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life planning toolkitthe 3rd age
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The 3rd Age Life Planning Toolkit
by Margaret Newhouse, Ph.D., with Judy Goggin
2004
139 Townsend Street, Suite 505
San Francisco, California 94107-1946www.civicventures.org
Civic Ventures grants you the non-exclusive right to use material from this publication provided that:
(a) you use the materials for educational or personal use only;
(b) you do not sell, use or distribute any part of this publication on a cost basis.
You may reprint the material in this publication provided you acknowledge the author as the source of the material by referencing
the copyright notice in this publication found beneath each authors material. You may not amend or modify the material in any way.
you wis to use t e materia or ot er t an e ucationa or persona use, p ease contact t e aut or or written permission.
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3 by Margaret Newhouse, Ph.D.
wit u y Goggin
life planning toolkit
the 3rd age
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TR D T T T E RD A E FE P A T T .... 4
F R RE MP E T F T E BA PR RAM
Acquiring a 3rd Age Perspective ................................
ooking Inward: Self-Discovery ................................ 8Visioning & Exploring Possibilities .......................... 10
aking Choices, Implementing Goals ...................... 12
Resources for the Four Core Components............................... 14
PE A DERAT : F A E & EA T
oney & Financial Planning .................................. 18
ealth & Wellness................................................
Resources for Finances & Health .......................................
OPTIONAL ELEMENTS
Civic Engagement................................................ 4
mployment ......................................................
earning........................................................... 8
e ations ips
eisure ............................................................. 32ifestyle ............................................................ 4
Resources for Optional Elements .......................................
T B E OF CO TE TS
2 /TABLE OF CON TEN TS
life planning toolkitt e 3rd e
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APPE D
Life Planning Exercises
Life Line........................................................... 4
Questions to Elicit Passion & Purpose ...................... 47Peak Experiences/Accomplishments Exercise .............. 48
Generating Ideas, Options & Goals ........................ 4
Passion & Purpose Pie of Life ................................. 5
i e or venture art 51
Goal-Setting Guide ............................................. 53
Life Options Mapping Guide................................ 54
Existing Program Examples ................................. 58
TABLE OF CON TEN TS / 3
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ntroduction to the3rd ge Life Planning Toolkit
The information in these pages can be used as an outline for a series of 3rd Age lifelanning workshops. Our sample program uses a modular framework in three parts:
1) a core program1, 2) special consideration of health and finances and 3) a numberof optional elements. Each module offers four sections: 1) Desired Outcomes, 2) Key
uestions & Concepts, 3) Sample Exercises and 4) Additional Resources. Program
lanners and designers will benefit from the resource lists as well as from the annotated
i iograp y in t e i e lanning esign uide. n ppen ix o ers a use u program tart-
p Tool and examples of existing life planning programs.
Sample exercises were selected on the basis of availability, common usage or otherspecial appeal. These are merely samples and suggestions, and we encourage program
designers to create their own exercises or to explore the dozens of other excellent pos-
sibilities in the resources provided. We hope our suggestions will be useful catalysts for
your program esign wor . ven i you c oose ot er ways to e iver t e materia , t e
information in this Toolkitcan guide your planning.
1 The Basic Life Planning Program: Exploring Passion and Purpose was designed by The Massachusetts Coming of Age Curriculum Committees Design Team.
4 /I N T R O D U C T I O N
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ptionalElements
Civic Engagement
Employment
earning
Relationships
eisure
ifestyle
Basic Program:
The Four Core Components
Acquiring a 3rd Age Perspective
Looking Inward: Self-Discovery
isioning & Exploring Possibilities
Making Choices, Implementing Goals
I N T R O D U C T I O N / 5
Special Consideration:
Finances & Health
Money &Financial Planning
Health & Wellness
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3 D E S I R E D O U T C O M E S
By the end of the moduleparticipants will:
n erstan emograp ic an
cultural changes affecting aging
an retirement.
nderstand the process of transitions
throughout life and the stages
of adult development.
nderstand the opportunities of the
3rd Age.
ecognize fears and barriers to over-
come when planning for the 3rd Age.
nderstand the value of planning with
openness to seren ipity.
n erstan t at t ey are not a one.
egin to ui a community wit in
the group.
3 E E T & E P T
What is the 3rd Age?
What makes for successful aging?
What are my attitudes and feelings about
aging, retirement and transitions?
What are the structures and character-
istics of transitions, and where am I in
the process? What are my most and least effective
ways o coping wit c ange
ow rea y am or t is stage
at are t e gains an osses, p uses an
inuses of this time in my life?
ow can I keep what I value about work
in my life when I retire?
ow do I think about my financialeeds and my health? What is the best
time to address these issues?
CQ R G 3RD GE PERSPECT ECORE CO PO E T
6 /T H E F O U R C O R E C O M P O N E N T S M.L. Newhouse and The Adagio Group
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A M P E E E R E
roup Mind-Mapping
What words/images/feelings come to mind when you hear
the words aging and retirement? Write the ideas down
and use them as a springboard for a discussion of challenges
an opportunities.
(Source: M.L. Newhouse)
ife ine
Trace significant events, people, places; highs and lows;
transitions and turning points. Use in part to informdiscussion of transitions and adult development.Life Line Exercise included in Appendix
(Source: The Adagio Group)
The Cycle of Renewal
er a an out to spar iscussion o transitions.
(Source: Hudson and McLean, Map 1, p. 54)
Lifespan Stages
Offer a handout to spark discussion of adult development.
(Source: Hudson and McLean, Map 4, p. 89)
M.L. Newhouse and The Adagio Group T H E F O U R C O R E C O M P O N E N T S / 7
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3 D E S I R E D O U T C O M E S
By the end of the module
participants will:
initiate the self-discovery process,
including examining ones life journey.
ediscover personal strengths, identify
assions an purpose.
create a sense o i entity as somet ing
beyond roles and others expectations.
grow in trust of the group as ally.
3 K E Y Q U E S T I O N S & C O N C E P T S
What are my strengths? gifts? talents?
skills? assets?
What are my passions and purpose?
xplore values, purpose, passions,
interests and dreams (current
and deferred).
Who am I when I am at my best?
Where have I been and how does thataffect where I want to go?
What have the difficult times and
ailures taught or given me?
What do I want to leave behind?
What else do I bring to the process?
ow will my personality, needs andtemperament affect the process?
What is the Good Life for me?Where? With whom?
8 /T H E F O U R C O R E C O M P O N E N T S M.L. Newhouse and The Adagio Group
OO G RD: SE F-D SCO ERCORE CO PO E T
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A M P E E E R E
Passion & Purpose Questions
The questions are designed to elicit values, purpose, passions,
strengths and gifts. The exercise can be done in a workshop or
as homework.Questions to Elicit Passion & Purpose Exercise included in Appendix
(Source: M.L. Newhouse, adapted from various sources)
ife alues ist
The exercise is best done as a Values Sort (values are put on cardsand participants sort first into important/not so important,
then into the top 8 to 10, and finally into the top 4 to 5). Pick
and choose or create your own Values lists.(Sources: Edwards, p. 84; Ballards, App. B)
Peak Experiences /Accomplishments
evelop detailed descriptions of peak accomplishments or
experiences. Each participant shares one with a small group
and receives feedback on the values, gifts and passions revealed.
ook for themes and patterns across stories. This exercise is best
i prepare a ea as omewor .Peak Experiences/Accomplishments Exercise included in Appendix
(Source: The Adagio Group)
Revisit the ife ine
ook for values, life purpose, strengths, gifts and passions in your
life story.i e ine xercise included in Appendix
M.L. Newhouse and The Adagio Group T H E F O U R C O R E C O M P O N E N T S /
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3 D E R E D T M E
By the end of the module
participants will:
be aware of different strategies for
eliciting dreams, visions and goals.
discover a new or refocused passion,
dream or direction.
nderstand the pie of life concept and
exp ore possi i ities wit in eac o t elife areas.
assess the balance and quality of their
current life and determine the ideal
uture balance and prioritiesor attention.
nderstand the value of networks
and allies in the Life Options
lanning process.
3 E E T & E P T
ow do I currently spend my time vs.
what would I like to do?
ntroduce the portfolio or pie of
ife concept:
1) Paid Work
2) Civic Engagement
3) Learning and Self-development
4) e ations ips an support networ s
(partner, children and grandchil-
dren, parents, extended family,
friends, community)
5) eisure/Travel/Play/Adventure6) Wellness (emotional, spiritual)
7) hysical Health (fitness)
8) outine Maintenance activities
(dressing, cooking, shopping,sleeping, etc.)
Whats out there or what can I createthat fits me?
Consider possible portfolio areas,
with special attention paid to Civicngagement for the common good.
iscuss the importance of self-care
an t e va ue o in orma vo unteering.
ow o igure out w ere want to go
Consider different methods to elicit
dreams, ideas and possibilities through
brainstorming alone and with others,
and through visualizations.
