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A feasibility study of support for certification in gerontology

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A feasibility study of support for certification in gerontology

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A FEASIBILITY STUDY OF SUPPORT FOR CERTIFICATION IN
GERONTOLOGY
by
Jacqueline M. Lehn-Dupont
A Thesis Presented to the
FACULTY OF THE SCHOOL OF GERONTOLOGY
AND THE SCHOOL OF PUBLIC ADMINISTRATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degrees
MASTER OF PUBLIC ADMINISTRATION
MASTER OF SCIENCE IN GERONTOLOGY
May 1996
Copyright 1996 Jacqueline M. Lehn-Dupont
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UMI Number: 1380445
Copyright 1996 by
Lehn-Dupont, Jacqueline Mary
All rights reserved.
UMI Microform 1380445
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UNIVERSITY OF SOUTHERN CALIFORNIA
LEONARD DAVIS SCHOOL OF GERONTOLOGY
University Park
Los Angeles, CA 90089
This thesis, written by
Lehn-Dupont Jacqueline Mary
under the director of h er Thesis Committee and approved by all its
members, has been presented to and accepted by the Dean o f the Leonard
Davis School of Gerontology and the Dean of: Public Administration
in partial fulfillment of the requirements for the degree of
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Dean
Dean
Chairman
SIGNATURE PAGE
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DEDICATION
This thesis is dedicated to all Gerontologists
everywhere who dedicate their lives to serving the aging
population. These individuals would benefit from
certification, a process which will only compliment and give
professional credidation to Gerontologists across America.
This thesis is also dedicated to the author's loving
and patient husband Kevin, wonderful children Richard and
Rachel who were born during the long arduous process of
completing this thesis, Michelle Nesbitt our special nanny,
dear brothers Rich and Mark, and two of the most caring
parents a student could ever have. I thank my father for
his lifelong commitment and encouragement toward serving the
"wise and elderly", my mother for instilling respect in her
children and my wonderful grandparents, Nana and Grandpa,
whom I cherish. Our God has blessed us all with health and
the hope of making the world a better place for the aging
community.
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ACKNOWLEDGEMENTS
Over the last decade Dr. David Peterson has dedicated
much of his time researching the topic of certification in
gerontology. Dr. Pamela Wendt, in partnership with Dr.
Peterson, has also been active in alerting the academic
arena to the great need for certification in gerontology.
Furthermore, it should be acknowledged that Dr. Peterson's
and Dr. Wendt's zeal has yielded detailed certification
proposals and numerous published articles, and "sparked” an
association to advance the idea. In addition to thanking
Dr. Peterson for what he does daily, I would like to thank
him on a personal note for the many hours he gave to this
thesis.
On a practical note, Dr. Wilber's statistical and
research expertise was greatly appreciated. The many hours
of proofreading the methods section and tables (and MORE
tables) was greatly appreciated. Dr. Wilber is well known
for her encouraging spirit and this author befitted greatly
from it.
I would also like to acknowledge the many hours Sandee
Shupe-Robinson gave to the paper by constantly proofreading
my work and pushing the author to "get it done". The author
also wishes to acknowledge Linda Wray (Sister Linda, Aunt
Linda) for her daily guidance. Although many miles away
today, she still guides the author daily. The author also
acknowledges her wonderful loving family and their support.
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T A B LE OF CONTENTS
DEDICATION ............................................. ii
ACKNOWLEDGEMENTS ....................................... iii
LIST OF TABLES ......................................... v
INTRODUCTION ........................................... 1
Chapter
I. LITERATURE REVIEW .......................... 8
Historical Certification ................... 9
Opposition and Support for Certification ... 9
II. METHODS ..................................... 15
The Sample................................... 17
Questionnaire .............................. 18
III. FINDINGS .................................... 20
Importance of Certification ................ 21
Likelihood of Certification ................ 26
IV. DISCUSSION.................................. 30
V. IMPLICATIONS ................................ 35
TABLES ................................................ 37
APPENDIX .............................................. 54
A. Copy of Questionnaire ...................... 55
REFERENCES ............................................ 58
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LIST OF TABLES
Tables
1 Summary of the Relationship between Current
Employment and Importance of Certification
2 Summary of the Relationship between Current
Employment and Importance of Certification as a
Function of Employment Status
3 Summary of the Relationship between Education
Level and Importance of Certification
4 Summary of the Relationship between Field of Study
and Importance of Certification
5 Summary of the Relationship between Number of
Courses in Aging and Importance of Certification
6 Summary of the Relationship between Gerontology
Credential and Importance of Certification
7 Summary of the Relationship between Certificates
in Other Fields and Importance of Certification
8 Summary of the Relationship between Gender and
Importance of Certification
9 Summary of the Relationship between Age and
Importance of Certification
10 Summary of the Relationship between Current
Employment and Likelihood of Certification as a
Function of Employment Status
11 Summary of the Relationship between Education
Level and Likelihood of Certification
12 Summary of the Relationship between Field of Study
and Likelihood of Certification
13 Summary of the Relationship between Number of
Courses and Likelihood of Certification
14 Summary of the Relationship between Gerontology
Credential and Likelihood of Certification
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Page
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LIST OF TABLES (Continued)
15 Summary of the Relationship between Certificates
in Other Fields and Likelihood of Certification 52
16 Summary of the Relationship between Gender and
Likelihood of Certification 53
17 Summary of the Relationship between Age and
Likelihood of Certification 54
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Introduction
The maturation and development of gerontological
research, education and service has been rapid over the last
century (Hirschfield & Peterson, 1982).
The field of aging, that complex of services, organizations,
and individuals that work in behalf of older persons, has
developed in response to the increasing size of the older
population and the recognition that later life has a unique
set of challenges and opportunities (Peterson, 1993).
This rapid growth has been accompanied by the increasing
interest in certification of aging professionals identified
as gerontologists.
Recent national surveys have indicated that gerontology
has become a unique and progressive field of employment and
is on its way to becoming a complete profession (Peterson &
Wendt, 1993). A great amount of interest regarding
certification in the field of gerontology exists across the
nation. At the University of Southern California, Leonard
Davis School of Gerontology, leadership for support has come
from the "grandparents” of certification, David A. Peterson,
Ph.D. and Pamela F. Wendt, Ph.D. Peterson and Wendt have
created an excellent national gerontology certification
process proposal and have presented the material at
conferences and academic arenas across the country. Dr.
Wendt, has organized a support group of graduate students
and professionals, who have conducted forums and meetings
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regarding the viability of certification. Dr. Peterson has
published numerous articles on the professionalization of
gerontology and its implications for the future. Peterson
has defined Gerontology as a "semi-profession" on its way to
