WHEN Should You Retire?

The Skills and Models of a Happy Retirement

[Portions reprinted from the state journal of the Pennsylvania Music Educators Association, PMEA News, Spring 2019 issue – All rights reserved.]

 

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Is It TIME to Retire?

This is a personal question that no one but YOU can answer… not even your PMEA Retired Member Coordinator! By the time you read this article in the Spring edition of PMEA News, this choice may be uppermost in your mind, especially if you are within a couple years of that so-called “retirement age.” Most school districts require advance notification of an employee’s plan to retire in order to retain full benefits and exit bonuses, and to allow planning for the job replacement search and screening process. (Check your teacher’s contract!)

In music educator conference sessions, director meetings at festivals, and printed in PMEA News and the online e-publication Retired Member Network eNEWS, much has pmeabeen discussed about the “what,” “how,” and most recently, “where” of retirement, even issues of “privacy” regarding your decision. For a review of these areas and a bibliography of resources, please visit:

The “why” of retirement is also relevant. There may be a lot of influences for someone to consider leaving their full-time career:

  1. Boredom or lack of stimulation in the current job
  2. Changing employment status or responsibilities
  3. Health problems (yours or other members of your family)
  4. Spouse retiring
  5. Your or family member’s desire to relocate
  6. Needs for caregiving (grandchildren, parents, or elderly family members)
  7. Travel opportunities
  8. Acceptance of a new position or the start or expansion of an “encore career” (higher education, music industry, travel/tour planning, or another field)

Other involuntary or more negative motivations may “encourage” you to resign your position:

  • Music and/or staff are eliminated from the curriculum or building in which you teach.
  • You are experiencing a decline in music program enrollment or participation.
  • You feel unappreciated, unsupported, devalued, or ignored as a professional.
  • You conclude you must retire early to avoid losing existing contractual benefits.

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However, the most important reflection on WHEN to retire should begin with the question, “Are you ready for retirement?” and…

Do You Have What It Takes for a Happy Retirement?

A successful retirement is not “all about the money.” Certainly, you are well-advised to make an appointment with an estate planner, elder attorney, and/or financial advisor (probably all three). Bring a copy of your bank and investment statements, annual reports on your pension, social security, annuities, and insurance documents. Make sure you have the “big picture” of your net worth and accomplish the following (https://www.fisherinvestments.com/en-us):

  • Determine your goals, objectives and time horizon;
  • Make key distinctions between income and cash flow;
  • Develop a basic plan to help achieve your retirement goals.

However, probably even more important, experts say there are many other requirements that foster preparedness to enjoying your post-full-time employment years. For example, proposed by the editorial team of the NewRetirement website, there are eight essential keys to a potential retiree’s “happy transition.” (Read the entire article for a greater perspective at https://www.newretirement.com/retirement/8-skills-you-need-for-best-retirement/.)

  1. A Knack for Dealing with Uncertainty
  2. Resilience: Can You Overcome Adversity?
  3. Capability to Maintain a Set of Friends
  4. Cash Flow Mastery
  5. Ability to Set Your Own Schedule and Stay Motivated
  6. Can You Relax?
  7. Capacity to Have a Purpose and Follow Passions
  8. Do You Know How to Manage an Overall Retirement Plan?

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These concepts are supported by the book Happy Retirement: The Psychology of Reinvention by Kenneth S. Shultz (DK Publishing, 2015) which focuses on the question, “Are you psychologically prepared to retire?”

  1. How important is your job when it comes to getting a sense of life satisfaction?
  2. How many non-work activities do you have that  give you a sense of purpose?
  3. How do you imagine your life to be once you stop working?
  4. How do you think retirement will affect your relationship with family and friends?
  5. How much energy for work do you have these days?

