Learning Throughout Life

Name: Learning Throughout Life | An Intergenerational Perspective
Brand: Information Age Publishing
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An Intergenerational Perspective

Robert D. Strom(Autor*in)

Information Age Publishing

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Erschienen am 12. Januar 2012

515 Seiten

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Intro
Learning Throughout Life
An Intergenerational Perspective
A Volume in Lifespan Learning
Series Editors: Paris S. Strom, Auburn University
Robert D. Strom, Arizona State University
CONTENTS
part I: Infancy and Early Childhood (Birth-Age 6)
1. Language and Socialization 3
2. Self-Control and Patience 27
3. Reflection and Imagination 49
4. Fear and Critical Thinking 71
part ii: MIDDLE AND LATER CHILDHOOD (AGES 6-10)
5. Television and Social Networks 95
6. Thinking and Selective Attention 113
7. Integrity and Ethical Standards 139
PART III: ADOLESCENCE (AGES 10-20)
8. Identity Status and Goals 167
9. Team Skills for School and Work 191
10. Physical Health and Risks 219
PART IV: EARLY ADULTHOOD (AGES 20-40)
11. Creative Thinking and Innovation 245
12. Resilience and Stress 271
13. College and Family Choices 297
PART V: MIDDLE ADULTHOOD (AGES 40-60)
14. Self-Evaluation and Maturity 323
15. Reciprocal Learning and Teaching 351
16. Caregivers and Aging Parents 373
PART VI: OLDER ADULTS (AGE 60+)
17. Grandparents and Generativity 397
18. Cognitive Health and Education 419
19. Longevity and Identity Change 443
Lifespan Learning
Learning Throughout Life
An Intergenerational Perspective
by
Robert D. Strom Auburn University
and
Paris S. Strom Arizona State University
Information Age Publishing, Inc.
Charlotte, North Carolina www.infoagepub.com
Preface
Acknowledgments
part i
Infancy and Early Childhood (Birth-Age 6)
Table 1.1. A Parent Observation Checklist While On The Internet With a Young Child*
Language and Socialization
Conversation and Attention
Maternal Teaching Methods
Perceptions of the Classroom
Compensatory Programming
Learning to Communicate
Amount of Parent Talk
Focus of Parent Attention
Effects on Child Behavior
Emotional Attachment and Trust
Social and Emotional Deprivation
Stress, Touch, and Attention
Importance of Emotional Learning
Parent and Child Development
Early Intervention Approaches
Empathy and Social Skills
Child Access to Parent Time
Early Learning Online
The New Playground
Parent Internet Obligations
1. What should be the focus of attention during parent-child visits to the Internet? Many adults think of the Internet as a huge library that contains infinite knowledge. Certainly, easy access to information is a great leap forward from how things w...
2. How can parents support the motivation that a child needs for learning online? Parents should be aware that certain of their attitudes can interfere with teaching in a new environment and must be unlearned. First, reconsider what was taught when w...
3. How can parents contribute to the joy of learning for their child? Educators frequently express concern about a lack of parent involvement and wish that there were ways to motivate more of them to take responsibility for their important teaching r...
4. What conditions should be established for orienting children to the Internet? The optimal condition for children to acquire and apply knowledge is being in a setting where there are opportunities to immediately practice what is taught and get feed...
5. What behaviors should parents look for while on the Internet with children? Careful observation can reveal lessons a child learns, detect where greater attention is needed, and provide feedback to adults about their teaching success. When parents ...
Internet Safety Practices
1. Always sit beside a young child while s/he is allowed to be on the computer. Nonstop supervision is needed for Internet guidance, to observe behavior, and to protect a loved one. Before age 10 most children lack the critical thinking skills needed...
2. Devise a menu of a child's favorite web sites for easy access. Young children are dependent on their parents to access web sites. This practice lets a child know that returning to familiar and safe places is easier when the computer is asked to ...
3. Begin to have conversations about the importance of privacy. Small children know the frustration that occurs when others intrude on their play or fail to respect their privacy. In contrast, children tend to trust adults without caution and seldom ...
4. Encourage the child to tell a parent or surrogate about online concerns or worries. Respond to the willingness to rely on adult guidance by providing positive feedback such as "I'm glad you told me about that
I would not have known otherwise."
5. Young children benefit from composing and dictating email messages adults send for them to relatives or friends and receive messages from these sources that are read aloud. However, children should be denied involvement with Instant Messaging (IM)...
6. Consider Internet-filter tools but not as a substitute for careful supervision by adults. Protect against offensive pop-up windows by using pop-up blocker software.
Summary and Implications
Applications for Teaching
1. Parents who talk to children often support language and speech development. The purpose is to ask questions, explain ideas and events, define tasks, tell meanings of words, and listen. The amount of dialogue is important because children get bette...
2. Children need frequent reaction to the full scope of their behavior. Boys and girls require feedback about how they behave so their progress is recognized and they know the direction for improvement. These benefits occur more often when parents pa...
3. Parents should describe how situations and events might be seen by others. By talking together about the "mental state" of characters that are seen on television, in books and stories, during website visits, and in daily interactions children ...
4. Situations that require waiting are opportunities to demonstrate patience. While the Internet materials are loading, adults should explain that the computer is getting things ready for the opportunity to play. Responding in this way presents a hel...
5. Respect the child desire for repetition when exploring the Internet. Playing a game or carrying out an activity on the Internet repeatedly is more appealing to a child than an adult. These repetitive experiences provide children with feelings of c...
6. Permit a child to navigate the mouse and practice without criticism. This experience provides a sense of control rather than watching the parent act as the sole control agent because it is easier for adults and things proceed more quickly. Sharing...
7. Following directions is the way to do tasks that are understood. Adults who read aloud the directions presented online and follow them carefully are able to orient children to a way of getting things done that is more effective than trial and erro...
8. Asking questions is essential to become a self-directed learner. When parents react to their own uncertainty by asking questions, children adopt this behavior as a way to think about situations as they happen. The practice avoids premature conclus...
9. Schedule time that is not rushed to explore the Internet together. This is important because it lets the child know the priority s/he has in a parent's life. Be sure to avoid distractions such as cell phone calls or use of multitasking. Instead,...
10. Realize that children are more able to control their pace of learning online. The Internet allows children to return to tasks, start a process over, and retrace their steps. In this way, Internet activity allows for the practice that is needed to...
chapter 1
SELF-CONTROL AND PATIENCE
Success of Parents as Teachers
Child Independence, Doubt, and Anger
1. Exploring anger and frustration should be motivated by an intention to discover the upsetting cause rather than just to correct misconduct.
2. Do not respond in anger. Punishment is ineffective when it is hostile. Set limits to how anger can be expressed but explain the reasons for rules. People who suppose that venting negative feelings is the way for anger to run its course are unaware...
3. Remove the misbehaving child from a situation but permit return when s/he can show self-control. Some children find this technique sufficiently effective that they can say to a preschool teacher: I think I better leave the play area for a while.
4. Do not require inauthentic apologies. This practice denies children the benefit of reflection about their behavior in favor of saying what grownups prefer to hear. Wanting to redress a hurt that we cause is an important attribute that can only eme...
Preschool Expulsion and Improvement
Evaluating Adjustment to the Classroom
1. Does the child like school? Whether a teacher can learn much about how a child feels depends upon their relationship.
2. Does the child feel comfortable enough to express the entire range of feelings at school including disappointment, anger, and fear as well as pride and satisfaction? This index of security shows whether a child believes a teacher will accept all k...
3. Does the child see the teacher as accessible and willing to give help when it is needed? Listening is always important but has even greater significance during early childhood because there are few resources for a child to access other than the te...
4. Does the child exhibit signs of anxiety, such as nail biting, wet pants, fear or withdrawal from activities involving groups?
5. Does the child feel a sense of belonging at school? This is shown by how s/he interacts with peers, making friends or being rejected.
6. Does the child show willingness to try new activities? If children consider the risks of exploration as too high, they avoid situations that add to learning.