a full-fledged professionalization. It is from his detailed
recommendations and research on the many aspects of
professional gerontology, that a body of support for
certification in the field of gerontology has emerged.
Peterson and Wendt have systematically described the
certification process and standards. Their work comes at a
crucial time, as the population ages and the support for
certification increases. Supporters for certification cite
many reasons for its importance. These reasons will be
summarized in the following pages.
A 1992 survey of over 3,000 faculty from 1,450 American
colleges and universities asked its respondents to select
the next steps to increase the prestige of gerontology.
Fifty-two percent selected national certification of
graduates of gerontology and geriatric education programs
(Peterson, 1993).
But why certification? Proponents of certification
claim that the "unique needs" of older people are
effectively addressed when professionals have aging-specific
knowledge and skills (Peterson & Wendt, 1992). The 1981
White House Conference on Aging reported that the quality of
services available to older adults depends directly on the
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quality of persons who actually provide the services (White
House Conference on Aging, 1982). How does one define
quality in this case? Experts claim that education and
experience are linked together as the right combination.
"Current practitioners need effective, accessible continuing
educating in gerontology. The number of elderly clients they
serve has been increasing and is projected to increase at
steep rates" (Peterson & Wendt, 1990). Experience or
apprenticeship as the main form of training in gerontology
will be replaced by theoretical schooling (Abrahamson,
1981). The definition of "gerontologist by osmosis" is no
longer acceptable to educated consumers and educated aging
professionals who want to further professionalize the field
of Aging.
In a 1992 national survey of 3,012 colleges and
universities, Peterson and Wendt (1992) found that 725
campuses offer programs in gerontology instruction. Now
that educational opportunities are available, a
certification process would serve to inform older adults,
their families and the public about gerontologists who have
successfully completed at least a minimum of educational and
employment preparation in the field of gerontology.
Furthermore, gerontologists are committed to a career
in the field of aging, and have a title that reflects older
people as their consumer (Peterson & Wendt, 1993). It is
the consumer that must be protected, educated and informed
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of the many benefits or lack of benefits a gerontologist
with aging-specific knowledge has to offer to the client.
Certainly what has resulted from a lack of governing
standards, such as a certification process, is the diversity
of skills, education and experience of persons identifying
themselves as gerontologists. As a result, the consumer
often misunderstands the roles and responsibilities of a
gerontologist. For example, the consumer may envision the
gerontologist as a licensed psychologist, licensed social
worker or even assume that the person has a doctorate or
masters degree in gerontology. In contrast, assumptions of
education level may involve someone who lacks the time or
expertise to dissect the professional title of
gerontologist.
Many feel that it is now the appropriate time to give
resolution to the turmoil that society and consumers of
aging-related services are facing (Peterson & Wendt, 1993;
Hirschfield & Peterson, 1982). The certification of aging
professionals will address the confusion caused by the
proliferation of job titles, varied training, experience,
and diverse backgrounds, by recognizing standards for which
certified gerontologists will be held accountable under the
certification process. In addition to ending confusion and
misunderstandings, certification is designed to promote the
professional competency of the members (gerontologists) in
a voluntary association (Millar, Hatry, & Koss, 1977). The
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key to Millar's definition of certification is the term
"competency." In other words, the older consumer has the
right to be protected from incompetent practitioners who may
hinder the professional status gerontology has achieved over
the last century.
For the purposes of this study the following definition
of terms is used:
1) Certification: is a process by which
professional organizations or independent external
agencies grant recognition to an individual who
has met certain predetermined qualifications. It
is not required in order to practice the
profession but is an indication that the
individual has achieved a minimum level of
educational preparation (Peterson & Wendt,1993;
Mills, 1980).
2) Licensing; a process or act by which
candidates are screened for admission to a certain
profession and accorded the legal right to
practice that profession as prescribed by the
state legisiature (OECD, 1977).
3) Gerontology: the study of processes and
phenomena within aging individuals and societies
(Adelman, 1988) or the study of the processes of
aging that affect the biological, behavioral, and
social aspects of our lives (Peterson, 1987). In
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addition, gerontology also may be defined as
providing service to older people and their
families which is considered the "practice of
gerontology" (Peterson, 1987).
4) Professional gerontologist: a person who has
completed an education in aging to become a
professional or practitioner in the field of aging
(Peterson, 1987).
5) A professional working in the field of aaina :
a professional working on behalf of older adults
performing such duties as administrator, direct
service provider, public policy advocate, or
public servant (Peterson, 1987).
6) Field of aging: refers to the planning,
administration and service delivery network for
older people (Peterson, 1987).
This thesis explores the viability of certification of
gerontologists by first reviewing available literature
relevant to the issue of certification in gerontology and
other disciplines in Chapter One. Contained within the
literature review is a discussion of the history of
gerontology. Following the literature review, Chapter 2,
Methods, details the research hypotheses, the sampling
method, and the construction of the research instrument
(questionnaire). The next chapter addresses the research
findings and includes all relevant tables, charts and
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figures. The final chapter discusses conclusions derived
from analysis of the research hypotheses.
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Chapter One: Literature Review
The purpose of this chapter is to review the available
literature in certification of gerontology. It should be
noted here that very little scholarly writing addresses the
issue of certification in gerontology directly. It became
necessary, therefore, to draw upon published works in
related fields such as social work, psychology and
education.
In present industrialized societies, certification is
viewed as both a key instrument of control and information
and as a central mechanism of social selection (OECD, 1977).
Certification, together with the different forms of
licensing and institutional accreditation, is a means of
regulating the quality of the individual thus serving to
inform and protect the public both as consumers of aging
services and programs and as clients or employers of
graduates (OECD, 1977).
Currently, most health and human service professions as
well as social organizations have in place some form of
credentialling of their professional practitioners. For
example, state legislated licensing includes professions
such as medicine,nursing, psychology, law, nursing home
administration, pharmacy, and physical therapy and speech
therapy. Examples of certification include, education,
occupational therapy, dietetics, social work, counseling,
administrative service management, physician assistant,
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nursing assistant, recreational therapy, and financial
planning. Peterson (1993) reports that only a distinct few
health and human service professions have supplemental
