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WHEN I AM 64 WILL I BE HAPPY?

When I am 64 will I be happy? (Part 1)

BLOGGER:  PAUL GRIFFIN, PHD

In 1967, one of the first major reviews of happiness appeared in the psychological literature. It might seem hard to imagine now with new books on happiness popping up every month or so, but at that time happiness was of relatively little academic concern within psychology. Therefore, this article by a psychologist named Warner Wilson was quite valuable because it attempted to review and synthesize all of the studies on happiness up to that point and draw some conclusions based on this research. Among such conclusions was one that still seems persuasive to many: when it comes to happiness, better to be young.

Each year I teach an undergraduate class on the psychology of happiness. With the exception of a student or two, most of these students are in their late teens to early 20s. When I ask them to hypothetically compare the happiness levels of 20 and 30 year olds with those who are in their 60s and 70s, usually more than 60% pick the younger group (I suspect the numbers would be even be larger if it weren’t for the fact that by asking the question I am priming them to go against their instinct). Perhaps unless you are over 50 it is hard to think that being older means being happier. Why should it? After all, doesn’t getting older mean getting worse? Yes, it is true that the advent of modern medicine along with the rise of gerontology and education about aging has led to some shift in the way we think of older adulthood. However, while today’s 60 was yesterday’s 50, it doesn’t mean that common negative stereotypes of aging still do not persist. As one student asked, what is so great about losing cognitive skills, physical mobility, freedom, and social stature? Or as another student more bluntly put it, “not getting it up” can hardly make for a happy life.

Young adults’ mistaken perceptions of what awaits them in the coming years might lead to false conclusions about happiness in later life, but I think that there is more to it than that. In fact, while often grossly overstated by some, the aging process does involve decline in a number of areas, including certain cognitive skills and especially in a variety of physical abilities. And although there is a certain level of esteem and respect that is garnered as one ages (and, one hopes, progresses), our society still places great value on youth and the associated beauty, vigor, and excitement that comes with it. Regardless of the myths, in many respects, getting older can be hard. The often intuitive belief that being young means being happier makes perfect sense to me.

Let me reiterate, though, that Wilson’s early conclusion about happiness and aging were not based on intuition. This argument was based the existing research at the time. So this would be a pretty depressing post if I told you that this was the end of the story, that four decades later we have come to the scientific conclusion that it sucks to be old. In fact, something interesting happened—well, interesting enough, that I went on to do my doctoral dissertation on the subject (which according to some friends, hardly makes it interesting). After Wilson’s review, gradually more studies began to be conducted on the subject. The reason for this was twofold: greater attention to issues surrounding the aging process and more study devoted by psychologists, as well as related fields, to the question of happiness itself (I will have more to say about that in a later post). And not just more research, but better research. With each ensuing decade, the instruments being used were more precise and the populations being studied were larger and more diverse.

So now the interesting part. Through the 1970s and early 1980, a number of different studies did not find evidence that the young were happy than the old. In fact, by 1984 in the second major review of the literature, Ed Diener—one of the most prominent researchers in the area of happiness—had to amend Wilson’s original conclusion about age and happiness. At this point the research indicated there was no significant relationship between the two variables. In other words, age played little role in predicting happiness. Although there were certainly differences across individuals, there didn’t seem to be enough evidence to suggest that happiness varied in any predictable ways across age groups. If that still isn’t interesting enough for you, it gets better. After this review by Diener, there continued to be a significant amount of research on the question of happiness and aging. Again, this was due to the continued interest in gerontological issues and in an explosion of research on predictors of happiness. What began to emerge was a picture that surprised by many. So much so, that it was even identified as a “paradox.” Why a paradox? Because not only did it contradict Wilson’s earlier assertions, it went against the intuitive belief I spoke about before, the idea that aging and its associated rigors should lead to greater levels of unhappiness. These newer research suggested the exact opposite: there, indeed, was a relationship between age and happiness, and that relationship was positive. Getting older meant getting happier.

Let me give you one example of a study that changed the tide. In 1998, a young researcher named Dan Mroczek (along with his student Chris Kolarz) published research from a national database known as the MIDUS study. There had already been research suggesting that older people might be happier than the young, but perhaps due to the large sample size (over 2,500 people) and the sophisticated level of analysis, this study received considerable national attention. These researchers found that when comparing a group that ranged from their mid 20s to mid 70s, general levels of positive emotions increased across age groups while negative affect declined. Soon after they published their results, these findings appeared in a host of news outlets (it even provided material for Jay Leno’s opening monologue on the Tonight Show). In many respects, this study seemed to be the perfect conclusion to a decade of research on “positive aging.” For some time a number of researchers had been focused on the issue of understanding emotional changes across the lifespan, and Mrozcek’s study seemed to confirm many of their own positive conclusions about emotional well-being in late life.

