Gerontology

The Gerontology 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:

• 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.

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.

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

• differentiate the normal aging process from disease, chronic illness, and disability.
• explain how the social determinants of health impact wellness across the lifespan and during aging.
• outline motivational techniques that motivate older people who are cognitively intact and aging with physical limitations or chronic illness.
• contrive a scenario in which the psychosocial model of self-efficacy is applied to motivate a client to attempt a task.
• paraphrase how Validation techniques are used to engage older adults with cognitive deficits.
• evaluate how Validation techniques can be patronizing to clients who are cognitively intact.
• examine the role of nutrition in overall health and well-being as people grow older.
• plan a snack and meal menu for a client who is exercising to gain strength and stamina.
• assess the assistance needs of older clients and adults with disabilities.
• dramatize assisting a client with a transfer, ambulation, and the use of an assistive device.
• adapt a client's home environment to address safety concerns.
• evaluate a client's need for convenience and assistive devices.

The Geriatric Caregiver Specialist program is ideal for anyone seeking an entry-level position as a companion, caregiver, or personal care assistant in independent living, assisted living, and skilled nursing facilities, as well as in the homes of private clients and family members.

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