Being “psyched” for the “big day” also involves learning personal coping skills, modeling these characteristics of good mental health (from the book The Psychology of Retirement: Coping with the Transition from Work by Derek Milne, 2013):

  • Being able to use your talents and energy productively
  • Enjoying challenges and gaining pleasure from accomplishing tasks
  • Being capable of sustaining a meaningful love relationship
  • Finding meaning in belonging and contributing to your community
  • Being responsive, sensitive, and empathic to other people’s needs and feelings
  • Appreciating and responding to humor
  • Coming to terms with painful experiences from the past
  • Being comfortable and at ease in social situations;
  • Being energetic and outgoing
  • Being conscientious and responsible.

 

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Should I or Shouldn’t I Go Now?

No, this won’t be an easy decision… but, you knew that, right? There seems to be a plethora of free advice “out there” to help (?) you deliberate. (Well, you get what you pay for!) A few samples from the Internet:

7 Signs It Is Time (http://www.plannersearch.org/financial-planning/7-signs-its-time-to-retire)

  1. Your bank accounts
  2. Your bucket lists
  3. Your health
  4. The markets
  5. Health care benefits
  6. Social Security benefits
  7. Your spouse

10 Signs It Is Not Time (https://www.investopedia.com/articles/personal-finance/021716/10-signs-you-are-not-ok-retire.asp)

  1. Struggling to pay bills
  2. You have lots of debt
  3. Have major expenses
  4. Don’t know your SS benefits?
  5. Need monthly financial plan
  6. Need long term financial plan
  7. What about the effects of inflation?
  8. Need to re-balance portfolio
  9. Retirement worries you
  10. You love your job

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Happy retirement = busy retirement. We keep going back to what PMEA MIOSM Chair Chuck Neidhardt said about venturing into retirement – also the perfect bumper-sticker: “Have a plan!” In almost every case study, retiring music teachers must “move on” to an equally engaging and active life style, finding new purpose and meaning in their “senior years!” Considering that many professionals are “addicted to achievement” and the sudden cessation from work may cause some emotional turmoil (Sydney Lagier in US News and World Report, July 20, 2010), we should study examples of those who have happily “Crossed the Rubicon” ahead of us into “retirement bliss.”

Leaving your school employment does not mean you won’t continue doing what you have always enjoyed… personal music (or dance or drama) making, performing in or conducting an ensemble, composing, accompanying, etc. The PMEA Retiree Resource Registry – the proverbial “directory of past leaders in PA music programs” – lists many retired members who continue to offer their talents and experience to help others in the profession. This is a good place to start for asking “advice from the experts” on just about any topic… perhaps even tips on deciding WHEN to retire: https://www.pmea.net/retired-members/.

How about a couple more “models and mentors” who made this “change of life” adjustment and explored new directions towards self-reinvention in retirement?

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Ben Franklin, Founding Father
“Having worked as a successful shopkeeper with a keen eye for investments, Franklin had earned his leisure, but rather than cultivate the fine art of indolence, ‘retirement,’ he said, was ‘time for doing something useful.’ Hence, the many activities of Franklin’s retirement were: scientist, statesman, and sage, as well as one-man civic society for the city of Philadelphia. His post-employment accomplishments earned him the sobriquet of ‘The First American’ in his own lifetime, and yet, for succeeding generations, the endeavor that was considered his most ‘useful’ was the working life he left behind when he embarked on a life of leisure….”

https://www.theatlantic.com/business/archive/2015/09/how-america-lost-track-of-benjamin-franklins-definition-of-success/400808/

2000 – “The Year of Retirement?” for two musical superstars
Barbra Streisand, singer, songwriter, actress, and filmmaker
Garth Brooks, country-music singer and songwriter
“In 2000, Barbra Streisand performed four farewell concerts to mark her retirement from performing live. At the time, she was 58 years old and wanted to focus more on acting, directing and recording albums, reported ABC News.”

“Her retirement ended in 2016 when she returned to the stage for her The Music… The Mem’ries… The Magic! tour, which grossed $53 million over 16 performances, according to Billboard.”

“Garth Brooks shocked fans in October 2000 when he announced his plan to retire to Oklahoma until the youngest of his three daughters graduated from high school, reported Billboard. The country music superstar was 42 years old when he began his early retirement.”

