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Gerontology

Overview Degrees/Certificates Courses Faculty

Gerontology (GERON) Courses

GERON 230 Motivating Older Clients

  • Units:0.5
  • Hours:9 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLW 340.
  • Catalog Date:January 1, 2025

This course presents techniques for motivating older clients recovering from an injury or surgery, older clients with physical or cognitive deficits, and other adult clients with disabilities to gain, regain, or preserve their ability to perform tasks of daily life such as personal care, household tasks, errands, and social interaction. Special emphasis is placed on the psychosocial model of self-efficacy and its application as a model to help scaffold clients as they learn new skills and regain lost skills. Pass/No Pass only.

Student Learning Outcomes

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

  • outline the psychosocial model of self-efficacy and its primary components.
  • rank the four ways to build self-efficacy.
  • differentiate between encouragement and coercion.
  • distinguish between motivation and manipulation.
  • compose sentences based on the self-efficacy model to motivate clients to regain their lost abilities.
  • compose sentences based on the self-efficacy model to motivate clients to learn a new skill important to their independence.
  • compose sentences based on the self-efficacy model to motivate clients to re-engage in a social activity they enjoy.

GERON 231 Validation: Theory and Practice

  • Units:0.5
  • Hours:9 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
  • Catalog Date:January 1, 2025

This course presents Validation Theory as a communication technique used during interactions with older individuals who have cognitive deficits and diseases such as dementia. Special emphasis is placed on the selection of appropriate techniques for optimal interactions with an individual based on information in their care plan and chart and observations of how the individual interacts with others and their environment. Case studies are utilized to introduce students to various cognitive deficit and dementia behaviors and for technique selection and practice. Pass/No Pass only.

Student Learning Outcomes

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

  • deconstruct Validation Theory and its techniques.
  • describe behaviors that are present with different types and stages of progressive cognitive loss.
  • evaluate Validation techniques that compensate for different types and stages of cognitive loss.
  • analyze individual cases and suggest compensating Validation techniques.
  • demonstrate Validation techniques.

GERON 232 Body Mechanics and Safety

  • Units:0.5
  • Hours:9 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
  • Catalog Date:January 1, 2025

This course is an overview of body mechanics of clients who require mobility assistance and the person providing assistance. Special emphasis is placed on safety and problem-solving. Students are introduced to the basic methods and techniques of positioning, transfer, and ambulation and the use of personal safety, adaptive exercise, and other assistive devices. Pass/No Pass only.

Student Learning Outcomes

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

  • describe the basic anatomy of the spine.
  • evaluate basic principles of body mechanics and posture.
  • investigate the consequences of immobility and weight gain.
  • propose fall prevention strategies based on the needs of a client in a case study.
  • practice proper transfer techniques.
  • demonstrate strengthening and stretching exercises for the back.
  • assess the assistance needs of an older client using a case study.

GERON 233 Nutrition and Aging

  • Units:0.5
  • Hours:9 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
  • Catalog Date:January 1, 2025

This course presents a practical approach to nutrition for older people with various health-related dietary restrictions and other concerns such as the need to gain, maintain, and reduce weight and/or to build strength and stamina. Easy-to-prepare, low-cost and nutritional snacks, meals, and menus are emphasized. Case studies are introduced to examine the relationship between how people eat and the social determinants of health. Pass/No Pass only.

Student Learning Outcomes

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

  • analyze the role nutrition plays in overall health and aging.
  • name the sources and functions of the essential nutrients.
  • rank the social determinants of health in terms of importance to nutrition.
  • relate sociocultural attitudes to nutrition.
  • describe nutrition and medication interactions.
  • concoct a snack and meal menu for a client who exercises to gain strength and stamina.
  • incorporate dietary restrictions for diabetes into a snack and meal menu for a client with limited mobility.

GERON 280 Home Adaptations for Safety and Independence

  • Units:0.5
  • Hours:9 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLW 340.
  • Catalog Date:January 1, 2025

This course introduces assistive devices, durable equipment, home adaptations, and other resources that promote the safety and independence of older clients who are recovering from injuries or surgery, have cognitive or physical deficits, and adults with disabilities. Topics include assessing the environment to identify safety issues and conditions that limit the independent performance of personal care and household tasks. This course is a requirement for the Senior Caregiver Specialist certificate. Pass/No Pass only.

