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Publication #FCS5246

Elder Companion: Overview1

Elizabeth B. Bolton and Muthusami Kumaran2

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The Elder Companion Training Program

The Elder Companion training program is designed to train persons interested in becoming employed by local service providers as sitter/companions for the elderly. The objective of the program is to help participants develop the necessary skills to provide high-quality care including assistance with daily living activities, home management services, and companionship for the elderly adult.

This training course is preparatory to studying to become a certified nursing assistant (CNA).

In the Elder Companion training program, the following topics are addressed:

  • Elder Companion: Lesson 1 Roles and Responsibilities

  • Elder Companion: Lesson 2 Aging

  • Elder Companion: Lesson 3 Communication

  • Elder Companion: Lesson 4 Nutrition

  • Elder Companion: Lesson 5 Home Maintenance and Safety

  • Elder Companion: Lesson 6 Stress Management

  • Elder Companion: Lesson 7 Time Management

  • Elder Companion: Lesson 8 Leisure Activities

  • Elder Companion: Lesson 9 Getting a Job

In addition to the nine topics which are taught as Lessons 1 through 9 in a classroom setting, training program participants will be required to make a field observation at an elder care facility. An Agent's guide and observation form are provided in Attachment 1.

Assumptions about the Elder Companion Training

  1. The Elder Companion Curriculum is designed to serve as a training guide for use by Extension county faculty or other professionals with expertise in the subject or content and type of learning activities to be used.

  2. The design of the training should be individualized to meet the needs of the local job market for elder sitters/companions.

  3. Training can be delivered in an approximate time frame of 35-40 hours with a minimum of 5 hours being a field observation at an elder care facility. Teaching/learning activities include short lectures, group discussions, demonstrations, skills practices, role playing, written exercises, and hands-on experiences for work with the elderly.

  4. The Elder Companion Training will be used to train people for employment by service providers/agencies. The initial cost of liability insurance and bonding make self-employment prohibitive for most participants.

  5. If the service provider/agency that employs the Elder Companion is required to provide a privacy practices notification in compliance with the Health Insurance Portability Act (HIPAA), it is their responsibility to send the notice to the client.

  6. All participants will be required to sign the form releasing the University of Florida of any liability.

  7. Participants who complete a minimum of 30 hours of class time and the field observation will receive a completion certificate from the agency providing the training.

Program Planning and Implementation Guide

  1. Contact your area/local agency on aging. They can provide information on the employers in your area.

  2. Assemble a group of people who will be hiring people as elder companions. Involve them in identification of:

    • requirements for employment;

    • training needs; and

    • job availability.

3. The following curriculum is available at the EDIS website: http://edis.ifas.ufl.edu/TOPIC_Families_and_Consumers

    • Role/Responsibility of a Companion

    • Sensitivity to Aging

    • Communication Skills

    • Time and Stress Management

    • Managing Nutritional Needs

    • Home Maintenance

    • Using Leisure Time

    • Getting a Job as an Elder Companion

4. Compare local needs and requirements with what Cooperative Extension or other agencies are prepared to offer. Using this information, develop a plan of action.

5. Determine how potential trainees will be identified. Will they be screened for interest in working with the elderly? Will they do background checks?

6. Determine the dates, location, and persons who will be involved with the training (i.e. instructors, resource persons). Confirm any outside instructors who will take part in the training. Identify the locations for clients to complete their field observations, and confirm dates and times.

7. Duplicate any materials needed for the training. Handouts should be provided for each participant. These are a part of each lesson and are designed to be used as overheads. Some of the handouts are EDIS publications and are available from http://edis.ifas.ufl.edu/TOPIC_Families_and_Consumers.

8. Conduct the training.

9. Give Pretests before each lesson and Posttests after each lesson to determine how much knowledge each participant absorbed. (See Attachment 2.)

10 After the training, issue certificates to individuals who complete the training. It will be necessary to keep an attendance record for each participant to insure that they complied with the completion requirements. (See Attachment 3.)