“During his semi-retirement, he did a few sold-out stints at arenas and a 186-show Las Vegas residency with wife Trisha Yearwood, according to Billboard, but he largely stayed out of the spotlight. Brooks returned to touring in September 2014 and continued until December 2017, performing a total of 390 shows, reported Billboard. Forbes cited his 2017 earnings as $60 million. Together, Brooks and Yearwood are one of the richest celebrity couples.”

https://www.gobankingrates.com/net-worth/celebrities/celebrities-who-came-out-of-retirement/

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“If money can buy you happiness,” supposedly these ten athletes were financially more successful after retirement, as opposed to the total earnings they generated during their original sports careers:

  • Muhammad Ali
  • Jim Brown
  • Oscar De La Hoya
  • Lenny Dykstra
  • George Foreman
  • Dwayne Johnson (“The Rock”)
  • Magic Johnson
  • Michael Jordan
  • Nolan Ryan
  • Dave Whelan

https://www.complex.com/sports/2012/01/10-athletes-who-made-more-money-after-retiring/

 

Agatha Christie, British writer
Finally, to answer the question, “What would Agatha Christie do in retirement?” best-selling author Ernie Zelinski quoted in his The Retirement Cafe website the following list of activities proposed to be “her favorite things” from the publication Agatha Christie: An Autobiography (Dodd, Mead & Co., 1977).

  • Sunshine
  • Apples
  • Almost any kind of music
  • Railway trains
  • Numerical puzzles and anything to do with numbers
  • Going to the sea
  • Bathing and swimming
  • Silence
  • Sleeping
  • Dreaming
  • Eating
  • The smell of coffee
  • Lilies of the valley
  • Most dogs
  • Going to the theatre

Ernie concluded, “This list of activities and things that Christie loved may trigger some of the stuff that turns you on and which you can use for an active retirement. This will go a long way towards conquering retirement boredom.”

http://www.retirement-cafe.com/Fun-Things-to-Do-When-You-Retire.html

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Is the time ripe for you to retire? Again, only YOU can answer that!

When it becomes the right moment for you to make that “big plunge” to “living your dreams…” KUDOS and BEST WISHES on your rebirth as you explore your own pursuit of retirement self-reinvention and post-employment “freedom!”

PKF

© 2019 Paul K. Fox

 

 

Photo credits in order from Pixabay.com: “old” by dietcheese, “man” by geralt, “elderly lady” by mabelamber, “senior” by ritae, “woman” by silviarita, “old couple” by monicavolpin, “ben-franklin” by ericdunham, “Fisherman” by paulbr75, “grandma” by fujidreams, and “wooden-train-toys-train-first-class” by Couleur.

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Stress, Burnout, & Stage Fright in College

Resources for Music and Music Education Majors

Increasingly,  in some parts of the country there are new shortages of qualified, experienced, skilled, and engaging public and private school teachers, even in the fields of Performing Arts. (For examples, see https://www.washingtonpost.com/news/answer-sheet/wp/2017/08/28/teacher-shortages-affecting-every-state-as-2017-18-school-year-begins/?utm_term=.c599b1d39405.)

At the same time, although it may not seem to be hustle-and-bustle-1738072_1920_geraltdocumented to a great extent, stress, burnout, and stage fright have become real concerns for music education majors completing their coursework, juries/recitals/concerts, methods exams, student teaching, and other field experiences. This may be affecting statistics on college enrollments, graduation rates, and job placements!

It would seem we should be recruiting more music educators (not losing them as “failed” music/music education majors). Where should we look for answers to this problem?

“Burnout is fatigue and diminished interest caused by long-term stress. It is characterized by emotional exhaustion, depersonalization, and lack of personal accomplishment. In the university music atmosphere, stress and burnout are prevalent accepted as part of the culture. Symptoms and causes of general stress and burnout have been well researched, but much less has been presented on college musicians’ burnout, let alone how to deal with it.” — Helen Orzel

 

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The purpose of this blog-post is to share studies, surveys, and articles of research on the causes for stress and “drop-outs” of music and music educator majors, along with proposals of remedies for reducing college student anxiety and recommendations for alleviating the problem of attrition.

