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This is to certify that the

thesis entitled

ADULT EDUCATION AS A SUPPORT SYSTEM FOR ADULT
OFFSPRING WITH AGING PARENTS

presented by

Betty Johnson McMahon

has been accepted towards fulfillment
of the requirements for

M . A . Aggree in FCE

Major professor

Date 52/7‘ i1

07 639

 

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be charged if book is
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AUG 2 5 goon

 

 

ADULT EDUCATION AS A SUPPORT SYSTEM FOR ADULT
OFFSPRING WITH AGING PARENTS

By

Betty Johnson McMahon

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Family and Child Ecology

1982

G/HM/

ABSTRACT

ADULT EDUCATION AS A SUPPORT SYSTEM FOR ADULT
OFFSPRING WITH AGING PARENTS
by
Betty Johnson McMahon

This eXploratory study was designed to gain insight into the
concerns of adult offspring as they face responsibilities of
aging parents. Secondly, the adult offspring openness to educa-
tion as a method for addressing their concerns along with the
characteristics of those who seek information was explored. A
sample of fifty mid-life adult offspring was interviewed.

The interview schedule linked possible areas of concern with
methods of instruction. For each content area selected, respon-
dents were asked to choose a method of instruction.

The younger the age of the respondent, the more requests for
information. Similarly, the higher the level of education the
more requests for additional information. All content areas were
selected by over half the respondents. Information related to
the aging process was of greatest concern. Instructional methods
that allowed personal interaction were selected for content areas
of a personal nature. Conversely, independent methods were

selected for informational material.

DEDICATION
To my Mother

who taught her “caboose" about life

ACKNOWLEDGEMENTS

I wish to express special appreciation to the chairperson of
my committee, Dr. Barbara Ames, for her understanding and
encouragement. She gave unselfishly of her time, energy, and
professional wisdom.

Appreciation is expressed to my committee members,
Dr'. E. Jane Dyer and Dr. Joseph Levine for their helpful sugges-
tions.

Thank you to my husband whose precious love and support has
given me the courage to keep going, and to my children for their
good humor when dinner was late, mother was absent and her nerves
raw.

Gratitude to the 50 adult offspring who so kindly gave of

their time. I treasure our time together.

TABLE OF CONTENTS

LIST OF TABLES .
Chapter
I. INTRODUCTION

Historical Perspective
Population shifts . .
Changing work patterns for women .
Effectiveness of adult education to address
concerns of aged parents and aging offspring
Objective of the Study . . . . .
Research Questions
Definition of Terms

II. REVIEW OF LITERATURE

Issues and Concerns for Adult Offspring with
Aging Parents . . . . . .

Adult Education .

Intergenerational Education

III. PROCEDURE

Procedure Used . .
Selection of Sample
Interview Schedule
Interview Sequence . .
Interviewer Reliability .
Methods of Analysis
Limitations

IV. ANALYSIS AND DISCUSSION

Question 1

Question 2 .
Interaction Questions .1 and. 2 .
Question 3 .
Discussion

iv

Page

vi

00V (1) (I) 010101 th-H—e H

NH

Page

V. CONCLUSIONS, IMPLICATIONS AND SUMMARY . . . . 75

Summary . . . . . . . . . . . . . . 7S
Implication . . . . . . . . . . 80
For Gerontology. . . . . 80
For Adult Education/Intergenerational 81

Education . . . . . . . .
For Future Research . . . . . . . . 83
Conclusion . . . . . . . . . . . . 85

APPENDICES

A. Interview Schedule -Parent . . . . 89
3. Interview Schedule -Adult Offspring . . . 100
C. Volunteer Brochure . . . . . . 113
D. Consent Statement . . . . . . . . . 115
E. Thank you note . . . . . . . . . 116
LIST OF REFERENCES 117

LIST OF TABLES

TABLE

1. Frequency Distribution of Categories of Contact Groups

2. Summary of Content Area Selection by Frequency and Z
Statistic

3. Frequency Distribution for Method of Instruction

4. Frequency Distribution-Knowledge of the Aging Process
by Methods of Instruction

5. Frequency Distribution-Dealing with Chronic Illness

10.

11.

12.

13.

14.

15.

by Method of Instruction

Frequency Distribution-Coping with Stress by Method of
Instruction

. Frequency Distribution-Community Resources by Method of

Instruction

Frequency Distribution-Physical Care of the Elderly by
Method of Instruction

Frequency Distribution-Emotional Needs of Self/Elderly
by Method of Instruction

Frequency Distribution-Making the Home Safe by Method
of Instruction

Frequency Distribution-Intergenerational Relations by
Method of Instruction

Frequency Distribution-Coping with Loss or Death by
Method of Instruction

Frequency Distribution-The Family as a Support System
by Method of Instruction

Frequency Distribution-Improved Communications by
Method of Instruction

Frequency Distribution-Time Use/Family and Work by
Method of Instruction

vi

Page
30
4O

43
46

47

48

49

50

51

52

53

54

55

56

57

TABLE Page

16. Frequency Distribution-Nurturance and Love by 58
Method of Instruction

17. Frequency Distribution-for the Methods of Instruction 59
by Content Area

18. Demographic Characteristics by Frequency Distribution 62
of Adult Offspring Who EXpressed High and Low
Interest

19. Scatter Diagram for Average Age by Number of Content 64
Areas Selected

vii

CHAPTER I

INTRODUCTION

The American society is aging. The population over 65 is the
country's fastest growing segment of the population. The situa-
tion confronting American families is unique because a large aging
population simply did not exist at any previous time in history.
The over 65 population is increasing both numerically and propor-
tionally. In 1900, persons 65 years and over constituted about
four percent of the total population of 3.1 million persons

(Current Population Reports, 1979). By 1940, the over 65 popula-

 

ation had nearly tripled to 9.0 million. It more than doubled
again to 20.1 million by 1970. The number of persons 65 and over
is expected to be approximately 31 million by the year 2000, and
leap by 29% around 2010 to 2020 as the "baby boom“ cohort reaches

65 (Current Population Reports, 1978, Spark and Brody).

 

This shift in population is a function of changing mortality,
fertility, and migration rates. A larger proportion of each
cohort is living at any given point in time. As death rates
decline, there is the possibility of substantial further reduction

of death rates of the older population (Current Population Reports,

 

1978). Successive cohorts of women have born fewer children than
did their mothers and grandmothers. The ratio of older "dependent"

to younger producers has risen (Treas, 1977). However, since

2
fertility is largely under voluntary control, fertility levels
may fluctuate widely (Current P0pulation Reports, 1978).

The older p0pulation has experienced both growth and change in
composition. An older relative today is more likely to be a woman,
a widow, and very old (Treas. 1977). The growth ratio of the
female population to the male population for 1970-80 will be about
three-quarters as a result of the higher male mortality rate
(Current Population Reports, Jan.1978). Seventy-five percent (75%)
of older men in 1978 were commonly married and living with their
wives. Thirty-seven percent (37%) of the older women lived with
their husbands. Among older women, the major reason for being
unmarried is death of the husband. In 1978, 52% of the women 65
years and over, and 69% of those 75 and over, are widowed (Current
Population Reports, 1979).

A rise is expected in the proportion of the total p0pulation
age 75 and over; from four percent in 1975 to five and one-half

percent by 2000 (Current Population Reports, 1978). Treas (1977)

 

noted that no longer are the children of these “frail elderly"

prime-age adults. The very old in the greatest need of care have

offspring who are the "young old" with their declining energy,

health, and finances. If family support systems are now taxed by
the high ratio of aged to young family members, the future promises
little relief.

Women still are considered the primary care givers of the
elderly. The changing patterns of women's lives will impact upon
the adult offspring/parent relationship. The overall annual labor

force participation rate for women increased from 43% in 1970 to

3
about 50% in 1978. In June 1978, the monthly rate passed the 50%

mark for the first time in U.S. history (Current P0pulation

 

Reports, 1980). Middle-aged women have been entering the work
force at a rapid rate. Fifty-seven percent (57%) of all women age
45-54 are now working (Brody, 1979 - U.S. Department Labor Force
Statistics, March 1978).

Over the past twenty years, a considerable body of research
has modified the view of the relationship between the older person
and family. This research has provided evidence that although most
elderly do not live with their children, family ties usually are
maintained. For those 75 years and older, the percentage living
with their offspring has stabilized at between 20-25% of the total
(Mindel, 1979). Shanas (1973) found that 84% of those over 65
lived less than an hour away from one of their children. Eighty-
four percent (84%) had seen at least one of their children within
the previous week, and 90% within the last month. An extended
family helping network usually exists, ready to provide some
assistance to older persons when the need arises (Shanas, 1973;
Troll, 1971 aui 1979; Silverman, 1977; Kaufman, 1980). Eighty
percent (80%) of the supportive services received by’ elderly
individuals living in the community is provided by family members
(U.S.Department of Health and Human Services, 1980).

The demOgraphic trends show an increased number of older
family members who will potentially be in need of care. At the
same time, the care-taker generation is becoming fewer in number,
older, and more apt to be in the labor force. These trends

indicate a need for supportive services for the aging family.

4

One possible method of support. is educational groups that
provide information about the physical and psychological aspects
of the aging process, discussion of possible needs, and
information about existing services and resources before the
advent of a. crisis, and reassurance to both middle-generation
children and their aging parents (Ragan, 1979). Educational
activities, such as educating all generations to understand the
difference between the ages, may allay unwarranted fear.

A review of Educational Resources Information Center (ERIC),
National Institute of Mental Health, and National Council of
Family' Relations indicates that the approach of educating the
middle generation for better care of the elderly population is so
new that it can be considered first round research. Silverman,
(1979) in a demonstration project entitled, “As People Grow Older"
presented sessions on the issues facing mid-life children and
aging parents. She reports that many of the participants in the
program felt they gained the ability to deal with their own aging
as well as the aging process of their relatives. Without
exception, all felt the experience was helpful.

The changing social structure, along with the retained value
of parental care-giving, points up the need for further study in
family needs and a method for using our knowledge to support the
aging family. Supporting the middle generation will benefit both
the parent and child. The middle generation can then be a model
for their children for accepting aging as a natural part of the

life cycle.

5

Objectives of the Study

111 the past, much information has been gathered concerning
the middle-life parent and adolescent offspring. However, the
relationship on the opposite end of the spectrum, aging parent and
adult offSpring, is just beginning to come into focus as a time of
concerns, stresses, and need for supportive and educational
services. The nature of the problem is two-fold. First,
today's adult offspring are pioneers in the sense that they face a
unique set of concerns as they attempt to carry out their filial
responsibilityu Parents are living longer and caregivers are
more apt to be older, employed, and fewer in number. More
insight is needed as to the fears, concerns, and supportive needs
of the adult offspring. Second, the adult offspring as learner is
discriminating in the way information is received. A better
understanding of the adult learner's preferences for' modes of
learning is needed so that the desired information can be
presented in a manner that is both applicable and acceptable.