What are some of the options/issuesto consi er
at are t e next steps
dentify choices, make decisions andset priorities. The power of choice is
key. Consider the trade-offs and ways
to set priorities.
10 /T H E F O U R C O R E C O M P O N E N T S M.L. Newhouse and The Adagio Group
ISIONING & EXPLORING POSSIBILITIESCORE COMPONENT
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A M P E E E R E
Generating Ideas, Options & Goals
rainstorm ideas for specific possibilities based on values, gifts
an passions. is is most e ective w en one in a group o at
least four.Generating Options Exercise included in Appendix
(Source: M. L. Newhouse for James Weil and LifeCare)
Future Self-Visualization / Ideal Day In The Future
se gui e visua ization to e icit a more intuitive, o istic image
of future self and life.(Sources: Schachter and Miller, FS exercise, p. 274; Whitworth et al., FS exercise, pp. 216ff.)
Summary Mosaic
sing colored pens or other art supplies, create a visual mosaic
rom information gathered from previous inventories, such as the
alues List and Future Self-Visualization. This exercise may also bedone as a collage using images and words from magazines, photos
and other sources.
Passion & Purpose Pie of Life
ill in pie charts for current and future time allocation.valuate the quality of life indicated by the current pie chart.
Pie of Life Exercise included in Appendix
(Source: The Adagio Group)
M.L. Newhouse and The Adagio Group T H E F O U R C O R E C O M P O N E N T S / 11
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3 D E R E D T M E
y the end of the module
articipants will:
be motivated to set, and commit
to acting on at least one goal.
be aware of likely obstacles
sychological and other and how to compensate for them.
n erstan t e importance ointention, goals, accountability
an oose y- e p ans as we
as serendipity in assuring action
and results.
ave made a partial plan for steps to
take to reach the goal(s).
now what some of the available
esources are and where to look
or ot ers.now t e va ue o a ies an consi er
avenues to strengthen support networks
though success teams, conversation
cafs, or virtual water coolers.
nderstand how the learned tools are
seful for continuing the process and
anaging uture transitions.
ave eva uate t e wor s op an t eir
earning, and devised a way to check inwith each other six months later.
3 E E T & E P T
ow do I turn my dreams into goals?
ow do I turn visions into actionable
long-term and short-term goals, inline with my priorities? How can I
develop or create possibilities that
arent readymade?
ow can I create an action plan from
y goa s
ecognize the interplay between plan-ing and serendipity: Chance favors
the prepared mind.
What kind of help do I need and how
do I get it?
onsi er strategies or i enti y-
ing allies, building networks, finding
esources, getting more training and
creating new possibilities.
What are my obstacles and how do Iovercome them?
dentify and overcome internal and
external obstacles.
ow do I find commitment and
accounta i ity to ta e action an
keep going?
Consider how to attain and sustain
commitment and accountability to
continue the journey, even when itis i icu t.
12 /T H E F O U R C O R E C O M P O N E N T S M.L. Newhouse and The Adagio Group
MAKING CHOICES, IMPLEMENTING GOALSCORE COMPONENT
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A M P E E E R E
LifeWork Adventure ChartWrite: Being, Having, Doing goals on post-its and place
on a c art.LifeWork Adventure Chart Exercise included in Appendix
Source: Ballards)
oal-Setting Guide
Complete the worksheet for setting a goal, overcoming potential
o stac es an ta ing action steps.
Goal-Setting Exercise included in Appendix (Source: The Adagio Group. Adapted from Richard Haid.)
Chunking Down
Starting with a goal, ask what you have to do in order to achieve
it, working backward until you have a step you can take tomorrow.
This breaks down the work into manageable chunks that
are easier to grasp an carry out.
(Source: Sher, Wishcraft, Ch. 6)
Idea Brainstorming
Engage in small- or large-group brainstorming, giving each
other mutual assistance with goals, plans and resources, and
overcoming obstacles.
ommitment
Each participant writes 6- to 12-month goals in a contract or
letter to him- or herself. (If you have sufficient resources, mail
them back to participants in self-addressed, sealed envelopes).(Source: M. L. Newhouse)
M.L. Newhouse and The Adagio Group T H E F O U R C O R E C O M P O N E N T S / 13
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RESOURCES FOR THE FOUR CORE COMPONENTS
The listed books and other resources are recommended in their entirety,
but we have noted chapters that have special relevance to particular modules.
A R A R D A E P E R P E T E
For Information on Transit ions, Aging and Retirement
Ballard, Jack and Phoebe. Turning Points: Create Your Path Through Uncertainty and
Change. TPE Publications, 2002. Chs. 2, 1416.
ri ges, i iam. Transitions: Making Sense of Lifes Changes. earson ison- es ey,
1980. This entire book is useful, especially Ch. 1 and Part II.
Hudson, Frederick M., and Pamela D. McLean. Life Launch: A Passionate Guide to
the Rest of Your Life. 4th ed. Hudson Institute Press, 2001. Chs. 14 (fears of
aging, gender differences).Rich, Phil, and Dorothy Sampson, et al. The Healing Journey Through Retirement: Your
Journal of Transition and Transformation. John Wiley & Sons, 1999. Chs. 25.
a er, i iam . The Third Age: Six Principles for Growth and Renewal After Forty. erseus
ublishing, 2000.
For nformation on ife tages
Chinen, Allan B. In the Ever After: Fairy Tales and the Second Half of Life. Chiron,
1989. Ch. 3.
Cohen, Gene D., M.D., Ph.D. The Creative Age: Awakening Human Potential in the
Second Half of Life. Avon/HarperCollins, 2000. Ch. 3.Erikson, Erik Homburger. Identity and the Life Cycle. Reissue ed. W. W.
orton, 1994.
A R D : E F - D E R
Beilenson, John. The Future Me: Authoring the Second Half of Your Life (A Guided Journal).
eter Pauper Press, Inc., 2003.
irren, ames, an in a e man. here to o rom ere: iscovering our wn i e s
Wisdom in the Second Half of Your Life. Simon & Schuster, 1997.
Boldt, Laurence. en and the Art of Making a Living: A Practical Guide to Creative Careeresign. Rev. ed. Penguin Arkana, 1999. Act I, Scenes 17.
Burgett, Gordon. How to Create Your Own Super Second Life: What Are You Going to Do
with Your Extra 30 Years? Communication Unlimited, 1999. Chs. 2 and 4.
14 /T H E F O U R C O R E C O M P O N E N T S
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Cantor, Dorothy (with Andrea Thompson). hat Do You Want to Do When You Grow
Up?: Starting the Next Chapter of Your Life. Little, Brown, 2000.
Edwards, Paul and Sarah. Finding Your Perfect Work. Jeremy Tarcher/ Putnam,199 . s. 2 .
Everett, Melissa. Making a Living While Making a Difference: The Expanded Guide to Creating
Careers with a Conscience. Rev. ed. New Society, 1999. Part 2, Steps 6 and 9.
Gambone, James V. efirement: A Boomers Guide to Life Over 50. Kirk House, 2000.
My Assets and Liabilities (and their gifts), as seen by self and others
(p.153); see also Ch. 10.
Goldman, Connie, and Richard Mahler. Secrets of Becoming a Late Bloomer:
Extraordinary and Ordinary People on the Art of Staying Creative, Alive, and Aware in Midlife
and Beyond. Stillpoint, 1995. Chs. 2, 5.
Hudson, Frederick M., and Pamela D. McLean. Life Launch: A Passionate Guide tothe Rest of Your Life. 4th ed. Hudson Institute Press, 2001. Ch. 5 (see Map 2,
p. 67, the Six Adult Passions).
nox, e ora ., an an ra . utze . ife Work Transitions.com: Putting Your Spirit
Online. Butterworth Heinemann, 1999. Both the book and the Website are
seful, especially Part III of the book.
Leider, Richard J., and David A. Shapiro. Repacking Your Bags: Lighten Your Load for
the Rest of Your Life. Barrett-Koehler, 1995.
oy , aro . reating a i e orth iving: A ractical ourse in areer esign or Artists,
Innovators, and Others Aspiring to a Creative Life. Harper Perennial, 1997. Chs. 35.Markova, Dawna. Will Not Die an Unlived Life: Reclaiming Purpose and Passion. Conari
ress, 2000.
Rich, Phil, and Dorothy Sampson, et al. The Healing Journey Through Retirement: Your
Journal of Transition and Transformation. John Wiley & Sons, 1999. Chs. 6, 12.
Winter, Barbara J. Making a Living Without a Job: Winning Ways for Creating Work That You
ove. antam oo s, 1993. s. 24.
