Using collaboration to maximize outcomes for a John A. Hartford Foundation geriatric enrichment project

Two institutions representing two BSW and one MSW program and a geriatric education center collaborated in a John A. Hartford geriatric enrichment project. Sharing the risks and benefits of a collaborative model, 75 percent of faculty participated in mini faculty fellowships, and bi-monthly dinner meetings with colleagues from each of the three programs, and actively engaged in the curricula revisions. Faculty report pervasive geriatric enrichment in each program's foundation content areas, and increases in students placed in geriatric enriched field practicum settings, from pre-project levels of 8.1 percent to a high of 24 percent. The features of the collaborative project include: respecting each program's autonomy while actively sharing ideas, resources and partnering with community's aging experts; and strengthening mutually reciprocal relationships among faculty and the gerontologic practice community. This model of shared risks and benefits also provides opportunities for innovation, diverse thinking, and shared decision making.     

Bringing the Community In

Summary

Aging enrichment of undergraduate social work curricula ensures that program graduates will be prepared to practice with older adults. This article reports the results of focus group research that was designed to engage social workers from community agencies serving older adults in preparing students to become ‘aging-savvy’ social workers. The workers highlighted the importance of wide-ranging exposure to older adults, the changing needs of older adults, and the importance of increasing students' comfort with self-determination. These findings informed the program's ongoing curricular transformation process through the incorporation of new assignments that enabled increased contact with older adults in a variety of settings.     

Turning Doctoral Students into Faculty in Gerontological Social Work: The AGESW Experience

ABSTRACT

Developing faculty interested in aging may help social work meet the needs of our growing aging population. However, doctoral students need a variety of supports to complete PhDs and become gerontological social work faculty. This study explored one program’s role in supporting the development of social work doctoral students to faculty in gerontology. An e-mail invitation was sent to all former participants (2010–2016 cohorts) of the Association for Gerontology Education in Social Work (AGESW) Pre-Dissertation Fellows Program (PDFP). The 38-question online survey consisted of Likert-type scales, multiple answers, and one open-ended question per section about the program’s impacts on their academic career development in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half reported that the PDFP contributed to their ability to publish their research (64.4%, n = 29), grow their professional network (86.7%, n = 39, and teach (55.5%, n = 25). Doctoral programs provided different experiences than the PDFP, including mentoring, methodological training, professional development, networking, and peer support. Results suggest the PDFP provides content recipients value that supplements instruction received in their institutions. The program’s ability to connect students to each other and to national leaders enhances their career development and socialization into academic roles.     

Preparing Social Work Students to Work with Grandparents in Kinship Care

Summary

Grandparents in kinship care represent an expanding population of older adults assuming primary parenting responsibilities for their grandchildren at a time when many grandparents may also be experiencing developmental changes accompanying their own aging process. Research documents a lack of social workers prepared to respond to the needs of an aging population in general, and grandparents in kinship care in particular, as curricular content on this population has been limited in undergraduate and graduate social work programs. This article describes an infusion model proposed for an undergraduate social work program's GeroRich Project designed to introduce content on an aging population in four foundation courses to expand students' knowledge of older adults and grandparents as kinship care providers.     

Zelda Foster and Her Contributions to Social Work in End-of-Life Care

ABSTRACT

This article is both a memoir of one social worker's professional collaboration with Zelda Foster and a tribute to Zelda's legacy in the form of an educational resource on end-of-life care. It reviews achievements of Zelda Foster in social work practice and teaching related to death and dying. Resources presented in this article were supported by the Soros Foundation's Project on Death in America, a funded grant project to which Zelda contributed. The end-of-life care education, training and informational tools discussed in this article are examples of ongoing efforts in the social work profession to improve the lives of the dying and bereaved.     

The Play's the Thing: How Social Group Work and Theatre Transformed a Group into a Community

ABSTRACT

This paper explores the potential of the purposeful use of activity in cultivating community in a life review and performance group with bilingual elders in a community based organization. Activity used to promote community among group members enables a diverse group separated by language and cultural barriers to find commonality, accept differences, take risks as acts of self-determination, and find a strengthened identity in the pursuit of a shared goal. Examples are given that detail the ways in which expressive activity develops the group's ability to exercise self-determination.     