Student Learning Outcomes

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

  • synthesize theoretical concepts related to client use of assistive devices, durable equipment, and home modification.
  • assess the client's needs based on instructions from occupational and physical therapists, other medical professionals, representatives authorized by the client, and consultations with and observations of the client presented in the case study.
  • recommend assistive devices, durable equipment, and home modifications that will make the home safe, increase the client's self-reliance, and improve their quality of life.
  • evaluate the safety, accessibility, and convenience issues within the interior and exterior of a home.
  • propose a plan and timeline for acquiring assistive devices, durable equipment, and home modifications within the client's budget.
  • identify online and local resources for assistive devices, durable equipment, and providers of home modifications.
  • describe the most commonly needed assistive devices and the conditions in which their use is indicated.

GERON 281 Basics of Aging, Health, and Ethical Care

  • Units:0.5
  • Hours:9 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLW 340.
  • Catalog Date:January 1, 2025

This course presents an overview of aging from a nature-nurture perspective, with nature relating to genetics and nurture as the social determinants of health. Special emphasis is placed on changes in vision, hearing, balance, strength, and stamina; chronic illnesses, diseases, and cognitive decline; and ethical issues associated with decision-making in daily activities, motivation versus manipulation, and value imposition. Pass/No Pass only.

Student Learning Outcomes

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

  • explain senescence (normal aging-related cellular changes).
  • examine how senescence impacts strength, stamina, and resistance to injury and illness.
  • hypothesize when aging-related changes impair safe, independent living.
  • differentiate the aging process from disease, illness, and disability.
  • distinguish between the impact of social determinants of health and personal lifestyle choices.
  • assess the impact of each of the five major social determinants of health on well-being and health during aging.
  • associate chronic illnesses and diseases with physical and psychological conditions that compromise safety.
  • evaluate physical and psychological conditions that compromise safety.
  • interpret the primary ethical issues related to caregiving.
  • justify the prohibition against accepting gifts of any kind from clients.
  • defend a client's right to make all the decisions they can for themselves.
  • contrast manipulation and motivational strategies.
  • recognize examples of value imposition, transference, and counter-transference.

GERON 299 Experimental Offering in Gerontology

  • Units:0.5 - 4
  • Prerequisite:None.
  • Catalog Date:January 1, 2025

This is the experimental courses description.


GERON 302 Psychology of Aging: Adult Development and Aging

  • Same As:PSYC 374
  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLR 340 AND ESLW 340
  • Transferable:CSU; UC (UC credit limitation: GERON 300, 302, PSYC 374, & SOC 335 combined: maximum credit, one course)
  • General Education:AA/AS Area V(b); CSU Area D; CSU Area E1; IGETC Area 4
  • Catalog Date:January 1, 2025

This course covers the physical, psychological, and social aspects of the aging process including the interactions between the elderly and the rest of society. Topics include an analysis of stereotypes, social bonds, environmental factors, sexuality, physical health, mental health, death, and bereavement. This course is not open to students who have completed PSYC 374.

Student Learning Outcomes

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

  • identify and explain the differences between gerontology and geriatrics and explain the changing age demographics both in the United States and globally.
  • describe at least four commonly held myths, stereotypes, or ageist attitudes regarding older adults and explain the impact these attitudes have on the image of aging.
  • analyze and predict three ways race, gender, and ethnicity might influence the aging process.
  • analyze the concepts of successful aging and optimal aging and recognize the differences between at least three normal and three abnormal age changes.
  • describe at least three biological and three social theories used to predict how an individual might respond to the aging process or to old age.
  • discuss and incorporate the concept of family and intimate relationships in later life and the importance of convoys or networks in the individual process of aging.
  • explain at least three of the financial costs associated with aging.
  • describe the concept of “aging in place” using at least three local and national resources, two entitlements, and three healthcare options.
  • identify an elder who is aging optimally and describe at least three lifestyle choices, based on gerontological theory, that the student feels altered his/her aging process.