Concerns need to be identified and appr0priately addressed.

Research Questions

 

The Research questions are designed to clarify the ways the
adult offSpring perceive their own needs, and to identify the
preferred method of instruction for the area of concern. This

researcher is making two assumptions. First, the adult

6
offspring will perceive some problem areas as the needs of aging
dependent parent/parents are faced. Second, as the adult off-
Spring recognizes areas of concern, some will have an interest in
seeking information and support from outside the family unit.
Research questions are as follows:
1) What content areas are of concern to the adult offspring?
2) What format would the adult offspring find desirable for
receiving information in the area of concern?
3) What are the characteristics of the adult offspring
who seek information and support from outside the family

unit?

Definition of Terms

Aging Parent: The person age 65 or over who belongs to the

 

parent generation.

Adult Offspring: The person who belongs to the adult son or

 

daughter generation. The offspring has reached mid-life and is at
least 45 years of age.

Filial Resppnsibility: The adult offspring's obligations to

 

meet the needs of the aging parent. "Duty" is emphasized, rather
than satisfaction, and is usually connected with protection, care,
and financial support (U.S. Department of Health and Human
Services, 1980).

Adult Education: Adult education is any planned and

 

organized activity provided by an individual, an institution, or

7
any other instrumentality that is intended specifically to assist
any adult to learn and which is under the immediate and continuing
supervision of an instructional agent who manages the conditions
for learning in such a way as to facilitate the successful
achievement of the learning objectives (Axford, 1980).

Educational Gerontology: The study and practice of
instructional endeavors for and about aged and aging individuals
(Sherron, 1978).

Matrix: A data collection system used with the interview
schedule (see question 178.5 - 178.17 Appendix B). The content
areas were listed on the vertical axis and methods of instruction
on the horizontal axis. The participant was asked if' he/she
desired information and, if so a method of instruction was
selected. The matrix facilitated a systematic comparison of con-

tent and format.

CHAPTER II

REVIEW OF LITERATURE

The review of literature is divided into three sections. The
first section deals with the concerns and issues that face adult
offSpring as they take on filial responsibility. The second
section deals with adult education and the characteristics of the
adult learner. The third section eXplores the possibility of
interaction between adult education and the perceived needs for
information and support from Outside the family unit by the adult

offspring.

Issues and Concerns for Adult Offspring with Aging Parents

 

A review of the literature shows that certain issues and
concerns already have been identified as being particularly
relevant to the adult offspring/parent relationship. The adult
offSpring has the task of meeting his/her own developmental needs,
including both physical and psychological changes. The inter-
related issues <n= life style, financial responsibility, values,
and level of caring come forth as possible sources of concern for
the adult offspring as they face the needs of an aging parent.
Consideration of the aging parent and the adult offspring
responsibilities are an intricate part of the mid-life stage.

8

9

Havighurst (1948) describes a developmental task as a task
which arrives at or about a certain period in the life of an
individual, successful achievement of which leads to his/her
happiness and to success with later tasks, while failure leads to
unhappiness in the individual, disapproval by the society, and
difficulty with later tasks. A develOpmental task of middle age
is adjusting to aging of parents. The nature of the task is to
meet responsibility for the needs of aging parents in such a way
as to make for a satisfying old age for the parent and also
promote the happiness of the middle-age generation.

Neugarten (1973) provides evidence that middle age is per-
ceived as a distinctive period of the life cycle, one which is
different from other age periods. Reflection is a striking
characteristic of the mental life of middle aged persons: the
stocktaking, the heightened introspection, and above all, the
structuring and restructuring of experience--that is, the
conscious processing of new information in light of what one has
already learned. The successful middle-aged person often
describes himself/herself as no longer "driven“ but as the
"driver"--in short, "in command."

Cohen and Gans (1978) suggest that adjusting to the care of
aging parents can amount to overload. They feel more and more
middle aged peOple find themselves quite unprepared for the real--
and often destructive--feelings of anxiety, confusion, and guilt
that they experience because of their parent's difficulties. The

overall answers they must struggle to find for themselves have to

10

reflect a balance between the needs of the parent for care and
attention and their own needs for living their own life with
minimal guilt and maximum peace of mind. The question, "What
about me?“ presents itself forcefully. The mid-life crisis may be
just as overwhelming and demanding as the identity' crisis of
adolescence. The crisis of middle age stems from many sources,
all of which convey a strong message: "The future has now
arrived!" Physical changes become apparent. Neugarten (Cohen
and Gans, 1978) notes that middle aged persons stop seeing their
lives in terms of "time-since-birth" and take on a "time-left-to-
live" perspective.

Cohen and Gans (1978) further point out that aging parents
fall on the doorsteps of middle-aged sons and daughters at the
worst possible time. It is probably a universal impulse to feel
that the parents are owed the sort of support they provided for
the adult child in their childhood. The time and energy it takes
to care for parents may be equivalent to the investment made in
raising children. The personal difficulties one may' have in
relating to parents are serious limitations on the ability to
provide effective care.

Spark and Brody (1965) note that observation of increased
dependency needs of older people has led to incorrect formulation
of "role reversal" and "second childhood." There can be no true
role reversal and no second childhood. Half a century or more of
adulthood cannot be wiped out. The child is himself in the

beginning phase of the aging process, requiring major adaptations

11

on all levels of functioning. The expectation that he meet the
parent's dependency needs implies a capacity which may not be
present, achievable, or realistic. Performance of the filial task
is qualified also by the aged person's capacity to be dependent,
i.e., to permit the adult child to become filially mature. Thus,
filial maturity requires that adult children have the capacity to
accept and resolve what they cannot do as well as mature
acceptance of what they can and should do in the filial role.

Strieb (1965), 1H1 a longitudinal study of 291 wales, found
that the data on family cohesion suggests an adult offspring feels
closer to their own family of procreation than to their family of
orientation. A much greater proportion of the parents wish to
have more contact with their children than children wish to have
contact with parents. Strieb found that both parent and adult
offspring agree that affectional ties are more important than
financial help.

Sanders and Seelbach (1981) looked at family' versus non-
family sources in regard to preferences for elderly care. No
significant differences in the average age of respondents who
preferred various care alternatives for the elderly were found.
Furthermore, there were not significant differences noted among
the broad age cohorts in their preferences for elderly care.

A study by Johnson (1977) suggests that good health for
elderly people can be an important variable in how elderly parents
and their adult children regard their relationship. Poor health

may lead to poor family relationships. Poor family relationships

12
have implications for institutionalization of the elderly parent.
Johnson suggests that time away from work and responsibility
involved in the care of an aging parent who has health
difficulties is often as much a necessity for the adult child as
it is for the parent of a pre-school child.

Simos (1973) found that the most frequent cause of discomfort
to the adult child was the parent's general unhappiness; parent
depression was a second cause of discomfort. The adult child's
involvement could take the form of attempting to console or
comfort the parent, struggling with the negative feelings aroused
by the parent, serving as a peacemaker with caretaking personnel
and others, dealing with family disruptions set off by the parent,
or in rare cases attempting to limit the parent's insatiable
demands. Few children were aware that the social needs of the
elderly might differ from those of middle age. They felt an urge
to force parents into inappropriate social molds. The parental
reaction to loss tended to go unrecoqnized or be misunderstood.

Alam (1978) indicated that one Quarter of the calls that come
into Andrus Gerontological Center are from middle aged offspring
who are having problems with an aged mother or father. One set of
problems was defined as generation gap problems, problems dealing
with values. Another area deals with interference. A comon
result of parents needing assistance was tension between siblings.
Problems arise from an absence of no clearly defined role

expectation.

13
On a more positive note, Alam (1978) also found rewards were

seen in the intergenerational relationship. One reward was the

value of the older person's experience, wisdonl and knowledge.

Help between generations was valued. The older person was seen as
making contributions to family continuity. Aging parents and

adult children gain a great deal from their relationship with each

other and frequently are among the most important people in each

others lives.

Silverman (1979) suggested that adult children, often as a
result of changing social values and forms, feel conflict between
their filial responsibility and other obligations and responsi-
bilities. Filial responsibility and conflicting values lead to
guilt. These same adult children also are frequently caught up in
lack of role models, conflict in role expectations, and stress
from uncertainty and/or ignorance about the source of the
problem.

Smith (1979) studied twenty-four females, many of whom felt
confined due to their filial reSponsibility. Their spouses and
children rarely provided reSpite. Some reported that siblings
could not or would not share in filial responsibilities. Some
eXpressed resentment that they alone had to assume total parent-
caring reSponsibility. Half of the women in this study were
providing high levels of unreciprocated help to both their off-
spring and aged parents. Almost one-third indicated that their
filial responsibilities were burdensome.

Robinson (1979) stressed that on the whole, the parents'

successful aging in terms of active engagement and quiet

14

self-sufficiency was a source of comfort and reasurrance to the
child. It was not so much the actual activity involved in the
care of the parent which was viewed as burdensome, but the
routines and confinement that were brought about by the parent's
need: "The busy part about my mother does not bother me; it is
the tied-down part that gets me." The data suggests that adult
children have to be made more aware of the community resources
available, which may ease their own caretaking responsibilities
and sense of confinement.

Troll (1971) noted that people are living longer and are
spending a greater proportion of their lives in the post parental
phase. Both age of marriage and birth of the first child has been
decreasing steadily. Child rearing tends to be over at an earlier
age due to birth control and a trend toward fewer children per
family. Three generation families are turning into four-
generation families.

Brody (1979) suggested that sone middle-aged women can be
characterized as “women in the middle." They are in the middle
from a generational standpoint; they are in the middle age, they
are in the middle in being subjected to competing demands of work
and family, and they are in the middle with respect to the poten-
tially competing values of women working vis-a-vis family care of
the elderly. The amount of stress they experience and its effects
on them and their families have not received much attention.
There has been major public response to the predicament of the
young mother in the form, for example, of tax deductions and day-

care programs for young children. In sharp contrast, there

15
has been virtually no response to the needs of families involved
in parent care. Women in the middle may be emerging as a high-
risk group deserving of intensive study to determine what measures
can mitigate their strain and supplement their caregiving
activities.

Brody (1981) pointed to two major trends that have been
taking place concurrently and have potential for affecting family
care of the elderly. One trend is the greatly accelerated rate of
increase in the very old population--those who are most vulnerable
to the need for care. The second is the large-scale entry of
women--not only young women--into the work force. The majority of
middle-age women (the principal caregivers to the aged) now work.
We do not know what future effect on parent care will result from
the increase in sjngle-parent families, the later ages at which
some young women are having a first child, the increase in non-
married couples and couples of the same sex, and the rising rates
of divorce and remarriage (with their potential for different and
complex patterns of filial loyalties). The "revised contract"
that is needed cannot be solely between men and women. It must
be negotiated between the family as a whole and the formal support
system that only social policy can create.

