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Related Concept Videos

Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Introspection01:29

Introspection

Introspection, long upheld as a reliable route to self-knowledge, involves examining one's thoughts, emotions, and mental processes. It underpins many psychological practices, from mindfulness meditation to psychotherapy and self-help strategies. However, empirical evidence challenges the accuracy of introspection as a means of understanding oneself.Limitations of Introspective InsightSeminal work by Nisbett and Wilson demonstrated that individuals are frequently unaware of the true causes...
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
Impact of Social Context on Individuals01:21

Impact of Social Context on Individuals

Social psychology examines how the real or imagined presence of others influences individuals' thoughts, feelings, and behaviors. A key concept in this field is the role of social context in shaping behavior. The same individual may act differently depending on the social setting, due to the varying expectations and norms associated with each environment. This context-dependent behavior illustrates the influence of social roles, which prescribe appropriate conduct in specific situations.Social...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

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Related Experiment Video

Updated: May 14, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Reflecting on reflection: capitalizing on the learning in intergenerational service-learning.

Rona J Karasik1

  • 1Gerontology Program, Saint Cloud State University, Minnesota 56301-4498, USA. Karasik@stcloudstate.edu

Gerontology & Geriatrics Education
|February 1, 2013
PubMed
Summary

Intergenerational service-learning in gerontology education requires critical reflection for deeper student learning. Educators

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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Last Updated: May 14, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Area of Science:

  • Gerontology and Geriatrics Education

Background:

  • Intergenerational service-learning (ISL) is a key pedagogical approach in gerontology and geriatrics.
  • While ISL offers numerous benefits, critical reflection is crucial for maximizing student learning outcomes.
  • Further investigation into effective reflection strategies is needed to enhance ISL's positive impacts.

Purpose of the Study:

  • To examine essential elements for effective service-learning reflection.
  • To report on a survey of gerontology and geriatric educators' experiences with ISL and reflection practices.
  • To understand the variability in ISL reflection activities within aging courses.

Main Methods:

  • Survey of 142 gerontology and geriatric educators.
  • Analysis of educators' experiences with intergenerational service-learning.
  • Inquiry into the use of specific reflection practices in aging courses.

Main Results:

  • Significant variation exists in the types and implementation of service-learning reflection activities in aging courses.
  • Educators report diverse experiences with intergenerational service-learning.
  • The study highlights the varied use of reflection practices among educators.

Conclusions:

  • The implementation of reflection activities in intergenerational service-learning varies widely.
  • Understanding and enhancing reflection practices are vital for optimizing ISL in gerontology education.
  • The benefits and challenges associated with service-learning reflection warrant further discussion.