GERON 303 Introduction to Social Gerontology: Aging in Contemporary Society

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLR 340 AND ESLW 340.
  • Transferable:CSU; UC
  • General Education:AA/AS Area V(b); AA/AS Area III(b); CSU Area D; CSU Area E1; IGETC Area 4
  • Catalog Date:January 1, 2025

This course is an introduction to older people and the aging process in the context of contemporary society through the perspective of social gerontology. It focuses the biopsychosocial lens on the social forces that contribute to the development of individuality across the lifespan and lead to differences in how people age. Using this lens, students gain perspective on how opportunities, choices, and experiences throughout life are driven by gender, race, and class, and how they culminate during aging and impact aging outcomes. It explores the influence of when people were born, where people were born, history, and how politics contribute to individual beliefs, behaviors, and experiences throughout life and during aging. The aging experience in the United States is also compared to aging in other countries. Gerontology majors are encouraged to take this course in their first semester of study.

Student Learning Outcomes

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

  • assess the influence of historical events, technological advancements, and cultural shifts on aging cohorts based on decade of birth.
  • deconstruct how social factors such as gender, race, and class contribute to opportunities and experiences throughout life and during aging.
  • examine the ability of federal and state agencies to respond to the challenges of population aging.
  • utilize the theories of aging to explain current societal beliefs about aging in the United States.
  • explain the importance of family, friends, and other informal supports during aging.

GERON 305 Introduction to Geropsychology and the Aging Brain

  • Same As:PSYC 375
  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
  • Transferable:CSU; UC
  • General Education:AA/AS Area V(b); AA/AS Area III(b); CSU Area D; CSU Area E1; IGETC Area 4
  • Catalog Date:January 1, 2025

This course introduces foundation theories and constructs of gerontology and psychology to examine the aging-related biopsychosocial changes that influence how mature and older adults feel about themselves, how they process information, and how they encode memories about what they experience and learn. Special emphasis is placed on psychological differences between aging cohorts based on psychosocial factors present during the decade of birth and earlier stages of life, gender/sex and race/ethnicity, the social determinants of health, bias development, prejudice and discrimination, and racism, ableism, sexism, and ageism. Topics include psychological theories, models, and constructs that have practical application during interactions with older people; stages of life and phases of aging; aging-related changes (senescence) and the psychological impact of those changes; how illnesses, diseases, and disabilities complicate aging; the anatomy of the central and peripheral nervous systems; and models of sensorineural processing and learning/memory. Case studies are utilized to explore older adult health and mental health, personality and communication behaviors, environmental factors, and the impact of the social determinants of health on overall well-being, quality of life, and aging outcomes. This course is not open to students who have completed PSYC 375.

Student Learning Outcomes

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

  • compose grammatically correct paragraphs for the sciences with attributions.
  • contrast learned versus innate human behavior.
  • apply self-efficacy theory to aging, academic learning, and memory.
  • assess the effects that fear of losing independence can have on older adults.
  • analyze the gerontological perspective on aging.
  • deconstruct the characteristics of an older cohort using the psychosocial factors of cohorts.
  • describe the stages of life and phases of aging.
  • generalize knowledge from a developmental theory or model to a situation involving an older adult.
  • explain the difference between bias, prejudice, and discrimination and an "ism" such as racism, ableism, sexism, ageism, and youthism.
  • devise a scenario in which a dramatic reaction to a micro-ism confirms a negative stereotype and demonstrates stereotype threat.
  • rank the hierarchy of isms (ageism, sexism, racism, and ableism) based on a case study of an older adult.
  • label the structures of neurons and the basic anatomy of the central and peripheral nervous system.
  • differentiate between aging-related changes and illness, disease, and disability.
  • diagram the processes of sensory, working, and long-term memory.
  • evaluate the cognitive resources of an older adult with normal aging in terms of cognitive burdens, capacity, compensation, and reserves.
  • relate something learned during a guided conversation with an older adult to you or your life.
  • report accurate observations of an older adult's behavior and words without interpreting or diagnosing a condition.

GERON 306 Health, Wellness, and the Aging Process

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Transferable:CSU; UC
  • General Education:AA/AS Area V(b); AA/AS Area III(b); CSU Area D; CSU Area E1; IGETC Area 4
  • Catalog Date:January 1, 2025

This course provides knowledge about health-related conditions prevalent in the older population, wellness during aging, and the aging process from the nature-nurture perspective. The knowledge has practical application when working with mature and older people and when interacting with family members, friends, and colleagues. Special emphasis is placed on the intersections between the aging process and health and wellness, the intersections between the social determinants of health and disparities in life expectancies, and how inequities impact overall health and wellness in the aging population.

Course topics are framed from the gerontological perspective, which is a strength-based, whole-lifespan, and person-centered approach. Examples of health-related topics include the social determinants of health, diseases and health conditions common among the older population, and strategies for coping with and slowing disease progression. Wellness-related topics include the health effects of stress and stress reduction, preservation of physical abilities and cognitive function, and nutrition for healthy aging, among others. Examples of aging-related topics are how aging changes cells, tissues, and organs, how those changes affect physiological processes and increase vulnerability to illness and injury, and the differentiation of aging from diseases and other health conditions. This course is not open to students who have previously completed GERON 335.

Student Learning Outcomes

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

  • deconstruct the relationship between the marginalization of older people today and the medicalization of aging.
  • hypothesize about the impact of the five primary social determinants of health across the lifespan.
  • evaluate how inadequate resources in terms of the social determinants of health impact health and wellness during aging.
  • generalize the nature-nurture principle to the aging process.
  • diagram the structures and substructures of a human cell.
  • describe the process of cellular aging (senescence).
  • assess how senescence impacts overall health and wellness.
  • chart the aging-related changes of the connective tissues, the reproductive system, internal organ systems (cardiovascular, respiratory, gastrointestinal, and renal/urinary systems), nervous systems (central and peripheral), and the senses (vision, hearing, taste, smell, and touch), and the immune system.
  • differentiate between aging and progressive illness and injury, disease, disorders, and disability.
  • inventory the chronic illnesses and diseases with a high incidence rate in the older population.
  • analyze the connection between the social determinants of health and chronic illnesses and diseases common among older people.
  • discuss the health effects, stress, and risks during aging related to lifelong physical conditions such as obesity and disability, mental health conditions such as mental illness and personality disorders, social conditions such as housing and employment insecurity, and support network conditions such as being childless and being estranged from family.
  • restate the gerontological perspective on understanding and interacting with older individuals.
  • paraphrase essential theories, models, and constructs related to aging in plain language.
  • summarize techniques of intervention related to health promotion, teaching older people, behavior change, status assessment, scaffolding, and objectivity.
  • apply strategies of health preservation related to physical function, cognitive capacity, and nutrition.

GERON 310 Social Service Designee: Role and Responsibility

  • Units:2.5
  • Hours:45 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLR 340 AND ESLW 340.
  • Transferable:CSU
  • Catalog Date:January 1, 2025

This course covers the role of the Social Services Designee in long-term care. The focus is on family, patient adjustment, and dementia. It also covers documentation for the Social Services Designee working in long-term care.

Student Learning Outcomes

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

  • evaluate the role of a social service designee
  • explain Omnibus Budget Reconciliation Act (OBRA)/Title 22 regulations
  • analyze normal aging changes and how these affect the resident
  • identify resident rights and responsibilities

GERON 490 Aging Policy and Practice

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLR 340 AND ESLW 340.
  • Transferable:CSU
  • Catalog Date:January 1, 2025

This course provides an overview of the social issues faced by Older Americans and the social policies and programs provided to address those issues, including the Older Americans Act, Social Security, Medicare, and the Elder Justice Act. It investigates how social policies and programs are put into practice by exploring career options in the agencies, businesses, and organizations that provide services and support to older adults living in California.

Student Learning Outcomes

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

  • generate an Internet resource list with URLs and brief descriptions of the government websites for major programs and services for Older Americans.
  • outline the flow of funding for services to Older Americans from its legislative origins to the local providers in the Aging Network, including local organizations/businesses.
  • summarize theories of help-seeking behavior.
  • differentiate between 1) Social Security and Entitlement Programs; 2) Medicare Options (Part A, B, etc.) and 3) Medicare and MediCal Benefits.
  • identify social issues that impact cultural/ethnic subgroups of older adults.
  • deconstruct social issues that impact cultural/ethnic subgroups of Older Americans.
  • determine the relevance of federal and state Elder Justice regulations to real/hypothetical case studies of elder abuse, exploitation, and neglect.
  • utilize a public resource provided to enrich/improve quality of life during aging.
  • assess the obstacles Older Americans may have to overcome when accessing government programs and services during aging.
  • reflect on policies that contribute to ageism and their impact on the previous, current, and future generations of your family.

GERON 495 Independent Studies in Gerontology

  • Units:1 - 3
  • Hours:54 - 162 hours LAB
  • Prerequisite:None.
  • Transferable:CSU
  • Catalog Date:January 1, 2025

Independent Study is an opportunity for the student to extend classroom experience in this subject, while working independently of a formal classroom situation. Independent study is an extension of work offered in a specific class in the college catalog. To be eligible for independent study, students must have completed the basic regular catalog course at American River College. They must also discuss the study with a professor in this subject and secure approval. Only one independent study for each catalog course will be allowed.


GERON 498 Work Experience in Gerontology

  • Units:0.5 - 4
  • Hours:27 - 216 hours LAB
  • Prerequisite:None.
  • Enrollment Limitation:Students must be in a paid or unpaid internship, volunteer position, or job related to the gerontology field with a cooperating site supervisor. Students are advised to consult with the Gerontology Program to review specific certificate and degree work experience requirements.
  • Advisory:Eligible for ENGWR 300 or ESLW 340.
  • Transferable:CSU
  • General Education:AA/AS Area III(b)
  • Catalog Date:January 1, 2025

This course provides students with opportunities to develop marketable skills in preparation for employment or advancement within the field of gerontology. It is designed for students interested in work experience and/or internships in transfer-level degree occupational programs. Course content includes understanding the application of education to the workforce, completion of Title 5 required forms which document the student's progress and hours spent at an approved work site, and developing workplace skills and competencies.

During the semester, the student is required to complete 27 hours of related work experience for 0.5 unit. An additional 27 hours of related work experience is required for each additional 0.5 units. All students are required to attend the first course meeting, a mid-semester meeting, and a final meeting. Additionally, students who have not already successfully completed a Work Experience course will be required to attend weekly orientations while returning participants may meet individually with the instructor as needed. Students may take up to 16 units total across all Work Experience course offerings. This course may be taken up to four times when there are new or expanded learning objectives. Only one Work Experience course may be taken per semester.

Student Learning Outcomes

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

  • demonstrate application of industry knowledge and theoretical concepts in the field of gerontology related to a transfer degree level career as written in the minimum three (3) learning objectives created by the student and their employer or work site supervisor at the start of the course.
  • make effective decisions, use workforce information, and manage their personal career plans.
  • behave professionally, ethically, and legally during work, consistent with applicable laws, regulations, and organizational norms.
  • behave responsibly during work, exhibiting initiative and self-management in situations where it is needed.
  • develop effective leadership skills during work, with consideration to group dynamics, team and individual decision making, and workforce diversity.
  • communicate in oral, written, and other formats, as needed, in a variety of contexts during work.
  • locate, organize, evaluate, and reference information during work.
  • demonstrate originality and inventiveness during work by combining ideas or information in new ways, making connections between seemingly unrelated ideas, and reshaping goals in ways that reveal new possibilities using critical and creative thinking skills such as logical reasoning, analytical thinking, and problem-solving.

GERON 499 Experimental Offering in Gerontology

  • Units:0.5 - 4
  • Prerequisite:None.
  • Transferable:CSU
  • Catalog Date:January 1, 2025

This is the experimental courses description.