An overview of collegiate performance anxiety elucidates numerous emotional triggers:

  1. anxiety-2019928_1920_WokandapixCollege funding
  2. Academic pressures: acquiring new knowledge, understandings, skills, etc.
  3. Competition (both in self-perception of achievement and in relation to peers)
  4. Trends in seeking perfectionism
  5. Coping with being away from home
  6. Sleep deprivation
  7. Challenges with personal relationships
  8. Development of new strategies and systems of personal organization and time management

If you find additional sources or statistics, please pass them on. Click on the above comment link so we can add them to this discussion.

 

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College Student Stress

The best summary I have found on this subject is from the recently released Fall 2018 issue of the state journal of the Pennsylvania Music Educators Association (PMEA) – PMEA News. (For full access, become a member of PMEA.) Read the article on page 52, “Music Major Anxiety – Causes and Coping” by Kevin Shorner-Johnson, National Association for Music Education (NAfME) Society for nafme_society_research_music_edMusic Teacher  Education (SMTE) PA State Chair and Director of Music Education at Elizabethtown College. He talks about anxiety as “the leading mental health issue among adolescents and college students,” and examines the stressors of academic expectations, time management, “perfectionism,” and amygdala and cortex-rooted stress disorders, as well as cultivating practices of self-care and coping skills.

Shorner-Johnson recommends the book, Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic, and Worry by Catherine Pittman and Elizabeth Karle (2015).

“Pittman and Karle provide beautiful guides and checklists that may assist students in building coping skills such as deep breathing, progressive muscle relaxation, meditation, prayer, yoga, exercise, and chanting. Coping strategies can allow us to enter into tension, getting to know origins and triggers, and transforming anxieties into new forms of centered awareness. Like music, coping strategies are skills that can only be cultivated through practice. When we practice self-care, we rewire associated connections and empower new responses.”  — Kevin Shorner-Johnson

 

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For a comprehensive survey on the stressors of music majors, peruse the illuminating thesis of H.J. Orzel (2010) “Undergraduate Music Student Stress and Burnout.” She states that her study has a two-fold purpose:

  • Examine sources of stress and burnout for undergraduate music students, and
  • Examine existing methods of controlling stress and burnout.
  • This information can also be a tool for college music students needing
    help with stress and burnout.

“A college musician’s environment can significantly influence stress levels. Environmental stressors include overworked professors unable to provide support,
competitive peers, lack of resources such as practice space or counseling services,
overburdened schedules, and high standards and expectations set by institutions…
Developing and maintaining a healthy lifestyle can help reduce the effects of environmental stress, promoting resilience.” — Helen Orzel

In her conclusion, she mentions these possible strategies to alleviate stress:

  1. stress-391657_1920_geraltLearning to “manage your burdens,” class schedules, assignments, calendar, etc.
  2. Improvement of personal time management towards greater work/life balance
  3. Development of coping skills for new environments
  4. Exploration of new practice venues and study routines
  5. Allocation of more time with supportive peers
  6. Learning to make manageable choices, setting of limitations and reasonable expectations for making future commitments
  7. Practice of relaxation, slow breathing, and meditation exercises
  8. Strategies for reduction of performance anxiety and “stage fright”
  9. Reflection on and rehash of personal mission, goals, and motivations, and “what first inspired them to pursue music”

 

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H. Christian Bernard II from the State University of New York at Fredonia offers his research-based article Contemplative Practices in Music Teacher Education, describing efforts to incorporate contemplative studies within a music curriculum (Sarath 2006), mindfulness instruction on the music listening experiences (Diaz 2013), mindfulness-based stress reduction intervention instruction (Shapiro, Schwartz, and Bonner 1998), short-term meditation practices on attention and self-regulation (Tang lonely-1510265_1920_PoseMuse2009), “deep listening” as “a way of hearing in which we are fully present with what is happening in the moment” (Barbezat and Bush 2014), contemplative movement activities including methodologies of Orff, Kodaly, Dalcroze, and Gordon adapted for other music teaching contexts (Benedict, 2010), walking meditation, tai chi ch’uan, yoga, and labyrinth walking (Center for Contemplative Mind in Society, 2016), contemplative reading, writing, and other self-help practices.

