Learning Can Be Truly Lifelong
2010; Elsevier BV; Volume: 11; Issue: 12 Linguagem: Inglês
10.1016/s1526-4114(10)60315-0
ISSN2377-066X
Autores ResumoResearch on the aging brain consistently highlights the importance of education to life expectancy and quality. Research indicates that Alzheimer's disease and other dementias occur less often and later in people who have more education. As a recreation therapist, social worker, and adult-education instructor, I have always been interested in the effects of formal education on both the cognitive and physical dimensions of my clients. But I believe that we should not limit our discussion to what occurred in our clients' and patients' past. Their current educational opportunities, and the socialization they provide, can make a great difference. Some recent research has shown the effects of learning on the brain and may offer some ideas on increasing both the quality and the quantity of educational programs in long-term care facilities. My own observations tell me that the effects of education into the very latest years of life are remarkably positive. David Snowdon, PhD, author and Alzheimer's disease researcher, studied 678 Catholic Sisters who ranged in age from 74 to 106 years. All the nuns underwent annual memory and psychological testing and donated their brains upon death to further the scientific understanding of Alzheimer's disease. His results were published in 2001 in “Aging with Grace: The Nun Study” (New York: Bantam, 2001). The most intriguing discovery made during this study was that almost one-third of the nuns whose brains showed the plaques and neuron tangles associated with Alzheimer's disease had absolutely no sign of dementia at any time during their lives. Upon careful evaluation of lifestyle and health differences between those sisters affected by the disease and those who were asymptomatic, Dr. Snowdon determined that cardiovascular fitness and mental fitness – achieved by exercises relevant to each category – were strikingly different between the two groups. The particular types of brain workouts that the asymptomatic sisters did included daily stimulating conversation, brain games (crosswords, jigsaw puzzles, sudoku, anagrams, board games, chess, bridge), reading, and creative writing. Note that all of these can easily be incorporated into an ongoing mental fitness program for our own residents. Many specialists on aging suggest that stimulating mental activity is as important as physical activity in aging well. Medical-alternatives advocate Andrew Weil, MD, asserts that cognitive decline is not an inevitable consequence of aging but often is related to the lack of use of our brains. He suggests that activities that are complex, frustrating, and challenging create more neural connections and develop plasticity in the brain. The more you use your brain, the more connections and plasticity you develop and, consequently, the less damage is done in the event of accident or illness. In other words, if a degenerative process does occur in an elderly person, the longer it will take for him or her to experience cognitive decline or dementia. Activities that are highly frustrating and difficult (think new computer skills, learning a language, or mastering a musical instrument) benefit the brain whether we successfully accomplish them or not. It's the process of learning – not the end success – that produces the benefit. It's similar to our muscles getting stronger even when we fail to lift a weight as many times as intended. There are many ways to bring these benefits to our residents. Junior colleges and adult education programs offer a wide variety of not-for-credit and continuing-education classes, many designed specifically for older adults. Such opportunities are available on college campuses and in community-education centers across the country. Many colleges even send their instructors to senior centers, large apartment complexes, and assisted living and nursing facilities. The classes offered at the Mira Costa and Southwestern Colleges in San Diego, where I work, include tai chi, yoga, nutrition, music appreciation, current events, “Creating Your Retirement,” and “Creative Living.” The list goes on. If you wish to offer such classes at your facility, I would suggest you contact the continuing education department in the local community college district. The usual requirements for bringing instructors to your facility include registration of 20 or more students for each class and a willingness of the facility to open its doors to nonresidents for participation in the classes. The value to the facility is enormous, including simply the interaction of residents with teachers who are experts in their fields and passionate about teaching. Opening the classes to the community can be a marketing tool. The openness and atmosphere for thinking and learning can set your facility apart from others. (I know several students who attended classes at a facility, liked what they saw, and became residents.) Recently, budgetary constraints of cities and states have caused many continuing education programs to trim back and even be eliminated. If this is the case in your community, the upside is that it means many professionals are out there and willing to moonlight as adult-education teachers for fairly low fees. Contact the department head or dean at your local community college for referrals. I have been teaching “Creative Living” and physical fitness