7. Does the child persist in trying to complete tasks or give up when faced with difficulty? Adults should tell children that failure is a part of learning. Parents differ in how they interpret child lack of success.
8. Does the child feel comfortable enough to become involved with creative play by actively pretending? This can be observed on the playground or recess.
9. Does the child sit still and listen to a story with pictures? Other situations can also be a focus to detect length of attention span.
10. Does the child follow simple directions and finish assignments correctly?
11. Does the child know letters of the alphabet, numbers up to 20, and personal information about home address, phone number, and complete name of parents.
12. Does the child respond well to teacher correction and discipline or threaten to tell parents s/he is being mistreated?
13. Does the child take care of personal toilet needs without adult assistance?
14. Does the child show knowledge from the preschool curriculum?
Patience and Willingness to Wait
Frustration in a Hurried Environment
Patience and Delay of Gratification
Development of Emotional Intelligence
1. Check out. Choose a check out line in a store where you have to wait. Explain that "We are standing in line with others buying things they need, just like us. Sometimes we have to wait to get the things we want." This shows patience instead of...
2. Taking turns. When someone is talking, interrupting suggests his or her views are unimportant. Many television shows feature experts who routinely interrupt their colleagues. Waiting for a turn to talk is a courtesy, reflects patience, and maximiz...
3. Meal time. The principle of anticipation, waiting for something that we want, can be practiced when a child sets the table or helps prepare a meal. Parents should explain that dinner must be made and everyone has a responsibility. People should sh...
4. Reading. Children learn patience when their parents read books to them that require more than one visit. Unlike storybooks, chapters do not always have conclusions but build to a climax and an ending. This experience requires waiting for the next ...
5. Bathroom and Bedroom. Children practice waiting for parents or siblings spending time in a bathroom or bedroom to get ready for the day. Boys and girls can lie in their parents' bed while talking with the adults. Parents can say, "I'll be re...
6. Zoo. An example of communicating the principle of anticipation is to tell a child, "We are going to the zoo Saturday, that is 5 days from now." Letting the child know ahead of time provides experience in looking forward to an event while havin...
7. Puzzle. Assemble a large puzzle or one that has many pieces. This task provides a chance to demonstrate patience while working with a child to form a missing picture. Point out that thinking carefully about where the pieces go takes time, continue...
8. Saving money. A child wants a bicycle that costs many weeks of allowance. Learning to save money by placing some in a bank is evidence of patience and delay of gratification. The child can be kept informed about the current balance and the remaind...
9. Baking. Instead of buying cookies or cupcakes, an option is to work in the kitchen that requires patience. It is easy to open a bag of cookie dough. However, waiting for gingerbread cookies to bake and cool before they can be eaten requires antici...
10. Sharing toys. When parents arrange a play date they can tell their child the schedule. Then there can be reminders of how much longer before they are able to get together with friends. And, when the time comes, sharing toys and being willing to t...
Mutual Rights and Cooperation
Territoriality and Dominion Play
1. Respect their need for privacy, ownership, and control of space.
2. Encourage children to respect the privacy of others. Set limits for mutual rights.
3. When possible, support the decision of a child to restrict who enters personal play space. Over time s/he may welcome another person into their play situation.
4. Before rushing in to solve a conflict, take a few moments to observe what is happening. Allow time for the children to solve conflicts in an accepted way. Support the expression of a child's feelings toward others in a civil manner.
5. If intervention is needed, offer face-saving alternatives that can restore mutual rights. This is difficult in the beginning because it requires creativity but, with practice, adults can act as exemplars.
6. Recognize that socialization requires first-hand experience for children in handling some conflicts. Generally, adults approach child conflicts as if they were policemen who will reach decisions about guilt or punishment.
7. Children need opportunities to make decisions. One aspect of decision making that should be introduced is the importance of generating possible solutions. The ability to think of options is also an asset for reducing stress.
Outcomes of Social Incompetence
Evaluating Group Care of Children
Providing Self-Evaluation Practice
Summary and Implications
Applications for Teaching
1. The basis of social competence is child respect for mutual rights. When youngsters know that they can count on adults to defend their privacy, a sense of confidence emerges instead of feelings of vulnerability and helplessness.
2. Thinking of alternatives is often the key to conflict resolution. One important aspect of decision making that is often overlooked is becoming capable of generating optional solutions for disputes. This is a better response than hitting, taking th...
3. Peer support can motivate social and emotional development. Children need to be with companions of their same age to make self-comparisons, assert themselves, and assume leadership. Peers encourage children to strive for independence from their pa...
4. Guided practice in self-evaluation supports detection of needs. Learning to judge oneself is a powerful asset because it supports the discovery of further learning needs and helps gauge progress. Self-discipline becomes more likely when children a...
5. Children need time for reflective thinking to properly consider questions. Adults who honor this condition support creative and critical thinking. Allowing children time motivates them to adopt deliberation as essential for the thinking process th...
6. Listen and respond thoughtfully to the questions and feelings expressed by children. This practice acknowledges importance of curiosity and confirms that conversations require the undivided attention of adults. On the other hand, if grownups multi...
7. Persistence is necessary to be competent and reach distant goals. Rush-oriented environments encourage a pursuit of mainly short- term goals that can be met quickly and confirmed. However, long- term challenges in life typically require repeated e...
8. Children gain self-control by being able to delay gratification. The belief that personal needs and desires have to be satisfied immediately ignores the goal of learning to cope with situations that call for impulse control. Becoming emotionally u...
chapter 2
Table 3.1. Thinking Abilities of 2- to 6-Year Old Children*
Table 3.3. Twenty Differences in Using Play to Teach at Home and at School*
Table 3.2. Rank Order of Parent and Teacher Difficulties Playing With Children*
REFLECTION AND IMAGINATION
Origins of Creative Thinking
Childhood of Creative Adults
High and Low Daydreamers
Learning To Value Time Alone
Parents and Solitude
Arranging Child Schedule
Fantasy and Solitary Play
Brain Executive Function
Peer Influence on Behavior
Benefits of Peer Interaction
Peer Pressure Protectors
1. One important way to minimize peer pressure is encourage individuality. Parents do this by avoiding comparisons of the ability, achievements or limitations among their children. When one child becomes a standard for behavior of a brother or sister...
2. Encourage children to value solitude, time for reflection, self-evaluation, deliberation, and looking at things anew. Access to solitude can support the individuality and creativity that children need so being with age mates for lengthy periods of...
3. Parents should make themselves available to listen, particularly about the difficulties of building friendships. This task demands priority, takes time, and is sometimes inconvenient. Do it anyway! Problems with classmates are likely to be continu...
4. Allow and defend child privacy. Let children confide in you without insisting that everything that is going on in their lives be told to you. Trust is essential for close relationships and parents have the most prominent role in shaping this chara...
Thinking in Early Childhood
Teaching Through Play
Parent-Child Fantasy Play
Multitasking and Reading
(a) Read to a child when you are fresh and energetic. Don't give a son or daughter the time when you are tired and lacking in enthusiasm. Arrange time together because it reflects the high priority children have in your life.
(b) Reading children's books is fun but make certain the child also gets to see you read alone for pleasure or lessons you try to convey about the joy of reading will have much less impact.
(c) Reading is more exciting and can lead to greater learning when the process includes stopping to ask questions, talking about a story, and commenting on related events.
(d) Recognize that during reading the adult is in the power position because the child is unable to read. This means you should also spend time playing together where your child can share dominance by demonstrating strengths of imagination.
Environments and Time Management
Summary and Implications
Applications for Teaching
1. Every child needs time alone each day to support creative thinking and mental health. Adults want their privacy respected but may not recognize that children need privacy too. Scheduling time for them to be alone in a safe setting enables children...
2. Encourage children to reflect on information they find while searching the net. Young children soon become accustomed to fast communication online. This expectation for immediate access to games and ideas should not carry over to the more complica...
