Overview:

The topic of aging has become increasingly important as our society continues to get older. In this module, we briefly present topics and activities on aging that a General Psychology class might reasonably cover. For a week of classes (three 50 minute blocks), we suggest one day of lecture and two classes of experiential learning.
 
 

II.Learning Objectives:

• To address the myths of aging and focus on healthy aging
• To discuss changes that occur in aging. For example,

• physical
• sensory
• sexual
• personality
• physical health
• mental health
• intellectual
 
• to review Erikson's stages of adulthood
• to describe the demographics of aging
• to clarify the disorders most common in late adulthood
• to allow students to interact with healthy adults
• to "experience" aging

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Lesson 1
 

Erikson's stages of adulthood

• White female 79.2 years
• White male 72.7 years
• African American female 73.5 years
• African American male 64.8 years
• Hispanic female 77.1 years
• Hispanic male 69.6 years
• All races/ female 78.6 years
• All races/ male 71.8 years

Lesson 2

This class utilizes members of the community who are elderly. The panel can be invited by the professor or by the students. The panel should consist of persons who are senescent with as much diversity (gender, race, education, SES, health, etc.) as possible. It is suggested that the panel consist of between three-to-seven experts. Make sure these guest experts are articulate.

Select from your students one person to act as moderator for the session. Arrange guests in semi-circle facing the class. Students will have decided before this session the format for the encounter, and the panel will know what to expect. Try to be flexible with format but hold students accountable for facilitating the process of exchange with the guest experts, as well as collecting data, for a formal summary/statement about being older in America as the 20th Century ends.

Students are asked to submit a formal reaction paper to the classroom encounter with the panel of senescent experts. Discussion should include point(s) of view that remained constant and that changed, with regard to senescence in our society as a result of this exercise.

Gathering Data and Developing Empathy: A Simulation of the Aging Process

Despite our examples and applications, students sometimes have difficulty in relating material on aging to their everyday lives. One way to increase both their intrinsic interest and their intellectual understanding of the material is to provide learning experiences that require personal involvement (Evans, 1981).

This simulation exercise helps students experience some of the sensory changes that occur with the aging process. After participating in this exercise, students will have an increased understanding and compassion for the elderly (Wright, 1989). This ability to empathize or identify with differing populations is an important skill in critical thinking.

Time: One 50-minute class period.
 

Advance preparation:

You will need a roll or two of plastic food wrap (yellow is good), cotton balls, rubber gloves, and masking tape.

Inform the students that they are being given a unique opportunity to briefly experience a few of the sensory changes and problems that occur during the later stages of the aging process. To simulate blurred vision, have students tape a length of plastic wrap around their head to cover their eyes. (This can also be accomplished by the removal or addition of eyeglasses.) Have them put cotton in their ears to simulate impaired hearing and wear rubber gloves to simulate reduced tactile sensations. (Although arthritis is not important to the topic of this chapter, student empathy for the elderly is further enhanced by asking them to wrap their knuckles and wrist with masking tape.)

Send students out into the hall or for a 10 minute walk to a protected area. Encourage them to pay close attention to all changes in their sensory processes and to note the difficulties in navigating small steps or drinking fountains. When students return, ask them to leave their "equipment" in place while you provide a 5 minute lecture. After students have removed the wrap, cotton, gloves, and masking tape, discuss their reactions.

Although this simulation does require 50 minutes, it has been an effective way to actively engage students in a difficult topic while also increasing their empathy for the elderly.
 
 

Visit the Prism II Pages on Aging
Index for Prism I & II

For further information contact:
 

Florine Greenberg
Professor of Psychology
Northern Virginia Community College
8333 Little River Turnpike
Annandale, VA 22003
703-323-3260
703-323-3719 (fax)
 
 

Rebecca Reviere
Associate Professor
Department of Sociology and Anthropology
Howard University
Washington, DC 20059
202-806-6853
202-806-4893 (fax)
Adjunct Professor, Prince George's Community College
 

Paul Van Cleef
Associate Professor, Psychology
Prince George's Community College
301 Largo Road, A-201
Largo, MD 2074
301-322-0831
301-336-8315 (fax)

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