E B R E R E
www.jobhuntersbible.com (Richard Bolles Website)
www.keirsey.com (related to the Myers Briggs Temperament Indicator)
www. i ewor transitions.com (companion site to Knox and Butzel book)
www.turningpointsinstitute.org(for information on the Ballards Turning Points
Self Assessment Experience)
T H E F O U R C O R E C O M P O N E N T S / 15
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& E P R P B T E
Burgett, Gordon. How to Create Your Own Super Second Life: What Are You Going
to Do with Your Extra 30 Years? ommunication Unlimited, 1999. Chs. 8,9 (introduces concept of 3 time pegs early, middle, late); Ch. 10 on
rioritization; dreams exercises.
Cantor, Dorothy (with Andrea Thompson). hat o ou ant to o hen ou
Grow Up?: Starting the Next Chapter of Your Life. Little, Brown, 2000. Ch. 6(Life Balance).
Edwards, Paul and Sarah. Finding Your Perfect Work. Jeremy Tarcher/Putnam, 1996.
h. 2 (pie charts).
Schachter-Shalomi, Zalman, and Ronald Miller. From Age-ing to Sage-ing: A
Profound New Vision of Growing Older. Warner Books, 1997. Future Self
exercise, p. 274.Sher, Barbara. Its Only Too Late If You Dont Start Now. Delacorte Press, 1999.
Ch. 10.
Whitworth, Laura, et al. Co-Active Coaching: New Skills for Coaching People Toward Success
in Work and Life. Davies-Black, 1998. Future Self exercise, pp. 216ff.
See also the Resource list for ooking Inward: Self-Discovery.
M A K I N G C H O I C E S , I M P L E M E N T I N G G O A L S
Burgett, Gordon. How to Create Your Own Super Second Life: What Are You Going to
o with our xtra 30 ears ommunication n imite , 1999. s. 1011
(commitment, prioritization, meshing with partner); Chs. 1214 (Ch. 13adds financial resources to the action plan).
Cantor, Dorothy (with Andrea Thompson). hat Do You Want to Do When You Grow
Up?: Starting the Next Chapter of Your Life. Little, Brown, 2000. Ch. 7 (Activators/
oadblocks), pp. 166ff.
Everett, Melissa. Making a Living While Making a Difference: The Expanded Guide to Creating
areers with a onscience. ev. e . ew ociety, 1999. art 2, teps 7 an .
Goldman, Connie, and Richard Mahler. Secrets of Becoming a Late Bloomer:
Extraordinary and Ordinary People on the Art of Staying Creative, Alive, and Aware in Midlifeand Beyond. Stillpoint, 1995. Goals and Collage, pp. 8586; see also Chs. 4
(risk taking) and 5 (action steps).
16 /T H E F O U R C O R E C O M P O N E N T S
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Haid, Richard L., Ph.D. Haid offers helpful Third Quarter of Life Card
Sorts in three topics Concerns, Strengths, and Passions. These top-
ics can be purchased separately or in a full set of three. AThird Quar-ter o i e uide is a so avai a e. ese materia s are istri ute y areer
Trainer and can be ordered at ww.careertrainer.com. See Haids site at
ww.adultmentor.com.
Hudson, Frederick M., and Pamela D. McLean. Life Launch: A Passionate Guide to the
Rest of Your Life. 4th ed. Hudson Institute Press, 2001. Ch. 9.Lloyd, Carol. Creating a Life Worth Living: A Practical Course in Career Design for Artists,
Innovators, and Others Aspiring to a Creative Life. Harper Perennial, 1997. Chs.
10 on goa setting, p anning, an imp ementing.
Sher, Barbara. Its Only Too Late If You Dont Start Now. elacorte Press, 1999.
Ch. 11.Sher, Barbara. Wishcraft: How to Get What You Really Want. allantine Books, 1983.
hs. 6 and 8.
Stone, Marika and Howard. Too Young to Retire: An Off-the-Road Map to the Rest of Your
Life. The Writers Collective, 2003. See ww.2young2retire.org.
T H E F O U R C O R E C O M P O N E N T S / 17
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3 D E R E D T M E
By the end of the module
participants will:
nderstand and develop personal
inancial goals.
nderstand the tools for assessing
their financial pictures and how best
to use them.
ecognize some of the emotions andvalues held around money and gain a
etter un erstan ing o ow t ese emo-
tions and values either help or hinder
the handling of their financial affairs.
nderstand the value of developing a
inancial plan and sticking to it, and
ake a commitment to do so.
now where they can go for profes-
siona a vice, an criteria or se ecting ainancial adviser.
3 E E T & E P T
ow do I set financial goals that are in
alignment with my values and passions?
What is essential for my happiness (life-style, values, where to live, etc.)?
istinguish among various typeso goa s, going rom s ort-term
to life goals.
hat are the tools used for understand-
ing finance, and how do I use them to
gain an honest assessment of what my
inancial picture is today?
ou s ou now your starting point
before planning where you want to go.
ntroduce concepts with examples andinstructions on how to use them: Net
orth statement, Cash Flow statement,creating a realistic budget.
at are my income an my expenses
(current and likely in retirement)?
ow can ring t em into a ance,
either by reducing expenditures or
augmenting income?
Start creating budgets. f I am resisting looking at my financial
situation and doing the planning, what
is o ing me ac re t ere emotions
or values that I hold around money
that are holding me back and no longer
serve me? If so, what do I want to do
about it?
O E & F C P G SPECIAL CONSIDERATION
18 / PEC I AL CON SI DERAT I ON : F I N AN CES & H EALTH
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A M P E E E R E
Taking Stock of Financial Situation
Fill out worksheets on Net Worth, Income and Expenses.
(Source: Burgett, pp. 207ff.)
ttitudes bout oney
esign questions to reac attitu es a out money an to un erstanones relationship with money.
Sources: Rich et al., pp. 11819; Orman, Steps 1 and 2; Kinder)
The Big Questions
Writing quickly, without judgment, jot down answers to some big
questions, suc as: ere am going at o rea y want annot want? Why am I on this planet? What would I hate to regret
when looking back?
(Source: Sher, Its Only Too Late, p. 16)
S P E C I A L C N S I D E R A T IO N : F I NA N C E S & H E A LT H / 19
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3 D E S I R E D O U T C O M E S
By the end of the module
participants will:
nderstand the importance of health
in successful aging and the interrela-
tions ip among t e components oealth, particularly the importance
of a positive attitude.
better understand what willcontribute to their emotional
and spiritual wellness.
ave made an inventory of their current
ealth status in all dimensions.
be motivated to change their behavior
to improve their health or prevent
uture pro ems, especia y in t e
areas of nutrition and exercise.
nderstand what might derail them
and develop strategies to compensate.
now where they can go for help
and support professionals,
information resources, and
t eir own support system.
3 K E Y Q U E S T I O N S & C O N C E P T S
mportance of health in successful
aging; interrelated components (mind/
body, physical/emotional/mental).
eterminants of good health (in addi-
tion to genes): exercise, good nutrition,o smoking or alcoholism, positive
attitude (including humor), intimate
elationship(s) and support systems. Use it or lose it for physical and
ental ability.
Spiritual health self-dened, but
including a sense of meaning or bigger
orce (God, Spirit, etc.); interconnec-
tion o a i e, sense o t e sacre .
What is my current health status (all
dimensions), and what do I need to do
to improve it?
What are my obstacles, and how can I
overcome them?
What resources do I need, and how can
nd them?
20 / PEC I AL CON SI DERAT I ON : F I N AN CES & H EALTH
H E A L T H & W E L L N E S SSPECIAL CONSIDERATION
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A M P E E E R E
Health & Fitness Checklist
Take a 12-minute quiz on all aspects of health. Complete a Medi-
ca ea t istory as a pre u e to a c ec up visit to t e octor.Sources: www.successfulaging.ca; Burgett, p. 205)
Overcoming Obstacles
old a group brainstorming session of ideas or ways around
current or potential obstacles.
Goal-Setting & Action Steps
Set health-related goals and action steps, using exercises such as
t ose in aking hoices, mplementing oals
Spiritual Assets Inventory or Ethical Will
Create an inventory of the most important spiritual assets you
have to offer someone else. An Ethical Will is your spiritual legacy
and includes important personal and spiritual values, hopes andblessings for future generations and life lessons such as extending
an requesting orgiveness.
(Source: Gambone, ReFirement, Ch. 9, p.147; Ch. 11, pp. 163ff.)
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M E & F A A P A
Ballard, Jack and Phoebe. Turning Points: Create Your Path Through Uncertainty and
Change. TPE Publications, 2002. Ch. 9.urgett, or on. How to Create Your Own Super Second Life: What Are You Going to Do
With Your Extra 30 Years? Communication Unlimited, 1999. Ch. 7.
Dominguez, Joe, and Vicki Robin. Your Money or Your Life: Transforming Your
Relationship with Money and Achieving Financial Independence. enguin, 2000.Kinder, George. The Seven Stages of Money Maturity: Understanding the Spirit and Value of
Money in Your Life. Dell Publishing, 2000.
Orman, Suze. 9 Steps to Financial Freedom: Practical and Spiritual Steps So You Can
top orrying. ree ivers ress, 2000.
