AGES: Activating and guiding the engagement of

seniors

Assessment Training

Project Background

The number and quality of social relationships has important consequences for individual health and well-being.

People with broader social networks, and who are active across multiple social groups: adjust to change better (Iyer et al., 2009) are more resilient (Jones & Jetten, 2011; Cohen et al. 1997) al.,

1997 live longer (Holt-Lunstad, et al., 2010)

Supporting individuals to create and maintain social connections is an important focus for public health (Cacioppo & Hawkley, 2003)

Project Background

Aging can coincide with: Reduced physical mobility Difficulties of communication Increased social isolation

Both actual social isolation and felt social isolation (i.e., loneliness) have been linked to reduced physical, cognitive and mental health.

Social media has the potential to overcome physical constraints, improve communication and social connections and through this support health and well-being in older age.

Project Background

Early studies (McConatha et al., 1994, 1995) show positive effects of training older adults in care to use online computing facilities: Improved daily living skills Improved cognitive function Reduced depression

More recent work (Slegers et al, 2008; White et al., 2002) suggests few psychosocial benefits of computer and internet training for older adults in the community.

Project Aims

To investigate further the effects of social media training on older adults: Feelings of social inclusion Cognitive function Mental health and well-being

To compare the effects of social media training across older adults in care and those residing in the community.

User Pathway

Social Media Training

Social Inclusion

Cognitive Health

MentalHealth

Use

Experimental Design

120

60R

60D

30E

1. Recruitment2. Baseline assessment3. Training4. Follow-up assessment

30C

30E 30E 30E 30E

30C

30E

30C

30E 30E 30E 30E

30C

Assessment Process

Two interviews: Before the intervention and 3 months later, each between 1-2 hours.

Measures: Demographic Questionnaire (e.g., date of birth, gender) Addenbrooke’s Cognitive Examination Revised (ACE-R, Misoshi et al., 2006) General Health Questionnaire-12 (GHQ-12; Hankins, 2008) Centre for Epidemiological Studies Depression Scale (CES-D, Rankin, 1977; short

version) Geriatric Anxiety Inventory (GAI-short form; Byrne & Pachana, 2011) UCLA Loneliness Scale (short form based on Hays & DiMatteo, 1987) Basic Needs Satisfaction Scale (autonomy and competence dimensions; Gagne, 2003) Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985) Social network diversity index (Cohen et al., 1997) and satisfaction with these

connections (adapted for the present study) Social group membership listing (Haslam et al., 2008) Personal identity strength (Haslam et al., 2008) Computer comfort and use scale (adapted from Jay & Willis, 1992; with additional

items developed for this study)

Assessment Context

Promoting an ideal assessment: Client-Examiner relationship:

Focus on developing rapport and co-operation. Good humour that is well placed will help to cement these.

Be prepared and know what the assessment involves Be sensitive to user’s needs (for breaks, drinks,

concerns about performance, etc). The aim is to obtain the best possible performance

from people which can only be gained through a good working relationship.

To keep anxiety at a minimum it is best to avoid reference to assessment. Simply refer to an interview.

Assessment Context

Promoting an ideal assessment: Assessment Environment:

You need a quiet, comfortable space free from distraction.

Use a table and comfortable chairs — avoid lounge. Ensure the room is well lit and aired for comfort. Make sure you have water available to drink as you

both need.

Assessment Context

Promoting an ideal assessment: Client Readiness (or fitness to be assessed):

Arrange assessments in advance; avoid early morning and late afternoon.

Contact person the day before to remind them of your meeting.

Ensure the person is well enough to take part in your interview.

Provide breaks as needed, and do so at the end of a task or questionnaire.

Interview Protocol: Stages

Consent and background information ACE-R Mood, anxiety and life quality Social relationships Computer confidence and use

Let’s practice!