Know Your Self

       I have mentioned material in Roiter’s book[i] several times. There is more in it and I sincerely recommend that you take a look at this book to gather important information. The book has four sections reflecting key issues in understanding retirement.  They are:  1.Personal   2.Social 3.Financial and 4.Physical.  I will not be talking about the financial at this time.

         I suggest that you google retirement financial. There are many blog entries on that subject, as many of you probably know.  I am more interested in psychological factors and will concentrate the non-financial information.

         So we will start off with the Personal Factor, which is the last one, discussed. Roiter makes a strong case that the key to the whole process is to know yourself which helps us understand what we do and why we do it. This value is why I think that meditation is so important in our lives.  He uses a cake metaphor to make his point “Yourself is much like a cake, made up of many parts, including (in the case of the cake) flour, sugar, milk, eggs flavorings, and other ingredients”

         Of course this is true for all our lives but is particularly important as we approach and live our lives in retirement.  “If your attitude is that aging consists of inevitable decline, that is what it will probably be for you.  I believe that this book has demonstrated that this does not have to be the case….Focus on the difficulties and that is what you will find. Focus on the great an you may become deluded, for it is not all great.  Focus on the good, and be aware of the great and the difficult an you will age well.”

         I was able to find some questions you can ask yourself. Once you have answered them, sit back a write a brief paragraph about each of you answers.

1 Who has the most inspiring influence upon you? What is the cause?

2. Do you tolerate negative or discouraging influences which you can avoid?

3. Are you careless of your personal appearance? If so, when and why?

4. Have you learned how to "drown your troubles" by being too busy to be annoyed by them?

5. Would you call yourself a "spineless weakling" if you permitted others to do your thinking for you?

6. Do you neglect internal bathing until auto-intoxication makes you ill-tempered and irritable?

7. How many preventable disturbances annoy you, and why do you tolerate them?

8. Do you resort to liquor, narcotics, or cigarettes to "quiet your nerves"? If so, why do you not try will-power instead?

9. Does anyone "nag" you, and if so, for what reason?

10. Do you have a DEFINITE MAJOR PURPOSE, and if so, what is it, and what plan have you for achieving it?

11. Do you suffer from any of the Six Basic Fears? If so, which ones?

12. Have you a method by which you can shield yourself against the negative influence of others?

13. Do you make deliberate use of auto-suggestion to make your mind positive?

14. Which do you value most, your material possessions, or your privilege of controlling your own thoughts?

15. Are you easily influenced by others, against your own judgment

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[i] Rotter, B. (2008) Beyond Work: How Accomplished people Retire Successfully, John Wiley and sons, Canada.

ii. www.successfulinsiders.com/…/self%11analysys-test-questions-16

Retirement and Happiness

           I recently received an email regarding my blog activity and personal retirement goals. The message says:

“ It would be better if you include your passion on your retirement activities. It is what gives you more energy. When you love what you do and you do it without pushing yourself, you embrace life more and enjoy it to the fullest. 

         It prompted me return to the process of leisure self-examination expressed in a recent blog entry

         Travel is the second most common leisure activity reported by many retirees.  Retirement can provide us with an opportunity for personal growth through leisure activity that is much wider than fishing or playing golf.

         In fact I see walking travel as a form of leisure and I’m walking more than I have for a long time.” In fact yesterday I purchased a pocket pedometer so that I can keep in touch with the distance and amount of time I spend walking.

         I also take along an ipod, given to me recently at my Psychology Dept retirement party. As I walk I hear songs from Glee, my favorite television program. I always get a big smile and sometimes tears of joy come to my eyes.

  If it rains in the next few days, which is highly likely, I will probably sing as I walk.[i]

I'm singin’ in the rain
Just singin’ in the rain
What a glorious feeling'
I'm happy again
I'm laughing at clouds
So dark up above
The sun's in my heart
And I'm ready for love
Let the stormy clouds chase
Everyone from the place
Come on with the rain
I've a smile on my face
I walk down the lane
With a happy refrain
Just singin',
Singin' in the rain

_______________________________________________

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[i] Singin' in the Rain is a 1952 American comedy musical film starring Kelly, Donald and Debbie Reynolds and directed by Gene Kelly and Stanley Donen.

[1] Dorfman, L.T. & Kolarik D.C. (2005). Leisure and retired professor occupation   matters, Educational Gerontology 31 (5), 343-361

Aging and Remembering People’s Names

     One of my biggest problems, which has been with me for a long time, and seems to be increasing, is being able to remember people’s names. I have other cognitive difficulties but this one is the most frustrating.  I am not alone “A common complaint of older adults is that they have trouble remembering names, even the names of people they know well.”[i] Specifically this research found that people in their 70s  “…show an impairment in recall of names of known people, but not of known objects.” Other forms of memory problems weren’t differentiated on the basis of age.