Shared mobility in a Māori community

ABSTRACT

Shared mobility is being advanced as a novel, technologically sophisticated approach to reducing the environmental impacts of high levels of car ownership. However, communities have long shared modes of transport for reasons other than environmental quality. We describe the shared mobility practices undertaken in a Māori community in the East Cape region of New Zealand. They reveal long-established ways of sharing that are underpinned by, and support, cultural principles. Shared mobility provides an appropriate and comfortable environment for people to share vital and sacred information and to strengthen social bonds. It also reflects the desire of tribal members to retain cultural practices that benefit the collective. The findings make it clear that sharing transport has far more than economic and environmental benefits. We suggest that it is time for the social and cultural benefits of sharing transport to become part of the global narrative on twenty-first-century collaborative consumption.     

Two Faculty Groups’ Process in Delivering a Joint MSW Program: Evaluating the Outcome

ABSTRACT

In 1995, two state universities’ Schools of Social Work, 30 miles apart, agreed to implement a joint master's of social work program. In 2011, the Council on Social Work Education reaccredited the program. This qualitative study describes the stages of development of the group of faculty members based on Tuckman's perspective. Through surveys, interviews, and focus-group reports, a combination of convenience and purposive subsamples with a total of 22 participants provided data on the program strengths and limitations, as well as the new trends identified in the field of social work. The findings of this exploratory design study include program strengths such as availability of personal and technical resources, adequate faculty communication processes, and their willingness to change and embrace innovations. The program limitations include the diversity of faculty members and their different subcultures, the large number of students, and the recurrent disruptions of the distance-learning technology system. The inclusion of new trends in the field of social work is required to effectively educate students to meet their future clients’ expectations. Due to its qualitative methodology using nonprobability sampling strategies and a small sample size, the generalizability of this study is limited.     

Demographics and Reality

Abstract

Social work education has neglected gerontology at the same time that the demand for aging-competent practitioners has increased. Surveys, focus groups, and other sources of data from the John A. Hartford Foundation SAGE-SW project at the Council on Social Work Education indicate a lack of current curriculum content, little encouragement for students, limited gerontological expertise among faculty, and more interest by students in gaining gerontological knowledge than expected. Suggested actions for practitioners and field agency supervisors are provided.     

Moving Toward Medicare Home Health Coverage for Persons with Alzheimer's Disease

ABSTRACT

Medicare home health care policy does not incorporate research evidence of effective palliative home care interventions for Alzheimer's disease and dementia patients and caregivers. This article examines the dissonance between the needs and burdens of Alzheimer's disease patients and caregivers, research results on medical and palliative care interventions, and medicalized public policy in the Medicare home health benefit. The article asserts existing research establishes a prima facie case exists for the federal government to fund a Medicare Palliative Home Care for Alzheimer's disease demonstration project. The article cites the success of the Medicare Hospice Demonstration project and Hospice Medicare Benefit in reducing costs and improving client quality of life as precedent and a model for Alzheimer's disease. Other research implications are identified.     

Conversations at the End of Life

Abstract

Oregon's Death with Dignity Act (ODWDA) has been in effect for eight years. The United States Supreme Court recently decided that Oregon's law did not violate the Controlled Substances Act. Other states may consider a law similar to Oregon's through legislative process or ballot measures. Although social work is not mentioned in the law, our profession interfaces with the terminally ill, particularly in hospice. Eighty-seven percent of those who have used the law were enrolled in a hospice program. As a pilot project, this article explores conversations that the authors have had with patients, families, team members and health systems in hospices and oncology settings under Oregon's unique environment. The following four themes emerged from these conversations: (1) mental health, education, choice; (2) team concerns; (3) family issues; and (4) values, ethics, restricted conversations and professional struggles.     

Therapeutic Intimacy

Abstract

This essay describes therapeutic intimacy as a deeply personal and evolving definition of what each therapist finds uniquely curative. The author arrived at her definition following the events of September 11, 2001, and notes that constructs such as vicarious traumatization do not adequately convey the profound impact that such a catastrophic event can have on the clinician's personal and professional life. She introduces the term “shared trauma” to describe the lasting, transformative changes in one's self-concept taking place when the clinician and client are exposed to a collective trauma. The arbitrariness of professional boundaries is captured through discussion of client narratives.     

