Gerontology

The Gerontology: Administrative Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• compose sentences and paragraphs in business documents with proper structure, word usage and spelling, punctuation and proof reading, and critical thinking.
• demonstrate accuracy, neatness, thoroughness, and speed adding, subtracting, multiplying and dividing whole numbers, fractions and decimals, solving written application problems, using formulas, variables and equations, and creating and interpreting graphs.
• describe the key management functions of planning, organizing, leading, and controlling including ethical, regulatory/legal, social, and cultural factors.

Entry-level administrative positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.

The Gerontology: Advocacy and Social Policy Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• recognize the relationship between constitutional rights, the governing process, and public policy at both the state and federal level.
• assess the relationships between individual social and cultural backgrounds to everyday life events, social conditions, and quality of life.
• apply logic and evidence to support, organize, and deliver persuasive discourse.

Entry-level advocacy and support positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.

The Gerontology: Case Management and Social Services Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• assess the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
• demonstrate the techniques of interviewing and counseling individuals or groups appropriate for associate level helpers in social service agency settings.
• describe the psychological, social, philosophical, and legal issues related to death.

Entry-level care management and social services positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services. Graduates with this focus may also become self-employed.

The Gerontology: Geriatric Health Care Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• demonstrate a workable knowledge of medical terminology by interpreting health care reports/records accurately into clear, non-medical terms.
• differentiate between the basic mechanisms of biological homeostasis and aging from physiological imbalances related to illness and disease.
• identify communication disorders in individuals of various ages with consideration of cultural and linguistic differences.

Entry-level positions with private industry, government, and non-profit agencies providing health services to senior adults

The Gerontology: Recreation Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• develop an activity calendar and newsletter that meets the overall needs of residents in a facility or community.
• integrate health and aging-related fitness components into fitness activities relevant to a group setting.
• list recreation and leisure events for a diverse population based on health and age.

Entry-level positions planning and leading recreation and leisure activities in skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care, services, and housing for older people and adults with disabilities.

The Gerontology Associate in Arts (A.A.) degree may be obtained by completion of 60 transferable, semester units, including (a) the major or area of emphasis described in the Required Program, and (b) one of the following: the ARC General Education, the Intersegmental General Education Transfer Curriculum (IGETC), or the California State University General Education-Breadth Requirements.

Upon completion of this program, the student will be able to:

• explain basic genetics and cellular, anatomical, and physiological mechanisms by which humans maintain homeostasis.
• assess how race, gender, and ethnicity influence an individual’s ability to optimize aging and how they think, feel, and experience the aging process.
• synthesize psychological, psychosocial, and social theories used to predict how an individual might respond to the aging process or to old age.
• appraise the influence of historical events, technological advancements, cultural shifts, and social policies on aging cohorts based on decade of birth.
• relate the importance of social programs, family, friends, and other supports during aging.
• enumerate the function of the constitution, federal and state government, and public policies and programs at all levels of government.
• explain the civil liberties and civil rights of individuals as articulated in the United States Constitution and federal court decisions.
• distinguish between methods of obtaining data, types of data, and types of analysis and the advantages and disadvantages of the methods, data types, and analysis.
• analyze data by computing measures of central tendency, measures of dispersion, and measures of position.
• develop a broader understanding about aging through the lens of a behavioral or health science.

Completion of this degree and bachelor's degree in a related field prepares students to work in local government agencies, non-profit organizations, institutions, and private sector businesses that provide information services, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, and care and support services for older people.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• compose sentences and paragraphs in business documents with proper structure, word usage and spelling, punctuation and proof reading, and critical thinking.
• demonstrate accuracy, neatness, thoroughness, and speed adding, subtracting, multiplying and dividing whole numbers, fractions and decimals, solving written application problems, using formulas, variables and equations, and creating and interpreting graphs.
• describe the key management functions of planning, organizing, leading, and controlling including ethical, regulatory/legal, social, and cultural factors.

Entry-level administrative positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• recognize the relationship between constitutional rights, the governing process, and public policy at both the state and federal level.
• assess the relationships between individual social and cultural backgrounds to everyday life events, social conditions, and quality of life.
• apply logic and evidence to support, organize, and deliver persuasive discourse.

Entry-level advocacy and support positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• assess the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
• demonstrate the techniques of interviewing and counseling individuals or groups appropriate for associate level helpers in social service agency settings.
• describe the psychological, social, philosophical, and legal issues related to death.