for older adults at a senior complex for several years. I recently shared with the residents that because of budget cuts, I would not see them during the summer session. To my delight, several of the students stepped up to the plate to offer their services to keep the group together. They decided to continue the exercise class with one of the residents leading during the warm-up and then by following a DVD exercise program. Another resident who enjoyed “Creative Living” decided to start a book club in its place, with the focus on personal-growth and aging-well books. The importance of the socialization and mental stimulation of our classes was apparent in each of these students. They wanted to keep getting the benefits of the education process. I have found that the classes that I offer – whether they focus on memory, maintaining independence, or the psychology of aging – are always enthusiastically attended. As texts, I like Dr. Weil's books and those of Deepak Chopra, MD, in which they address the full spectrum of aging issues. Copies of books (new or used) for classes can be purchased at reasonable prices at Amazon.com. Many are available on CD for the visually impaired. Residents may also serve as teachers, and they benefit is some special ways. In classroom or workshop settings, they share their wisdom and gain mental stimulation, reinvestment in past interests, and increased self-esteem. Other residents then begin to see the opportunity to offer their interests and skills and, before you know it, there's a new vitality and sense of empowerment within the facility. Classes or less-formal interest groups that residents or staff can facilitate may range from knitting, history, and current politics to nutrition, book clubs, and discussion groups on almost any subject that will draw a crowd. Bringing past interests back to life can be an exhilarating experience for our residents. With a little creativity, almost any former passion can be resurrected and modified to be enjoyed once again. For example, a gardening club can work with elevated flower boxes or potted plants. Bowlers can roll frame after frame on the Wii bowling program. World travelers can share their memories or create international travel days by watching videos, preparing (or just enjoying) cuisine, and sharing memories and photographs. I have also found that giving my students stimulating homework, whether it be reading, journaling, or completing puzzles, keeps them focused on the class throughout the week. It helps structure their time and stimulates them mentally. For the past 3 years I have encouraged my students to enter a writing and art competition that Mira Costa College holds annually. The classes literally buzz with excitement for months as the ideas flow, insecurities are conquered, and creations are shared. Several of my students have had their work published and everyone gets the thrill of being honorably mentioned and provided the opportunity to present their work at the facility. Other facilities could easily hold poetry and art competitions, publishing the results in monthly newsletters and honoring the participants at a special tea. The intellectual stimulation and increase in self-esteem will be measurable. With the wealth of past experiences and wisdom that our residents have, their discussions and debates can be exhilarating. Due to the wide variety of abilities and interests within our facilities, classes and interest groups will vary in size, but the constant will be the stimulation and cognitive benefit they offer our residents. “Board Room” is an occasional series of viewpoints from members of the CARING FOR THE AGES editorial advisory board. Dr. Chapman holds a doctorate in religious studies, a masters in social work, and a bachelor of science in recreation therapy. She is a licensed clinical social worker and a certified therapeutic recreation specialist and currently teaches as an adjunct faculty member at Mira Costa College in Oceanside, Calif. Dr. Chapman asked some of her adult education students to write a few words on what education means to them: “I am writing on behalf of myself and other residents. We find classes on healthy aging play a very large part in our adjusting and accepting our physical and emotional challenges. The classes are enjoyable and very meaningful.” –Arnold Lucia Gibbs “Classes give me a new zest for life. My husband died 2 years ago and classes give me inspiration to get up in the morning and meet the day with enthusiasm. I've made new friends, we share experiences, laugh, and I realize how much we have in common.” –Barbara Johnson “Continuing education opens doors to possibilities. As we age, so many doors seem closed by society. It is not lack of mobility, lack of family support, or lack of health … but lack of inspiration that is the major limitation to a senior's life. Education brings inspiration.” –Lew Larsen “More and more as I grow older, I appreciate classes for keeping me on the cutting edge mentally, physically, emotionally, and spiritually. I love bragging to my family and friends that I'm taking classes!” –Nicki Newvine “I believe there is real value in education for seniors. It is stimulating, makes life more enjoyable, and helps me meet new people. I have wonderful adventures. During discussion groups, hearing other people's views can be eye-opening and it makes a very uplifting experience.” –Martha K. Williams
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