         There are also other types of cognitive skills problems listed in the Cognitive Failures Questionnaire.  It has several main categories. They are memory, distractibility, blunders, and memory for names. The rest of this blog entry will deal with memory for names. Future blog entries will take a look at the others.

        The main memory items are:

1. Do you leave important letters unanswered for days?
2. Do you find you forget people's names?
3. Do you fail to listen to people's names when you are meeting them?

        It often takes at least a week for me to answer important letters including those from my financial advisor and within the last year I have had a very difficult time remembering peoples name that I have known for years but don’t see very often.  The good side of it is that instead of getting stressed trying to remember them I relax and inevitably, usually within a minute or so, the name pops into my consciousness.

         I have historically not paid much attention to people’s names. The first time I remember having difficulty with remembering a person’s name was in my second year at University.  I was walking along with a person who I had recently met in one of my courses.  Coming toward us was a person who I had attended high school with. He waved at me as he approached.  I tried very hard to remember his name but nothing came up as he approached. When we are close enough to talk I did a very silly thing. I said, “I know you both well enough to know that the best way for you to meet is for each of you to tell the other his name.”    They both looked at me as if I was some kind of idiot.  They did exchange names but neither of my relationships with them grew after that.

         Finally, I spend quite a bit of time watching TV, I recognize faces of actors that I haven’t seen for 30 years but it takes a lot more to remember their names. If you think about the very early days of humans’ survival would likely be more probable in recognizing the face of someone whether or not you remembered his or her name.

                                                 

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[i]   Wallace, J. Craig; Kass, Steven J.; Stanny, Claudia (2002). The cognitive failures questionnaire revisited: Dimensions and correlates, Journal of General Psychology,129(3), 238-256. 

Being Carried away from the Here and Now

          As we age we need to pay attention to the quality of our thinking. A major factor, measured by the Cognitive Failures Questionnaire, is referred to as Distractibility.  

         The days, when I am reading novels, I sometimes read during the day and also at night before I go to sleep.  The next time I pick up the book I can’t remember specifically what I read the night before. I do recognize it quickly and move on with the adventure.

         I usually do not have any trouble making up my mind. I take time to think about my options and then follow up on my decision

         Sometimes I head up stairs to something but when I get there it takes a few moments to remember what I was going to do. I think this is because I have several different ideas moving around in my brain at the same time.

         I understand what daydreaming is but I can’t recall any specific instances but think it may be connected with forgetting why I went from one part of the house to another.  Also, when I am walking somewhere if I am not chanting in meditation, my mind does tend to wander around.

         I experience the “tip of the tongue” phenomena in failure of name recognition. I have started using little tricks like associating the forgotten material with links that are very easy to remain. For instance on of my neighbors names is Oswaldo. I connect his name with Dr. Oz who has his own TV show and is connected with Oprah Windfrey.

         To conclude I think this characteristic has been controlled by my techniques for staying in the “here and now”.  It has been helpful even though my years of teaching may in some instances be connected with the stereotype “absent minded professor.”

The items listed in this section of the Questionnaire are:

         Instructions: Please indicate how descriptive each statement is          of your beliefs by circling the number that corresponds to your          response. (1 = strongly disagree to 5 = strongly agree)

         1 (   )      2(   )        3 (    )      4 (     )       5 (     )

1. Do you read something and find you haven't been thinking about it and must read it again?

       1 (   )      2(   )        3 (    )      4 (     )       5 (     )                   

2. Do you have trouble making up your mind?                                 

      1 (   )      2(   )        3 (    )      4 (     )       5 (     )

3. Do you find you forget why you went from one part of the house to the other?                                   

      1 (   )      2(   )        3 (    )      4 (     )       5 (     )

4. Do you daydream when you ought to be listening to something?               

     1 (   )      2(   )        3 (    )      4 (     )       5 (     )

5. Do you start doing one thing at home and get distracted into doing something else (unintentionally)?           

     1 (   )      2(   )        3 (    )      4 (     )       5 (     )

6. Do you find you can't quite remember something although it's 'on the tip of your tongue'? 

     1 (   )      2(   )        3 (    )      4 (     )       5 (     )

7. Do you fail to notice signposts on the road?                              

     1 (   )      2(   )        3 (    )      4 (     )       5 (     )

8. Do you find you confuse right and left when giving directions?           

     1 (   )      2(   )        3 (    )      4 (     )       5 (     )

9. Do you find you can't think of anything to say?                            

     1 (   )      2(   )        3 (    )      4 (     )       5 (     )

[1]   Wallace, J. Craig; Kass, Steven J.; Stanny, Claudia (2002). The cognitive failures questionnaire revisited: Dimensions and correlates, Journal of General Psychology,129(3), 238-256. 

