Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research Fall 7-19-2018 Transformative Reminiscence Training For Older Adults: Increasing Self-Positive Reminiscence During Self-Directed Life Reviews Deena Gayle Hitzke Concordia University - Portland Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Adult and Continuing Education Commons, Cognition and Perception Commons, Cognitive Psychology Commons, Educational Psychology Commons, Human Factors Psychology Commons, Industrial and Organizational Psychology Commons, Organization Development Commons, Other Social and Behavioral Sciences Commons, Personality and Social Contexts Commons, Social and Philosophical Foundations of Education Commons, Social Psychology Commons, Theory and Philosophy Commons, and the Transpersonal Psychology Commons Recommended Citation Hitzke, D. (2018). Transformative Reminiscence Training For Older Adults: Increasing Self- Positive Reminiscence During Self-Directed Life Reviews (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/228 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations Fall 7-19-2018 Transformative Reminiscence Training For Older Adults: Increasing Self-Positive Reminiscence During Self-Directed Life Reviews Deena Gayle Hitzke Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Adult and Continuing Education Commons, Cognition and Perception Commons, Cognitive Psychology Commons, Educational Psychology Commons, Human Factors Psychology Commons, Industrial and Organizational Psychology Commons, Organization Development Commons, Other Social and Behavioral Sciences Commons, Personality and Social Contexts Commons, Social and Philosophical Foundations of Education Commons, Social Psychology Commons, Theory and Philosophy Commons, and the Transpersonal Psychology Commons CU Commons Citation Hitzke, Deena Gayle, "Transformative Reminiscence Training For Older Adults: Increasing Self-Positive Reminiscence During Self- Directed Life Reviews" (2018). Ed.D. Dissertations. 199. https://commons.cu-portland.edu/edudissertations/199 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact libraryadmin@cu- portland.edu. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Deena Gayle Hitzke CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Floralba A. Marrero, Ed.D., Faculty Chair Dissertation Committee Lisa O’Neill, DBH., Content Specialist Patricia Talbert, Ph.D., Content Reader Transformative Reminiscence Training for Older Adults: Increasing Self-Positive Reminiscence During Self-Directed Life Reviews Deena Gayle Hitzke Concordia University–Portland College of Education Dissertation Proposal submitted to the Faculty of the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Transformational Leadership Floralba A. Marrero, Ed.D., Faculty Chair Dissertation Committee Lisa O’Neill, DBH., Content Specialist Patricia Talbert, Ph.D., Content Reader Concordia University–Portland 2018 Abstract For this dissertation, I tested whether Transformative Reminiscence Training is a viable alternative to facilitated life reviews for older adults. Facilitated life reviews involve structured reminiscence, which is designed to enhance the self-positive functions of identity consolidation, problem solving, and meaning-making death preparation (Korte, 2012). Transformative Reminiscence Training combines life review methods with consciousness raising. It is based on Paulo Freire’s critical theory (2000) and includes psychosocial, perspective transformation, and narrative identity life review education. Using a pre-posttest, randomized experimental design, I explored whether Transformative Reminiscence Training would result in (a) the completion of a self-directed life review, (b) increased self-positive reminiscence, and (c) reduced self-negative reminiscence over a two-week period, in comparison to a control group. The study involved 52 non-vulnerable community dwelling adults who were placed in either an intervention or control group using stratified random assignment. All participants completed pretests and posttests of the reliable and valid Reminiscence Functions Scale (Webster, 1993; 1997). The results of the Fisher’s Exact Test showed that there was no significant difference between the intervention and control group in the completing two-week self-directed life reviews. The results of the Paired T- Test showed significant differences between groups, with increases in self-positive reminiscence. The results of the alternative non-parametric Exact Sign Test showed a significant difference between intervention and control groups, in terms of decreases in self-negative reminiscence. These results imply an association between Transformative Reminiscence Training and increased use of self-positive reminiscence. Keywords: ageism, ego integrity, self-directed life reviews, stereotype embodiment Dedication This dissertation is dedicated to my loving husband, my amazing daughter, my supportive family, and the friends and mentors whose empowerment has inspired this work. Acknowledgements This work was made possible by the tremendous insights, direction, support, and persistent coaching of my dissertation committee: Dr. Floralba A. Marrero, Dr. Lisa O’Neill, and Dr. Patricia Talbert. For more than two years, they have patiently guided and encouraged me to achieve this important milestone. I also want to thank the Institutional Review Board for their full and thorough review, the Community Food Bank for their conference room and IT support, dissertation-editor.com, the Administration of Resources and Choices, my “scholar-walkers” group at Brandi Fenton Dog Park, The International Institute for Reminiscence and Life Review, the Pima County Tucson Women’s Commissioners, and Members of the United Way Elder Alliance for their guidance and invitation into this incredible field. Finally, I wish to acknowledge the faculty, leadership, and staff of Concordia University, Portland. Concordia University is blessed with fine scholars, authentic servant leaders, and skilled facilitators of perspective transformation. I have greatly appreciated their time, their patience, and their devotion to Christ-centered education and leadership. Their ongoing acceptance, compassion, wisdom, and encouragement have been invaluable. Obtaining a Doctorate of Education in Transformational Leadership at Concordia University has not only prepared me to enhance my contributions to research, education, and advocacy, but it has been a life-altering personal growth experience. Table of Contents Abstract ............................................................................................................................................ i Dedication ....................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii List of Tables ................................................................................................................................. xi List of Figures ............................................................................................................................... xii Chapter 1: Introduction ................................................................................................................... 1 The Risks of Ageism Model ............................................................................................... 1 The World Health Organization’s Six Determinants of Active Aging ................... 2 Stereotype Embodiment and Discrimination-Based Stress Syndrome ................... 3 Stereotype Embodiment and Self-Negative Reminiscence .................................... 3 Reinforcements of Stereotype Embodiment During Facilitated Life Reviews ...... 5 Reinforcements of Stereotype Embodiment in Everyday Life ............................... 6 Conceptual Framework for the Problem ............................................................................. 7 Psychosocial Development in Later Life ................................................................ 7 Facilitated Life Reviews ..................................................................................................... 9 Life Review Therapy .............................................................................................. 9 Life Review Interventions................................................................................................. 10 Transformational