3. Analyzing out loud what to do before taking a course of action involves reflective thinking. Alternatives should be weighed as a part of the process for identifying the most suitable response. Reflective thought can result in better decisions than...
4. Arrange uninterrupted time daily for imaginative play with a child. Young children have much to gain when they can count on regular playtime with parents. Plan to have the play sessions when you are energetic and insightful rather than fatigued or...
5. Play offers an opportunity for parent and child to learn from each other? Think of your child and yourself as play partners. There is no competition in a true partnership. The strength of each individual benefits both parties. Your child possess...
6. Maintain a lifestyle that balances work and play. An increasing number of adults accept more responsibilities than can be managed during the expected period of time. Some consequences for individuals who behave in this way are feelings of anxiety,...
chapter 3
FEAR AND CRITICAL THINKING
Messages about Danger
Assessment of Risk
Balance Caution and Trust
Family Safety Guidelines
Responding to Child Fears
Use of Children's Books
Fear of Bullies at School
1. What does it mean to be a bully? (students share their definitions based on personal experience)
2. How does it feel to be the victim of a bully? (encourage awareness based on hearing feelings of others)
3. What can happen to someone who is bullied a lot? (effects of bullying on mental health)
4. Why do you suppose people bully others? (speculation and first hand accounts about bully motivation)
5. What do you think will happen to bullies when they grow up? (guesses about long-term consequences accompanied by teacher reports of research findings)
6. What problems can school bullies expect to face later in life? (difficulty forming intimate and durable relationships
rejection by co- workers and neighbors in the community)
7. How can bullies change to become someone that other people like? (identify possibilities for rehabilitation)
8. How do you suppose their parents treat bullies at home? (conjecture about the parent-child relationships compared to what is revealed by research literature on bullies)
9. What should someone do when they are picked on? (find out the best ways to respond is of great interest to students)
10. What can students expect of adults to protect them from bullies? (identify ways teachers and parents can be counted on to enforce the civil rights of everyone)
11. What factors should bullies consider when they reflect on their behavior? (provide healthy criteria all students should use for self- examination)
12. What are some myths about bullies? (speculation followed by review of research about bullies)
13. Why should students tell on a bully when they know about peer abuse (individual obligations in a civil society)
14. What are some names that you do not want to be called in the classroom or outside of school?
15. What results from the bully poll taken by our class do you want to discuss?
Anxiety During Childhood
Understanding the Preschool Soldier
Child Understanding of Death
Children's Perceptions of Toys
Influence of Toys and Players
Summary and Implications
Applications for Teaching
1. Children should be taught to assess risk in situations where the parents may not be nearby to protect them. They should be urged to rely on their own judgment when any adult directs them to do something that they feel uncomfortable about, consider...
2. Establishing family rules, talking about them, and making sure they are understood are important strategies for safety. Children should realize that anyone wanting them to break a family rule is a bad person and should be reported immediately to a...
3. Helping children cope with fears begins by encouraging them to always share experiences that bother them. Adults should be willing to hear about worrisome events and situations without suggesting they lack credibility. Children are able to recogni...
4. Respect the motives of young children whose fantasy play is governed by their imagination. They consider death a temporary condition and so delight in being able to shoot and kill one another or an adult in war play scenarios. Parents who recogniz...
5. Encourage children to pretend as a way to process fears and worries. Boys and girls reduce their fears by repeatedly confronting them in play settings that they can control. Parents who recognize the benefits of this strategy avoid making judgment...
6. Parent and child development should be linked for greater success. Mothers and fathers must continue to learn about the behavior that is normative for the current age group of their child. By keeping up to-date, parents can establish reasonable ex...
chapter 4
Table 5.1. Television Questions for Conversations With Preschoolers Through Grade 3*
Table 5.3. Skills Parents Can Help Children Develop While Watching Television*
Table 5.2. Television Questions for Conversations With Preschoolers Through Grade 3*
TELEVISION AND SOCIAL NETWORKING
Challenges of Television
Family Conversation Agenda
Build Skills for School Success
Benefits of Reciprocal Learning
Questions and Child Reflection
Social Networking
Multiple Selves and the Internet
Participation of Underage Friends
Excessive Texting and Social Networking
Prevention of Child Exploitation
Internet Interaction Opportunities
Summary and Implications
Applications for Teaching
1. Helping children interpret what is seen on television is a parent obligation. The benefit families can gain from television depends on how adults define their role. Parents are more comfortable by going beyond the task of only judging what childre...
2. Ask questions while you and your child watch programs together. Adults and children see the same pictures and hear the same words while they watch television together. However, prior experiences cause them to sometimes reach dissimilar conclusions...
3. Processing failure involves realizing that it is a vital aspect of learning. When a television program illustrates some failure that is taking place, it can be difficult but necessary for the people involved to process this experience. Being willi...
4. Most children want to be seen as responsible because it is a sign that they are growing up. One way to support this goal is ensure students understand that everyone is accountable for what they do or say in cyberspace. All behavior on the Internet...
5. Underage children should not lie about their age in order to join a social network where the participants are required to be at least 13 years old. The school should acquaint parents with protected sites for younger children, and also blogs that t...
6. Students need to be reminded often that sharing personal information online could expose them to possible danger. The need to protect privacy is underestimated by children so periodic discussions are a helpful practice at home and in the school.
7. Prevention of student exploitation by sex offenders should be a high priority for parent and school surveillance. Website resources identify the convicted sex offenders, show their pictures, and indicate how close they live to schools. If a known ...
8. Provide examples of good manners by demonstrating courtesy to others face-to-face and online. This means confirming when e-mail is received and thanking people who respond to requests. Children should know that the rules of good behavior in face-t...
chapter 5
Figure 5. 1. Congruence of ideal, real, and perceived selves as an index of psychological health.*
part ii
Middle and Later Childhood (Ages 6-10)
Table 6.1. Concrete Operations Thinking Ages 6-11*
Figure 6. 1. Standard deviation and the normal curve.
THINKING AND SELECTIVE ATTENTION
Perspectives of Intelligence
Quantitative Assessment of Intelligence
Qualitative Differences in Thinking
Thinking Abilities at Ages 6 to 11
Social Constructivism
Cyber Constructivism
Selective Attention and Learning
Multitasking and Comprehension
Screen Skimming and Reading
Attention Focus and Distraction
Ways to Maximize Student Attention
Need for Dual Modes of Thinking
An Internet Paradigm for Schools
Summary and Implications
Applications for Teaching
chapter 6
Table 6.2. Ways to Maximize Student Attention
Table 7.1. Peer Support Practices to Decrease Bullying and Increase Concern for Others
INTEGRITY AND ETHICAL STANDARDS
Cheating in School
Prevalence of Dishonesty
Motivation for Cheating
Technology and Monitoring
Internet Ethics
Students and Plagiarism
Prevention of Plagiarism
1. The purpose of every project should be clear, identify anticipated benefits, and invite dialogue about methods, resources, and products acceptable for submission.
2. Relevance should be established for students. A connection between curriculum and real life is confirmed when students are able to get credit for interaction with informants from other generations or cultures whose experience goes beyond the persp...
3. Encourage students to express feelings and describe the processes they rely on to reach conclusions. These presentations are more interesting to write and more satisfying to read.
4. Go beyond the customary scope of problem solving. Students are often presented questions the teacher already knows answers for or could readily locate. Yet, generating alternative solutions and then making choices is often the key to overcoming pe...
5. Encourage varied types of information gathering. Submissions might include a hard copy of the located web data accompanied by the same information summarized and interpreted in a student's own words, results drawn from polls or interviews, and d...
6. Identify criteria to be used for evaluating the quality of performance. When students know in advance the criteria that will be applied to judge work, they can focus instead of reporting at the end, "I wasn't sure if this is what you wanted."
7. Allow students to reflect, revise, and improve a project product they submit. Having access to suggestions of classmates who read their work and being expected to revise products fosters perseverance, and motivates acceptance of criticism.
