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Related Links: Curriculum Module on The Aging Process
Prepared by Andrew E. Scharlach and Barrie Robinson
University of California at Berkeley
School of Social
Welfare
Berkeley, CA 94720
Made possible with partial funding by
The Academic Geriatric
Resrouce Program
University of California, Berkeley
Preface
Also developed as part of this project are
curriculum modules summarizing information regarding a number of other
aging-related topics, including the following: (1) Demographic characteristics
of an aging society; (2) Myths and stereotypes about aging; (3) Women and aging;
(4) Ethnicity and aging. These curriculum modules are available from the Center
on Aging, University of California, 535 University Hall #7360, Berkeley, CA
94720-7360, or from Professor Scharlach at the School of Social Welfare.
Development of these curriculum materials was made possible by grants
from the Office of Educational Development, the Media Resource Center, the
Academic Geriatric Education Program, the American Cultures Program, and the
Eugene and Rose Kleiner Chair for the Study of Aging Processes, Practices and
Policies. Andrew Scharlach, Professor of Social Welfare and holder of the
Kleiner Chair in Aging at the University of California at Berkeley, coordinated
the overall project and was the primary author of the sections on cognitive and
personality changes associated with aging. Barrie Robinson, Field Work
Consultant and Lecturer in the School of Social Welfare at the University of
California at Berkeley, was the primary author of the sections on the physiology
of aging and sensory changes with aging.
The authors would like to
express their appreciation to Paola Timiras, Professor of Physiology at the
University of California at Berkeley, for her consultation regarding this
curriculum module. The authors also would like to thank Kris Duermeier for her
assistance in assembling the annotated bibliography and list of audiovisual
resources. We also are indebted to the numerous faculty members in Social
Welfare and other departments who took the time to review earlier drafts and
make suggestions designed to increase the usefulness of these materials.
The Aging Process
The curriculum module on the Aging
Process consists of six sections: (1) Physiology of Aging; (2) Sensory Changes
with Aging; (3) Cognitive Changes Associated with Aging; (4) Personality Changes
Associated with Aging; (5) an Annotated Bibliography of suggested readings; and,
(6) a list of available Audiovisual Resources. Instructors are encouraged to
adapt these materials as appropriate to their particular needs. Some instructors
may wish to utilize the content as a source of lecture material; others may wish
to assign sections for student reading and discussion. These materials also may
be useful as background reading for students and professors new to this topic.
However, they are used, it is hoped that these materials will stimulate
increased interest in and knowledge about the aging process as it affects all of
us. For further information regarding how these materials can best be utilized,
instructors are welcome to contact Professor Andrew Scharlach at the School of
Social Welfare, University of California at Berkeley.
Table of Contents
I.
Physiology of Aging
- The outward signs of aging
- Changes in the cardiovascular system
- Changes in the respiratory system
- Changes in musculature
- Changes in the skeletal system
- Changes in the nervous system
- Changes in the gastrointestinal system
- Changes in the endocrine system
- Changes in sexuality
II.
Sensory Changes with Aging
- Changes in vision
- Changes in hearing
- Changes in taste and smell
- Changes in skin sensitivity
III.
Cognitive Changes Associated with Aging
- Intelligence
- Learning and memory
IV.
Personality Changes Associated with Aging
- Personality stability
- Personality change
V.
Annotated Bibliography
VI.
Audiovisual Resources
Physiology of Aging
IntroductionAs we age, we undergo a number of physiological changes
which affect not only how we look, but how we function and respond to daily
living. Overall, the changes in the later life span described below involve a
general slowing down of all organ systems due to a gradual decline in cellular
activity. It should be noted that individuals experience these changes
differently - for some, the level of decline may be rapid and dramatic; for
others, the changes are much less significant. The effects of these changes also
differs widely. While approximately 85% of older adults experience chronic
conditions, only about 20% experience significant impairment in their ability to
function.
The Outward Signs of Aging The most common external signs of aging
involve the skin, hair, and nails. Over time, the skin loses underlying fat
layers and oil glands, causing wrinkles and reduced elasticity. Other
contributing factors are nutrition, exposure to the sun, heredity, and hormones.
