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Bridging the Gap: Gerontology and Social Work Education
Abstract
The following study was implemented to explore the potential for a four-week curriculum module in gerontological social work education to positively impact students' practice-related knowledge concerning older adults, as well as their attitudes toward elderly persons and interest in working with them. Pertinent literature was reviewed to conceptualize the building of a gerontology curriculum module that could be integrated into a pre-existing social work course. The module's design and content were reflective of its primary goal, which was to educate students about salient aspects of social work knowledge, skill, and practice with older adults utilizing experiential methods. Data analysis revealed a significant increase in students' knowledge of aging (t=12.23, df=106, p<0.01), significant decline in students' ageist attitudes (t=3.34, df=106, p<0.01), and an increased interest in working with older adults as clients (z=3.162, p<0.05). Given the pending unprecedented growth in the older adult population and the lack of gerontology education in social work programs, this study attempts to bridge this gap.
... The domains of the focus in these studies were diverse. Fourteen studies (34.1%) focused on anti-discrimination, anti-racism, inequity, diversity, and/or oppression; six studies (14.6%) focused on social justice action, cross-cultural understanding, and cultural competence (Colvin-Burque et al., 2007;Dudziak & Profitt, 2012;Lopez-Humphreys, 2011;Nadan et al., 2015;Schreiber & Minarik, 2018;Yeom et al., 2014); another six studies (14.6%) focused on poverty, economic injustice, and neoliberalism (Anderson & Harris, 2005;Frank & Rice, 2017;Kubiak & Milanovic, 2017;Morley & Macfarlane, 2014, Sanchez et al., 2019Vandsburger et al., 2010); four (9.8%) focused on human rights especially global power relations (Altinova et al., 2019;Bell & Anscombe, 2013;Ericson, 2011;Ranz, 2019); five (12.2%) focused on stigma against ageism and older population (Fulton et al., 2015;Ghazanfareeon Karlsson, 2020, Masciadrelli, 2014Schuldberg, 2005;Snyder, 2008), three (7.3%) against mental health struggles (Cabiati & Raineri, 2016;Rubio-Valera et al., 2018;Ward et al., 2016), two (4.9%) against homophobia and sexual minorities (Serpen et al., 2018;Swan, 2002), and one (2.4%) ...
... Dudziak and Profitt (2012) used two social movements in Canada-the labor movement and the women's movement-as the cases of inquiry for students to learn strategies and actions to effect social change. Also, other studies used various types of cases as teaching resources to engage students' learning such as, the real life-based, scripted cases in a web-based childwelfare practice course (Bellefeuille, 2006); poverty vignettes from a textbook in the first year BSW course called Perspectives on Poverty in America (Frank & Rice, 2017); or course-scripted vignettes as cases for students to critically reflect their own biases of ageism and the older adults' needs (Snyder et al., 2008), and cases on multiple intersectionality such as race, ethnicity, gender, sexuality, and health status (Ghazanfareeon Karlsson, 2020). ...
... 314). To measure knowledge of aging and attitudes toward older adults, Snyder et al. (2008) used the Facts on Aging Quiz 1 (FAQ1; Palmore, 1998), the Fraboni Scale of Ageism (FSA; Fraboni et al., 1990) along with a self-developed single question on a scale of 1 to 3 to measure students' interest in working with older adults. Masciadrelli (2014) also used two instruments such as the General Attitudes Toward the Elderly scale and the Attitudes Toward Working with Older People scale (Dorfman et al., 2002) as well as the selfdeveloped single-item 5-point Likert scale asking students' self-perceived understanding of aging related concepts and theories in social work practice. ...
... The Council on Social Work Education initiative has supported social work programs through curriculum and leadership development through the GeroRich, BEL, and other programs. Many GeroRich projects have followed the infusion method by incorporating aging content into the core foundation courses, lectures, experiential methods, and other means (Cummings, McClure Cassie, Galambos, & Wilson, 2006;Green, Dezendorf, Lyman, & Lyman, 2005;Hash et al., 2007;Holody & Kolb, 2011;Snyder, Wesley, Bi Lin, & May, 2008). The advantage of the infusion approach is providing learning opportunities to all students and avoiding the suggestion of a concentration approach or elective that will only benefit a limited number of students (Cummings et al., 2006). ...