8. Consider an oral critique. This method allows students to express their views verbally, permits classmates to practice giving helpful criticism, enables teachers to call for clarification if points are unclear, and eliminates use of tech tools for...
Integrity and Maturity
Face-to-Face Bullying
Misconceptions About Bullies
Bully Family Relationships
Influence on Classmates
Bullies in CyberSpace
Uniqueness of Cyberbullying
Reassessment of Teasing
Failure to Confront Parents
Innovations for Consideration
Antibully School Legislation
Acceptance of Group Differences
Teacher-Parent Communication
Collective Teacher Intervention
Summary and Implications
Applications for Teaching
1. Extensive schooling does not ensure that students will choose honesty as a lifestyle. These aspects of development depend more on exposure to tasks that are emotionally maturing than academic study alone. Giving students opportunities to respond d...
2. Character development is motivated by observation of commendable behavior. This is why the public should expect teachers, parents, politicians, athletes, film stars and music icons to behave as models of integrity, and maintain ethical standards. ...
3. Teachers, students, parents, administrators, and librarians should make a concerted effort to reform the school culture from one where cheating is ignored or tolerated to an environment where creative initiatives are taken that emphasize the value...
4. Educators can reduce the odds that students will portray the work of others as being their own by preparing assignments that require higher order thinking related to issues studied in class. Students can be asked to oppose or support propositions ...
5. School initiatives in character development should give students opportunities to discuss, consider, and apply suitable criteria for self-evaluation. Many students admit they cheat on academic work yet still consider themselves satisfied with thei...
6. Teachers and administrators who break the rules for administering tests so scores of their students improve are increasingly obliged to resign their position, lose certification, and have their identity revealed to the public. Educators cannot jus...
7. Encourage healthy criteria for self-evaluation so student confidence does not come from demeaning others. Social maturity should be a common goal. Help students to realize that teasing reflects an inability to accept differences between peers and us.
8. Discuss why people want to fit in and how being made fun of is harmful no matter the intention. Create a list of words students agree are not to be used in talking to each other. Provide gentle reminders about no name-calling, eye rolling, or laug...
9. Children should avoid sending impulse messages or staying online when angry. Wait until self-control and sense of calm is restored so the message is more sensibly written and excludes hostility.
10. Victims should never respond to cyberbullies, but keep messages as evidence, including text and source of information detailing the originating address of the e-mail. Whether they are read or not, bully messages should never be erased. The police...
chapter 7
part iii
ADOLESCENCE (AGES 10-20)
Table 8.1. Thinking Abilities of Children and Adolescents*
IDENTITY STATUS AND GOALS
Conditions Influence Identity
Generation as Culture
Criteria for Adult Status
Generational Relationships
Present and Future Orientation
1. Adolescents have unique experiences that qualify them as the most credible source about what going to school and growing up is like at the present time.
2. Adolescents are more competent than many adults in using the tools of technology that will be necessary for self-directed learning during the future.
3. Adolescents and adults support mutual adjustment by adopting reciprocal learning as a practice that is essential for the development of every age group.
4. The common quest of adolescents for identity as adults is attainable when their knowledge of technology is accepted as one criterion for granting status.
Thinking of Adolescents
Goal Setting for Students
Personality Goals
Satisfaction at School
Friendships and Dating
Career Exploration
Goal Amendment
1. Have I written my goals so they are specific and could be conveyed to a confidante? It is difficult for relatives or friends to provide feedback about ambiguous goals.
2. Have I set goals in all significant areas of life including mental, social, emotional, physical, spiritual, career and family? When goals are too narrow, growth is limited in a corresponding way.
3. How long will it take to achieve each goal I have on my list? Unless a reasonable time limit is assigned, it is hard to know when to amend particular aspirations.
4. What are my reasons for pursuing these goals? Writing down pros and cons for each goal encourages reflective thinking. Sometimes goals cannot be attained and failure should be acknowledged. Then, it becomes necessary to amend goals and commit to a...
Summary and Implications
1. New criteria that reflect student ability should be used to assign adult status.
2. Youth should be urged to choose personality goals in defining achievement.
3. A sense of satisfaction at school can motivate learning and promote health.
4. Expectations for students should respect individual levels of mental ability.
5. Knowing how to build friendships and dating confirm personal importance.
6. Career exploration motivates realistic goals leading to future work identity.
Applications for Teaching
1. The identity status of adolescents has changed because of the need for extended education. Still, for the first time, students know more than some teachers about digital tools on which future learning depends. Teachers can support the identity of ...
2. Society seeks change when it promotes growth, health, and productivity. There is also a desire to retain important aspects of heritage. The goals of cultural preservation and cultural evolution are compatible but necessitate reciprocal learning am...
3. Students should be encouraged to pursue personality development, an essential aspect of mature identity attained in adulthood. Appearances may be difficult to change but the kind of person someone aspires to become is a matter of choice that can b...
4. The community should urge involvement in extracurricular activities by supporting expressive as well as instrumental aspects of schooling. This social context builds connections with others who have similar interests. Participation in the expressi...
5. Friendship and dating are issues that influence adolescent identity. In many homes parent worry about the potential of early sexual involvement leads them to overlook lessons they should teach on healthy relationships. One result is that the incid...
6. Students have more career choices than previous generations and need guided experiences with processes for amending tentative goals. Learning to revise aspirations is usually overlooked as an aspect of decision making that allows a person to figur...
7. Lessons in middle school and high school should be augmented by visual formats that enable concrete thinkers to gain understanding and skills expected of the entire class. There should be an opportunity for students to checkout DVDs from the schoo...
8. Instructional planning should include a balance of direct instruction along with active learning that has greater appeal to most students. This strategy can stimulate motivation, contribute to acquisition of teamwork skills, encourage higher order...
chapter 8
Figure 8. 1. Shared experiences in past, present and future-oriented cultures.
Table 8.2. Personality Goals and Achievement for Consideration by Adolescents
Table 8.3. Level of Student Satisfaction With the Instrumental and Expressive Cultures at School
Table 8.4. Career Exploration Agenda for Adolescents
1. How long will it take me to prepare for this occupation?
2. Am I informed about requirements to reach this career goal?
3. Would I enjoy the tasks involved with this career?
4. What are my reasons for wanting this job?
5. Do my goals include intellectual, social, and emotional growth?
6. Is this goal being pursued for myself or for other people?
7. What do trusted adults see as benefits and drawbacks of my career goals?
8. Does this career provide opportunities for advancement?
9. Will this job offer the income needed for my desired lifestyle?
10. What resources will I need to achieve this goal?
11. Is this a realistic and attainable career goal?
12. What are the differences between my original career goal and the amended goal?
13. Am I aware of the stresses and demands related to this career?
14. How can achieving this goal affect my happiness?
TEAM SKILLS FOR SCHOOL AND WORK
Social Interdependence Theory
Benefits of Cooperative Learning
Social Relations and Achievement
Elements of Cooperative Learning
Expanding Educational Opportunity
Collaboration and Unlearning
Disabilities and Integration
Inclusion Practice Guidelines
Employment and Teamwork
Expectations for Teamwork
Job and School Evaluation
Recognition of Soft Skills
Student Participation in Evaluation
Teamwork Skills Inventory
Emerging Business Practices
Administration and Features
Portfolios and Self-Evaluation
Summary and Implications
Applications for Teaching
1. The distinguishing feature of cooperative learning is reciprocal instruction. Each person on a team is expected to contribute to the knowledge of peers. This approach differs from tutoring where only one party knows a subject or has a skill and tr...
2. Cooperation at work differs from the classroom where everyone is roughly the same age. Teamwork skills are supported by assignments that involve collaboration outside class with other generations. Some homework can require teaming with parents and...
3. A growing number of schools assemble teams of students that devote themselves to academic competitions with peers at other institutions. This group sharing experience acquaints students with the greater possibility that certain problems could be s...