With these changes comes an increased susceptibility to cold (hypothermia),
bruising, and bedsores. There is also a reduction in the ability to perspire due
to atrophy of sweat glands, making the individual more susceptible to heat
(hyperthermia). In addition, the skin develops "age spots" due to deposits of
melanin pigment. The hair gradually loses its pigmentation and turns gray. The
nails become thicker due to reduced blood flow to the connective tissues.
Changes in the Cardio-Vascular System The most significant overall
change is reduced blood flow to the body, which typically becomes significant in
the eighth decade. This results from a number of factors including normal
atrophy of the heart muscle, especially in the left ventricle which pumps
oxygenated blood out; calcification of the heart valves; loss of elasticity in
artery walls (arteriosclerosis or "hardening of the arteries"); intra-artery
deposits (atherosclerosis). The reduced blood flow results in reduced stamina
since less oxygen
is being
exchanged, reduced kidney and liver function, and less cellular nourishment. As
a consequence, the individual is more susceptible to drug toxicity, has a slower
rate of healing, and a reduced response to stress. Other consequences of these
cardio-vascular changes are hypertension with an increased risk of stroke, heart
attack, and congestive heart failure.
Changes in the Respiratory SystemAs with the cardio-vascular system,
there is also a reduction in the efficiency of the respiratory system in later
life. The airways and lung tissue become less elastic with reduced cilia
activity, resulting in decreased oxygen uptake and exchange. The muscles of the
rib cage also atrophy, further reducing the ability to breathe deeply, cough,
and expel carbon dioxide. These changes are exacerbated if the individual smokes
or lives in a polluted environment. The consequences of these changes can
include decreased stamina with shortness of breath and fatigue, which in turn
may impair one's ability to perform activities of daily living. Lack of oxygen
can also increase anxiety.
Changes in MusculatureA generalized atrophying of all muscles is normal
in later years accompanied by a replacement of some muscle tissue by fat
deposits. This results in some loss of muscle tone and strength. Some specific
implications are reduced ability to breathe deeply; reduced gastro-intestinal
activity which can lead to constipation; and bladder incontinence, particularly
in women. Although everyone experiences these changes to some degree, regular
physical exercise appears to temper the extent of these changes.
Changes in the Skeletal SystemBeginning at around age 35 in both men
and women, calcium is lost and bones become less dense. This can result in
osteoporosis and a reduction of weight bearing capacity, leading to the
possibility of spontaneous fracture. Thinning of the vertebrae also results in a
reduction in height. In addition, the vertebrae calcify, resulting in postural
changes and increasing rigidity, making bending difficult. The joints also
undergo changes. In fact, arthritis, the degenerative inflammation of the
joints, is the most common chronic condition in the elderly. The two most common
forms are osteoarthritis, a wearing
away of the joint cartilage, and
rheumatoid arthritis, a disease of the connective tissue. These conditions can
impair mobility and the performance of daily activities of living.
Changes in the Nervous System After age 25, everyone loses nerve cells.
Gradually over time, this results in a reduced efficiency of nerve transmission,
affecting response time and coordination. The brain also shrinks in size, which
does not significantly affect functioning except in the most extreme cases.
These changes may also affect sleeping patterns somewhat by decreasing the
length of total sleep time and REM sleep.
Changes in the Gastrointestinal System As we age, we experience a
reduction in the production of hydrochloric acid, digestive enzymes, and saliva,
as well as a reduction in the total number of taste buds. These changes can
result in gastrointestinal distress, impaired swallowing, and delayed emptying
of the stomach. Perhaps more importantly, the breakdown and absorption of foods
may also be impaired, sometimes resulting in vitamin deficiencies of B, C, and K
vitamins or, in extreme cases, malnutrition. If left untreated, these
deficiencies may result in capillary weakening, easy bruising, muscle cramping,
reduced appetite, weakness, mental confusion and/or illness.
Changes in the Endocrine SystemThe endocrine or metabolic system is
responsible for changing food into energy. After age 25, everyone experiences
approximately a 1% decrease per year in their metabolic rate. This overall
slowing results in food being less well absorbed and utilized as well as a
decrease in the overall metabolism of drugs. Consequences can include reduced
stamina and reserves as well as greater susceptibility to drug toxicity.
Changes in SexualityOverall, sexual activity is more related to past
life patterns than to age. Sexual desire and performance may continue well into
an individual's seventh, eighth and ninth decade although frequency may diminish. Physiological changes
in women include atrophy of the ovarian, vaginal, and uterine tissues with
decreased production of vaginal fluids. In men, sperm production is decreased,
the prostate enlarges, and overall sensitivity declines. Both older men and
women generally require more stimulation to become aroused and more time to
reach orgasm.