... This should not assume that the infusion approach is the ideal model as studies highlight potential barriers with implementation, inadequate coverage of the critical material, and challenges with sustainability of the infused content (Green et al., 2005;Haynes, 1999;Holody & Kolb, 2011). Despite possible limitations, the literature demonstrates that infusing gerontological content into the curriculum yields positive gains in student knowledge, interest, and skills for knowledge and specialization (Cummings et al., 2006;Dorfman, Ingram, Murty, & Li, 2008;Green et al., 2005;Holody & Kolb, 2011;Snyder et al., 2008;Tam, 2014). ...
... The results of this BEL project substantiate much of what the literature shows in regard to the other GeroRich initiatives. Generally, exposing students to knowledge of the aging population and providing opportunities for interaction with older adults can enhance attitudes toward older adults and improve gerontological knowledge (Cummings et al., 2006;Dorfman et al., 2008;Green et al., 2005;Holody & Kolb, 2011;Singleton, 2009;Snyder et al., 2008). The value of this article is twofold: first, a demonstration of the established pedagogical theory related to experiential learning and, second, a practical, sustainable example sharing how we infused a brimming BSW program with aging curriculum and qualitatively showed an increased interest on the part of students in working with older adults. ...
Regardless of their particular field of practice, social workers increasingly serve the growing population of older adults in the United States. This article describes the process of integrating an experiential component into a Baccalaureate Social Work (BSW) course involving 75 BSW students. Reflections on the strengths and challenges during 3 years of the course and a successful sustainability strategy are discussed. Three methods of curriculum infusion were added to a required course: (a) guest speakers, (b) required volunteer hours, and (c) written reflections and class presentations. We discovered that students’ attitudes toward working with older adults were changed following their experience in this course. Cognizant of the difficulty introducing additional hours and content to a full course agenda, we advocate for curriculum change that includes an experiential component together with classroom discussion and activities. We provide details of our process of implementation and sustainability that might help guide similar course adaptations to increase BSW student exposure to working with older adults.
... The last few decades have witnessed an increase in the number of published material on the issue of gerontology as a field of study drawing on many disciplines, versus gerontology as a distinct academic discipline or profession (Bass & Ferraro, 2000;Holody & Kolb, 2011;Young, Lee & Kovacs, 2016;Kalache, Barreto, & Keller, 2005;Nelson-Becker, 2011;Snyder, Wesley, Bi Lin, & May, 2008). As is frequently true of emerging fields of scholarship, though, what is missing is a bridge between three elements: theoretical developments, the proliferation of educational programs, and the institutionalized shaping of a discipline. ...
... Demographic realities in the USA and throughout the world have alerted social workers and social work educators to the urgent need for more social workers with training and expertise in providing services to older adults and their families (Hooyman, 2006). Literature demonstrates that infusing gerontological content into the curriculum will also yield positive gains in student knowledge, interest, and skills for knowledge and specialization in the field of gerontology (Cummings, McClure Cassie, Galambos, & Wilson, 2006;Dorfman, Ingram, Murty, & Li, 2008;Green, Dezendorf, Lyman, & Lyman, 2005;Holody & Kolb, 2011;Young, Lee, & Kovacs, 2016;Snyder et al., 2008;Tam, 2014). Studies carried out by Holody and Kolb (2011) describe new approaches to infusing and the sustaining gerontological content in an undergraduate social work curriculum. ...
