Objective: The objective of this project is to understand how, with the progress of technology, an education gap and other negative dynamics can occur between the young and the old, with resulting pejorative stereotypes and myths about aging, and detrimental effects on developing a healthy and accurate self-image with growing old. Such dynamics have occurred in the United States and were particularly strong during the late 1960s and early 1970s. During this period negative images about aging were perhaps at their highest level, with considerable negativity in terms and phrases used to describe relationships between the young old. Comments such as “You can’t trust anyone over 30,” age gap, intergenerational conflict, and the like were all common then. Also, much literature, including children’s literature at that time, portrayed older adults in stereotypic and pejorative ways. In addition, many classic fairly tales had portrayed older characters as weird, wicked, or weak.
The consequence of these negative stereotypes and myths about older persons was to create right from the start in life a pessimistic view of aging. In the process, positive, constructive intergenerational relationships were not helped, and children were already developing expectations of aging so unfavorable that they began to deny or distance themselves from the idea of aging. This denial and distancing, in turn, interferes with personal, community, and societal preparation for aging. And it plants the seeds for negative self-image in later life. Mental health promotion and positive relations between the generations are then put at risk in the process.
Design: Different interventions are being planned and developed to improve public education about aging. This public education approach is part of a new program called SEA Change—an acronym for Societal Education about Aging for Change.
Materials and Methods: The first new approach designed to introduce children to what is possible in a positive sense with aging will be through the development in the U.S. of the first annotated reading list, with age levels specified, of books portraying older characters and aging in a positive light. Upon completion, the list will be evaluated by families using it.
Results: The booklist is presently under development, with its evaluation to follow. Current status will be reviewed
Conclusion: In the U.S., children have been found to have positive attitudes about older people who they know and interact with in their own family. But these same children are found to have negative world views about aging. Our theory to explain this is that the earliest of books read to children are influential in their development, and given the poor portrayal of aging in so many of these books, children’s world views of aging are adversely affected. This project should shed further light on this phenomenon and how to alter it in a positive direction.
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