Rich, Phil, and Dorothy Sampson, et al. The Healing Journey Through Retirement: Your
Journal of Transition and Transformation. John Wiley & Sons, 1999. Ch. 7.Schwab, Charles R. Youre Fifty Now What? Investing for the Second Half of Your Life.
Three Rivers Press, 2002.
asi , o n . etire Early and Live the Life You Want Now: A 10-Step Plan for Reinventing
Your Retirement. Henry Holt, 1999.
Web Resources
www.fool.com/retirement
e ot ey oo e site as asic in ormation an too s or
inancial planning.www.ihatefinancialplanning.com
An entertaining and comprehensive site with planning tools.
www.morningstar.com
An excellent site for financial information, planning and analysis tools, and
on-line training.
www.newroa map.org
The New Road Map Foundation (NRF). A foundation set up by Dominguez
and Robin; offers newsletters and on-line and local courses.
www.scn.org/lightlyVoluntary Simplicity and Financial Independence, a Seattle-based organiza-tion, was a so starte y ominguez an o in an is associate wit .
www.sevenstages.com
eorge in er s e site.
3 ESOURCES FOR FINANCES & HEALTH
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E A T & E E
Benson, Herbert, and Eileen M. Stuart, eds. Reprint. Wellness Book: The Compre-
hensive Guide to Maintaining Health and Treating Stress-Related Illness. Fireside, 1993.urgett, or on. How to Create Your Own Super Second Life: What Are You Going to Do
With Your Extra 30 Years? Communication Unlimited, 1999. Ch. 6 (Physical
and Mental Health).
Cohen, Gene D., M.D., Ph.D. The Creative Age: Awakening Human Potential in theSecond Half of Life. Avon/HarperCollins, 2000. Ch. 2 and App. A.
Gambone, James V. efirement: A Boomers Guide to Life Over 50. Kirk House,
October 2000. Chs. 5 (Taking Charge of Your Own Health) and 9
(What Really Spirits You?).
Goldman, Connie, and Richard Mahler. Secrets of Becoming a Late Bloomer: Extra-
ordinary and Ordinary People on the Art of Staying Creative, Alive, and Aware in Midlife andBeyond. Stillpoint, 1995. Chs. 1 (Attitude), 3 (Forgiveness), 8 (Intimacy),
9 (Health) and 10 (Humor).
a n, o ert, . ., an o n owe, . . Successful Aging. e acorte
ress, 1999.
Rosenfeld, Isadore, M.D. Live Now Age Later. Warner Books, 1999.Valliant, George. ging Well: Surprising Guideposts to a Happier Life from the Landmark
Harvard Study of Adult Development. Little, Brown, 2002.
Web Resources and Organizations
www.agingresearch.org
The Alliance for Aging Research is a leading citizen advocacy organization
or improving the health and independence of aging Americans.
www.edlertrek.com
ertre i ing or t e 50-p us.
www.healingwell.com
Offers health resources and interactive tools to enable patients to take con-
trol of their illnesses.
www.silversneakers.comSilver Sneakers is a unique exercise, physical activity and social-oriented
rogram designed to encourage Medicare-eligible members, often bur-
ene y mu tip e c ronic con itions, to increase t eir eve s o p ysica
activity and motivate them to continue to be active.
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3 D E R E D T M E
By the end of the moduleparticipants will:
n erstan t e connection etweenulfillment, purpose and service orhilanthropy based on values, gifts
and passions.
ave exp ore t e opportunities orcommunity involvement and be moti-
vated to pursue those that interest them.
be aware of their needs for self-careand for serving through desire ratherthan expectation.
ave gaine con i ence in w atthey have to offer and their self-
resentation skills.
nderstand the gap between whatost organizations o er an w atost 3rd-Agers want in the way of
eaningful contribution. ave considered some strategies for
overcoming the gaps.
3 E E T & E P T
ow does service fit in with adultdevelopment theory (generativity,giving back, etc.)? What is differenta out civic engagement in t e 3r ge
evisit passion and purpose. Howave I contributed in the past, andow do I want to serve during myext chapter? What are my work-elated values and talents? Whateeds doing in my community,y country, my wor
o I have caregiving responsibilities,an ow oes t at impact my sociaservice choices and my need forself-care?
What are possible engagement avenues?ere are some ways to categorize t em:
o Giving money (philanthropy) vs.giving time and energy (service)
o ndividual or group activitieso ow or high mobility and
energy levelso nstitutional or informal organiza-
tion structureo Type of organization (public,
political, private, etc.)o assion areas (children, education,
the arts, etc.)o Skill-based areas (writing, lobbying,
computer expertise, etc.)o Geographic areao ature o commitment, num er o
hours, benefits, level of complexity
What is self-care and how do I includethat in my work? How do I preventburnout? Do I need a vacation
rom serving?
ow can I help existing organizationsake more effective use of volunteers?
I V I C E N G A G E M E N TOPTIONAL ELEMENTS
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A M P E E E R E
Passion & Purpose Exercise
ee Looking Inward: Self-Discovery for exercises to elicit values, gifts
and passions geared to civic engagement.
Visioning / Brainstorming Exercises
ee Visioning & Exploring Possibilities for exercises geared to civic
engagement possibilities and/or strategies for exploring
different opportunities.
Giving our Time
enerate a ist o questions to e icit rea iness or vo unteering,otential obstacles and ideas for service.
( ource: Rich, et al., pp. 111ff.)
Role-Playing Self-Presentation
ssign participants to find or invent a volunteer opportunitytheyd love and to role-play a 3- to 5-minute pitch to the deci-
sion-maker. Solicit group feedback. Alternative: explain to a
onpro it manager ow you can e p t e organization w en
the manager does not have a position in mind.
Sources: Ballards; M. L. Newhouse)
Elder of the Tribe Visualization
onduct a guided visualization to elicit values, passions and best
ways as an e er to serve t e p anet, nation, community, ami yand elders-in-training.
(Source: Schachter & Miller, Exercise 11, p. 283)
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3 D E R E D T M E
y t e en o t e mo u e
participants will:
gain some clarity about whether to work
and what kind of work is desired.
ave begun researching and exploring
ossibilities, honing skills in interview-
ing and networking.
gain confidence in what they have to
o er an improve se -mar eting s i s.
e aware o t e importance o a ies,
entors and group support.
nderstand the current market,
trends, challenges and ways to
overcome challenges.
ocus on how to turn age into
an advantage.
3 E E T & E P T
hat does work mean to me?
articipants wi t in a out t e va ues
and benefits of working.
ow important is paid work? for
what reasons? How do I balance such
work with unpaid work and the otherelements of life?
Myths and realities of the mature work-er. Demographic trends. Economic
trends. Challenges of reentering the
work force.
Do I want a job or a new career? for an
organization or myself (entrepreneur-
ship, freelance, consulting)? part-time
or full-time? temporary, seasonal or
steady? alone or with others? What are
the pros and cons of each alternative,
given w o am at wi e t e impact
of my choices on my family?
What is the best strategy for transition-
ing out of my current job or careerand into a new one? What are the
ossibilities?
How do I find out about careers
and jobs?
iscuss networking, informationalinterviews, interns ips, e an
rint sources.
What do I need to learn or do to
repare myself for this work?
How do I market and present myself
or the option(s) I want?
iscuss rsums, networking, inter-
viewing, overcoming age ias.
E P O E TOPTIONAL ELEMENTS
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A M P E E E R E
ork alues
repare a list of work values on cards. Use in a card sort so that
participants can identify and prioritize their own work values.
(Sources: Harkness, p. 140, Grail Qs, p. 149; Knox and Butzel Work Values, pp. 98ff.; Critchley Work Satisfiers and Dissatisfiers, p. 44)
Skills & Assets
See ooking Inward: Self-Discovery or ists an questions t at wi e pidentify strengths, skills and assets.
(Sources: Harkness: Adaptive Self-Management Skills, exercise 8, pp. 150ff.; Edwards: Personal Style inventory, App. 1 )
Entrepreneurial Skills & Values
erform a self-assessment to determine entrepreneurship skills
and attitudes.
(Sources: Rich, et al., Free Agent/Entrepreneur Characteristics, p. 148; Harkness: Questionnaire, Exercise 12, p. 170 )
Brainstorming deas
See the Generating Options exercise in Visioning and Exploring Pos-sibilities. For solo activity, use Edwards Personal Style inventory (see
Skills & Assets above), which links styles with work possibilities.
Assignment
Create a rsum and prepare a 2- to 5-minute hiring pitch.
articipants wi present t eir pitc es in groups an receive
group feedback.
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3 D E R E D T M E
By the end of the module
participants will:
nderstand the value of lifelongearning, both intrinsic (for inherent
leasure) and instrumental (to achieve
ot er goa s, suc as upgra ing s i s or
work and leisure opportunities).
nderstand the link betweencontinuing learning and development
with health and happiness, in the
context of adult development.
now about a variety of venues and
rograms an ow to in resources.
ave set goa s or earning an create
action plans to realize them, based
on their values, passions, needs and
earning styles.