Borland (1978) indicated that the most research attention has
been paid to the extreme ends of the age cycle. Increased length
the so-called postparental period is one of the most dramatic

changes to have occurred in the family .

16

More research in patterns of family caring and c0ping would
assist in develOping appropriate support systems. This research
was designed to gain information into perceived areas of concern
for adult offspring who are presently involved in or are
anticipating caring for an older parent, and to ascertain the
feasibility of using adult education as a method of assisting them
in coping with their concerns. The educational system could
possibly function as a linkage between the researcher, public

policy, and the family unit.

Summary

The reviewed research underscores the complexity of the adult
offspring/parent relationship. Society's demographic shifts--
longer life span, fewer' children, women's participation in the
work force-~15 changing the characteristics of caregiver and
parent. The age shift in society brings about a situation where
there are few role models for contemporary offspring to follow.
The middle generation faces a potential conflict between the
demands of their own children and their parents. There is con-
flict between filial responsibility and their own needs. Never
before have we had so many older persons with frail elderly
parents. The aging population is growing faster than options
for care. The severity of the stress in the adult offspring/parent
relationship will, of course, differ from individual to individual
However, it is generally agreed that some support should be made

available to the nfid-life caregiver upon whom the responsibility

17

of care is falling. More research in patterns of family caring

would assist in devel0ping appropriate support system.

Adult Education

 

The review of adult education topics suggests basic guiding
principles. Knowles (1974) states that the basic difference
between adults as learners and children as learners is their
concept of self. A child sees himself as a dependent personality.
However, to be adult means to be self-directing. This is the
concept that lies at the heart of andragogy. Andragogy is based
upon the insight that the deepest need an adult has is to be
treated as an adult, to be treated as a self-directing person, and
to be treated with respect. Keeping this in mind, adult education
should be student-centered and problem-oriented.

Kidd (1973) suggests that more and more evidence has been
accumulating that justifies a special attack on adult learning.
Kidd illustrated ways in which adult learners may have a different
perception or understanding of what they are learning than younger
learners have, or the way in which they feel differently about
it. Most of the significant problems faced by adults do not have
a correct answer in the sense that the answer can be verified to
the point that doubt and uncertainty is removed. Some answers
are regarded as being correct in terms of tradition or cultural

habits or religion or institution. Any solution that an adult

18

gives to a problem is likely to have its immediate effects upon
other individuals. Expectations of the student and teacher are
different. The adult may, and often does, bring quite different
views to the classroom from those held by the teacher. A
principle in adult learning is the comparatively richer
experiences of the adult and what use is made of this in the
learning transaction. Adults have more experiences, different
kinds of eXperiences, and different experiential organization.

Kasworm (1978) suggested that education for older adults
should not be oriented to decision, task-demanding production
model learning. Although learning outcomes are of importance for
older learners, there should be far greater emphasis on the
environment, the process, and the association of the learning
activities to self-esteem. To develOp an effective learning
environment. for‘ the older adult, the teacher: must communicate,
verbally and non-verbally, the awareness and sensitivity of each
student's uniqueness, exhibit the patience and excitement of the
learning process, and provide activities that enhance and support
the self-image of the learner.

Houle (1961) classified the adult learner according to the

following criteria:

I. The goal-oriented adult. If they do not obtain that goal

they are frustrated, disappointed, and highly critical of

the entire program.

19

2. The activity-oriented adult. They enjoy the social
aspect of the eXperience. ‘They 'find they' experience
fellowship, fraternity, and an intellectual climate to
their liking. Their reasons for being hi class
are primarily unrelated to the class.

3. The learning-oriented adult. Learning for learning's
sake seemed to be their objective. Houle found that the
desire to know is the continual objective of the
learning-oriented adult.

Knowles (1974) defines the adult educator as one who has the
responsibility for helping the adult learn. The educator can
range from an instructor in an evening college to a friend helping
wi1:h a project. Among the educator's functions are:

1. Helping the learner to diagnose his/her needs for a
particular learning with the scope of a given situ-
ation.

2. Planning with the learners a sequence of experiences
that will produce the desired learning.

3. Creating conditions that will cause the learner to
want to learn more.

4. Selecting the most effective methods and techniques
for producing the desired learning.

5. Providing the human and material resources necessary
to produce the desired learning

6. Helping the learner measure the outcomes of the

learning experience.

20

Knox (1977) suggested that because adults typically want to
use what they learn soon after they learn it, it is usually easy
to establish connection between Specific learning activities and
the area of perfomance to which the new knowledge is to be
applied. Substantial adult learning occurs informally as adults
seek to understand and deal with changes in their roles as family
members, workers, citizens, and use of leisure, as well as in
more formalized educational and therapeutic settings. When
adults are introduced to new material, prior learning may
interfere with new learning. It may take longer to master a
learning task because it is necessary to unlearn the interfering
materials as well as to learn the new material. Older adults tend
to experience more interference from conflicting prior learning,
but they also obtain more assistance from facilitative prior
learning, which largely reflects extent of experience with the
topic instead of age itself.

Loege, McClusky, Jensen, and Hallenbeck (1963) outline some

of the principles for guiding formal adult instruction.

A balance must be maintained between the various types

of socio-psychological interactions which insures

that most of the energies of adult students and

instructors are channelled into problem-solving

and task interaction.

Adult learners must assume full reSponsibility for

their participation in the instructional enterprise

in a manner which provides the most effective con-
tribution toward achieving the instructional goals.

21

Cooperative (rather than competitive) problem-solving
interactions must be developed between adult learners
if the probabilities for the achievement of instruc-
tional goals are to be maximized.

The problem-solving interaction between adult
students must provide for the use of objective,
public methods for evaluating learning progress.

The authority and decision-making interaction
between adult students and the instructor must be
such that the adult students do not experience a
loss of adult autonomy.

Adults must be free to assess and reject or accept
the eXpert knowledge of the instructor in light of
the realities of their life experience.

Adult learners must be free to influence the
character and direction of the problem-solving and

task inter-actions of the instructional group
whenever they possess the skill and inclination to
do so.

No disrespect must be shown to adult students who feel
they are unable or not "ready" to participate in a
learning venture. (This must be a group standard about
participation).

Cross (1981) reports that there is a continual tug-of—war
between the "bearish" versus the "bullish" stance toward changes
in adult intelligence with age. Those bullish on adults as
learners contend that, insofar as intelligence is a product of
learning, it should increase from infancy to old age. If tests
do not show this, the argument goes, something is wrong with the
tests, since abilities that represent true intelligence should

improve with learning and experience. The bearish use a more

22
improve with learning and experience. The bearish use a more
biological approach, comparing intelligence to growth in stature.
Intelligence, they say, should grow up to the late teens or early
20's and then remain stable until late years, when it should de-
cline. Most investigators, however, probably agree that the
practical intelligence-~that is, the ability to learn~~is affected
by both inheritance and the accumulation of experience and
knowledge. Which plays the most important role at any given time
probably depends on the nature of the learning task, the physical

condition of the learner, and the conditions of the learning.

Summar

The major concepts to consider when working with adult
learners are reSpecting the adult's unique experiences, allowing
the adult to have input into the learning experience, and focusing
on the learner's goal for participation. Adults seek answers to
problems and wish to apply what they have learned. An adult
brings into the learning situation a unique set of experiences,
and these experiences need to be recognized. The educational
environment should enhance the self-image of the learner.

The problem-center-orientation of adults lends itself to
working with adults as they ‘face some issues and concerns of

filial responsibility. An adult education classroom can be

23
structured so as to facilitate learning about adult development,
community resources, and other relevant issues while using

individual experiences.

Intergenerational Education

Educational gerontology is one of the most recent additions
to the field of study and practice related to the process of human
aging. Educational programs can be developed in a manner that
addresses current needs and also incorporates the potential for
longer term solutions to problems. The focus upon the potential
of each individual offers hope for both long range and short range
problem solving. Educational gerontology can blend the techniques
of adult education with concerns of the mid-life adult offspring.

Brahce (1979) pointed out that contrary to the myth, recent
research shows that many adult children are intensively involved
in helping parents cope with a vfide range of problems. A great
unmet need 'hi social services today is 'hi providing assistance,
through counseling (education), to these adult children to
enable them to continue to provide the needed support of their
elderly family members.

Brache (1979) discussed the Wingspread Conference. In 1980
a Wingspread Conference was held for the purpose of devel0ping
policy recommendations for bridging the gap between generations in

order to restore a more health human ecology. It was Sponsored by

24
the Johnson Foundation with the c00peration of other organiz-
ation. The cultural lack of understanding between generations in
contemporary society was one of the issues raised. When
considering the value) of improved intergenerational rela-
tionships, the conference consensus was that these relationships
"provide a continuity of historical value as well as contribute to
the healthy well-being of individuals of all age groups."
Hudis (1977) reported on the "Natural Supports Program",
developed in an effort to propose new strategies and services that
would be supportive of maintaining the elder in the comunity.
The target audience was persons caring for and concerned about
aged relatives, not the aged themselves. Participants indicated
that they were finding the caring role difficult, often not
knowing what needed to be done. Some subject areas in which the
participants expressed an interest are as follows:
(1) information for increased understanding of the aging
process
(2) strategies to help caring relatives cope with in-
creasing disabilities and confusion of their older
relatives
(3) skills for care and maintenance of a multiple dis-
abled older person
(4) techniques for handling interactional family problems
(5) focus information about resources, entitlements, home
services and institutionalization.
Eighty-four percent of the attendants expressed interest in future

sessions.

25
Silverman (1979) reported on the "As Parents Grow Older
Program" that was presented by The Institute of Gerontology of the
University of Michigan. Both an educational and a therapeutic
model were used. They found that considerable apprehension and
concern about the aging relative can be overcome when adults
receive accurate information. The six content areas that were
covered were:
1. increasing understanding of the psychological
aspects of aging
2. chronic illness and behavioral changes with age
3. sensory deprivation and communication
4. decision-making and alternative living situations
5. availability and utilization of community resources
6. dealing with the situation and feelings
Kaufman (1980) found that programs developed in England
tended to be crisis-oriented and geared toward replacing families
that were unable or unwilling to care for dependent members rather
than providing support to help families maintain their caring
role. By not providing adequate support and assistance to
families that were overburdened by the care members need, this
policy subjected these families to stresses and strains that
threatened the fabric and quality of individual members' lives.
Butler (1976) stressed that the middle-aged should be made
aware of the benefits of becoming politically active on behalf of
the elderly. According to Butler, they need the opportunity to
recognize that assertiveness is one of the best antidotes to

helplessness, to work through their own grief and anguish over

26
events in the parent's lives, and training to manage and
rehabilitate older family members at home. They should be able to
participate in an active way on behalf of older people in general,
as well as their own relatives.