4. Students should know there is a broader purpose for teamwork activities than meeting requirements for the classroom. These tasks can also develop the foundation of assets that apply to their future as employees. Everyone should pay careful attenti...
5. The emerging workplace requires teamwork skills but teacher efforts to assess student achievement and deficits have been hindered by lack of tools for assessment. The TSI uses peer observation and self-evaluation to establish student accountabilit...
6. Typical group processing, conducted face-to-face, is assumed to be a forum for sharing and receiving peer feedback on teamwork. However, patronizing remarks are often made to retain peer acceptance and avoid disagreement. By using feedback from th...
7. Some students may suppose that because grades are assigned for subjects but not teamwork skills, these aspects of development are less important than is actually the case. Fortunately, when students understand the importance that employers attach ...
chapter 9
Table 9.1. Student Behaviors to Unlearn for Transition to Collaborative Teamwork
1. Limit reading to content assigned by teachers.
2. Passive listening without curiosity.
3. Not questioning the views of authorities.
4. Define education as in the classroom only.
5. Leader and follower roles for group work.
6. Teachers are the main source of knowledge.
7. Overreliance on use of textbooks for learning.
8. Defensiveness when criticized by others.
9. Dependence upon extrinsic evaluation.
10. Gratuitous evaluation of performance for friends.
11. Ignoring the intended focus of a discussion.
12. Individual domination during discussions.
13. Team suppression of divergent thinking.
14. Inattention and distraction undermine discussions.
15. Uninformed opinions are focus of discussions.
Table 9.2. Criteria for Evaluation of Teamwork in Cooperative Groups*
PHYSICAL HEALTH AND RISKS
Growth and Development
Height and Weight
Sexual Maturation
Vision and Hearing
Nutrition and Diet
Nutrition Deficiencies
Dietary Guidelines
Epidemic of Obesity
Exercise and Fitness
Benefits of Exercise
Levels of Exertion
Cultural Differences
Sexual Activity
Sexual Intercourse and Diseases
Contraception and Pregnancy
Oral Sex and Risks
Comprehensive Sex Education
Substance Abuse
Marijuana and Cocaine
Methamphetamine Hazards
Alcohol and Public Safety
Smoking and Addiction
Risks and Lifestyle
Scope of Youth Risks
Origins of Risk Analysis
Monitoring Judgment
Summary and Implications
Applications for Teaching
1. Middle school students should be told that it is normal in their age group to differ from one another in height and weight. Youth who learn about growth patterns are more able to anticipate change and understand their peers also face similar chall...
2. Schools should acquaint adolescents with the increase of hearing loss among people in their cohort, explain potential consequences that can be expected, and describe ways to protect themselves from damage. Faculty, student, and parent initiatives ...
3. One aspect of lifestyle for adolescents involves fashion, the way they dress and take care of their appearance. When schools invite students to express their views on a poll when adults are getting ready to formulate a dress code for school, teena...
4. Understanding how to promote and preserve health is an important learning outcome. Districts should provide adolescents with a systematic health curriculum that considers aspects of growth and development, exercise, nutrition, drug awareness, and ...
5. Oral sex among teenagers is a topic most parents and educators refuse to talk about with students and believe it is a responsibility of someone else. One result of evasion is that teenagers lack a credible source of guidance on this risky behavior...
6. Efforts to dissuade adults from tobacco have produced decline in the proportion of smokers. Related initiatives could have a similar effect on teenagers if the schools go beyond just forbidding presence of tobacco on campus to also provide educati...
7. Building relationships with students, providing individualized attention, encouraging peer support, and making sure parents are informed about signs of trouble are aspects of intervention that reduce truancy. Truants typically identify lack of soc...
8. Students are more likely to adopt reflective thinking for the management of complex problems if teachers make sure there is enough time to process information, deliberate, and reach thoughtful conclusions. When teachers schedule adequate time for ...
9. Students can better avoid poor decisions about lifestyle if adults help them monitor their ability to think about possible consequences of risks. Being a caring listener qualifies adults to provide their more mature perspective than the feedback a...
chapter 10
part iv
EARLY ADULTHOOD (AGES 20-40)
Figure 11. 1. Stage 1 of the Creative Process-Preparation.* Search date, begin to question assumptions, brainstorm with a partner, and examine the main problems with a better perspective. This process typically takes the most time.
Figure 11. 2. Stage 2 of the Creative Process-Incubation.* In-depth pondering, sketch or test ideas, get frustrated, recognize paradigm paralysis, look for one's niche.
CREATIVE THINKING AND INNOVATION
Modern Views of Creativity
Valuing Imaginative Abilities
Assessing Creative Potential
Decline in Creative Behavior
Creative Thinking Process
Improving Conditions of Achievement
Motivating Creative Production
Appreciation for Group Identity
Accepting and Giving Criticism
Recognition of Visual Learning
Memory for Visual Information
An Image Driven Environment
Visual and Verbal Intelligence
Digital Images and Curriculum
Interpreting Media Experience
Summary and Implications
Applications for Teaching
1. Teacher awareness that intelligence and creativity are different domains of mental ability should lead to caution against reaching conclusions about capability of students based entirely on their intelligence test scores. Such measures do not iden...
2. Students should be familiar with the progressive steps of the creative process and recognize how this information should be used to guide the way assignments and class projects are scheduled, worked on, reviewed, and completed. As students begin t...
3. College students have greater opportunity to learn skills of time management when they do not have excessive homework that prevents them from using time after school for other activities. When class projects involve due dates, it is appropriate to...
4. Creative students must feel comfortable when participating in groups or they tend to withdraw. One way to improve their status is encouraging them to help teammates with difficult tasks or concepts whenever there is lack of comprehension. As class...
5. Students who ask lots of questions, enjoy guessing, show preoccupation with tasks, act like visionaries, and show a willingness to take risks are usually creative. Teachers should encourage students to continue these behaviors rather than discoura...
6. Students should be told that they are expected to enhance the curriculum by searching the Internet or journals for ideas and materials that can enrich content of their course. Their insights, based on self-selected out-of-school learning sources, ...
7. Express creativity by combining visual and verbal methods in original ways to convey concepts. Students report they are stimulated by the freedom of being able to seek their own information on the web. The appeal of novelty and its influence on mo...
8. Every teacher should experiment with ways to help students provide and accept peer criticism. Unless teams are able to process critical feedback in a nondefensive manner, they are likely to forfeit the benefits of insights that can be offered by e...
chapter 11
Figure 11. 3. Stage 3 of the Creative Process-Illumination.* "Ah-ha"-finding the answer, loving the idea, taking the leap, and assembling the main pieces that fit well.
Figure 11. 4. Stage 4 of the Creative Process--Verification.* Testing final idea to see/ correct faults-"final edition," assessment by outsiders, experience clousure and recognize success via individual or social judgement criteria.
RESILIENCE AND STRESS
Influence of Stress
Stress and Personality
Resilience and Health
1. Physical-performing and excelling in physical activities that require aerobic fitness, endurance, strength, healthy body composition, and flexibility derived through exercise, nutrition, and training
2. Emotion-approaching life's challenges in a positive, optimistic way by demonstrating self-control, stamina, and good character with choices and actions
3. Social-developing and maintaining trusted, valued relationships and friendships that are personally fulfilling and foster good communication including a comfortable exchange of ideas, views, and experiences
4. Family-being part of a family unit that is safe, supportive, and loving, and provides the resources needed for all members to live in a healthy and secure environment
and,
5. Spiritual-strengthening a set of beliefs, principles or values that sustain a person beyond family, institutional, and societal sources of strength.