Sensory Changes with Aging
IntroductionOur senses play a central role in our ability to gather
information and to participate in social interactions. Along with a variety of
physiological changes which accompany the aging process, changes in the
sensorium also occur. It should be noted that while everyone will probably
experience some of the changes discussed below, the degree of change will vary
from person to person. In addition, the effects of the sensory changes on the
individual's perceptions and social interaction depend upon many factors, such
as the specific sense affected, the nature of the change, and the extent to
which remediation for the changes can be accomplished.
Changes in VisionBeginning the fourth decade, the pupil begins to
decrease in size and in response time to light. Because of these changes, it is
estimated that older adults require three times the amount of illumination to
see as a younger person. Also, focusing takes longer with an increase in
nearsightedness, making small print harder to read. Another normal change is
thickening and yellowing of the lens of the eye. This results in light
diffraction, increased sensitivity to glare, decreased depth perception, and
more difficulty distinguishing pastel colors, especially blues and greens.
Non-normal changes of the eye include cataracts or significant
opacification of the lens, glaucoma, and various retinal disorders such as
macular degeneration and diabetic retinopathy.
Changes in Hearing Hearing changes that are common as we age include a
decrease in sensitivity to high frequency tones and decreased discrimination of
similar pitches. These changes are usually the result of normal changes to the
bones and cochlear hair cells of the inner ear.
Significant hearing
loss, while relatively common in the elderly population, is not a normal part of
the aging process. Approximately 30% of all elderly persons have some hearing
impairment. Such loss is usually the result of damage to the hearing organ, the
peripheral nervous system, and/or the central nervous system. Depending upon the
specific cause and location of the problem, different types of hearing loss may
result, such as high tone loss, flat hearing loss, and difficulty understanding
or distinguishing words. Because most hearing changes are not amenable to
medical or surgical intervention, hearing aids and aural rehabilitation are
usually indicated, although not all types of hearing loss are remediable.
Because hearing is essential for social interaction and safety, untreated
hearing loss is perhaps the most socially disabling of all sensory impairments.
It is an invisible disability which is often covered up or denied by a person
who may then be mislabeled as senile, dumb, or uncooperative.
Changes in Taste and Smell Taste and smell are interrelated and
important for eating as well as checking for hazards in the environment such as
spoiled food, smoke, and fumes. Older adults experience some decline in the
ability to taste resulting from a reduction in the total number of taste buds,
especially after age 80. Some individuals also experience a decline in their
sense of smell, but this is usually from non-normal conditions such as blockage
or disease of the olfactory receptors in the upper sinus. Some consequences of
these changes include a decreased interest in food, a desire for more salty or
highly seasoned food, and a reduced awareness of body odor and environmental
hazards such as spoiled food, smoke, and hazardous fumes.
Changes in Skin Sensitivity With advanced age, the skin becomes
somewhat less sensitive to sensation, including heat, cold, and injury. While
this is relatively inconsequential for most people, it can pose a serious threat
for those whose insensitivity is extreme. Perhaps more important, however, is
the recognition that touch is one of our most important senses all through life.
It serves many important functions such as forming a sense of self, relieving
stress, giving comfort, maintaining intimacy, and conveying acceptance and
connectedness. Because older adults typically have less opportunity to give and
receive touch, they may lose the benefits that these functions impart.
Cognitive Changes Associated with Aging
Introduction Research on the human brain has documented dramatic
decreases in brain size and efficiency throughout our lives, beginning virtually
from the time of birth. Yet, in spite of these anatomical and physiological
declines, studies have found evidence of only limited decrements in actual
intellectual functioning associated with the aging process. This section
examines some of these known decrements in two fundamental domains of cognitive
functioning: (1) intelligence, and (2) learning and memory.
The fact
that most older persons experience virtually no functional impairment despite
their cognitive limitations is a testimony to the redundancy built into the
human brain, as well as the ability of humans to find ways to compensate for
potential cognitive limitations. It also reflects the fact that intellectual
ability is only one of many factors affecting functioning in later life.
Ultimately, intellect may be considerably less important than are self-care
ability and social competence in determining an older person's ability to
function independently and competently, and to live a rich, rewarding life.
IntelligenceIntelligence generally can be thought of as including a
range of abilities that allow us to make
sense of our experiences: the
ability to comprehend new information, the ability to think abstractly, the
ability to make rational decisions, spatial ability, numerical ability, verbal
fluency, etc. Some abilities (e.g., the ability to think abstractly) are heavily
biologically determined and are relatively independent of particular
applications, reflecting what has been called "fluid intelligence." Other
intellectual abilities (e.g., verbal fluency) are more apt to reflect the
knowledge and skills a person has gained through life experience, or
"crystallized intelligence."
Intelligence tests have demonstrated a
pattern of age-related changes in intellectual functioning typically beginning
after the age of 60. This "classic aging pattern" involves somewhat poorer
performance on tests of fluid intelligence, but little or no difference on tests
of crystallized intelligence. It should be noted, however, that there is a great
deal of variability in the test scores of older adults, with some older persons
actually doing better than some younger persons. Moreover, older adults'
intellectual functioning can be improved significantly with training and
practice, although improvements generally are less than those experienced by
younger persons with the same amount of training.
The fact that older
persons seem to perform more poorly on tests of fluid intelligence is due in
part to reduced efficiency of nerve transmission in the brain, resulting in
slower information processing and greater loss of information during
transmission. However, performance decrements may also be due to a variety of
non-cognitive factors, including impairments in motor ability and sensation.
Slower motor performance can significantly reduce an older person's ability to
respond on tests that require fine hand movements (e.g., filling in the proper
rectangle on an answer sheet). Sensory deficits associated with aging, for
example, can result in perceptual inaccuracies, requiring the aging mind to
commit more attention and cognitive effort to comprehending sensory input and
reducing its capacity to quickly process new information.
Other factors
affecting cognitive performance in older adults are only indirectly related to
the aging process itself. For example, older persons typically have fewer years
of education. They also are likely not to have as much experience taking
intelligence tests as do younger persons who grew up in an era of widespread intelligence
testing, resulting in reduced familiarity and increased test anxiety for older
test takers. Moreover, the content of these tests often is less meaningful for
older persons, reducing their motivation for committing precious time and energy
on difficult test items that have little personal meaning.
When making
decisions, older persons have been found to sacrifice speed for accuracy,
rejecting quick, simplistic solutions to problems and preferring to work slowly,
examining issues from a variety of perspectives before selecting a response.
Finally, many of the health problems which are more common in later life (e.g.,
cardiovascular problems) can significantly affect cognitive functioning as well
as test-taking ability.
Not all cognitive changes in later life are
negative, however. Older persons typically exhibit greater experience-based
knowledge, increased accuracy, better judgment, and generally improved ability
to handle familiar tasks than younger persons. Such applied knowledge, or
wisdom, may in fact be considerably more important to one's ability to
accomplish most tasks of day-to-day life than are the abstract abilities tapped
by intelligence tests.
Even when physical or cognitive competencies are
affected by the aging process, older adults often are able to develop strategies
for compensating partially or totally. For example, older typists have been
found to type as quickly and as accurately as younger typists even though they
are unable to move their fingers as fast, because they have developed a better
ability to anticipate upcoming words and locate the proper keys on the
typewriter. In general, older adults can perform about as well as younger
persons on tasks which provide sufficient opportunity to compensate for slower
physical and cognitive functioning.
Learning and MemoryMost persons experience a modest increase in memory
problems as they get older, particularly with regard to the ability to remember
relatively recent experiences. Decrements are found both in the
ability to accumulate new
information and in the ability to retrieve existing information from memory
storage, although there is little decline in the ability to store new
information once it is learned.
The process of learning new information
and encoding it for storage requires more time as individuals get older, because
of the reduced efficiency of neural transmission and because of sensory deficits
that limit one's ability to quickly and accurately perceive information to be
learned (as discussed above). In fast-moving day-to-day experiences, this may
prevent individual experiences (e.g., the name of someone to whom one is
introduced) from receiving the attention needed for complete encoding into
secondary memory. In addition, the extensive life experience of older persons
makes it more likely that new information will not adequately be distinguishable
from previous learnings (e.g., the names of other similar people one has met
over the years), making it difficult to establish unique cues and linkages for
new experiences.
Older persons also experience decrements in their
ability to retrieve information once it is stored. In part, this is because of
the difficulty identifying just the right piece of information from the vast
store of information they have accumulated over a lifetime of experiences. This
can be particularly difficult when the new information resembles previously
learned information (e.g., when one is trying to recall a phone number from the
thousands of phone numbers that have been learned over a lifetime).
Consequently, older persons tend to do considerably worse than younger persons
on tests of free recall, where they are asked to retrieve learned information
but given only minimal cues. However, few decrements are found when older adults
are given sufficient orienting parameters to limit the scope of the search, or
are asked to select the correct answer from among a small number of options
(e.g., on a multiple choice test).
Older persons seem to have better
memory for certain events that occurred in the distant past than for recent
experiences. To a large extent, this is because the distant events that are
remembered are those which either have special personal significance (e.g., the
birth of a child, the end of World War II) or are so unique that they are not
affected by subsequent experiences (e.g., childhood occurrences). Such experiences are apt to have
been rehearsed mentally numerous times throughout one's life, increasing their
familiarity and making them easier to recall than are mundane aspects of one's
day-to-day life. In addition, it is considerably more difficult to validate the
accuracy of information from the distant past than it is to validate more recent
information, so that errors in remembering recent events usually are more
obvious than are errors regarding distant events.
Finally, it is
important to note that cognitive processes such as learning, memory, and
intellectual functioning are extremely responsive to a person's physical and
psychological state. Physical illnesses and medications can affect neuronal
function and also reduce the energy available for cognitive processes.
Depression and other emotional conditions that involve impaired self-esteem and
reduced confidence in one's own abilities can significantly impair one's
motivation for learning and remembering new information. Among depressed older
adults, for example, memory complaints can increase and memory performance can
decline even in persons who do not have any actual impairment in cognitive
functioning or learning ability. Moreover, older adults who have adopted the
popular stereotype that forgetfulness is inevitable in old age may experience
increased anxiety and reduced self-confidence when confronted with normal memory
tasks, resulting in memory problems they would not otherwise have had.
Personality Changes Associated with Aging
Introduction Personality changes associated with aging have been
debated almost since the beginnings of modern psychology. Freud, for example,
believed that personality development was relatively complete by the time a
person reached adolescence and that little change was possible after the age of
40. Jung, on the other hand, argued that personality develops throughout one's
life in response to changing life experiences.
Personality Stability Longitudinal studies of personality traits have
found that basic personality traits remain relatively consistent throughout
one's adult life. The Baltimore Longitudinal Studies, for example, found
remarkable stability over periods of ten years or more on personality
inventories measuring traits such as neuroticism, extraversion, and openness to
experience. A Minnesota study obtained similar findings for periods of up to 30
years. Moreover, interviews with older adults themselves have found that
individuals' own self-images seem to change relatively little as they age,
leading some anthropologists to posit that the self is essentially "ageless."
Personality Change Whereas basic personality traits may remain rather
stable throughout adulthood, relatively predictable shifts may occur in other
aspects of a person's personality. One of the best documented personality
changes in adulthood is an increased preoccupation with one's inner life,
including greater attention to personal feelings and experiences and reduced
extraversion. This increased interiority often is accompanied by a tendency to
be less impulsive and more circumspect than at earlier ages. In some, it may be
accompanied by greater cautiousness and decreased interest in the external
world.
A second domain in which age-related changes have been found
concerns gender role identity. As they age, men and women appear to become more
similar in terms of their values and personality styles. Studies in a number of
different cultures have found that men tend to become more nurturant,
expressive, and affiliation-seeking as they grow older, whereas women tend to
become more instrumental and achievement-oriented. It is not clear whether these
shifts reflect true personality changes or are simply a result of differential
role opportunities across the life cycle (e.g., retirement may provide an
opportunity for men to express nurturant qualities that are not seen as adaptive
at work, whereas the end of child-rearing responsibilities may allow women an
opportunity to express achievement-oriented qualities).
Any attempt to identify
predictable personality changes in later life should note that longitudinal
studies have found that adults tend to exhibit greater inter-individual
differences as they grow older. Interaction styles become more individualized
and people may appear to be "more themselves" than at any other time of their
lives. To some extent, this may be a result of a decreased need to conform to
external expectations, particularly in societies that lack clear and unambiguous
social role norms for older adults. In addition, it is likely that persons of
any age may become somewhat less flexible when faced with the types of social
and role losses typically experienced by older persons. Finally, there is some
evidence that persons with stronger, more inflexible personalities may have
lower mortality rates in certain situations, causing them to be overrepresented
among the elderly.
