Internships, practicums, and field placements in gerontology can take place in a wide range of environments and settings, including public, private, home-based, multiple-site, and virtual. This chapter is designed to familiarize interns with several types of aging-based workplace environments and settings and to introduce them to the nuances of organizational culture. Content and activities in this chapter explore strategies for recognizing an environment’s unique characteristics and ethos, as well as ways to navigate diverse work settings effectively. While focused specifically on the field of aging, the knowledge and skills addressed in this chapter are transferable to any professional environment. For example, attention is given to the impact of technology and medical advances on providing services and how this impacts organization and workplace culture. Attention is also given to honing interpersonal communication skills, building professional relationships, and addressing workplace challenges such as discrimination, harassment, and bullying. Additional considerations in this chapter include identifying potential role models and mentors.

This chapter provides an overview of ageism, including what ageism is and the impact it has both on older adults and the people who work with them. Ageism manifests in many ways, including the stereotypes used to characterize aging and older adults, the language employed to talk about aging and older persons, and the attitudes and expectations that influence intergenerational interactions, both personal and professional. Ageism is pervasive, not just throughout society, but also among healthcare professionals and even older adults themselves. Activities in this chapter highlight how to recognize ageism in oneself and in others. Tools to acknowledge and address ageism in one’s internship and other settings, as well as steps to begin dismantling it, are provided.

Older adults and their families are highly heterogeneous. This chapter addresses diversity both within and among older adult populations and considers ways to improve service provision through flexibility and awareness. The concepts of cultural competence and cultural humility are introduced, and strategies for increasing one’s level of cultural competence are explored. It is important to note that diversity is not only about race and ethnicity but also includes age, ability, gender, geographic location, religion, sexual orientation, socioeconomic status, and so forth. Similarly, different perspectives and backgrounds are found among professionals working throughout the field of aging. Activities in this chapter promote recognizing that diversity is not the sole domain or concern of marginalized groups, that everyone has a culture and a social lens through which they view the world, and that this lens influences not only their perspective but also the way they interact with those around them.

This chapter introduces the field of gerontology and geriatrics, considers key factors in working with older adults, and explores the importance of hands-on learning for students preparing for careers in aging. While distinctions between different forms of hands-on learning such as internships, practicum, and field work are identified, the terms “intern” and “internship” are used throughout to also include practicum and field experiences. Central to this chapter is a professional development activity that guides students at all levels to inventory their prior hands-on experiences, as well as to identify specific knowledge and skills these experiences have provided. Using this information, students are introduced to the first steps in the process of looking for an internship, practicum, or field placement in gerontology to fit their unique requirements and interests.

Learning to work and collaborate in interprofessional environments is an essential, yet often challenging feature of gerontology and geriatrics. This chapter explores the continuum of services available to older adults, the agencies that offer these programs, and the range of occupations and professionals that make up the interprofessional aging network. A brief overview of primary service entities, their basic functions, and the key public policies and regulations that govern them is provided. Consideration is given to how the system of agencies interact to coordinate and deliver needed services, as well as advocate on the behalf of older adults. As language and perspective can vary significantly between different fields within aging, content and activities in this chapter focus on promoting collaboration, enhancing communication, and working effectively to meet the varying needs of older individuals.

Stress, burnout, and compassion fatigue are common among health and human service providers. Early adoption of effective coping mechanisms is essential for a healthy and productive career in aging. This chapter examines internal and external stressors and how they can lead to burnout if not addressed. A positive, proactive approach to self-care is presented with the goal of improving work-life balance. Self-care strategies that focus on physical, mental, and emotional well-being are considered, including setting clear personal and professional boundaries, time management, valuing oneself, and acknowledging one’s needs. Activities in this chapter include identifying stressors in a professional environment and implementing basic self-care practices.

Students in internships, practicums, and field placements are bound by the same rules and codes of conduct as professionals in the field. This chapter discusses the distinction between law and ethics and identifies key legal and ethical concerns related to working with and on behalf of older adults, including autonomy, competency, confidentiality, privacy, and dignity. Personal and professional conduct issues such as adherence to HIPAA regulations, privacy in an era of technology, and patients’/residents’ bills of rights are also addressed. Specific attention is given to proper and improper use of social media and Pro Tips offer additional insight into expectations for professional behavior. Finally, a series of “what if” reflection exercise scenarios provide opportunities to practice ethical decision-making strategies.

This chapter provides an overview of what to expect in working with older adults as clients, coworkers, tenants, residents, or patients, both in terms of physical changes, communication styles, and service provision. Demographic patterns illustrating the diversity of what is thought of as the “older population” are examined and the benefits and challenges of working with older adults are explored. Consideration is given to the importance of treating everyone as an individual and not part of a homogeneous group. Practical issues such as activities of daily living, interpersonal relationships, sexuality, elder abuse, and end-of-life concerns are also discussed. Activities in this chapter provide opportunities to hone interpersonal and communication skills, as well as to apply them to real-life scenarios drawn from experiences in the field.

Completing an internship involves several different forms of assessment and reflection. Site preceptors and/or faculty advisors provide evaluative feedback and guidance to students on their performance and the outcomes of their internship, practicum, or field experience. Interns also evaluate their experiences in terms of knowledge and skills learned as well as personal and professional growth. In addition to providing and receiving the required academic feedback, interns are guided to further reflect on their learning experiences. This chapter takes interns through the final evaluation process and demonstrates how to achieve insight into their personal and professional growth. The activities in this chapter offer interns opportunities to reflect on (a) the development of their professional identity, (b) the ways in which their internship impacted their professional and personal goals, (c) the skills and knowledge they have learned, and (d) how their internship experience has shaped their future career and/or educational aspirations in the field of aging.

Ageist beliefs often influence how mental health in later life is perceived, and negative expectations can lead to misinterpreting a person’s behavior and abilities. While most older adults possess good mental health, health and human service professionals are likely to encounter individuals needing their services and support. This chapter addresses societal stereotypes related to cognitive function and aging and dispels the myth that most older people have dementia. Distinctions are made between “normal” and “pathological” forgetfulness, and up-to-date information on the prevalence and symptoms of mental health challenges such as depression, delirium, and dementia is presented. Consideration is also given as to how cognitive symptoms might manifest differently depending on age and cohort. Activities in this chapter offer opportunities to improve one’s own communication skills, to identify strategies for locating and accessing available services, and to learn about “dementia-friendly” communities.