AGING AND SOCIETY. This module gives an understanding of the age-related and social interaction changes experienced by Canadian seniors. The roots of how ‘cohort-effects’ can modify the value orientations, beliefs, attitudes, and behaviours of 50 + individuals are explained. This knowledge is critical to the establishment of good business and personal relationships among aging groups.

TRENDS AND THE EXPERIENCE OF AGING. This module provides an understanding of the relevant demography of aging; and market-useful knowledge of social, economic and health patterns in the over-50 population in Canada. This information is vital in understanding the overall profile of seniors in Canada, and Internationally. It examines the underlying implications of demographic trends, such as ‘cohort effect’; how people age in society ; how society responds to the aging of various groups and how these trends influence the marketplace now and in the future.

CANADA’S HEALTH CARE SYSTEM. Here, the genesis, historical development and current status of Canada’s Federal/Provincial Health systems are described. The ‘guiding principles’ of Federal/Provincial Health agreements are emphasized, as well as the ‘entitlements’ of Canadian residents covered by these agreements. There is a major focus on how these Health Care Services impact seniors. It is important for professionals serving seniors to understand the essential elements of Canada’s complex health care system.

CANADA’S SOCIAL SECURITY SYSTEM. This module provides an understanding of the Federal programs that help Canadian seniors get the fullest possible financial benefits from the national Retirement Income systems. Comprehensive and current information is provided on OAS, CPP/QPP, their various requirements to qualify for benefits, the ranges of such benefits and the nature of any special provisions. It is essential for professionals in the Financial Services industry to have this information for their clients.

ABUSE AND EXPLOITATION OF SENIORS. This module reviews the topic of ‘abuse’ of seniors in terms of acts of commission, omission and neglect as related to Human Rights theory and praxis. The various types of abuse are described and exemplified; these include: physical, sexual, psychological and financial abuse. Students are instructed in the ‘signs’ of abuse of older persons, and its most frequent sources. There is careful exploration of the possible roles and responsibilities of financial services professionals if/when senior abuse is known or suspected. This difficult area is discussed in terms of both legal and moral/ethical issues.

CAREGIVERS AND CAREGIVING. This module provides extensive information on these pervasive roles and functions which affect so many Canadian families, economically and psycho-emotionally. Topics discussed include the Nature and Duration of “The Care Years”; the Impact on Caregiving on Family Dynamics; Health Status; Morbidity and Mortality; Income and Employment; the Family Budget; ‘Burn-Out’; Retirement Savings; Vacations and Recreation; Respite; Volunteerism; Community Involvement. – It is vital for Financial Services professionals to understand the importance of helping their clients to make appropriate provisions for their “Care Years.”

LONG-TERM CARE. Students become familiar with the range and nature of Long-Term Care (LTC) services available in Canada. This module also explores how seniors and their families address the relevant issues of Long-Term Care. Noteworthy among these are Care Facility Review and Selection; Care Facility Costs; Home-Care Services and Costs; Government Eligibility and Subsidization Criteria; Formal and Informal Patterns of LTC Services and Long-Term Care Insurance, (LTCI).

SENIOR HOUSING OPTIONS. This module helps students’ awareness and understanding of the full range of housing options available to seniors. – The gerontological concept of “aging in place” is developed in the context of the almost universally expressed desire of seniors “to remain in their own home as long as possible”. This discussion incorporates such features as, Assisted Living Facilities (ALF’s), the Campus Concept, Group Home Care, Care Facilities, Home-Sharing and Reverse Mortgages. Professionals advising seniors and their families need to be equipped with this information.

SENIORS AND MONEY. The fundamentals of the true MEANING of money in the lives of seniors and ‘Boomers’ is explored from the standpoint of the relevant psycho-emotional processes and value systems involved. How does this perspective relate to the principles of good Financial Planning? Options for aging Canadians are examined, with particular emphasis on the unique, differential needs of seniors and ‘Boomers’. What do they look for in choosing a Financial Planner?

ESTATE PLANNING. The psycho-dynamics of Estate Planning are described in order to gain insight into the mechanisms that influence legacy-creating behaviours as well a end-of-life transfer of wealth and assets. Students become familiar with the role of various estate planning strategies, including durable Power of Attorney, wills, taxation factors, probate, trusts and tax-advantaged charitable giving options for Canadians; the importance of teamwork and communication is emphasized.

CHRONIC ILLNESS IN SENIORS. While this module explains that longevity and independence are the norms among Canadian seniors, there are also widespread, common health challenges in the older age groups. Basic information is provided on the more commonplace medical conditions among seniors. (e.g. Heart Disease and Stroke; Arthritis; Diabetes; Osteoporosis; Visual Impairment and Hearing Loss.)
Students participate in practical ‘demonstrations’ of sensory loss features to provide experiential learning and enhance their sensitivity to the impact of sensory deficits, when inter-acting and communicating with affected seniors.

