Objective: The purpose of this study was to investigate the knowledge, attitudes, and practices (KAPs), including ageism, of rehabilitation service providers regarding older adults with substance use disorders to examine the association between KAPs and ageism on the knowledge of rehabilitation providers and confidence in treating this population. Methods: An online survey was developed to assess providers’ familiarity with geriatric substance use disorders, attitudes towards aging, and perceived barriers to treatment. The survey included the Expectations Regarding Aging (ERA-12) tool to measure ageist attitudes. Data was collected from 25 rehabilitation healthcare providers across rehabilitation centers in North Carolina. Descriptive statistics and ERA-12 scoring were used to analyze the results. Results: Most (52.0%) respondents reported slight or moderate familiarity with specific risk factors for substance use disorders associated with older adults, and participants most commonly expressed ambivalence (48.0% indicated they were neither satisfied nor dissatisfied) with their training on this demographic. Barriers included a lack of specialized training, limited availability of age-appropriate treatment programs, and resistance to change. Negative attitudes towards aging and substance use disorders were prevalent among respondents. Providers indicated a need for enhanced education, clinical guidelines, and access to geriatric-trained professionals. Discussion: The findings highlight a critical need for specialized training for rehabilitation providers to improve care for older adults with substance use disorders. Addressing ageism, increasing awareness, and enhancing provider education are essential to improving treatment outcomes. Implementing targeted training programs and specialized resources could significantly enhance the quality of care for this underserved population.

Given that some celebrations of the 100th day of school involve having young children dressing up “like a 100-year-old,” a gerontologist and a social worker with expertise in gerontology questioned the ageist ideas this activity could reinforce. Recognizing that children adopt beliefs about various social groups at an early age, we saw the 100th day of school as an opportunity to teach accurate and positive information about aging and older adulthood rather than perpetuate ingrained stereotypes. The small team recognized that additional expertise was needed and reached out to others, including a sociologist, other social workers with gerontology expertise, an expert in health and aging, and an elementary educator with expertise in diversity and inclusion. The interdisciplinary team has collaborated for over three years to provide pre-K-2 teachers with evidence-based educational materials related to aging (centenarians in particular). We created a toolkit about aging and ageism to give teachers options for celebrating the 100th day of school in a way that reinforces academic content while supporting age-inclusivity. In this presentation, we share how the team was formed, describe strategies we use for collaborating, and identify the benefits of working on an innovative interdisciplinary collaboration to help eliminate ageism.

Topics related to end-of-life (EOL) and advance care planning (ACP) can be challenging as they may activate negative assumptions and experiences for students and instructors. Further complicating teaching about these topics, they can (and, we argue, should) be addressed through multiple disciplinary lenses, and ideally in an interdisciplinary fashion. In this paper, we share an interdisciplinary effort to teach about EOL and ACP at the University of North Carolina Wilmington. Faculty in Psychology, Gerontology, Philosophy, and Respiratory Therapy collaborated to create an interdisciplinary module that was integrated into one class from each participating discipline. Students were grouped across disciplines and worked together to create content for a Virtually Inclusive Patient online module that can be used in a variety of courses. Students completed guided reflections regarding what they learned about and from students with different disciplinary perspectives and how the interdisciplinary collaboration resulted in outcomes that would otherwise have been absent in a singular-discipline effort. We highlight here the interdisciplinary nature of the collaboration between the faculty leading this effort as well as that of the students participating in this project.

Ageism, social isolation, and depression are key societal issues that negatively influence mental health as people age. Public health interventions have been developed to reduce these issues and their negative consequences. Intergenerational arts-based programming is an approach that can not only lower rates of loneliness and depression by presenting creative opportunities for participants to socially engage, but one that also offers an experience where participants can better understand individuals of various age cohorts, reducing ageist beliefs and stereotypes. In this qualitative study, the researchers gathered data from art educators regarding their experiences with and suggestions for intergenerational arts-based programs. Participants suggested learning experiences that intergenerational arts-based programs should feature to reduce the incidence and prevalence of ageism, social isolation, and depression among art program participants. An intergenerational arts-based best practice guide was then developed and vetted by art educators and may prove useful for addressing these important public health challenges.