11. At the final session, have clients evaluate the training program. Evaluation forms are provided in Attachment 4.

Selection Process Considerations

Background Screening

Many of the companion/sitter jobs being advertised require background screening, drug testing and clearance by the Florida Abuse Registry under the Department of Children and Families. When taking a position with a service provider and/or agency, the background check and abuse registry requirements must be met within five days of the person going to work. There is a nominal fee for the background check.

It would seem reasonable that part of the screening process should be to eliminate people who are known to be drug users, or who have criminal or physically/mentally abusive backgrounds. This elimination process will avoid raising false hopes for obtaining employment. Some of the local providers for the job training are going to require the background checks as a prerequisite to participation in the training. Other sites will allow anyone to be trained and require the background checks as a condition of employment.

Issuing a letter along with the completion certificate will serve as a reference for future employment. The letter will state that the background checks, drug use, and abuse register clearance are the responsibility of the employer. A sample of this letter follows for your use and/or adaptation.

Sample Letter to Prospective Employers

Dear_______________________:

Attached you will find a list of persons who have successfully completed the 35-hour Elder Companion Class. The content of the training included sensitivity to aging, communication, nutrition, home maintenance and safety, time and stress management, and leisure activities for elderly clients. They have received their certificate of completion as of (date).

Also enclosed is a copy of their resumes, to familiarize you with their experience and background.

These graduates are trained caregivers whom you may choose to recommend as you receive requests for someone with these skills. We encourage you to suggest that your clients follow through with screening procedures by checking references, completing a background check, etc., since this is not a pre-requisite for our class.

If you have any questions, feel free to contact me at (____) _____________.

Sincerely,

_____________________________

Program Instructor

Desirable Skills

Many of the jobs being advertised require the following skills/resources as a condition for employment:

  • Ability to Read: The newspaper, the mail, directions on prescription bottles, preparation instructions for food, use of cleaning supplies.

  • Valid Driver's License: To drive the elderly client to doctor appointments and/or the store.

  • Reliable Transportation: To get to work and arrive on time.

With the exception of ability to read, these are not requirements to participate in the training, but they would make the person more employable.

Desire to be Elder Companion

Working as an elder companion/sitter is not suitable employment for every individual. Even though there is an increasing need, placing the wrong person in a position with elderly clients could create a potentially harmful situation. It is highly desirable that only participants who are interested or have some experience in this type of employment be trained as Elder Companions.

Suggested Program Outline

DAY ONE

Roles and Responsibilities

Aging

DAY TWO

Communication

Nutrition

DAY THREE

Home Maintenance and Safety

Stress Management

Time Management

DAY FOUR

Leisure Activities

Getting a Job

DAY FIVE

Field Observation

DAY ONE

Suggested Daily Schedule

DAY TWO

Suggested Daily Schedule

DAY THREE

Suggested Daily Schedule

DAY FOUR

Suggested Daily Schedule

Table 1. 

DAY ONE. Suggested Daily Schedule

DAY ONE

Time

Content

Resource Person(s)

8:30 - 9:45

Welcome

Registration

Get Acquainted

Overview and Objectives

Agreement

County Faculty

9:45 - 10:30

Introduction to the Job

 

10:30 - 10:45

Break

10:45 - 12:00 noon

Introduction to the Job (continues)

• Clients' Rights

• Roles and Responsibilities

• Personal Appearance

• Personal Qualities

• Ethics

• Dos and Don'ts

• Emergency Situations

• Daily Activity Lo

County Faculty and person from hiring agency

12:00 noon - 1:00

Lunch

 

1:00 - 3:00

Aging

• Who Are the Elderly?

• Facts about Older Americans

County Faculty; person from area local agency on aging

3:00 - 3:15

Break

 

3:15 - 4:30

Aging (continues)

• Physical Changes of the Elderly

• Elder Abuse

County Faculty; person from area local agency on aging

Table 2. 