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.     

Lessons Learned From the Supporting Father Involvement Study: A Cross-Cultural Preventive Intervention for Low-Income Families With Young Children

ABSTRACT

Despite the proliferation of fatherhood programs designed to promote paternal involvement and positive family outcomes, evaluations of these programs are scarce. The Supporting Father Involvement (SFI) study is a randomized clinical trial comprised of 289 low-income Spanish- and English-speaking families living in California. The evaluation design reflects a partnership stance that promotes empowerment of staff and social service agencies. This article examines lessons learned from the program's first 3 years (2002–2004) from the perspectives of both evaluators and program staff. The lessons cover a broad range of areas, including communication procedures, training, staffing, recruitment/retention, clinical needs, intervention content and process, and maintaining cultural sensitivity.     

An Evaluation of a Multifaceted Prenatal Program Serving a Diverse Inner-City Population

ABSTRACT

A multifaceted prenatal program incorporating social service and educational components as well as medical care has been operating in Cleveland, Ohio since 1966. We evaluate this program's effect on reducing infant mortality with data from linked birth, infant death and program files for 1985–87 resident birth cohorts. Adjusted for level of risk, participation in the prenatal program was associated with improved survival of newborns among African-Americans and possibly also Hispanics. However, Non-Hispanic White clients, some of whom may have been of Appalachian background, had an excessively high rate of postneonatal mortality. We discuss several hypotheses which might account for these findings.     

Staying on topic,changing the topic: language and gender in the 1995 Louisiana governor's race

This study examines the gendered use of topic shifting within an electoral community of practice of ten candidates for the governor of Louisiana (three female, seven male) during two political debates. Despite gender, the candidates shared the same communicative goals of building camaraderie with voters as well as distinguishing themselves from each other within these debates. Due to these shared goals, the debate context provided a type of baseline setting to explore whether or not previously established language and gender patterns, such as male communicative goals being generally competitive and female goals being generally collaborative, hold in a public forum. Overall, topic shifting has tended to be seen as a conversational control mechanism associated with competition and male patterns of speech. However, meta-topic shifting (i.e., shifting the topic from a particular educational plan to education in general) has been seen as a collaborative strategy associated with female speech. The findings on men's speech and topic shifting did not support previous research; however, the findings on women's speech and meta-topic shifting did support previous research.     

Developing a collaborative methodology for research with community groups

This ‘short communication’ considers four different methodological approaches for ethnographic research projects that engage community groups when the research topic is contested amongst group members. I locate my comments in the context of a proposed project on concepts of gender in the ‘mythopoetic’ men's movement, and on feminist responses to these concepts; however, many of the points raised are applicable to a range of community projects. I discuss benefits and drawbacks of the following candidate methodologies: participant-observation (in this case, with a male partner researcher who is an ‘insider’); participatory-action research; reflexive ethnographic interviewing; and a collaborative documentary that incorporates aspects of video ethnography. A key consideration throughout is the positioning of the researcher and participants. I make a case for the uniquely collaborative potential of video when quite diverse perspectives are part and parcel of a proposed research agenda.     

Perceptions of Caregiving Role by Son's Caring for a Parent with Alzheimer's Disease

Abstract

In this qualitative study, 18 sons were interviewed about the factors that led them to assume the role of primary caregiver for a parent with progressive memory loss, such as Alzheimer's disease, as well as the personal challenge that they experienced in this role. The analysis demonstrated that sons experience a range of emotional reactions, personal and professional conflict, as well as learn about new roles and responsibilities as they attempt to access the needed services for their parent. Clinical recommendations for geriatric social workers are discussed.     

Maybe We Should Just Shut Up: The Body as an Important Consideration for Group Work Practice

ABSTRACT

This article explores the role of the human body as an important consideration for group work. It discusses six concepts related to how the body can be paid attention to and utilized within the realm of practice. These concepts include the idea of the body as related to the sense of self; physical experience as metaphor; the body as a barometer of group experience; shared physical experience and group cohesion; physical experiences and behavior; and the notion of somatic intelligence and communication. Examples of each are discussed from the lens of the author's practice.