“Contemplation is not the opposite of thinking but its complement. It is not the emptying of the mind of thoughts but the cultivation of awareness of thoughts within the mind. Through contemplation, the mind is open to itself.”                                               — D.P. Barbezat and M. Bush.

“Utilizing contemplative practices including meditation, reading and writing, movement, and listening can offer students and teachers opportunities for meaningful experiences while simultaneously reducing levels of stress and anxiety. While mindfulness is a prerequisite for all contemplative practices, this secular and academic application goes beyond deepening of awareness and compassion to also include deepening of thinking and learning. Care should be used when selecting resources and activities, as the use of contemplative practices should always serve as an aid to, not a replacement for, effective music teaching and learning.”   — H. Christian Bernard II

Bernard also provides an excellent bibliography for further study, and has also written many other related articles:

 

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Burnout

An outstanding series of YouTube video presentations dives into what “five different research studies have to say about burnout and the undergraduate music education major, and the implications these studies have for students, professors, and administrators when it comes to managing the stress often associated with this degree.” As a requirement for her graduate music psychology class, Meghan Johnson presented “Burnout and the Undergraduate Music Education Major: Surviving the Stress” in 2010:

Additional resources regarding pre- and in-service music teacher burnout:

 

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Performance Anxiety

Dr. Natalie Ozeas, formerly Professor and Head of Music Education at Carnegie-Mellon University (CMU), shares a new local initiative for addressing the problem of stage fright by Anne Jackovic Moskal, a member of the Pittsburgh Benedum Orchestra and solfege teacher at the CMU School of Music.

“The text that I use for my class is Musician’s Yoga by Mia Olson. We work a lot with meditation, especially focused towards the music we are currently working on. We practice by either listening to recordings or simply thinking of the whole work in their mind and how to continuously breath through it. The thought is that they will be able to move past anxious moments in performances and feel the constant breath instead. Additionally, we take meditation walks and practice the same method. Some of these methods are addressed in this book. We also have a physical practice to reinforce breathing through challenges. However, a significant part is to stretch, repair, restore, and strengthen our bodies from the damage of long practice sessions.”                            — Anne Jackovic Moskal

There are a myriad of sources on the web geared to performers for lessening stage fright, including blogposts like “A Few Things Every Musician Should Know About Stage Fright” by Noa K Kageyama from BulletproofMusician.

 

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NAfME members have free access to numerous articles on performance anxiety. Several articles published in the Music Educators Journal (MEJ) include “Stress in the Lives of Music Students” by David J. Sternbach (January 2008), “The Other Side of Stage Fright” by Donald L. Hamann (April 1985), and “Stage Fright – Its Cause and Cure” by Rowland W. Dunham (1953).

“To help your students reduce stress, address the ways they critique their practice and prepare for performance… Excessive self-criticism in practicing can be a predisposing factor for performance anxiety.” — David J. Sternbach

nafme“When musicians think about performing, they eventually think about performance anxiety — ‘stage fright.’ Performance anxiety can be defined as a physical and mental deviation from a ‘normal state’ and is perhaps one of the most misunderstood areas of performance practice… A reduction in anxiety levels especially with musicians with extensive formal training may actually diminish performance quality. For musicians with low mastery skills, the prudent approach would seem to be to undertake more formal training.” — Donald L. Hamann

“Here is the cure for stage fright. If you have strength of mind and a conscientious determination, you can walk onto the stage for a solo with almost the same certainty you have in practicing. There is the added and thrilling incentive now of an audience. By ignoring what you may fancy to be their opinion of you — which does not matter anyway — you have a new angle: giving emotional joy, spiritual nobility, or dramatic stimulation.With an honest artistic outlook, stage fright goes out the window. In its place you have the pleasure of adding something to he lives of your listeners.”               — Rowland W. Dunham

