Alzheimer’s disease is a progressive, neurogenerative disorder that affects an estimated 6.9 million people aged 65 and older in the United States, and the number is projected to grow. Among the most affected are people of African and Hispanic descent in the U.S. Scientists around the world are studying more effective and innovative ways to treat Alzheimer’s disease, while educators are bringing the most up-to-date knowledge about the disease to academic institutions that train professionals in mental health care, who then transmit the knowledge to the communities they serve.
Upholding this cycle of research, education, and practice through innovation and community impact is in line with The Chicago School’s values. The Chicago School students had an opportunity to gain real-world experience about an innovative model of care that has been developed and implemented in France. During the Study Abroad Program created and led by Emma Grace, Ph.D., chair of the Ph.D. International Psychology program at the Washington, D.C., Campus, the students traveled to Paris and Bordeaux, France, where they met with researchers, practitioners, and advocates for improving the care for persons with Alzheimer’s disease.
In Paris, the students attended a lecture on geriatric neurocognitive disorders at the Alzheimer’s Research Foundation at the Université of Paris Cité. Later, they met with the president of the Paris branch of the National Union of Associations France Alzheimer and Related Diseases, who shared about the advocacy programs for family caregivers and community volunteers who support persons with Alzheimer’s disease.
In Bordeaux, the students attended a presentation and a tour at the University of Bordeaux Neurocampus. This is the newest and biggest neuroscience center in Europe. During their visit, the students learned about the recent research findings on Alzheimer’s disease and other neurogenerative disorders.
The group traveled from Bordeaux to the Village Landais Alzheimer Henri Emmanuelli in Dax, which is an innovative, experimental project aimed at promoting independent living for people with Alzheimer’s disease. Our students and faculty were the first visitors from a U.S. university to visit the village. The village’s medieval architecture style was creatively blended with modern innovations.
One of these innovations is a train car that was designed by psychologists. This train car offers people with Alzheimer’s disease the opportunity to engage in immersive virtual travel, complete with a wide range of sensory stimuli.
Everything in the village is designed to accommodate cognitive and motor processes of persons with Alzheimer’s disease. The staff and volunteers at the village do not wear uniforms or badges, and there are no visible ranks or positions displayed, making it impossible to distinguish between doctors, staff members, or patients. Instead, everyone is referred to as a villager. There are no visible fences or stop signs, and the villagers do not feel confined like they might in traditional nursing homes. This visit was highly anticipated by the students and marked the culmination of the program.
The ongoing research at the village reported early findings that there was no cognitive decline, no deterioration in quality of life, no increase in anxiety and depressive symptoms among residents in the first 12 months of the project.