credentialling in aging such as medicine, nursing, and
physical therapy (Peterson, 1993)
Historical Certification
Historically, certification was performed mainly by
guilds and professional associations which struggled with
the potentially conflicting roles of ensuring both minimum
professional standards and the protection of the members and
the organization itself. While the first law enacted to
regulate the health profession was passed in Virginia in
1639, this law served only to control fees charged by
physicians (Hogan, 1983). Until the 18th century, the usual
form of association among workers was the formation of
various certification guilds. The purpose of certification
at that time was to protest the title of physician rather
then specify qualifications for health care professionals
(Hogan, 1983). It was these associations which eventually
gave rise to the credentialling process. It was not until
the early 1900's, however, that licensure and official
credentialling were introduced and a dozen occupations had
achieved licensed status (Shumberg, 1985).
Opposition and Support for Certification
Economic public interest theory holds that regulatory
programs for groups must develop when self-regulation by
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either practitioners or consumers fail (Meier, 1985).
According to economists' models of regulatory
administration, a "perfect market" reguires that the buyer
and seller (e.g., gerontologist and client) have "perfect
information" or complete information about the product being
sold (Meier, 1985). This model implies that the consumer of
services is capable of evaluating whether the gerontologist
is competent and is informed of the kind and amount of
services that will be reguired to meet the consumer's needs.
This theory holds that regulation by government or a private
body is needed to prevent excessive demand for services sold
by the practitioner (gerontologist) directly to the consumer
and to prevent poor quality of services or products (Meier,
1985). In addition to assuring quality in the practitioner-
consumer interaction, it has also been suggested that
certification programs and titles help spread the costs of
investigating professionals across consumers, thus
eliminating high expenditures of consumer search time, money
and energy (Moore, 1961).
Some economists have criticized the credentialling of
health professionals as a vehicle of professional groups to
legitimize a monopoly by limiting access to specialized
knowledge (Pertschuk, 1980). Thus, credentialling programs
hold a variety of advantages, disadvantages, and costs to
the public as well as the professional group.
Proponents of credentialling hold that not only does
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the public benefit when certification programs mandate the
establishment of high standards of practice and adherence to
such standards but also the public is well-served by an
independent screening of candidates. Certification, then,
automatically provides a screening mechanism which the
consumer may use in choosing a gerontologist. Supporters of
certification also argue that certification increases
security for those who have a substantial long-term
investment in their education and training thus providing
some measure of career insurance and encourage practitioners
to remain current and improve their performance (Benham,
1980).
Opponents of certification contend that high standards
of practice are hollow if the regulatory agency has neither
the capability to follow-up on complaints or to take
disciplinary action against professionals who violate the
standards set out by the certification process. In
addition, the regulatory board may not have the resources
for investigating whether a professional will engage in
ethical conduct or practice. In some instances, the number
of professionals may be limited by the certification process
set up by the governing body, thus driving up the cost of
services to the consumer. Opponents argue that strict
certification provides control and increases the likelihood
that entry into the ranks of the profession will be tightly
controlled by a small number of members of the profession
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and that this may impact minority group professionals
unfairly. Aging services also may be unavailable to those
professionals who cannot afford to pay certification fees.
Despite opposition from individuals who feel that costs
outweigh benefits, efforts to develop certification programs
are begun for the most part by professional groups rather
than the general public (Benham, 1980). Some occupational
groups have been able to convince policy makers of the need
for controls over entry into the profession and protection
of the profession, and competition from outside forces for
the resources of consumers who purchase professional
services.
Some illumination into the resolution of these issues
may be obtained by examining licensing in a related field:
psychology. In his discussion of licensing professional
psychologists, Phillips (1982) states that there exists an
increasing need for legal constraints as practitioners of
all kinds are more autonomous (e.g., independent
professionals offering services in private settings rather
than organizational or institutional ones). As the
institutional restraints on practice are lessened (as is the
case with private practice) or when the numbers of
professionals in for-profit agencies increase, the need for
legal regulation increases. As supervision is less direct
and modeled on peer-review, the need for legal regulation
increases. As professional preparation becomes more highly
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specialized and technical, the need for credentialling
increases. Finally, as the product of the
practitioner/client interaction is more interpersonal, thus
becoming a less viable product, the need for regulation of
professional practice increases.
Using these criteria in the above manner,
gerontologists who function in a direct service role (e.g.,
a counselor who works on a one-to-one basis with an older
person) would benefit from certification. However,
gerontology professionals carry out a variety of roles in
many service areas. Such areas include but are not limited
to: health, social services, education, mental health,
rehabilitation, administration, planning, policy, and
government affairs (Peterson, 1987). This does not void the
need for certification in the field of aging. Gerontology
is in need of regulation at this stage in its development.
Other fields such as social work have a variety of roles in
which the professional may practice (e.g., administrative
roles as well as counseling ones). The administrative role
may not adhere to Phillips' (1982) discussion of licensing
for psychology, yet there is an increasing need for
professional constraints in gerontology as professionals in
a variety of roles become more autonomous and work in for-
profit organizations. Certification for gerontologists
has both benefits and liabilities. As part of a system
which includes professional degree programs and professional
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organizations, certification can afford the profession a
mechanism to monitor those entering the field as well as the
professionals already working in the field of aging. In
combination, quality gerontology education and the
monitoring function of the certification program can be
interpreted as judgement that a gerontologist's practice is
safe and understood by the consumer.
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Chapter Two: Methods
The purpose of this study is to assess the level of
interest (measured as ratings of importance) in the
certification of gerontologists as well as placing great
importance on the analysis of the likelihood of
certification in the field of aging. The following questions
were investigated:
1) How important do members of the target sample—
the American Society on Aging (ASA)— feel the
issue of certification is?
a) Is current employment related to
perceived importance of certification?
b) Is a high level of education
completed by respondents related to
perceived importance of certification?
c) Is major field of study related to
perceived importance of certification?
d) Is degree objective (area of study)
related to perceived importance of
