When beginning my course of study, I understood that the care I could provide to an

older adult was about to expand, but felt limited by my primarily medical and social work
knowledge of how older adults needed interventions. In contrast, I have learned that a wholeperson approach to care for older adults that also includes their care network participates is a
better way to look a the future of aging services (Bartels, 2004). It is in the teamwork of
professionals specializing in mental, physical, and spiritual health that the best care plan can be
designed (Bartels, 2004). In addition to these core professionals, resources experts and
community services can be added to the care plan to optimize the health of the older adult in
question and the individuals involved in their direct care. The more voices are involved in care
planning and community initiatives, the more voices will be represented in the planning and
creation process. My education has provided me with the valuable reminder that with the
passing of time and aging, the elements that make an individual's diverse are just as much if not
more important. Ones race, class, gender, and religion all provide a thread in the tapestry of the
individual, and should not be shroud or ignored in the face of aging.
Generationally, aging professionals have to incorporate a new level of sensitivity and
awareness as gender and sexual orientation become a more strongly advocated and
acknowledge piece of ones uniqueness in old age and at end of life (Fredriksen-Goldsen, &
Emlet, 2015). My education has provided me with the knowledge and skills to educate current
leaders in the aging services network as to how to best address and support the LGBT
population in their communities and resources centers. The education of vocabulary, respect,
and overall awareness of diversity in the areas of sexuality and gender will help us to provide
better and more thoughtful coverage to a previously isolated population in the older adult age
cohort (Fredriksen-Goldsen, & Emlet, 2015).
For the gerontologist in this team centered, whole-person approach, an opportunity exists to
be a resources provider, educator, or advocate for both the older adult and the care network
individuals. It is also the privilege of the gerontologist to provide continuing education and
opportunities for growth and development to the team members, as they guide the conversation
back to the core importance of providing the best care for the individual they serve, even when it
may go against supposedly textbook solutions to problems (Bartels, 2004). My education has
provided me an opportunity to reflect upon my own personal health and my personal health
trajectory throughout the life course from all levels of personal health. My new knowledge has
inspired me to advocate for every part of being to be cared for and valued as critical, not just my
physical health. I also feel the need to advocate for this whole-person care for my family and
friends as well. In order to shape and change our healthcare system to mirror what we know is
right for all individuals, and especially older adults, we have to be both personal and public
advocates for the cause.
When providing care and care planning to older adults, we can honor their uniqueness and
their contributions to their families and their communities by engaging in legacy projects (Hunter,
2008). These projects will look different for everyone, from telling stories to creating scrapbooks,
but the intention to communicate a sense of self and personal values is universal (Hunter,
2008). Through my education and experiences working in the aging services network, I
understand the value and purpose of validating an older adults legacy and wisdom by simply
listening to their spoken and unspoken concerns and hopes. It is the responsibility of a
gerontologist to encourage other professionals and community members to honor this wisdom

and need to communicate self worth at the ending chapters of life in order to provide comfort
and closure (Hunter, 2008).
In a case where family is struggling with the changing of the physical and mental capabilities
of an older adult, it is important as a gerontologist to share your knowledge and search for
teachable moments to help families connect with their loved one. When no family is around to
support the individual, the community needs to have resources in place to support and honor
the unique legacy a community member leaves behind. Resources and community projects that
link multiple generation through volunteerism and community service initiatives create harmony
and respect on several levels for the knowledge of older adults and the ability for younger
community members to learn from them (Murayama & Fujiwara, 2015). I hope to provide some
informal educational opportunities to my community on this topic in my career.
Depression and social isolation are serious concerns for epidemic-level public health crises
occurring in the growing older adult population (Murayama & Fujiwara, 2015). Intergenerational
programming in communities is a fantastic way to combine community goals for reaching
individuals in multiple generational levels to insure they are safe and healthy while conserving
financial and programming resources (Murayama & Fujiwara, 2015). Efforts like combining
preschool classrooms with adult day care facilities or long term care centers help to educate the
young on the value and respect of older adults, while providing older adults a feeling of
meaningfulness (Murayama & Fujiwara, 2015). I hope to collaborate in this type of innovative
programming moving forward in my career.
In closing, it is the role of the gerontologist to think outside the box and use the education and
skills she has built up to encourage others to do the same. We can only overcome the struggles
and challenges of a growing aging population through open minded collaboration and resources
sharing across missions and populations. When looking at all of these opportunities together,
we find our goals are not so different, and that there is a place for older adults in our society to
be valued, teach, learn, and grow with us.
References
Bartels, S. (2004). Caring for the whole person: integrated health care for older adults with
severe mental illness and medical comorbidity, Journal of the American Geriatrics Society, 52
(12), Retrieved from Ageline October 26, 2015.
Fredriksen-Goldsen, K. & Emlet, C. (2015). Successful Aging Among LGBT Older Adults:
Physical and Mental Health-Related Quality of Life by Age Group, Gerontologist 55 (1).
Retrieved from AgeLine October 29, 2015
Hunter, E. (2005). Legacy: the occupational transmission of self through actions and artifacts,
Journal of Occupational Science, 15 (1). Retrieved from AgeLine October 29, 2015
Murayama,Y. & Fujiwara, Y. (2015). The effect of intergenerational programs on the mental
health of elderly adults, Aging and Mental Health 18 (4), Retrieved from AgeLine October 29,
2015