life planning toolkit

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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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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?


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


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


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.


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




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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.


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)



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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


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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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?


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



25/65

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

24 /O P T I O N A L E L E M E N T S


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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)

OPT I ON AL ELEMEN TS / 25


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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



29/65

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


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


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

OPTIONAL ELEMENTS R E L A T I O N S H I P S



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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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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


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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39/65

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.



42/65

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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44/65

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.



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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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life planning toolkit

Documents