certification?
e) Is number of courses undertaken in
the field of aging related to perceived
importance of certification?
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f) Is current credentialed status in
another area related to perceived
importance of certification?
g) Is gender related to perceived
importance of certification?
h) Is age related to perceived
importance of certification?
2) Do the respondents believe that they would
apply for certification, assuming that they meet
the criteria for certification?
a) Is current employment related to
likelihood of certification?
b) Is a high level of education
completed by respondents related to
likelihood of certification?
c) Is major field of study related to
likelihood of certification?
d) Is degree objective related to likelihood
of certification?
e) Is number of courses undertaken in
the field of aging related to likelihood
of certification?
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f) Is certification in another area
related to likelihood of certification?
g) Is gender related to likelihood of
certification?
h) Is age related to likelihood of
certification?
The Sample
Questionnaires were mailed to 201 current members of
the American Society on Aging (ASA). ASA is a nationwide
professional organization made up of a variety of aging
professionals and para-professionals who work, volunteer or
have an interest in aging. These members were randomly
selected by computer program from the 1992 national
membership list of approximately 7000 to 8000. Only full
time members were eligible for selection. A follow-up
questionnaire was mailed at the end of one month's time if a
response had not been received. Participants were not
compensated monetarily for their participation, but did
receive a sample bag of herbal tea. One hundred fifty-four
individuals (49 males, 102 females) returned the
questionnaires, thus the return rate for this study was
76.6%. Three respondents declined to state their gender.
The average age of the respondents was between 38 and 48
years. Approximately eighty-one percent of the respondents
were employed in the field of aging.
Data were keyed as an ASCII file using coding provided
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in the questionnaire itself. For open-ended questions,
categories were devised to reflect meaningful divisions of
information. For example, the categories created for
question #4 (major field of study) were psychology or
counseling, social work, medicine, gerontology and a
miscellaneous category. Data were condensed in question #5
(number of courses in aging) from the original eight
categories into three categories: none, one to three
courses in gerontology, and four or more courses in
gerontology. Data were analyzed using SPSS release 4.1 for
VAX/VMS.
Questionnaire
Questionnaire packets included an introductory letter
requesting participation, a self-addressed stamped envelope,
an herbal tea bag, and the questionnaire itself.
The two-page questionnaire was developed by the
investigator and contained eleven questions organized into
four sections: employment in the field of aging, education,
certification, and respondent information. The respondents
were also asked about their feelings regarding the
importance and likelihood of certification. Most questions
were constructed in closed-ended format (i.e., the
respondents simply checked the category that best applied to
them). A copy of the questionnaire can be found in Appendix
A.
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Participants were informed that the study was
undertaken as a master's thesis project at the University of
Southern California and were instructed to complete the
questionnaire to the best of their ability. Certification
was defined within the questionnaire and the introductory
letter as "a process by which professional organizations or
external agencies grant recognition to an individual who has
met certain predetermined qualifications ... not required in
order to practice the profession, but is an indication that
the individual has achieved a minimum level of educational
preparation.1 1 Upon completion of the questionnaire,
participants were requested to return the form using the
enclosed envelope within five weeks of the date of the cover
letter.
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Chapter 3: Findings
Pearson's chi-square test of independence was conducted
for each of the eleven items on the questionnaire. Of major
concern here was the relationship between the variables
under consideration (i.e., employment experience, education
level, courses studied, certification, gender and age) and
the participant's views regarding the relative importance of
certification in the field of aging and the likelihood that
they themselves would become certified. Due to problems
with both cell size and interpretation of results, original
rating categories were collapsed. For evaluations of
importance of certification, "not important " was combined
with "somewhat important" to form "Less Important";
"moderately important" and "very important" were combined to
form "More Important". For evaluations of likelihood, "not
at all" was combined with "somewhat" to form "Less Likely".
The category heading of "definitely" was changed to "More
Likely" for ease of reporting.
Results are reported in this thesis using the threshold
method of statistical reporting. That is to say, statistics
are reported with regards to established limits which
describe significance. Results are reported here as
significant when the probability is less than 5 times per
hundred that the statistic could be obtained due to chance
or error. Chi-squares reflecting meaningful relationships
between two variables will therefore be associated with
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probabilities less than .05. Also reported here are two
other thresholds: .01 and .001. These thresholds are
reported to further clarify the probability involved with
the obtained value of chi-square and can be seen as
reflecting highly significant findings.
Importance of Certification
A summary of the relationship between employment and
gerontology and the overall importance of certification in
gerontology can be found in Table 1. 1) Of the 145
individuals responding to both the employment and importance
questions, the majority (82.8%) were employed in the field
of aging at the time of administration of the questionnaire.
2) Overall, 72.4% (105 respondents) reported that they
supported certification in gerontology. Of the 120
individuals employed in gerontology, a large majority of the
respondents (88 individuals or 60.7% of the total
respondents) showed support for certification. Only 32
(22.1% of total respondents) reported that certification in
gerontology was not important. 3) Interestingly, only 8
(5.5%) of the 25 individuals not employed did not think
certification in gerontology was important while 17 (11.7%)
did. No significant relationship was found between
employment in the field of aging and perceived importance of
certification, x2(l) = .29, p > .05.
A summary of the relationship between employment and
gerontology and the importance of certification in
21
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gerontology as a function of employment status can be found
in Table 2. 1) Approximately 73 percent of those
individuals employed in gerontology showed support for
certification and 68 percent of those individuals not
employed in gerontology supported certification. Thus,
employment did not appear to affect positive attitude
towards certification.
A significant relationship was found between education
level and perceived importance of certification, x2(2) =
34.23, p < .001. A summary of the relationship between
education level and importance of certification in
gerontology can be found in Table 3. 1) Of the 145
individuals responding to both the education level and
importance questions, individuals with a masters degree are
the group with the strongest support for certification
(89.2%). It should be noted here that masters level
comprises the largest subgroup within education categories.
However, the other levels were positive also. 2) Fifty-seven
percent of individuals with bachelor's degrees and 60
percent of those with more than a masters degree also
reported that certification in gerontology was important.
