The future of gerontological social work: a case for structural lag

The US population is aging. Traditional perspectives have emphasized that a substantial increase in the number of gerontological social workers is needed to care for this population. However, published evidence demonstrates that, along with population growth, economic and social factors must be taken into account before predicting future gerontological social work demand. Structural lag theory is introduced to explain how these factors affect the profession and may limit its presence in gerontological work settings. Recommendations are made to correct the lag, allowing the social work profession a more substantive voice in the aging enterprise.     

Interdisciplinary Geriatric Education

There is an absence of adequately trained social workers to meet the health and social service needs of a rapidly increasing aging population. Educators face the challenge of helping social workers in the field both to upgrade their gerontological knowledge and skills and to become functioning members of the emerging modality-the interdisciplinary care team. A historical review of gerontological social work education suggests that 'first generation' education programs based on a medical model of intervention gave way to the 'second generation' in which aging was viewed as a normative step in the life cycle. Currently gerontological social work education is entering the 'third generation' in which emphasis is on working with members of other disciplines to provide comprehensive care. This interdisciplinary geriatric health care is most readily taught as a continuing education, postgraduate experience. This 'third generation' of gerontological social work education is exemplified by the experience of the Hunter/Mount Sinai Geriatric Education Center. Interdisciplinary geriatric health care requires teaching by an interdisciplinary team and, to be effective, educators must themselves be equipped to function as member of the team. Barriers to interdisciplinary understanding and the factors necessary for interdisciplinary collaboration are detailed.     

Reflections and Prospects of the Gerontological Social Work Training and Education: The AGESW Pre-Dissertation Fellows Program

ABSTRACT

The demand for professional training, mentorship, and research in the field of aging is expected to increase remarkably. Recent statistics indicate that less than 8% of social work students nationwide specialize in gerontology; however, a significant amount of social work graduates, regardless of their specialization at school, serve older adults in various health care settings. In addition, the aging populations that social work graduates serve are becoming more racially and ethnically diverse. In order to address this issue, it is critical to support students and emerging scholars to not only become more competent in gerontological social work, but also engage in culturally competent research and practices. In this commentary, I described my experiences as a former fellow of the AGESW (Association for Gerontology Education in Social Work) Pre-Dissertation Fellows Program that fosters doctoral students in the field of gerontological social work. The program helps its fellows comprehend basic principles of doctoral education, develop strong professional networks with other colleagues and mentors across the country, and respect diversity in the population we serve as well as those within our own fellow group.     

Impact of an infusion model on social work students' aging knowledge, attitudes, and interests

This study sought to provide data regarding the use of infusion of gerontological materials throughout curriculums to enhance students' attitudes toward older adults, their knowledge of aging-related issues, and their perceptions of gerontological social work. A quasi-experimental design was used to compare outcomes for graduate social work students who were and those who were not exposed to gerontological infusion. Results indicated that exposed students experienced a greater improvement in their view of aging-related career opportunities and in their belief in the importance of gerontological social work. Treatment group students also showed greater gains in self-rated aging knowledge. Both treatment and control group students had significant gains in a test of aging-related knowledge. Pedagogical implications are discussed.     

Impact of an Infusion Model on Social Work Students' Aging Knowledge,Attitudes, and Interests

Abstract

This study sought to provide data regarding the use of infusion of gerontological materials throughout curriculums to enhance students' attitudes toward older adults, their knowledge of aging-related issues, and their perceptions of gerontological social work. A quasi-experimental design was used to compare outcomes for graduate social work students who were and those who were not exposed to gerontological infusion. Results indicated that exposed students experienced a greater improvement in their view of aging-related career opportunities and in their belief in the importance of gerontological social work. Treatment group students also showed greater gains in self-rated aging knowledge. Both treatment and control group students had significant gains in a test of aging-related knowledge. Pedagogical implications are discussed.     