Families can learn to serve as linkages between the older
person and the service network. Middle generation adults can be
encouraged to take on this linkage role rather than function as
the nmjor service provider for the elderly parent. Relieved of
such dependency, both the middle generation adult and the parent

might enjoy the relationship more.

Summary

Adult education directed toward problematic intergenerational
issues appears to be an effective way to supply support for
the adult offspring caregiver. Some of the ideas that could be
addressed are: home physical care, knowledge of the aging
process, community support systems, access routes to service
providers, and opportunities to share experiences with persons
with similar problems.

The literature raises the question of what areas of concern
are of importance to the adult offspring. The individual involved
in an intergenerational relationship can give researchers and

educators insights as to their information and support needs.

CHAPTER III

PROCEDURE

This chapter describes the procedure used, selection of
sample, interview schedule, interview validity, methods of
analysis and limitations of this study. As stated, the
demographic changes of an aging population, fewer children in
the caretaker generation, and more mid-life women in the labor
force are impacting on the intergenerational relationships in
contemporary society. A better understanding of the effects of
these changes is needed. Further eXploration into ways of
assisting the adult offspring in meeting their filial
responsibility could be helpful to both the adult offspring and
parent. It has been suggested that through intergenerational
education the adult offspring can gain skills and information
for addressing their perceived concerns. This study explores
intergenerational concerns and educational methods of addressing

those concerns.

This chapter describes. the procedure used, selection of
sample, interview schedule, interview validity, methods of

analysis and limitations of this study.

27

28

Procedure Used

 

The data for this study is based on a larger intergenera-

(1)' The primary study was designed for assess-

ational study
ing the quantity and characteristics of the caring and sharing
between non-institutionalized parents and adult offspring. The
study compares perceived need for supportive services by the
parent and the adult offspring and investigates the parent-caring
role of the middle-aged offspring and their perceived desire for
educational opportunities involving intergenerational issues.
This researcher was research assistant for the intergenerational
study and participated in the development and implementation of
the primary study.

The target population was non-institutionalized aging
parents and their adult offspring who reside in the Eaton,
Clinton and Ingham County (Tri-County) area of Michigan. The
sample was a non-random volunteer sample of fifty pairs, age 45+
and 65+ reSpectively. Contacts with the volunteer participants
were made through service organizations, community organizations
and persons within the community who have contact with the aging
population. Such resources as Title VII Nutrition Sites, AARP,
Ingham, Clinton and Eaton County Cooperative Extension Services,

Retired Teachers Association and churches were contacted.

 

1' Barbara 0. Ames, “Care of the Elderly by Adult Off-
Spring“ Research, Family and Child Ecology, Michigan State
University,(1982)

29
This study concentrates on data gathered from the interviews
with the fifty adult offspring. The focus is on data concerning
the adult offsprings' perceptions of their unmet needs and their
desire for information and support relevant to the care of their
aging parent/parents through educational methods. The desired

method of instruction for area of concern was explored.

Selection of Sample

The criteria for participation in the study were:
1. The adult offspring must be 45 years of age or older.
2. The parent must be 65 years of age or older.
3. The parent must not be institutionalized.
4. Both the adult offspring and parent must live within the
Ingham, Clinton and Eaton County (Tri-County) area.
Due to the difficulty in acquiring volunteers, the first
requirement was modified to include six participants below the

age of 45. The remaining 42 offspring range in age from 45 to

69.

30

Special attention was given during the collection of the
sample to gain a balance among economic levels, education levels,
housing form and geographic location. Contacts were made with
service organizations, community organizations and persons who
had contact with aging families throughout the Ingham, Clinton
and Eaton County (Tri-County) area. Service and community
organizations such as the American Red Cross, Ingham Medical
Center Auxiliary, Ingham, Clinton and Eaton County Cooperative
Extension Service, Title VII Nutrition Sites, Waverly Forty-Miner
Club, and Retired Teachers Association were contacted. Churches,
senior clubs and other comunity members were contacted. The
frequency of participants who came from the three methods of

contact are as follows:

 

 

 

TABLE 1 Frequency Distribution of
Categories of Contact Groups (N = 50)

Group Category Frequency
Service Organizations 11
Community Organizations 15
Interested Individuals 23
No Response . 1

Total 50

 

31

The potential volunteer participants within the three
categories were informed about the Intergenerational Study
through a: presentation at their meetings and/or a brochure (see
Appendix B) eXplaining the study. The brochures included a tear-
off section for the name, address, and phone number of the
volunteer and the other member of the offSpring/parent pair.
The volunteer was asked to first contact the other member of the
offspring/parent pair before volunteering the pair for the
study. The tear-off was then mailed by the volunteer to the
researchers ix: a stamped envelope. ‘The responses were reviewed

for match with the sample criteria (see Appendix C).

Interview Schedules

 

The data was gathered by using a semi-structured interview
schedule in a one-to-one interview. Patterns of family
interaction, health concerns, financial needs, use and non-use of
community resources, living arrangements, attitudes, and
perceived needs of the adult offSpring as they face filial
responsibility were explored. These variables are similar to
those chosen In! Johnson (1977); health, financial indicators,
living arrangement, and attitude. Similarly, Brody, et.al.
(1979) studied attitudes and preferences for service providers

based on the subjects present and projected needs.

32

The interview schedule included a matrix which linked
possible content areas of concern with methods of instruction.
The matrix, which appeared only in the adult offspring interview
schedule, was the primary focus of this research. The content
areas in the matrix were selected from areas of concern most
frequently' eXpressed 'h1 existing gerontological research. The
concerns are similar to those found throughout the rest of the
interview schedule. They are as follows: knowledge of the aging
process, dealing with chronic illness, coping with stress,
community resources, physical care of the elderly, emotional
needs of self and elderly, making the home safe, intergener-
tional relationships, coping with death and loss, the family as a
support system, improved communications, time use/family and
work, and nurturance and love. The adult offSpring were asked if
they wished information on the content area of concern. For each
affirmative response they were asked to choose a preferred method
of instruction for that area of concern.

The six. methods of instruction listed 'hi the Inatrix are
representative of those used in adult education. The six methods
of instruction range from those which have a. high degree of
involvement between the adult offspring and another person or
group to methods the adult offspring can carry out
independently. The methods of instruction are as follows:
small group seminars, workshops with those with similar problems,
reference materials, media (T.V., radio), mini-course (lecture),

and one-to-one counseling. The matrix format is similar to one

33
used by Apolonio (1981) in an assessment of educational needs.
The assessment was directed at family professionals, but it can
be adapted to survey the family (see Appendix B).

The purpose of the research, interview' schedule, consent
statement, sampling method, and target audience was given
approval by the University Committee of Research Involving Human
Subject prior to beginning the study. Michigan State University
requires that approval be given to all research that uses human
subject.

The technique selected for collecting the data was the
personal interview. The personal interview offered advantages
over mailing a questionnaire. The questionnaire is completed by
the interviewer and thereby returned. With an interview the
respondent is less likely to leave questions unanswered. Appro-
priate problem questions can encourage answering. Increased
information can be obtained by the observations of the
interviewer (see Appendix A, Questions 179-184). The personal
interview reduced the possibility of the participants collabor-
ating with another on their responses. The age range for the
adult offspring participants was 34-69. Persons in the upper age
group were as old as some of those in the parent generation.
They were as likely to have physical limitations, such as
impairment of vision or arthritis, which could interfere with
completion cfi’ a questionnaire. Finally, the personal interview

prevented the participant from changing reSponses.

34

Interview Sequence

 

The interviews were carried out in the following sequence:

a. A contact was made with the potential volunteer through

service organizations, community organizations and

individuals who work with elderly persons.

. The potential volunteer returned from the tear-off

section of the brochure in an enclosed stamped and

addressed envelope.

. Each qualified volunteer was contacted by phone to set an

appointment time for the interview. An attempt was made
to schedule each member of the pair as closely together
as conveniently possible in order to reduce sharing of
the questions and responses.

A postcard was mailed to the volunteer reminding them of

the appointment time.

. Preceding each interview the participant was asked to

sign a written consent form. The consent form assured
the participants that their responses would be held in

confidence (See Appendix D).

. An interview of approximately one hour in length was con-

ducted in the home of the volunteer participant or at an
alternative location chosen by the volunteer participant.
The questions on the interview schedule ‘were asked in

sequence, and the verbal response recorded.

. A ‘thank you note (see Appendix E) was mailed to the

volunteer participant upon completion of the interview.

35

h. A brief analysis of the findings will be sent to the

volunteer participants upon the completion of the study.

 

Interviewer Reliability

The one hundred interviews of the primary study were conducted
by five individuals. Each interviewer interviewed only one member
of the pair so they would have no previous impressions upon enter-
ing the interview. Six pilot interviews were conducted. One
interview was taped for training purposes. Each interviewer
listened to the tape and marked responses on the interview
schedule. The interview schedules were compared for consistency.
The tape was used in training sessions to help assure agreement
among interviews. The interviewers met regularly to maintain
consistency.

Methods of Analysis

 

One code book was constructed that combined the questions from
both adult offspring and parent interview schedules. Each
question was assigned a variable number, a label, a value, and a
column number or numbers for the computer card. The value corre-
sponds to the response Options. The raw data for each variable
were hand coded onto a fortran computer sheet by the research
assistants. The data were then key punched by the computer ser-

vice office at Michigan State University. Analyses were run at

36
the Michigan State University Computer Center using the Statisti-
<:al Package for the Social Sciences, version 8.0 (Nie, et.al.
1975).

Since the study is exploratory in nature, and since the
number of adult offspring is fifty, primarily descriptive
procedures are used to analyze the data. The nominal and ordinal
data are analyzed using frequency, medians, modes, and cross
tabulations. Means are computed for continuous data. In order
to test the difference between the age means of persons with high
interest and low interest in the content areas, a paired tftest
for related samples was used. The t-test allows for testing
between dependent means.

The participants responded "Yes" or “No" to interest in
content areas of concern. Binomial probability' distributions
approximate a normal curve when using greater than 25 cases. The
null hypothesis states that the probability of choosing "yes“ is
equal to the probability of choosing "no" for any one content
area. A one sample Z test of proportion is an appr0priate
statistical test for testing the null hypothesis.

Descriptive summaries for each of the research questions
will appear in the following chapters along with discussion of
the research questions.

Limitations

 

Characteristics of the subject and the manner in which the
sample is gathered determines how extensively the findings can be

generalized. In this study the sample was volunteer

37
participants from a university community. Those who volunteer

may be likely to feel positive about their relationship with their
parent/parents and their ability to cope with the aging
parent/parents. Conversely, those persons who refuse to volunteer
may do so out of negative attitudes, fear or guilt. It might be
reasoned, however, that individuals may not avail themselves of
community resources for the same reasons they would not volunteer.