No significant relationship was found between field of
study and importance of certification, ^(3) = 6.19, p >
.05. A summary of the relationship between field of study
and importance of certification in gerontology can be found
in Table 4. 1) Since the sample provided little data
22
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regarding individuals with less than a bachelor's degree,
categories entitled "Less than an Associates degree" and
"Associates Degree" were combined with "Bachelor's Degree"
to form "Bachelor's Degree or Less". 2) Across all fields
of study, support was found for certification in
gerontology. One hundred one respondents were positive.
Approval rates here ranged from 87.5 percent (Medicine) to
61.6 percent (Other disciplines— included public
administration and law). 3) Interestingly, the subgroup
Medicine with the highest education level showed the highest
support rate for certification.
A significant relationship was found between number of
courses in aging completed by the respondents and perceived
importance of certification, x2(2) = 16.45, jd < .001. A
summary of the relationship between number of courses in
aging completed by the respondents and importance of
certification in gerontology can be found in Table 5.
1) Across all categories, 71.9 percent of respondents rated
certification in gerontology as important. 2) Within the
subgroup which had completed the most courses (4 or more
courses), support for certification was strongest, 84.4
percent. 3) Within the subgroup with no training in
gerontology, the majority (68.4%) still supported
certification in gerontology. 4) The middle group, however,
23
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with 1 to 3 courses in gerontology reported that roughly
half viewed certification as important while the other half
did not.
A significant relationship was found between
gerontology credential and perceived importance of
certification, x*(2) = 6.93, p < .05. A summary of the
relationship between gerontology credential and importance
of certification in gerontology can be found in Table 6.
1) The majority of respondents in this sample who answered
this question (58.4% of the 133 responding) had not
completed a certificate or degree in gerontology, yet over
half of these individuals (62.5%) still supported
certification in gerontology.
2) Those with either a major in gerontology or a credit
certificate were even more likely to support certification
(88.9% and 79.5%, respectively).
No significant relationship was found between
certificates in other fields and perceived importance of
certification, x2(l) = .14, p > .05. A summary of the
relationship between certificates in other fields and
importance of certification in gerontology can be found in
Table 7. 1) Very little difference was seen in perceived
importance when comparing those who were credentialed in
other areas to those who were not credentialed.
Approximately 74 percent of the 87 individuals with
certificates rated certification as not important while 71
24
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percent of the 58 individuals with certificates rated
certification as important.
No significant relationship was found between gender
and perceived importance of certification,
x2( 3) = 1.05, p > .05. A summary of the relationship
between gender and importance of certification in
gerontology can be found in Table 8. 1) Females comprised
the majority of the sample (99 individuals, 68.8%).
Approximately 73 percent of the females responding reported
that certification was important. 2) Almost mirroring the
responses of the women in the study, 71 percent of males
responding demonstrated support for certification.
No significant relationship was found between gender
and perceived importance of certification,
x2(2) = 3.85, p > .05. A summary of the relationship
between age and importance of certification in gerontology
can be found in Table 9. 1) Groups in the original
questionnaire were condensed here in order to make the
results more interpretable. Age groups "16 to 26" and "27
to 37" were combined to form the "Young" group. The
"Middle-Aged" group was formed from those respondents who
were aged "38 to 48". All other respondents (except those
who failed to state their age) were placed into the "older"
category. 2) Overall, regardless of age group, the
respondents rated certification as important in gerontology
with 83.9% of the "Young" group, 62.4% of the "Middle-Aged"
25
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group and 73.3% of the "Older” group rating certification
as important.
Likelihood of certification
No significant relationship was found between
employment in the field of aging and likelihood of
certification, x2(l) = .02, p > .05. A summary of the
relationship between employment in the field of aging and
likelihood of certification in gerontology can be found in
Table 10. 1) Slightly over half of the respondents (53.6%)
saw themselves as likely of being certified regardless of
whether they were employed in the field of aging (53.9%) or
unemployed (52.2%). 2) Percentages for the other category
followed a similar pattern and did not differ significantly.
A significant relationship was found between education
level and likelihood of certification, x*(2) = 13.31, p <
.01. A summary of the relationship between education level
and likelihood of certification in gerontology can be found
in Table 11. 1) Examination of the remaining three
categories demonstrates that individuals with a masters
degree saw themselves as relatively more likely to become
certified than their peers with either a bachelor's degree
or advanced degrees beyond the masters level (i.e.,
philosophical doctorate or medical doctor); approximately 70
percent of those with a masters degree saw themselves as
likely to be certified as compared to 33.3% or bachelor's
candidates and 45.2% of advanced degree individuals.
26
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A significant relationship was found between field of
study and likelihood of certification, x2^) = 18.45, p <
.001. A summary of the relationship between field of study
and likelihood of certification in gerontology can be found
in Table 12. 1) Those individuals with training in a
discipline related to gerontology (i.e., psychology, social
work, and medicine) or gerontology itself were more likely
to see themselves certified than those with training in
other areas, reporting likelihood estimates of 57.7%, 56.7%,
76.9% and 73.1%, respectively. 2) Overall, 53.4% saw
themselves as likely to become certified regardless of field
of study.
A significant relationship was found between number of
courses in aging and likelihood of certification, x2(2) =
10.17, p < .01. A summary of the relationship between
number of courses in aging and likelihood of certification
in gerontology can be found in Table 13. 1) A greater
number of courses in aging was related to a greater
likelihood of becoming certified. Of those individuals with
four or more courses in aging, 65.8% rated themselves as
definitely likely to become certified as compared to 37.5%
of individuals who has either no courses at all in aging or
one to three courses on the subject.
A significant relationship was found between
gerontological credential and likelihood of certification,
x2(2) = 10.35, p < .01. A summary of the relationship
27
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between gerontological credential and likelihood of
certification in gerontology can be found in Table 14.
1) Those with either no credential or objective in
gerontology or credentialed in another area were less likely
to rate themselves as likely to become certified (44.0%)
than those with either a major or degree (83.3%) or a credit
certificate (62.2%).
A significant relationship was found between
certificates in other areas and likelihood of certification,
^(l) = 6.88, p < .05. A summary of the relationship
between certificates in other areas and likelihood of
certification in gerontology can be found in Table 15.
1) Those who have been certified in another area such as
psychology or social work were more likely to see themselves
certified; 63.0% rated themselves as definitely likely to
become certified as compared to 40.4% of those who had not
been certified in another area.
No significant relationship was found between gender
