Using Focus Groups as an Educational Methodology: Deconstructing Stereotypes and Social Work Practice Misconceptions Concerning Aging and Older Adults

Effects of University Programs for Older Adults: Changes in Cultural and Group Stereotype, Self-Perception of Aging, and Emotional Balance

“…Improvements in the perception of aging among older adults is a positive finding; the literature in the field supports the view that positive stereotypes of aging increase group identification and make the elderly more proactive (Cohen, Sandel, Thomas, & Barton, 2004;Cuddy et al, 2005), and positive stereotypes seem to help the fight against ageism and discrimination to take root (Rothermund & Brandstadt, 2003). Nevertheless, improving aging self-perception and aging stereotypes seems to have negative effects on the cultural stereotypes.…”

Qualitative Findings from an Experientially Designed Exercise Immunology Course: Holistic Wellness Benefits, Self-Efficacy Gains, and Integration of Prior Course Learning

“…The advantages of using focus groups for qualitative inquiry includes (a) having engaging dialogue in order to hear a variety of perspectives about the topic, (b) to encourage interaction and conversation between participants (Cohen, Sandal, Thomas, & Barton, 2004;Gates & Waight, 2007), (c) to empower participants to gain clarity on their unique views of the course and their beliefs, attitudes and feelings (Freeman, 2006;Ivanoff & Hultberg, 2006;Rossman & Rallis, 2003), and (d) to use language as functional and constructive (Smithson, 2000). Moreover, focus groups actively make meaning through immediacy of the interaction-participants are free to affirm, expand, or challenge the statements of others while stimulating each others thinking (Bergin, Talley, & Hamer, 2003;Cohen, et al). In addition, the first author kept field notes and reflective memos for use in data analysis in particular regard to group process as recommended by Stockdale (2002).…”

Bridging the Gap: Gerontology and Social Work Education

“…For the students who do express an interest in working with older adults, a positive personal and/or professional experience has been noted as an important factor in further developing it (Carpenter, 1996;Cummings et al, 2003;Siegler, Cotter, Goldberg, Brice, & Ellis, 1996). Other factors that have been associated with student desire to work with older adults include: quality of experiences with older adults (Cummings et al, 2003), frequency of contacts (Kane, 1999), exposure to professionals who work with this population (Cohen, Sandel, Thomas, & Barton, 2004), and serving in a care-giving role with an older adult (Robert & Mosher-Ashley, 2000).…”

“…Lee and Waites (2006) conducted a recent study wherein aging content was infused throughout a baccalaureate social work program's foundation curriculum, and they found that student participants demonstrated improved attitudes as well as gerontology competence. Cohen et al (2004) found that when undergraduate social work students' biases towards older adults were exposed within the context of a focused group, they became more interested in choosing geriatric social work as a career path. Olson demonstrated that infusing a curriculum module with aging content can provide a potential means of impacting student attitudes.…”