133 ROBERT STROM SHIRLEY STROM Creative Curriculum for Grandparents There is considerable evidence that older people are inter- ested in self-improvement, especially as it affects their status within the family. In recent years grandparents have been. replaced by a continuous array of professional advisors and surrogates. While the consequence of this shift in the source of gUidance and care on which parents rely is unclear for chil- dren, the consequence for grandparents is certain. Their loss of obligation has left them with an ambiguous role. Anyone whom others never ask for advice or assistance is deprived of the feeling that his or her experience matters, that their ideas are informed and valuable. Families do a disservice to grand- parents by alleging their importance and then failing to use their talents. Parents have access to self-help books and classes to improve their child-raising expectations (Strom, 1982). Such opportunities are unavailable for most grandparents. Instead they are left alone to wonder: "What are my rights and respon- sibilities as a grandparent? How can I be more influential and satisfying? How can I know how weill am doing as a grand- parent?" These kinds of questions will persist until norms of constructive behavlor are established for grandparents to use in goal-setting and selt-evaluation. One way educators can help is by designing curriculum to support grandparents. Wehave tried to do this at Arizona State University. Our program consists of ten sessions held at a nearby senior citizens program center. The men and women who participate without cost in Exploring the Grandparent Role represent various ages, ethnic backgrounds and income levels. They come together for 90 minutes once a week to Volume 18 Number 2 1984