scholarly journals "The Elderly"

2021 ◽  
Vol 26 ◽  
pp. 5-10
Author(s):  
Diana Amundsen
Keyword(s):  
New Zealand ◽  
Older People ◽  
Teaching And Learning ◽  
The Elderly ◽  
Public Spaces ◽  
Relationship Building ◽  
Online Media ◽  
Negative Attitudes ◽  
Aotearoa New Zealand ◽  
Intergenerational Exchanges

Older people in Aotearoa New Zealand too often experience negative attitudes or behaviours towards them based on their age. A pertinent example of this is the term “the elderly.” The objective of this research was to understand how stereotypes of “the elderly” are portrayed in the online arena in social and public spaces. Within Aotearoa New Zealand, 155 online media items using terms like “the elderly” and “elderly” were tracked, recorded and analysed during 2019 to determine stereotypical meanings of “the elderly.” Results revealed use of the term “the elderly” reflected various stereotyping and ageist discourses in the message. Labelling older people as “the elderly” may perpetuate social exclusion and discrimination faced by older people. As educators, we have a responsibility to create opportunities for meaningful intergenerational exchanges and relationship building within our teaching and learning activities.

Older people and their social spaces: A study of well-being and attachment to place in Aotearoa New Zealand

2009 ◽  
Vol 68 (4) ◽  
pp. 664-671 ◽  
Author(s):  
Janine L. Wiles ◽  
Ruth E.S. Allen ◽  
Anthea J. Palmer ◽  
Karen J. Hayman ◽  
Sally Keeling ◽  
...  
Keyword(s):  
New Zealand ◽  
Older People ◽  
Well Being ◽  
Social Spaces ◽  
Aotearoa New Zealand ◽  
Attachment To Place

scholarly journals Semantic and cultural equivalence of the Intergenerational Exchanges Attitude Scale (IEAS)

2016 ◽  
Vol 19 (3) ◽  
pp. 453-463 ◽  
Author(s):  
Roberta dos Santos Tarallo ◽  
Anita Liberalesso Neri ◽  
Meire Cachioni
Keyword(s):  
The Elderly ◽  
Likert Scale ◽  
Attitude Scale ◽  
Brazilian Population ◽  
Elderly Persons ◽  
Negative Attitudes ◽  
Culturally Adapted ◽  
Intergenerational Exchanges ◽  
Intergenerational Activities ◽  
Intergenerational Cooperation

Abstract Introduction: Understanding the multidimensionality of attitudes originating from exchanges between different generations is fundamental for the establishment of intergenerational cooperation and the reduction of stereotypes and prejudices. Objective: To obtain the semantic and cultural equivalence of the Intergenerational Exchanges Attitude Scale (IEAS). Method: Two translators translated the scale from English into Portuguese. A third translator synthesized these two translations. The synthesized version was back-translated into English. From the observations of the initial and back translations, a semantic version of the scale was consolidated, which was applied to 32 professionals who developed intergenerational activities (elderly/children) and activities directed at elderly persons only. Following application, a version of the scale that was culturally adapted for the Portuguese language was obtained. Results: The scale was alterered due to cultural refinement, with differences in the following items: 4) around and near; 6) overprotective and highly protective; 8) be around and to want to get close to; 11) earn and obtain; 13) have warm relationships and to relate affectionately; 17) affection and fondness; 18) form a good team and are good companions; 20) feel sick and get irritated. The responses used are evaluative statements of positive or negative attitudes about the exchanges that take place between children and the elderly, based on a Likert scale of just five points. Conclusion: The Intergenerational Exchanges Attitude Scale (IEAS) has been adapted and validated for the Brazilian population and is known as the "Escala de Atitudes em relação a Trocas Intergeracionais" (Scale of Attitudes in Relation to Intergenerational Exchanges) (EATI). It can be a useful tool for programs featuring activities involving children and the elderly, as well as for professionals working and developing strategies in this field.

scholarly journals The Role of Education and Knowledge about Aging in Creating Young People’s Attitudes to the Elderly

