Professor Torres-Gil
Spring 2014
UCLA Luskin School of Public Affairs
Departments of Social Welfare and Public Policy
SWM290P: Aging Policy: Elderly Families and Communities
Spring Quarter, 20l4
Instructor: Fernando M. Torres-Gil, Ph.D.
Room: School of Public Affairs 4357
Phone: Off: 3l0-206-l994; Cell 8l8-599-2420
Email: torres@luskin.ucla.edu
Office Hours: By appointment with Instructor and with Ms. Selene Garcia
(garcia@luskin.ucla.edu)
Course Description:
The aging of the U.S. population poses major challenges to society and to the government. The
problems and issues facing older adults require that practitioners, researchers, public officials
and the general public be familiar with demographic trends and longevity and to have an
analytical ability to evaluate the various proposals, reforms, and ideological debates surrounding
public policy decisions affecting the elderly, their families and caregivers. Fiscal pressures at the
federal, state and local level, as well as the role of the public and private sectors, ensure that
programs and services for older persons will be major factors in the actions and decisions by
elected and appointed officials, advocacy groups, the media and government agencies. All
persons, regardless of age, have a stake in the outcome of society’s response to aging and
longevity and all individuals, whether young person’s concerned about taxes and employment,
middle age persons worried about saving for retirement or older individuals seeking to preserve
their Medicare and Social Security benefits, will be affected by aging related policies. This
graduate course, open to students in the Luskin School and across the UCLA campus, will focus
on contemporary issues of health, long-term care, death and dying, employment and retirement,
social services, budgetary politics and the contemporary debates about preparing for the aging of
the baby boomer cohort.
Relevance and Multi-disciplinary approach:
Why is such a course relevant to students regardless of age? And why might it be relevant to
multi-disciplines such as social welfare, urban planning, public policy, economics, political
science, public health and medicine? The United States and much of the world is facing an
unprecedented phenomenon—we are living longer. And with increased longevity and life
expectancy, we can expect to have years added to our life span. Thus, the relevance and need for
a multi-disciplinary approach to understanding “aging policy” lies in the personal, visceral and
societal implications of an aging society. Longevity, living longer and preparing for a life span
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Spring 2014
where many can expect to live up to l00 years of age, will require a fuller understanding of
gerontology, geriatrics and demographic trends in order to age well. This course will use a
multi-faceted approach to this complex topic and illustrate its relevance to individuals of all ages
and to disciplines and professions of all types.
Expectations:
This course is an advanced policy course on issues of demography, gerontology and public
policy. Students, however, will have various levels of background in these areas and thus the
course will be “self-contained” and provide a complete foundation for understanding and
benefiting from the substantive issues and topics of this course. Students should expect the
following:
1. To be provided with an overview of demographic trends and social, economic and
political factors affecting aging in the United States.
2. To develop a rational and analytical approach to understanding controversial and visceral
issues affecting individuals, families and the elderly.
3. To examine various theoretical models and concepts of the public policy process and its
relevance to the practical aspects of the politics of aging.
4. To understand the implications for diverse populations (e.g. race, class, gender, sexual
orientation).
5. To appreciate the intergenerational and inter-ethnic connections of longevity and aging.
6. To focus on key contemporary issues such as entitlement reform, death and dying and to
understand the personal connection for all ages.
7. To be introduced to the issues of global aging.
Learning Outcomes:
a. To asses and apply demographic trends to understanding public policy and working with
older adults and families.
b. To apply culturally competent practices and insights in developing programs and services
for older adults.
c. To understand, once again, the nature of U.S. democracy and how our constitutional form
of government hinders or facilitates effective policy solutions.
d. To be familiar with the current “aging network” of programs, services and public benefits
for older persons
e. To develop the capacity to objectively critique existing policies and proposals.
f. To identify the values and ethical dilemmas inherent in promoting equitable and efficient
responses to the growth of older persons and the needs of vulnerable elders.
g. To develop a theoretical capacity and conceptual frameworks to public policy analysis.