The fact that the sample was drawn from within proximity of a
university may change the volunteer participants' perception of
education and their openness to self-development concepts and
educational programs. This was controlled for, to some extent, by
drawing from small town and rural areas included in the Ingham,
Eaton and Clinton County (Tri-County) area.

The sample was Caucasian, predominantly female and middle
class. This limits the ability to generalize the findings.

This pilot study dealt with the sensitive issue of personal
relationships. For this reason, the participants may have been

hesitant to express themselves.

CHAPTER IV

ANALYSIS AND DISCUSSION

The objective of this study was to explore the perceived
stresses, concerns and supportive and educational needs of the
adult offspring as they face filial responsibility. Secondly, the
study sought to gain a better understanding of the adult learners'
preference for dissemination of desired information so concerns
can be appropriately addressed. This is an exploratory study and
descriptive methods were used to analyze the data. This chapter
is divided in sections covering descriptive analysis and

discussion of the findings.

Descriptive Analysis

 

The descriptive analysis is presented in four parts;
Research Question 1, Research Question 2, the Interaction Between
Questions 1 and 2, and Research Question 3. The sample is non-
random and the data primarily nominal and ordinal. The descrip-
tive analysis uses frequency, median mode, and cross tabulations.
Means are used for continuous data.

38

Research Question I What Content Areas are of Concern
to the Adult OffSpring?

 

Information regarding the content areas was secured by asking
the adult offspring to indicate desired content area. The adult
offspring selected their reSponses from thirteen general content
areas: knowledge of the aging process, the family as a support
system, coping with loss/death, physical care (Hi the elderly,
emotional needs of self/elderly, coping with stress, making the
home safe, nurturance/love, time use/family and work,
intergenerational relationships, community resources, improved
comunications, and dealing with chronic illness. The content
areas represent concerns found most frequently in the gerontologi-
cal literature. If an affirmative response was given to a
content area, the respondents were then asked to choose from six
methods of instruction. Table 2 ranks the chosen content areas

from the most frequently chosen to the least frequently chosen.

40

TABLE 2. Summary of Content Area Selection
by Frequency and Z Statistic* (N= 50)

 

 

a
H—

 

 

Subject Area Frequency Z Statistic
1. Knowledge of the aging process 43 5.09**
2. Dealing with chronic illness 43 5.09**
3. Coping with stress 42 4.81**
4. Community resources 41 4.53**
5. Physical care of the elderly 40 4.24**
6. Emotional needs of self/elderly 39 3.96**
7. Making the home safe 38 3.68**
8. Intergenerational relationships 37 3.39**
9. Coping with death and loss 35 2.83**
10. The family as a support system 34 2.55**
11. Improved communication 33 2.26**
12. Time use/family and work 30 1.41
13. Nurturance and love _28 .84
TOTAL 483
**p.<.05

*The proportion of "yes" responses to each category' was
tested using the binomial approximation to the normal
distribution. The null hypothesis states that the probability of
chosing "yes" is equal to the probability of chasing "no" for any
one subject area. The null hypothesis was tested using a one
sample Z test of proportions. The critical value of the Z
statistic for a two tailed test with p.<.05 is 1.96. The null
hypothesis was rejected for those subject areas chosen by 33 or
more participants.

41

In summary, the content areas were selected by 56% to 86% of
the sample population. There were 483 requests for additional
information out of a possible 650.

The number of persons who selected a given subject area was
significant at p.< .05 using a Z statistic for eleven of the
thirteen subject areas. The content areas that were indicated as
significant in descending order included: knowledge of the aging
process, dealing with chronic illness, caping with stress,
community resources, physical care of the elderly, emotional needs
of self/elderly, making the home safe, intergenerational
relationships, c0ping with death and loss, the family as a support
system, and improved communications. Time use/family and work and
nurturance and love were not significant (see Table 2). The
median point for number of requests for content areas was 11.5 of

13.

42

Research Question 2 What Format Would the Adult Offspring
Find Desirable for Receiving
Information in their Area of Concern?

Information regarding the most desired method of instruction
fcir content area information was secured by asking the partici-
pant to choose from six options. The six Options included:
workshop with those with similar problems, small group seminars,
reference materials, one-to-one counseling, mini-course (lecture),
and media (T.V., radio). The nethods represented a continuum of
degrees of involvement of the participant with others outside the
family unit. One-to-one counseling represented personal involve-
ment with a professional such as a physician, therapist, or
counselor. Workshop with those with similar problems was pre-
sented as being a form of a support group. Small group seminars
were presented as a discussion group where member may or may not
be sharing the same problem. A mini course was described as a
lecture format. Reference materials were described as written
materials that could be obtained through requests from a
community agency or group. Finally, the media (T.V., radio) was
Offered as a means of addressing subject matter. Participants
also were given the option of indicating that they did not need
information on the subject. Table 3 illustrates the frequency of

requests for each Option.

43

TABLE 3. Frequency Distribution for
Methods of Instruction** (N = 50)**

 

 

 

Method Frequency
Workshop with those with similar problems 104
Small group seminars 99
Reference materials 99
One-to-one counseling 9O
Mini-course (lecture) 47
Media (T.V., radio) ‘54

Total Requests 483
No additional information 167
TOTAL RESPONSES 650

 

(**Based on 50 participants.)

*The mode for method of instruction was workshOp with
similar problems. The least frequently chosen method was media
(T.V., radio).

Workshops with those with similar problems, small group
seminars, reference materials and one-to-one counseling offered
the learner some control over the material discussed and
presented. These methods represent 8l% of the 483 responses.
The media and mini-course, in which the material used and the

manner of presentation are controlled via someone other than the

adult learner, represented 19% of the responses.

44
The preferences for instructional methods take on increased
meaning when analyzed with the content area requests. The

following section eXplores this interaction.

Interaction between Questions 1 and 2

What Content Areas are What Format Would the
of concern to the Adult Adult OffSpring Find
Offspring? Desirable for Receiving

Information in their
Area of Concern?

Tables 4-16 illustrate the number of participants who
selected each method of instruction for each content area. They
are listed in descending order. Table 17 ranks the six methods
of instruction from those that involve the adult offspring and
another person or group to individual. The methods of instruc-
tion are as follows: one-tO-one counseling, workshop with those
with similar problems, small group seminars, nfini-course
(lecture), reference materials, and media (T.V., radio).

The data suggests two possible subgroupings of the content
areas, personal and informational. The parent is a “significant
other" in the life of the adult offspring, and certain of the
content areas involve personal and emotional aspects of the
parent/offspring relationship. Areas 'hi which personal feeling
are most likely to be involved are as follows: chronic illness,
caping with stress, emotional needs, coping with death and loss,
love and nurturance, comnunication, intergenerational relation-

ships, and time use for family and work.

45

Another subgroup is informational subject matter. Content
areas such as community' resources, making the home safe, and
physical care for the elderly things like giving bed baths are
"Hire factual and less personal.

Knowledge of the aging process includes aspects that are
both personal and factual in nature. Physical care of the
elderly includes such things as instruction on how to care for
bedridden patients and restricted diets.

Methods of instruction that are at the personal interaction
end of the continuum were preferred where the subject matter was
personal. .A workshop with those with similar problems was the
mode for personal subject matter. Methods of instruction which
required little (N‘ no involvement with another person or group
was preferred for informational subject matter. Reference
material was the mode for informational subjects. For knowledge
of the aging process responses were divided between personal and

informal methods of instruction.

46

 

 

 

TABLE 4. Frequency Distribution
Knowledge of the Aging Process
By Methods of Instruction* (N = 50)
Method Frequency
Reference Materials 15
Workshop with those with similar problems 12
Mini-course 5
Small group seminars 4
One-tO-one counseling 4
Media (T.V., radio) _§_
Total Requests 43
No additional information requested ‘_7
TOTAL 50

 

*Forty-three (86%) percent of the adult offspring requested
knowledge of the aging process. The mode for instruction was

reference material.

47

TABLE 5. Frequency Distribution
Dealing with Chronic Illness* (N = 50)
By Method of Instruction

t -’
1 ‘

 

Method Frequency
One-to-one counseling 15
Workshop with those with similar problems 9
Small group seminars 8
Reference materials 6
Mini-course 3
Media (T.V., radio) __2

Total Requests 43
No additional information requested __7
TOTAL 50

 

*Dealing with chronic illness was requested by 43 (86%) of the
adult offspring. The mode for information was one-to-one counsel-
1ng.

48

TABLE 6. Frequency Distribution
Coping with Stress* (N = 50)
By Method of Instruction

 

 

 

Method Frequency
One-to-one counseling 15
Workshop with those with similar problems 13
Small group seminars 6
Reference materials 4

Mini-course

Media (T.V., radio) "

Total Requests 42
No additional information requested ._8
TOTAL 50

 

*Forty-two (84%) of the adult offspring requested more infor-
mation about coping with stress. One-to-one counseling was the
mode of instruction.

49

TABLE 7. Frequency Distribution
Community Resources* (N = 50)
By Method of Instruction

 

Method Frequency
Reference materials 19
Media (T.V. radio) 15
Small group seminars 4
One-to-one counseling 2
Mini-course 1

Workshop with those with similar problems --
Total Requests 41
No additional information requested

__9.
TOTAL 50

 

*Information concerning community resources was seen as being
needed by 41 (82%) of the adult offspring. Reference material
was the mode.

50

TABLE 8. Frequency Distribution
Physical Care of the Elderly* (N = 50)
By Method of Instruction

 

 

 

Method Frequency
Mini-Course 12
Workshop with those with similar problems 8
Small group seminars 6
Reference materials 6
One-to-one counseling 6
Media (T.V., radio) _J§

Total Requests 40
No additional information requested 19'
TOTAL 50

 

*The next most frequently chosen tOpic was physical care of
the elderly, chosen by 40 (80%) of the respondents. A mini-
course was the mode of instruction.

51

TABLE 9. Frequency Distribution
Emotional Needs of Self/Elderly* (N = 50)
By Method of Instruction

 

 

 

Method Frequency
Workshop with those with similar problems 15
Small group seminars 11
0ne-to-one counseling 11
Reference materials 2

Mini-course "

Media (T.V., radio) --

Total Requests 39
No additional information requested 11.
TOTAL 50

 

*Thirty-nine (78%) respondents indicated the desire for
further information concerning emotional needs of themselves
and/or parents. A workshop with those with similar problems was
the mode of instruction.

52

TABLE 10. Frequency Distribution
Making the Home Safe* (N = 50)
By Method of Instruction

 

j 4— i j

 

 

 

Method Frequency
Reference Materials 23
Media (T.V., radio) 7
Small group seminars 4
Dne-to-one counseling 3

Mini-course 1

Workshop with those with similar problems --

Total Requests 38
No additional information requested .12
TOTAL 50

 

*Making the home safe was requested by 38 (76%) of the adult
offspring. Reference materials was the mode of instruction.