The rapid increase in the global elderly population has been widely documented in both demographic and popular literature in recent decades. Population estimates produced by the national statistical service of South Africa in 2017 show that the proportion of elderly (60 years and older) in South Africa is growing fast, reaching 8.1% of the total population in 2017. The country is set to experience a doubling of the population over the age of 65 by the year 2020. Similar to their counterparts in the developed world, tertiary institutions throughout Africa too are faced with the challenge of training professionals capable of understanding and responding to the socioeconomic consequences, social priorities, and complex needs of an increasing aging population. The right set of policies can equip individuals, families, and societies to address the challenges of an aging population. After conducting an extensive literature review, we recommend that policy-makers in South Africa should look into ways that will enable them to meet the many challenges of an aging population in the coming decades. One way to address this issue would be to include gerontology content into the curricula of programs in the humanities and social sciences.
... La majorité des auteurs traitant de la problématique à l'étude s'accordent, ensuite, sur l'influence négative de l'âgisme sur le parcours scolaire et professionnel des étudiant.e.s (Adam, 2016 ;Archambault, 2006 ;Bergman et al., 2014 ;Chippendale & Boltz, 2015 ;Chonody, 2015 ;Dobbin, 2012 ;Dumbrell et al., 2007 ;Gaymard, 2006 ;Gutheil, Heyman, & Chernesky, 2009 ;Haight, Christ, & Dias, 2008 ;Masse & Meire, 2012 ;Méthot, 2006 ;Moreau, Laki, & Kilik, 2009 ;Snyder, Wesley, Lin, & Lay, 2008). Ainsi, depuis plusieurs années, l'âgisme représente la forme de discrimination la plus prégnante au sein de nos sociétés hypermodernes, et ce, malgré la probabilité accrue, pour tout un chacun, d'appartenir un jour à la catégorie décriée (Champvert, 2014). ...
... Ces constats peuvent s'étendre aux recherches en vigueur et aux échelles validées qui tendent à se limiter à une vision outrageusement négative du vieillir et des stéréotypes associés (Geurts & Haelewyck, 2017). En d'autres termes, il apparaît que ce qui est en jeu dépasse le champ de la vieillesse, construction sociale, et de l'âge qui lui est associé, mais 25 Cependant, si notre état de l'art laissait présager que la faible orientation vers des professions gérontologiques pouvait se justifier par un âgisme négatif prégnant (Adam, 2016 ;Archambault, 2006 ;Bergman et al., 2014 ;Chippendale & Boltz, 2015 ;Dumbrell et al., 2007 ;Gaymard, 2006 ;Gutheil et al., 2009 ;Haight et al., 2008 ;Masse & Meire, 2012 ;Méthot, 2006 ;Moreau et al., 2009 ;Snyder et al., 2008), les données déclaratives collectées tendraient, quant à elles, à mettre en doute l'hypothèse préalablement avancée. En effet, les résultats inhérents à la FSA-R (Boudjemadi & Gana, 2009) identifient 80.3 % d'étudiant.e.s affirmant une faible propension à l'âgisme négatif et 19.7 % ayant un recours modéré à cette forme de discrimination. ...
Higher education students are reluctant to specialise in the field of gerontology, despite current challenges. A survey onthe representations of old age questioned 228 participants from the Faculty of Psychology and Educational Science of UMONS. An analysis of the quantitative results revealed that the students have a nuanced view of older people.. Indeed, our sample does not strongly demonstrate recourse to stereotypes linked to age. In this respect, participation in trainingand continuing higher education are identified as a negative influence on discrimination. Therefore, opportunities for training are discussed in order to adapt programmes to the needs of students and society. © 2017 Institut National d'Etude du Travail et d'Orientation Professionnelle. All rights reserved.
... Significantly, the literature on education of social work students for work with older adults underscores the value of experiential learning with this population (Downey, & Miles, 2005;Hooyman, 2009;Tompkins, 2011;Snyder, Wesley, Lin, & May, 2008). It indicates that spending time in direct contact with older adults can be influential in several areas, which include increasing interest in joining fields of gerontology, deepening gerontological knowledge, and reducing age-based bias among students (Downey & Miles, 2005;Hooyman, 2009;Tompkins, 2011;Snyder et al., 2008). ...
