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Basing their hypotheses on identity and life-course theories, the authors examine the social role identities of a group of older adults ( N = 92) both before and after their move into a new continuing care retirement community (CCRC) to investigate whether this transition is linked to changes in social role identities. The congruence between actually enacting a role and choosing it as a role identity varies with the role. Current role behaviors and satisfaction predict role identity for two institutionalized, public roles (volunteer and church/synagogue member) but are less related to two more private roles (parent and friend). Cluster analysis reveals a typology of three discrete groups, based on social role identities: an involved group with a high number of role identities, a group focused on family roles identities, and a group focused on the friend role identity. The social role identities of the three groups changed in different ways after moving to the CCRC.

Demographic and labor force trends point to a critical need for professionals trained to work with older adults. The current study investigated factors associated with interest in aging-related topics and careers and knowledge of the opportunities that exist in the field of gerontology. Descriptive statistics, Pearson correlation analysis, and multiple regression analyses were used to examine results of a survey of 300 college students representing a wide range of disciplines. Aging-related coursework and formal contact with older adults were related to greater interest in learning about and working with older adults, as were lower levels of anxiety and ageism. Experiential learning was related to greater interest in aging-related careers. Females and those who have studied aging had greater knowledge of the opportunities that exist in the field of gerontology. Lower levels of ageism were related to knowledge of the labor force shortages in aging-related fields. Students across disciplines need to be more widely informed about the opportunities that exist to work professionally with older adults. We recommend a two-pronged approach by gerontological educators. We suggest building opportunities for formal contact and interaction with older adults and reflection on these interactions into aging-related coursework wherever possible. Additionally, gerontological educators should seek opportunities to develop collaborations and infuse gerontological content into a variety of other courses in order to educate those who do not specifically take aging courses.

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rie Bronfenbrenner has often remarked that the family is the pri-U mary, as well as the most efficient and effective, agent for promoting child development. But how does this come about? From the perspective of the ecology of human development, the psychological and social resources of parents can be important ingredients in fostering their children's healthy development. And we know that potentially stressful transitions and turning points in the family-the death of a family member, divorce, a major move-can transform the very fabric of children's lives. But do these childhood experiences and parental resources have lasting implications, leaving their imprint on the next generation as it moves into and through adulthood?A key component of healthy development is the cultivation of psychosocial resilience. This concept refers to a sense of competency and effectiveness, on the one hand, and to connectedness to the broader community, on the other. Those who possess such resources can best cope with life's inevitable setbacks and challenges. In this chapter, we draw on both the ecology of human development and the life course frameworks to propose a transgenerational approach to resilience in adult children. These