53

TABLE 11. Frequency Distribution
Intergenerational Relations (N = 50)
By Method of Instruction

 

 

 

 

 

Method Frequency
WorkshOp with those with similar problems 11
Reference materials 8
Small group seminars 7
One-to-one counseling 5
Mini-course 3
Media (T.V., radio) ,_3

Total Requests 37
No additional information requested ‘13
TOTAL 50

 

*There were 37 (72%) responses for information on intergener-
ational relations. A workshop was the mode of instruction.

54

TABLE 12. Frequency Distribution
Coping with Loss or Death* (N = 50)
By Method of Instruction

 

Method Frequency
Small group seminars 12
Workshop with those with similar problems 8
One-to-one counseling 8
Reference materials 3
Mini-course 3
Media (T.V., radio) ._1

Total Requests 35
No additional information requested ‘15
TOTAL 50

 

*Thirty-five (70%) of the reSpondents desired additional
information concerning coping with loss or death. Small group
seminars was the mode of instruction.

55

TABLE 13. Frequency Distribution
The Family as a Support System* (N = 50)
By Method of Instruction

 

Method Frequency
Small group seminar 11
Workshop with those with seimilar problems 7
Reference Materials 6
Media (T.V., radio) 4
Mini-course 4
One-to-one counseling ‘_g

Total Requests 34
No additional information requested .16
TOTAL 50

 

*Family as a support system was indicated by 34 (68%) of the
adult offspring as being a subject area where more information was
desired. Small group seminars was the mode of instruction.

56

TABLE. 14 Frequency Distribution
Improved Communications* (N = 50)
By Method of Instruction

:- -
1 -

 

Method Frequency
Small group seminars 11
One-to-one counseling 7
Workshop with those with similar problems 6
Mini-course 4
Media (T.V., radio) 3
Reference materials ._2

Total Requests .......................... 33
NO additional information requested ..... .11
TOTAL 50

 

*Improved communication was selected by 33 (66%) of the res-
pondents. Small group seminars was the mode of instruction.

57

TABLE 15. Frequency Distribution
Time Use/Family and Work* (N = 50)
By Method of Instruction

 

 

 

Method Frequency
Workshop with those with similar problems 9
Small group seminars 8
Mini-course 4
0ne-to-one counseling 4
Media (T.V., radio) 3
Reference materials ._2

Total Requests 30
No additional information requested ‘29
TOTAL 50

 

*Thirty (60%) requested additional information concerning
time use in the family and work place. A workshop with those
with similar problems was the mode of instruction.

58

TABLE 16. Frequency Distribution
Nurturance and Love* (N = 50)
By Method of Instruction

 

 

 

Method Frequency
One-to-one counseling 9
Small group seminars 7
Workshop with those with similar problems 6
Reference materials 3
Mini-course 2
Media (T.V., radio) ._1

Total Requests 28
No additional information requested ‘22
TOTAL 50

 

*Nurturance and love was selected the fewest number of times.
Twenty eight (56%) chose this area. One-to-one counseling was
the mode of instruction.

59

 

 

 

 

 

 

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60

In summary, workshop with those of similar problems was the
mode for the method of instruction. Media was the least
frequently selected method of instruction. Instructional methods
which permitted the adult Offspring some control over the
presentation of material were preferred over methods in which the
presentation was controlled by another individual.

The method of instruction was examined in relationship to the
nature of the subject material. When the subject material was
more personal in nature, the adult Offspring preferred methods of
instruction which involved personal interaction. Conversely, when
the subject material was informational, individual learning

methods were preferred.

61

Research Question 3 What are the Characteristics of the Adult
Offspring who Seeks Information and
Support from Outside the Family Unit?

 

All respondents chose at least one content area in which
they desired to receive additional information. Based on a
possible 13 topic the median point for number of areas chosen was
11.51. For analyzing the characteristics of adult offspring who
sought additional information. The sample population was divided
at the median point. The adult Offspring that chose 1-11 content
areas were categorized as low interest. Those who chose 12-13
content areas were categorized as high interest. Twenty-three
adult offspring are in the low interest group and 27 in the high
interest group. Table 18 illustrates the frequencies for the
total sample population. Low interest groups and the high
interest groups across the characteristics of sex, marital
status, educational level, age and family income are detailed in

Table 18.

62

 

 

 

 

 

TABLE 18. Demographic Characteristics by Frequency
Distribution of Adult Offspring Who EXpressed
High and Low Interest (N = 50)
Characteristic Total Low High
Respondents ' Interest Interest
SEX
Female 44 21 21
Male 6 2 4
MARITAL STATUS
Married 42 21 21
Widow/Widower 3 -- 3
Other 5 2 3
AGE*
35 - 39 2 -- 2
40-44 6 1 5
4S - 49 19 8 ll
50 - 54 8 4 4
55 - 59 8 4 4
60 - 64 6 5 1
65 - 69 1 1 --
*Mean 50.5 53.0 48.3
Standard Deviation 7.09 7.30 6.25
RACE
Caucasian 50 23 27
Black -- -- --

Other

 

63
TABLE 18 - Continued

 

 

Characteristic Total Low High
Respondents Interest Interest

EDUCATIONAL LEVEL

9 - 11 Completed 1 -- 1
High School Graduate 9 7 2
Some College or

Vocational l3 7 6
Bachelors Degree 12 3 9
Some Graduate Work 8 2 6
Masters Degree 4 3 1
Beyond Masters 1 -- 1
Ph.D. 1 -- 1
No Response -- -- 1

FAMILY INCOME

5,000 - 9,999 2 l 1
10,000 - 19,000 6 3 3
20,000 - 29,000 13 5 8
30,000 - 39,999 12 5 7
Over 40,000 12 5 7

Median No Comment 5 4 l

64

TABLE 19. Scatter Diagram for Average Age by Number of Content
Areas Selected* (N = 50)

 

 

Average Age

 

56.6 3

56.3 1

56.0 1

55.5 2

52.6 4

52.0 3

51.3 4

50.0 1

47.5 13

47.0 1

46.0 1

44.5 14
Number of

Subject 1 2 3 4 5 6 7 8 9 10 11 12 13
Areas

 

*The average age of the person who selected a given number of
content areas is on the vertical axis. The numbers in the body
represent the number of persons who selected a given number of
content areas. The number of content areas selected is on the
horizontal axis. As the age decreases the number of content areas
chosen tends to increase.

 

 

_J

65

In summary, the sample was divided at the median point into
those offSpring with low interest and those with high interest in
receiving additional information in the content areas. A tytest
of comparison of means indicated the age means where significantly
different at p.<.05. As age decreased, the requests for
additional information increased.

The level of formal education may be a possible indicator of
low or high interest in additional information. Those adult off-
Spring who had higher levels of education showed a higher interest
in receiving additional information. There was no difference

between high and low interest among sex or income levels.

DISCUSSION
The discussion is presented in three sections 1) Research
Question 1, 2) Research Question 2 and the Interaction Between

Questions 1 and 2, and 3) Research Question 3.

Research Question 1: What Content Areas are of Concern to the
Adult Offspring?

 

An interest in additional information was eXpressed in all
areas of concern; knowledge of the aging process, dealing with
chronic illness, cuping with stress, community resources, physical

areas of the elderly, emotional needs of self/elderly, making

66

the home safe, intergenerational relationships, coping with death
and loss, the family as a support system, improved communications,
time use/family and work, nurturance and love. Each of the
content areas was indicated by at least 56% of the sample as being
of concern. Any content area chosen 33 times or more could not
have happened by chance alone. (see Table 15). The median for
the number of subject areas chosen was 11.5.

The high level of interest for additional information by the
adult offspring may reflect two factors. One, parents frequently
continue to be a significant other in the life of their children
(Alam, 1978). Any information that can lead to a better quality
of life for the parent might strike a responsive note. Secondly,
the research was being done by an interviewer from a university
that supports an adult education program. The participants may
have felt that an affirmative response would lead to having infor-
mation made available. The level of reSponse will be addressed
further in question three.

The data suggests another line of inquiry. Eleven of the
13 content areas could not have been selected at such a high
frequency level by chance alone. Similarities within the content
areas give some indication of the reasons for the ranking order.
Knowledge of the aging process and dealing with chronic illness
were bi-models. Both content areas are related to physical
aspects of aging. Physical changes and illness are an integral

part of the aging process.

67
Kasworm (1978) suggests that adult learners wish information

that is directly related to the immediate concern of daily lives.
The adult offspring of this study, as well as the parents, are at
the age where the results of the aging process is relevant. The
mean age of the adult offspring and parent are 50.50 and 76.88
respectively. Havighurst (1948) described the developmental task
of middle-age as meeting the responsibility for needs of the aging
parent. Neugarten (Cohn and Gans, 1978) suggested that physical
changes are apparent to the mid-life person, and they begin to
count time as time-left-to-live rather than time-from-birth.
Sixty-eight percent (68%) of the sample population indicated they
were concerned about the general health of their parents (Appendix
8, Question 117). Johnson (1977) suggested that good health of
the elderly is an important variable in how elderly parents and
their adult offspring regard one another. Robinson (1978)
stressed that adult offspring feel a sense of confinement when
parents become ill. How well a parent ages and copes with illness
impacts on the adult offSpring. Knowledge of the aging process
and dealing with chronic illness might be of interest to adult
Offspring for both personal and parental reasons.

The content area of coping with stress was selected by 42
adult offspring. Question 173.3 (see Appendix B) asked the
participants what their greatest stress was when considering
parents becoming dependent. Emotional stress was cited by 25
adult Offspring. Physical stress was cited by seven adult

offspring. Time stress was indicated by 13 adult‘offSpring.

68
Financial stress was indicated by one. NO concern was indicated
for financial stress. Combining emotional, physical stress and
financial 92% indicated a concern.

The content areas of family as a support system and improved
communication were significant at the p.< .05 level, but rank 10
and 11 (see Table 15). The content areas of time use for family
and work and love and nurturance were not chosen at a significant
level. The subject material in these four areas can be viewed as
aspects of the interpersonal relationship of the adult offspring
and their parent. This relationship is one of involvement and
satisfaction for the adult offspring. The data. suggests the
adult offspring and their parents were conmunicating. Ninety
percent of the adult offSpring visit with their parents weekly
(see Appendix 8, Question 24). ‘Thirty-nine respondents (78%)
indicated they have a regular telephone conversation with their
parents (see Appendix 8, Question 43). The adult offspring
indicated weekly sharing through time spent with the parent,
meals, and family activities (see Appendix 8, Questions 24-38.1).
Gifts for special occasions were part. of the sharing pattern.
The relationship was rated as satisfying by' 96%. of the adult
offspring (see Appendix 8, Question 76). The communication,
visiting, and nurturing patterns found in this sample correspond
with the findings of Shanas (1973). Shanas reported 84% of those
65 and over had seen at least one child within the previous week,

and that 80% of the supportive care was done by the family.