3 E E T & E P T
hat do I want to learn, how do I want
to further develop myself? To what
en at o want to un earn
ow can com ine earning an
self-development with travel, adventure,
service or other goals?
ow do I best learn?xperiential vs. classroom; visual, audio,
kinesthetic learning; self-directed .
structured by others. Teaching as a way
to earn.
at are t e resources an strategies to
help me achieve my goals?
ere are some ways to categorize
learning opportunities:
o Types: Institutional . self-directed,experiential vs. book learning
o enues: a u t community
education, colleges/universities
(special programs), college-based
Lifelong Learning Institutes, El-derhostel, libraries, senior centers,
fitness centers, on-line and tele-
class offerings, employer training
programs, on-t e-jo training,professional organization meet-
ings, publications, privately offered
seminars and consulting, book and
discussion groups, educational
trave programso Motivation: Instrumental compared
with intrinsico Skill development compared with
information/knowledge
o Skills: life, technical, administrativeor leadership skills
OPT O A E E E T L E A R N I N G
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A M P E E E R E
Revisit Passion
Ask questions to gain a knowledge of areas for learning/
teaching see Looking Inward: Self-Discovery.
(Source: Hudson and McLean, Map 5 and Ch. 8)
Identify Learning Needs evelop a series of questions designed to elicit the kinds
of learning that are needed and best learning environments
and methods.
Brainstorming
Ask for group help in generating options, overcoming obstacles
and directing to resources, including contacts.
Visioning, Goal-Setting, Action Plans See Making Choices, Implementing Goals.
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3 D E R E D T M E
By the end of the module
participants will:
nderstand the connections
between successful aging and
intimate relationships, friendship
an support networ s.
ave reassesse t eir re ations ip nee s
and set and committed to goals for
improving them. nderstand the value of allies, men-
tors and support systems of all ages for
creating a fullling 3rd Age.
nderstand how to improve and be
otivate to improve communicationwith family.
nderstand how to improve dealing
with conicts and difcult issues
around retirement and 3rd Age issues.
eel empowered to deal with their
own issues, understanding that they
are not alone.
3 E E T & E P T
elationships and support networks are
ey ingredients for successful aging.
nderstanding the value of intergen-erationa rien s ips.
mportance an ro es o a ies an
entors in creating a fullling 3rd Age.
amily issues. Effect of changing roleson family dynamics, children, grand-
children, parents. Care-giving issues.
ommunication issues.
artner issues. ommunication issues.
egotiating separate needs. Romance
and sex in later life.
Singlehood, widow(er)hood.
What are my signicant relationships
and how satised am I with them?rainingvs. nurturing relationships.
at o want to preserve an c ange
about my key relationships, including
professional support? How can Iimprove my relationships?
ow can I make friends with solitude?
What are the likely challengesto my marriage (or partnership)
rom retirement and other lifestylechanges, and how can we deal with
t em most e ective y
ow can reap t e ene ts o
intimate relationships outside
the context of marriage?
What/who is my community, and what
does it mean to me? How does that
affect the issue of moving? How can I
contri ute to my community
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A M P E E E R E
Relationships Circle
raw a circle on a page and place yourself in the center. Write
in the circle around you in the center all friends, relatives,
acquaintances, groups, support professionals and pets who are
important to you. raw a otte ine to t ose you ee are eing
eglected. Outside the circle, list all relationships that are drain-
ing you or no longer serving you.(Source: Chapman, p. 137)
ocating our Relationship
sk a series of questions to help understand the role that your
arriage or key relationship plays in your retired life and to
a e c ear t e ro e you want it to p ay.
(Source: Rich et al., p. 163)
Relationship eeds hat do you want most from your relationships? Ask a series of
questions to consider the general state of your relationships and
w et er or not t ey are meeting your nee s.
(Source: Rich et al., pp. 192ff.)
Assessing Home & Community
xamine a series of questions that evoke ideas on what home andcommunity mean and what possessions are important.
(Source: Leider, p. 46)
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3 D E S I R E D O U T C O M E S
By the end of the module
participants wi :
ave a concept o eisure t at serves
them, including how it ties in withother life areas.
ave some ideas and goals for how they
want to spend their leisure time.
ave an action plan for gatheringinformation, exploring and imple-
enting their goals.
now about some resources and how to
ind more.
3 E E T & E P T
ow do I want to view my leisure?
ome possi i ities: uno igate time,reedom for contemplation and cre-
ative thought, nonwork activities, doing
vs. being, structured vs. unstructured,
a one . wit ot ers, u i ing eisurevs. busyness.
hat are the components of leisure?
obbies, socializing, playing, travel,
and so on. Play and its benefits, in-cluding its relationship to creativity.
ow busy do I want to be?
onsider the virtues of downtime. at eisure activities o want to pur-
sue and how do I go about it?
ow can I combine my leisure interests
with other components of my life (such
as travel with learning or service, any
activity with friends and family)?
ow can I introduce adventure into
y life?
dventure and its benefits.
hat are the resources and strategies to
e p me ac ieve my goa s
OPTIONAL ELEMENTS E S R E
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A M P E E E R E
Leisure Tree
xtensive, sometimes whimsical, list of ideas for leisure activities.
(Source: Zelinski, pp. 11214)
Five Lives
f you had five lives you could live simultaneously, each expressingan important part of who you are, what would they be? This exer-
cise can also be used for self-assessment and in other modules.
(Source: B. Sher, used in a workshop attended by author)
Brainstorming
et group help in generating options, overcoming obstacles and
directing your resources, including contacts.
Visioning, Goal-Setting, Action Plans ee aking hoices, mplementing oals.
reate a Collage
ake a collage of all the leisure activities you might want to try.
se pictures, photos, words, found objects work quickly
and intuitively.
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3 D E R E D T M E
By the end of the module
participants will:
apply their values to creating criteria
or w ere an ow t ey want to ive at
different stages of their 3rd Age.
now the pros and cons of their various
options for housing and community.
ave a strategy for exploring theireading alternatives and for decision-
aking with relevant people.
nderstand possible needs to make
tra e-o s an compromise creative y
with significant others.
ave considered whether, where
and how they may want to simplify
their lives.
3 E E T & E P T
Where do I want to live?
iscuss the geographical location and
c aracter o community t at is most
aligned with my values.
What kind of housing/type of commu-
ity do I want for now and later? What
are the alternatives?
Aging in place, down-sizing,
in epen ent i e-care communities, as-sisted living, mobile homes, intentionalcommunities including co-housing.
What are the most important elementsin the lifestyle I want? the most impor-
tant criteria for my choices?
What trade-offs might I have to make
to accommodate various constraints
(such as other family members needs,
inancial considerations)?
ow muc aggage o want to ta e
Simplification and decluttering.
OPTIONAL ELEMENTS L I F E S T Y L E
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A M P E E E R E
Visioning Exercise
ngage in guided visualization, collage or writing in order to
articu ate a vision ream.
ist of Criteria
reate, personalize and prioritize a list of criteria forelocation decisions.
(Source: Leider, p. 142)
Strategies & Action Plans
iscuss strategies and make plans for exploring alternative living
arrangements. ee a so t e oa - etting ui e in aking hoices,
mplementing Goals.
Decluttering Exercise ake an inventory of your possessions and decide what you want
to let go.
(Source: Leider, pp. 16062)
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www.charityamerica.com/wcvb
A donation resource for nonprofits; supporters can connect with their community to offer
time, ta ents, services an item or inancia onations.www.civicventures.org
Civic Ventures promotes civic engagement and contribution by 3rd-Agers for social and
ersonal regeneration. Its philosophy is articulated in founder/president Marc Freedmans
bookPrime Time.
. . r
xecutive Service Corps is an organization for retired high-level executives who can offer
consulting services to nonprofits.
www.experiencecorps.orgA program that engages Americans aged 55-plus in public and community service.
xperience Corps is a program started by Civic Ventures.
www.fdncenter.org
e oun ation enter o ers a wea t o resources on grants an grant-see ing, as we as
inks to 1500-plus grantmaker sites.
www.idealist.org
Action Without Borders is a global network of individuals and organizations that offers
volunteer or paid positions at nonprofit organizations.
www.mentoring.org
ational Mentoring Partnership is an advocate and resource for mentors and mentoring
initiatives nationwide. It provides links to local mentoring opportunities.www.networkforgood.com
etwork for Good is dedicated to using the Web to help people get more involved in their
communities, from volunteering and donating money to advocacy.
www.score.org
Service Corps of Retired Executives (SCORE) is an organization whose volunteers provide
ree, confidential face-to-face and e-mail business counseling to entrepreneurs. Counsel-
ing and workshops are offered at 389 chapter offices across the country.
www.seniorcorps.org
Senior Corps is a network of programs that tap the experience, skills and talents of older
citizens to meet community challenges. Programs include Foster Grandparents, Senior
ompanions, and RSVP (Retired and Senior Volunteer Programs).www.volunteermatch.org
Volunteer Match links volunteers with opportunities, local or national, matching interests
and schedules.
www.volunteersolutions.org
United Way Volunteer opportunities.