DAY TWO. Suggested Daily Schedule

DAY TWO

Time

Content

Resource Person(s)

8:30 - 10:30

Communication with the Elderly

• Communication Process

• Basic Human Needs

• Self-Awareness

•Sending A Message

County Faculty

10:30 - 10:45

Break

 

10:45 - 12:00 noon

Communication (continues)

• Active Listening

• Physical and Emotional Blocks to Communication

County Faculty

12:00 noon - 1:00

Lunch

 

1:00 - 3:15

Managing Nutrition

Nutritional Health

Food Guide Pyramid

Are My Hands Clean?

How to Measure

Food Safety Guidelines

County Faculty; local dietitian

Table 3. 

DAY THREE. Suggested Daily Schedule

DAY THREE

Time

Content

Resource Person(s)

8:30 - 10:30

Home Maintenance and Safety

• What is Clean?

• Keeping the Client's Home Clean

• Organizing for Cleanliness

County Faculty

10:30 - 10:45

Break

 

10:45 - 12:00 noon

Home Maintenance (continues)

• Managing the Laundry

• Sanitation Procedures

• Safety

• Agreement with Client

County Faculty and person who works doing home maintenance

12:00 noon - 1:00

Lunch

 

1:00 - 3:00

Stress Management

• Stress—What is Yours?

• Warning Signs of Stress

• Job Stress for the Elder Companion

• Strategies to Deal with Stressors

County Faculty, Psychologist, Mental Health Professional

3:00 - 3:15

Break

 

3:15 - 4:30

Time Management

• How Do I Spend My Time?

• Prime Time

• Making Better Use of My Time

County Faculty

Table 4. 

DAY FOUR. Suggested Daily Schedule

DAY FOUR

Time

Content

Resource Person(s)

8:30 - 10:30

Leisure Activities

• Purposes of Leisure Activity for the Elderly

• Possible Activities for My Client

County Faculty and/or Recreation Staff Member

10:30 - 10:45

Break

10:45 - 12:00 noon

Leisure Time Exercises

• Simple Exercises to Use with Clients

Exercise Physiologist

12:00 noon - 1:00

Lunch

 

1:00 - 3:00

Obtaining Employment

• Things I Like About Me

• What Do Employers Look For?

• Resume Writing and Application Completion

• Getting Letters of Reference

County Faculty and employer of Elder Companions

3:00 - 3:15

Break

 

3:15 - 4:30

The Interview Process

• Preparing for the Interview

• The Job Interview

• Contract for the Elder Companion

County Faculty or Human Resources Director

Elder Companion Training Outcomes and Student Performance Standards

Required Section (25 hours)

Table 5. 

Required Section (25 hours)

Assist in the Care of the Elderly

Behavioral Outcome

Activities

Handouts

Describe the role of the companion in providing care and assistance to an elderly person.

View clips from “Driving Miss Daisy” video. (Available at most video rental stores.)

Make a list of the roles performed by a companion

Roles and Responsibilities of the Elder Companion

Guidelines for Personal Appearance

Personal Qualities

Ethics

Client Rights

Describe the physical, social, emotional, and mental changes that may take place in aging.

Sensory Exercises

Physical Changes of the Elderly and Ways to Help

Describe the special needs of the elderly.

Sensory Exercises

Physical Changes of the Elderly and Ways to Help

Identify own feelings toward the elderly.

Case Study

 

Describe problems of clients with decreased mobility, decreased vision or hearing, decreased tactile acuity, low energy, and confusion.

Sensory Exercises

 

Describe symptoms of abuse and neglect.

Exercise: Abuse and Neglect of the Elderly

Emergency Reporting

Review the laws in reporting abuse or neglect of an elderly person.

   

Apply Effective Human Relationships and Interactions

Table 6. 

Apply Effective Human Relationships and Interactions

Behavioral Outcome

Activities

Handouts

State four physical needs that all humans share.

