This document outlines the key objectives and content covered in Chapter 2 of a social gerontology textbook. It defines key terms like gerontology and ageism and describes several theories of aging. It also discusses social roles in late life, social relationships, elder abuse, employment in late life, and advocacy groups that support older adults.

1. Chapter 2
Social Gerontology
Objectives (1 of 2)
Define gerontology and how it differs from geriatrics.
Define ageism and explain why it is harmful to the health and
well-being of older adults.
Identify and describe some of the social roles adults might hold
in later life.
Describe the importance and focus of social relationships in late
life.
Objectives (2 of 2)
Define elder abuse and describe the general characteristics of
victims and abusers.
Define mandated reporter and describe the signs of potential
abuse.
Explain why some older adults choose to work in late life.
GerontologyScientific study of agingExamines biological,
psychological, and sociological (biopsychosocial) factors
associated with old age and agingGeriatricsMedical term for the
study, diagnosis, and treatment of diseases and health problems

2. specific to older adults
Historical Perspectives on AgingPreindustrial and agrarian
societiesOlder adults generally valued for experience, insight,
and wisdomIndustrial societiesOlder adults generally less
valuedOlder American Act (OAA) of 1965 specifically included
language to address needs and rights of older adults
Theories About Aging (1 of 4)Disengagement theoryOlder
adults intentionally remove themselves from social roles and
responsibilities to allow younger and healthier adults to take
their place as productive members in society
Theories About Aging (2 of 4)Activity theoryOlder adults are
happier and healthier when they remain engaged in daily life
and social interactionsOlder adults replace previous
opportunities with new ones
Theories About Aging (3 of 4)Continuity theoryPeople remain
consistent in how they live their life, manage their
relationships, and exhibit their personalities even as their
physical, mental, and social status changes
Theories About Aging (4 of 4)Biopsychosocial
approachCombines the theoretical frameworksExamines issues
utilizing a nuanced perspective or lens, which can open a

3. window into experiences and needs of unique and often hidden
populations not identified in other research
Ageism (1 of 6)Based on stereotypes, myths about aging, and
language that conjure up negative images of older
adultsDetrimental to societyCan result in limited opportunities
and reduced access to resources for older adultsWorst form
leads to elder abuse, mistreatment, and neglect
Ageism (2 of 6)Ageist stereotypesSet roles or categories into
which older adults are placed by ageist comments Myths about
agingMaking blanket assumptions and generalizations about
older adults perpetuates myths
Ageism (3 of 6)Examples of myths about older adults:They are
either very rich or very poorThey are senileThey are neither
interested in nor have the capacity for sexual relationsThey are
very religiousThey are unable to adapt to changeThey tend to be
pretty much alike
Ageism (4 of 6)Ageist languageInsensitive to older adults
Examples:Geezer, old coot, hag, or biddyQ-tip, fossil, blue hair,
old buck, or codgerOver the hill or out to pastureGone senile or
set in their ways

4. Ageism (5 of 6)Ageist attitudes of healthcare
professionalsViewing older patients sympathetically as “poor
old dears” places little value on their abilitiesMay use ageist
terms such as MFP, VAC, bed blocker, GOMER, or
TMBNegative attitudes may be caused by feelings of frustration
or helplessness, or being reminded of their own mortality
Ageism (6 of 6)Media stereotyping of older adultsMovies and
television shows regularly portray older adults in an inaccurate
and demeaning fashion Print and television ads tend to portray
older adults at their worst
Social Roles in
the Second Half of Life (1 of 8)Social rolesUseful in
identifying, defining, and validating each member of
societyDefine positions and support socials norms and
expectations that dictate behaviors and attitudes within social
groupsRemain with us throughout our livesMore apt to remain
constant in late life
Social Roles in
the Second Half of Life (2 of 8)RetireeTransitioning from a
position of daily recognition and involvement to one with
limited recognition and possible isolation can be
psychologically difficultCan be made easier with planning and
preparation of finances, routines, hobbies, habits, and social