Entry-level care management and social services positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services. Graduates with this focus may also become self-employed.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• demonstrate a workable knowledge of medical terminology by interpreting health care reports/records accurately into clear, non-medical terms.
• differentiate between the basic mechanisms of biological homeostasis and aging from physiological imbalances related to illness and disease.
• identify communication disorders in individuals of various ages with consideration of cultural and linguistic differences.

Entry-level care and support service positions in private residences, skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care and services for older people and adults with disabilities.

Upon completion of this program, the student will be able to:

• associate social conditions in the current and recent past with their potential impact on future aging cohorts.
• evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
• generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
• recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
• enumerate the functions of social service delivery systems.
• synthesize knowledge of existing California professional codes of ethics for the helping professions.
• analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
• demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
• differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for seniors and adults with disabilities available within a community.
• develop an activity calendar and newsletter that meets the overall needs of residents in a facility or community.
• integrate health and aging-related fitness components into fitness activities relevant to a group setting.
• list recreation and leisure events for a diverse population based on health and age.

Entry-level positions planning and leading recreation and leisure activities in skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care, services, and housing for older people and adults with disabilities.

¹One unit of work experience is required in one of the following environments: recreation center, senior center, senior community, assisted living facility, or another site for seniors.

Upon completion of this program, the student will be able to:

• recommend beneficial exercises for seniors and individuals with disabilities or medical conditions.
• behave responsibly at work, exhibiting initiative and self-management in situations where it is needed.
• create an individualized fitness plan to promote functional independence throughout the remainder of life.
• analyze how nutrition plays a part in overall health and aging.
• compare and contrast different self and group motivational techniques for staying active.
• identify and respond to life-threatening conditions (including breathing emergencies, cardiac emergencies, and severe bleeding).
• evaluate physical activities relative to risk factors.
• design and lead a group exercise activity, and provide modifications and variations to exercises when necessary.
• identify basic principles of body mechanics and posture.
• design an individualized exercise prescription program that includes muscular strength and muscular endurance development.
• explain normal aging-related changes and analyze how lifestyle choices influence the aging process.
• demonstrate techniques for validating and encouraging older adults during fitness activities.

The Senior Fitness Specialist program is ideal for anyone seeking an entry-level position as a fitness leader in community, recreation, and senior centers, health clubs, retirement and assisted living communities, and other sites that cater to seniors.

Upon completion of this program, the student will be able to:

• evaluate the role of the Activity Leader as it relates to the needs of residents.
• list important federal and state regulations (CA Title 22).
• compare and contrast person-centered interaction strategies, their application, and outcomes.
• identify strategies for effective interactions with residents who have communication deficits and/or dementia behaviors during activities.
• prepare documentation that complies with federal and state regulations.
• assess the activity needs of a skilled nursing facility resident and include consideration of their physical and cognitive abilities and their emotional, social, and cultural needs.
• develop an appropriate activity to meet the physical and cognitive abilities and emotional, social, and cultural needs of a long-term care resident.
• create an activity calendar and newsletter that meets the overall needs of residents in a facility.

This program is specifically designed to meet the rigorous state requirements for preparing activity leaders for employment in a skilled nursing facility and activity coordinators for employment in an adult day health center (as described in and required by California Title 22, Division 5 and 6, respectively). It also meets or exceeds training requirements for similar positions in other settings by other titles (as described in Title 22 Division 6 for nonmedical residential care facilities for the elderly and adult day programs) and in unregulated positions leading activities in senior centers, community and recreation centers, and health clubs.

Upon completion of this program, the student will be able to:

• research the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
• analyze the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
• discuss the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
• generalize the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
• enumerate the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
• demonstrate knowledge in the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).

Passing the state Administrator Exam and becoming a Certified Administrator qualifies students for the position of Administrator of a residential care facility for the elderly (RCFE). Being certified also enhances qualifications for other administrative staff positions within an RCFE and administrative staff are often encouraged to become certified to earn a raise in their pay-scale and increase their upward mobility within the organization. See the program description for details about the course approval by the California Department of Social Services.

Upon completion of this program, the student will be able to:

• Articulate the role and responsibilities of the social services designee in a long-term care facility
• Analyze normal age changes and their impact on residents
• Incorporate resident rights and responsibilities into daily practice
• Apply Omnibus Budget Reconcilliation Act (OBRA)/Title 22 (State of California Department of Social Services) regulations to work environment
• Evaluate legal and ethical issues relating to powers of attorney, long-term care financing, and end-of-life decisions
• Evaluate long-term care facility environments
• Interview and assess long-term care residents to assure needs are being met

Social Services Designee in long-term care, assisted living, and retirement facilities