Exploring Ageism

        A number of my posts have focused on Ageism. Now let’s explore more about its structure. First a reliable source, Wikapedia that tells us that: “Ageism, also called discrimination is stereotyping of and discrimination against individuals or groups because of their age. It is a set of beliefs, attitudes, norms, and values used to justify age based prejudice, discrimination, and subordination.”  It is good to remember that ageism is also directed towards younger people.

         The next information was gathered from a textbook I have used in my aging class for many years[i]  Ageism is a form of stereotype, which “… is a popular belief about specific social groups or types of individuals. Stereotypes are standardized and simplified conceptions of groups based on some prior assumptions.”

         Ageism is in part a reflection of our fear of dying and is also connected to the idea of  “apocalyptic demography” which is currently having negative influence on Canada’s health care policy and other seniors’ issues.

         Think of our world’s current financial situation. With so many people out of jobs etc.  It is easy to believe that seniors are a burden that must be lifted.  After all they have had their chance and spending money on them takes it away from younger people.  “Out with the old, In with the new!”

         Some ideas related to this attitude are presented in the textbook.  It’s first comments are about mandatory Retirement which as been eliminated in Canada and the United States. We are told that in spite of this improvement, ageism towards both younger and older workers ability exists even with the growing use of equal opportunities legislation. Older people applying for jobs are competing with a growing number younger people. Ageist attitudes of potential employers seem to be directed upward rather than downward. 

         There is also a brief discussion of ageism and sexuality. The prejudice is that seniors lack interest in sexual activity. And if you are an interested male, you are probably “a dirty old man.”  Even with the emergence of such sexual enhancers as Viagra, prejudice continues. I wonder how many males, worried about their capability, have bought into the sales pitch of Viagra producers.

         I recently I came upon an online article that discusses not only ageism but other forms of intergroup prejudice such as sexism and racism[ii] I am going to display their ageist items next.

         .

Ageism statements

Instructions: Please indicate how descriptive each statement is of your beliefs by circling the number that corresponds to your response. (1 = strongly disagree to 5 = strongly agree)

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

1. Complex and interesting conversation cannot be expected

from most old people.

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

2. FSA-7: Most old people would be considered to have poor personal hygiene

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

3. FSA-8: Most old people can be irritating because they tell the

same stories over and over again

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

4. FSA-13: Old people don’t really need to use our community sports facilities.

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

5. FSA-15: It is best that old people live where they won’t bother

anyone.

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

6. FSA-16: The company of most old people is quite enjoyable. (R)

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

7. FSA-20: I sometimes avoid eye contact with old people when I see them

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

8. FSA-21: I don’t like it when old people try to make conversation

with me.

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

9. FSA-27: I personally would not want to spend much time with an

old person.

1 (   )      2(   )        3 (    )      4 (     )       5 (     )

Finally, It is a good thing to remember that persons who accept ageist stereotypes will reap the reward of self-stereotyping, as they get older.

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[i] Chappell, N., Mcdonald, L. & Stones, M. (2008)  Aging in Contemporary Canada, 2^nd               Ed, Pearson Prentice Hall

[ii] Allison C. Aosved, Patricia J. Long, Emily K. Voller,   Measuring Sexism, Racism, Sexual Prjudice, Ageism, Classism, and Religious Intolerance, 39, Article first published online: 1 OCT 2009

Leisure and Retirement Activities [i ii ]

      On Monday afternoon, June 13, I picked up my phone and was notified by the Psychology Department secretary that one of our regular faculty members is ill and would not be able to teach her Intro Psych course on Tuesday afternoon. I was asked if I would like to substitute and teach the session for her.  After a moments thought I agreed. It’s not so much that I miss classes taught in the summer; rather it gives me a chance to discuss some ideas about consciousness and body rhythms with students in their first psychology class.  For me it was a leisure activity that also confirms that while I don’t normally teach in the summer, I am still an employee at Kwantlen until the end of August.

            I wish to discuss this activity in the context of the two research articles related to leisure activity listed at the bottom of the blog entry that will be posted on Wednesday after I have taught the class.

            First, I will make a few comments about the two articles. To set the stage Jopp and Heertzog state, “Preferences for and execution of specific activities are important features of everyday life.” This would explain, in part, my choice to take advantage of this teaching opportunity. I have already stated in previous blog entries, my goal of taking workshops in to the community as a form of continued teaching. I enjoy designing and presenting workshops.

            On tuesday I spent the entire morning preparing for the lecture.  As the hour approached I shaved, and put on my best clothes with white shirt and tie. It was like I was going to a “performance.” Interestingly the class was in the same classroom where I have been teaching my aging class. The broad lecture topic  came from the textbook about body rhythms and mental states.