... Significantly, the literature on education of social work students for work with older adults underscores the value of experiential learning with this population (Downey, & Miles, 2005;Hooyman, 2009;Tompkins, 2011;Snyder, Wesley, Lin, & May, 2008). It indicates that spending time in direct contact with older adults can be influential in several areas, which include increasing interest in joining fields of gerontology, deepening gerontological knowledge, and reducing age-based bias among students (Downey & Miles, 2005;Hooyman, 2009;Tompkins, 2011;Snyder et al., 2008). ...
Beyond reviewing ways to make research experiences available to undergraduate social work students, this article provides a step-by-step guide to implementing a one-semester qualitative research project adopting a photovoice design. Research in the classroom is a high-impact pedagogy with outcomes that support student success in the classroom and beyond. When applied to the social work curriculum, research experiences stand to improve client outcomes as well by improving workforce preparedness. Beyond providing a guide to implementation, this article reports on an evaluation of a project that advocates providing a wide range of research experiences to social work students to promote workforce preparedness through practice and research skill building and to improve client outcomes as a result.
... This is proven by the fact that it is persistently hard to attract students to the program. Social work with the elderly is simply not attractive, as the experiences from different countries demonstrate (Sharlach et al., 2000;Snyder et al., 2008;Weiss, 2005). Thus, these problems relate to pessimism about ageing societies, oddly enough, prevalent in social work (Sharlach et al., 2000;Snyder et al., 2008;Weiss, 2005). ...
... Social work with the elderly is simply not attractive, as the experiences from different countries demonstrate (Sharlach et al., 2000;Snyder et al., 2008;Weiss, 2005). Thus, these problems relate to pessimism about ageing societies, oddly enough, prevalent in social work (Sharlach et al., 2000;Snyder et al., 2008;Weiss, 2005). In order to deconstruct stereotypes and misconceptions in social work, some American researchers have used focus groups consisting of older adults and social work students. ...
The impacts of global longevity are commonly regarded as a threat to future social policy systems and structure of future welfare organizations. Focusing future needs of older adults, social gerontologists have long since recognized the importance of different types of socially interventional aspects. The methods used in this article are based on a survey of scientific literature on some central topics related to social gerontology. The main object is to discuss how these may be imbedded in rethinking future Swedish eldercare. Challenges and needs of longevity in Sweden have been met with the efforts of reshaping eldercare through new aspects of training and education. The article draws attention to the educational program of elderpedagogy at the University of Malmö. The main goal of elderpedagogy is to comprehend the assets of social capital and social experiences of old adults, in order to reduce social isolation. The scientific soil of elderpedagogy is made of influences from traditional social gerontology as well as social pedagogy. Despite its ambitions and well proven innovative potentials, elderpedagogy faces difficulties in recruiting students. The obstacles are well known in an international context where similar educational programs within social work focusing the social dilemmas of older adults share the fate of having to cope with ageist discursive attitudes towards later life.
... The last few decades have witnessed an increase in the number of published material on the issue of gerontology as a field of study drawing on many disciplines, versus gerontology as a distinct academic discipline or profession (Bass & Ferraro, 2000;Holody & Kolb, 2011;Young, Lee & Kovacs, 2016;Kalache, Barreto, & Keller, 2005;Nelson-Becker, 2011;Snyder, Wesley, Bi Lin, & May, 2008). As is frequently true of emerging fields of scholarship, though, what is missing is a bridge between three elements: theoretical developments, the proliferation of educational programs, and the institutionalized shaping of a discipline. ...
... Demographic realities in the USA and throughout the world have alerted social workers and social work educators to the urgent need for more social workers with training and expertise in providing services to older adults and their families (Hooyman, 2006). Literature demonstrates that infusing gerontological content into the curriculum will also yield positive gains in student knowledge, interest, and skills for knowledge and specialization in the field of gerontology (Cummings, McClure Cassie, Galambos, & Wilson, 2006;Dorfman, Ingram, Murty, & Li, 2008;Green, Dezendorf, Lyman, & Lyman, 2005;Holody & Kolb, 2011;Young, Lee, & Kovacs, 2016;Snyder et al., 2008;Tam, 2014). Studies carried out by Holody and Kolb (2011) describe new approaches to infusing and the sustaining gerontological content in an undergraduate social work curriculum. ...