Human Need Scenarios

Basic Human Needs

State three psychological needs that all humans share.

   

Describe how individuals and families differ.

Case Study

 

Describe the need for dignity and circumstances which contribute to loss of self-esteem in elderly.

Case Study

 

Demonstrate how emotional control affects human interactions and changing relationships and/or communication.

Case Study

 

Explain what is meant by communication, and what verbal and non-verbal communication are.

Exercise: Self-Awareness and Communication

Suggestions for Communicating Behaviors Which Interfere with Listening

Demonstrate active listening skills and communication skills.

Exercise: Receiving Messages

Exercise: Stating and Listening to Differences

Exercise: Active Listening

Suggestions for Active Listening

Demonstrate patience and techniques for working with other family members.

   

Assist Clients with Personal, Social, and Recreational Matters When Needed

Table 7. 

Assist Clients with Personal, Social, and Recreational Matters When Needed

Behavioral Outcome

Activities

Handouts

Explain the importance of family and friends as part of the support system.

   

Explain the role of the companion in assisting a client with social and leisure activities such as reading, board games, music, or other social and recreational activities.

 

Possible Activities

Identify accountability tools to show interaction with the clients... daily log/schedules.

 

Daily Log

Demonstrate exercises for older adults.

Role Playing of Exercises for Older Adults

Exercises for Older Adults

Describe client's need for privacy and confidentiality.

Case Study

 

Assist in Maintaining a Safe and Sanitary Environment for Clients and Provide Personal Care Services for Clients

Table 8. 

Assist in Maintaining a Safe and Sanitary Environment for Clients

Behavioral Outcome

Activities

Handouts

Demonstrate proper hand washing techniques.

Hand washing exercise using black light.

When to Wash?

Demonstrate proper storage and preparation of hot and cold foods.

Practice Demonstration

Safety in the Kitchen

Check Sheets on Kitchen Hazards

Prevent Food Poisoning Food Safety and Storage

Describe how the spread of disease is controlled in the home in relationship to kitchens, bathrooms, laundry, dusting, and food handling. Demonstrate sanitation as it relates to laundry (if the person has an accident and soils themselves or bed, action has to be taken).

What Is Clean?

Tools to Do the Job

Cleaning Agents to Do the Job

How to Clean

Organizing to Get the Work Done

Household Tasks - Rules of Organization

House Cleaning Plan

Weekly Plan for Household Cleaning

Describe emergency response (numbers, directions to the house, fire extinguishers).

Role play emergency situation

Emergency Reporting

Identify safety measures necessary for maintaining a safe environment such as clear traffic areas or walkways, loose rugs, electricity, and safety bars.

View pictures and/or video which illustrate home hazards and identify them.

Household Safety Checklist

Safety for Older Adults

Provide Personal Care Services for Clients

Explain the difference between administering medication and assisting with medication.

Role playing assistance with medication

Do’s and Don’ts

Demonstrate Stress Management

Table 9. 

Demonstrate Stress Management

Behavioral Outcome

Activities

Handouts

Identify factors that create negative stress and explain how they affect behavior. (Needs to include alcohol.)

Know Your Stressors

Warning Signals of Stress

Stress Diary

Check for Behavior Warning Signals

Describe methods of managing stress such as diets, leisure activities, and exercise.

Role play what can be done forstress management

Steps to Manage Stress

Handout on Exercise

Handout on Leisure Activities

Explain how problem-solving techniques help in stress management.

Stressful Situations Scenarios

Stress for an Elder Companion

Demonstrate Employability Skills

Table 10. 

Demonstrate Employability Skills

Behavioral Outcome

Activities

Handouts

Look for a job.

Things I Like about Me

 

Secure information about a job; skills and training required by the job.

Job Search

 

Describe documents that maybe required when applying for a job. Information needed to apply for a job.

Resume Writing

The Application

 

Complete a job application form correctly.

