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CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
TRAINING HANDBOOK FOR COUNSELING
THE MID-LIFE CLIENT
.\ thesis submitted in partial satisfaction of rl1e
requirements for the degree of Master of Arts 13
Education, Educational Psychology,
Counseling and Guidance
by
Lita Singer
.Jan u;, ry , 19 7 8
Jile Thesis of Lita Singer is approved:
Lois V. Hamer
California State University, Northridge
ii
TABLE OF CONTENTS
Pagt)
LIST OF TABLES
ABSTRACT
1)
Chapter
1
2
INTRODUCTION
1
BACKGROUND
Pfj I LOSOPHY
THEORY
1
3
6
METHODOLOGY .
9
PROCESS MODES AND MODELS
Presentation-Audience Mode
Unstructured and Structured
Stimulus-Discussion Modes
Workshop Mode . . . . .
Facilitated Interaction Group Mode
Self-Exploration Mode
DEL I VERY SYSTEMS
9
ll
JO
l )
14
\7
17
TdE FACILITATOR
22
GROUP PROCESS
2 (J
Definition of Terms
27
EXPERIENTIAL LEARNING: LEARNING
THROUGH DEVELOPMENT .
What Are Expectations from
Participants
4
DEMONSTRATION WORKSHOPS .
OBJECTIVES OF COUNSELING PROGRAM
iii
43
Chap'·,cr
Problem Identification
ORIENTATION OF PROGRAM
GUIDELINES FOR PROGRAM DEVELOPMENT
Shifting Gears . . .
Role Changes . . . .
The Facts About Creative Living
in the Later Years . .
Add Life to Your Years .
Legal, Social Security, Tax
Responsibilities
Financially Sound
Use of Time . . .
s
43
44
44
45
47
48
49
50
50
51
RECOMMENDATIONS AND CONCLUSIONS
BIBLIOGRAPHY
ss
APPENDIX
58
LIST OF TABLES
Table
1
Page
TABLE OF PROCESS MODES AND MODELS . . . . . .
v
15
ABSTRACT
TRAINING HANDBOOK FOR COUNSELING
THE MID-LIFE CLIENT
by
Lita Singer
Master of Arts in Education, Educational Psychology,
Counseling and Guidance
rhis thesis is a training handbook emphasizing the
need for skilled facilitators to present mid-life and preretirement counseling programs.
Process modes and models
for presenting programs are discussed and a delivery system
at primary, secondary, and tertiary levels is developed.
The qualities of a good facilitator and dimensions and
characteristics necessary for a group to be therapeutic
are discussed.
The LORS method involving role playing ar1d
emphasizing experiential learning is demonstrated.
Seven
demonstration workshops are outlined.
The conclusions drawn by the author during her two and
one-half years in the field suggest that this kind of
vi
prog>"tm
IS
received.
needed and, where presented, has been very .vel I
The need for a longitudinal study to
demonstrat~
the effectiveness of this program is indicated with a time
line of at least 10 years.
Every six months a question-
naire designed to measure the effectiveness of the program
in terms of the variables of action and motivation should
be processed.
vii
Chapter 1
INTRODUCTION
This handbook has been.written for those who will be
using the skills that constitute the helping process.
llelping is an art; it is learned by doing.
Extensive read-
ing in theories of counseling and psychotherapy has limited
value unless it is integrated into an experiential learning
process.
In this book, pre-retirement and mid-life cqunseling
will be used interchangeably.
Mid-life counseling and
education consists of the assistance given individuals
prior to retirement.
It is designed to assist the individ-
ual in re-evaluating his life, giving him an opportunity to
know himself better and providing options for a full, productive, active and satisfying life in the later years.
BACKGROUND
Pre-retirement counseling and education programs have
grown substantially from the initial attempts at the
University of Michigan in 1948 (Tibbits, 1948) and at the
University of Chicago in 1951 (Hunter, 1962) to develop
pre-retirement education programs for older workers.
growth has occurred not only in the number and type of
1
The
institutions with programs, hut also in the diversity of
subjects included in the programs, the depth of such programs and the kinds of programs available to institutions
including colleges, federal and state governments and
industry.
New group programs have moved in several directions
and into many types of institutions.
Some are being
initiated by state agencies, some by community colleges or
adult education schools and some by private individuals.
Many programs are fact-oriented; some are discussionoriented; a very few provide both facts and the eliciting
of feelings.
Group pre-retirement education programs are productive
and valuable and they fill an important need for both participant and leaders.
This has been demonstrated by such
pilot projects as presented by AIM, USC, etc.
Group
leaders are committed to the middle-aged person's welfare
and they perform meaningful and important services.
are raised that would otherwise lie dormant.
Issues
Actions are
taken (preparing wills, changing diet and exercise,
increasing savings) that would ordinarily be left until
retirement or until a crisis.
Many group programs achieve
a seitse of warmth and cohesiveness that creates an atmosphere for healthy participating and feelings of closeness.
In a comprehensive review of literature (the size of
the group, the age and mix of participants, the length of
3
sesslons and the topics usu;tlly covered in group programs),
the author sees a need for more programs which incorporate
an opportunity for participants to express their feelings
and fears about retirement (Reich, 1977).
It has been demonstrated that the use of professionals
experienced in group counseling can facilitate better
expression of feelings and attitude change by helping to
create a safe and trusting
environmen~.
Participants
should be allowed to express and share their fears of aging,
loneliness, death, and dying.
In the experience of developing and coordinating these
programs, it has been demonstrated that employing the
experienced group facilitator as leader is the most effective means of encouraging an environment where the real
problems and frustrations of the mid-lifo client can be
expressed.
This puts information transmittal to the group
(financial, health, etc.) in perspective.
The inclusion of
more feelings in group programs has noticeably enhanced a
truly useful and valuable experience for the middle-aged
person.
It is the implementation of this experience that is
shared with you in this handbook.
PHILOSOPHY
Assuming that alteration of behavior is the primary
goal of pre-retirement programs, it becomes obvious that
awareness is the first component of behavioral change.
·rhis theorem has long been accepted as true in the field
of psychology, with each school of thought applying
divers~
methods to achieve the first goal of self-awareness.
Freudians espouse ihsight; Gestaltists create experiential
awareness; even the behaviorists structure awareness via
the establishment of baselines of specific behaviors.
Presently, pre-retirement programs do not necessarily
propose altering behavior.
In fact, awareness is the maJor
realistic goal of pre-retirement programs, because
behavioral change must ultimately remain as an individual.
responsibility in the pre-retirement experience.
The
therapeutic situation differs from the pre-retirement
situation in that therapy provides both support and a
framework for altering behavior which pre-retirement does
not unless a therapy situation exists within the group.
By middle age a person has usually adapted himself
more or less successfully to the external environment.
lie
has established himself in a vocation, married and had
children, and become an active participant in community
and civic affairs.
Except for occasional frustrations,
disappointments, and discontents, it might be expected that
a middle-aged person would live out the second half of his
life in a relatively settled state.
This is not the case, however.
The second half of
life presents problems of adaptation which are peculiar to
it and for which the person is not prepared (Troll, 1975).
s
A person's main task during ntid-life is to recenter his
life around a new set of values.
Energy that was formerly
used for external adaptations must be directed into these
new values (Jung, 1971).
What is the nature of these values that demand to be
recognized after the age of 35?
spiritual values.
These
Jung says they are
spiritu~l
values have always been
in the psyche in a latent condition but were often
neglected because of the inflation of extraverted, materialistic interests during the youthful years.
The necessity
to direct psychic energy from the old channels established
during the second stage into new channels is one of the
greatest challenges of life.
The middle years are seen as offering a new stage in
the ongoing life cycle in which individuals are defining
themselves in relationship to or contrast with parents,
spouse, and children.
Persons are engaged in the
re-evaluation of their own lives.
These years present the
greatest opportunity for self-discovery and renewal because
individuals are confronted with the loss of youth, changing
roles, career changes, sexual disequilibrium, and spiritual
dilemmas (Neugarten, 1968).
The program developed here provides an environment 1n
a group setting where participants with support from
trained counselors bring to consciousness many past and
present life conditions.
The program uses various assessment
6
inventories focusing on li[e review, assessment of current
situation, establishment of life goals and solidification
of attitudes related to work and leisure.
The goals are to develop awareness, to engage in
self-exploration, to define objectives, to develop a
strategy for reaching these objectives, and to make a commitment to action.
THEORY
Change exists as a basic process.
Life is a matter of
adjustment; behavior is the accommodation to change; compromise is the resolution of idealism, realism and dissonance (Watzlawick, 1974).
Casual relationships must
therefore be seen in the context of change over time.