Abstract
Community reactions towards people with HIV/AIDS and their parents who are the primary caregivers is the main thrust of this study. The study was conducted in Mezam, Menchum, and Donga/Mantung Divisions in the North West Region of Cameroon. Qualitative information was obtained from focus group discussion with parents of adults who had either died of AIDS or were currently HIV positive and receiving ART. Three FGDs and three IDIs sessions were conducted with parents who are 60 years and above. Findings show that community support for elderly parents of people living with HIV/AIDS exist generally though there are a few cases of discrimination and stigma. It is recommended that campaign should be intensified on transmission modes and ART usage as this will go a long way towards reducing discrimination and stigma in the community.
... Greater exposure to accurate information about aging facilitates positive attitudes and an increased desire for gerontological work (Snyder, Wesley, Lin, & May, 2008). Yet gerontological curriculum has been neglected in universities, often due to insufficient funding, competing interests due to time constraints, and lack of faculty with qualifications and experience in working with older adults (Rosen, Zlotnik, & Singer, 2003). ...
... Despite the fact that some of these impressions are a realistic reflection of aged-care work (e.g., higher rates of mortality among clients), the improvements that have been made within the field (i.e., better facilities and more qualified staff), do not appear to have filtered down to students and practitioners. This may suggest that increasing knowledge about the positive changes to the working environment of aged work at the student level may help increase positive attitudes toward working with older adults, which is supported by the literature (e.g., Snyder et al., 2008). However, it is unclear if faculty are aware of changes in the field given that they identified lack of expertise as a barrier to the infusion of gerontological content into the curriculum. ...
Recently there has been an increase in the population of older adults; however, this increase has not been reflected in the helping professions. The aim of the present study was to qualitatively investigate barriers to working with older adults within the human service professions. An online survey was sent to students, academic faculty, and practitioners from the disciplines of social work and psychology throughout Australia, addressing issues related to work with older adults. Thematic analysis was used to extract themes and subthemes from the responses (N= 252). The most important finding was that a barrier to working with older adults appears to be a consequence of a perpetuating cycle among students, academic faculty, and professionals collectively. Faculty members did not feel knowledgeable in the area of gerontology, and were therefore not able to educate students in this area appropriately, leading to students to enter the workforce as either faculty members and/or practitioners without expertise to work with older adults. This study highlighted the importance of including more comprehensive gerontological information within social sciences' curriculum, which may promote more realistic images of older adults and help alleviate barriers to working with this population.
... The last few decades have witnessed an increase in the number of published material on the issue of gerontology as a field of study drawing on many disciplines, versus gerontology as a distinct academic discipline or profession (Bass & Ferraro, 2000;Holody & Kolb, 2011;Young, Lee & Kovacs, 2016;Kalache, Barreto, & Keller, 2005;Nelson-Becker, 2011;Snyder, Wesley, Bi Lin, & May, 2008). As is frequently true of emerging fields of scholarship, though, what is missing is a bridge between three elements: theoretical developments, the proliferation of educational programs, and the institutionalized shaping of a discipline. ...
... Demographic realities in the USA and throughout the world have alerted social workers and social work educators to the urgent need for more social workers with training and expertise in providing services to older adults and their families (Hooyman, 2006). Literature demonstrates that infusing gerontological content into the curriculum will also yield positive gains in student knowledge, interest, and skills for knowledge and specialization in the field of gerontology (Cummings, McClure Cassie, Galambos, & Wilson, 2006;Dorfman, Ingram, Murty, & Li, 2008;Green, Dezendorf, Lyman, & Lyman, 2005;Holody & Kolb, 2011;Young, Lee, & Kovacs, 2016;Snyder et al., 2008;Tam, 2014). Studies carried out by Holody and Kolb (2011) describe new approaches to infusing and the sustaining gerontological content in an undergraduate social work curriculum. ...