Cost of Sustained Stress
Anxiety and Uncertainty
1. What are my educational plans to prepare for an occupation?
2. How can I find reliable friends to be the social group I rely on?
3. How do I feel about the benefits and risks of getting married?
4. Do I want to be a parent and devote effort to raising children?
5. Do I want to stay at home with my parents while in college?
6. How can I get the money that is needed to pay for education?
7. How can I negotiate changes in my relationship with parents?
8. What things could I do to improve my performance on the job?
9. What lifestyle will enable my happiness now and in the future?
Meditation and Relaxation
Stressful Conditions at Work
Job Status and Stress
Hierarchy and Mutual Support
Chemistry of Stress
Age Diversity and Collaboration
Effects of Age Segregation
Biases of Younger Workers
Biases of Older Workers
Understanding Generational Differences
Baby Boomers
Generation Xers
The Millennials
Summary and Implications
Applications for Teaching
1. Recognize the connection between stress and creativity. The qualities needed to manage anxiety and stress can be reinforced by teachers who encourage creativity. Individuals with creative abilities are more able than the general population to acce...
2. Depression and reluctance to participate in activities someone previously enjoyed are signs that counseling is needed. When students decide to quit and give up hope, they withdraw by skipping classes, taking illegal drugs, dropping out, or talking...
3. Resilience is a valuable asset for mental health. Teachers contribute to this attribute by helping students identify and acknowledge failure, detect mistakes and make known ways to correct them, provide feedback on progress, point out when goal am...
4. Uncertainty produces anxiety on the job or in the classroom that can be minimized by communicating clear expectations for assignments. Young adults should be told that if they are unsure about what is expected of them in particular situations, the...
5. Avoid assuming that all of the problems experienced by teams can be attributed to generational differences. There are individuals in every cohort whose teamwork skill deficiencies can be detected by peer assessment. Focusing remediation on team sk...
6. During the orientation for age-integrated teams, invite members of each cohort to enhance the presentation by commenting on additional characteristics they feel have been left out, warrant greater emphasis or pose problems for them as they work wi...
7. Dispel the myth that high-ranking employees are exposed to more stress than are workers with less status in the hierarchy. This awareness should include a reminder for everyone to consider how their behavior might undermine the morale of others in...
chapter 12
Table 13.1. Top 10 Countries With the Highest Population 2011 and 2050a Expected Population
Table 13.2. Fertility Rate 2012 Estimates for Selected Countries *
COLLEGE AND FAMILY CHOICES
Expectations for Education
Student Success and Failure
Common College Completion Metrics
Myths About Students Who Dropout
Entitlement for Higher Education
Public Support for New Entitlement
1. Why would I favor or oppose an entitlement for high school students that allowed them to pursue either vocational training or a college degree?
2. What do I expect will be the outcome of public debate about this basic change in access to higher education for all students in the United States?
3. When will disparities in access to higher education be looked upon as sufficiently serious to motivate widespread approval of a national debate?
Faculty and Student Expectations
Consideration of Compromise Reforms
Families and Managing College Costs
Marriage and Parenthood
Cohabitation as a Path to Marriage
Two-Generational Views of Identity
Views of Young American Women
World Demographics
Global Population Shifts
International Fertility Rates
Privileged and Underprivileged Nations
Summary and Implications
Applications for Teaching
1. Students in middle school and high school benefit from continuing orientation to the labor market outlook, projections for specific occupations, and career exploration. This awareness can ensure greater knowledge of the shifting patterns and deman...
2. The way most students begin career exploration is searching the Internet to find out about requirements for preferred jobs. School counselors for districts should work as teams to formulate a list of web sites that can be helpful, accompanied by e...
3. Parents should be partners with children in career exploration programs. This is because most mothers and fathers have substantial influence on student decisions about work, usually provide economic support throughout the education process, and ne...
4. Society has insisted that students be educated to understand their obligations to others. Young adults should insist that this circumstance apply in reverse as well. That is, the adult members of society should become informed about the needs of f...
5. The status associated with a role influences the extent to which it will be chosen. In American subcultures with the highest fertility rates, being a mother has more status and involves a greater investment of time. For society in general the role...
chapter 13
part v
middle ADULTHOOD (AGES 40-60)
Table 14.1. Unmarried With Children Percentage of Births to Unwed Women in 1980 and 2007*
Self-Evaluation and Maturity
Goal Setting in Middle Age
Discontent as Motivation
Sources of Discontent
Intensity of Discontent
Flawed Self-Assessment
A Balanced Perspective
Valuing Adolescent Views
Parent Learning Needs
1. Communication-skills of advising children and learning from them
2. Use of time-making decisions about the ways time is used
3. Teaching-scope of guidance and instruction expected of parents
4. Frustration-adolescent behaviors that are bothersome to parents
5. Satisfaction-aspects of being a parent that bring satisfaction
and
6. Information needs-things parents need to know about their child.
1. Arrange dialogues every day that focus on child ideas and concerns.
2. Encourage reflective thinking rather than rely on impulsive thinking.
3. Demonstrate patience in waiting for the child to answer questions.
4. Set aside time for you and know that this is an important example.
5. Make sure a child has discretionary time so its value is recognized.
6. Avoid planning too many activities in favor of chances to set goals.
7. Learn to assess child stress and help with the amendment of goals.
8. Take small breaks regularly so work is not viewed as undesirable.
9. Participate in exercise so health becomes a common family goal.
10. Help children monitor stress and ask for adult help when needed.
11. Realize that a hectic type lifestyle makes you a dysfunctional model.
12. Recognize that online learning allows students to control their pace.
13. Understand that parents have to acquire coping skills to teach them.
14. Break tasks into small pieces so they are considered manageable.
Learning from Conflict
Parent-Child Disagreements
Guidelines for Disputes
Goals for Living With Conflict
1. Recognize that people who love each other may experience conflict.
2. Helping others may involve conflict.
3. Decide to talk things over instead of trying to settle issues by fighting.
4. Be able to accept changes in people that we would wish to prevent.
5. Know that self-conflict is essential for moral behavior (conscience).
6. Develop the ability to respect others by willingness to compromise.
7. Be able to accept defeat when this is the outcome of a competition.
8. Have will power to stand alone when it appears necessary to do so.
9. Accept that living with a certain amount of uncertainty is necessary.
10. Find ways to disagree on things without a loss in status or affection.
11. Be willing to apologize after making hurtful comments about anyone.
12. Realize that there might be some differences which are irreconcilable.
13. Learn to share possessions as well as take turns with other people.
14. Realize that respect for personal property is a way to reduce conflict.
15. Listen to others when they express contrary feelings or opinions.
16. Analyze conditions that are needed to result in mutual reconciliation.
17. Share dominance and demonstrate an ability to be cooperative.
18. Cope with complex situations that present unfamiliarity and anxiety.
19. Learn to assert personal opinion without having feelings of guilt.
20. View differences as possible opportunities for reciprocal learning.
Family Configuration
Common Need for Support
Single Parent Households
Blended Family Challenges
Summary and Implications
Applications for Teaching
1. Middle age adults sometimes rely on a friend to listen to their discontent. If listeners suppose the friendship role is to always reassure that changes in personal behavior are unnecessary, this inauthentic evaluation can have the adverse outcome ...
2. Some important life lessons can only be taught by example. For middle age mothers, this means arranging a schedule that allows time to pursue personal interests, maintain a healthy perspective, and demonstrate how to manage daily stress. Mothers a...
3. Parents who invite their adolescent children to share observations can help mothers and fathers detect their learning needs and offer insight to guide decision making about personal improvement. When teenagers feel respected as observers whose per...
4. The tendency to interpret every disagreement as a competition in which the only goal is to defend one's point of view is a narrow outlook that prevents the reflective processing of another person's perspective. Adults should encourage adolesce...
5. Helping teenagers live with disagreement should include consideration and adoption of specific conflict goals, the desire to strive toward their attainment, and a willingness to consider feedback on personal progress from trusted others who see us...
6. Parents should be willing to apologize to their daughters, sons, colleagues or anyone they offend. When adults do not acknowledge their mistakes, youth may refer to such behavior as a justification for their own similar actions. Reaching out to ma...