and likelihood of certification, x^l) = .58,
P > .05. A summary of the relationship between gender and
likelihood of certification in gerontology can be found in
Table 16. 1) Females were no more likely to see themselves
as becoming certified than were their male counterparts.
Roughly half of females rated themselves as likely to become
certified. The same was true for the male respondents. 2)
It should be noted here that the female portion of the
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sample was approximately two times the size of the male
portion. This may indeed have skewed the results of this
analysis.
No significant relationship was found between age and
likelihood of certification, x2(2) = 2.66,
E > .05. A summary of the relationship between age and
likelihood of certification in gerontology can be found in
Table 17. 1) Older respondents (60 or older) appeared to be
less likely to rate themselves as definitely interested in
becoming certified (35.0%) as compared to other age groups.
Younger respondents rated themselves as most likely of
becoming certified (63.0%), followed by the Middle-Aged
group (50.9%). However, none of these differences was found
to be significant.
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Chapter 4: Discussion
The most striking observation to emerge from the data
is the tremendous support found for importance of
certification since well over two-thirds of the respondents
reported that certification in gerontology was important to
them. Ratings of importance were related to variables of an
educational nature (e.g. education level, number of courses
in aging, possession of a certificate or degree in
gerontology, and whether or not the respondent had taken
several courses in aging) but not related to the strictly
categorical variables of gender or age. In addition,
ratings of importance were not related to current employment
in the field and possession of a certificate in another
area.
Individuals with a masters degree are the group with
the strongest support for certification (89.2%). The
Similarity Hypothesis suggests that we associate more with
others of similar age, socioeconomic status, level of
education, political affiliation, attitudes and values,
personality traits, religious affiliation, and even physical
dimensions like attractiveness and height (Lippa, 1990).
Thus, those respondents with a masters degree or higher may
have supported certification because they felt a need to
associate with individuals who were like them in the above
variables. Regardless of their own specific discipline, the
more educated respondents appeared to support a process that
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would benefit others like themselves. Another plausible
explanation for their support would be that they felt that
certification could enhance either their educational status
or the professional status of the overall field. However,
the fact that others of both lesser and greater levels of
education still supported certification tends to discount
the similarity hypothesis.
The significant relationship between number of courses
in aging completed by the respondents and perceived
importance of certification clearly points to an exposure
issue. The mere exposure effect suggests that the more
exposure to a variable the more likely the phenomenon of a
significant relationship will occur (Lippa,1990). Those
with more courses in aging, the respondents had completed (4
or more courses), were more likely to rate certification as
important; 84.4 percent rated certification as important.
These respondents had exposure to the positive aspects of
the field of gerontology and the various interdisciplinary
aging courses field of gerontology and felt it was now the
appropriate time to implement certification. This is not
necessarily a negative effect to be discounted since over
the past twenty years there has been a great effort made to
introduce the public at large to the issues of aging. We as
gerontologists would hope that as issues concerning the aged
begin to fall to the forefront in discussion of national
31
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priorities, these issues would garner support and approval
rather than criticism and disapproval.
The non-significant relationship between the
categorical variables of gender and age is as we would hope:
neither an age bias nor a gender bias emerged. The results
of this study reflect the fact that gerontology is a field
which transcends one's personal perspective.
The non-significant employment finding (no significant
relationship was found between employment in the field of
aging and perceived importance of certification) suggests
that being employed in the field was not the impetus for
support. The mere fact that there was no variation in the
support of certification points to the realization of the
support for implementation of certification regardless of
the background in aging. Those respondents (17 of the 25)
who were retired or working in another field still supported
the need for certification of gerontologists or aging
professionals.
Overall, support was found for likelihood of
certification since over half of the respondents reported
that certification in gerontology was likely for them if
they met the educational and experience requirements.
Interestingly, while overwhelming support was found for
importance of certification, likelihood of certification is
more evenly divided: nearly half the respondents reported
themselves as unlikely to become certified. It is difficult
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to say why while they supported certification as being
important, many respondents did not see themselves as
becoming certified themselves. Several respondents wrote in
comments suggesting that certification would not be
appropriate for them because their long-time commitment to
the field( twenty years or more) more than compensated for
any lack of education or formal certificate. For example,
one woman wrote: "I was a developer of certification
requirements" and a "pioneer developer of course content in
aging." Another woman who reported that she was not at
all likely to be certified wrote: "I took my credits in
Gerontology after retirement from the field of social work."
Ratings of likelihood were related to variables of an
educational nature (e.g. education level, number of courses
in aging, and whether the respondent was credentialed in
gerontology or another field). In contrast to importance,
likelihood whether or not the respondent had taken several
courses in aging was also related to likelihood of
certification. These findings may be influenced by a
combination of the similarity hypothesis (individuals are
attracted to those like themselves in education, socio
economic status, and other categorical variables) and the
mere exposure effect (individuals favor things more, the
more they are exposed to them). As the largest component of
the individuals surveyed, those with a masters or greater
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may be more involved and therefore exposed to more of the
issued involved in certification.
Ratings of likelihood were not related to the strictly
categorical variables of gender or age. Thus, as is the
case with importance, it appears that likelihood of
certification is an issue that transcends one's personal
perspective of age or gender.
Lastly, ratings of likelihood were not related to
current employment status. Respondents found themselves
equally likely to become certified regardless of whether
they are currently employed in the field of aging. This
demonstrates a lack of bias due to employment or exposure to
the certification debate by means of employment alone.
34
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Chapter 5: Implications
This thesis clearly suggests that we should go forward
in establishing certification guidelines such as the ones
put forth by Peterson and Wendt (1993). Setting forth such
guidelines would address the confusion now existing in the
field of aging caused by the proliferation of job titles,
varied training and experience, and diverse backgrounds
identifying themselves as gerontologists. Yet, despite
these differences in background, the importance of
certification is clearly mandated by the respondents.
Certification would serve to further unite a growing body of
