Browsing by Author "Edwin R. Gerler, Committee Member"

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"Age Ain't Nuttin' But A Number": The Personal Meaning Systems of Senior Women Adult Cheerleaders
(2004-04-05) Longley, Linda Rackley; Edwin R. Gerler, Committee Member; Stanley B. Baker, Committee Chair; Peter A. Hessling, Committee Member; Marsha Alibrandi, Committee Member
Current statistics indicate that adults over the age of 85 now comprise the fastest growing age group in the nation. The graying of the planet significantly impacts the delivery of services within the medical and mental health communities. While increased health concerns are typically associated with increasing age, older adults have other needs beyond those of a medical nature. Historically, much of the geriatric literature has been written from the biological and medical perspectives, creating a deficiency model of aging. Less attention has been given to the psychosocial aspects of aging and what constitutes and contributes to psychological health in the older adult. Ongoing gerontology research is needed to address the complexities of the aging experience, particularly those of a psychosocial nature, as the psychosocial issues often overshadow the physical aspects of aging. Loss of life purpose and boredom have been cited as the most damaging psychological threats to the elderly. Old age can challenge the previous perceptions of self and others, creating the need for revisions in the way an older self is experienced and how life in later adulthood is approached with meaning and purpose. Later-life depression has been associated with the loss of self-esteem, the loss of productivity, limited resources, and decreased options while psychological and physical well-being have been linked to a sense of life purpose and meaning. The current study examined the lives of older athletes in order to learn more about the role of athletics in finding meaning and purpose in life, and how aging is experienced and viewed by the senior athlete. The research focused on senior cheerleaders, ages 69 to 77, and was based on interview data, observation data, and document analysis. The goal of the researcher was to better understand the phenomenon of personal meaning as it relates to perceptions of athletics in fulfilling purpose and meaning in later life, and how perceptions of aging are related to athletic activity in the lives of senior adult women. Logotherapy (Frankl, 1978), the Evolving Self (Kegan, 1982), and Personal Construct Theory (Kelly, 1963) provided an appropriate theoretical framework for understanding the personal meaning systems of the senior cheerleaders and their perceptions of cheerleading and of aging. The three theories deal with personal meaning in terms of how individuals perceive themselves and their relationship to the external world around them. The study supports previous findings related to constituents of successful aging. These include activity, involvement, a positive attitude, caring and connectedness, a sense of purpose, humor, and self acceptance. Seven common life themes were found across the lives of the 5 cheerleaders: family; tragedy; activity/involvement; commitment; personal beliefs; fun; and advocacy. While the pathways that led the senior women into cheerleading varied, the purposes for involvement were quite similar. Fun, acceptance, relaxation, and the opportunity to stay busy, active, and involved were offered as reasons for participation in cheerleading as senior adults. The study supported the role of athletics in finding meaning and purpose in life and has implications for teaching future generations of seniors the benefits of athletic participation at an early age. Further research with senior male athletics is recommended to explore the masculine perspective toward aging.
A Case Study Reflecting Faculty Perceptions on the Implementation of the Learning College
(2006-04-27) Wiltshire, Deborah Sain; Don C. Locke, Committee Chair; John S. Levin, Committee Member; Edwin R. Gerler, Committee Member; Alton J. Banks, Committee Member
This study examined the implementation process of the Learning College concept in a small rural community college through its first nine years. Faculty members at Isothermal Community College completed questionnaires (n=49) and participated in interviews (n=12) designed to measure perceived support for the Learning College concept including both its implementation and its future. The question for the future of the Learning College at Isothermal Community College was whether or not it would become the next academic management fad. Respondents, in aggregate, perceived high levels of support for the Learning College concept, the use of the Learning College concept strategies in the classroom, and that the Learning College concept would not become the next academic management fad. Perceptions did not vary much regarding the amount of teaching experience, but provided some variance with years of employment at Isothermal Community College. Faculty responses provided similar perceptions between faculty with fewer years of employment at the community college and less teaching experience and faculty with more years of employment at the community college and more teaching experience. Faculty with more years of employment at the community college reported higher levels of overall support for the Learning College concept. Faculty with less employment and less teaching experience were less supportive for the Learning College concept. This lesser support reflected that some areas of implementation could be strengthened for incoming faculty. Study findings were reviewed and interpreted in the context of Birnbaum's Life Cycle of Academic Management Fads, years of employment at the community college, and years of teaching experience. Recommendations related to enhancing organizational support for the Learning College concept were presented in conclusion.
The Effects of Early Negative Events on Self-esteem and Treatment Outcomes of Particpants in a Drug Abuse Outcome Study
(2006-02-16) Brooks, James Byron; Stanley B. Baker, Committee Chair; Christopher L. Edwards, Committee Member; Edwin R. Gerler, Committee Member; Siu-Man Raymond Ting, Committee Member; Rhonda S. Craver-Sutton, Committee Member
The developmental age-chronological stage discrepancy is a phenomenon noted by addictions and other mental health professionals for some time yet it is poorly explained and under-researched. According to developmental age-chronological stage discrepancy theory, an individuals cognitive development will stall or slow significantly as a result of abuse, neglect, or substance abuse. This stage-age discrepancy results in behaviors that are congruent with the developmental stage the individual was in when the events occurred but are not congruent with the expectations of a person at the individual's chronological age. The discrepancy presents as a dramatic-erratic personality disorder. A method of promoting cognitive development, deliberate psychological education (DPE) is discussed as well as the 12 Steps commonly used in addictions treatment milieus. Loevinger's cognitive-developmental theory is presented and is paralleled to the 12 Steps in an attempt to merge the accepted 12 Step practice with a sound theoretical model for improved understanding and intervention. Using archival data from the Drug Abuse Outcome Study (DATOS), a 10-year, 10,100 subject longitudinal survey of substance abuse treatment client characteristics and outcomes, responses from participants present at both intake and the 12-month follow-up (N =2,897) were analyzed. The primary focus of this study was to examine how early negative environmental events and age of first use impacted self-esteem, what treatment modality resulted in the greatest improvement in self-esteem, and what events had the greatest impact on self-esteem. Further, treatment outcomes in terms of relapse rates for the four treatment modalities (short-term inpatient, outpatient drug-free, long-term residential, and methadone maintenance) were reviewed and compared to the previous findings. Overall, the results showed that while self-esteem did improve with treatment, it was only weakly correlated with any variable associated with early traumatic or negative events or age of onset of substance abuse. Further, it was shown that different treatment modalities will affect self-esteem differently. Self-esteem by age/ethnicity and gender were found to have a statistically significant relationship but not a functional difference.