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Developing geriatric social work competencies for field education
- Authors:
- DAMRON-RODRIGUEZ JoAnn, et al
- Journal article citation:
- Journal of Gerontological Social Work, 48(1/2), 2006, pp.139-160.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The John A. Hartford Geriatric Social Work Initiative in the United States provided the impetus and direction for a national strategy to improve the quality of preparation of geriatric social workers. The Geriatric Social Work Practicum Partnership Program (PPP) is the project with the Hartford Initiative that emphasizes field education. The Geriatric Social Work Education Consortium (GSWEC), one of the PPP programs, initiated the development of competencies for work with older adults. This article describes the process of defining geriatric social work competencies to be used in the Geriatric Social Work Practicum Partnership Program (PPP) education interventions to evaluate student outcomes. The Coordinating Center for the PPP, located at the New York Academy of Medicine, led in collaboratively developing knowledge based skill competencies for geriatric social work across all 6 demonstration sites (11 universities). The competencies adopted across sites include skills in the following five major domains: values and ethics; assessment (individuals and families, aging services, programs and policies); practice and interventions (theory and knowledge in practice, individual and family, aging services, programs and practice) interdisciplinary collaboration; and evaluation and research. The identified competencies have proven effective in evaluating students (n = 190) pre and post PPP field education. The implications for further development of competency driven education for geriatric social work are discussed. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Creating consortia across the continuum of care: Geriatric social work field education
- Authors:
- FUNDERBURK Brooke A., SIMMONS June W., DAMRON-RODRIGUEZ JoAnn
- Journal article citation:
- Social Work Education (The International Journal), 25(6), September 2006, pp.543-568.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Despite the increasing demand for, and shortage of, well-prepared geriatric social workers, there is currently no replicable geriatric social work field training model. The Geriatric Social Work Education Consortium (GSWEC) was developed as the United States' first regional consortium in geriatric social work field training geared to preparing leaders in the field of aging. GSWEC unites four graduate social work programs, five aging service organizations as Centers of Excellence, and 12 associate agencies in order to integrate graduate academic and field curriculum in geriatric social work, based on the continuum of geriatric care. The methodology involves a Systematic Research Synthesis to identify features of successful educational consortia. Bailey and McNally Koney's Community-Based Consortia Development (CBCD) framework was selected to describe the features of GSWEC. The CBCD model is described and the literature is synthesized by the seven CBCD components: leadership; membership; environmental linkages; purpose; strategy; structure; and systems. The GSWEC model is presented by the CBCD framework as an innovative and replicable model for geriatric social work field education. Lessons learned highlight the importance of strong leadership, careful selection of partners, geographic equity, interpersonal relationships, phased development, and having a clear administrative structure.
Identifying competencies for geriatric social work practice
- Authors:
- NAITO-CHAN Edna, DAMRON-RODRIGUEZ JoAnn, SIMONS W June
- Journal article citation:
- Journal of Gerontological Social Work, 43(4), 2005, pp.59-77.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Despite the escalating demand for geriatric social work services to meet the comprehensive needs of a growing number of older persons and their families, no commonly accepted, gerontological knowledge-based skills-or competencies-have been identified for social workers to possess to effectively serve older clients. This inquiry examined the responses of consumers and providers of geriatric social work concerning geriatric social work competencies. Aneeds assessment was conducted with four focus groups (N = 33) comprised of older adults and caregivers (consumers), as well as employers in the field of aging and recent social work graduates currently working with older people (providers). A content analysis of field notes and transcripts from audio recordings was used to identify common domains and significant feedback. Consumers identified resource finding as the most important social worker competency. Providers most frequently cited the ability to conduct geriatric assessments and case management, and the capacity for self-awareness as important competencies. Many consumers did not understand the role of social workers. The results support the need for integrating academic and field curricula to address the lack of commonly accepted geriatric social work competencies, and the need to strengthen public education about the professional role of social work in the field of aging. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Social work education for interdisciplinary practice with older adults and their families
- Authors:
- DAMRON-RODRIGUEZ JoAnn, CORLEY Constance Salz
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.37-53.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Training for interdisciplinary practice is integral to preparation of well-qualified gerontological social workers. Social work and other disciplines must be prepared to function in teams to achieve mutually determined therapeutic patient goals and to maintain team efficiency. A conceptual framework is presented to organise the content areas for social work education in preparation for interdisciplinary practice. Curricula tools and learning exercises are given as examples and resources for teaching in each of the four major components of the framework: context, structure, process and outcomes. Recommendations for curriculum considerations are presented. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).