The Application

 

Demonstrate competence in job interview techniques. (Dos and Don'ts in the interview.)

Preparing for a Job Interview

Questions You Can Ask

Questions Not to Ask

Identify acceptable work habits. (No smoking.)

What Do I Have to Offer

 

Demonstrate acceptable employee health habits.

   

Write a resume for this specific job.

Resume Writing

My Practice Resume

Identify personal characteristics desired for working with people.

What Are Employers Seeking?

Top 20 Positive Characteristics Employers Are Seeking

Participate in a Field Observation program with someone who is an Elder Companion (5 Hours)

Optional Sections (7 hours is required in one of the following areas)

Provide Basic Homemaker Services to Client and Family

Table 11. 

Provide Basic Homemaker Services to Client and Family

Behavioral Outcome

Activities

Handouts

Identify a logical order for performing tasks to save time and energy.

Organizing to Get the Job Done

Housekeeping Task- Rules of Organization

Household Cleaning Schedule

Weekly Plan for Household Cleaning

Demonstrate correct procedures for basic household cleaning tasks performed daily, weekly, monthly, and occasionally.

What Is Clean?

How to Clean

How to Clean

Demonstrate correct procedures for selection, use, care, and storage of supplies and equipment.

Tools to Do the Job

Cleaning Agents to Do the Job

 

Demonstrate correct procedures for laundry including stain removal.

Managing the Laundry

Eight Basic Steps to Clean Laundry

Develop Plans for Meeting Nutritional Needs of Clients and Families

Table 12. 

Develop Plans for Meeting Nutritional Needs of Clients and Families

Behavioral Outcome

Activities

Handouts

Evaluate own diet for one week in relation to the Food Guide Pyramid

Nutritional Health

The Food Guide Pyramid

What Did you Eat?

Assistance with preparation and serving of foods or meals according to the Food Guide Pyramid considering client’s cultural preferences and personal needs.

When Do I Wash?

 

Apply the principles of special diets that may be used in the plan for care of the client; i.e., measure food accurately by using correct procedures and equipment.

How Do I Measure?

 

Explain ways to assist a client with feeding without feeding the client.

 

Dos and Don’ts

Apply the principles of food safety and storage.

Keeping Food Safe

Smart Not Sorry- Keep Food Safety in Mind

Prevent Food Poisoning

Adapted by Extension Professionals attending Elder Companion Training, March, 1999. Original source: Florida Department of Education, Curriculum Framework, Elderly and Disabled Care Services, July 1998.

Elder Companion Teaching Activities

Table 13. 

Elder Companion Teaching Activities.

Roles and Responsibilities

Overview of Training

Roles and Responsibilities

Dos and Don'ts for the Elder Companion

Handling Emergencies

Clients' Rights

Aging

Who Are the Elderly?

Physical Changes

Elder Abuse

Communication

Basic Human Needs

Self-Awareness/Sending Messages

Active Listening

Nutrition

Nutritional Health

The Food Guide Pyramid

How Do I Wash My Hands?

How Do I Measure?

Food Safety

Home Maintenance and Safety

What is Clean?

Tools to Do the Job

Cleaning Agents to Do the Job

How to Clean

Organizing to Get the Job Done

Managing the Laundry

General Home Safety

Safety in the Kitchen

Stress Management

What Is Your Stress?

Warning Signals of Stress

Handling Stress

Stress for the Elder Companion

Time Management

Time Analysis

Prime Time

Organizing Time

Leisure Activities

Why Engage in Leisure Activities?

Leisure Activities for the Elderly

Exercises for Older Adults

Getting the Job

Things I Like About Me

What Are Employers Seeking?

Job Search

Resume Writing

The Application

Preparing for a Job Interview

Interview Questions You Might Be Asked

The Job Interview

Sample Contract for the Elder Companion

Field Observation

Field Observation (5 hours)

Debriefing the Observation

Credits and Acknowledgments

The Elder Companion Training curriculum was originally developed as a component of the UF/IFAS Welfare-to-Work Initiative (Grant #A6218) funded by the Florida Agency for Workforce Innovation (formerly Florida Department of Labor and Employment Security); Principal Investigator, Elizabeth B. Bolton, professor of Community Development, Department of Family, Youth and Community Sciences.