7. Communities should recognize and respond to the needs of everyone. Even though families having the same household configuration vary in experiences, they also face similar challenges. Appreciation of cultural diversity is shown by making an effort...
chapter 14
Table 15.2. Adolescents Want Adults to Teach These Lessons
1. Present continuous lessons on how to manage daily stresses.
2. Be listeners that pay careful attention by avoiding distractions.
3. Illustrate self-control by showing up for appointments on time.
4. Model healthy nutrition and have exercise on a regular basis.
5. Discuss concerns about dealing with friendships and dating.
6. Model goal-setting behavior that demonstrates self-direction.
7. Assist with the process of review and amendment of goals.
8. Encourage time alone for reflection and for creative thinking.
9. Show how to disagree with others in a civil, respectful way.
10. Establish a safe, supportive, and satisfying environment.
11. Confirm importance of trust as the basis for relationships.
12. Apply teamwork skills that are needed at home and work.
13. Rely on reciprocal learning to enrich personal relationships.
14. Dialogue on possible occupations and alternative lifestyles.
15. Hold youth accountable for their misbehavior and correction.
16. Monitor and provide feedback on reaching personality goals.
17. Confront issues with careful planning, hope, and optimism.
18. Detect causes of failure and follow up with renewed effort.
19. Give the highest priority for arranging time to be together.
20. Be fair and honest to illustrate the value of trustworthiness.
21. Disclose personal goals and ask teens to evaluate progress.
22. Model the resiliency that is necessary to confront adversity.
23. Continue personal development to remain a lifelong learner.
24. Devote volunteer efforts intended to improve the community.
Table 15.2. Continued
25. Respect privacy but monitor teen actions and whereabouts.
26. Receive encouragement, love, and genuine sense of caring.
27. Consistency of responses in dealing with issues of correction.
28. Set rules that must be kept in the home and in the classroom.
Table 15.1. Adolescent Teacher Performance: Feedback From Adult Learners
Reciprocal Learning and Teaching
Benefits of Trading Places
Mentoring at Work
Mentoring at School
Mentoring at Home
Principles for Reciprocal Learning
Challenges for Adult Considerations
Guidelines for Adolescents as Teachers
Lessons Adolescents Expect of Adults
Influence of Anticipation
Self-Fulfilling Prophecy
High Expectations
Mistakes and Perseverance
1. In what activities will you risk failure to learn something new?
2. What situations are the ones where you are most likely to fail?
3. Of all your failures, what was the most difficult one to accept?
4. Who usually helps identify your failures and ways to recover?
5. Which friendship failures would you now handle differently?
6. What are some of your plans that turned out to be unsuccessful?
7. What failures bother you less than they bother other relatives?
8. How do you respond to relatives when they encounter a failure?
9. What failures have you later looked back on with some pleasure?
10. How do family members react when they learn you have failed?
Summary and Implications
Applications for Teaching
1. There are things that students know more about than teachers and parents because the Internet has made it more convenient than ever before to carry out research. This shift means that direct instruction is no longer the gateway for most learning. ...
2. When teachers acknowledge that the technology skills students possess exceed their own, a more equitable relationship emerges based on shared leadership and reciprocal learning. This choice enables students to grow through further practice with te...
3. Inventors are building low cost hardware that could diminish the extensive digital divide. Schools have an important role too. One task is to make sure that parents understand the importance of having a computer at home by preparing assignments th...
4. Students prefer the Internet as their main source for learning. Teachers should take advantage of this common motivation by developing creative homework and projects allowing application of research skills, collaboration with teammates, critical t...
5. Most students want to learn by doing, find out some things on their own rather than gaining all of their knowledge by being told. This quest for self-direction should include accountability to report the cyber path taken on the Internet and sharin...
6. Students should be oriented to recognize mistake making is an aspect of learning. Everyone should expect to fail but know that repeated efforts after mistakes can help to reach an acceptable standard. In turn, achievement increases confidence to c...
chapter 15
Table 16.1. Reciprocal Learning Themes for Intergenerational Group Discussion
CAREGIVERS AND AGING PARENTS
Understanding Mutual Challenges
Recognition of Parent Needs
Needs of Middle-Age Caregivers
Motivation for Generativity
Elders Home Alone
Social Interaction and Mental Health
Life in Retirement Communities
Importance of Age Norms
Suicide and Lack of Norms
Socialization and Fitness
Intergenerational Religious Education
1. Honesty and Ethics (Cheating in school, at the workplace and the family)
2. Family Communication (going beyond communication with one's age cohort)
3. Defining success (setting goals and amending goals at different stages of life)
4. Coping with stressful situations (in school, at work, home and leisure settings)
5. Failure and resilience (managing anxieties and feelings of disappointment)
6. Fears and worries (portrayed by different ages in what they find bothersome)
7. Challenges to faithful living in the current setting (distractions from the faith)
Prevention of Elder Abuse
Forms of Mistreatment
Barriers to Detection
1. They may depend on abusers for survival and fear retaliation.
2. They accept the blame for being the cause of their abuse.
3. They worry about being forced to move somewhere else.
4. Their bonds of affection for the abuser are stronger than a desire to leave the situation.
5. They feel guilt about having a relative that mistreats them.
6. They are concerned about loss of family status if abusive behavior became known.
7. They believe that what happens in a family should be private.
Comparison of Elder Abuse and Child Abuse
Societal Support Systems
Summary and Implications
Applications for Teaching
1. Aging parents do not recognize some of their own needs that may be observed by adult children. These insights should be shared so both parties understand the full scope of conditions they need to work on together. Some observations by middle age c...
2. Middle age women carry a disproportionate share of the load for providing elder care. The combined responsibilities for younger and older relatives as well as obligation to employers means main caregivers should be helped by siblings who do not re...
3. Families should be willing to talk about matters of importance instead of avoiding sensitive issues so that no one becomes upset. Discussions about health and death concerns should be welcomed by everyone so later the wishes and expectations of el...
4. Older adults benefit from norms of socialization and fitness established by peers. The powerful teaching influence that others of the same age can have includes expectations to exercise on a regular basis, participate in classes, maintain social i...
5. Elder caregivers need classes provided by municipal governments to acquaint them with available community resources. Churches, civic groups, and fraternal organizations can identify caregivers and attempt to ensure that their needs are not overloo...
6. Classes at senior centers should include personal safety and well being in old age. This discussion forum can consider knowledge of mistreatment by caregivers and actions that prevent abuse and rehabilitate abusers without fear of further retaliat...
7. Religious education should include reciprocal intergenerational learning so older adults are not isolated from the ideas and concerns of younger age groups. Middle age daughters and sons who may be leaders of church boards should express their wil...
chapter 16
Table 17.3. Defining Responsibilities for Grandparents*
1. Tell grandchildren about their parents' childhood.
2. Communicate some of the traditions of our family.
3. Give advice to my children and their spouses.
4. Give advice to granddaughters and grandsons.
5. Be an example of mature concern for others.
6. Cooperate with the other set of grandparents.
7. Keep learning so improvement is continuous.
8. Find out views and feelings of grandchildren.
9. Take care of grandchildren if parents cannot.
10. Devote some leisure time to volunteer tasks.
11. Maintain the rules of my home during visits.
12. Understand current goals of raising children.
13. Share financial resources with grandchildren.
14. Communicate regularly with grandchildren.
15. Act as a family example of personal stability.
16. Support school improvement for all children.
17. Be honest in expressing feelings and needs.
18. Reinforce parenting goals of daughters/sons.
19. Encourage grandchildren to value creativity.
20. Understand goals of individual grandchildren.
Table 17.1. Grandparent Report Card
1. Reinforce parent goals for their children.
2. Define role in cooperation with the family.
3. Express feelings, ideas, and perceptions.
4. Spend time together to build relationships.
5. View grandchildren as sources of learning.
6. Expect to be included in grandchild schedule.
7. Show optimism about people and events.
8. Encourage gender equity within the family.
9. Pursue self-improvement through education.
10. Compare parent practices of past and present.
Table 17.2. Defining Rights for Grandparents*
1. Hear from my grandchildren on a regular basis.
2. Spend time with my grandchildren.
3. Share my interests and hobbies.
4. Say "No" sometimes to requests for babysitting.
5. Participate in special events of grandchildren.
6. Give advice to my children and their spouses.
7. Give advice to my grandchildren.
8. Be told about grandchild problems and success.
9. Know about school progress of grandchildren.
10. Maintain the rules of my home during visits.
11. Get to visit grandchildren if there is a divorce.
12. Express my view about religious beliefs.
13. Discuss financial needs of family members.
14. Talk about things that are right and wrong.
15. Be able to vacation travel with grandchildren.
16. Choose a lifestyle that reflects my preference.
17. Expect grandchildren to have obligations to me.
18. Know parent goals of sons/daughters/in-laws.
19. Receive feedback about my role performance.
20. Rely on the family for encouragement to learn.
Table 17.5. What is Parenting Like Today?