... Både Scharlach et al. (2000) samt Rosen, Zlotnik och Singer (2002) har exempelvis pekat på stora brister bland socialarbetare i USA när det gäller kompetens i äldrefrågor. Inte sällan härleds kunskapsluckorna till negativa attityder hos både socialarbetare och studenter, men även irrelevanta eller bristfälliga kurser inom utbildningen (Scharlach et al. 2002;Snyder et al. 2008;Weiss 2005). Andra har i sin forskning pekat på att genomgången utbildning med gerontologiskt innehåll nästan inte har någon påverkan på studenters inställning (Geyer & Louw 2020). ...
... Både Scharlach et al. (2000) samt Rosen, Zlotnik och Singer (2002) har exempelvis pekat på stora brister bland socialarbetare i USA när det gäller kompetens i äldrefrågor. Inte sällan härleds kunskapsluckorna till negativa attityder hos både socialarbetare och studenter, men även irrelevanta eller bristfälliga kurser inom utbildningen (Scharlach et al. 2002;Snyder et al. 2008;Weiss 2005). Andra har i sin forskning pekat på att genomgången utbildning med gerontologiskt innehåll nästan inte har någon påverkan på studenters inställning (Geyer & Louw 2020). ...
... Både Scharlach et al. (2000) samt Rosen, Zlotnik och Singer (2002) har exempelvis pekat på stora brister bland socialarbetare i USA när det gäller kompetens i äldrefrågor. Inte sällan härleds kunskapsluckorna till negativa attityder hos både socialarbetare och studenter, men även irrelevanta eller bristfälliga kurser inom utbildningen (Scharlach et al. 2002;Snyder et al. 2008;Weiss 2005). Andra har i sin forskning pekat på att genomgången utbildning med gerontologiskt innehåll nästan inte har någon påverkan på studenters inställning (Geyer & Louw 2020). ...
... Både Scharlach et al. (2000) samt Rosen, Zlotnik och Singer (2002) har exempelvis pekat på stora brister bland socialarbetare i USA när det gäller kompetens i äldrefrågor. Inte sällan härleds kunskapsluckorna till negativa attityder hos både socialarbetare och studenter, men även irrelevanta eller bristfälliga kurser inom utbildningen (Scharlach et al. 2002;Snyder et al. 2008;Weiss 2005). Andra har i sin forskning pekat på att genomgången utbildning med gerontologiskt innehåll nästan inte har någon påverkan på studenters inställning (Geyer & Louw 2020). ...
... Både Scharlach et al. (2000) samt Rosen, Zlotnik och Singer (2002) har exempelvis pekat på stora brister bland socialarbetare i USA när det gäller kompetens i äldrefrågor. Inte sällan härleds kunskapsluckorna till negativa attityder hos både socialarbetare och studenter, men även irrelevanta eller bristfälliga kurser inom utbildningen (Scharlach et al. 2002;Snyder et al. 2008;Weiss 2005). Andra har i sin forskning pekat på att genomgången utbildning med gerontologiskt innehåll nästan inte har någon påverkan på studenters inställning (Geyer & Louw 2020). ...
