Retirement: to survive or to adapt? Validation of the rationale of an intervention program

Research Report – Development Psychology | Relato de Pesquisa – Psicologia do Desenvolvimento • Estud. psicol. (Campinas) 40 • 2023 • https://doi.org/10.1590/1982-0275202340e200108en copy

Retirement: to survive or to adapt? Validation of the rationale of an intervention program

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Objective:

This study presents the results of an internal validation of a successful transition and adaptation preparation for a post-career career program for senior adults.

Method:

A total of 10 judges, with in-depth knowledge in the field of vocational guidance and career development, were asked to decide about the congruence between a set of activities and the dimensions and the development tasks that constitute the rationale of the program.

Results:

Out of the total of 11 activities that make up the core of the program, eight were unanimously considered to be adequate for the intervention’s objectives, that is, in direct relation to the theoretical rationale, namely the dimensions and relevant development tasks.

Conclusion:

The results obtained demonstrate a good acceptance of the program by the judges to whom it was presented.

Keywords:
Program; retirement; Validation study

Authorship

Joana Carneiro Pinto

Universidade Católica Portuguesa, Faculdade de Ciências Humanas. Lisboa, Portugal. E-mail: <joanacarneiropinto@ucp.pt>.Universidade Católica PortuguesaPortugalLisboa, PortugalUniversidade Católica Portuguesa, Faculdade de Ciências Humanas. Lisboa, Portugal. E-mail: <joanacarneiropinto@ucp.pt>.

http://orcid.org/0000-0001-8151-7412

The authors declare they have no conflict of interests.

SCIMAGO INSTITUTIONS RANKINGS

Tables

Tables (3)

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Table 1.
Retirement - survive or adapt? A transition support program: intervention framework

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Table 2.
Intervention program activities: description provided to judges

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Table 3.
Program activities assessment by the group of judges: agreement rate

Table 1. Retirement - survive or adapt? A transition support program: intervention framework

Session	Dimension	Objective	Development tasks	Activities
1	Identity	Pre-test administration	-	- Post-Career Career: Coping Styles - Resilience Scale - Subjective Well-Being Scale
1		Presentation	-	1: Bingo!
2		Rebuilding a sense of identity, usefulness and self-esteem	- Re-evaluate oneself	2: Citizen’s Card
2			- Reassess his/her trajectory/life story	3: Road of Life
3			- Recognize and explore new interests and skills	4: Futuristic Curriculum
3			- Re-evaluate life values	5: PPR: Cash Values
4	Opportunity	Proactively explore activities, resources and relationships	- Review expectations, beliefs, and myths about retirement and review attitudes, needs and fears regarding this new phase of life	6: Wailing Wall
4			- Identify and recognize resources	7: I think you should
5			- Identify and explore possibilities for paid work, volunteer work and new leisure activities, and/or re-entry into the education system;	8: Activities Fair
5			- Develop warm and affectionate relationships with others	9: Relational Thermometer
6	Adaptation	Develop an optimized and future-oriented attitude	- Set goals and develop action plans	10: GPS: Part I
6			- Monitor the implementation of transition and adaptation to retirement plan	10: GPS: Part II
7			- Reorganize / reconfigure the life project	11: Launching Ramp
7			- Promote levels of resilience, well-being and satisfaction with this new phase of life	11: Launching Ramp
8		Conclusion	-	12: WhatsApp message
8		Post-test management	-	- Post-Career Career: Coping Styles - Resilience Scale - Subjective Well-Being Scale
9		Follow-up management	-	- Post-Career Career: Coping Styles - Resilience Scale - Subjective Well-Being Scale

