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AGES 2.0

AGES 2.0. Research Procedure overview. Overview. The number and quality of social relationships has important consequences for individual health and well-being. People with broader social networks, and who are active across multiple social groups:

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AGES 2.0

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  1. AGES 2.0 Research Procedure overview

  2. Overview • The number and quality of social relationships has important consequences for individual health and well-being. • People with broader social networks, and who are active across multiple social groups: • Adjust to change better (Iyer et al., 2009) • Are more resilient (Jones & Jetten, 2011; Cohen et al., 1997) • Live longer (Holt-Lunstad, et al., 2010) • Supporting individuals to create and maintain social connections is an important focus for public health (Cacioppo & Hawkley, 2003)

  3. Overview • Aging coincides with: • Reduced physical mobility • Difficulties of communication • Increased social isolation • Reduced cognitive and mental health • Social media has the potential to overcome physical constraints, improve communication and social connections and through this support health and well-being.

  4. Overview • Early studies (McConatha et al., 1994, 1995) show positive effects of training older adults in care to use online computing facilities: • Improved daily living skills • Improved cognitive function • Reduced depression • More recent work (Slegers et al, 2008; White et al., 2002) suggests few psychosocial benefits of computer and internet training for older adults in the community.

  5. Current Aims • To investigate further the effects of social media training on older adults: • Feelings of social inclusion • Cognitive functioning • Mental health and well-being • To compare the effects of social media training across older adults in care and those residing in the community

  6. Current Aims Use Cognitive Health Social Media Training Social Inclusion Mental Health

  7. 30E 30E 30E 30E 30E 60D 120 30C 30C 30E 30E 30E 30E 30E 60R 30C 30C Recruitment Baseline Training Follow-up Experimental design

  8. Recruitment • Locate willing and able participants aged 60+ • Residential & domiciliary • Initial screening by care staff/ carers to indicate potential ability: • Cognitive Function • Mobility & Movement • Space • Time • Eligible participants contacted for baseline assessment • Does the client have: • Good awareness of who they are and where they are? • Ability to communicate reasonably with others? • Good comprehension and can read independently? • Ability to follow simple instructions? • No significant cognitive/memory impairment? • Family/carer support in the home? • No significant mood-related (anxiety/depression) problems? • Sufficient dexterity/ freedom of movement to use a simple computer?

  9. Baseline • Health and well-being: • Addenbrookes Cognitive Examination Revised (ACE-R) • General Health questionnaire • CES Depression (short) • Geriatric Anxiety Inventory (short) • Satisfaction with life • Competence & Autonomy • Social connections: • UCLA loneliness Scale (short) • Exeter Identity and Transitions Scale • Attitudes about computers • Use and perceived utility

  10. Training • 10 clients per Care Technician • Weeks 1 – 4: • 3 x 1.5 hour sessions: • EasyPC (45 min) • Life History (45min) • Weeks 5 – 12: • 1 hour telephone/ email contact per fortnight • 1 hour face-to-face contact alternating fortnights • Care technicians log client progress, computer use, and degree of contact

  11. Training • Week 1: • Introducing computer and broadband technology, accessing the internet, and using email. • Start developing a Life History folder and begin identifying and collating materials. • Week 2: • Introduce Skype technology (e.g., receiving Skype, making a Skype call, managing address book). • Week 3 • Introduction to network sites (online communities and chat rooms of interest such as Senior Chatters, Reminiscence, SilverSurfers). • Week 4: • Life History folder collated and ready for sharing with capacity to extend with new materials.

  12. Training • Weeks 5-8: • Regular reminders to engage with technology • Opportunities to ask questions and receive further support • Monitoring of progress • Weeks 9-12: • Independent use + regular monitoring of progress

  13. Follow-up • Health and well-being: • ACE-R • General Health questionnaire • CES Depression (short) • Geriatric Anxiety Inventory (short) • Satisfaction with life • Competence & Autonomy • Social connections: • UCLA loneliness Scale (short) • Exeter Identity and Transitions Scale • Attitudes about computers • Use and perceived utility • Experiences with easyPC • Experiences with care technician • Satisfaction/ desire to continue using facility

  14. Questions and comments? Contact me: t.morton@exeter.ac.uk

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