Negative perceptions of aging can form early in life and become difficult to change. Children are inundated with ageist messages through various sources and internalize those ideas without questioning them. Those who hold positive views of aging tend to be healthier, live longer, and engage more meaningfully and ethically with others. To promote such outcomes, children must be taught about aging early on. Teachers are positioned to do this work but must have the proper tools. The purpose of this project was to provide teachers with evidence-based educational materials related to aging and centenarians. We created a digital toolkit about aging and ageism with options for celebrating the 100th day of school in a way that reinforces academic content while supporting age-inclusivity. We used a mixed-methods approach to examine the feasibility of and gather feedback on the digital toolkit with 40 teachers and obtained a complete dataset from 25. Quantitative data were collected pre- and post-lesson implementation using the 12-item Expectations Regarding Aging Survey. Qualitative data were collected through open-ended survey questions and semi-structured interviews. Six teachers were observed. The data revealed a statistically significant improvement in expectations about aging (p < 0.05) and strong qualitative support for the digital toolkit.

Abstract Topics related to end-of-life (EOL) and advance care planning (ACP) can be fraught, both for instructors and students. Further, teaching about these topics can be challenging as they can (and, we argue, should) be addressed through multiple disciplinary lenses, and ideally in an interdisciplinary fashion. In this paper, we share an interdisciplinary effort to teach about EOL and ACP at the University of North Carolina Wilmington. Faculty in Psychology, Gerontology, Philosophy, and Respiratory Therapy collaborated to create an interdisciplinary, seven-week module that was integrated into classes from each participating discipline. Students were grouped across disciplines and worked together to gather data regarding needs and desires related to EOL and ACP and then to create discussion guides around relevant topics to foster meaningful conversation and planning related to sensitive topics. Students completed guided reflections regarding what they learned about and from partners with different disciplinary perspectives and how the interdisciplinary collaboration resulted in outcomes that would otherwise have been absent in a singular discipline effort. This project serves as a model for interdisciplinary teaching, particularly around sensitive topics.

Abstract Having joined the Age Friendly University Global Network and continuing the transition to an R2 institution, the University of North Carolina Wilmington is poised for strengthening its graduate program in gerontology. The program, like others, was once on the low productivity list and considered for dissolution, has only two full-time faculty members making collaborative efforts vital. To facilitate recruitment into the MS in Applied Gerontology and to situate the program firmly in the university’s infrastructure, we have initiated a variety of collaborative and interdisciplinary efforts. A set of five pathways known as “4 + 1” or “combined programs” allowing qualified undergraduate students to take a portion of their coursework at the graduate level. These students explore their interest in gerontology, become invested in gerontology education, and meet undergrad and graduate requirements simultaneously. Students are then able to complete their MS in Applied Gerontology in as little as one more year. In addition, new pathways have been created through combining teaching research, and scholarship endeavors. GRN faculty partner with colleagues (affiliated faculty) from Applied Health programs, Nursing, Social Work, Sociology/Criminology, Dance, and more to write grants, develop community engagement projects, and create meaningful opportunities for campus and community members to learn about gerontology. These efforts also provide opportunities to highlight careers in aging creating further interest in gerontology education. Such collaborations have created a steady stream of students into the graduate program, yet create their own challenges (as well as new opportunities).

Abstract The University of North Carolina Wilmington was reclassified as an R2 institution in 2018. As such, additional focus has been placed on graduate programs and the generation of research. More recently, UNCW’s Chancellor Volety followed recommendations from faculty, staff, and students to seek to endorse the Age Friendly University principles. These two accomplishments create ideal conditions for growing the gerontology program, which had been on the low productivity list and considered for dissolution (as has happened with many programs around the country). To facilitate recruitment into the MS in Applied Gerontology, new pathways known as “4 + 1” or “combined programs” were created. By allowing qualified undergraduate students to take a portion of their coursework at the graduate level, students explore their interest in gerontology, become invested in gerontology education, and meet undergrad and graduate requirements simultaneously. Students are then able to complete their MS in Applied Gerontology in as little as one more year. Such programming has created a steady stream of students into the graduate program, which is no longer on the low productivity list. While this approach has many strengths, challenges exist that must be acknowledged. Marketing the program to a now very broad prospective student base requires finesse. For example, marketing that would appeal to an exercise science student may not be what speaks to a psychology student. These challenges also translate to the classroom. Although gerontology is an interdisciplinary field, career goals for students now vary even more widely as do their expectations and academic needs.