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Developing visibility for aging in social work: the First NGSWC
- Authors:
- TOMPKINS Catherine J., ROSEN Anita L.
- Journal article citation:
- Journal of Gerontological Social Work, 48(1/2), 2006, pp.1-8.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In March 2001, the Council on Social Work Education's (CSWE) Strengthening Aging and Gerontology Education for Social Work (SAGE-SW) project published an action agenda for social work and aging (CSWE/SAGE-SW, 2001). CSWE SAGE-SW, funded by the John A. Hartford Foundation from 1998 to 2004, had several charges in the first phase of funding, including the gathering of data through a thorough review of literature, focus groups, surveys and a variety of activities to garner expert input. This agenda, often referred to as the Blueprint, identified a number of serious issues regarding the lack of attention, preparation, leadership and interest in aging within the social work profession. It also provided some recommended actions to address these issues and help set the stage for the creation of the National Gerontological Social Work Conference. What were the issues at hand and why might a National Gerontological Social Work Conference (NGSWC) address some of these issues? (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
An analysis of social work textbooks for aging content: How well do social work foundation texts prepare students for our aging society?
- Authors:
- TOMPKINS Catherine J., ROSEN Anita L., LARKIN Heather
- Journal article citation:
- Journal of Social Work Education, 42(1), Winter 2006, pp.3-24.
- Publisher:
- Council on Social Work Education
In an effort to strengthen the basic aging competency of social work students, the authors assessed the general quantity and quality of aging content in a sample of foundation social work textbooks. Of nearly 10,000 pages reviewed, only about 3% (309 pages) included aging content. A foundation cultural diversity text included the most aging content (6%), with only 5% aging-related content identified in HBSE texts, 2% across practice books reviewed, 4% within policy texts, 2% in research texts, and less than 1 page in the 1 field education text. A textbook analysis framework and a review of findings are provided.