The Department of Philosophy arranged a field visit to State Elders’ Home – Shanthi Nilayam on 29.02.2024. The fourth year psychology students participated in it. Mrs. A.Rajkumar guided the students during the field visit.

Purpose of Visit:

The field visit was organized as part of the curriculum for psychology students to gain practical insights into the psychological issues prevalent among the elderly population. The primary objective was to provide students with hands-on experience in understanding and addressing psychological challenges faced by the elderly and to explore potential interventions to alleviate these issues.

Key Activities:

1. Introduction to the Elders’ Home: Upon arrival, the students were given an overview of the elders’ home, including its facilities, routines, and the demographic profile of residents by the staff of elders’ home. This introduction helped students understand the context in which the psychological issues arise and persist among the elderly population.
2. Observational Sessions: Students were divided into small groups and assigned to observe different aspects of daily life in the elders’ home. They observed interactions between residents, staff, and visitors, paying particular attention to behavioral cues indicative of psychological distress or well-being.
3. Interviews and Conversations: Some students conducted informal interviews and conversations with the residents to gain insights into their experiences, challenges, and emotional well-being. These interactions provided valuable firsthand accounts of the psychological issues faced by the elderly, such as loneliness, depression, anxiety, and cognitive decline.
4. Discussions: Facilitated by the lecturer, group discussions was conducted to debrief the observations and interviews. Students shared their observations, discussed underlying psychological factors contributing to the identified issues, and brainstormed potential interventions and strategies for psychological support.
5. Support Activities: As part of their visit, the students also engaged in activities aimed at providing emotional support and companionship to the residents. These activities included singing songs, storytelling sessions, and relaxation exercises designed to promote social interaction and emotional well-being.

Key Learning:

1. Understanding Psychological Issues: Through direct observation and interactions, students gained a deeper understanding of the psychological challenges prevalent among the elderly, including isolation, loss of autonomy, grief, and existential concerns.
2. Empathy and Compassion: Engaging with the residents fostered empathy and compassion among the students, enhancing their ability to empathize with the psychological struggles of the elderly and recognize the importance of providing empathetic care and support.
3. Practical Interventions: By applying psychological principles learned in class, students identified practical interventions to address the psychological issues observed during the visit. These interventions included implementing socialization programs, facilitating support groups, and promoting meaningful activities tailored to the residents’ interests and abilities.
4. Importance of Holistic Care: The visit underscored the significance of holistic care approaches that encompass not only physical health but also mental, emotional, and social well-being. Students recognized the interconnectedness of these dimensions and the need for integrated interventions to promote overall wellness in the elderly population.

The field visit to the elders’ home provided psychology students with a valuable opportunity to deepen their understanding of psychological issues in the elderly and explore ways to contribute to their psychological well-being. By immersing themselves in the lived experiences of the residents, students gained insights that cannot be fully captured in traditional classroom settings. The visit highlighted the importance of empathy, compassion, and practical interventions in addressing the multifaceted needs of the elderly population. Moving forward, the learnings from this experience will inform the students’ professional practice as they embark on careers in psychology and geriatric care.

Recommendations:

• Organize similar field visits periodically to different elder care facilities to expose students to diverse contexts and experiences.
• Incorporate reflections and debriefing sessions after field visits to encourage students to critically analyze their observations and insights.
• Encourage students to collaborate with professionals in geriatric care and community organizations to implement evidence-based interventions for elderly psychological well-being.

Acknowledgments:

We extend our gratitude to the staff and residents of Shanthi Nilayam for their warm hospitality and willingness to participate in our field visit.