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.     

Lifelong Resiliency Learning: A Strength-Based Synergy for Gerontological Social Work

The significance of the synergy between promoting resiliency and the strengths-based perspective is well established in gerontological social work. This article reports on qualitative research that suggests another potentially productive synergy, one that can result from the interaction between the capacities for resiliency and lifelong learning. These findings emerged from a qualitative study involving 12 older women (ages 64–72) participating in the Osher Lifelong Learning Institute at the University of Southern Maine. Lifelong learning is defined as a cognitive process by which individuals continue to develop their knowledge, skills and attitudes over their lifetime. The implications of the data are considered from a multidisciplinary perspective that includes gerontological social work, educational gerontology, and adult learning. Specific social work research and practice initiatives that could confirm and operationalize this synergy are suggested.     

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.     

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.     

Creating aging-enriched social work education:a process of curricular and organizational change

The CSWE Geriatric Enrichment in Social Work Education Project, funded by the John A. Hartford foundation, aimed to change curricula and organizational structure in 67 GeroRich projects so that all students would graduate with foundation knowledge and skills to work effectively with older adults and their families. The emphasis was on change processes to infuse and sustain gerontological competencies and curricular resources in foundation courses. This article presents lessons learned and strategies for engaging faculty, practitioners and students in the curriculum and organizational change process.     

Geriatric enrichment: guaranteeing a place for aging in the curriculum

Two years ago, the School of Social Work embarked upon a new and challenging initiative to create sustainable structural changes that enrich gerontological learning experiences for all our BSW and MSW students, faculty, fieldwork instructors and community practitioners. We envisioned that participation in this initiative would enable us to expand and embed geriatric content in the undergraduate and graduate curriculum, to increase our geriatric fieldwork placement opportunities, to evaluate and enhance our teaching and learning resources on aging, and to develop two new aging specific courses. Having reached our third year of operation, we find ourselves reflecting on what have been our successes, what could we have done differently, and where do we go in the future. This article will describe our process of developing a model of curriculum change that will guarantee a place for aging in both our undergraduate and graduate curricula.     

Supporting the Labor Force Participation of Older Adults: An International Survey of Policy Options

The unprecedented aging of the world's population challenges many institutions, including labor markets and public pension programs. This study was conducted to survey expert opinions regarding conditions and policies that affect employment of older adults. Eighty-nine respondents from 26 nations responded to an Internet survey regarding their own experiences with the aging labor force; factors that encouraged or discouraged labor force participation of older adults; and government responses to these issues. Respondents identified barriers to employment of older adults and described their governments' responses. Findings illuminate a range of current policy options and suggest possible opportunities for innovation.     

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.     

Social Work Student Interest in Nursing Home Employment: A North American Study

Nursing homes (NHs) are a primary setting for gerontological social work; yet, little is known about social workers' career interest relative to this setting. This article reports the findings of an online survey of social work students (177 US and 91 Canadian) that sought to identify personal characteristics and beliefs that influence NH employment intentions. Students who were enrolled in bachelors programs, lacked previous practice experience, and had already had a NH field placement or wanted this experience were more likely to express employment intent. The implications of these findings for social work education and research are discussed.     

Assessment of the Refined Aging Semantic Differential: Recommendations for Enhancing Validity

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.     

Geriatric Enrichment in Social Work Education: Lessons Learned from the GeroRich Projects

The Geriatric Enrichment in Social Work Education (GeroRich) initiative was a critical step in addressing the national shortage of social workers interested in gerontological practice. Sixty-seven social work programs participated in the 3-year GeroRich project designed to infuse gerontological content into the BSW and MSW curriculum. This study analyzed the lessons learned by participating institutions about the curriculum enrichment effort. Five themes emerged from the qualitative analysis of GeroRich final reports: (a) obtaining faculty buy-in and faculty development, (b) increasing student interest and engagement, (c) developing community partners, (d) developing interdisciplinary linkages, and (e) facilitating institutional commitment and sustainability. The findings from this study provide valuable information on the implementation of curricular enrichment efforts in gerontology that can benefit social work and other health care disciplines.     

Trauma and Stress Among Older Adults in the Criminal Justice System: A Review of the Literature with Implications for Social Work

The purpose of this article was to review the empirical literature that investigated trauma and stress among older adults in the criminal justice system. Nineteen journal articles published between 1988 and 2010 were identified and extracted via research databases and included mixed age samples of adjudicated older and younger adults (n = 11) or older adult only samples (n = 8). Findings revealed past and current trauma and stress, consequences and/or correlates, and internal and external coping resources among aging offenders. The implications and future directions for gerontological social work, research, and policy with older adults in the criminal justice system are advanced.     

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.     

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.     

Examining the Curricula for Entry-Level Social Workers in Aging-Related Fields

The rapidly growing older population necessitates the provision of more gerontological social workers. This study evaluates the social work programs that are offered by a university in Hong Kong, based on separate surveys of alumni and employers. It also examines the effects of alumni background characteristics on perceived training adequacy. The training is found to be moderately adequate in preparing the alumni for practice in aging-related jobs, but there is a need to improve the existing curricula. Implications for the improvement of the curricula and suggestions for further studies are also discussed.     

Guided by ethics: religion and spirituality in gerontological social work practice

This random national survey anonymously explored 299 gerontological social workers' attitudes about spirituality and the use of spiritual interventions in practice. Respondents support the inclusion of religion and spirituality in education and practice as a diversity component, as part of holistic assessment, and as a fundamental aspect of human life. Nearly 70% of respondents report little or no preparation on spiritual issues during their schooling and only 24.5% report satisfaction with their educational preparation on this topic. While respondents' personal spirituality correlates positively and weakly with the use of spiritual interventions, it is ethical attitudes toward spiritual interventions that predict the use of spiritual interventions by gerontological social workers.     

The Integration of Pro-Active Aging Education into Existing Educational Curricula

Summary

Community service-learning in schools, and increased awareness of the interdependence of generations, has heightened interest in intergenerational programming. While there is agreement that service-learning results in substantial educational opportunities, too often the result is training, or reflection, but not proactive aging education. Students, therefore, have little sustainable understanding of the older adults with whom they are interacting. This paper addresses what aging education should include, why it is not consistently being taught, and how to integrate aging education into already existing curricula and age-appropriate skill development.     

Creating Aging-Enriched Social Work Education

Summary

The CSWE Geriatric Enrichment in Social Work Education Project, funded by the John A. Hartford foundation, aimed to change curricula and organizational structure in 67 GeroRich projects so that all students would graduate with foundation knowledge and skills to work effectively with older adults and their families. The emphasis was on change processes to infuse and sustain gerontological competencies and curricular resources in foundation courses. This article presents lessons learned and strategies for engaging faculty, practitioners and students in the curriculum and organizational change process.     

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.