 

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Additional resources on stage fright and other anxiety issues:

 

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Finally, even though there is so much more to cover, a good “coda” on the subject of stress in music school might be to look at the article “Reality 101” by Gary C. Mortenson in the December 1991 issue of Music Educators Journal. Citing the University of Massachusetts student Erin Martin’s column “Real World 101: A Needed Course” in the October 1990 issue of U. — The National College Newspaper, college students could use help in areas not traditionally included in undergraduate curriculum:

  1. hurry-2119711_1920_TeroVesalainenJob placement
  2. Financial planning
  3. Raising a family
  4. Stress management

Mortenson creates several excellent “mock scenarios” fostering critical thinking and problem solving of teacher-student relationships, teacher-parent relationships, and criticism and stress that are issues in every teaching career.

“Life would be much easier if we could learn to handle real-world problems before we have to face them on our own.” — Erin Martin

“Teaching requires the ability to manage a variety of challenging situations. It is as complex and changeable as the society we live in. In college, future teachers assimilate a great deal of information that prepares them to share knowledge with their students. No one, however, can teach all of the skills needed to make complex decisions on all possible future real-life circumstances. These must ultimately be arrived at on an individual basis according to one’s own instincts and conscience. By giving more thought to how the problems and issues that confront students, parents, and colleagues will affect us, however, we can better equip ourselves to respond in an intelligent way to these challenges.” — Gary C. Mortenson

 

UPDATE (January 3, 2019):

Just after the release of this blog-post, the timely article “The Mindful Music Educator – Strategies for Reducing Stress and Increasing Well-being” by Dana Arbaugh Varona came out in the NAfME Music Educators Journal, Volume 5 Issue 2, 2018. (See https://journals.sagepub.com/doi/full/10.1177/0027432118804035.) You must be a member of NAfME to read the December 2018 issue in its entirety.

PKF

© 2018 and 2019 Paul K. Fox

 

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Photo credits in order from Pixabay.com: “stress” by TheDigitalArtist, “hustle and bustle” by geralt, “people” by tweetyspics, “anxiety” by Wokandapix, “woman” by Comfreak, “stress-2883638” by geralt, “stress-391657” by geralt, “woman” by Pexels, “lonely” by PoseMuse, “stress-22670” by geralt, “cello” by enbuscadelosdragones0, “trumpeter” by klimkin, “marching-band” by skeeze, “hug” by markzfilter, “hurry” by TeroVesalainen, and “laptop” by JESHOOTScom.

Unique Retiree Resources

It is always a privilege to receive email or comments from many of you regarding my past blog-posts at this site. I truly appreciate hearing from you – agree or disagree – and, whenever possible, I will “pass along” your recommendations and perspectives.

hospice-1793998_1920_unclelktThe “mission” is to help you with the transition to retirement and, when they are relevant, to communicate links to helpful sources of information. Many of these are not applicable to every retiring music teacher. However, if not issues for a family member, you might know of a friend, neighbor, colleague, or someone else who could use some direction in these eclectic topics:

  • Housing purchases/rentals, maintenance, and improvements
  • Personal security
  • Downsizing
  • Health care, eldercare, and physical fitness
  • Disabilities
  • Advance care planning
  • Medical Alert systems
  • Mattress purchase recommendations
  • Sleep guides and disorders
  • Grieving and coping with loss

We started this exposé with a previous blog, “Seniors Helping Seniors” at https://paulkfoxusc.wordpress.com/2017/05/28/seniors-helping-seniors/.

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Elmer George invited all of us to peruse his new website: elderville.org. It is called Resources for All Elders, and it shares lists of websites, blogs, and fact sheets on numerous senior-related themes – everything from “daily safety tips” to “volunteering.”

elderville.comSeveral great examples, his set of February 2018 articles (https://elderville.org/blog/) discuss “Five Ways Seniors Can Avoid Stress and Hassle During This Tax Season” and “Three Ways Seniors Can Get Healthy at Church.”