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International Volunteering
www.crosscu tura so utions.org
Cross-Cultural Solutions pairs volunteers with locals in locally-designed projects (Latin
merica, Asia, Russia) to foster cultural understanding.
www.globalvolunteers.org
Global Volunteers coordinates teams of volunteers to work on short-term developmentrojects in twenty countries wor wi e.
www.hvousa.orgealth Volunteers Overseas is dedicated to improving the availability and quality of health
care in developing countries through training and education.
www.iesc.org
nternational Executive Service Corps sends volunteer business consultants abroad for
short-term projects.
www.interaction.org
nteraction is a coalition of 160-plus U.S.-based relief, development, environmental and
efugee agencies working in 100-plus countries. Includes job and volunteer opportunities
and extensive links.
www.peacecorps.gov
e eace orps to ay is especia y intereste in teac ing tec nica s i s ut is a sointerested in those who can teach English.
www.worldteach.org
World Teach offers opportunities to live and work as volunteer teachers in
developing countries.
EMPLOYMENT
Books
Critchley, Robert. Rewired, Rehired, Retired: A Global Guide for the Experienced Worker. Jossey-Bass/
feiffer, 2002. See alsowww.robertcritchley.com.
Edwards, Paul and Sarah. The Best Home Businesses for the 21st Century. 3rd ed. J.P. Tarcher, 1999.Encyclopedia of Associations. 38th ed. Gale Group, 2001. An invaluable listing of all
associations pro essiona , usiness, o y-re ate , you name it.
Harkness, Helen. Dont Stop the Career Clock: Rejecting the Myths of Aging for a New Way to Work in the 21st
Century. Davies-Black, 1999.
Hawken, Paul. Growing a Business. Simon & Schuster, 1988.Jankowski, Katherine. The Job Seekers Guide to Socially Responsible Companies. Gale Group, Visible Ink
ress, 1994.
Knox, Deborah L., and Sandra S. Butzel. ife Work Transitions.com: Putting Your Spirit Online.
utterworth Heinemann, 1999.
Landes, Michael. The Back Door Guide to Short-term Job Adventures: Internships, Extraordinary Experiences,
Seasonal Jobs, Volunteering, Working Abroad. 3rd ed. Ten Speed Press, 2003.
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Pink, Daniel. Free Agent Nation: How Americas New Independent Workers Are Transforming the Way We Live.
Warner books, 2001.
tone, ari a an owar . Too Young to Retire: An Off-the-Road Map to the Rest of Your Life. e
Writers Collective, 2003. Chs. 3, 5 (101 Opportunities for the Open-minded).
Tieger, Paul and Barbara. Do What You Are: Discover the Perfect Career for You Through the Secrets of
Personality Type. 3rd ed. Little, Brown, 2001. Applies the MBTI to career and work choices.Walker, Jean Erickson, Ed.D.Age Advantage: Making the Most of Your Midlife Career Transition. The
er e ey u is ing roup, 2000.
Weinstein, Bob. So What If Im 50: Straight Talk and Proven Strategies for Getting Hired in the Toughest JobMarket Ever. McGraw-Hill, 1995. See list of top 25 temp agencies on p. 109.
See also the general career books in Looking Inward: Self-Discovery (Boldt, Edwards, Everett,Knox & Butzel, Lloyd, and Winter).
e Resou rces an r gani za ti on s
www.aarp.org/moneyandworkxcellent general resource reflecting new focus on working.
www.experienceworks.org
e icate to mature wor ers. nc u es sta ing service, training programs, ow-income
employment service and e-commerce Website for older artisans.
www.notyetretired.com
ages include post-retirement jobs, post-retirement businesses, on-line businesses, good
inks and information, as well as a newsletter.
www.quintcareers.com/mature_jobseekers
Good resources, links and advice on career and job searches for mature workers.
www.seniorjobbank.comndependent nonprofit organization provides links for older workers, business owners and
omeowners to create income and job opportunities.
ew irections, an outp acement irm an a ea er in t e ie o 3r ge i e p anning, as
developed a Portfolio Program for executives 50-plus. Located in Boston, MA. Other
for-profit venues are sure to follow. See ww.newdirections.com.
Operation ABLE (Ability Based on Long Experience) Found in 15 cities. Promotes employment
an training opportunities or in ivi ua s over 45 rom economica y, racia y an
occupationally diverse populations. Seewww.operationable.or (Michigan),www.operationable.net(Massachusetts).
Small Business Development Centers (SBDC) Supervised by the SBA, the SBDC program offers
management assistance to esta is e an new usiness owners. ne in eac state, ,
Puerto Rico, the Virgin Islands and more than 700 branch locations. See ww.sba.gov. See
alsowww.sbaon-line.sba.gov, which includeswww.score.org, a free SBA consulting service for
business startups, tapping volunteer former business executives.
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General career and job-related sites with emphasis on part-t ime, temporary and
in epen ent wor
www.backdoorjobs.com
The companion to Landes Back Door Guide. Although directed at younger readers, its a
great resource for 3rd-Agers who want to try out short-term, adventure and other jobs, in
the U.S. and abroad.www.bizplanit.com
ree help writing business plans and advice on starting small businesses; site also provides
consulting services for a fee.
www.coolworks.com/olderbolder.htmventure an resort seasona jo s, interns ips an vo unteer positions, wit a specia
section (Older and Bolder) for 3rd-Agers.
www. irectors ip.comThe Directorship Search Group, Inc. is one of the premier search firms for recruiting directors/
board members.
www.FreeAgent.com
atches consultants and other free agents with projects; provides links to services/resources
ee e y so o practitioners; news etter.
www.guru.com
atches job-seekers with jobs in business, technical, creative and some other fields, based
on a questionnaire and rsum. Has zippy articles.www.nonprofitjobs.org
rovides a searchable database for jobs in the nonprofit sector as well as good resources
and links.
www.wor ingso o.comTerri Loniers Website for independent entrepreneurs in home or small offices; advice,
ewsletter, resources. (See her books Working Solo and Smart Strategies for Growing Your Business,
John Wiley & Sons).
www.workingtoday.org
epresents t e nee s o in epen ent wor ers, provi ing a vocacy, in ormation an
services such as insurance and benefits, tax and legal help, financial planning, career
and business strategy.www.workrover.com
osts 1000s of hourly positions offered by reputable employers and matches needs.
art-time, seasonal, temp assignments, mostly in service and retail.
ote: ere are many more e sites in eac o t ese areas, as we as or speci ic in ustries
(academic, finance and financial services, health care, HR, IT, international jobs, legal,
nonprofit). Well-known job boards includewww.monster.com,www.careerbuilder.com,
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n epen ent e ar ni ng O ppor tuni ti es
www.esc.edu
Center for Distance Learning (Empire State College)
www.jec.edu
ones nternationa niversity is an accre ite on- ine university o ering courses,degrees and certification, primarily in business administration and communication,T and education.
Travel and Learn ing(see also Civic Engagement)
www.amnh.org
iscovery Tours (American Museum of Natural History)
www.eart watc .org
The Earthwatch Institute offers opportunities to contribute to academic field research
rojects promoting sustainable conservation of environment and cultural heritages. Vol-nteers pay their costs.
www.learn.unh.edu/interhostel
nterhostel is a good source for 50-plus hostelling.
www.si.edu
mit sonian tu y ours an eminars, inc u ing c o ar
www.urep.ucdavis.edu
University Research Expeditions Program is similar to Earthwatch.
Many educational tours are offered by university alumni associations, other nonprofits
(e.g., NPR) and special-interest groups.
RELATIONSHIPS
Chapman, Elwood, et al. Comfort Zones: Planning Your Future. 4th ed. Crisp Publications, 1997.
hs. 1215.
o en, ene ., . ., . . The Creative Age: Awakening Human Potential in the Second Half of Life.
von/HarperCollins, 2000. Chs. 5 (Creativity in Relationships), 7 (Community).
Goldman, Connie, and Richard Mahler. Secrets of Becoming a Late Bloomer: Extraordinary and OrdinaryPeople on the Art of Staying Creative, Alive, and Aware in Midlife and Beyond. Stillpoint, 1995. Chs. 3
(Forgiveness), 7 (Secret of New Roots), 8 (Intimacy).
Leider, Richard J., and David A. Shapiro. Repacking Your Bags: Lighten Your Load for the Rest of Your
Life. Barrett-Koehler, 1995. Chs. 7, 9.
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ic , i , an orot y ampson, et a . The Healing Journey Through Retirement: Your Journal of Transi-
tion and Transformation. John Wiley & Sons, 1999. Chs. 9 (Marriage), 10 (Being Single, Male
and Female), 11 (Managing Family Relationships).
