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Student Expectations About Mental Health and Aging
Michelle Pannor Silver1, Natalie Irene Warrick2, Alaina Cyr2
1a Anthropology/Health Studies , University of Toronto Scarborough Campus and Institute of Health Policy, Management and Evaluation, University of Toronto , Toronto , Ontario , Canada.
Undergraduate gerontology students showed improved expectations about aging and mental health after a course. This study highlights the impact of education on perceptions of aging and geriatric mental health.
Area of Science:
- Gerontology
- Psychology
- Sociology
Background:
- Stereotype embodiment theory provides a framework for understanding how societal expectations influence individual perceptions.
- Existing literature lacks comprehensive analysis of how formal education impacts students' views on aging and mental health.
Purpose of the Study:
- To investigate changes in expectations regarding mental health and aging among undergraduate gerontology students.
- To assess the effectiveness of an undergraduate gerontology course in modifying students' perceptions of aging.
Main Methods:
- Utilized a mixed-methods approach combining an open-ended word association exercise and the Expectations Regarding Aging (ERA-12) survey.
- Collected data at the beginning and end of the course from 51 undergraduate students.
- Employed content analysis, quantization, and statistical tests (including analysis of the ERA-MHS subscale) for data analysis.
Main Results:
- Participants demonstrated more favorable expectations about aging and mental health over the course duration.
- Expectations Regarding Aging-Mental Health Subscale (ERA-MHS) scores significantly improved from Time 1 (M = 48.86) to Time 2 (M = 65.36, p < .01).
- Qualitative analysis revealed an increase in positive terms like "successful aging" and a decrease in negative terms like "depressed."
Conclusions:
- An undergraduate gerontology course can positively shift students' expectations regarding mental health and aging.
- Findings underscore the importance of specialized education in developing geriatric mental health competencies for future health professionals.
- Educational interventions can effectively challenge negative stereotypes associated with aging.
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