ALZHEIMER'S AND RELATED DEMENTIAS. Students learn to distinguish forgetfulness from dementia. They are instructed on how family dynamics change when a member is dealing with cognitive impairment, memory loss and the other manifestations of Alzheimer's Disease. They learn the health, social and financial implications, how to respond to these circumstances, and what services and options might be available for affected families.

THE FAMILY AND SOCIAL SUPPORT SYSTEM. The dynamics of family interaction, and how these change over time as families age is emphasized in this module. The concepts of ‘social support systems’ and ‘social networks’ are explained. Life transitions, such as divorce, re-marriage, ‘blended families’, widowhood all bring about significant changes, and it is important for CSA’s to understand the impact of such events on the health, social and financial well-being of seniors and ‘Boomers’.

MENTAL HEALTH, GRIEF AND LOSS. The mental health issues of later life, including depression, anxiety states and suicide are explored Via this module, students also discover how grief and loss, at various stages of the life-cycle, impact individuals and families in terms of their health, social and financial behaviours. The descriptive models used include Dr. Elizabeth Kubler-Ross’s “Stages of Death and Dying”, as well as the “Task Model” of grief resolution. Students are shown how, in their professional practice, they can ‘be there for’ clients and families’ experiencing the grief and loss ‘journey’, not only in terms of death and bereavement, but also in situations involving loss of independence and/or certain functional capacities.

ADVOCACY. In this module, students learn about a role, poorly understood and little practiced. Advocacy, at various levels and in various circumstances, is explored and exemplified. Students are made aware how different advocacy strategies can be mutually beneficial to the seniors (and their families) they deal with. . . . . . and to themselves, as professionals.

SENIORS’ NUTRITION AND FITNESS. The content of this module helps the students appreciate the importance of sound dietary practices, good nutrition and appropriate exercise in the lives of Canada’s seniors. It familiarizes the students with the basic principles underlying seniors’ ‘wellness’ and life-style issues, and enables them to discuss these matters with clients, while, at the same time, incorporating them into their own aging process as role models.

END-OF-LIFE PLANNING. Students develop knowledge of hospice and palliative care, when these services are used and how they affect families. The different settings in which hospice palliative care is given are described. Advance directives, ‘living-wills’, heroic measures and DNR (“Do not resuscitate”) instructions are discussed. Support with these factors can offer seniors and their families peace of mind and a measure of control when death occurs.

AGING AND SPIRITUALITY. This module addresses an often-neglected aspect of the lives of seniors. Patterns of religious involvement, and how these change with age, are discussed. The distinction is made between “religion” and “spirituality”. Students are given in-sight into how the ‘core-values’ and spiritual needs of seniors play a significant part in their decision-making and consumer behaviour. An understanding of these elements enhances the students’ ability to build appropriate relationships with the older age-group.

ETHICS. This module examines ‘ethics’ as a pervasive, core element of qualitative practice in all professional disciplines, and its special importance to CSA’s (Certified Senior Advisors). The various ‘value systems’ and ‘attitude sets’ which are the basis for ethical professional practice are presented in detail. Students are taken, step-wise, through The Professional Code of Ethical Standards of the Canadian Academy of Senior Advisors (CASA); they are required to sign an Agreement to abide by this Code as a condition of becoming Members of CASA following successful completion of the Final Examination. The investigative and disciplinary functions of CASA’s independent Board of Standards is fully explained, as well as its role in dealing with complaints against CSA’s (Certified Senior Advisors).

RESOURCES FOR SENIORS. Students are shown in detail how to build a powerful data-base of all types of resources, which will be of great value to themselves as well as to seniors, ‘Boomers’ and their families. The Instructor “walks them through” a complete array of web-sites, data-bases and free literature items and sources. – All of these resources will prove to be invaluable to all professionals in maintaining and up-dating their own knowledge-base on seniors and ‘Boomers’, in writing articles and making presentations and in providing sound information to clients and their families.

MARKETING TO SENIORS. Information is provided on how to develop special marketing strategies for Canada’s aging population, based on the unique characteristics of this ever-growing group. Particular attention is paid to: the ‘core value’ systems of different cohorts; the importance of building relationships of trust and confidence; the need to use certain communication techniques when faced by seniors’ health issues, such as pain, disability, visual impairment, hearing loss, early dementia; increased religiosity in seniors; and the importance of professional ‘self-protection.’ Market research findings, bearing on seniors’ media use, buying patterns, decision-making as consumers and risk-tolerance are presented to illustrate the optimal marketing strategies with the seniors and ‘Boomers’ groups.

MARKETING YOUR CSA. In this module, students learn how to use their newly-acquired and valuable CSA designation and training to optimize their professional activities, increase job satisfaction and enhance client service to the 50+ population. The strategies discussed include the use of a CASA-provided marketing materials, how to incorporate CASA curriculum and exclusive membership into an effective marketing strategy, and a review of various marketing programs that have proven to be successful for the 20,000 CSA’s in North America. (A recent survey of CSAs shows that, in the year following the acquisition of their CSA designation, the designees reported an increase in their business of between ten (10%) and fifty (50%) per cent!)