Specific to housing concerns, Elmer emailed me these additional avenues of help:

 

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Elizabeth Reynolds reached out to me with research on criteria for choosing the best medical alert system: https://www.reviews.com/medical-alert-systems/.  She said, “After hearing that there are 800,000 fall-related hospitalizations each year, our team created this resource in an effort to change that number.” Elizabeth added, “Our hope is that our guide may assist readers navigating their options to minimize this risk in the event of a fall.” At first, I thought her posting was a well-concealed advertisement for a particular company, until I explored her entire www.reviews.com website. Knowledge is power. Elizabeth has assembled a wide variety of resources in these areas worth further reading:

  • Reviews.comHome Services
  • Insurance
  • Financial Services
  • Home Products
  • Health and Fitness
  • Beauty
  • Pets

 

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Speaking of reviews, something on which you would not probably seek advice is what mattress to purchase or finding other aids for improving your sleep. Well, if you know anyone who has had trouble getting to sleep or is seeking methods of being well-rested, let me be the first to recommend https://www.bestmattressreviews.com/, shared by Jenny Thompson. She claims her “team” has been researching the science behind sleep and reviewing sleep products to see if they really have the effects that the companies claim to have. I admit, her extensive online resource first sounded a lot like a very large commercial, but I have never known such detail and vast criteria could be involved in assessing the merits of different mattresses and sleep accessories:

  • Types: foam, innerspring, latex, and hybrid
  • Sleep position: side sleepers, back sleepers, stomach sleepers, couples
  • Other benchmarks: firm, soft, cooling, crib, organic, pain management, and user type (mattresses for pet owners, runners, people with disabilities, etc.)

It is definitely worth your time to examine the article section on specific sleeping guides:

  • bestmattressreviewsSleep disorders
  • New and expecting mothers
  • Advice for children, teenagers, and college students
  • Mental health and sleep
  • Sleep and anxiety
  • P.T.S.D. and other problems

We may all know someone who has suffered the effects of Alzheimer’s. This one recently hit home to me as I just discovered one of my long-time music teacher friends was enrolled in a memory unit.

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According to this website, “Alzheimer’s disease affects as many as 5 million Americans. Scientists still don’t know how to prevent, slow, or cure the disease. Meanwhile, the death rate has increased 55% over the past decade and a half, and with the silver tsunami on the horizon, the number of patients is expected to explode. Sleep problems and Alzheimer’s are interconnected. People living with Alzheimer’s experience difficulty sleeping, while people who have sleep issues earlier in life are at greater risk for developing the disease.” We should all be aware of this link for more information: https://www.bestmattressreviews.com/alzheimers-and-sleep/.

 

spiritfinderFinally, out of the blue, Jennifer Scott contacted me with “healthy ways to cope with a loss” with these resources to help grieving families:

Reaching out to those who may be suffering with anxiety and depression, her helpful hints will go far to alleviate stress. I found parts of her website, http://spiritfinder.org/, are also very illuminating. Thank you, Jennifer!

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Bookmark the URL of this blog-post for future use. You never know when you might need some guidance on these miscellaneous subjects. Revisit past writings at https://paulkfoxusc.wordpress.com/for-retirees/.  Also, please stay “connected,” communicate your “views and news” in blog comments (click at the top of the page), submit your responses to the NAfME discussion platform Amplify (we have a special “retired member” community forum, or just send an email to paulkfox.usc@gmail.com.  As Tom Bodett said in commercials for a well-known motel chain: “We’ll leave the light on for you.”  

PKF

© 2018 Paul K. Fox

Photo credits (in order) from Pixabay.com: “countryside” by sasint, “hospice” by unclelkt, “grandparents” by sylviebliss, “granny” by brenkee, “bed” by pexels, “dementia” by geralt, and “beach” by qimono.