Gerontology

The Gerontology: Administrative Associate in Arts (A.A.) degree may be obtained by completion of the required program, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC), plus sufficient electives for a total of at least 60 units. 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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people and adults with disabilities available within a community.
• compose sentences and paragraphs in business documents using critical thinking to paraphrase, summarize, and make attribution.
• demonstrate accuracy, neatness, thoroughness, and speed when 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 to mid-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, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC), plus sufficient electives for a total of at least 60 units. 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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people 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 levels.
• 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 to mid-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, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC), plus sufficient electives for a total of at least 60 units. 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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people 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 to mid-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, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC), plus sufficient electives for a total of at least 60 units. 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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people 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 to mid-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.

The Gerontology: Recreation Associate in Arts (A.A.) degree may be obtained by completion of the required program, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC), plus sufficient electives for a total of at least 60 units. 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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people and adults with disabilities available within a community.
• integrate health and aging-related fitness and nutrition components into activities in a group setting.
• demonstrate basic knowledge of program planning principles, activity leadership, and recreation and leisure events for a diverse population based on health and age.
• describe the philosophical foundations of leisure and recreation and recreation and leisure program components.

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.

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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people and adults with disabilities available within a community.
• compose sentences and paragraphs in business documents using critical thinking to paraphrase, summarize, and make attribution.
• demonstrate accuracy, neatness, thoroughness, and speed when 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 to mid-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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people 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 levels.
• 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 to mid-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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people 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 to mid-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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people 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 to mid-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 conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
• assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
• apply biopsychosocial gerontological knowledge to case studies and real-life situations.
• list services for older people and adults with disabilities available within a community.
• integrate health and aging-related fitness and nutrition components into activities in a group setting.
• demonstrate basic knowledge of program planning principles, activity leadership, and recreation and leisure events for a diverse population based on health and age.
• describe the philosophical foundations and program components of leisure and recreation.

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.