5. interactions
Social Roles in
the Second Half of Life (3 of 8)GrandparentRole many adults
look forward toFive types:Distance figuresFun-seekersSurrogate
parentsFormalReservoirs of family wisdom
Social Roles in
the Second Half of Life (4 of 8)Not a static roleNeeds to be
responsive to the needs of the extended familyGrandparents can
support grandchildren by:Providing child-carePaying
educational costsProviding the deposit for large expenses
Social Roles in
the Second Half of Life (5 of 8)Surrogate parentGrandparents
are increasingly assuming a primary parental role in raising
grandchildrenCan be a demanding roleCommunity support
programs are available
Social Roles in
the Second Half of Life (6 of 8)Caregiver Caregiving
responsibilities can emerge slowly or start suddenly after an
illness or accidentAdult children are often unaware of daily

6. routines, habits, and needs of their parents until a health crisis
arisesSandwich generationCare for their children and their
parents
Social Roles in
the Second Half of Life (7 of 8)Social roles in contextMost
Western societies stress individualismAsian and Pacific Island
cultures are collectivist societiesSocial role of older adult in the
household varies by social expectations
Social Roles in
the Second Half of Life (8 of 8)Collectivism has sometimes not
been perceived as beneficial to people with disabilitiesStrong
belief in individualistic societies has produced legislation that
provides protection and accommodations for people with long-
term disabilities
Social Relationships (1 of 6)Personal relationshipsMaintaining
social relationships benefits physical, emotional, and
psychological healthImportance of retaining personal
relationships does not diminish as one agesWe intentionally
distance ourselves from some relationships as we ageSocial
network evolves as a convoy of support
Social Relationships (2 of 6)Computers and social
mediaComputers help older adults to:Stay connected to family

7. and friendsReconnect with old friendsDevelop new
relationshipsOlder adults are increasingly keeping in touch
through email and social media
Social Relationships (3 of 6)The aging coupleProblems can
arise when each person struggles with the change of retirement
at different timesMany couples choose not to grow old
togetherSome relationships get better and experience a renewal
or rebirthSame-sex couples are no different from opposite-sex
relationships in many ways
Social Relationships (4 of 6)Aging parent and adult
childRelationships tend to be as varied as spousal
relationshipsFair degree of positive involvement between
generations in most familiesStrained relationships can develop
for various reasons
Social Relationships (5 of 6)Never-married or childless in late
lifeResearch indicates these older adults are not deprived of
emotional supportMany have adjusted by adapting their social
network to include relationships generally thought to be held by
partners and childrenFictive kin are treated as family and are
linked by close emotional bonds
Social Relationships (6 of 6)FriendshipsOlder adults tend to
establish friendships with people similar to themselvesWomen
have more friends and engage in friendship differently from

8. menOlder adults nurture friendships and feel a sense of loss
when a friendship dissolves or becomes inactive
Elder Abuse (1 of 8)Defined by the CDC as “intentional or
neglectful acts by a caregiver or trusted individual that lead to,
or may lead to, harm of a vulnerable elder”Abuse may continue
from years ago or may start late in lifeRarely reportedDoes not
necessarily occur in isolation
Elder Abuse (2 of 8)
Elder Abuse (3 of 8)Victims of abuseShare common
characteristicsMany are isolated from their social networks and
communitiesMany experience physical and mental health
problemsMay not report abuse out of fear of being left without
services and support
Elder Abuse (4 of 8)Self-neglect among older adultsCan
permeate all facets of lifeInterventions are difficult to initiate
and sustain because victim does not participateImperative to
honor the individual’s autonomy and legal right to live as they
choose
Elder Abuse (5 of 8)Perpetrators of abuseSavvy in manipulating
how they present themselvesSubstance abuse is common, but is
not generally the cause of the elder abuseTend to be

9. professionals entrusted with fiduciary careCan also include
healthcare providers
Elder Abuse (6 of 8)
Elder Abuse (7 of 8)Mandated reportingAll states have some
form of law or laws against acts of elder abuseMandatory
reporters typically include healthcare professionals and social
workersState and local Adult Protective Service (APS) agencies
are frontline responders investigating reports of abuse
Elder Abuse (8 of 8)Long-Term Care Ombudsmen
(LTCO)Advocates for residents in long-term care
facilitiesResponsible for care provided within a geographic
regionCan directly receive reports of suspected abuse, or can
work with APS to resolve elder abuse problems within a facility
Employment and Civic Engagement (1 of 4)People are living
longer and want to continue working for various reasonsOlder
workers are increasingly being viewed as an untapped
resourceBridge employmentOlder workers transition from full-
time work to part-time work, and then into full retirement
Employment and Civic Engagement (2 of 4)Workplace
discriminationProhibited by federal law, but still
commonIgnores advantages of hiring older workersAdult