Strengthening aging content in the baccalaureate social work curricula: what students have to say

Encouraging student's interest and preparing them for social work practice with older adults is increasingly important in view of the demographic changes that are taking place. This article describes a study that engages BSW students in a discussion of best models for promoting gerontological social work curriculum infusion. Using two focus groups, the authors explore barriers to student interest and potential strategies to recruit students for gerontological social work. Fear of their own decline and mortality, lack of exposure to older adults and aging issues emerge as the primary reasons for aversion to working with older adults. Strategies to promote student interest, organize curricula, and create an inclusive learning context are discussed.     

A National Survey of Aging Curriculum in Schools of Social Work

The present studv reports the results of a nationwide survey which examined the current status of gerontological education in B.S.W. and M.S.W. proprams. The survey findings register a decline in gerontological curricula but an increase in student intrest in aging. The survey also notes that lack of trained faculty and a full curriculum are most often mentioned as major barriers to further gerontological curricula development. The paper considers implications of these findings along with recommendations for expanding aging content at both the undergraduate and graduate level of social work education.     

Factors affecting the development of social work and its professionalisation process: the case of Greece

This article discusses some of the factors that have shaped the development of social work in Greece and analyses its present level of professionalisation. There were four main factors: (i) the familialist-statist social care model in which social work operates in Greece; (ii) reluctant state support related to a complex set of specific political, social and economic conditions; (iii) the pressure of new needs in recent years as a result of the aging population, family changes and increasing numbers of immigrants; and (iv) the European Union's financial support and regulatory role in various social policy sectors. The present status of the profession indicates a satisfactory protection of professional rights, a slow but steady improvement in the educational process, but also limited occupational control.     

Community Reentry and Older Adult Offenders: Redefining Social Work Roles

The number of older adults in US prisons continues to rise. In 2002, adults ages 50 and older made up 8% of the US prison population, up from 4% a decade prior. Many older offenders are released to communities that are poorly equipped to meet their special needs. and largely unprepared for the social and fiscal costs of their reentry. The focus of gerontological social work education on the returning older adult offender has been limited. This article examines social work roles in the community reentry/reintegration of older adult offenders. Best practices from the gerontological social work literature are presented and implications for social work practice are discussed.     

Infusing gerontology throughout the BSW curriculum

How can social work educators ensure that all of their BSW students have the savvy and "know-how" to deal with the needs of our growing aging population? The development of broad-based, innovative gerontological learning opportunities in a BSW program in a small liberal arts and sciences college is presented in this article. Strategies for actively involving community representatives in curriculum changes and participatory learning experiences with students are shared. Ways to incorporate various disciplines in the BSW education are explored in addition to developing intergenerational projects, direct involvement of older persons in the educational process, and ways to unite field practice with theory.     

Social work and aging in the emerging health care world

Social work practice with older adults and their families is increasingly recognized by the profession as a major field of practice in a wide range of health care and community-based settings. This article reviews emerging trends and issues in the fields of aging and health care, drawing on gerontological health care research which bridges these areas. Given the growing number and diversity of older adults in our society, and dramatic changes in the organization and delivery of health care, the authors suggest skills and competencies essential to enhancing the well-being of older adults and their families in the 21st Century.     

“I Learned That the Aging Population Isn't That Much Different From Me”: The Final Outcomes of a Gero-Ed BEL Project

This article describes a Council on Social Work Education (CSWE) Gero-Ed Center BEL Project's activities and reports its final outcomes. An oral history interview in paired human behavior and practice skills courses addressed gerontological social work competencies focused on assessing and addressing values and biases regarding aging, and the ability to relate concepts and theories of aging to practice. Significant increases in perceived proficiency in these competencies occurred, as did significant decreases in negative attitudes toward older people and working with older adults. Qualitative data supported these results. Findings suggest social work educators utilize a combination of classroom-based and experiential learning to maximize student development.     