69

In summary, there was a significant level (p.<.05) of
requests for additional information “hi eleven of the thirteen
content areas. The significant level of responses could be a
result. of the regard and concern the adult. Offspring hold for
their parents. Knowledge of the aging process and dealing with
chronic illness were bi-modal. Both are relevant to the life of
the adult offspring as well as to the parent. The four content
areas that were less frequently selected (i.e., family as a
support system, improved communications, time use for family and
work, and love and nurturance) relate to aspects of the personal
adult offSpring/parent relationship. The lower response rate in
these content areas may reflect the adult offspring's satisfaction

with their parent relationship.

Research Question 2, and Interaction Between Questions 1 and 2:

Research Question 2: What format would the adult offspring find
desirable for receiving information in
their area of concern?

The respondents showed a preference for methods of
instruction that allowed them a measure of control over the
material and its presentation. Knowles (1974) suggested the
greatest difference between children and adults is that children
see themselves as a dependent personality; however, adults are
self-directing. Andragogy is based on the adult. being self-
directing and treated with respect. The adult educator should

plan with the adult learner a sequence of experiences that will

produce the desired learning.

7D

Loege, et. al. (1963) suggested that adults must be free to
assess and reject the expert knowledge of the instructor in light
of the results of their own experience.

A workshop with those with similar problems, was the mode of
instruction selected by reSpondents. Workshops offer both control
and support to the adult learner. Seminar with small groups offer
an interaction 'h1 which the learner can exercise some control.
Adult learners are in control of the type of reference materials
they desire and from whom they receive them. One-to-one counsel
is a personal interaction that offers a degree of control to the
participant.

Conversely, a unini-course (lecture) involves the Inaterial
which is prepared and presented entirely by another. Media was
the least desired method of instruction. With media not only is
the material prepared and presented by another, there is no
opportunity for questions. Apolonio (1981), in the National
Assessment of Family Education Needs, used a sample Of family
professionals. These professionals listed among the most needed
support services “Educational Television Programs with Family
Themes." The findings of this study, however, suggest the adult
does not wish to use media as a learning method for interpersonal
relationships. More personal methods of instruction may have been
preferred because they offer both personal interaction with
another person or group and allow the adult offspring to be

partner in the learning experience.

71

The care of a parent is a personal and sometimes an emotional
experience. The selection of methods of instruction for areas of
concern reflected this. The workshOp1 with those with similar
problems was perceived as having elements of a support system.
Ragan (1979), stated that support groups for~ middle-generation
caretaking adults allows peers to discuss their concerns about the
various adjustments they are called upon to make, and to share
strategies for coping with their parents' aging. Such groups
provide Opportunity to air feelings Of frustration, guilt and
conflict evoked by trying to fulfill aging parent's expectations,
while struggling to maintain time for the realization of personal
expectations.

The content areas which may evoke an emotional response are
chronic illness, c0ping with stress, emotional needs, taping with
loss and death, intergenerational relationships, communication,
love and nurturance, and time use. For these content areas the
method of instruction was skewed toward the end of the continuum
that allows personal involvement.

Reference materials was the selected mode for subjects that
were informational in nature, such as community resources, making
the home safe and physical care. The adult Offspring chose to be
self directed where support was not perceived as a part of the

educational experience.

72

Research Question 3: What are the Characteristics of the Adult
Offspring Who Seeks Information and Support
from Outside the Family Unit?

 

The primary characteristic that divided those who indicated
low interest (chose additional information in 1-11 content areas)
and those who indicated high interest (chose additional
information in 12-13 content areas) was the age of the adult
offspring. The mean age for the adult offspring who indicated low
interest was 53. The mean age for those who showed a high
interest was 48.3. The number of content areas selected tended to
increase as age decreased. Brody (1979) suggested that some
middle-aged women can be characterized as "women in the middle."
They are in the middle between the demands of their parents and
children. The 48—year-Old may be more apt to have the last of her
children at home and be adjusting to the absence of those who have
left home or are in the process of leaving. They are women who
are feeling the conflicts of transition. The 53-year-Old may be
more likely to have made the major part of the adjustments to the
“empty nest“ stage and would not be eXperienc- ing as much stress
within the nuclear family.

Fifty-seven percent (57%) of all women age 45-54 are now in
the labor force. (Brody, 1970 - U.S. Department of Labor Force
Statistics, March, 1978). Silverman (1978) proposed that such
changes in social values and forms as are indicated by the in-

creasing participation of middle-aged women in the labor force

73
can lead to conflict and guilt. The women are again in the middle
between demands. The younger age of the adult offspring who shows
the higher interest in information and support from outside the
family unit may be related to the stage of the nuclear family and
increased participation of women in the work force, both of which
might put stress on the female caregiver.

Education level gave some indication as to whether the adult
offspring would demonstrate a low or high interest in receiving
information on the tOpics. Seventy (70%) percent of those
participants who had a high school education or less selected a
low interest in further information. Sixty-two (62%) percent with
education beyond high school indicated a high interest in further
information. The two persons with Ph.0. degrees had a high
interest level. Cross (1981) reported that one of the most
consistently reported findings on adult learning is that the
desire for learning is apparently additive and insatiable. The
people taking advantage of learning opportunities are those who
are already among the most educated. The findings of this
research seem to be in agreement with Cross. Seventy-eight (78%)
of the sample had at least some education beyond high school. The
median number of content areas in which additional information
was requested was 11.5 out of a possible 13. This response level
was significant at p.< .05 in 11 of the 13 subject areas. Age is
a possible indicator for those who seek additional information
outside the family unit. The data suggests education level might
prove to be an indicator. This research did not cite any other

characteristic that could be used as an indicator.

74

In summary, an interest in additional information was
eXpressed in all thirteen content areas. Knowledge of the aging
process and dealing with chronic illness were bi-modal. Each of
these content areas dealt with aspects of the aging process and
related to both the adult offspring and the parent. The adult
offspring indicated satisfaction with their parent relationship.
Content areas that dealt with aspects of the interpersonal
relationship were requested less frequently. The level of
requests for eleven of the thirteen content areas were signifi-
cant at p.<.05 using a Z statistic.

The node fOr method of instruction was workshop with those
with similar problems. Media was the least requested method of
instruction. The adult offspring selected instructional methods
that allowed for personal interaction for subject material that
was personal in nature. Independent forms of instruction were
selected for material that was informational in nature. The
adult Offspring preferred methods of instruction that involved
them in the presentation of the material.

The age of the adult offspring was an indicator of a high or
low interest in additional information. As age decreased the
requests for additional information increased. Formal educational
level may be a possible indicator of interest in additional
information. The higher the education level the greater the

interest in additional information.

CHAPTER V

SUMMARY, IMPLICATIONS, CONCLUSIONS

The study being reported was a pilot study that explored the
concerns of adult offspring facing filial responsibility and the
potential of educational gerontology as a method of addressing
concerns. It only has been recently that the adult offspring]
parent relationship has been given attention through research.
Educational gerontology is one of the most recent additions to
the field of study and practice related to the process of human
aging. A review of Educational Resources Information Center
(ERIC), National Institute of Mental Health, and National Council
of Family Relations indicated that the approach of educating the
middle generation for better care and understanding of the
elderly population is so new that it can be considered first

round research.

SUMMARY
Fifty (50) adult offspring age 45 plus were interviewed in a
one-to-one interview. The interview schedule explored patterns

of family interaction, health care, use and non-use of community

75

76

resources, living arrangements, attitudes and perceived needs of
the adult offspring as they face filial responsibility.

The interview schedule used a matrix to record the data.
This allowed the linking of possible content areas of concern with
methods of instruction. The matrix was the primary focus of this
research. The content areas were selected from areas of concern
most frequently occurring in existing gerontological literature.
The content areas are as follows: knowledge of the aging process,
dealing with chronic illness, coping with stress, community
resources, physical care of the elderly, emotional needs of self
and elderly, making the home tsafe, intergenerational
relationships, coping with death and loss, the family as a support
system, improved comnunications, time use/family and work, and
nurturance and love.

The adult offspring were asked if they' wished additional
information on the content area of concern. If an affirmative
response was given, they were asked to choose a preferred method
of instruction. The six methods of instruction listed in the
matrix represent those used in adult educational programming. The
methods of instruction are as follows: one-to-one counseling,
workshops with those with similar problems, small group
seminars, mini-course (lecture), reference materials, and TTedia
(T.V., radio). The methods from those which have a high degree of
involvement between the adult offspring and another person or

group to methods the adult OffSpring can carry out independently.

77

The number of persons who selected a given content area was
significant for eleven of the thirteen content areas. Using a Z
statistic with p.<.05 the significant content areas are in
descending order: khowledge of the aging process, dealing with
chronic illness, caping with stress, community resources,
physical care of the elderly, emotional needs of self/elderly,
making the home safe, intergenerational relationships, coping with
death and loss, the family as a support system, and improved
communications. Time use/family and work and nurturance and love
are not significant using a 2 test of proportion with p.<.05.
The median number of requests was 11.5.

One possible explanation for the demonstrated interest in
additional information is the degree of caring indicated by the
adult offspring for their parent. All 50 participants lived
within an hour of the parent and were communicating, sharing
meals and activities and spending time with their parent on a
regular basis. The parent/adult Offspring relationship was seen
as satisfying. The parents quality of life is a concern of the
adult offspring.

The sample was divided at the median point. Those who re-
quested 1-11 content areas were indicated as having low interest.
Those who requested 11-13 content areas were indicated as having
high interest. There was a significant difference between the
age of those with high and low interest using a tytest (p.<.05).
The younger the adult Offspring, the more likely they were to

request a greater number of content areas. The existing research

78

suggested reasons for this interest by the younger offspring. The
younger adult OffSpring are more apt to be in the middle between
his/her nuclear family and the family of origin. The women age
45-54 are in the labor force at an unprecedented level (57%),
placing them 'hi the nfiddle between career and home obligations.
Mid-life adults are in the develOpmental stage of learning to COpe
with both their own and parents' aging process.

Education also was cited as a possible indicator for the
level of responses to the content areas. The median educational
level for the sample was a completed bachelor's degree. Of the
adult offspring with a high school education or below, 70%
indicated a. low interest level. Of the adult Offspring with
education levels beyond high school, 62% indicated a high level Of
interest. The two persons with Ph.D. degrees had a high interest
level. The respondents with the most years of formal schooling
indicated the greatest interest for additional information in
areas of concern.

Knowledge of the aging process and dealing with chronic
illness was selected by 43 adult Offspring. Both content areas
relate to the concern Of the aging process. The mid-life off-
spring may find additional information about aspects of aging
relevant to their own lives as well as to the life of their
parent.