... De este modo, la participación en esta parte del Programa ha supuesto una oportunidad para realizar una nueva recategorización del envejecimiento en los estudiantes. Resultados similares encontraronSnyder et al. (2008)en un grupo de estudiantes de Efectos del Programa ACOMPAÑA-TÉ sobre los estereotipos hacia la vejez en universitarios Revista de Psicología de la Salud (New Age)Vol 8, nº1, 2020 27 educación social gerontológica que, tras la aplicación de un módulo gerontológico de cuatro semanas, observaron cómo disminuyeron las actitudes negativas hacia la vejez, a la vez que aumentó el conocimiento sobre la vejez y el interés que los estudiantes tenían sobre el colectivo de personas mayores. Por otro lado, Blanco yPinazo-Hernandis (2016) comprobaron cómo disminuyeron los estereotipos negativos hacia la vejez de los estudiantes expuestos a una intervención indirecta a través del visionado de vídeos.Asimismo, Lytle (2016) observó cómo aumentaba el estereotipo positivo y se reducía el estereotipo negativo sobre la vejez en los participantes de todas las condiciones experimentales (educativa, intergeneracional y combinada) que probó en su estudio en comparación con un grupo control. ...
... Desde la primera aproximación nos encontramos con estudios que defienden que, a través de la formación específica sobre aspectos gerontológicos, se puede desarrollar una reconceptualización del proceso de envejecimiento en el que este proceso vital se normalice (Gutiérrez y Mayordomo, 2019;Ribera, Bustillos, Guerra, Huici y Fernández-Ballesteros, 2016;Sarabia y Castanedo, 2015;Borrella, 2013). Al proporcionar formación específica, aumenta el conocimiento sobre la vejez y se atiende menos a los mitos socialmente extendidos, disminuyendo así los estereotipos y actitudes negativas hacia este colectivo (Lytle, 2016;Carbajo-Velez, 2009;Snyder, Wesley, Lin y May, 2008). De este modo, si las intervenciones se llevasen a cabo a edades tempranas, los menores verían a las personas mayores como individuos activos dentro de la sociedad, pero con actividades diferentes, como en cualquier otro momento del ciclo vital (Gutiérrez y Mayordomo, 2019). ...
Desde el Modelo PEACE se sugiere que realizar intervenciones combinadas (educación sobre el envejecimiento y contacto intergeneracional) es la mejor estrategia para combatir el edadismo. Este estudio pretende observar el impacto del aprendizaje experiencial al comprobar empíricamente si el contacto intergeneracional tiene efectos sobre los estereotipos negativos hacia la vejez de un grupo de estudiantes que había recibido previamente formación teórica sobre el envejecimiento en un programa de voluntariado universitario. Se realizó un diseño pre-post sin grupo control con 18 participantes del programa. Los estereotipos negativos hacia la vejez se evaluaron mediante la escala CENVE, comparando los datos de los participantes en dos momentos temporales (tras recibir la formación teórica y tras realizar la práctica de contacto intergeneracional). Se observó una reducción estadísticamente significativa de los estereotipos relacionados con aspectos motivacionales y sociales del envejecimiento tras realizar la práctica de contacto intergeneracional, aspecto en el que no mostraron cambios tras haber recibido la formación teórica del Programa, respecto al pre-test. Este hallazgo evidencia el potencial de los programas combinados para eliminar estereotipos edadistas en contextos educativos.
... For example, studies have shown a significant relation between agingbased knowledge and a future career in the field (Bergman et al., 2014;Cummings et al., 2005). Formal coursework is associated with reducing ageist beliefs and increasing students' desire to work with older adults (Snyder, Wesley, Lin, & May, 2008), with field experience and contact with older adults also associated with increased interest in working with older adults in the future (Cummings et al. 2005;Eshbaugh, Gross, & Satrom, 2010). ...
... Spending time with older adults can increase interest in joining fields of gerontology and deepen gerontological knowledge, both of which can influence the quality of life for older clients. Furthermore, it can reduce dread about one's own aging among younger persons, reducing anxiety about the future and ageism (Downey and Miles 2005;Hooyman 2009;Tompkins 2011;Snyder et al. 2008). ...