10. learning theoryOlder adults can learn when given the
opportunity to do so in a way that works for themMost obvious
when older workers are asked to take early retirement
Employment and Civic Engagement (3 of 4)RetirementThere
exists no sudden or general loss of ability at age 65 or at any
other ageToday’s retirees can spend 20 or more years in
retirementMany older adults continue working after retirement
Employment and Civic Engagement (4 of 4)Important
considerations in the retirement decision-making
process:Financial and social resourcesSpouse’s/partner’s
retirement plansDesire to continue working, start a new career,
or volunteerDesire to continue living in the same area or to
move
Advocacy Groups (1 of 3)AARPNonprofit, nonpartisan
organizationMission is to “enhance the quality of life for all of
us as we age”Advocates for social change through information,
advocacy, and serviceRepresents adults of all ethnicities and
cultures within the United States
Advocacy Groups (2 of 3)Gray PanthersOriginally founded in
1970Reorganized in 2015 and became the National Council of
Gray Panthers NetworksMission is to “create a humane society
that puts the needs of people over profits, responsibility over

11. power, and democracy over institutions”
Advocacy Groups (3 of 3)Senior Service America
(SSA)Previously known as the National Council of Senior
CitizensFounded by the AFL-CIO in 1961Fundamental purpose
is broader than the scope of retirementInvolved in legislative
issues including OAA, Medicare, Medicaid, and employment
training opportunities
Rubric Detail
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made it available to you. Select Grid View or List View to
change the rubric's layout.
Content
Name: Deliverable 4 Descriptive Rubric
Type:
Used for Grading
2 of 2
Grid ViewList View
F - No Pass (1)
C - Competence (2)
B - Proficiency (3)

12. A - Mastery (4)
ID of Research Question
Insufficient or no identification of the research
question/problem.
Feedback:
Basic identification of the research question/problem.
Feedback:

13. Thoughtful identification of the research question/problem.
Feedback:
More detailed development is still needed to fully justify
the value of the study.
Clear and thorough identification of the research
question/problem.
Feedback:
Hook

14. No attempt to pique the reader’s interest in the study.
Feedback:
Brief attempt to pique the reader’s interest in the study.
Feedback:
Look at your resources to see if you can find better
examples of hooks to get the reader engaged.
Thoughtful attempt to pique the reader’s interest in the study.

15. Feedback:
Innovative and thorough attempt to pique the reader’s interest
in the study.
Feedback:
Analysis of Research Question
No analysis of the research question or problem’s importance.

16. Feedback:
Basic analysis of the research question or problem’s
importance. // Multiple studies are collated for analysis.
Feedback:
A stronger link between the importance of preferences and
outcome is needed.
Thoughtful analysis of the research question or problem’s
importance. // Multiple studies are collated for analysis.
Feedback:

17. Clear and thorough analysis of the research question or
problem’s importance. // Multiple studies are collated for
analysis.
Feedback:
Evaluation of Gaps
No evaluation of the deficiencies/gaps in the studies.
Feedback:

18. Brief evaluation of the deficiencies/gaps in the studies.
Feedback:
More clarification is still needed.
Thoughtful evaluation of the deficiencies/gaps in the studies.
Feedback:

19. Clear and thorough evaluation of the deficiencies/gaps in the
studies.
Feedback:
Explanation of Rememdy
No explanation of how student’s research study will address
the deficiencies/gaps of past studies and how it will contribute
to the scholarly research.
Feedback:

20. Basic explanation of how student’s research study will address
the deficiencies/gaps of past studies and how it will contribute
to the scholarly research.
Feedback:
More detailed development is still needed.
Thoughtful explanation of how student’s research study will
address the deficiencies/gaps of past studies and how it will
contribute to the scholarly research.
Feedback:
Comprehensive explanation of how student’s research study
will address the deficiencies/gaps of past studies and how it will