2018 ◽  
Vol 8 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Jana Goriup ◽  
Danijela Lahe
Keyword(s):  
Young People ◽  
Older People ◽  
Negative Attitude ◽  
The Elderly ◽  
School Students ◽  
Negative Attitudes ◽  
Survey Results ◽  
People’S Attitudes ◽  
Intergenerational Cooperation

AbstractIntroduction: With the intensive growth in the number of older people and prolonged life span in the contemporary postmodern society, it has become increasingly important to build positive intergenerational cooperation and promote education on aging and older people, especially between younger and older generations. That is why the authors, on the basis of empirical research and scientific literature, examined knowledge about aging among young people and the connection between knowledge about aging and the formation of negative attitudes towards older people.Methods: The study involved 609 secondary school students aged 15 to 19 years.Results: The survey results showed that only one-fifth of the young population has good knowledge about aging. The relationship between knowledge about aging and ageism is negative, which means that young people with less knowledge about aging often have a negative attitude towards older people.Conclusions: Based on the obtained results, the authors underline the importance of integrating gerontology content in all stages of education.

scholarly journals Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

2021 ◽  
pp. 195-209
Author(s):  
Jodie Hunter ◽  
Roberta Hunter ◽  
John Tupouniua ◽  
Generosa Leach
Keyword(s):  
New Zealand ◽  
Open Economy ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Well Being ◽  
Low Socioeconomic ◽  
Aotearoa New Zealand ◽  
Strength Based ◽  
The World ◽  
Mathematics Teaching And Learning

AbstractThe COVID-19 pandemic has caused new ways of doing and being, both in education systems and beyond across the world. In the context of Aotearoa/New Zealand, the widely supported government approach focused on the well-being of the nation with a position that saving lives was more important than maintaining an open economy. As researchers and educators, we supported teachers as they worked with their students in their home settings. This provided us with an opportunity to explore a vision of a reinvented system of mathematics education beyond institutional and formal structures of schools. In this chapter, we present the analysis of the responses from 24 educators mainly from low socioeconomic urban settings as they reflected on how they enacted mathematics teaching and learning during the lockdown while connecting with students and their families as well as their subsequent learning from this experience. Results highlighted that the mathematical learning of students went beyond what was accessed by digital means and included parents drawing on rich everyday opportunities. A key finding was that by supporting and privileging the well-being of students and communities, the connections and relationships between educators and families were enhanced.

An Examination of Personality and Demographic Factors on Attitudes toward Old People

1981 ◽  
Vol 12 (2) ◽  
pp. 139-148 ◽  
Author(s):  
James A. Thorson ◽  
Mark L. Perkins
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Older People ◽  
Social Work Students ◽  
The Elderly ◽  
Older Students ◽  
Old People ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Edwards Personal Preference Schedule

A group of 212 undergraduate and graduate students completed Kogan's Attitudes Toward Old People scale (OP) and the Edwards Personal Preference Schedule (EPPS). Persons scoring higher in the trait of aggression demonstrated significantly more negative attitudes toward the aged. Females, older students, and graduate students all tended to be more positive in their attitudes toward older people. Students majoring in business subjects tended to be more negative toward the elderly, while social work students had the most positive attitudes toward older people.

Psychosexual Dysfunction in the Elderly

1992 ◽  
Vol 9 (2) ◽  
pp. 55-64 ◽  
Author(s):  
Susan H. Spence
Keyword(s):  
Older People ◽  
Older Persons ◽  
The Elderly ◽  
Sex Therapy ◽  
Helping Professionals ◽  
Sexually Active ◽  
Negative Attitudes ◽  
Cognitive Behavioural ◽  
Assessment And Treatment ◽  
Psychosexual Dysfunction

The area of psychosexual dysfunction in the elderly has been relatively ignored and very little research has been conducted into the aetiology, assessment, and treatment of such disorders. Many negative attitudes have been held traditionally relating to the sexual behaviour of older people, and this may account for the reluctance of many elderly clients to seek help, and for the lack of attention paid by helping professionals. The number of referrals for sex therapy from older persons is now beginning to increase, and evidence confirms that the majority of healthy older persons remain sexually active and sexually capable throughout their later years. Although there is a marked lack of empirical research, case studies suggest that cognitive-behavioural approaches offer promise in the treatment of psychosexual dysfunction in the elderly. Factors are discussed that relate specifically to older clients in the application of a cognitive-behavioural approach to assessment and therapy.