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Spring 2014
Required texts:
Hudson, R. B. (Ed.). (20l0). The new politics of old-age policy (2nd Ed.). Baltimore,
MD: The Johns Hopkins University Press.
Moody, H. R. (20l2). Aging: Concepts and controversies (7th Ed.). Thousand Oaks, CA:
Sage Publications.
Wacker, R. R. & Roberto, K. A. (20l4). Community resources for older adults: Programs
and services in an era of change (4th Ed.). Thousand Oaks, CA: Sage Publications.
Optional Text:
Schulz, J. & Binstock, R. (2006). Aging nation: The economics and politics of growing
older in America. Westport, CT: Praeger Publishers.
THE INSTRUCTOR:
Professor Torres-Gil’s policy research focuses on issues of health and long-term care, disability,
and the politics of aging and he holds a joint appointment in the Departments of Social Welfare
and Public Policy. He also directs the UCLA Center for Policy Research on Aging (CPRA). His
backgrounds draw from his many years of public service including a series of appointments at
the executive level (White House, U.S. Department of Health and Human Services) and
legislative (Staff Director for the House Select Committee on Aging) as well as service at the
State Level (gubernatorial appointments) and local level (City Commissions). Thus, he will
draw from his public policy and governmental experiences to illuminate various aspects of
policy and politics as it pertains to an aging society
Course Requirements and Grading Criteria
Students are required to complete several measures of learning. These measures will be due or
administered on the following sessions and will contribute to the final course grade as follows:
Measure
Session/Date Due
Percent of Final Grade
1. Policy Brief I
Session 4A/Tuesday, April 22
10%
2. Policy Brief II
Session 6A/Tuesday, May 6
20%
Ongoing throughout the Quarter
10%
4. Midterm Exam
Session 6B/Thursday, May 8
20%
5. Policy Memo
Session 10A/Tuesday, June 3
30%
6. Personal Longevity Plan
Session 10A/Tuesday, June 3
10%
3. Contemporary Policy Events
and Debates (Group Exercise)
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Spring 2014
Students are expected to attend each class and to participate in each session. They are also
expected to complete priority readings (to be identified by instructor) prior to class session.
Students are expected to adhere to the highest standards of honesty and professionalism and
misconduct such as plagiarism will result in a failing grade.
Course Assignments:
Given the fluid nature of developments in the public policy and politics of aging, it becomes
important to keep pace with the fast moving events that shape how government, the private
sector and the public view issues of an aging society. Therefore, student will be expected to
monitor contemporary developments. This will be accomplished in two ways: a) at the
beginning of class, students will be asked—“did anything interesting happen related to the policy
and politics of aging…?” In addition, the class will be divided into groups and presented with
recent media and news article pertaining to the course. Each group will present a rational and
analytical commentary on that particular topic. This will comprise the group exercise.
Policy Briefs #1 and #2
Description: Each policy brief will be 2-3 pages, double-spaced, listing citations and your
sources of information (e.g . visual, print, internet, blog). The Policy Briefs will address:
1.
2.
3.
4.
5.
The topic and relevance to public policy
An explanation of the impact on older persons and an aging society
The larger and unstated issues/context from this topic
Your views and opinions
The underlying bias and point of view of this article/piece and the author and source of
information
Policy/Decision memo
Given the complexity and fluid nature of debates and public controversies over how best to
respond to aging and longevity, students will present their proposed solutions/and or answers to
these issues. There are no right or wrong answers; the solutions and responses will depend in
part, on the ideological and philosophical preferences by the individual and an understanding of
the true nature of a U.S. form of democratic and pluralistic democracy embedded in an economic
system heavily reliant on market forces and a shifting pendulum of government intervention.
This assignment will require a decision memo that clearly articulates a) the problem, b) the
complexity/controversy, c) the particular nature of U.S. democracy and politics and d) the
student’s particular ideological and philosophical preference. A template for developing a
decision/policy memo will be provided in class and the student will draw from the substantive
and intellectual foundation of the course to provide their reasoned and analytical
solution/recommendation for responding to a contemporary dilemma/debate on the policy and
politics of aging. The policy/decision memo will be 3-5 pages double spaced with appropriate
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Spring 2014
citations/sources of information and will be utilized the outline and template to be provided in
class.