The curriculum was developed by Linda D. Cook, former Professor, University of Florida, Institute of Food and Agricultural Sciences, Family, Youth and Community Sciences, and revised for electronic publication by Elizabeth B. Bolton, professor of Community Development, University of Florida, Institute of Food and Agricultural Sciences, Department of Family, Youth and Community Sciences.

Parts of the Elder Companion program were adapted from the Home Care Companion program first developed by the Alabama Cooperative Extension Service, Auburn University, and the Senior Series developed by the Center for Rural Elderly and the University of Missouri.

Attachments

Attachment 1

Agent Guide Field Observation

Time: 5 hours (all at one time/or at various intervals in the training.)

Introduction: The best way to see what the job of Elder Companion will be like is to shadow someone for a period of time during their work day. We have arranged for each of you to make a field observation in the community. After your field observation, we will reconvene to discuss what you observed.

DO:

  • Review with the Elder Companion trainees the Field Observation Sheet.

  • Discuss conduct which is appropriate for a field observation.

  • Send trainees to their field observation.

REFLECT:

  • What was the Elder Companion/Sitter doing with the client while you were present?

  • What was the relationship between the elderly person and the companion?

  • Would you have done anything differently?

  • What did the companion do well?

  • What did you learn?

APPLY:

  • How will you use this in your work as an elder companion?

Field Observation Sheet

Date of Field Observation: __________________________________________________.

Location of Field Observation: _______________________________________________.

List of the Job Responsibilities Observed:

Describe the elderly person being cared for:

Describe the relationship between the elderly person and the companion:

List things that you learned during the Field Observation:

Identify any areas where you would have dealt with the situation differently:

Name of Person Observed:________________________________________________.

Name of Person Doing the Observation:______________________________________.

Attachment 2

Knowledge Tests: Roles and Responsibilities

Name:______________________

Date:_______________________

Agent Fill In:

Pretest - Posttest (Circle one)

T F A companion always knows what is best for the client.

T F A companion may wear the same clothes two days in a row if the clothes do not look dirty.

T F A companion's shoes should not have open toes or high heels.

T F It is always okay for a companion to wear perfume.

T F When caring for elderly clients, you should encourage self-care and independence.

In dealing with the client's medicines, a companion should NEVER:

_____(a) put pills in a client's mouth.

_____(b) hand the client a medicine bottle when asked.

_____(c) remind a client when to take a medicine.

_____(d) tell the person in charge if a client is not taking medicine.

Name two responsibilities that a companion may have.

  • _____________________________________________________________________

  • _____________________________________________________________________

Knowledge Tests: Aging

Name:___________________________

Date:____________________________

Agent Fill In:

Pretest - Posttest (Circle one)

T F Elderly people are all alike.

T F Changes in hearing can affect a person's behavior.

T F As we age, our bones are more brittle and more likely to break.

T F Older people have some of the same basic human needs as do young people.

Name three senses that aging affects.

(a)___________________________________________________

(b)___________________________________________________

(c)___________________________________________________

Name two steps to take in an emergency situation.

(a)___________________________________________________

(b)___________________________________________________

Knowledge Tests: Communication

Name:___________________________

Date:____________________________

Agent Fill In:

Pretest - Posttest (Circle one)

T F For good communication, it is important to listen well.

To improve communication with persons who have a hearing problem, you can do which of the following? (Check as many as apply.)

_____(a) speak at a shout.

_____(b) speak clearly in a moderate voice.

_____(c) vary the loudness and tone of your voice.

_____(d) face the person directly.

_____(e) talk faster.

Knowledge Tests: Nutrition

Name:___________________________

Date:____________________________

Agent Fill In:

Pretest - Posttest (Circle one)

T F Hand washing is very important in preventing the spread of disease.