scholarly journals A Youth Perspective:  Collaboration for Youth Development within Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Amy Lavini
Keyword(s):  
New Zealand ◽  
Alternative Education ◽  
Youth Development ◽  
Phenomenological Approach ◽  
Relationship Building ◽  
Youth Services ◽  
Frontline Workers ◽  
Collaborative Processes ◽  
Aotearoa New Zealand ◽  
Youth At Risk

<p>Collaboration is an increasingly popular approach to addressing the multi-faceted needs of youth-at-risk both within academic literature and government policy in New Zealand. Due to being a relevantly new concept, there is limited evidence in the literature regarding how it is being implemented and whether implementations are successful. There is aparticular gap within the literature regarding the experiences of frontline workers and youth themselves. As youth are the key benefactors of youth services it seems important to understand whether and how they perceive the collaborative approach to be working to assist them in their development. To determine this, the following study explores the experiences of nine youth in New Zealand regarding collaborative processes used by services they have been privy to over recent years. Youth participants came from across New Zealand and altogether have experienced a range of youth interventions, from alternative education to Family Group Conferences, aimed at addressing anti-social and criminal behaviours. Taking a phenomenological approach, the study is carried out using concepts from the framework of Appreciative Inquiry (AI). The use of AI ensured the study was strengths focussed and allowed youth to become active agents rather than subjects of enquiry. Furthermore, it has allowed a positive paradigm for discussing ways to ensure that youth services are better focussed on youth's needs, feelings and understandings. Along with the findings regarding collaboration a common theme arose when youth were invited to share their stories which highlighted further areas for discussion when addressing successful service outcomes. That is, the importance of relationship building.</p>

scholarly journals Faithfulness and fidelity across identities and contexts for SOTL in the global South

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
KC Lee ◽  
Zach Simpson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Work ◽  
New Zealand ◽  
Teaching And Learning ◽  
Global South ◽  
The Other ◽  
Scholarship Of Teaching ◽  
Aotearoa New Zealand

Issue 5.2 of SOTL in the South features four peer-reviewed articles, one reflective piece and one book review. The peer-reviewed articles include two articles about broader concerns related to the scholarship of teaching and learning in higher education, namely the discursive and negotiated work of producing SoTL work and the importance of considering diverse worldviews regarding research ethics. In addition, there are two detailed accounts of instances of SoTL, one from Lesotho, addressing the challenges facing students from rural contexts, and the other from South Africa, investigating the implementation of collaborative learning in a fourth-year social work classroom. The issue concludes with a reflection on an action-oriented workshop held in Aotearoa New Zealand aimed at increasing the number of Māori and Pasifika academics, and a review of The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.

scholarly journals (Re)Shaping spaces for learning

2021 ◽  
Vol 26 ◽  
pp. 52-59
Author(s):  
Lucila Carvalho
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Spatial Configurations

Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.

scholarly journals Principals' and teachers' perceptions of Innovative Learning Environments

Teachers Work ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 149-171 ◽  
Author(s):  
Dianne Smardon ◽  
Jennifer Charteris ◽  
Emily Nelson
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Distributed Leadership ◽  
Teaching And Learning ◽  
Large Body ◽  
Constructivist Learning Theory ◽  
Teachers Perceptions ◽  
Aotearoa New Zealand ◽  
Innovative Learning ◽  
Innovative Learning Environments

Innovative Learning Environments (ILE) with their origins in OECD literature, propose to revolutionise Education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21st century learning; blended learning (digital); and, future focused Education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand Schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical framework that educators apply to this concept. Four themes emerged from the responses: lack of clarity; the significance of material spaces; pedagogical implications; and, the politics around ILEs. The authors pose the question: are ILEs just another neoliberal ambush on Education or opportunity to innovate the fundamentals of schooling?

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