Stone, Douglas, et al. Difficult Conversations: How to Discuss What Matters Most. Penguin USA, 2000.
Storr, Anthony. Solitude: A Return to the Self. Ballantine Books, 1989.arner, a p . et a i e: ou on t eed a illion to etire ell. 4t e . o o ress, 2002.
Zelinski, Ernie. The Joy of Not Working: A Book for the Retired, Unemployed and Overworked. Ten Speedress, 2003. Ch. 10 (It Is Better to Be Alone than in Bad Company).
LEISURE
Books
Benson, John. Transformative Adventures, Vacations, and Retreats: An International Directory of 300-plus Host
rganizations. ew i ennium, 1994.
Cameron, Julia. The Artists Way: A Spiritual Path to Higher Creativity. 10th ed. J.P. Tarcher, 2002.There are other creativity-themed books by Cameron.
Cohen, Gene D., M.D., Ph.D. The Creative Age: Awakening Human Potential in the Second Half of Life.
von/HarperCollins, 2000.ncyclopedia o Associations. 3 t e . a e roup, 2001. nc u es eisure o y associations.
Heilman, Joan. Unbelievably Good Deals and Great Adventures That You Absolutely Cant Get Unless Youre
Over 50. McGraw-Hill, 2003.
McMillon, Bill, et al. Volunteer Vacations: Short-Term Adventures That Will Benefit You and Others. 8th ed.hicago Review Press, 2003.
Zelinski, Ernie. The Joy of Not Working: A Book for the Retired, Unemployed and Overworked. Ten Speed
ress, 2003.
Web Resources and Organizations
www.ecotourism.org
The International Ecotourism Society (TIES) promotes ecotourism, with members from
70-plus countries who are in travel industry, conservation organizations and many other
groups. A Travel Choice section provides a database for would-be travelers seeking
eco-friendly tour operators and lodges or help with travel planning.
www.E ertre s.com
ldertrek was the first adventure travel company designed exclusively for people aged50 and over. It offers active, off-the-beaten-path, small-group adventures in over 50
countries, with the focus on adventure, culture and nature.www.untours.com
Untours offers apartment-based flexible European tours.
OPT I ON AL ELEMEN TS / 43
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LIFESTYLE
Books
Armstrong, Elizabeth.Americas 100 Best Places to Retire. 3rd ed. Vacation Publications, 2002.
Elgin, Duane. oluntary Simplicity: Toward a Way of Life That Is Outwardly Simple, Inwardly Rich. ev. ed.
uill, 1998. The manifesto of the Voluntary Simplicity movement.
o man, onnie, an ic ar a er. ecrets o ecoming a ate loomer: xtraordinary and
Ordinary People on the Art of Staying Creative, Alive, and Aware in Midlife and Beyond. Stillpoint, 1995.
h. 7 (New Roots).
Leider, Richard J., and David A. Shapiro. Repacking Your Bags: Lighten Your Load for the Rest of Your
Life. Barrett-Koehler, 1995. See especially Ch. 9.
u rs, anet. Simple Living Guide: A Sourcebook for Less Stressful, More Joyful Living. roa way oo s,
1997. The Bible of voluntary simplicity.
Rich, Phil, and Dorothy Sampson, et al. The Healing Journey Through Retirement: Your Journal ofTransition and Transformation. John Wiley & Sons, 1999. See To Move or Not to Move
on p. 260.St. James, Elaine. Simplify Your Life: 100 Ways to Slow Down and Enjoy the Things that Really Matter.
yperion, 1994.
avageau, avi . etirement laces ated. 5t e . o n i ey, 1999.
e Resou rces an r gani za ti on s
www.digitalcity.com
nformation and links to most U.S. cities/towns, with an array of information.
www.findyourspot.com/survey
uestionnaire esigne to e p you pic t e rig t community or you.www.ic.org
ntentional Communities is a site providing information and access to resources for eco-
villages, co-housing, residential land trusts, communities, urban housing cooperatives,
etc. It offers access to The Communities Directory: A Guide to Intentional Communitiesand Cooperative Living from The Fellowship for Intentional Community.
www.virtual-retirement.com
ers an in ex o retirement an assiste iving communities, continuing care an
ursing homes, senior housing and active-living retirement communities located in U.S.
and Canada.
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a p p e n d i x
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46 / A P P E N D I X The Adagio Group 2003. Adapted from Hudson and McLean, Edwards, and Schacter-Shalomi.
Lif
eLine
Reviewyo
urlifetodatein10-yearstages.W
hatwerethesignicantevents,mo
mentsorturningpoints/transitions
ofeachphase?
Whatwere
thehappiest/mostsuccessfultimes/momentsandunhappiest/failur
etimes,andwhatlearningdidyo
utakefromthem?
Whowere
thepeoplewhoguidedandinuen
cedyouduringeachperiod?What
dideachphasecontributetothec
ontinuumofyour
life?(Feel
freetousemorepaper!)
Asyourev
iewyourlifeline,lookforpatterns
andthemes.Whatdoyouthinkyo
urlifehasbeenabout?Consideryo
urachievements
andfulllment,aswellassacricesandpathsnottaken.What,ifanything,ismissing?
BIRTH
Sometri
ersfor
ourmemor:education/training;career/jobchanges;marriage,children,grandchildren;familyc
hanges(death,
divorce);moves;travel/vacations;mentors/teachers;roleofmusic/art/literature;
religious/spiritualexperiences;pol
itics;hobbies/sports;
food/leisure/recreation;holidays.
A R A 3RD A E PER PE T EEXERCISE
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M. L. Newhouse. Adapted f rom var ious sources. A P P E N D I X / 47
Questions to Elicit Passion & Purpose
PA A D TERE T answer at east one:
What do/would I most enjoy spending time on?
at i i e to o as a c i a o escent young
adult that I would like to revive? What childhood
or later dreams have I buried?
If I had unlimited money to spend in a book
store (or a hobby-related store) what would I
spend it on?
IFTS, CAPABILITIES, ASSETS
(answer at least one):
Which of my inborn talents/skills do I use with
great enjoyment and ease?
at capa i ities or qua ities am most fre-
quent y praise for? at o peop e as me to
help them with or do for them?
What assets do I bring from my life experiences
and circumstances?
at ave i e most an east a out t e jo s
I have done in the past? What have I done best
and enjoyed most in my work?
M A D P RP E answer at east one:
What does my community/country/worldmost need?
What makes me angry or what do I care strongly
enough about to make me take action? (prin-
ciples, causes, injustices, etc.)
hat personal tragedy, illness, or loss have I
experienced that suggests how I might like to
serve others?
ave not yet accomp is e experience
completed the following things in my life.
A E , P RP E answer at east one:
hat sustains or nourishes me? What gives meenergy/juice? Conversely, what drains my en-
ergy? (to be avoided)
hat is essential for my life to feel worthwhile?
hat are my fundamental beliefs and values?
hat experiences in my life have really made me
live? What themes and patterns emerge?
hat would I want as my epitaph (or eulogy)?
How would I spend my time if I had no nan-
cial constraints and could not fail? If I had six
onths to live? Three years?
GENERAL:
If I could live 5 lives simultaneously with each
expressing an important part of me, what would
hey be (leaving practicality and shoulds
aside)? (Source: Barbara Sher)
at as wor meant to me? at positives o
ant to eep an ow wi eep t em?
A R D : E F - D E REXERCISE
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Peak Experiences/Accomplishments Exercise
hink back over the experiences you have had in your life in the areas of work, leisure, learning, or
relationships and pick three to seven that have the following characteristics:
you were a signicant actor alone or as a group participant or leader;
you accomp is e , i or create somet ing wit concrete resu ts, or acte to so ve a pro em,
or gave something of yourself that really mattered to you, that you and not necessarily the
orld are proud of and pleased by; OR you experienced something profound that has impacted
your sense of self and your life;
you truly enjoyed yourself (most of the time); you felt engaged, alive, energized, centered, content,
on purpose, fullled, in the ow, at your best (choose any that apply to you).
List each of them, write why you consider it a peak experience or accomplishment, and outline or write
a paragraph or two detailing the experience, step by step. Extract from these stories the values and
assions they reveal about you and the talents/gifts you used. In other words, what do they reveal about
what you care about, like to do, and do well?
Note: you may have to go back to childhood or adolescence for some of these experiences. An experi-
ence can be as trivial as performing in a grade-school production and as extensive as a year abroad.
It can be social or solitary, a moment or a month. Do not judge its importance by external standards;
rather, select it on the basis of how you felt about it at the time (or in retrospect).
Additional:
This exercise works well if you also tell your stories aloud to one or two friends and ask them to reect
back to you the skills, qualities, passions, and values they perceive.
f you isti t e t emes of t ese experiences to t eir essence you can often formu ate a statement ofyour life purpose.