Annotated
Bibliography
Carlsen, M. B. (1991). Creative aging: A
meaning-making perspective. New York: W. W. Norton & Co.
This
book is unique in its blending of the theoretical and the practical. Attention
is given to discussions of perspectives on aging, definitions of creativity,
theoretical frameworks, a set of therapies for aging creatively, and cognitive
habits and cultural tendencies that interrupt creative aging.
Craik, F.
I., & Salthouse, T. A. (Eds.). (1992). The handbook of aging and
cognition. Hillsdale, NJ: L. Erlbaum Associates.
Presents reviews of
the core topics of cognitive psychology (attention, memory, knowledge
representation, reasoning and spatial abilities, and language) in relation to
aging. Includes applications of laboratory studies to real-life situations.
Fabris, N., Harman, D., Knook, D. L., & Steinhagen-Thiessen, E.
(Eds.). Physiopathological processes of aging: Towards a multicausal
interpretation. New York: New York Academy of Sciences.
Presents biomedical studies
of the aging process, discussing the diversity of aging phenomena and the
mechanisms involved in aging rather than focusing on a single "main cause"
theory of aging. Many different approaches are included to provide a
comprehensive picture of the current state of the aging field and its future.
Felton, B. J., & Revenson, T. A. (1990). The psychology of health:
Issues in the field with special focus on the older person. In I. Parham, L.
Poon, & I. Siegler (Eds.), ACCESS: Aging curriculum content for education
in the social-behavioral sciences. New York: Springer.
This module
presents a current view of the psychology of health and aging. It describes, in
an overview, the state of our current knowledge in the area of health psychology
with a special focus on older people. It includes an outline of issues to be
covered in courses on this subject as well as an extensive annotated
bibliography.
Fiske, M., & Chiriboga, D. A. (1990). Change and
continuity in adult life. San Francisco, CA: Jossey-Bass Inc.
The
authors present a wealth of interdisciplinary information in which they assess
stability and change in adult life. They draw on the findings of a twelve-year
study that examines the complex interplay of personality traits, gender, social
factors, and stressors in shaping adult development.
Saxon, S. V., &
Etten, M. J. (1994). Physical change and aging: A guide for the helping
professions (third edition). New York: Tiresias Press.
This popular
text on normal aging is useful for those in the helping professions. Neither
superficial nor highly technical, it provides up-to-date and reliable
information in straightforward language enhanced by illustrations. Although the
book focuses on the physical changes and common pathologies associated with
aging, it also emphasizes their impact on the psychosocial behavior of the older
person.
Timiras, P. S. (Ed.). (1994). Physiological basis of aging
and geriatrics (second edition). Boca Raton, FL: CRC Press.
This
text represents an excellent overview of the aging process from a physiological
viewpoint, examining all systems of the body and describing changes that occur
with normal aging and in disease. Integrated aspects of aging are considered,
and preventive and interventive measures for ensuring healthful aging are
discussed.
Weale, R. A. (1992). The senescence of human vision.
Oxford, England: Oxford University Press.
As the life expectancy of the
human race continues to grow, the subject of ocular and visual aging is
receiving a great deal of experimental attention. This book reviews existing
knowledge re
garding vision and
aging, and it provides an excellent introduction to this growing field.
Audio Visual Resources
Audiotape:
Getting Through: A Guide to
Better Understanding of the Hard of Hearing. Zenetron, Inc.
Available: c/o Andrew Scharlach
School of Social Welfare
329
Haviland
University of California at Berkeley
(510) 642-0126
This audiotape demonstrates the experience of hearing impairment,
utilizing electronic filters to simulate normal hearing loss often experienced
by older persons. Strategies for communicating with persons who experience
hearing impairment also are presented.
Videotapes: Aging
Running time: 26 minutes/video
Films for the Humanities and Sciences
P.O. Box 2053
Princeton, NJ
08543
(800) 257-5126
This program covers the physical process of
aging, examining the various body systems to see how and why they change as they
age. It also shows that not all the changes in older people are inevitable and
that some changes in the aging body can be slowed down or reversed.