So there you have it: when you are 64 you will be happy. Well, not exactly. Of course, no one study can ever then be used to predict an individual’s life. I hope to say more about individual differences—and factors related to such differences—at a later date. But let’s return to the general question of age differences and happiness. Does research substantiate the claim that aging more often leads to a rise in levels of happiness? A decade since Mroczek’s findings, there have been a number of studies that seem to confirm their results. At least when it comes to emotional well-being, these findings paint an optimistic picture of later life. Although it might be hard for someone younger than middle-age to imagine it might be so, a considerable amount of research suggests that happiness is not the provenance of the young.

Of course, some of you might not be surprised by this. In some cases, it might be because you are young and you are thinking, well it has to get better than this. Or maybe you are currently in middle-age or older and can tell me first-hand about this effect (as many of my older graduates have done). Or perhaps, even, you have read about these findings somewhere. Every several years you will find news outlets reporting the “surprising” finding that older individuals are happy! (The fact that this relatively old news is still newsworthy tells us how hard it is for us to believe it is true.) More than ever before—most especially in academic circles—there is an optimistic picture of life in later adulthood. In fact, it is not uncommon to hear the assertion that you get happier as you get older.

Now here is the part where I say that everything I have told you thus far is wrong, and you get annoyed. Well, not exactly. In fact, I do believe that there is considerable evidence to suggest that for many, happiness does increase across the lifespan. I certainly convinced that the notion that you are happiest in young adulthood is false. However, it seems to me that research over the last few years indicates that we might have painted an overly optimistic picture of such changes. In recent years researchers have sought to dissuade many from the stereotypical belief of the cantankerous old man as emblematic of the elderly population, and then replace him with the glossed over picture of a man swimming laps in the pool. There is good reason for this, and I find nothing wrong with our attempt to shift negative perceptions of aging. But what is missing is a more nuanced picture of an expanding cohort of elderly individuals. Although the media loves a happy ending, in my next post I would to discuss why we might needs to shift some of these assumptions about happiness once again. It might be true that you are likely to be happy when you are 64 and 74, but things seem more complicated when we start looking beyond to an elderly population that represents the fastest growing age cohort in the U.S.

For more information about Dr. Griffin, click his photo below:

paul-photo1

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Posted 2 years, 8 months ago at 12:08.

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NOW THAT I AM ALMOST 64

Now that I am almost 64, who will meet my needs when I am 84?

BLOGGER: DEBBIE HEISER

AUTHORS:

Deborah Heiser, Judith L. Howe, Robert Maiden, Beverly Horowitz, Pat Brownell

When you think of growing older, what comes to mind?  Fun, family, golf, workforce issues…?  Workforce issues?  Yes, workforce issues.  Believe it or not, we need to pay very close attention to them.  Each day 8,000 baby boomers turn 60.   In 2011, 78 million baby boomers will begin to turn 65. The Bureau of Labor Statistics (2005) estimates the demand for employment in aging will increase 26% over the next few years – particularly in health related jobs.  All the while, those 85 years and older are the fastest growing segment in the U.S. population.  This age group is expected to double in 2030 to 9.6 million and to double again by 2050.

Unfortunately, there is a down side to all of this longevity.  There is a HUGE need for a trained workforce to serve the aging.  According to Boxer and Collins (20007), 8 out of 10 older adults have at least one chronic illness and, of those, about 2/3 have multiple chronic conditions that require complex treatment and coordinated care.  Maiden, Chireac, and Maiden (2002) found that 50% of people requiring in-home care are 85 but older-family members find it difficult to secure, manage, maintain, and pay for adequate in-home assistance.  To met the demand, we need 36,000 certified geriatricians; we only have 7,128 in the U.S.  Despite the demand, and the increase in demand, the supply of in-home workers remains very low and is expected to remain low.  Even those who are available receive very little training and are then asked to perform functions they are not adequately trained for (Maiden & Maiden, 2004). Only 5% of social workers are trained in aging issues and only 3% of advance practice nurses specialize in aging.  “Besides being inadequately prepared in geriatrics, the current workforce is not large enough to meet older patents’ needs. and the scarcity of workers specializing in the care of older adults is even more pronounced” (Institute of Medicine, 2007, p. 5).