A R D : E F - D E REXERCISE
48 /A P P E N D I X The Adagio Group 2003. Adapted from Bolles and other career professionals.
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Passion & Purpose Pie of Life(Achieving Life Balance)
It is important to reexamine how we are spending our time in the different parts of our lives and how sat-
ised we are with the quality of our lives in each part. This exercise will help us make conscious choices
and plans rather than react without direction to the freedom of this stage.
To e p us o t is we use t e image of a pie, wit eig t ifferent s ices, eac representing an e ement of
your ife:
T R T
Your Current Pie:
ry to estimate the amount of time you currently give to the above activities. If you assume 100
ours per week, it makes it easier to estimate.
Now give each slice a rating of 1 to 10 based on how satised you are with the amount of time you
devote to that part in your life right now: 1 = the pits and 10 = bliss.
Your Future Pie:
Now pick a time 2 to 5 years from now. How would you like the pie to be sliced then? Try to do this
ntuitive y, quic y.
3 Civic Engagement
3 ork (paid)
3 elationships: family, close friends,
support network, professional
co eagues, community
3 earning an se f- eve opment
3 Health and Fitness physical
3 Health and Wellness emotional/spiritual
3 Leisure, Travel, Play, Adventure
3 outine maintenance (e.g., physical
environment, persona care, routine
as s, s eeping
R R E T P E
Ran eac s ice or satis action)
F T R E P E
E P R P B T EEXERCISE
50 /A P P E N D I X The Adagio Group 2003
Ran eac s ice or satis action)
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LifeWork Adventure Chart
What are your Goals? Ask yourself the following
What would you like to HAVE?
Identify all your material desires let it all
hang out, dont censor yourself. Brainstorm
rst, prioritize later.
at wou you i e to D ?
Career, job, civic engagement/volunteering
List your business or professional interests, your
community or civic interests, or any project or
activity for which youd enjoy using your capabili-
ties and qualities.
Persona interests
entify your earning interests, your eisure in-
terests, creative projects, o ies, any interests
t at wou turn you on. On t is rst cut, on t
worry about potential conicts in terms of time or
energy just identify what youd enjoy.
What would you like to BE?
How would you like to feel about yourself, about
your life, about your relationships? What quality of
ife would suit you would be consistent with your
values? List those characteristics that you want to
dene yourself.
Now, what would you like the most? What do you
really want to have, to do and to be? Mark those
tems youd like to focus on rst, those that could
really turn you on, be most enjoyable and give
you the most satisfaction a sense of meaning
and purpose.
What RESOURCES do you need?
Think of the experiences, capabilities, knowledge
and special people identied in your examina-
tion of who you are (see chapters four and ve of
Turning Points). These are your existing assets. You
already have a lot of resources, but you may need
to add to your inventory. You need to be specic
about your asset base in order to clarify what more
you need, if anything.
What EXPERIENCES do you require?
All the experiences and accomplishments so far in
your life that may be applicable to achieving your
goals can be listed. Then, think about what other
experiences would be helpful.
What EXPERTISE do you require?
What are the capabilities and qualities you alreadyhave that will enable you to reach your goals? Note
which skills are most enjoyable for you to perform.
Identify what else you might need to be successful
in your chosen goal.
What KNOWLEDGE do you require?
For many of your desires, you have the know-how in
hand. However, there may be a call for additional
formal schooling or training, which needs to be
noted. These days many people keep studying
every year in order to keep up to speed in their
particular eld.
MAKING CHOICES, IMPLEMENTING GOALSEXERCISE
Turning Points Research Institute, Inc. Adapted from Turning Points, Phoebe and Jack Ballard, LifeWork Adventure Chart. P P E N D I X / 51
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Goal-Setting Guide
1. What is the ONE goal that you are MOST passionate about?
. Write a one-sentence telegram reminding yourself why you are so passionate about this goal.
3. What are your obstacles and how will you overcome them in achieving your goal?
4. What and/or who will help you reach your goal (family/friends/network; strengths, skills, knowledge,
money, attitude, etc.)?
5. at more o you nee e.g., experience, earning, resources ? at wou e most e pfu ? Be as
specic as you can.
6. Answer the following questions:
How will you proceed?
When will each step occur?
Who else will/should be involved?
7. How will you celebrate?
BSTACLES HOW TO OVERCOME
MAKING CHOICES, IMPLEMENTING GOALSEXERCISE
he Adagio Group 2003. Adapted from Richard Haid. P P E N D I X / 53
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ife Options Mapping Gui e Central Florida Community College, Ocala, Florida
The journey of a thousand miles must begin with the rst step. C hin ese p rove rb
Welcome to the Life Options Center, a program of Central Florida Community College!
As young adults, we often face large challenges and responsibilities: providing for our
families, raising children, and living through obstacles to nancial and physical comfort,
among others. But now that were freed from many of those responsibilities, its time to
celebrate one of the best times of our lives. Perhaps you are interested in another career
but dont know the standards or requirements. Or maybe you are interested in some rec-
reational classes now that you nally have a little more time. You might be someone who
would enjoy helping out with a community project requiring the kind of expertise you can
offer. We know you have ideas and energy and we want to help channel them. Your new
journey begins with this rst step an interest survey we like to call our Mapping Guide.
T is simp e assessment on y ta es a few moments to comp ete an wi provi e you wit
t e rig t irection to not on y n your way uring your journey, ut to enjoy t e attrac-
tions a ong t e way.
The mapping guide is comprised of ve sections: Healthy Body, Healthy Mind; Workforce;
Learning; Financial; and Signicant Service. Based on your responses, each section can
provide a link to local services where you can obtain more information about that area
and how to get involved. We provide the direction for you to reconnect yourself by accom-
plishing some new goals and desires while growing and learning.
Its as easy as taking that rst step
L I F E O P T I O N S M A P P I N G G U I D ESTART-UP TOOL
54 / A P P E N D I X Central Florida Community College
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Significant Service
Use what talents you possess; the woods would be very silent if no birds sang except those that sang best.
Henry Van Dyke
n t is section, community service is t e focus, t roug ot in ivi ua an team efforts.
P ease circ e a of t e statements e ow t at app y to you:
. I enjoy working with other people toward a common goal.
. I enjoy working alone to accomplish goals and objectives.
3. I would like to work with young people in the community.
. I like to be with animals.
5. I have specic volunteer interests, such as culture, education, community boards and
committees, etc.
6. I like to be part of the planning phases in projects.
. I like to be part of the hands-on phases of projects.
8. I would enjoy volunteering in public places.
9. I would prefer to volunteer in specic geographic areas of our county, such as the north-
west, southeast, a specic city, etc.
Reviewing Priorities
In reviewing all of the items of interest that you circled throughout the ve sections, please
prioritize your top ve:
1.
.
3.
4.
5.
Now that you have started on your journey, the next step involves looking at your choices and
priorities to determine a personal plan of action options.
L I F E O P T I O N S M A P P I N G G U I D ESTART-UP TOOL
Central Florida Community College A P P E N D I X / 57
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EADER P TRA F R DER PERPROGRAM EXAMPLES
North Carolina Center for Creative Retirement A P P E N D I X /61
LEADERSHIP TRAININGFOR OLDER PERSONS (LTOP)
North Carolina Center for Creative Retirement
Leadership Training for Older Persons (LTOP)
was designed for low-income seniors normally
under-represented as community leaders and
advocates.
PR RAM B E T E
rovide training and create opportunities to help
participants develop leadership skills and dem-onstrate new y acquire s i s now e ge
E E: ETT T
an EA T ER
Introduce class objectives, topics, and format;
rovide ways for participants to get to know each
other; Identify the skills and qualities of good
eaders and class participants; Prepare partici-
pants to interview a community leader
E T : R T ET ER
iscuss effect of culture on leadership styles;
Learn how to get people to volunteer and how to
keep them involved
ET TA AB T
MM T RE R E
Introduce participants to community resources:
eing organized to help solve problems
E T REE:
T E AB s of MEET
earn t e asics of meeting management: p an-
ning a meeting and setting the agenda; Overview
parliamentary procedure and Roberts Rules of
Order; Discuss the roles of people at the table
DEA T D FF T
PE P E T AT
Introduce tips on dealing with difcult people
an situations: saying no to p one scams;
oisy neig ors in c ose quarters; i s wit
rugs
SESSION FOUR:
AGING: WHATS NORMAL?
alk about aging: whats normal and abnormal,
nding available health care resources
F D MM R D
Learn skills and practice how to handle and
esolve conicts
E F E:
T ET R P T A R
Learn the art of public speaking: to have a voice,
be more visible, voice your view
E A RE R E
Overview of Elder Law Issues: landlord/tenant,
en of ife irectives, etc.
E :
MAKING A DIFFERENCE
Learn how to be an advocate for current aging
ssues: contacting elected ofcials; getting your
message across; writing letters to the editor of
the local paper
MP ET EREM
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