Attendance and Participation:
This course will be structured on a two day a week format and thus will involve a focused use of
time. Students are expected to arrive on time and to be prepared to utilize each 90 minute
segment to the fullest.
Personal Longevity Plan:
This personal exercise will have you plan ahead—to your l00th birthday. Given the real
possibility that many will become centenarians (assuming one leads a good and healthy
lifestyle), planning for longevity requires a multi-dimensional perspective (e.g. financial, health,
behavioral, housing, transportation, social supports). Instructions on the specific requirements
for this assignment will be provided in class.
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Spring 2014
AGING POLICY COURSE OUTLINE
Session 1A – April 1st (T):
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Welcome! What did I get myself into? Answer: The secret of living to 100 years of age!
(April Fools!)
This session introduces the course objectives and learning outcomes.
Topics: Introductions, Course Outline and Objectives, Course Requirements, and Policy
Teaser
An introductory “policy teaser” will be presented as a case example of the contemporary
issues facing this topic.
o Discuss Bio and Outline for Personal Longevity Planning and assign first group
exercise for contemporary policy events.
Required Readings:
None
Session 1B – April 3rd (TH):
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This session introduces the issues of entitlement reform and the attendant complexity and
debates that characterize the generalized nature of aging policy.
Topics: Federal budgets, partisan debates and pending restructuring of entitlement
programs, A Grand Bargain: reality or illusion, Group assignments on contemporary
issues.
First Contemporary Group Exercise (Who will step up to the plate?)
Required Readings:
Moody, H. & Sasser, J. (2012). “A Life Course Perspective on Aging” In Aging:
Concepts and controversies (7th ed.) (pp. 1-26). Thousand Oaks, CA; Sage Publications.
Session 2A – April 8th (T):
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The Demographic Revolution
This session will examine the demographic trends that will reshape the profile of the
United States.
Topics: Key concepts to understand and actuarial projections.
Due: Class Bios
Required Readings
Moody, H. & Sasser, J. (2012). “Why Do Our Bodies Grow Old?” In Aging: Concepts
and controversies (7th ed.) (pp. 53-91). Thousand Oaks, CA; Sage Publications.
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Spring 2014
Session 2B – April 10th (TH):
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The Longevity Revolution Continued
An examination of the key demographic milestones for measuring your life span and
preparation for longevity.
Topics: Demographic Milestones: 2030, 2050, 2060, Age Pyramids, Diversity, ethnicity
and race, gender differentials and fertility rates: Who’s having the babies?
Second Contemporary Group Exercise
Required Readings
Moody, H. & Sasser, J. (2012). “Prologue” In Aging: Concepts and controversies (7th
ed.) (pp. xxiii - xxxi). Thousand Oaks, CA; Sage Publications.
Moody, H. & Sasser, J. (2012). “Social And Economic Outlook For An Aging Society”
In Aging: Concepts and controversies (7th ed.) (pp. 293-308). Thousand Oaks, CA; Sage
Publications.
Session 3A – April 15th (T)
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American Political Institutions
This week we examine the peculiar nature of democracy in the United States and its
impact on government’s response to the demographic imperative.
Topics: American Political Democracy; fluid, permeable and complex; its strengths,
limitations and mystery of the legislative process; making it work for you: advocacy,
lobbying, and reframing
Required Readings:
Declaration of Independence
Bill of Rights
United States Constitution
Session 3B – April 17th (TH)
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Theoretical Constructs and conceptual frameworks
Yes, there is a method to the madness – theories, models and frameworks for making
sense of a disparate political and policy process.
Topics: Agenda Setting, The Three Streams and Windows of Opportunities, The Policy
Triangle
Third Contemporary Group Exercise.
