Search results for ‘Subject term:"older people"’ Sort:
Results 1 - 9 of 9
Teaching pedagogies enhancing social work students’ perceptions and attitudes toward older age in an undergraduate course on working with older people
- Author:
- GOEL Kalpana
- Journal article citation:
- Social Work Education (The International Journal), 38(7), 2019, pp.834-845.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Approximately threefold increases in older age population groups (+65 years) are projected in the next 15 years. Demographic changes in society will mean greater numbers of older adults in proportion to the younger generation. In the current policy on older age groups, emphasis is placed on healthy aging warranting a multidisciplinary workforce to work with older people. Despite this need and increased demand in the aged care sector, a fewer social work students are willing to undertake aged care placements or to choose it as a career option. An innovative teaching and learning pedagogy was used in designing the course curriculum titled ‘Social Work with Older People’, including the input of invited specialist guest speakers, an on-campus interactive workshop with older guests, and an assessment designed to evaluate the learning related to the workshop content. The paper reports changes in the attitudes of students studying gerontological social work after the course delivery, evaluated through an online survey with the purpose of improving the learning outcomes in the course and to gauge students’ interest, experiences, attitudes and motivation to work in the aged care sector. The paper contributes to building knowledge in addressing the needs of the changing social demographic. (Edited publisher abstract)
Teaching geriatric assessment: a hands-on educational experience
- Author:
- GLEASON-WYNN Patricia
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.195-203.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper presents an experiential exercise that was used successfully to assist graduate social work students in integrating and applying knowledge about geriatric assessment. The experience was completed as a community service project for a local housing facility whose executive director used the data to support a grant for monies for an on-site social worker. This project provided students with a hands-on experience to interact with resident-volunteers, and apply the knowledge of geriatric assessment learned in the Direct Practice in Aging course. This exercise can be replicated in other communities between programmes of social work and senior housing facilities. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Incorporating intergenerational service-learning into an introductory gerontology course
- Authors:
- DORFMAN Lorraine T., et al
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.219-29.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The service-learning approach in education, which integrates community service with academic classroom learning, is gaining prominence. The goals of this project were to incorporate intergenerational service-learning into an undergraduate introductory gerontology course and to involve students and elders in meaningful interactions in a rural community setting. Thirteen of the 50 students in the class could be accommodated at nursing home and semi-independent living sites and were paired with elders for friendly visiting and oral history. Attitude scales indicated that service-learning students showed more positive change at post-test in overall attitudes toward the elderly than did non service-learning students. Open-ended questions indicated that students valued the experience, felt it enhanced classroom learning, and gained knowledge about rural elders and communities. Follow-up interviews with elders were uniformly positive. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Service learning in elder care: ten years of growth and assessment
- Authors:
- HEGEMAN Carol R., et al
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.177-193.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article includes an overview of the history and rationale of service learning in elder care, a description of the varied service learning in elder care programmes initiated by the Foundation for Long Term Care and other entities, the empirical and qualitative impacts of service learning in elder care projects on students, elders and the host agency staff. It concludes with recommendations and resource materials for implementation, expansion and incorporation into effective collegiate pedagogy and gerontological social work practice, with an emphasis on how social work faculty can collaborate with other disciplines in service learning. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
The Hunter experience:innovations in the field practicum
- Authors:
- IVRYJoann, HADDEN Bernadette R.
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.129-143.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The goal of Hunter College's rotation model is to maximize student exposure to the continuum of care in geriatric social work services. This paper describes the process of developing a field rotation model, and presents early results on exposure to the continuum of care and the impact of rotation on students and field instructors. Preliminary results suggest that students and field instructors responded positively to field rotation. With improved skill at administering rotations in field education, field instructors and social work educators may be more responsive to its greater utilization. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Basic gerontological competence for all social workers: the need to “gerontologize” social work education
- Authors:
- ROSEN Anita L., ZLOTNIK Joan Levy, SINGER Terry
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.25-35.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Over the past decade, social work education has generally failed to mount a significant effort to better prepare its future practitioners to serve the needs of a growing aging population. The demographics of aging suggest a need and demand for social workers that specialise in services to older adults. However, there are insufficient programmes, resources or interested students for expanding specialisation opportunities. Specialisation also does not address the growing realization by the profession that there is an enormous need for basic gerontological competency for all social workers. This paper presents data gathered by SAGE-SW, the John A. Hartford Foundation funded project at the Council on Social Education, that makes the case for strategic inclusion of aging education as an important consideration for social work education and teaching across the lifespan. The paper addresses numerous challenges to infusion or integration efforts aimed at restructuring the social workcurriculum, and presents a model for infusing aging content into the basic BSW and MSW curricula in order to “gerontologise” the education of all students. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
A curriculum module enhances students' gerontological practice-related knowledge and attitudes
- Author:
- OLSON Carole J.
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.159-175.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The incorporation of greater gerontological content in social work curricula has been recognized as a pressing educational need for many years. Many social work students are not exposed to the specialized knowledge and skills needed to effectively serve older adults. A frequently reported barrier to curricular development in aging is the perception that the curriculum is too full to accommodate significant additions. This empirical study explored the potentialfor a limited curriculum module to enhance MSW and BSW student's gerontological practice-related knowledge, attitudes, and interest. Findings suggest that a brief, concentrated educational intervention is a promising avenue for increasing knowledge about assessment and intervention with older adults, and for enhancing positive attitudes toward them, especially among undergraduate students. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Strategies to increase student interest in ageing
- Author:
- KROPF Nancy P
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.57-67.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Due to changing demographics, all social workers will have experience working with older clients and their families within professional roles. Unfortunately, social work education continues to lag in preparing students to be effective in practice with aging clients. Several strategies are presented with the goal of increasing student interest in the field of aging. At the programme level, initiatives include using experiential learning, infusing aging content into required courses, and enhancing faculty capacity in aging. In addition, social work programmes can build collaborations within the university setting and practice community. Overall, the goal is to present aging as an exciting and rewarding field of practice, and ensure that all students have the knowledge and skills to be effective in practice with older clients. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Bridging the gap between classroom and practicum: graduate social work students in health care with older adults
- Author:
- LILEY Denice Goodrich
- Journal article citation:
- Journal of Gerontological Social Work, 39(1/2), 2002, pp.203-217.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In the wake of sweeping demographic change, health care services are in an ever-increasing state of flux, especially in the areas of technology, managed care, and availability to services. Social work literature indicates that it is incumbent upon social work educators to ensure that curriculum be particularly relevant to the fields of practice students will encounter. For this research report, thirteen second-year MSW students were interviewed at the beginning, mid point, and end of their field placements in a medical setting as to the appropriateness of their preparation for medical social work with an aged population. Additionally, a one-year follow-up was conducted with each student. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).