Aging: The Challenge of Adapting
Running time: 30
minutes/video
University Film and Video
Continuing Education and
Extension
University of Minnesota
1313 Fifth Street S.E., Suite 108
Minneapolis, MN 55414
(800) 847-8251
From the Contemporary
Health Issues Series, this video considers the physiological, psychological, and
sociological aspects of coping with the aging process.
Alzheimer's: A Family
Affair : (Alzheimer's Disease in the Afro-American Community)
Running time: 28 minutes/video
Howard University Public Television
Howard University
654 Girard Street N.W.
Washington, DC 20000
(202) 806-3200
This powerful work chronicles the prevalence of
Alzheimer's Disease and its impact in the African American community juxtaposing
highly personal with professional views.
Alzheimer's: A Multicultural
Perspective
Running time: 30 minutes/video
San Jose State
University
Available: c/o Andrew Scharlach
School of Social Welfare
329 Haviland
University of California at Berkeley
(510) 642-0126
This video examines the experience of caring for someone with
Alzheimer's Disease through the eyes of four families: Chinese, Japanese,
Latino, and Vietnamese. Through their experience, the viewer gains an
appreciation for the intergenerational conflicts that can arise when family
members attempt to integrate traditional cultural values with the norms of the
majority culture and the pressures of day-to-day life. Services available to
families caring for a demented elder are described, as are concerns about using
those services.
Alzheimer's...A Personal Story
Running
time: 29 minutes/video
ADEAR (Alzheimer's Disease Education and Referral
Center)
Available: c/o Andrew Scharlach
School of Social Welfare
329 Haviland
University of California at Berkeley
(510) 642-0126
Part of a training course (Alzheimer's Disease: An Educational
Training Program for Social Workers), this video poignantly portrays how
Alzheimer's Disease affects the lives of three patients and their families.
Personal accounts, home movies and photographs are used to demonstrate the
profound effects of Alzheimer's. Issues of particular concern for social workers
are highlighted in this video including: early stages of the disease; coping;
long-term care; impact on children; and losses.
Alzheimer's Disease: An
Assessment
Running time: 29 minutes/video
ADEAR (Alzheimer's
Disease Education and Referral Center)
Available: c/o Andrew Scharlach
School of Social Welfare
329 Haviland
University of California at
Berkeley
(510) 642-0126
Part of a training course (Alzheimer's
Disease: An Educational Training Program for Social Workers), this video
demonstrates the social work skills required to interview a demented elderly
person.
Case Study: Maxine Evans
Running time: 30
minutes/video
Indiana University
Available: c/o Andrew Scharlach
School of Social Welfare
329 Haviland
University of California at
Berkeley
(510) 642-0126
This video features an interview with an
elderly nursing home resident who is crippled with arthritis. Despite her
physical impairment and the restrictions imposed by her living situation, Maxine
Evans seems happy and content with her life.
Depression and the
Elderly
Running time: 28 minutes/video
Terra Nova Films
9848
S. Winchester Ave.
Chicago, IL 60643
(312) 881-8491
(800) 779-8491
This video examines the prevalence of depression in the elderly,
describes the primary symptoms of depression, cites common causes of depression
among the elderly, shows examples of patient-focused objectives in dealing with
depression, and demonstrates interventions with the depressed elderly client.
Detecting Dementia: Cognitive Assessment for Home Health Care
Professionals
Running time: 18 minutes/video
Alzheimer's Disease Research
Center at Washington University
Available: c/o Media Center, Moffitt Library
University of California at Berkeley
A training tool about cognitive
assessment for all health and social service professionals. This video attempts
to increase awareness of the prevalence and manifestations of dementia in
elderly clients, and enhance ability to identify clients with symptoms of
dementia.
Growing Old in a New Age
Running time: 55
minutes/video
The Annenberg Corporation for Public Broadcasting Collection
Available (for Bay Area loan only:) c/o Diane Driver
Center on Aging
535 University Hall
University of California at Berkeley
(510)
643-6427
Part 2 - How the Body Ages
Looks at the
physiological changes we undergo as we grow older. Experts describe the
universal changes in appearance and organ function that accompany aging and
explain how other changes can be prevented. Researchers describe advances in
cellular studies and the search for biomarkers of aging.
