Health Disparities in Appalachian and Other Rural Communities.

Rural areas are home to a larger proportion of older adults and populations who age within these locales and suffer disproportionately from health, mental health, and economic disparities compared to their urban counterparts. This article will explore the disparities faced by persons that reside in rural communities across the lifespan. It will briefly discuss what is meant by rural. As a rural region at specific risk, the issues confronting those aging in Appalachia will be examined. Finally, best practices and future directions to combat health disparities among rural residents and elders will be discussed. This includes the Appalachian Gerontology Experiences: Advancing Diversity in Aging Research training program which recruits and trains minority and first-generation undergraduate students in aging and health disparity research.

Teaching Aging Through Intersectionality for MSTEM and Other Disciplines.

Recent years have seen a push for providing education in gerontology for social services and health care related disciplines. Equally important are efforts to similarly educate students in the fields of medicine, science, technology, engineering, and mathematics (MSTEM). MSTEM professionals can be instrumental in assisting the growing number of older adults and their families in overcoming challenges and building supports that can allow older persons to live self-determined, healthy, and happy lives. The standard gerontological training for students has involved content and instruction on the normative development and experiences of older adults and their families. This article will provide a model for a broad range of students how to understand and effectively work with and on behalf of older adults, through content on the normative, major issues and experiences with a critical focus on the diversity of the population and the multiple intersections of age with other identities.

Social Work's Participation in the Geriatric Education Centers Educational Evaluation: A Brief Report.

This study was conducted to determine the level and types of participation of social workers in the activities of the Geriatric Education Centers (GECs). Through an online survey of GECs, the level of participation of social work professionals was compared with those in dentistry, nursing, medicine, and pharmacy, during the years 2010 to 2014. Thirty-one percent (14) of the 45 GECs completed the survey. The results found increases in participation for both social workers and nurses for both GEC activities and involvement in leadership positions within the centers. The GECs also identified caregiver and provider education and continuing education as activities in which social workers have had an increased interest in recent years. Implications from this study can inform the programming efforts of the new Geriatric Workforce Enhancement Program (GWEP) and other geriatric education programs.

Long-term planning and decision-making among midlife and older gay men and lesbians.

This article examines the issues of long-term planning and decision-making among midlife and older gay men and lesbian caregivers. Using a qualitative methodology, in-depth interviews were conducted with 19 gay men and lesbians over 50. Participants reported on their long-term planning and decision-making processes. All but four persons reported that their partners had advance directives, but the majority of caregivers did not have advance directives for themselves. Concerns about informal family dynamics and interactions with formal systems were expressed, along with financial and ownership issues. It is important for social workers to intervene across individual, organizational, and community levels in advocacy for the needs of older gay men and lesbian clients.

Infusing and sustaining aging content in social work education: findings from GeroRich projects.

This article presents findings from experiences of 67 projects involved in GeroRich, an initiative funded by the John A. Hartford Foundation designed to infuse, enrich and sustain aging content in BSW and MSW curricula. Thematic qualitative analysis was used to uncover themes in answers to open-ended questions contained in End-of-Year 2 project reports. Content areas addressed by open-ended answers were: (1) successes and innovations, and (2) challenges requiring responses. Primary successes and innovations identified were as follows: curriculum enrichment, faculty and student involvement, student-learning activities and community. Challenges to be responded to were identified as lack of faculty involvement, competing demands on faculty and programs, and sustainability of project efforts. Examples of strategies implemented to overcome these obstacles include providing teaching resources, instituting financial and other supports, and developing strategic plans for sustaining content infusion post-funding. Experiences of the GeroRich projects offer practical considerations for other social work programs that accept the challenge of attracting and preparing students to work with the increasing population of older adults.