1. How do you suppose being a parent is easier and more difficult now?
2. What parent behavior of your daughter or son do you really admire?
3. What methods of raising children do relatives use that disappoint you?
4. What is most satisfying about the relationship with your adult children?
5. What should the children be taught to expect from their grandparents?
6. Why do you suppose grandparents find it difficult to become advisors?
7. What is your experience giving advice to children and grandchildren?
8. In what ways could your performance in providing advice be improved?
9. What kind of advice would you benefit from given by younger relatives?
10. How are parents today more successful than parents were in the past?
GRANDPARENTS AND GENERATIVITY
Goals for Grandparents
Reinforce Parent Goals for Children
Define the Grandparent Role
Express Feelings, Ideas, and Opinions
Spend Time Building Relationships
Establish New Traditions
Recognize Grandchildren as Teachers
Expect Inclusion in Grandchild Schedule
Show Optimism as Basis of Adjustment
Encourage Gender Equity in the Family
Pursue Education for Self-Improvement
Give and Seek Advice
Become an Informed Advisor
Benefits of Giving Advice
Ask for and Accept Advice
Prayer and Guidance
Present Advice Carefully
Summary and Implications
Applications for Teaching
1. Grandparent success depends on having appropriate goals and getting feedback on how well these purposes are met. The way to begin is having periodic conversations with the parent(s) of a grandchild to find out their expectations. This dialogue can...
2. Defining the grandparent role in cooperation with the family clarifies expectations but parents cannot be responsible for building a grandparent-grandchild relationship. This bond requires spending time together and exchanging feelings and ideas b...
3. Family advice should be offered that has not been requested. When a grandparent becomes aware of a situation that could present danger or pose problems unforeseen by others, s/he should report it to parents. The possible benefits from this course ...
4. Talking to grandchildren can be difficult because the process is different from the way things were when, as children, today's grandparents were taught to show deference to elders and not disagree with them. These memories associated with remind...
5. Everyone should ask for help when they are unable to manage situations. The education grandparents received in school and at home led them to believe that people who seek assistance may be seen as failures because this behavior reflects a lack of ...
chapter 17
Table 17.4. Getting to Know Me
1. Who are some famous people you have admired most?
2. What did you like and dislike most about going to school?
3. What things are more important at this age than earlier in life?
4. What did you find most satisfying and difficult about your job?
5. What do you regard as your most important achievements?
6. What was better or worse about growing up during your time?
7. What do you see as your major strengths and shortcomings?
8. Which experiences as a parent stand out as fond memories?
9. What goals and dreams are you trying to achieve at this time?
10. What regrets do you have as you look back upon your life?
11. What traditions do you hope will be preserved by the family?
12. What are the activities that help you feel good about yourself?
13. What changes do you anticipate for the future of our country?
14. What things do you remember about the place you grew up?
15. What advice can you give about the ways to find happiness?
16. What would you like to understand better about the grandchildren?
17. What things do your daughters and sons do that you admire?
18. How does raising children now differ from your own parenting?
19. What are some words you think accurately describe yourself?
20. What should be expected of older adults in a longevity society?
COGNITIVE HEALTH AND EDUCATION
Cognitive Potential
Capacity for Learning
Readiness to Change
Brain Cell Stimulation
Memory Performance
Memory Manipulation
Cognitive Dysfunction
Alzheimer's Disease
The Wandering Dilemma
Risk Factor Prediction
Detection of Dementia
Cognitive Protection
Effects of Education
Language and Work
Social Engagement
Cognitive Reserve
Summary and Implications
Applications for Teaching
1. Education programs should reflect the cognitive reserve theory that brains with more connections can afford to lose more to Alzheimer's disease before evidence of memory loss and related symptoms emerge. The compensation principle can be communica...
2. Albert Einstein observed, "Wisdom is not a product of schooling but a life long attempt to acquire it." The desire of retirees to continue being learners must become common, used to motivate the design of innovative programs for them, implicat...
3. Modern nations seek to establish policies that can sustain longevity while improving quality of life. This goal should include creative initiatives to build education programs that appeal to elders, help improve their ability to adapt, and retain ...
4. Maintenance of cognitive health should be motivated by younger relatives, organized groups of elders, and local community. This expectation should replace the current view that retirement is a stage of life without obligation. The older adult coho...
chapter 18
Table 19.1. School Volunteer Report Card*
1. ___ Encourages students to try again after they make mistakes
2. ___ Helps students to become self-confident in solving problems
3. ___ Speaks clearly and uses words that can be easily understood
4. ___ Shows willingness to learn about new things from the students
5. ___ Gives students honest feedback on how well they are doing
6. ___ Allows students enough time to think before giving answers
7. ___ Wants students to ask questions about what they're studying
8. ___ Likes to spend time with students that are at this grade level
9. ___ Tries to get along with students who are difficult to be around
10. ___ Protects students when they are mistreated by other people
11. ___ Allows the students to judge some of their own schoolwork
12. ___ Lets students know their ideas and opinions are important
13. ___ Cares about students and is viewed as being a good friend
14. ___ Admits ignorance about the things that s/he does not know
15. ___ Cooperates with teacher and other school staff members
16. ___ Keeps on trying to solve problems when they are difficult
LONGEVITY AND IDENTITY CHANGE
Role Reciprocity in Retirement
Maintain Self-Esteem
Flexibility as an Asset
Value of Spontaneity
Become a School Volunteer
Identify Specific Tasks
Choose Interests and Assignments
Screening, Training and Schedule
Performance Feedback and Recognition
Death and Stages of Grieving
Denial
Anger
Bargaining
Resignation
Acceptance
Elements of Successful Adjustment
Take Time to Finish Grieving
Continue to Communicate Feelings
Keep Making Personal Decisions
Enlarge the Circle of Friends
Think Ahead About Widowhood
Summary and Implications
Applications for Teaching
1. Everyone should be informed about stages of grieving and the mourning process. This awareness is necessary to support those who are coping with personal loss and create empathy about the emotional conditions experienced when a loved one passes awa...
2. The loss of a spouse forces a change in identity and, for a time, narrows perspective because processing ideas and feelings have to take place without the partner. Initially, life may seem to have lost meaning so looking ahead and planning does no...
3. Husbands and wives should review together their business affairs several times a year. This practice acquaints both partners with each other's wishes about the end of life. It can also make decision making less difficult for a survivor while s/h...
4. Well-intentioned relatives and friends may express a willingness to act in widow's behalf to ease burdens. However, retaining independence is a key factor for recovery because it confirms that someone is still able to manage her or his own affai...
5. The identity of older adults changes when they leave employment for retirement. As a group, older adults are the primary providers of volunteer service in the public schools. They can perform tasks more effectively when principals arrange continui...
6. Volunteering at school can help elders grow by developing a readiness to be more flexible, spontaneous, patient, and possess good humor. Flexible people are able to look at situations in new ways, an essential asset when volunteering to help stude...
7. Role reciprocity for older adults seems more difficult to arrange in modern societies where social security and savings means that elders usually do not have to depend on trading their services for survival. On the other hand, self-esteem needs, a...
chapter 19
REFERENCES

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