Aging services or services to the aging?focus of a university-community curriculum development partnership to increase awareness of aging issues in social work practice

This paper describes a partnership between social work faculty and community practitioners to develop gerontological curricula to increase awareness of aging issues among social work students. We describe steps taken to identify learning needs of students by examining gaps in the core curriculum and surveying community-based agencies that serve older persons who face a variety of problems. We also describe a unique field education assignment designed to increase awareness of how well community service agencies meet the needs of older clients and provide quantitative and qualitative data on students' overall learning experiences. The project highlights the role of community partners in developing relevant curricula for future social work practitioners.     

以工科为背景的社会工作专业教育的优势与特色探讨

面对社会工作专业教育的快速发展与社会工作专业化、职业化相对滞后的矛盾,工科院校应当发挥自身优势,对社会工作专业人才的培养进行恰当定位,着力拓展工业社会工作的实务领域。     

Transforming the curriculum through the intergenerational lens

Our society is aging at a rapid rate and with this trend comes many of the social and economic demands that the profession of Social Work addresses. Akey dilemma of the profession is how to interest and educate undergraduate social work students in aging and gerontology so that the needs of elderly can be supported. Social Work students notoriously are primarily interested in working with children and adolescents. With the support of the John A. Hartford Foundation's Geriatric Enrichment in Social Work Education grant, the authors developed a Spiral Perspective to infuse intergenerational content into the curriculum of their department and to give students exposure to geriatric content throughout their educational experience.     

"Not prepared to care" and "raising the bar": case examples of building university-community partnerships in gerontological social work research

This paper examines university-community partnerships in gerontological social work research. Utilizing a case study approach, the process of collaboration is explored within the context of a two-phase research project conducted jointly by agency social workers, social work students and a social work faculty member. The benefits and challenges of the university-community research partnership are discussed along with the implications for gerontological social work research, education and practice.     

Responding to the Hartford Geriatric Social Work Initiative: a multilevel community approach to building aging competency

Infusing age-specific, multigenerational content into social work curricula at both the MSW and BSW levels are key goals in preparing age-competent social workers to meet the needs of our current and future aging populations. The social work profession has a holistic approach and crucial skills that can promote aging well. This article will discuss an innovative, multilevel intervention strategy supported by the Hartford Geriatric Social Work Initiative that formulates, implements, and sustains age-infused curricula and assures the education of age-competent social workers by capitalizing on a "community-focus" strategy.     

Clinical Case Management

Case management is a vital service in gerontological social work-perhaps the most essential service. Extreme variation in the definition and implementation has detracted from the core functions of case management. When these functions are placed in a clinical context, case management becomes the treatment of choice for many frail elderly and their families. There have been many forces operating against the development of professional case management, yet gerontological social work must take the lead in clinical case management practice. Social work educators must play a key role in preparing social workers for case management and promoting this treatment model as the hallmark of gerontological social work.     

Assisting older victims of disasters: roles and responsibilities for social workers

The tumultuous catastrophic tragedies of the Oklahoma bombing in 1995 and September 11, 2001 attacks on the World Trade Center and Pentagon have caused urgency for the profession of social work to be ready to respond to unexpected crises whether directed to an individual, group, or nation. While there has always been the possibility of tragedies in the U.S. caused by nature (so-called "acts of God") or the spontaneous or planned acts of criminals or the deranged, the increased awareness of catastrophes includes, as never before, disasters that are perpetrated by terrorist acts from within or outside of the U.S. The creation of the Department of Homeland Security, in 2003, underscores the need for awareness and for preparation on the part of the nation. Based upon its skills and values, social workers have significant roles to play in the face of potential and actual disasters; yet, gerontological social workers have additional responsibilities for addressing the needs of older persons. It is the purpose of this article to provide an overview of issues to be considered by social workers, in general, and gerontological social workers, in particular, with regard to preparation for possible disasters and the consequences from such catastrophes that affect older persons.