The request rate was lower for content areas that are
related to aspects of the adult. Offspring/parent relationship;

family' as a support system, improved communication, time

79

use/family and work, and nurturance and love. Response to
questions about conmunication patterns indicate that 90% Of the
adult OffSpring are visiting with the parent at least weekly, 78%
communicating by telephone and all sharing activities. The adult
offspring indicated they are sharing time, gifts, and supportive
services. The relationship is perceived as satisfying 96% of the
sample population. It is suggested that the adult offspring have
a feeling of confidence in their abilities to love, manage time,
communicate with the parent and be supportive.

There was a relationship between the nature of the content
area chosen and method of instruction. In content areas that were
more personal, such as dealing with illness and coping with
stress, the method of instruction selected also tended to be more
personal. Personal methods of instruction are workshops with
those with similar problems, small group seminars and one-to-one
counseling. Conversely, non-personal methods such as reference
material, mini-course (lecture) and media were preferred for
informational material.

Methods of instruction that allow the adult learner control
and interaction such as workshops, seminars and use of reference
materials were preferred over those which were controlled by
another. Material and presentation are controlled by another in

media and mini-course.

80

IMPLICATIONS

The findings of this exploratory research study have
implications for gerontology, adult education, and for future

research.

Gerontology: Gerontology is concerned with all aspects of

 

the person and family living during the latter half of the life
cycle. However, middle-aged men and women generally have been
overlooked as a group. The result of this research indicates that
the elder generation is not the only generation concerned about
aspects of aging. The mid-life offspring showed a high interest
level for additional knowledge of the aging process and dealing
with chronic illness and stress. The overall pattern of interest
for additional information coupled with the level of communica-
tion, visiting, and sharing of the parent and offspring indicate
that the adult Offspring are taking their filial responsi bility
and seeking support outside the family unit. Family life educa-
tion is needed to teach the aging family. Extension programs
within the comnunity could give support to the mid-life offspring
and thereby aid the middle and elderly generation.

This study has implications for those who are involved in
health care. The adult offspring requested information about such
content areas as chronic illness, physical care of the elderly,
and coping with death and loss. Workshops with those with similar

problems was the selected mode for learning. Clinics, nursing

81
home and hOSpitals should take the adult offspring into consider-
ation when dealing with the physical and psychological problems of
the aged. Seminars or workshops for families could offer support
to the family as they face problems of aging parents. The in-
formed offspring would be better prepared to understand and work
with treatment programs.

The study indicates that the adult offspring are willing to
assist their elderly parents. This willingness has implications
for policy makers. Programs and policies that offer assistance to
the adult offspring with aging parents may be more beneficial in
the long run than programs that bypass the offspring. For
example, a change in funding for Medicare to allow' expenses
incurred in adapting a home for an elderly parent may be much less
costly and address family needs more effective than sending the
elderly person to a nursing home. The development of such
programs as day care for the elderly would assist the working
caretaker. Providing needed assistance to the offSpring may well
be cost effective. A supportive family is a valuable asset for

the elderly.

Adult Education/Intergenerational Education: The high interest
in additional information may well indicate a target audience for
adult education programming. Content areas frequently requested
were aging, health care, coping with stress and COping with
emotional needs.

The findings of this study support previous research in adult

education. The adult learner is problem centered, self-directed,

82
interested in learning what has immediate application, and wants
to have control. Education can blend the techniques of adult
education with the concerns of the mid-life offspring. This
would allow the adult offspring to utilize their own experiences
while learning.

Educational gerontology is a new area of endeavor. A pilot
progrwn offering 13 selection of subjects from, for example, the
five most frequently' mentioned areas of concern, and using a
workshop format could offer an opportunity to test this study.
Both the adult offspring and researcher in education might
benefit. A pre-test, post-test and evaluation would be a critical
part of the program.

The interest. hi a workshop with those of similar problems
not only suggests a method of instruction, but also suggests a way
to promote the educational opportunity. Promotion may highlight
the opportunity to join those with similar concerns.

A program could give an opportunity' to involve the larger
comnunity. Representatives from health care industries, social
services and community organizations that offer services for the
elderly could be included to give a diversified program and build
a community support network for the adult offspring.

Women are the primary caregivers for the elderly. Today's
woman is apt to be employed because more middle aged women are in
the labor force than at any previous time in history. Special
attention should be given to when and where the program would be
presented. Further research may' be needed to get the proper

combination of location and time.

83

Organizations such as NOW and Women's Resource Center offer
a ready-made avenue for informal learning Opportunities. Organi-
zations directed at the needs of women can be both supportive and
informative.

Media was the least frequently selected method of instruc-
tion. The lower response level for media may indicate that it is
not an acceptable avenue for teaching material that is as personal

as aging and adult offspring/parent relationships.

Future Research: The selected content areas were based on

 

areas of concern that were found in the existing literature. They
proved to be of concern for the sample population of this study.
The range of methods of instruction allowed participants to
choose the degree of involvement they thought appropriate and non-
threatening.

The one-to-one interview in the home of the adult offspring
allowed a relaxed and open exchange. The interview was a learning
experience for the participant. Concerns were verbalized and in
some cases questions answered. If at all possible, it is helpful
if the interviewer can have c0pies of directories Of community
services for the participant.

Analysis would be more productive if more Of the responses
were recorded as interval or ratio data to allow for more
sophisticated statistical procedures. Variables should be
identified using the same terminology' throughout. the interview

schedule.

84

It would be helpful to ask the adult offspring to rate their
interest in the content area instead of responding yes or no.
They may have responded in the affirmative when in reality there
interest level was low.

The sample was homogenous; Caucasian, predominantly female
and predominantly college educated. The addition to the research
team of interviewers from the minority communities might increase
minority participation. Representation of the minority popula-
tion would give a more representative sample. The sample was
drawn from the Michigan State University community. Even though
three counties were covered the overall education level is high.
A replicated study in a rural or blue collar comunity would
allow for comparisons that cannot be made with this sample.

The research raises the question as to why the adult
offspring whose mean age is 48 is more interested in additional
information than those with a wean age of 53. A longitudinal
study of those persons with high interest might give insight.
The interview could be repeated in five years. This researcher
suggests that if the high request rate was due to pressure
created by the "emptying nest" phase and mid-life developmental
needs, the need for information will decrease. If the high
level of response was created by pressures from the unprecedented
number of women in the labor force and the increased number of

elderly needing care, the interest level should remain high.

85

Further research might be aimed at the correlation between
the desire for information and level of education. Collecting
education level data on a ratio level would allow for closer
examination. It might be suggested that persons with lower educ-
ational level seek less information because the educational
options are threatened because they perceive less need or do not
consider education effective.

This sample was predominantly mothers and daughters.
Research of the relationship between fathers and sons is an unex-
plored area. A similar research study using a sample of fathers
and sons could add further insight to the families involvement in
parent care. Are the concerns of males different, from those
expressed by the female population? As females increase their
participation in the labor force male involvement in parent care

may be of increased importance.

CONCLUSION

Few studies have addressed the education of adult offspring
for their role with aging parents. It only has been recently that
the concerns of this adult Offspring/parent relationship has
begun to come into focus.

The overall objectives of this study were to address
questions about (1) the areas of concern for adult offSpring as

they face filial responsibility, (2) the preferred instructional

86
method for information in the area of the concern, and (3) the
characteristics of those who seek additional information outside

the family unit. Following are the conclusions for each question.

1. Content Areas of Concern to both the mid-life adult offspring

 

and the parent were selected most frequently. Knowledge of the
aging process, dealing with chronic illness and c0ping with stress
were highly significant, using a Z test of proportions at
p.<.OOOOO68. The selection of time use and love and nurturance
could have occurred by chance alone. Twenty-seven of the 50 adult
offspring selected 12-13 of the 13 subject areas as being areas of
concern, the median was 11.5. The adult Offspring have concerns

about several aspects of their relationship with the aging parent.

2. Methods of Instruction which allowed personal interaction were
preferred for content areas which were more personal in nature.
Workshops with those with similar problems, small group seminars,
and one-to-one counseling were chosen most frequently. For
material (Hi an informational nature, instructional methods that
allowed the adult Offspring a degree of control over the presen-

tation were preferred over mini-course (lecture) or media.

3. The Characteristic Of age was found to be an important

 

indicator of those who sought information outside the family unit.
The younger the mid-life respondent, the higher the interest in

additional information.

87

Education level was not tested for significance, but tended
to be an indicator for the number of requests for additional
information. The more formal education, the more open the
respondents were to additional information. Neither sex nor
income were indicators for the amount of information sought by
the adult offspring.

This is an eXploratory study which suggests the family is a
caring unit and is interested in additional information and
support through education. Further research should test the re-
lationship between age, education, sex and race and the desire for
further education. Collecting education level data on a ratio
level would allow for closer examination. This research
hypothesizes that persons with lower educational level seek less
information because the educational Options are threatening and
they consider education too impersonal to be effective.

This sample was predominantly mothers and daughters.
Research of the relationship between fathers and sons is an un-
eXplored area. A similar research study using a sample Of fathers
and sons could add further insight to the family's involvement in
parent care. This researcher hypothesizes that males would
express a desire for less personal and more informational
material. As females increase their participation in the labor
force, male involvement in parent care may be of increased
importance.

Pilot studies in formal and informal settings would give

important insight to the adult offspring's needs. The middle

88
generation has accepted responsibility and deserves support. The
findings of gerontology coupled with the principles of adult
education can offer many options to the mid-life adult facing

filial responsibility.

APPENDICES

APPENDIX A

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APPENDIX C

113

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APPENDIX D

2115

CONSENT STATEMENT

I would like your help in learning more about the relationships

between older adults and their children. I n asking you to let we
visit you in your hue and ask you questions about your needs for
services, use of public services. and general living situation. During
our visits you are free to not answer any question, ask questions of he.
, and end our visit at any tine. Our discussion will be between you and
he. with no one else seeing your answers with your nae. including your
son or daughter who is also particinting in the study.

PLEASE READ THE FOLLWING STATEKNT MD SIGN BELUJ:

I have read the above stat-ent and-.mpletely understand what is being
asted of ee. I would like to participate in this project.

 

 

Date Signature

APPENDIX E

116

I.
.................
............

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.mEaLuocn
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umos on p——: vugmgm o>ug so»
=o_uu5gom:— ugh .muuv. use»

conga on mmwcacvp—vx Lao» ucn
copuuucaoou Lao» wouupumcnnm a:
.xvaum po:o_uauo:mucuu:_ mg» :—
a=*umn—u.ugun so» so» scagp

coma

LIST OF REFERENCES

LIST OF REFERENCES

 

Alam, Sterling E., "The Aging Parent and the Adult Child," The Journal
of Home Economics, Vol.70, (Fall 1978), pp.26-28.

 

 

Axford, Roger N., Adult Education: The Open Door to Lifelon Learning,
The A.G. Hallin Publishing Company, Indiana, P.A., (1 O).

Borland, Dolores C., "Research on Middle Age: An Assessment," The
Gerontologist, Vol.18, No.4, (1978), pp.379-386.

 

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