Table 2. Intervention program activities: description provided to judges

Activities	Descriptive
1: Bingo!	-
2: Citizen’s Card	Use activity card Spread cards with personality traits - more or less positive Participants to review all available features and, in turn, each one takes a card and gives his/her opinion on the meaning and/or importance of the feature of that card Each participant selects, among the available characteristics, the ones he/she considers that best characterize him/her Participants will have their “citizen’s card” filled in with the characteristics with which they identify themselves
3: Road of Life	Use activity sheet; the road as a metaphor for the idea of life Use “signposts” to represent the most striking moments (either positive or negative) On the upper side of the road indicate the positive events (rectangular signs) and on the lower side indicate the negative events (triangular signs) Next to each event, indicate what helped (trees) but also obstacles encountered (stumbling blocks) Next to each event, reflect on the main learning developed and that they intend to keep with them during this new phase of life (treasure chests)
4: Futuristic Curriculum	Part I: Use activity card related to the CV of the past: encourage reflection on the academic degrees obtained, including training, professional experience, and organizational/management, communication, and personal skills Part II: Review interests and skills, by completing a questionnaire organized in four separate steps: (i) identify all professions and functions performed, (ii) review interests and skills, (iii) identify a profile of interests, activities, skills and contexts best suited to the characteristics of each participant, (iv) encourage participants to reflect on the results obtained Part III: Making a CV regarding their future, by developing occupational goals for their future and identifying possible education/training opportunities, professional opportunities, and skills (which they may already have or need to develop) that will be crucial to achieve the objectives
5: PPR: Cash Values	Explain the concept of life values and present the table with the Grace and Brown (1996) list of values Select, from the list presented, three life values associated with each life role Stimulate sharing with the group what values they most associate with each role Answer four questions regarding their priority life values Make a list with the most important values and a list with the least important values Reflect on how they want their most important values to be reflected in their future
6: Wailing Wall	Introduce the “wailing wall” which can be a wall or blank board Distribute post-its to write concerns and anxieties regarding this stage of life and stick them on the “wall” Request ideas to organize the different contributions by theme (e.g., expectations, fears, myths and fears in relation to the family, in relation to living conditions, in relation to health…)
7: I think you should	Use the themes defined in the Wailing Wall Activity, assigning each pair of participants a theme Use the different ideas contained in this theme and propose solutions to expectations, beliefs, or myths about retirement Create a story, with a character who presents the aforementioned problems, and who goes through several challenges, and contacting people or entities, until culminating in the resolution of the challenges The story must be developed in the form of a comic strip; alternatively, participants can choose to perform a role-play
8: Activities Fair	Stimulate brainstorming about all kinds of activities that can be done during the retirement period Distribute a set of cards with “coins” - related to time (hours or minutes) that totals 24 hours Distribute the activity card, with different categories that can be organizers of these activities (for example, to earn money, to help the family) Participants must use their time cards (exchange currency) in order to “buy” activities they would like to spend their time upon their retirement Select at least one activity in at least four of the categories identified
9: Relational Thermometer	Use an activity card. Each page deals with a particular relational group - family relationships, friendships and other acquaintances For each relational group, select three people and write their name in the relevant blanks Assess the quality of your relationship with each of these people, from a distant/indifferent relationship to a warm relationship Indicate the people with whom they have the best and worst relationships and review the reasons for this Anticipate strategies to promote tolerance, forgiveness, resilience and self-help that can be useful in improving the quality of their relationships
10: GPS: Part I	Use the results of the “Activities Fair” activity - ask participants to retrieve all the activities they intended to develop Select four that will represent the objectives to be achieved For each activity specify what they propose to achieve (goal to achieve) Share in group
10: GPS: Part II	Use the metaphor of a roundabout and define, for each of the previous objectives (each of the exits of the roundabout), (i) the main steps or steps necessary to achieve in order to achieve the objectives, (ii) the time period for the implementation of each step or stage, (iii) the possible obstacles that may interfere with the achievement of the objective, and (iv) the personal and social resources that may favor its attainment of the objective
11: Launching Ramp	Stimulate an analysis of their personal career portfolio - review of all activities carried out and main conclusions associated with each one Use the activity card to reflect on their experience in the program, in particular on what they learned about the way they intend to redefine/reconfigure their life project; questions: (i) what do I get from these sessions; (ii) what I liked/valued the most; (iii) What doubts remain; (iv) And now? and, (v) my life motto from now on
12: WhatsApp message	_

Table 3. Program activities assessment by the group of judges: agreement rate

Dimension	Development tasks related to oneself	Activities	% of Agreement Dimension	% of Agreement Task
Identity	-	1: Bingo!	-	-
	- Self re-evaluation	2: Citizen’s Card	100	100
	- Reassess your trajectory/life story	3: Road of Life	100	100
	- Acknowledge and explore new interests and skills	4: Futuristic Curriculum	70	70
	- Re-evaluate life values	5: PPR: Cash Values	100	100
Opportunity	- Review expectations, beliefs, and myths about retirement and review attitudes, needs and fears regarding this new phase of life	6: Wailing Wall	100	100
	- Identify and recognize resources	7: I think you should	90	90
	- Identify and explore possibilities for paid work, volunteer work and new leisure activities, and/or re-entry into the education system	8: Activities Fair	90	90
	- Develop warm and affectionate relationships with others	9: Relational Thermometer	100	100
Adaptation	- Set goals and develop action plans	10: GPS: Part I	100	100
	- Monitor the implementation of their transition and adaptation program to retirement	10: GPS: Part II	100	90
	- Reorganize / reconfigure the life project	11: Launching Ramp	100	100
	- Promote levels of resilience, well-being and satisfaction with this new phase of life	11: Launching Ramp	100	100
		12: WhatsApp	-	-

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Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Núcleo de Editoração SBI - Campus II, Av. John Boyd Dunlop, s/n. Prédio de Odontologia, 13060-900 Campinas - São Paulo Brasil, Tel./Fax: +55 19 3343-7223 - Campinas - SP - Brazil
E-mail: psychologicalstudies@puc-campinas.edu.br

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Retirement: to survive or to adapt? Validation of the rationale of an intervention program

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[1] The authors declare they have no conflict of interests.