Reducing Ageism: PEACE (Positive Education about Aging and Contact Experiences) Model

Drawing on interdisciplinary theorizing and research, the PEACE (Positive Education about Aging and Contact Experiences) model points to two interrelated factors that reduce ageism: providing education about aging and positive intergenerational contact experiences with older adults (Levy 2016). Evidence supporting the model will be discussed including a semester-long pre-posttest intervention with undergraduates (non-gerontology course) who learned about aging and had face-to-face and Instagram contact with older adults (Lytle, Nowacek, & Levy, 2020), brief online pre-post test experimental-control group studies with undergraduates and a community sample who learned about aging and positive intergenerational contact experiences (Lytle & Levy, 2017), and an online experimental-control group study with undergraduates who viewed brief videos addressing PEACE model components (Lytle, Macdonald, Apriceno, & Levy, under review). Across studies, PEACE model interventions promoted increased aging knowledge as well as reduced negative stereotyping of older adults, aging anxiety, and concerns about aging. Future directions will be discussed.

Reducing Ageism With Brief Videos About Aging Education, Ageism, and Intergenerational Contact

Background and Objectives With an increasing older population, ageism continues to be a significant social issue. Interventions to reduce ageism and improve intergenerational contact are needed. Research Design and Methods Building on the Positive Education about Aging and Contact Experiences (PEACE) model, undergraduates in an online experiment were randomly assigned to watch videos that provided education about aging, ageism, and positive intergenerational contact (experimental condition) or education about wallpaper (control condition). Results In Part 1, 845 undergraduates in the experimental condition (vs. control condition) reported lower levels of ageism, less negative age stereotypes, more positive age stereotypes, and more aging knowledge in an immediate post-test. In Part 2 (1–6 weeks later), undergraduates in the experimental condition (vs. control condition) reported more positive age stereotypes in a delayed post-test. Discussion and Implications These findings highlight the promise of providing information about aging and positive intergenerational contact to reduce ageism. Brief online educational videos based on the PEACE model hold promise as an effective tool to reach a wide audience and reduce ageism.

Investigation and analysis of attitudes and knowledge of aging among students in different majors

Objective To investigate the attitude and knowledge score of the elderly in different majors. Methods A total of 265 students were surveyed by self-designed questionnaire that consists of three parts: general information, Kogan’s attitude toward older people (KAOP) scale, and knowledge questionnaire. Results There were significant differences between the attitudes of the elderly and the aging knowledge scores for students who have taken care of the elderly and who have been cared for by their grandparents (P = 0.04; P = 0.02). Students who had experience in caring for the elderly scored higher. Students who were taken care of by their grandparents during the childhood were more active in the elderly. The scores of attitudes appreciation and attitude scores of elderly were statistically significant between nursing students and non-nursing students (P = 0.01; P = 0.03), and the non-nursing students’ attitude appreciation and attitude scores were higher than those of nursing students. Conclusions The nursing students have a more positive attitude to the elderly, but the level of aging knowledge is lower and lower than that of non-nursing students, which should be further improved.

AGING KNOWLEDGE AND SELF-REPORTED AGEISM

The term, ageism, refers to any form of personal or institutional prejudice or discrimination based on chronological age. Ageism may encompass attitudes and prejudices, as well as behaviors, highlighting the complex nature of ageist behaviors observed among students and professionals alike (Allen, Cherry, & Palmore, 2009). We examined the prevalence of self-reported ageist behaviors in a sample of college students who ranged in age from 18 to 44 years to test the hypothesis that aging knowledge would be associated with self-reported ageist behaviors (positive and negative). The study sample was comprised of adults who were enrolled in classes at Louisiana State University (n = 110). Most of these students were traditional aged college students (18-25 years old). Participants completed the Relating to Older People Evaluation (ROPE; Cherry & Palmore, 2008), the Facts on Aging Quiz (FAQ; Palmore, 1998), and the Knowledge of Memory Aging Questionnaire (KMAQ: Cherry et al., 2003). Results indicated that positive ageist behaviors were more frequent than negative ageist behaviors. Men endorsed positive and negative ageism items more than women reported. Follow-up analyses on participants’ responses to the two aging knowledge questionnaires showed that increased knowledge of aging was significantly correlated with diminished reports of negative ageist behaviors, after controlling for age and gender. These results imply that self-reported ageist behaviors are associated with aging knowledge. Strengthening college curricula by including course offerings in adult development and aging may improve self-reported ageist behaviors among college students.