Behavior (content) is a product of past solutions
(process) that constantly require readjustment to the current demands based on projected goals.
Therefore, in examining problem formation and resolution, the need to search for relationships is paramount.
The goal is to increase visibility and, therefore, understanding on the basis of integration, not differentiation,
isolation and separation (i.e., synthesize rather than
compartmentalize).
This system is necessarily curvilinear
rather tha0 linear, for it provides for re-entry at various
points where integration is needed (i.e., applying knowledge gained along the way rather than waiting until the
end-goal is attained).
In the prov1nce of the
~ind,
what one believes to be
true either is true or becomes true within certain limits,
as found experientially and experimentally.
are beliefs to be transcended (Lilly, 1972).
These limits
Hidden from
one's self is a covert set of beliefs that control one's
thinking, one's .actions and one's feelings.
In the province of the mind, what one believes to be
true either is true or becomes true.
the mind there are no limits.
In the province of
Therefore, in the province
of the mind, what one believes to be true 1s true or
becomes true; there are no limits.
In order to promote change, the barrier can be an ego
program, or an emotional state or practically anything
else that one's biocomputer has constructed.
The important
point is that the barrier is something that one constructs
in his biocomputer.
One must take the responsibility for
the existence of that barrier (Lilly, 1976).
To sit and contemplate the barrier is to realize that
there are several ways to get to the next level (change).
One must develop sufficient energy to be able to jump over
the barrier.
This can be done by arousing emotion, or by
any of innumerable other techniques for piling up energy
in the whole system.
This process enables one to get to
the next level at a very high energy level.
By being more consciously aware of one's own beliefs
and of the manipulations of one's own beliefs, a person
can loosen up and become able to travel into different
levels (change).
Through an examination of where one's beliefs are and
what level he/she wishes to be at, a person has the opportunity to effect a change if desired, through introspectl.on
and re-evaluating one's life and goals (O'Neill, 1974).
At this point in our lives we must learn to deal with
change.
We must learn to develop the personal security and
emotional maturity that make it possible to grow and have
relationships.
Many have surrendered their inner-selves to
external change.
In the middle of a revolution of external
change, we have been given no guidelines for internal
change.
tlow to become aware of our belief systems, to
develop a desire to change, or move to another level and to
integrate this change on a personal basis is the objective
of this handbook.
Chapter 2
METHODOLOGY
PROCESS MODES AND MODELS
Listed below are seven process modes and models.
Each mode describes a unique relationship between the
learner and the educational experience.
The modes are
discussed and distinguished in reference to four dominant
orientations, the second of these subdividing to accommodate the two stimulus discussion concepts (Lynch, 1976).
Presentation-Audience Mode
In this category reside programs which rely almost
fully on the traditional lecture, or expert-speaker, technique for
inform~tional
input, without further involvement
of the audience (except for the question-answer feature).
The common characteristic of this technique is the preponderance of one-way communication from the presenter to
the audience; a distinguishing corollary of that characteristic is the absence of communication among the audience
members.
One need not be a professional educator, counselor,
or trainer to design and carry out a series of presentations by other experts.
The convener's effort can be
9
1 11
dcs,·ribed as a completely logistical matter.
There are some risks.
Inexperienced conveners enter-
1ng into a new content area take great chances in engaging
speakers
unfamil~ar
to them.
In this subject matter, par-
ticularly, where mid-lifer's attitudes are thought to be a
central influence upon later adjustment, the appearance of
a speaker with his own negative attitudes, oversimplified
perspective ("get a hobby"), penchant for nebulous
philosophizing or advice-giving, or any of a host of
presenter vices can sour a noble program intent.
This
matter of having to use unfamiliar, untutored presenters
is the most frequently mentioned practical problem attached
to this mode.
Unstructured and Structured
Stimulus-Discussion Modes
The orientation involves direct informational input to
a participant group small enough in size to carry on a discussion.
The group might be leaderless or it might be
assisLed by a convening person.
Many people not trained
as educators, trainers, or counselors can convene programs
in these modes,
asse~bling
small groups to discuss informa-
tion generated via numerous stimuli-written materials,
films, video tapes, case studies, planning worksheets, and
so on.
Iri methodological terms, what may seem a diversity
of program styles can be located here; they share a dominant informational technique (stimulus input) and an
II
organizing participant posture (reactive discussion).
Beyond these central and definitive commonalities, programs within this orientation are the least formally consistent from one to another.
The application of structured stimulus-discussion
techniques was most significantly advanced by Hunter (1968).
Central to his method has been the use of anecdotal case
studies, filmed vignettes, a variety of
paper-~nd-pencil
activities, a book for participants and guest-expert lectures.
Another development within this mode has been the
"packaged program."
Stimulus-discussion features lend
themselves to packaged applications.
There are instruc-
tions that tightly order the sequencing of activities and
the distribution of time among the various procedures.
To
train potential leaders in the use of this package, a fiveday training program is adequate.
The self-contained stimulus-discussion package
becom~s
an attractive option for many conveners who lack foundational preparation in the content and method.
There can be
a price to pay for the convenience of course.
Methodologi-
cally naive conveners who must .depend heavily upon step-bystep instructions risk an artificial effect in the teachinglearning situation; the artificiality can be heightened by
typical stimulus-discussion techniques that impersonalize
the subject matter (the case study epitomizes this tendency).
.12
With respect to progra111s that assemble participants,
the writer estimates that the presentation-audience and
stimulus-discussion modes account for a clear majority of
the activity in pre-retirement education today.
Representing a smaller amount of the activity, but
having an impact on the analysis of all pre-retirement
education, are designs being applied in the remaining modes
discussed below.
Turning to the workshop and interaction
modes, one moves into the area of "process methodology,"
an orientation whose general applications have evolved
only within the past 25 years.
In these models, facilita-
tors must have specific theoretical understandings, technical expertise and factual knowledge of the content.
Facilitators can be trained from the disciplines of counseling psychology, educational psychology, management and
organization development, and personnel administration.
Workshop Mode
A workshop in this context involves several small
groups of participants, and it arranges process features
for generating and promulgating information on both the
intra-group and inter-group (workshop) levels.
The full
workshop replicates a community of shared interests and
concerns.
The small discussion groups provide opportuni-
ties for establishing experientially the relevance and
importance of such substantial matters as interpersonal
communication, resource ideniification and use, mutual
I~
support systems, assistance in problem solving, and so on.
The distinguishing quality of the mode is the shared, taskoriented participation in the information generating activities.
Programs in this mode are strongly attuned to the
participant as a resource and part of his or her own educational experience.
The small-group activities are
designed to call upon the diversity of information,
experience, and understanding which the members bring to
the mutual issues.
Participants' attitudes, feelings, and
concerns become an acknowledged part of the information
being developed.
The individual shares in the group's
task of developing and considering information.
The impor-
tance of the small group's work, in turn, is reinforced by
the regular reporting of its deliberations to the full
workshop.
The "Integrated Discussion Model" is a systematic
application of the workshop mode.
The model is intended
for use in time-concentrated formats originally demonstrated in two
1~
day sessions one week apart (approxi-
mately 16 hours), and subsequently adapted for a single
two-day program (13 hours).
The discussion activity is
not individually .facilitated by trained leaders; participants, with instructions, are given responsibility for the
management of their own groups.
A single trainer can com-
fortably and effectively deliver a program of this type to
as many as 50 participants (though, for sex-role resource
and certain modeling purposes, male and female co-trainers
constitute the recommended staffing).
While an underlying
pattern of process elements is held constant from topic to
topic (linkage, input, .task discussion, reporting linkage),
the design mixes a variety of activities in service to
those elements.
These activities include prior reading,
in-workshop reading, mini-lectures, guest expert, individual paper-and-pencil exercises, small-group topical discussion, special interest subgroup discussions (men's and
women's groups for example) inter-group reporting, group
reports to the workshop community, and staff linkage commentary (interpretation, feedback, transition).
This mode is new and research regarding outcomes and
effectiveness is non-existent.
Facilitated Interaction Group Mode
Models here derive generally from applications of
small-group process theory, especially as interpreted in
the supportive, task-oriented interaction group.
A "group interaction" model is distinguished by the
presence of a trained facilitator in a small group of participants.
While stimulus-input and presentation tech-
niques are generally used, the emphasis is upon shared concerns and experience as a foundation for a mutually supportive, helping group process.
The objective for the
small group is to develop a mutually based interaction that
!s
Table 1
TABLE OF PROCESS MODES AND MODELS
Process-Mode
Model or Method
Individual/Resource Mode
1. Planning Manuals
2. "How-to" books
3. Miscellaneous read-
Research*
Informal modes,
difficult to
investigate
Ing
.4. Media packages
USCAGC
Presentation/Audience
t·1ode
Essentially, the traditional expert-lecture
format, though various
presentation media may
be utili zed.
USAGC: UOCG
Unstructured Stimulus/
Discussion
Reading-discussion
models, for example,
using topic-oriented
discussion.
UOCG
Structured Stimulus/
Discussion
Hunter's discussion
UMIG
Small-Group Workshop
~lode
Facilitated Interaction
Group
model.
Lynch - UOCG
Lynch's integrated discussion model for leader- (in progress)
less small groups in
workshop format.
UOCG's task-oriented
UOCG
interaction model.
Manion's small-group
USCAGC
interaction model.
Self-Exploration Mode
Personal counseling,
life-planning, and human
potential approaches,
etc.
Continued
l ,,
Table 2
(Continued)
*Notes:
USACG: University of Southern California, Andrus
Gerontology Center. ·See Boyack and Tiberi
(1975), report of comparative study of three
models.
UOCG:
University of Oregon Center for Gerontology,
Comparative study of three models presently
in progress.
UMIG:
University of Michigan Institute of Gerontology. See Hunter (1968a), report of longitudinal study of a single model.
I7
will enhance self-awareness vis-a-vis creative living in
later years.
Serving that general intent, group activities
direct attention toward pertinent attitudes, life-style
issues, interpersonal matters such as communication, problem solving skills and strategies, options and decisionmaking behavior, and perceptions of intrapersonal resources
and goals.
The co-trainers provide both the factual con-
tent (stimulus input) and the process leadership.
The
model is presented to the students for analysis as a "task
oriented interaction group."
Self-Exploration Mode
This is the extreme side of the continuum and offers
the participant a chance to explore his potential with a
facilitator who is highly trained.
This is done in both
very small groups and on a one.-to-one basis.
DELIVERY SYSTEMS
In this section I will propose the way in which these
counseling services can be offered to business, education,
and industry.
Ashley Montagu defines "caring, as the first principle
of human communications."
Every employer who offers coun-
seling assistance to his employees is telling them he
cares about the human consequences of the problems retirement can bring and who is willing to provide help.
In
addition to financial planning and assistance, providing
1R
an atmosphere were
loneline~s,
use of time, role relation-
ships, second careers can be explored, is where the growing need is today according to the recent survey by Reich
(1977).
Once a company has decided to provide counseling for
its retiring employees, a logical starting point in the
process is to determine which individuals or departments
within the company are to be given the responsibility for
selecting the nature and the extent of the counseling
program to be made available and for putting the agreedupon plan into operation.
This process also provides for
evaluating the results on a continuing basis and reporting
them to top management.
Timing the counseling assistance is an important consideration.
How far in advance of retirement should the
counseling be offered?
There are those who feel that the
closer the counseling comes to the year of retirement, the
more effective it is likely to be.
At the other extreme, some believe that the psychological preparation should be started the day employees
become participants in the company pension plan and should
be continued in a gradually evolving process, including
both informal and formal counseling, throughout all the
years of employment.
A schedule for the formal steps of
the preparation process would be:
1.9
l.
Every year, give every employee an individualized accounting of the steadily growing
worth of his or her participation in company
retirement income plans.
2.
At age 45, start employees thinking about
the part general financial considerations
(savings, investments, insurance) play, and
start thinking of life-style, second
careers, and role relationships in readying
them for the eventuality of retirement.
3.
At age 55, add more company-oriented information and advice (pension benefit expectations, changing insurance needs, financial
planning) and group involvement discussing
use of time, second career, and empty-nest
syndrome.
4.
At age 60, and annually to retirement,
intensive group and individual counseling
in areas that are of concern.
Another consideration is that of the mix of participants.
Research has shown that if participants are of
similar position (employees separate from executives) it
will be a more meaningful experience, since part of the
group work is a sharing and a relating.
Universality is
an important therapeutic aspect of the process (O'Meara,
1976).
Perhaps if instead of using the term retirement which
presently has such negative connotations, these counseling
sessions were called "creative living in later years,"
they might encourage greater participation.
Once a deci-
sion has been made for a counseling program, then a method
for delivering this package must
b~
decided upon.
Among the obligations and responsibilities a state
institution of higher learning is charged with is that of
){)
lJeiJig sensitive to and reflective of the needs of its community.
One way a state university can respond to its community's needs is through training members of the community
for work in the counseling profession.
An opportunity for
in-service training is provided through the establishment
of a community center.
Such a center can provide training for service on a
multi-dimensional level.
The institutional-political com-
munity is the vertical dimension.
munity is the horizontal dimension.
The geographical comThrough careful analy-
sis of the interplay between these levels, appropriate
modes of primary, secondary, and tertiary prevention become
apparent, as proposed by Caplan (1964).
A major function of prevention programs is reduction
of the incidence of mental distress during mid-life and
later years.
Primary prevention aims at reducing the
incidence of distress through studying patterns of forces
influencing the lives of those in the target community.
A staff of counselors would go to the designated premises
and present the counseling program and set up the supportive services on that site.
Secondary prevention aims at reducing the duration of
cases of distress.
reduces incidences.
Shortening of duration consequently
The goal here is early identification,
diagnosis and intervention.
A staff of counselors would
train specific employees to present the counseling program
and set up supportive services on their site.
Tertiary prevention aims at reducing the community
rate of recidivism which may follow acute trauma.
The goal
is to help the individual, via supportive services, to
re-establish participation in his occupational, social, and
personal life.
Symptom reduction complements recovery of
old skills and acquisition of new ones.
The corporation
would send their employees to the center where the staff of
counselors would offer the program and supportive services.
A center can establish itself by directly entering on
the level of secondary prevention.
This response is to the
present incidence and prevalence of mental distress.
After
servicing these needs over time, records and data accumulate for the pu'rpose of quantitative and qualitative analysis of incidence and patterns.
This data can then be
utilized on the level of primary prevention.
(Future
research will be discussed later.)
This fulfills the essence of primary prevention
(Caplan, 1964).
The center can thus offer primary,
secondary, and teritary prevention programs.
set up to consult in the field.
Teams can he
Individuals from the com-
munity can come to the center for secondary and tertiary
prevention work.
Chapter 3
THE FACILITATOR
It is the function of the facilitator to plan the
content of the various sessions as well as to present an
environment where participation is at the highest level
and where change is possible and growth can take place ..
In Chapter 4, content and planning the sessions will be
explained.
The concentration here is on process.
to be topic-centered.
Content tends
Process refers to the ongoing
nature of the interpersonal relationship.
with the present, the here and now.
focus on the ideas and intellect.
It is concerned
Content tends to
Process would tend to
focus on any non-verbal behavior that would take place.
In process there would be no right or wrong, but just what
is, for oneself and for one's relations with others.
Pro-
cess would also concentrate on experiencing one's physical
body, its different parts, and how it is affected by various interpersonal interactions.
Content is concerned with
what is done in a grotip, in analyzing and finding out the
why's of behavior; process is concerned with the way
things are done.
What are the qualities necessary for a facilitator?
22
What should a facilitator he?
Ideally, he is striving to
become Carkhuff's (1969) "effectively living" person,
Maslow's (1968) "self-actualized" person, or Jourard's
(1971) "transparent" person.
That is to say, a facilitator
is first of all committed to his own growth: physical,
intellectual, social, emotional, and spiritual, for he
realizes that he must model the behavior he hopes others
will achieve.
The facilitator shows respect for his body through
proper exercise and diet.
To live effectively he needs a
high energy level and knows that a poorly tended body
results in loss of energy (Egan, 1976).
Adequate basic intelligence with a respect for the
world of ideas is important.
A facilitator reads actively
and hungrily in order to expand his view of the world.
Respecting good theory and good research, he is a translator who makes what he reads work for him.
He can turn
good theory and good research into practical programs that
enable him to help others more effectively; a facilitator
possesses the skills to evaluate these programs.
The need for good common sense and good social
intelligence is paramount.
The facilitator must be at
home in the social and emotional world, both his own and
that of others.
He must develop an ex·tensive repertory of
social and emotional skills that enable him to respond
spontaneously and effectively to a wide range of human
needs.
These skills must become second nature to him.
A good facilitator knows that helping is hard work.
He attends to the other person both physically and psychologically.
He knows what his own body is saying and can
read the nonverbal messages of the other.
He listens
intently to the other, knowing that effective listening is
an intense process in which much can be accomplished if
both are willing to collaborate.
He respects the other and
expresses this respect by being available to him, working
with him, not judging him, trusting the constructive forces
found in him, and ultimately placing the expectation on him
that he live life as effectively as he can.
genuinely cares.
A facilitator
He is nondefensive, spontaneous and
always willing to say what he thinks and feels, provided
that it is in the best interests of the other.
A good facilitator is an integrator.
He helps the
other explore his world of experience, feeling, and
behavior.
As the other produces data about himself, the
facilitator helps him integrate that data in a way that
helps the other understand himself and his behavior.
The
facilitator in this process is not afraid to share himself
and his own experiences if he sees that this will advance
the helping process.
He is not afraid to confront the
other with care, to place demands on him, if these demands
arlse from the experience of the other and not from the
needs of the helper (Yalom, 1971).
Action is important to the facilitator.
Since he 1s
an agent in his own life, that is, one who seizes life
rather than submits to it, he is capable of helping the
other to elaborate action programs that lead to construetive behavioral change.
techniques.
He can use a wide variety of
He is the master of the techniques he uses.
He owns them; they do not own him.
He follows a model,
but is not afraid to diverge from it when such divergence
might prove more constructive.
Ultimately, he has no need
of specific models or techniques, for he is living effectively, and helping is something instinctive with him.
Since helping is ultimately about action (constructive
behavioral change on the part of the other) , the helper is
an agent of change in a collaborative social-influence
process.
The trainee, too, should be an agent; that is,
he should reach out and actively seize the training program
rather than merely submit to it.
Years of education have
taught students to be passive; students learn to submit to
education (Egan, 1976).
root out.
This passivity is difficult to
The high level trainee makes demands on himself.
He practices trainee skills on his own, outside the classroom or training setting, until these skills become second
nature to him.
He reads avidly, because he is hungry for
the ideas that will broaden his horizon and that he can
make work for him in the helping process.
The trainee's first responsibility is to acquire the
skills that have been demonstrated effective in tl1e helping
process: attending, communicating accurate empathy,
respecting, concreteness and geriuineness.
A second set of
essential skills revolves around principles of learning
and of the maintenance and change of behavior.
Since these
principles underlie behavior, including helping behavior,
the trainee must learn them.
An important personal skill that the trainee should
acquire during the program is the ability to evaluate his
present strengths and deficiencies in helping and human
relations.
He must learn to give a concrete picture of
his own areas of strength and deficit (Schlossberg and
Entine, 1977).
The trainer must be able to communicate at a level
higher than the trainees.
Ivey (1971) suggests that a
person really possesses a skill only when he is able to
teach it to another.
The trainee might well aim for this
target to learn helping skills experientially in such a
way and to such a degree that he could, eventually, train
others.
The ultimately successful trainee becomes a
helper who can reproduce himself.
GROUP PROCESS
The various process modes and models have been discussed in the previous chapter on Methodology.
These modes
are available and readily used in the field.
The most successful mode has been the "group
"
<. I
interaction" model.
While ,;timulus input and presentation
techniques are generally used, the emphasis is upon shared
concerns and experience as a foundation for a mutually
supportive, helping group pr'ocess.
The objective is to
develop a mutually based interaction that will enhance
self-awareness of mid-life problems and later adult life.
Serving that general intent, group activities direct
attention toward pertinent attitudes, life-style issues,
interpersonal matters, such as communication, problemsolving skills and strategies, options and decision-making
behavior, and perceptions of intrapersonal resources and
goals.
What are the dimensions and characteristics that must
be present if a group is to be therapeutic?
The facilitator must learn to read human behavior.
All messages are transmitted through a personal verbal and
nonverbal message system.
The individual's behavior is
always programmed in a sense by his
~ulture,
by the
behavior expected by others in his life arena (Beir, 1966).
There are group mechanisms which provide the climate
that facilitates effective communication (Dinkmeyer and
~lura,
1971).
Definition of Terms
Acceptance.
This involves respect and empathy from
the group for each individual who is received as a person
of value without reservation.
Acceptance involves the
78
development of group identification, a strong commuilal
feeling, a belief that this is where one belongs, and a
climate of trust.
It works against alienation and anomie.
However, acceptance is not unconditional regard in the
sense that it inhibits forces which facilitate change.
Research indicates that unconditional regard might impede
change in group members.
Ventilation.
The group provides an opportunity for
the members to express those feelings and concerns which
have been internalized.
"Expressions such as emotional
release, expression of repressed drives, release of unconscious material convey the idea that one of the essential
processes in successful therapy is catharsis of ventilation" (Corsini, 1957).
Reality Testing.
The opportunity to experience a
field of social relationships in which one can test his
attitudes, values, action, and relationship skills, in
which he can work through his anger, his defenses, frustration, and find outlets, provides the method for the participant to see his behavior more accurately, and to
experiment with new procedures for relationships with members of the group.
It also provides opportunity to prac-
tice a new life-style in a social setting.
Transference.
This involves the development of a
strong emotional attachment, often to the facilitator.
may be either positive or negative.
It
Corsini defines it as
a
"~trong
group .
bond of relations;ups between members of the
. a continued flow of emotional support."
This
strong effect becomes the force that stimulates personal
growth.
Intellectualization and Feedback.
These concepts
refer to the learning that goes on in the group.
The
process is not only emotional but it also 1s cognitive and
intellectual.
Interaction.
This permits members to recognize the
individual's goals and motives.
Interaction
~reates
awareness, reveals psychological purposes, and permits the
group to grow and progress.
Universalization.
This is the realization that one
1s not unique and that others have similar problems.
This
mechanism breaks down isolation and stimulates communication.
The facilitator stimulates universalization by
creating a climate that facilitates open congruent communication.
Altruism.
This reflects the belief that there is a
positive desire in man to help others-actually to lose
oneself in service and mutual assistance.
Spectator Therapy.
This permits one to achieve under-
standing of self by hearing the concerns of others.
According to Truax and Carkhuff (1967) evidence suggests that the most important determinant of the facilitator's effectiveness lies in his personality, his capacity
: II
to enopathize with the participant and, to a much lesser
extent, his actual experience working directly with others.
Likewise, according to Egan (1976) the socially intelligent
person, the person with a "feel" for his fellow human
beings makes the best trainer.
Egan summarizes the
salient features of the group experience as follows:
Nature of the Group Experience:
Learning by doing
Climate of experimentation
No prejudging
Feedback
Rules of Immediacy:.
The here and now
Cooperation
Avoid generalities
Do not "siphon off" issues outside the group
Elements of Dialogue:
Emotion - pathos
Human language - logos
Poetry: welding feelings to language and
Language to feeling: poeisis
Core Interactions:
Self-disclosure
Manner of expressing feeling
Listening
Support
Confronting others
Responding to confrontation
It becomes apparent that regardless of their orientation, facilitators closely resemble one another in the
nature of their relationship.
Effective facilitators
operate similarly in that they establish warm, accepting,
understanding relationships.
The proclaimed differences
between schools may be more illusory than real.
EXPERIENTIAL LEARNING: LEARNING
THROUGH DEVELOPMENT
The Learning Oriented Reality Structured (LORS) technique provides opportunities for participants to interact
in an environment that is conducive to learning.
Partici-
pants are in a realistic and significant experience where
they can become better prepared to cope with problems.
The learning occurs from
exten~ive
vicarious experiences
in a learning rather than a threatening situation.
The
participants simulate comparable problems to those in real
life; however, the simulation provides a learning climate
where feedback and discussion among peers stimulate intraspection of one's concepts.
Since the participants assume
a variety of roles over a period of time, they are able to
obtain a "feel" for others.
The theoretical concepts
include those on decision making, information processing,
and facilitative communication.
The techniques utilized
include role projection, sociodrama, psychodrama,
dramutization, simulation, discussion near time of a sig·
nificant happening, input and active content determined by
participants with the facilitator involved (Hollis, 1975).
Participants can feel for the first time the dynamics
of pressing situations.
The participants are asked to
portray different roles from one situation to another.
Some roles are basically
~he
same person being portrayed
from one situation to the next.
One soon realizes how the
technique of psychodrama is being utilized to enable participants to perceive things "from the other point of vieH."
In the very next situation the participant may be portraying the person who was opposed.
Having to project both
roles can produce new insights and open doors to new
avenues of learning.
Learning "about" something (information input) is only
part of the total learning possible.
Being involved with
the real situation in an environment conducive to learning
often produces tremendous growth.
Practically the success
comes from being able to experience significant happenings
which would lose part of the significance if expressed only
in words.
The cognitive domain is important but so also
are the affective and psychomotor domains.
Even more
important is to have all three involved at the same time
and attuned to each other.
LORS is structured to create
the nurtured environment where preparation for the dramatization will invigorate thought and other cognitive activities.
llr<IIWlt:i.zation will spur visceral and othGr affective
domain involvements togethGr with psychomotor activities
and discussions which will enable an exploration and
cementing of the totality.
Dramatizing these situations enables participants to
experience the following: greater involvement, more control
over the input as well as self-development, generation of
readiness with a desire to seek information, simulated
situations for providing feedback that can be discussed
and integrated at times most appropriate, and integration
of cognitive, affective, and psychomotor learning.
Emphases are placed upon each situation as being
learning-oriented, learning resulting from preparation for
reality and from being involved with peers in a simulated
situation where feelings, attitudes, ideas and actions can
be explored in a nurturing climate.
Participants preparing for and dramatizing in the
same situations have common experiences for discussions.
The experiences can and are used as "backdrops" for
applying the principles of accountability, communication,
and alteration of behavior.
It promotes involvement.
It creates situations with
real people taking roles relative to what occurs in life.
It promotes interaction among the people; participants
become involved.
Dramatization of the situations facili-
tates participants becoming better attuned in all three
domains: cognitive, affecti"e, and psychomotor, at the
same time.
~rovides
a common set of experiences.
All par-
ticipants are actually involved in a given situation.
They all experience the interaction together.
The dis-
cussions that follow are not on hypothetical situations
but are on what actually occurred to them in a recent common set of experiences.
Since they prepare for roles and
then project themselves, they are ego involved in the
experiences which makes the common set more important for
the discussions that follow.
It stimulates feedback.
During these discussions
that follow, the participants provide feedback to each
other.
The feedback can occur whenever the facilitator
stops the simulation.
The participants often share how
they were feeling and what.occurred during the simulation
to produce their reactions . . From the feedback, participants gain a new understanding of how their behaviors
effect others.
The feedback from others can become a major
thrust to produce "feed forward" for a given individual.
Often during the dramatization, feedback comes
through loud and clear.
Because participants are role
projecting, they often are more open with their statements
regarding how the behavior and/or comments of another are
affecting them.
It provides practice in decision makin&.
Each
situation provides opportunity for decisions to be made
and plans to be initiated for action.
The decision making
occurs as an integral part of the LORS technique.
As such,
decision making, as well as consideration of philosophy,
theory, ethics, objectives, and other pertinent information, is an outgrowth of the dynamics in operation.
The experience is provided through which individuals
recognize the necessity for sorting out the pertinent
issues, locating more information, and functioning within
the dynamics of the situation.
The activities and the
discussions that follow provide practice for participants
in developing a repertoire for decision making, a place
for the inexperienced.to be "geared up fqr the unexpected
that calls for fast judgment."
It causes commitments by participants.
Since the
LORS technique does promote involvement and stimulate
feedback, the participants are able to examine their own
feelings and attitudes and particularly to compare them
with feelings and attitudes held by others.
The technique
seems often to promote more than an awareness of a particular behavior or practice; it involves an actual commitment.
What Are Expectations :from Participants?
Each participant wants to learn.
as a result o:f many techniques.
Learning can occur
One technique that
repeatedly is advantageous :for most students is one in
which each is involved in the action; thus learning 1s an
integral part of and an outgrowth of the experience.
participant is expected to
beco~e
Each
involved in the situa-
tions, .to role play and to examine his or her own feelings
as each becomes immersed in the psychosocial dynamics.
Prior to each situation, each participant will be
assigned a role.
Prior to the time of dramatization, each
participant is expected to read articles or books pertinent to the situation.
The discussions during the stops
produced by the facilitator and the ones following the
dramatization can be very meaningful if each participant
is well prepared.
Materials Needed.
Sheets describing the situations.
Bibliography listing books, articles, media.
Set of name
cards with participants and the roles they are playing.
A classroom, chairs, light comfortable temperature, and
away from interruptions.
How the Group Begins.
90 minutes is adequate.
From LORS' experience, 45 to
The time block recommended is one
which permits the situation to be dramatized and discussed
all in one time block.
Since no solution to the g1ven
situation is to be reached, the participants use the time
block to emphasize the dynamics as they have meaning for
learning.
The dramatization, the facilitator's time, and
the discussion following are all to be in one block of
uninterrupted time.
The activities are started by assigning roles to be
portr·ayed to the participants.
Eacl1 situation necessitates
preparation and includes a set of questions which are to be
answered by each participant prior to the dramatization.
Reference material and in some cases interviews with persons in roles to be portrayed will be advantageous.
The Role of Facilitator.
A key person in the
dramatization and the growth that occurs as a result of it,
is the facilitator in a unique function.
During the
dramatization the facilitator is an observer of the process and has the authority to stop and restart the process
at any time for varied purposes.
The functions of facilitator are specifically made for
LORS technique and are an outgrowth of group dynamics
research.
The facilitator facilitates participants'
understanding of what they are doing to promote or hinder
other participants.
At any time the facilitator can stop
or interrupt the process to give additional information
that is felt appropriate to the learning process.
If the
situational dramatization is not progressing in a desirable
direction, the facilitator can interrupt the process and
direct the participants to change direction to supply them
with modified conditions within the situation.
When the situational dramatization is progressing,
the facilitator may recognize key learning conditions that
seem to be missed by the pariticpants as a result of being
caught up in the dramatization.
When this occurs, the
38
Facilitator looks for an ap•,ropriate time to interrupt the
dramatization and then help the participants recognize the
experiences they just had that could be keys for their
learning.
The frequency with which the facilitator temporarily
stops the dramatization will vary from time to time.
The
frequency will vary with the ability of the facilitator to
improve the facilitation of the learning or different kinds
of learning by discussions rather than by the dramatization.
Also variance will depend upon the ability of par-
ticipants to grasp the significance of their experience.
After having stopped the dramatization the facilitator
has the power to start it again.
The specific condition5
under which the dramatization is to be re-started and the
person who is to talk first generally will be identified
in the discussion that occurs during the interruption.
The important function for the facilitator is to be a
process involver causing all participants to become
involved with the total process.
The facilitator does not
stop the dramatization to give an analysis of the process
but rather stops the dramatization to enable participants
to grasp the process and its implications to them, to
enable participants to analyze their own feelings and why
the dramatization is moving as it is.
The dramatization
becomes a backdrop instead of the significant story.
real story is told in terms of what happens to the
The
participants, including observers, i11 terms of their feelings and thoughts, in terms of their attitudes and the
knowledge gained.
Techniques Used by Facilitators.
Having participants
express feelings is valuable not only to the one expressing the feelings but also to others in grasping the significance of what is happening.
For example, when content
is being put forth but feelings are not being expressed,
then the facilitator can do a series of rapid interruptions
with statements such as "Stop.
Don't answer me.
in touch with your feelings right now.
(Pause)
tinue your dramatizationfrom where you were."
Don't speak.
O.K.
Con-
Or, "Stop.
ijow do you feel now that . . . just made his
or her statement.
tion."
Just get
(Pause)
O.K.
Continue your dramatiza-
After a few rapid interruptions, then have partici-
pants begin to share feelings.
Bringing out feelings on both a direct and indirect
level can be advantageous.
The facilitator will need to
use caution since some participants may be experiencing
many feelings but may not be secure enough to have those
feelings exposed to other participants.
The facilitator
can provide the opportunity rather than giving the command.
Thus the participant will retain the control over whether
or not to express certain feelings.
As an observer, the
facilitator can often see participants who are internally
generating much feeling but are not openly expressing it.
40
1he [acilitator can interrupt the dramatization and say,
''I get the feeling that some of you who aren't saying much
are feeling a lot.
Is now a good time to share some of
your feelings so the rest of us can better understand how
certain behavior can affect others?"
When a dramatization has been continuing for some
time and
progre~s
seems to be blocked because of opposing
views, the facilitator can interrupt and ask the opposers,
one by one, "Now out of role what would have to be done to
get you to change position in role?"
after each question).
(Pause for answer
Then say to all participants "Now
that you know some of the things needed to bring progress
to the meeting, when we go back into dramatization, see if
some of you in your roles could facilitate the changes.
O.K.
Go back into role."
Thus, the facilitator may help
participants recognize that knowing other.'s needs and trying
~o
facilitate the fulfillment can increase pace.
Projecting is an effective technique for use when a
decision is about.to be made or a plan of action is about
to be implemented.
The facilitator can interrupt and ask
each participant to write what the plan or decision will
be.
Follow this by having participants read these aloud
and discuss how and why the recorded plans or decisions
differ, if they do.
What factors might be considered by
one and not another role portrayer?
Another use of pro-
jecting is to interrupt the dramatization and ask role
portrayers to fantasize where they perceive the meeting
going if continued.
pe-Rolizing Participants.
The technique selected for
de-rolizing (transition out of role) will depend upon the
intensity with which one or more participants becomes emotionally involved during the dramatization.
The leader
must help participants to make the transition back to
reality, back to their own lives.
When the dramatization is primarily on a cognitive
level, the transition will be minimal.
Perhaps all that
needs to be done is to thank the participants for dramatizing the situation and for making the statements they did
even though some of the statements probably did not represent themselves as they really are.
When the dramatization becomes intense and one or
more of the participants becomes emotionally involved, then
de-rolizing will require more time.
One technique is for
the leader to stop the dramatization and ask the participants to cooperate in the transition out of role back into
real self.
Then follow with statements such as the follow-
ing: "Please close your eyes.
(Pause)
Lean back and relax."
A few relaxation exercises may be given here if
the leader feels these are needed.
"Now remove from your
mind the interactions you had with other members.
yourself your real name."
(Pause)
Say to
"Now review to yourself
some of the good characteristics about yourself."
(Pause)
"NO\\', think of some pleasanc things you could say to other
members of the group."
(Pause)
say to yourself your real name.
"Now as you open your eyes
Open your eyes.
Now move
to a position where you can share one of those pleasant
thoughts with another group member."
Another technique is to stop the dramatization and
have the participants grasp hands with one another to form
a circle.
Then ask them to close their eyes and then make
statements such as the following: "You are now holding
hands with two other people who are going to help you make
the transition and in fact are going to make the transitio11
with you from the imaginary dramatized world where you have
been, back into the real world where you can again be yourself.
name."
Now relax."
(Pause)
(Pause)
"Now say to yourself your real
"Now in some way as you hold hands with
others, help them to know that you know them as real
people, as people you want to know better, as people who
are contributors to your learning, growing experiences."
(Pause)
"Now as you open your eyes look acToss the circle
and help at least two peTsons know that you know them as
they Teally are and that you care about them.
Now as you
drop hands, speak to two other participants and call them
by their real names.
Chapter 4
DEMONSTRATION WORKSHOPS
OBJECTIVES OF COUNSELING PROGRAM
Some of the specific objectives and goals of this
counseling model are as follows.
Problem Identification
1.
Development of self-diagnostic skills helping the participant to become aware of his
fears and his strong motivational needs and
to be able to relate them to his life.
2.
Development of communication and interpersonal relations skills. One of the most
serious barriers to effective adjustment in
the later years seems to be the physical
separation from long-established friendships
both on the job and in the community.
(Not
only are job-related acquaintances severed,
but also many move into "retirement housing"
or "retirement cdmmunities," therefore
severing friendships within the neighborhood
where they have lived for many years.) New
friendships must be established. Often the
individual who resists retirement and planning may do so because he unconsciously
fears that he does not possess the communication and interpersonal relations skills
necessary to establish new personal relationships. This area might be called
"development of social relationship skills."
3.
Development of attit~des of independence
rather than dependence.
4.
Development of an awareness of present lifestyle as a basis for planning a realistic
retirement life-style.
43
14
5.
Development of ski.Lls in J.i:Ee planning,
ability to perceive and develop options.
6.
Development 0f skills and attitudes for
effective problem solving.
7.
Development of attitudes of "decision making"
and "action taking," so that plans for future
will be carried out after they are made, as
opposed to worry. Do something!
8.
Development of an awareness of planning decision options.
ORIENTATION OF PROGRAM
1.
The approach represents a spirit of scientific inquiry guided by a sense of democratic values. The individual is encouraged
to experiment with his behavior and his
environment in order to develop a more effective and fulfilling position in society.
2.
The approach attempts to increase an individual's awareness of himself and others.
3.
The approach encourages the individual to
become more authentic in his relationships.
This assures that his behavior more closely
corresponds with his feelings, attitudes and
values.
4.
The approach encourages individuals to enter
into relationships in the environment from a
collaborative perspective. The status
brought by individuals to such a relationship
therefore does not prescribe the dimensions
of their roles in the new relationship.
5.
The approach encourages individuals to resolve
conflict situations through problem solving
rather than through compromise or avoidance.
GUIDELINES FOR PROGRAM DEVELOPMENT
1.
The program should create a permissive atmosphere in which participants are comfortable
and feel free to express ~heir concerns,
interests, goals, fears and expectations.
15
2.
Participants should be encouraged to make the
program their own. In other words, they
should have the opportunity to accept, reject
or modify the overall topical plan which is
initially presented to them.
3.
Husbands and wives should be encouraged to
share their views and make joint decisions
about the future.
4.
Members of the group should be encouraged to
recognize that the problems of aging are
fairly common, and that many people share
fears and concerns.
5.
The program should provide opportunity for
people to interchange ideas and experiences.
6.
Misinformation and misconceptions about aging
should be vigorously challenged.
7.
Ample opportunity should be proVided for participants to acquire complete, accurate, up-.
to-date information.
8.
Participants should be encouraged to put their
decisions about the future into action.
9.
Participants should be given problem-solving
experiences in the group.
10.
The program should stimulate continued learning, planning and decision-making both
between sessions and following the completion
of the program.
11.
The program should present a positive view
and encourage participants to develop or
reinforce positive anticipatory attitudes.
Shifting Gears
SESSION 1
TOPIC:
"Shifting Gears" -Orientation to
Creative Living in Later Years.
OBJECTIVES:
To create a climate for group discussion.
To establish a conceptual framework
for planning.
To engage in human relations "warmup" exercises.
METHODS:
Trainer models and instructs in
group discussion techniques.
Life planning exercises.
Importance of the First Session.
Research on the
needs of older people, and experience in offering them
programs and services make it possible to predict with
some accuracy those aspects they are most likely to want
to discuss (O'Meara, 1976).
Accordingly, special reading
and visual materials and a list of discussion topics should
be prepared to reflect the expected concerns and interests.
On the other hand, it is recognized that individuals
differ in their recognition of some problems, and especially
in their readiness to discuss them.
The first meeting of
any program is a crucial one for the purposes of establishing the content of the various sessi6ns.
In this regard,
participants and the facilitator should share in making
decisions about the content of the program--participants
on the basis of needs they were willing and ready to talk
about, and the facilitator on the basis of his/her understanding of aging.
The two and one-half hours which are usually devoted
to each session are never enough time in which to discuss
all aspects of an issue, problem, or plan of action.
Ncitl1er are seven sessions adequate in which to cover
everything of interest to the participants.
The position
is taken, however, that unanswered questions or incomplete
plans stimulate the participants.to think and to make
decisions between one session and the next as well as
after the completion of the program.
There is some evi-
donee that the 21 hours spent in group discussion are, as
a matter of fact, amplified many times as people, their
spouses, relatives and friends talk over the ideas that
have been generated through discussion.
Some of this
extra time spent is prompted by reading and discussing the
materials suggested in the bibliography.
Nevertheless, the time is all too short 1n which to
do more than initiate the process of thinking through midlife situations and of weighing as carefully as possible
the various alternatives and coping skills.
This limita-
tion of the program is made clear in the first session.
The point is also made clear that the facilitator should
not be expected to have all the answers.
Role Changes
SESSION 2
TOPIC:
"Role Changes" -Attitudes Toward
Creative Living in Later Years Based
on Data from First Session.
OBJECTIVES:
To develop self-awareness of attitudes and feelings about role changes.
METHODS:
Discussion centered on feelings
toward work, empty nest, sexuality.
·18
Myths abo11t ag1ng.
Amoeba exercise.
Role playing.
The point of view is taken that stress, frustration,
and uncertainty are common feelings of people, especially
at times of major physical and social change.
The measure·
of a mentally healthy person is the manner by which he
accepts responsibility for his own future and does something about it.
What are the basic needs of people?
when needs are not satisfied?
What happens
Is it possible to antici-
pate our needs in the later years and to make decisions
which in the long run will enhance our adjustment?
There
is an obvious lessening of anxiety when it is recognized
that these concerns are shared among all members of the
group.
All are in a constant state of change and must
become aware of certain roles such as that of a mother,
father, child, woiker, etc., that many are disappearing
and must be replaced with meaningful and satisfying roles.
The Facts About Creative
Livi2~ in the Later Years
SESSION 3
TOPIC:
"The Facts About Creative Living in
The Later Years"
Facing Loneliness,
Death and Dying.
OBJECTIVES:
To facilitate group development of
discussion about perceived problems.
To clear up misinformation about
negative stereotypes.
METHODS:
Individual expression of hopes and
fears.
Use of journal.
Role playing
Coping skills.
Suggested bibliography.
Add Life to Your Years
SESSION 4
TOPIC:
"Add Life To Your Years" -Health,
Diet, Nutrition, Exercise, Effect of
Stress.
OBJECTIVES:
To develop self-awareness of body,
energy levels and vitality and the
effect of stress.
METHODS:
Individual body history.
Sharing nutrition and diet, methods
of reducing stress.
Incorporating proper diet and exercise now.
To be effective this session should emphasize a positive philosophy of health during the later years, and
especially the individual's responsibility for maintaining
his own health.
Tlte body history helps the participant to focus on
ltis own body and to understand how it reacts to the stressful situations during his life.
Participants share their
body history and it then becomes apparent to them that when
under a great deal of stress and change it is their body
so
that usually receives the iupact of this stress.
This ltas
been a most effective tool in focusing on one's body.
Sharing information about the diet and the basic four
food gr'oups is fun and usually enlightening for most participants.
Sharing information about exercise and implementing
both good diet and exercise in their daily life, starting
now, is one of the most important foci of this program.
~-e~l,
Social Security, Tax Responsibilities
SESSION 5
TOPIC:
"Legal, Social Security, Tax Responsibilities."
OBJECTIVES:
To make participants aware of legal
needs, such as preparing a will.
To make participants aware of social
security benefits.
To make participants aware of tax
aspects of selling an estate.
METHODS:
Guest expert speakers.
Financially Sound
SESSION 6
TOPIC:
"Financially Sound" - It's Your
Money, by Morgan Underwood.
OBJECTIVE:
To present information about sources
and amounts of income necessary for
later years.
To answer the many questions participants have about estate planning.
METHOD:
Expert guest speaker.
A most important concer11 is financial independence
during the later years.
Following is a brief presentation
by one of the leading financial analysts who addresses some
of the problems we face in planning for our retirement
years (see Appendix) .
Use of Time
SESSION 7, Final Session
TOPIC:
"Use of Time."
OBJECTIVES:
To develop personal abilities, allowing participants to become in touch
with their strengths and wealth of
untapped potential, using group and
individual process techniques.
METHODS:
Personal inventories.
Group discussion exploring activities, hobbies, interests, and careers.
Role playing.
Journal.
The position is taken that the essential starting
point for any discussion of the use of free time is the
individual's felt needs.
Some of these needs are common to
many people while others are specific to particular individuals.
Once individuals express such needs as the need to be
useful, to be mentally alert in their later years, to have
friends who care what happens to them, and to be financially secure, it becomes possible to discuss solutions.
Many techniques are used to highlight the alternatives.
S2
ltetired people tell about tl1eir use of time; a librarian
brings reading materials to the meeting and discusses the
resources of the public library; an adult educator presents
opportunities to learn in the community, and so on.
Techniques for learning about alternate ways to
satisfy personal needs for activity stand out as most
effective.
Participants plan and conduct a "show and tell"
kind of exhibit of their interests, activities, hobbies,
or skills as part of the session.
This activity is part
of the final summary session of the project.
In a group
of 20 people it is not unusual to find a wide range of
activities and interests,some of which are waiting for
expression until more time is available.
Frequently the
first reaction of people to the question of free time is
that they are eager for the time when they will have
nothing to do.
This goal is usually reached by asking
participants to write or draw what they think a typical day
in retirement will be like and to test the activities of a
typical day against needs of individuals in the group.
Although certain things can be expected to happen at
the final session, it, like the first session, requires
careful planning by the facilitatbr.
Participants like to
talk about their participation in the program and to tell
what it meant to them.
Almost without fail participants
will say they are sorry the program is ending, and sometimes they take the initiative and make plans to continue
53
relationships with others
i11
the group after the meetings.
Participants frequently express their pleasure on having
made new friends in the program.
Thus the final session should be planned to achieve
several purposes:
1.
To reinforce decisions which participants
have made in reference to creative living
in future years.
2.
To make it possible for participants to
express their feelings about the program
and the participants in it.
3.
To encourage participants to continue
their preparation for life in the later
years.
Chapter 5
RECOMMENDATIONS AND CONCLUSIONS
After coordinating, developing, and presenting programs for two and one-half years in pre- and postretirement at Los Angeles Valley College, using graduate
students in Educational Psychology from California State
University, Northridge as counselors doing field work,
the evaluations have been overwhelming in their positive
response for the counseling approach.
The participants
were completely satisfied with all aspects of the program
and their only criticism was that they expressed the need
for more time and more sessions and were willing to pay
for them out of their own pocket!
From the data collected, there is the capability of
conducting a longitudinal study to demonstrate the effectiveness of the program.
A time line of at least 10 years
with a questionnaire mailed to participants every six
months, can be designed to measure the effectiveness of the
program in terms of the variables of action and motivatio11.
54
BIBLIOGRAPHY
Beir, Ernst Gunther. The Silent Language of Psychotherap.J::..:._
Social Reinforcement of Unconscious Processes.
Chicago: Aldine Publishing .Co., 1966.
Caplan, Gerald. Principles of Preventive Psychiatry.
York: Basic Books, 1964.
New
Carkhuff, Robert R. llelping and Human Relations: A Primer
for Lay and Professional Helpers. New York: llolt,
Rinehart and Winston, 1969.
Corsini, Raymond J. Methods of Group Psychotherapy.
York: Blakeston Division, 1957.
New
Dinkmeyer, Don C., and Muro, James J. Group Counseling:
Theory and Practice. Itasca, Ill.: F. E. Peacock
Publishers, 1971.
Egan, Gerard. Interpersonal Living: A Skills Approach_ to
Human-Relations Training in Groups. Monterey, California: Bro~/Cole Publishing Co., 1976.
Hollis, Joseph W. LORS: Experiential Technique for Prog_£<1_1_1~
and Staff Development. Muncie Accelerated Develop
ment, 1975.
Hunter, W. W. "Trends in Preretirement Education." Back-·
ground paper and bibliography prepared for the Welfare
Planning Council of Los Angeles Region Conference on
Preretirement Counseling: A Community Responsibility.
Voorhis campus of California State Polytechnic
College, November 28-30, 1961. Ann Arbor, Michigan:
Division of Gerontology, University of Michigan, 1962.
. "Guidelines for Preretirement Education Programs." Paper presented at Conference on Education
for the Aging, conducted at the University of Rhode
Island Program in Gerontology, Newport, Rhode Island,
May 8, 1968. Ann Arbor, Michigan.
lvey, Allen E. Microcounseling: Innovations in Interviewing Training. Springfield, Ill.: Thomas, 1971.
55
Jourard, Sidney M. Transpcuent Self. Revised eel.; New
York: D. van Nostra-riT-Company-,-·-rg 71.
Jung, Carl Gustav.
Press, 1971.
The Portable·Jun&.
New York: Viking
Lilly, John C. The Center of the Cyclone.
Julian Press, 1972.
New York:
Lilly, John, and Lilly. Antoinietta. The Dyadic Cyclone.
New York: Simon and Schuster, 1976.
Lynch, James H. "Preretirement Education: Issues in Nomenclature and Methodology." A paper presented at the
23rd Annual Meeting of the Western Gerontological
Society. Denver, Colorado, March 1977.
Maslow, Abraham H. Toward a Psychology of Being.
New York: D. Van Nostrand Company, 1968.
Neugarten, Bernice L. Middle Age and Aging.
University of Chicago Press, 1968.
2nd eel.;
Chicago: The
O'Meara, Robert J. Retirement: Reward or Rejection.
York: .The Conference Board, Inc., 1977.
O'Neill, Nena and O'Neill, George.
York: Avon Books, 1974.
Shifting Gears.
New
New
Reich, Murray H. "Group Preretirement Education Programs."
Industrial Gerontologist. The National Council on
Aging, Washington D.C., Winter 1977.
Schlossberg, Nancy K. and Entine, Alan D. Counselin$
Adults. Monterey, California: Brooks/Cole Publishing
Co., 1977.
Tibbits, C. "Aging and Living." A report of the first
course offered to assist people in making adjustment
to old age. Adult Education Bulletin, 12, 204, New
York, 1948.
Toffler, Alvin.
1970.
Future Shock.
New York: Random House,
·rroll, Lillian E. Early and Middle Adulthood: The Best is
Yet to Be--Maybe. Monterey, California: Brooks/Cole.....
Publishing Co., 1975.
Truax, Charles B., and Carkhuff, Robert R. Toward Effective Counseling and Psychotherapy: Training and Practice. Chicago: Aldine Publishing Co., 1967.
S7
Wntzlawick, Paul, Weakland, John H., and Fisch, Richard.
Change: Principles of Problem Formation and Problem
I<esolution. New York: ·\v. W. Nor'C6il-&co:-;-Inc-_--;--1974.
Yalom, Irvin D. The Theory and Practice of Group Psychotherapy. New York: Basic Books, Inc., 1975.
Appendix
1
IT S YOUR MONEY
Appendix
IT'S YOUR MONEY
by
Morgan Underwood
Written expressly for this Handbook
November 7, 1977
At the conclusion of dinner, the senior Vice-President
stood up, tapped his glass, and began his remarks:
We are gathered here this evening to honor John
Jones and his completion of 27 years of service
to this company. Everyone of his fellow
employees stands in admiration of this kindly
and loyal man. He will be missed and long remembered for his ready smile and thoughtful attitude
toward all his associates. On behalf of the company and its employees, I present to you, John,
this engraved, electronic watch. Congratulations
on a job well done, and best wishes in your
retirement.
During the past three decades John Jones had earned
slightly more than $450,000.
Income taxes and other taxes
absorbed nearly one-quarter of this sum, and normal living
costs consumed very nearly all the rest.
Inflation of the
soaring 70's, which averaged 7.1 percent annually during
the past six years, has cut away the oiiginal buying power
of John's modest savings.
The retirement income sources
of social security, pension, and private savings will
barely sustain past standards of living.
The future will
require revision of anticipated life-style, perhaps greatly
restricting the dreams and activities of retired years.
John's new 6lectronic watch is accurate, and it will
tick away faithfully over the next 14l.i years, which is
John's normal life expectancy.
If John lives to his
expected age of 79, the insurance tables tell
u~
additional expectancy of nearly seven years.
A woman age
he has
64 has an expectancy of nearly 18 years, and at 83 the
tables indicate another seven years of lifespan remain.
Translating some of this "time frame" to a daily
routine, let's look at the number of meals consumed in
retirement by John and his wife Mary.
Assume they are in
good health, both are 65, eat three meals a day; John
lives to 79 and Mary to 83.
The Joneses will have con-
sumed approximately 35,000 meals.
number is 15,330.)
(If John is single, the
Apply an inflation factor of 5 percent
to today's cost of food and the expense rises enormously
in future years.
If the inflation rate averages 7 or 8
bercent, the burden is staggering.
Under those circum-
stances the obvious conclusion is to get along on two
meals a day.
The real challenge, of course, 1s how to
financially get along with whatever standard of living or
"life-style" that seems desirable and reasonable in
retirement.
There are three general source-s of retirement income:
social security, pension, and a person's private estate-
hi
that is savings, property, and investmoJltS.
Social
security is quite limited with respect to choice.
Reduced
benefits can be elected at 62 or at any age earlier than
65, but beyond this simple option there are no further
alternatives.
Surviving spouse benefits are set by law-
technically they are known as joint and survivor benefits.
Should there be successive deaths of both husband and wife
shortly after retirement benefits have commenced, the
entire balance of the employee/employer contributions and
accrued interest is forfeited.
There is no vesting--no
further right to ownership of the social security account,
although you and your employer have contributed tens of
thousands of dollars into the system.
The nature of social security benefits is often misunderstood.
The system was never intended to provide full
economic sustenance to the retiree, but rather a minimum
level of income, which would provide a base for additional
private income.
The ~dvantage of social security retire-
ment benefit is (.1) money is not taxable, (2) payments will
escalate with inflation.
A concurrent disadvantage is that
the system is poorly operated, traditional under-funding
has become critical due to serious mistake in 1972 federal
law, which effectively undermines the entire system.
The
only remedy is a massive infusion of taxpayer money to compensate for governmental irresponsibility.
The inequity is
obvious to persons presently nearing retirement (especially
anyone who is self-employed).
The law requires greater
contributions than ever before but this will only slightly
improve the average monthly earnings which are calculated
over the past 23-year average.
Another source of retirement 1ncome is employer pension funds, Keogh Plans, and Individual Retirement Accounts.
Private business may additionally provide profit sharing
benefits, and employees of educational or non-profit corporations may use Tax Sheltered Annuities to supplement
other benefits.
In almost all·of these cases, the retiree
may exercise choice and planning alternatives.
Unfortu-
nately this is where the losing streak begins.
The company
personnel office describes the options to the participant
60 days before retirement in compliance with ERISA, but
there is no careful pre-retirement planning, no coordination with other assets, with tax and estate needs.
It is
not the function of the personnel office to provide this
coordination, yet so many retiring people mistake a
20-minute benefit counseling session for financial planning.
If you were playing a Monopoly game it would be like
drawing a card that says "return to go and pay a $500 fine"
when you were half way around the board.
Unfortunately
you are playing a real-life money game, and it's your
money.
Retirement income needs to keep growing because of
longevity and inflation.
Pr~-retirement
income coordina-
tion is therefore essential if you are going to maintain
() 3
financial dignity in retirement.
The third and most flexible source of retirement
income is a person's private estate.
~'Estate"
is a legal
term for property ownership: a bank account, stocks, bonds,
your home or business, are all part of your es.tate.
Obviously it is more satisfactory to have a large estate
rather than a small one.
So many individuals have the
ability to have a large accumulation of assets-which means
a more comfortable retirement-yet the opportunity is frequently neglected.
Why?
Let's explore the psychology of failure.
Most people
have the ability to think, to reason, and to make decisions
in their own best interest.
Yet nearly every day the
financial planner encounters a person or a couple who
refuses to accept the fact that they can influence their
own financial destiny.
In a recent interview, a client
stated that he knew that he should begin serious planning
for the future, but his problem was simply procrastination.
A psychologist would immediately recognize that "procras'tination" was not the key problem in this case, but rather
it was an effect.
Realistically, the problem is that this
individual was unwilling to assume responsibility for his
own destiny-he would not put himself at the cause.
Responsibility, in this case, has nothing to do with blame,
shame, regret-rather it is a willingness to acknowledge
one's own cause in a matter.
The first step necessary in
(4
the resolution of any problem is gaining the ability to
confront it.
A person must recognize that to a significant
degree, he or she is the designer, the master planner.
If a person is willing to face the financial facts of
life, and make decisions in their own best interest, they
will not continue to suffer under the delusion that problems will be solved by dealing with effects rather than
causes.
An example of this sequence may be illustrated by
a person going to a doctor for a severe backache.
The
first order is to stop the pain with medication.
Pro-
tracted use of the medicine could lead to further disabiliey
or death of the patient, and this solves nothing.
The
responsible physician will treat the effect but knows the
problem will be resolved only by remedy of its cause.
Some of the more common "failure factors" include
lack of a well-defined goal, inability to discipline one's
self, lack of persistence, hesitancy in making a rational
commitment or decision, over-caution, failure to coordinate
planning, seeking advice from unqualified persons, prejudice, inability to confront change or to recognize change.
The history of mankind is, in fact, a story of constant change.
Within the last.three or four decades the
rate of change, social and economic, has accelerated, and
now we are swept along in a flood-tide.
Eloquent testimony
to the far-reaching effects of change is found in Alvin
Toffer's Future Shock.
The author advises that the
challenge :is not "to suppress change, which cannot be done,
hut to manage it."
In order to minimize the damage wrought
by change, man must expand his adaptive capacities and this
is the central task of education.
These comments relate directly to financial planning
today.
In times past, putting money in the bank and paying
off the mortgages were successful means of building a
retirement estate.
In today's economic climate of high
taxes and inflation, the traditional methods of saving are
inadequate because the ground rules have changed.
Never
before have Americans, especially the middle-economic
group, been so heavily burdened by taxes-hidden and
obvious-on the federal, state and local levels.
How
effective is a 6 perc0nt savings account to a taxpayer in a
30 percent bracket with annual inflation rate of 7 percent?
Obviously the result is negative.
There is no way a per-
son can control the national rate of inflation, but a knowledgeable investor can respond to inflation and try to
carefully capitalize on it instead of just giving up.
Most
investors can certainly exercise them to accumulate serious
money for retirement in a more effective manner.
Having conducted many financial seminars and talked
privately with hundreds of people each year, it is obvious
that nine out of 10 individuals can save and invest more
effectively, spend more effectively, and assure themselves
a more comfortable and secure future.
Diligent evaluation,
a thorough understanding of tax law, and familiarity with
investment alternatives, capital needs, and risk analysis,
together with estate requirement, must be coordinated in an
overall but highly personal investment plan.
It can be done; a small but growing percentage of
serious-minded people recognize the need for greater financial security in later years.
They are willing to acknow-
ledge responsibility, put themselves at cause, intelligently respond to economic change.
Thoughtful financial
planning should rank high on the priority list-for everyone.