Effects of a Health Education and Research Participation Enhancement Program on Participation and Autonomy in Diverse Older Adults

• Authors: Allison A. Bay, Emory University; Lindsay Prizer, Emory University; Ahauve Orusa, Emory University; Ariel R. Hart, Emory University; Molly Perkins, Emory University; Madeleine Hackney, Emory University
• Journal Title: Gerontology and Geriatric Medicine
• Volume: Volume 6
• Publisher: SAGE Publications (UK and US) | 2020-06-12
• Type of Work: Article | Final Publisher PDF
• Publisher DOI: http://doi.org/10.1177/2333721420924952
• Subjects: Gerontology; Health Sciences, Health Care Management
• Keywords: participation; autonomy; independence; older adults; family role; social role; quality of life; senior living; aging; race; diversity

Abstract

Social engagement and autonomy are vital for life satisfaction among older adults. We measured multiple domains of social participation and autonomy in 120 adults over age 55 years that were part of an educational program at pretest, posttest, and follow-up. Quantitative and qualitative data were analyzed for differences between Black and White participants. White participants reported worse engagement in the family role domain and a lower Total Participation Score at posttest than pretest; however, scores returned to baseline levels by follow-up. Black participants reported better levels of participation in the social relationship domain at follow-up than at pretest. We found no evidence of qualitative differences between racial groups. Barriers to social participation and autonomy included challenges related to health, ageism, transportation, and mobility. Adequate housing, social support, socialization, and perception of individual utility contributed to feeling independent. Educational programs for older adults may provide an opportunity for increased social participation.