Required Readings:
Hudson, R. B. (Ed.). (20l0). “Theoretical Approaches to the Development of Aging
Policy in the United States” In The New Politics of Old-Age Policy (2nd Edition) (pp. 108148). Baltimore, MD: The Johns Hopkins University Press.
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Spring 2014
Session 4A – April 22nd (T)
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A step back in History with the WAYBAC Machine (aka Peabody and Sherman). This
week we examine the historical antecedents leading to the rise of senior citizen activism
and interest group politics.
Topics: Historical antecedents: It all began in SOCAL, The New Deal, The New Frontier,
From Insecurity to a Social Contract
Due: Policy Brief I
Required Readings:
Hudson, R. B. (Ed.). (20l0). “Contemporary Challenges to Aging Policy” In The New
Politics of Old-Age Policy (2nd Edition) (pp. 3-20). Baltimore, MD: The Johns Hopkins
University Press.
Session 4B – April 24th (TH)
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The Politics of Aging and the creation of age-based advocacy and programs – and the
inadvertent ageism of public benefits. Given President Obama’s announcement of a 2015
White House conference on Aging, we will explore its history in public policy.
Topics: From Social Contract to Personal Responsibilities, Life Expectancy, Longevity,
and other measures, White House Conferences on Aging
Fourth Contemporary Group Exercise
Required Readings:
Moody, H. & Sasser, J. (2012). “Social and Economic Outlook for an Aging Society” In
Aging: Concepts and controversies (7th ed.) (pp. 309-324). Thousand Oaks, CA; Sage
Publications.
Session 5A – April 29th (T)
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This week we answer the question: What are the services and programs available for
today’s elderly, their families and their caregivers.
Topics: The Aging Network, The Older American’s Act, Home and Community Based
Services
Required Readings:
Wacker, R. R. & Roberto, K. A. (20l4). “On the Threshold of a New Era” and
“Legislative Foundation for Programs, Services and Benefits Supporting Older Adults”
In Community resources for older adults: Programs and services in an era of change (4th
Ed.). (pp. 2-35). Thousand Oaks, CA: Sage Publications.
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Spring 2014
Hudson, R. B. (Ed.). (20l0). “The Older Americans Act and the Aging Services
Network” In The New Politics of Old-Age Policy (2nd Edition) (pp. 307-323). Baltimore,
MD: The Johns Hopkins University Press.
Session 5B – May 1st (TH)
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Public Benefits and Programs are a product of almost 80 years of evolution. This session
provides an overview of those Public benefits.
Topics: The Federal and national network of programs and benefits, state and local
services, family and caregiver supports
Fifth Contemporary Group Exercise
Required Readings:
Wacker, R. R. & Roberto, K. A. (20l4). “Income Programs” In Community resources for
older adults: Programs and services in an era of change (4th Ed.). (pp. 160-176).
Thousand Oaks, CA: Sage Publications.
Wacker, R. R. & Roberto, K. A. (20l4). “Health Care and Wellness” In Community
resources for older adults: Programs and services in an era of change (4th Ed.). (pp.200237). Thousand Oaks, CA: Sage Publications.
Session 6A – May 6th (T)
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Pressures grow to change and modify and in some cases, dismantle the 80 years of public
benefits and services. This week we explore those debates and controversies.
Topics: Budgetary realities and pressures, changes to eligibility criteria, policy options:
means testing, ADL’s, universal and Darwinian solutions.
Due: Policy Brief II
Required Readings:
Hudson, R. B. (Ed.). (20l0). “Politics of Aging within Medicaid” In The New Politics of
Old-Age Policy (2nd Edition) (pp. 275-306). Baltimore, MD: The Johns Hopkins
University Press.
Hudson, R. B. (Ed.). (20l0). “Taxation and the Elderly” In The New Politics of Old-Age
Policy (2nd Edition) (pp. 337-355). Baltimore, MD: The Johns Hopkins University Press.