individuals who have in common a dedication to the field of
gerontology.
A governing body is necessitated by the call for
certification among gerontologists. This body will not only
create the certification standards, but also will act as
administrator in the certification process. Given the
education standards already in place in gerontology without
any formal certification process, it seems reasonable to
assume that current educational programs would be expanded
as the criteria for certification is established.
Continuing education would also become increasingly
important. The presence of a certificate in gerontology
would make it easy to disseminate the latest findings in the
field and to continue the education process. This
continuing education should extend the support for the field
35
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of gerontology by providing the field yet more exposure.
Given the overwhelming support for the importance of
certification in gerontology, the establishment of criteria
and a governing body should not be difficult to achieve. It
is this author's hope that this thesis will join with the
mass of overwhelming evidence which now supports the
certification of gerontologists. The task at hand is to
begin the process.
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Table 1
Summary of the Relationship Between Current Employment: and
Importance of Certification.
EMPLOYED
IMPORTANCE
Less Important More Important
TOTALS
Employed 32 88 120
22.1%X 60.7% 82.8%
8 17 25
Unemployed 5.5% 11.7% 17.2%
40 105 145
27.6% 72.4% 100.0%
X2(l) = .29, E > .05.
N = 145.
1 All percentages are reported as a percent of the total
responding to both questions.
37
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Table 2
Summary of the Relationship Between Current: Employment and
Importance of Certification as a Function of Employment
Status.
EMPLOYED
IMPORTANCE
Less Important More Important
TOTALS
Employed 32 88 120
26.7%2 73 .3%
100.0%
Unemployed 8 17 25
32.0% 68.0% 100.0%
40 105 145
27.6 72.4%
X2(l) = .29, £ > .05.
N = 145.
2 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
38
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Table 3
Summary of the Relationship Between Education Level and
Importance of Certification.
EDUCATION
LEVEL
IMPORTANCE
Less Important More Important
TOTALS
Minimum
Bachelors Degree
15 20
42.9% 57.1%
35
100.0%
Masters Degree 7 58
10.8% 89.2%
65
100.0%
More than a
Masters Degree
18 27
40.0% 60.0%
45
100.0%
40 105
27.6% 72.4%
X2(2) = 16.76, jo < .001.
N = 145.
3 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
39
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Table 4
Summary of the Relationship Between Field of Study and
Importance of Certification.
FIELD OF STUDY
IMPORTANCE
Less Important More
Important
TOTALS
Counseling and
Clinical
17 41
29.3%4 70.7%
58
100.0%
Gerontology 4 22
15.4% 84.6%
26
100.0%
Medicine 2 14
12.5% 87.5%
16
100.0%
Other 15 24
38.5% 61.6%
38 101
27.3% 72.7%
X2( 3 )= 6.19, p > -05.
N = 145.
4 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
40
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Table 5
Summary of the Relationship Between Number of Courses in
Aging and Importance of Certification.
NO. OF COURSES
IN
AGING
IMPORTANCE
Less Important More Important
TOTALS
None 6 13 19
31.6%s 68.4% 100.0%
1 to 3 20 19 39
Courses
51.3% 47.7% 100.0%
12 65 77
4 or More
Courses 15.6% 84.4% 100.0
%
38 97 135
28.1% 71.9% 100.0%
X2(2) = 16.45, e < -001.
N = 135.
5 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
41
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Table 6
Summary of the Relationship Between Gerontology Credential
and Importance of Certification.
DEGREE
OBJECTIVE
IMPORTANCE
Less Important More Important
TOTALS
No Gerontological
Credential or
Objective
30
37.5%6
50
62.5%
80
100.0%
Major or Degree 2 16 18
11.1% 88.9% 100.0%
Credit
Certificate
8
20.5%
31
79.5%
39
100.0%
40 97
29.2% 70.8%
X2(2) = 6.93 £ < .05.
N = 137.
6 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
42
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Table 7
Summary of the Relationship Between Certificates in Other
Fields and Importance of Certification.
CERTIFIED IN
ANOTHER AREA
IMPORTANCE
Less Important More Important
TOTALS
Yes 23 64 87
26.4%7 73.6% 100.0%
No 17 41 58
29.3% 70.7% 100.0%
40 105
27.6% 72.4%
X2(l) = .14, p > .05.
N = 145.
7 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
43
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Table 8
Summary of the Relationship Between Gender and Importance of
Certification.
GENDER
IMPORTANCE
Less Important More Important
TOTALS
Female 27 72 99
27.3%8 72.7% 100.0%
Male 13 32 45
28.9% 71.1% 100.0%
40 104
27.8% 72.2%
X2( 3) =1.06, e > .05.
N = 144.
8 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
44
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Table 9
Summary of the Relationship Between Age and Importance of
Certif ication.
AGE
IMPORTANCE
Less Important More Important
TOTALS
Young 5 26
16.1%9 83.9%
31
100.0%
Middle-Aged 19 34
35.8% 64.2%
53
100.0%
Older 16 44
26.7% 73.3%
60
100.0%
40 104
27.8% 72.2%
X2(2) = 3.85, £ > .05.
N = 144.
9 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages-
45
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Table 10
Summary of the Relationship Between Current Employment and
Likelihood of Certification as a Function of Employment:
Status.
Employed
Unlikely
LIKELIHOOD
Likely
TOTALS
Employed 53 62 115
46.1%10 53.9%
100.0%
Unemployed 11 12 23
47.8% 52.2% 100.0%
64
46.4%
74
53.6%
X2(l) = .02, p > .05.
N = 138.
10 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
46
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Table 11
Summary of the Relationship Between Education Level and
Likelihood of Certification.
EDUCATION
LEVEL
Unlikely
LIKELIHOOD
Likely
TOTALS
Bachelors Degree
or Less
22
66.7%
11
33.3%
33
100.0%
Masters Degree 19 44 63
30.2% 69.8% 100.0%
More than a
Masters Degree
23
54.8%
19
45.2%
42
100.0%
64 74
46.4% 53 .6%
X2(2)=13.31, £ < .01.
N = 138.
11 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
47
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Table 12
Summary of the Relationship Between Field of Study and
Likelihood of Certification.
FIELD OF STUDY Unlikely
LIKELIHOOD
Likely
TOTALS
Clinical and 24 32 56
Counseling
42.9%12 57.1% 100.0%
Medicine 3 10 13
23.1% 76.9% 100.0%
Gerontology 7 19 26
26.9% 73.1% 100.0%
Other 28 10 38
73.7% 26.4% 100.0%
62
46.6%
71
53.4%
X2(3)= 18.45, p < .001.
N = 133.
12 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
48
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Table 13
Summary of the Relationship Between Number of Courses in
Aaina and Likelihood of Certification.
NO. OF COURSES
IN AGING Unlikely
LIKELIHOOD
Likely
TOTALS
None 10 6 16
62.5%13 37.5% 100.0%
1 to 3 25 15 40
Courses
62.5% 37.5% 100.0%
25 48 77
4 or More
Courses 34.2% 65.8% 100.0%
60
46.5%
69
53.5%
X2(2)= 10.17, E < -01.
N = 129.
13 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
49
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Table 14
Summary of the Relationship Between Gerontology Credential
and Likelihood of Certification.
DEGREE
OBJECTIVE
LIKELIHOOD
Unlikely Likely
TOTALS
No 42 33 75
Gerontological
Credential or 56. 0%14 44.0% 100.0%
Objective
Major or Degree 3 15 18
16.7% 83.3% 100.0%
Credit 14 23 37
Certificate
37.8% 62.2% 100.0%
59 71
45.4% 54.6%
X2(2)= 10.35, p < .01.
N = 130.
14 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
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Table 15
Summary of the Relationship Between Certificates in Other
Fields and Likelihood of Certification.
CERTIFIED IN
ANOTHER AREA
LIKELIHOOD
Unlikely Likely
TOTALS
Yes
30 51 81
37.0%1S 63.0% 100.0%
No 34 23 57
59.6% 40.4% 100.0%
64 74
46.4% 53.6%
X2(1) = 6.88, p < .05.
N = 138.
15 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
51
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Table 16
Summary of the Relationship Between Gender and Likelihood of
Certification.
GENDER
LIKELIHOOD
Unlikely Likely
TOTALS
Female 42 53 95
44.2%16 55.8% 100.0%
Male 22 21 43
51.2% 48.8% 100.0%
64 74
46.4% 53.6%
X2(l) = .58, p > -05.
N = 138.
16 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
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Table 17
Summary of the Relationship Between Aae and Likelihood of
Certification.
AGE
Unlikely
