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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.