Part 3 -
Maximizing Physical Potential of Older Adults
Considers ways to
develop the greatest physical potential in an aging individual while
compensating for the effects of aging. Elders describe how lifestyle choices
have helped them maintain an active, healthy life.
Part 4 - Love,
Intimacy and Sexuality
Older couples speak frankly about their
enjoyment of sex. One couple finds sex plays a smaller role in their
relationship, another man finds fulfillment as a homosexual. Experts examine
physical and emotional issues of sexuality.
Part 5 - Learning,
Memory, and Speed of Behavior
Explores what happens to mental
capacities as we age. Techniques used to maintain and augment mental functioning
are examined. Elders explain why lifelong learning is crucial.
Part 6
- Intellect, Personality and Mental Health
Examines
intellectual function and the nature of personality as we age. Gerontologists
describe longitudinal and cross-sectional research designs in studying intellect
and personality over the lifespan. Older adults discuss mental health and
techniques for coping with stress.
Healthy Aging: Model Health
Promotion Programs for Minority Elders
Running time: 50
minutes/video
American Association of Retired Persons
Available: c/o
Andrew Scharlach
School of Social Welfare
329 Haviland
University of
California at Berkeley
(510) 642-0126
This video offers profiles of
older adults who are "on the road to good health" and describes five innovative
programs for health promotion. Each minority group in the U.S. has its own set
of health characteristics and issues. The best health promotion efforts for
minorities assure equal opportunity and dignity, and reinforce the informal
support systems and processes that already exist.
Late Adulthood
(Ages 60+)
Running time: 60 minutes/video
University Film and
Video
Continuing Education and Extension
University of Minnesota
1313 Fifth Street S.E., Suite 108
Minneapolis, MN 55414
(800)
847-8251
From the Seasons of Life Series. The final season of life is
dominated by the psychological clock, while the biological clock begins to wind
down. The series concludes with an examination of this last stage of
development, when people consider whether the story of their life has been a
good one. What might they still do to change or add to their lives in this last
season?
Memory: The Long and Short of It
Running time: 12
minutes/video
American Association of Retired Persons
Available: c/o
Andrew Scharlach
School of Social Welfare
329 Haviland
University of
California at Berkeley
(510) 642-0126
This video and its
accompanying guidebook provide information about memory and who it changes as we
age. It is designed to help alleviate fears about memory loss and offer
practical approaches to dealing with normal age-related memory changes.
The Mental Status
Examination of the Demented Adult
Video
ADEAR (Alzheimer's
Disease Education and Referral Center)
Available: c/o Andrew Scharlach
School of Social Welfare
329 Haviland
University of California at
Berkeley
(510) 642-0126
Part of an educational program intended to
train people in the use of the Mental Status Examination with people with
dementia including case presentations for practicing assessment skills.
Normal Aging Processes
Video
Indiana University
Available: c/o Andrew Scharlach
School of Social Welfare
329
Haviland
University of California at Berkeley
(510) 642-0126
A
good overview of normal aging processes as they affect physical, cognitive,
psychological, and social domains. Somewhat superficial, this video is best for
students with little or no previous knowledge about the aging process. Lecture
format.
Our Nation's Health: Healthy Aging
Running time:
55 minutes/video
CWI Productions, Inc.
Available: c/o Andrew
Scharlach
School of Social Welfare
329 Haviland
University of
California at Berkeley
(510) 642-0126
Profiles of older adults who
are engaged in active health promotion efforts. Contains recommendations for
healthy aging as well as available resources.
Sexuality and Aging
Running time: 25 minutes/video
Extension Business Office
Oregon State University
Ballard Extension Hall 125
Corvallis, OR 97331-3604
(503) 737-4131
An exploration of the attitudes, myths and reality of
this important aspect of life. Older men and women from across the country
openly discuss their relationships and experiences concerning aging, menopause,
impotence and female/male imbalances.
Siempre Viva
Running time: 49 minutes/video in Spanish
Calmecac
Available: c/o Maria P. Aranda, LCSW
P.O. Box 23401
Los Angeles, CA
90023
(818) 573-5954
A story of a Latino family living in the United
States, and the family's struggle with the devastating experience of
Alzheimer's. Based on real-life accounts of Spanish-speaking caregivers of
Alzheimer's victims. Intended to assist people of color to understand this
chronic, degenerative disease in their own communities.
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