Session 6B – May 8th (TH)
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Midterm
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Spring 2014
Session 7A – May 13th (T)
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Social Security, Medicare and the Affordable Class Act (ACL) provide clues as to
potential restructuring of the social contract.
Case studies of specific policy issues provide an analytical framework for assessing
options, proposals and solutions
Topics: Privatization of Entitlement programs, The ACL and its impact on Medicare and
Medicaid (Medical), Case Study #1: Long Term Care and the end-of-life
Required Readings:
Moody, H. & Sasser, J. (2012). “Aging, Healthcare and Society” In Aging: Concepts and
controversies (7th ed.) (pp. 129-160). Thousand Oaks, CA; Sage Publications.
Session 7B – May 15th (TH)
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Planning for longevity and retirement requires a long-term understanding of policy
changes and retirement planning.
Topics: Case Study #2: Pensions, Retirement, and Social Security
Sixth Contemporary Group Exercise
Required Readings:
Moody, H. & Sasser, J. (2012). “What is the Future for Social Security” In Aging:
Concepts and controversies (7th ed.) (pp. 365-379). Thousand Oaks, CA; Sage
Publications.
Moody, H. & Sasser, J. (2012). “Is Retirement Obsolete” In Aging: Concepts and
controversies (7th ed.) (pp. 401-416). Thousand Oaks, CA; Sage Publications.
Session 8A – May 20th (T)
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The aging of young people today gives important clues about the future politics of aging
and public policy.
Topics: Cohort analysis, baby boomers, Generation X, Y, and the New Millennials
Required Readings:
Moody, H. & Sasser, J. (2012). “Should Age or Need Be the Basis for Entitlement” In
Aging: Concepts and controversies (7th ed.) (pp. 325-340). Thousand Oaks, CA; Sage
Publications.
Hudson, R. B. (Ed.). (20l0). “Political Power and the Baby Boomers” In The New
Politics of Old-Age Policy (2nd Edition) (pp. 87-107). Baltimore, MD: The Johns
Hopkins University Press.
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Spring 2014
Session 8B – May 22nd (TH)
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The intergenerational relationships will be fraught with tensions and opportunities and
today we examine the issues of leaderships and possibilities of new relationships
Topics: Generational competition, leadership for an aging society. Who will step up to
the plate?
Attend Student Aging Panel: 12:00 – 1:30 PM at Luskin School.
Required Readings:
Provided in class.
Session 9A – May 27th (T)
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The New America
This week we explore the makings of a New America, aging and growing more diverse.
Topics: The Nexus of Aging and Diversity: fertility rates and immigration, the future
workforce and tax payer base.
Required Readings:
Wacker, R. R. & Roberto, K. A. (20l4). “Programs and Services in an Era of Change” In
Community resources for older adults: Programs and services in an era of change (4th
Ed.). (pp.424-431). Thousand Oaks, CA: Sage Publications.
Hudson, R. B. (Ed.). (20l0). “Public Policy and Older Populations of Color” In The New
Politics of Old-Age Policy (2nd Edition) (pp. 160-182). Baltimore, MD: The Johns
Hopkins University Press.
Session 9B – May 29th (TH)
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Global Aging
We are not alone in the issues of an aging society growing older and more diverse. This
session we examine the case of other nations facing these phenomena.
Topics: Global Aging and lesson learned; the case of Korea and China. Comparative
Aging and the U.S. Comparative Advantage.
Required Readings:
To be provided in class.
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Spring 2014
Session 10A – June 3rd (T)
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Living to 100
This last week we look at the realities of longevity and how you prepare for a personal
longevity plan.
The New Aging and longevity, The New Realities of planning for a long life span.
Due: Policy Memo and Personal Longevity Plan
Required Readings:
Moody, H. & Sasser, J. (2012). “Does Intellectual Functioning Decline with Age” In
Aging: Concepts and controversies (7th ed.) (pp. 93-121). Thousand Oaks, CA; Sage
Publications.
Session 10B – June 5th (TH)
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Presentations and Closure
Topics: Policy, politics and the personal imperative, denial vs. acceptance, wrap up
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