The Positively Aging® Teaching Materials Improve Middle School Students' Images of Older People

Lichtenstein, Michael J.; Pruski, Linda A.; Marshall, Carolyn; Blalock, Cheryl L.; Murphy, Douglas L.; Plaetke, Rosemarie; Lee, Shuko

doi:10.1093/geront/41.3.322

Cited by 29 publications

(12 citation statements)

References 13 publications

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“…A less commonly used strategy relies on sketches of elders drawn by respondents (Barrett & Cantwell, 2007;Falchikov, 1990;Lichtenstein, Pruski, Marshall, Blalock, Murphy, Plaetke, et al, 2001;Lichtenstein, Pruski, Marshall, Blalock, Liu, Plaetke, et al, 2005;Weber, Cooper, & Hesser, 1996). Features of sketches that have been analyzed include facial expressions and the depiction of physical aids and wrinkles.…”

Section: Views Of Eldersmentioning

confidence: 99%

Gendered Perceptions of Aging: An Examination of College Students

Barrett

Rohr

2008

Int J Aging Hum Dev

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Few studies examine how the gendered nature of aging impacts young adults--shaping their images of later life, attitudes toward elderly persons, aging anxieties, and conceptions of the start of "old age." We examine gender differences in young adults' views of elders and the aging process using a survey of college students and content analysis of student-drawn sketches of elders (N = 391). Results indicate that both genders hold more positive images of elderly women than men; however, they view "old age" as beginning at a younger age for women. In addition, we find that, compared with men, women report later starts of "old age" for both genders and more favorable attitudes toward elders, but also greater aging anxiety.

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Section: Views Of Eldersmentioning

confidence: 99%

Gendered Perceptions of Aging: An Examination of College Students

Barrett

Rohr

2008

Int J Aging Hum Dev

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“…The lack of association in adolescent minds between health and future outcomes provides opportunities for health promotion education with a lifecourse perspective. A controlled study of TEI Program materials demonstrated that their use could positively impact student images of elders (21). To improve health science literacy will require similar educational research to test new curricula in schools and measure what works.…”

Section: Lifecourse View Of Healthmentioning

confidence: 99%

“…Young adolescents are at a developmental stage where they are especially receptive to information about themselves and are more independent in their decision-making (6,21). A time of change, physically, socially, emotionally, and intellectually, adolescence is also a time of growth, learning, and exploration.…”

Section: The Tei Program's Rationale For Working With Middle Schoolsmentioning

confidence: 99%

Getting the word out: Teaching middle-school children about cardiovascular disease

Toepperwein

Pruski

Blalock

et al. 2008

Journal of Clinical Lipidology

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Cardiovascular disease (CVD) has roots in childhood; since CVD begins early, a clear strong case for early education focused on CVD primary prevention exists. Scientists are not traditionally involved in disseminating health knowledge into public education. Similarly, public school teachers typically do not have access to biomedical research that may increase their students' health science literacy. One way to bridge the 'cultural' gap between researchers and school teachers is to form science education partnerships. In order for such partnerships to be successful, teams of scientists and teachers must 'translate' biomedical research into plain language appropriate for students.In this article, we briefly review the need for improving health literacy, especially through schoolbased programs, and describe work with one model scientist/teacher partnership, the Teacher Enrichment Initiatives. Examples of cardiovascular research 'translated' into plain language lessons for middle school students are provided and practical considerations for researchers pursuing a science education partnership are delineated. KeywordsHealth education; science educations; atherosclerosis; adolescents; cardiovascular risk scores; cardiovascular health education; teacher professional development The core challenge for health scientists and educators in the United States is to translate the knowledge gained from research into improved health for the public. Even though there have been large gains in prevention and treatment of cardiovascular disease since the 1980s, the Corresponding Author: MaryAnne J. Toepperwein, Educational Development Specialist, TEI Teacher Enrichment Initiatives, UTHSCSA Medicine/GCRC MSC 7891, Ph: 210-567-4477 Fax: 210-567-4414, toepperwein@uthscsa.edu. Disclosure Statement: All authors have no competing interests regarding this paper or our ongoing research.Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Biomedical research often eludes consumers most in need of the results. Informing the broader public about research findings has been a longstanding challenge (2). For cardiovascular disease, the research community was startled in 1953 by evidence that atherosclerosis, a disease primarily of older adults, was found in young Korean War veterans (3). Over the ensuing five decades, confirmatory research amassed (4,5), but remained primarily ensconced within the peer-reviewed literature. Many research findings are slow to reach the public (6); educators, parents, and adolescents are consumers in need of such information, but typically are not exposed to biomedical jou...

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“…Aging education can help to overcome ageism and counteract societal myths and misinformation about aging (Palmore, 2004). It has the potential to reverse or prevent ageist attitudes, promote positive attitudes about aging, and help people to see the potentials of aging (Blunk & Williams, 1997, Chowdhary, 2002Fecht, 1990;Kamenir, 1983;Laney, Wimsatt, Moseley, & Laney, 1999;Langer, 1999;Lichtenstein et al, 1999;Lichtenstein et al, 2001;Lucchino, Lane, & Ferguson, 1997;McGuire, 1993a;McGuire, 1994;Palmore, 2004;Southall, 1984). ''If we teach children that growing old is a natural part of life, and raise them to appreciate and value the contributions of older people to their world, ageist stereotypes and fears of growing old will become obsolete'' (Butler, 1999, p. v).…”

Section: Why Teach About Aging?mentioning

confidence: 99%