Older people may not eat well because:

_____(a) they can not afford the right food.

_____(b) they are physically unable to shop and prepare food.

_____(c) they do not like eating alone.

_____(d) all of the above.

Name three occasions when the companion should wash his or her hands.

(a)_____________________________________________________

(b)_____________________________________________________

(c)_____________________________________________________

Name three of the five major food groups.

(a)_________________________________

(b)_________________________________

(c)_________________________________

Knowledge Tests: Home Maintenance

Name:___________________________

Date:____________________________

Agent Fill In:

Pretest - Posttest (Circle one)

T F Keeping a house clean means different things to different people.

T F Baking soda is good for deodorizing the refrigerator.

T F Sorting is an important step in doing laundry.

Knowledge Tests: Stress/Time Management

Name:___________________________

Date:____________________________

Agent Fill In:

Pretest - Posttest (Circle one)

T F Stress can be both good and bad.

T F Time management helps you have more time.

T F Prime time is when the soap operas are on.

T F Sleeplessness is a warning sign of stress.

Knowledge Tests: Leisure Activities

Name:___________________________

Date:____________________________

Agent Fill In:

Pretest - Posttest (Circle one)

T F Confused individuals are not able to enjoy recreational activities.

T F Elderly people can engage in physical activities.

T F Physical and leisure activities address the social needs of clients.

Record of Attendance

Attachement 4

Evaluation of Training

Please complete the following to help us evaluate the Elder Companion Training.

1. Of the information presented and experiences offered, how helpful do you think each lesson will be to you? (Circle one for each lesson.)

Roles and Responsibilities

Very Helpful

Helpful

Not Helpful

Aging

Very Helpful

Helpful

Not Helpful

Communication

Very Helpful

Helpful

Not Helpful

Nutrition

Very Helpful

Helpful

Not Helpful

Home Maintenance and Safety

Very Helpful

Helpful

Not Helpful

Stress Management

Very Helpful

Helpful

Not Helpful

Time Management

Very Helpful

Helpful

Not Helpful

Leisure Activities

Very Helpful

Helpful

Not Helpful

Getting a Job

Very Helpful

Helpful

Not Helpful

Field Observation

Very Helpful

Helpful

Not Helpful

2. How do you plan to use the information you learned? (Check all that apply.)

_____ as an elder companion employed for wages

_____ as a volunteer companion

_____ to care for family member or friend

_____ I probably will not use it

_____ other (please explain) _________________________________________

3. How would you rate this program?

Excellent ____ Very Good ____ Good ____ Fair ____ Poor ___

4. What suggestions would you make for improving this program? (If you need more room, write on the back of this sheet.)

5. Have you ever attended an Extension activity before? _____Yes ____No

6. Would you like to receive information about other Extension educational opportunities?

___Yes ___No

If yes, give address below.

Additional Comments:______________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Name (optional)__________________________________________________________

Address:_________________________________________________________________

Tables

Table 14. 

Record of Attendance.

Attachment 3

RECORD OF ATTENDANCE

Name

Dates

               
               
               
               
               
               
               
               
               
               
               
               

Footnotes

1.

This document is FCS5246, one of a series of the Family Youth and Community Sciences Department, UF/IFAS Extension. Original publication date October 2003. Revised May 2015. Visit the EDIS website at http://edis.ifas.ufl.edu.

2.

Elizabeth B. Bolton, Ph.D., professor emerita; and Muthusami Kumaran, assistant professor, Department of Family, Youth and Community Sciences, UF/IFAS Extension, Gainesville, FL 32611.


The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other UF/IFAS Extension publications, contact your county's UF/IFAS Extension office.

U.S. Department of Agriculture, UF/IFAS Extension Service, University of Florida, IFAS, Florida A & M University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Nick T. Place, dean for UF/IFAS Extension.