             While there were interesting sub topics like drug use and dreams, I decided to focus on sleep rhythms and consequences for students who spend “all nighters” cramming for their exams the next day. It is found that this impacts on performance and alertness. The class went easily for the first hour and a half. Then we took a 10-minute break.  About half the class returned for the last hour. At the end there was some were clapping.

            I walked down the hall feeling good but with no interest in returning to regular work.   The amount of time I spent preparing for the class was about the same amount of time it takes me to finish some of the more complex drawings I am doing as an explicit leisure activity.

            In their article  Dorfman and Kolarik assert,  “For many professors, the distinction between ‘work’ and ‘leisure’ is often blurred” (I think that’s what happened yesterday.)  Further more, “it is important to keep in mind that leisure activity is self-defined and it is the actors themselves who determine what the meaning of leisure is for them.”

            The researchers indicated that among retired professors “…volunteer activities were the most frequently reported.”  Ok on that one; I am a volunteer board member at the local seniors’ recreation centre.  Retired professors reported participation in exercise and sports activities. For instance a 70-year-old retired male music professor said “I wanted to get my body in shape. I started taking a weight lifting class and started doing yoga… And I’m walking more than I had time to do before.”

            It is cited that “Although a large majority of retired professors engaged in activities that are traditionally associated with leisure, nearly as many continued professional activities in retirement including research or other creative work…Professional work thus remained a central interest…”  I consider my retirement blog as a professional activity.

            Ok, so much for retired professors. Let’s turn our attention to the Jopp and Hertzog’ article. They used and extended version of the Victoria Longitudinal Study Activity Questionnaire.  Some examples of items cited are: Exercise (jogging, biking & swimming); Craft (household repairs, woodwork/carpentry), (word games, cross-word puzzles, card games); TV (game shows, documentary, & news); Social Private (go out with friends, attend parties), Social Public (public talks, club meetings, Religious (attend church, meditation), Travel (out of town, and abroad), Experience, (business related), Development (needle work, write letters) and Technology (course in university, go to library, creative writing)

            As you can see, we have a lot of options. Do you have interests in proceeding with some or all of the activities listed above?

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[i] Jopp, D.S. & Hertzog, C. (2010). Assessing Adult Leisure Activities: An extension of a self-report    activity questionnaire, Psychological Assessment, 22, (1), 108-120

[ii] Dorfman, L.T. & Kolarik D.C. (2005). Leisure and retired professor occupation matters, Educational Gerontology 31 (5), 343-361

Images And The Mask of Old Age

            Early images of aging reflected in the model ”Ages of Man” are represented as the stages of human existence on the Earth traced back to Greek mythology during the 6^th Century BC. In those times the end period of human beings was seen as “… one final stage of physical decrepitude, symbolized by a stick or a crutch, as well as a close proximity to death usually portrayed as a skeleton and a tomb.”[i]  This was followed by Medieval Europe’s notion of life as a cycle going between pleasures of youth to the “woes of old age.”  The Ideal of those days was that a person could live to be 70 yrs old although almost all people didn’t. Considering mankind’s growing longevity, at 72 yrs I am happy to be active and energetic, even if it’s not quite the same as when I played football during the years of my post secondary education. Along with others I am inclined to say, “I don’t feel old.”[ii]  “

         As we become chronologically older, we discover that a subjective grasp of the meaning of old age is equally elusive.  Although our bodies may display signs of passing years the subjective self is not experienced as correspondingly old, and in a society where the dominant images of old age are negative, this tension between the inner personal and the outer social identity may cause us considerable distress.”[iii]

         I’ll share a simple example. When I look in a mirror and use my fingers to tighten the bags under my eyes, to me, I look a lot younger and I have thought about asking my doctor if it’s possible and healthy to empty the bags. It’s like they are a “mask” which brings us to last topic; the “mask” of old age. “The image of the mask of old age implies that the physical changes which accompany the life of 70 (plus) years are superficial or surface changes that conceal from the casual observer or untrained eye essentially unchanging qualities beneath.”[iv]

           Perhaps my thoughts are strongly influenced by the Western societies’ strong consumer culture, which emphasizes the activity of youth. For example, motion pictures focus on the beauty and strengths of youth and, even though there is a growing body of research regarding positive aging they rarely portray seniors.

         In research and some popular culture we do seem to be making some progress in regards to the inner self and wisdom. I guess I would rather continue to develop insight and wisdom rather than pay a couple of thousand dollars to have my bagged eyes “fixed.

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[i]  Handbook of Communication and Aging Research  John F. Nussbaum &             Justine Coupland (Eds)  ISBN 0-8058-4070-2

[ii]   page 14

[iii]  page 19

[iv]  page 20