To determine what was going on in education, Dr. John Krout, a professor in New York State and a Past President of the State Society on Aging of New York, recommended taking a look at the New York State Institutions of Higher Learning.  Based on this recommendation, an inventory of all schools within the state was conducted.  The findings were astonishing!

Of 242 schools in higher learning:

Microsoft Word - Document1

Note  ***Only one school, now defunct, offered a PhD.

The State Society on Aging of New York (SSA) and The State Office on Aging of New York (NYSOFA) teamed up in 2007to create the Workforce Project charged with understanding training needs in the State of New York. The SSA and NYSOFA conducted a series of 8 Listening Sessions across the State.  The notes taken during each of the Listening Sessions were compiled and a content analysis was conducted to systematically identify key words and phrases used at each Session to determine important structures and themes.  The results are based on ratings provided by three independent coders who identified and tallied themes discussed at each of the Listening Sessions.

A total frequency and percent of discussion associated with each key topic was determined for each of the seven major discussion questions that framed the Listening Sessions.

The 7 Questions asked at each of the 8 Listening Sessions were:

Question 1:
Do you see a need for more education about aging staff in your organization?

Question 2:
On what topic would you like to see more education?

Question 3:
How should training / educational opportunities be presented?

Question 4:
What credentialing and certification should be considered?

Question 5:
Should gerontology be infused into college curricula?  Across disciplines?

Question 6:
What is the ability of organizations to support education/training for employees

Question 7:
Other comments

The Top 10 Key Findings were:

Microsoft Word - Document2

žThe findings from the Listening Sessions, as described in the Content Analysis show that a variety of issues were brought up.  Some were brought up only once, and some several times.

The organizations collaborated again at the SSA’s Annual Conference in 2008 to discuss the findings and “next steps” with 120 conference participants.  The participants completed questionnaires.  Notes were taken and were reviewed for key themes with regard to the four workforce training and education questions posed to the group. The results are broken down by question:

Question 1:
What do you think are good next steps we can take?

The overarching theme for this question was education. Forty seven percent (47%) of the responses and notes highlighted the need for education from k-12 and.  Additionally, they recommended educating college students earlier in their undergraduate education, and employing online education.  Other responses with suggested sensitivity training for gay/lesbian issues in training aides, elder abuse training, expanding nursing programs, fully funding GECs, emphasizing Geriatrics as a career, exposing teachers to SSA and Teach for America, and grassroots efforts.

Question 2:
Of the top 10 key issues identified, what do you see as the most important to focus on?

There were three distinct themes for this question.  Thirty nine percent (39%) of the responses advocated education, 39% training, and 22% financial aide and incentives.  With regard to education, the responses were: education for k-12 and all curriculum, college students receiving education earlier in their undergrad education, and online education.  Training responses were: aide training, caregiver training, and work-site training and mentoring.   Financial aide and incentives were not broken down further.

Question 3:
How can we – area agencies, academics, practitioners, and government – work together to move workforce education and training issues forward?

There were two distinct themes for this question with 42% of the responses advocating financial solutions (financial aide and incentives, support the Boxer Bill, and fully fund GECs) and 31% supporting increased education (education – k-12 and all curriculum, online education, and pilot curriculum programs for secondary education

Question 4:
Can you think of any other incentives for promoting education and training in aging?

Nearly 67% responded that there was a need for community service for high school students; approximately 33% responded that there is a need for increased payments and reimbursement for medical and social services.

Recommendations coming out of the Next Steps, SSA conference, mirrored the listening sessions.  They focused on education (k-12 in particular, and online training).  Responses for education were addressed in questions 1-3, and for two of the three questions, was a top response.

NowWhat?

We must now move toward addressing the issues brought up by New Yorkers as key workforce issues.

Let us know what you think!  Leave a comment below!

To read the full report published in 2008 by NYSOFA, please go to the State Office of Aging of New York Website: http://www.aging.ny.gov/ReportsAndData/WorkforceEducation/Introduction.cfm

To read this article on the SSA website, please go to: www.ssany.org

To become a member of the State Society on Aging of New York, please go to: www.ssany.org

To find out more about Dr. Heiser, click the photo below:

deborah_heiser

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Posted 2 years, 10 months ago at 12:08.

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