21. contribute to the scholarly research.
Feedback:
APA Formatting
Major errors or omissions in APA formatting
Feedback:
Minor errors or omissions in APA formatting

22. Feedback:
Minimal errors or omissions in APA formatting
Feedback:
Remember that APA style is either right or wrong. Each
element needs to follow the instructions exactly.
No errors or omissions in APA formatting.
Feedback:

23. Communication
Spelling and grammar errors are numerous.
Feedback:
Spelling and grammar errors are evident but infrequent. May
distract reader from the message.
Feedback:

24. Spelling and grammar errors are rare and do not distract the
reader from the messages.
Feedback:
You've made a couple of minor changes here, so that's
good, but the organization is still very loose.
No spelling nor grammar errors.
Feedback:

25. Show Descriptions
Show Feedback
ID of Research Question--
Levels of Achievement:
F - No Pass (1)
Insufficient or no identification of the research
question/problem.
C - Competence (2)
Basic identification of the research question/problem.
B - Proficiency (3)
Thoughtful identification of the research question/problem.

26. A - Mastery (4)
Clear and thorough identification of the research
question/problem.
Feedback:
Hook--
Levels of Achievement:
F - No Pass (1)
No attempt to pique the reader’s interest in the study.
C - Competence (2)
Brief attempt to pique the reader’s interest in the study.

27. B - Proficiency (3)
Thoughtful attempt to pique the reader’s interest in the study.
A - Mastery (4)
Innovative and thorough attempt to pique the reader’s interest in
the study.
Feedback:
Analysis of Research Question--
Levels of Achievement:
F - No Pass (1)
No analysis of the research question or problem’s importance.

28. C - Competence (2)
Basic analysis of the research question or problem’s
importance. // Multiple studies are collated for analysis.
B - Proficiency (3)
Thoughtful analysis of the research question or problem’s
importance. // Multiple studies are collated for analysis.
A - Mastery (4)
Clear and thorough analysis of the research question or
problem’s importance. // Multiple studies are collated for
analysis.
Feedback:

29. Evaluation of Gaps--
Levels of Achievement:
F - No Pass (1)
No evaluation of the deficiencies/gaps in the studies.
C - Competence (2)
Brief evaluation of the deficiencies/gaps in the studies.
B - Proficiency (3)
Thoughtful evaluation of the deficiencies/gaps in the studies.
A - Mastery (4)
Clear and thorough evaluation of the deficiencies/gaps in the
studies.

30. Feedback:
Explanation of Rememdy--
Levels of Achievement:
F - No Pass (1)
No explanation of how student’s research study will address the
deficiencies/gaps of past studies and how it will contribute to
the scholarly research.
C - Competence (2)
Basic explanation of how student’s research study will address
the deficiencies/gaps of past studies and how it will contribute
to the scholarly research.
B - Proficiency (3)

31. Thoughtful explanation of how student’s research study will
address the deficiencies/gaps of past studies and how it will
contribute to the scholarly research.
A - Mastery (4)
Comprehensive explanation of how student’s research study will
address the deficiencies/gaps of past studies and how it will
contribute to the scholarly research.
Feedback:
APA Formatting--
Levels of Achievement:
F - No Pass (1)
Major errors or omissions in APA formatting

32. C - Competence (2)
Minor errors or omissions in APA formatting
B - Proficiency (3)
Minimal errors or omissions in APA formatting
A - Mastery (4)
No errors or omissions in APA formatting.
Feedback:
Communication--
Levels of Achievement:

33. F - No Pass (1)
Spelling and grammar errors are numerous.
C - Competence (2)
Spelling and grammar errors are evident but infrequent. May
distract reader from the message.
B - Proficiency (3)
Spelling and grammar errors are rare and do not distract the
reader from the messages.
A - Mastery (4)
No spelling nor grammar errors.
Feedback:

34. Feedback to Learner
Name:Deliverable 4 Descriptive Rubric
Type:
Used for Grading
2 of 2