LIKELIHOOD
Likely
TOTALS
Young 10 20 30
33.3%* 66.7% 100.0%
Middle Aged 26 27 53
49.1% 50.9% 100.0%
Older 28 27 55
50.9% 49.1% 100.0%
64 74
46.4% 53.6%
X2(2)= 2.66, u > -05.
N = 138.
17 All percentages are reported as a percent within the
category considered and are therefore reported as row
percentages.
53
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APPENDIX A
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LEONARD DAVIS SCHOOL O F GERONTOLOGY
ETHEL PERCY' ANDRUS GERONTOLOGY CENTER
(213)740-5156
Jacqueline L Dupont
23632 Tampico Bay
Monarch Beach, CA
92629
November 15,1992
Dear ASA m em ber,
Hello, my name is Jacqueline L. Dupont. I am a masters student in
Gerontology at the University of Southern California. This survey will be the basis
for my masters thesis in Gerontology.
The purpose of the survey is to a sse ss the viability of gerontology
certification of professionals in the field of aging. Many people feel that it now
seem s appropriate to consider the establishment of a process for designating
qualified professionals and para-professionais in the field of aging. When fully
implemented, certification would serve to inform older persons, their families, and
the public generally which of the personnel who provide a variety of services to
them have successfully completed at least a minimum of educational and
employment preparation in gerontology.
I greatly appreciate your time and the contribution you are making by
completing this questionnaire.
P lease fill out the following survey and return it by: D ecem ber 20,1992,
and Thank y ou , Thank you, Thank you!!!
Enclosed is a tea bag, so while you are filling out the questionnaire, enjoy
a cup of tea on me! For questions, my phone number at U.S.C. is: 213-740-5156.
Thank you s o m uch!
Very truly yours,
Jacqueline Lehn Dupont
UNIVERSITY OF SOUTHERN CALIFORNIA. LOS ANGELES. CALIFORNIA 90089-0191
55
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GERONTOLOGY CERTIFICATION SURVEY
I. EMPLOYMENT IN THE FIELD OF AGING
1. Are you currently employed in the field of aging in such roles as direct service
provider, program developer, planner, faculty member, private practitioner or
administrator in an agency or organization which has older persons as a major
concern or client?
2. How many years of full time or full time equivalent (FTE) employment experience
have you had in the field of aging?
□ None
□ Less than 1 year
□ 1 to 1 1/2 years
□ 1 1/2 to 2 years
□ More than 2 years
II. EDUCATION
3. Please circle the response that describes highest education completed:
□ less than an associate degree
□ an associate degree
□ a bachelor’s degree
□ a masters degree
□ beyond a masters degree
4. In your highest degree, what was your major field of study?
5. How many credit courses have you taken at a college or university that dealt with
aging for at least half of the time?
□ Yes
□ No
□ 1
□ 2
□ 3
□ 4
□ 5
□ 6
□ 7 or more
5 6
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6. !n your college or university studies, did you receive any of the following in aging
studies or gerontology?
□ Yes, mark one: □ major, degree
□ credit certificate
concentration, emphasis, minor, option
□ other___________
□ No
III. CERTIFICATION
Certification is a process by which professional organizations or independent
external agencies grant recognization to an individual who has met certain
predetermined qualifications. It is not required in order to practice the profession
but is an indication that the individual has achieved a minimum level of educational
preparation.
7. Are you certified, licensed, or registered in any other field?
□ No
□ Yes, In what field or profession_____________
8. How important do feel the issue of certification is?
1 2 3 4
not important somewhat important moderately important very important
9. Assuming that you met the educational and experience requirements for
professional certification, how likely are you to become certified?
1 2 3
not at all somewhat definitely
IV. RESPONDENT INFORMATION
Please circle the correct answer:
10. Sex: □ Female □ Male
11. Age: □ 16-26
□ 27-37
□ 49-59
□ 60 and up
THANK YOU VERY MUCH FOR YOUR TIME!!!!
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References
Adelman, R.C. (1988). On establishing of credentials in
gerontology. The Gerontological Society of America. 28(2)
pp. 169-171.
Benham, L. (1980). The demand for occupational
licensure. Occupational Licensure Regulation. Washington,
D.C.: American Institute for Public Policy Research, pp.
13-25.
Hirschfield, I. S & Peterson D. A. (1982). The
professionalization of gerontology. The Gerontologist.
22(2), pp. 215-220.
Hogan, D. B. (1983). The effectiveness of licensing:
History, evidence, and recommendations. Law and Human
Behavior. 7(2/3), 117-138.
Lippa, R. L. (1990). Introduction to Social Psychology.
Belmont, CA: Wadsworth Publishing Company.
Meier, K. J. (1985). Regulation Politics. Bureaucracy.
and Economics. New York: St. Martin's Press.
Mills. D. H. (1980). Licensing and certification of
psychologists and counselors. San Francisco: Jossey-Bass.
Millar, A, Hatry, H. & Koss, M. (1977). Monitoring the
outcomes of social services. Vol. II.: A review of past
research and test activities. Washington D. C.: Urban
Institute.
Moore, T. G. (1961). The purpose of licensing. Journal
of Law and Economics. 4(5), 93-124.
National Association of Social Workers. (1978). Answers
to Questions state legislators ask about social work
licensing. Washington, DC: National Association of Social
Workers.
Organization for Economic Co-Operation and Development.
(1977). Selection and Certification in Education and
Employment. Paris, France.
Pertschuk, M. (1980). Needs and licenses. In S. Rottenberg
ed. Occupational licensure and regulation. Washington, D.C.
American Institute for Public Policy Research, pp. 343-347.
Peterson, D. A. & Wendt, P. F. (1993). Point/counterpoint:
Should gerontologists be certified? Aging Today, p. 3.
58
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
Peterson, D. A. (1993, March). The credentialling of
professionals in the field of aging. Paper presented at the
annual meeting of the American Society on Aging. San Diego,
CA.
Peterson, D. A. & Wendt, P. F. (1992, March).
Certification of gerontology service providers. Paper
presented at the annual meeting of the American Society on
Aging. San Francisco, CA.
Peterson, D. A. & Wendt, P. F. (1992, November/December).
Professionalizing gerontology: Two proposals. AGH Exchange.
p. 1.
Peterson, D. A. (1992, March). Future steps in the
development of gerontology as a profession. Paper
presented at the annual meeting of the American Society on
Aging. San Francisco, CA.
Peterson, D.A. & Wendt, P. F. (1990). Employment in the
field of aging: A survey of professionals in four fields.
The Gerontological Society of America. 30(5), pp. 679-684.
Peterson, D. A. (1987). Career paths in the field of aging:
Professional gerontology. Lexington, MA: D. C. Heath & Co.
Phillips, B. N. (1982). Regulation and control in
psychology: Implications for certification and licensure.
American Psychologist. 37. 919-926.
Shumberg, B. (1985). Overview of professional and
occupational licensing. In J.C. Fortune & Associates
Understanding Testing in Occupational Licensing.
Establishing Links between Principles of Measurement and
Practice of Licensing. San Francisco: Jossey-Bass, pp. 1-14.
White House Conference on Aging (1982). Final Report, volume
3: Recommendations and post Conference survey of delegates.
Washington. D.C.: Author.
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Asset Metadata

Creator Lehn-Dupont, Jacqueline Mary (author)

Core Title A feasibility study of support for certification in gerontology

School School of Public Administration

Degree Master of Public Administration

Degree Program Gerontology,Public Administration

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Gerontology,OAI-PMH Harvest,Political Science, public administration,Social Work

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Peterson, David (committee chair), [illegible] (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c16-3308

Unique identifier UC11341414

Identifier 1380445.pdf (filename),usctheses-c16-3308 (legacy record id)

Legacy Identifier 1380445.pdf

Dmrecord 3308

Document Type Thesis

Rights Lehn-Dupont, Jacqueline Mary

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA