and suicide, and alcohol abuse. It also presents findings from an evaluation of the impact of these educational programs on a total of 389 workshop participants, including 203 who also received training on how to present the educational workshops. The findings are relevant to anyone who wants to conduct a workshop that will lead to increased recognition and precrisis treatment of mental health problems affecting older adults.

THE IMPACT OF CONTINUING PROFESSIONAL EDUCATION ON SOCIAL SERVICE PRACTICE

Ninety social service agency and long‐term care administrators and staff completed a questionnaire that assessed the impact of a short‐term university training program for increasing their ability to work with families and develop linkages with the informal support network of the elderly. Respondents’ levels of comfort increased significantly in each of the sex identified areas: advocating for families, providing information and referral, helping families to problem‐solve, communicating with families, dealing with the feelings of the elderly and their families, and setting limits on help provided. Twenty‐nine percent of respondents indicated changes occurred in agency policies, procedures, or programs as a result of the training program. The most common change was the implementation of new programs. Lack of time and lack of agency resources were identified as the primary barriers to applying knowledge and developing formal linkages with the informal support system.

A MINORITY CULTURAL EXPERIENCE FOR UNIVERSITY GERONTOLOGY STUDENTS

This article describes a highly successful short‐term experiential project in minority/ethnic communities developed for Oregon State University gerontology students. This project can serve as a model for universities that lack opportunities in the local community for students to interact with elderly of different minority/ethnic backgrounds and where geographic distances make long‐term practicums in minority communities impractical for the majority of students. This project enhanced academic study and provided students a meaningful introduction to elements important in designing and implementing effective health and social service programs for minority/ethnic elderly. Details of a three‐day intensive experience at the Warm Springs Indian Reservation in central Oregon are discussed.