... Detta visar sig inte minst i det faktum att det har varit svårt att rekrytera studenter till programmet i önskvärd utsträckning. Detta bekräftar i sin tur det faktum att socialt arbete med äldre inte är särskilt attraktivt vilket internationella rön visar (Sharlach et al 2000, Snyder et al 2008, Weiss 2005 1 , at der skabes initiativer til at støtte et godt liv for borgeren, at der udvises en saerlig omsorgskompetence og bevidsthed om kommunikation med borgeren, og at der tages stilling til den magt, der er til stede i institutionelle positioneringer af personer. Som demenskonsulent, der arbejder med personalegrupper og oplever man gang efter gang, at når personalet benytter en socialpaedagogisk tilgang, så kan det lykkes at kommunikere og samarbejde med personer med demens. ...
This Antology is a part of the the Caresam project focusing the elderly sector in Sweden and Denmark, financed by the EU-Interreg I VA. The purpose of this project is to establish a regional (the Øresund region) network within the elderly care sector, CareSam. Within this network, interest-groups will be represented in order to initiate in-service training, identifify co-operation possibilities and transferation of knowledge on both sides of the Øresund region. The project will contribute in a substantial and transparent way in order to develop the quality assessment within the (public) elderly-care sector in our region. This project is going to contribute in a substantial and transparent way in order to develop the quality assessment within the (public) elderly-care sector in our region. Even though there are many similarities in the two Scandinavian countries - Sweden and Denmark, there is a significant potential in know-how transferation within the Elderly sector, in which Sweden and Denmark has different traditions in sense of client-influence, education system and service and attitudes.
Caresam is a cooperation between Malmö University, Sweden (www.mah.se) and Roskilde University (www.ruc.dk), Denmark together with the Scania´s Association of Local Authorities, Sweden (www.kfsk.se) and Metropol College, Denmark (www.phmetropol.dk). The project content of theoretical input, inspiration and process work. Project goals are to strenghten the integration of on a daily-basis in the Elderly sector in the Öresund region, establish a network, knowledge acquisition focusing a) Cultural knowledge and reflections on the future of the elderly-care in the Oresund region b) Education in the elderly sector and c) Dementia among elderly and its impact on staff-people.
In this antology, articles are published by author´s representing researcher´s, educator´s, practioner´s and students. This gives the antology it´s special chararacter in it´s content. A variety of themes can be seen in the antology; issues related to the future of the elderly sector in sense of demographic changes and challenges which will have an impact on new demands of innovative thinking in education of professions, new attitudes towards elderly in the society in which their underdeveloped potential is focused, the interplay between learning and elderly which is highly on the EU-agenda. Further on, dementia is discussed from the point of meaning of space, the question; how come that a chaotic way of life cannot be a good life? is raised. Client influence, professional meetings and the organization of the elderly care in a regional context together with comparative aspects of education in Sweden and Denmark is also discussed in the antology. Different professional ways of behavior is another part. Activity-based training as a method in elderly pedagogy is shown. The future challenge of living conditions among elderly together is another part in the antology.
Experiences, reflections, empirical studies together with an active participation in the Caresam-project gives the antology it´s special character. A main result which can be seen from the various contributions is that we need to be aware of national differences in sense of organization and structure. In spite of this, we can also identify core-value based similarities and not the least, we do see concrete examples on how elderly care and elderly policy as dynamic processes in which the elderly themselves and the staff comes in the frontier. This is clearly shown in the antology.
... Examples of these interventions include regular courses on ageing, clinical practice that leads to contact by students with older people, a combination of theory and clinical intervention, and special teaching techniques. The study used a quasi-experiment design in two different universities for nursing students on a baccalaureate programme [5,6]. Many studies have examined various types of education programme to influence attitudes and knowledge, such as those that use multimedia to motivate students to select careers in care for the ageing with stressed in the importance of good mentor support during placements to help students achieve learning that goes beyond their learning objectives [7][8][9][10][11][12]. ...
Objective: To explores nursing faculty members' attitudes towards older people, their thoughts about gerontologic nursing education. Method: Five focus groups and a survey were used with nursing faculty members (132) at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25) and teachers' attitudes were higher than those of their nursing students (M=3.18, SD0.29). Results: This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. Conclusion: This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.
... Examples of these interventions include regular courses on ageing, clinical practice that leads to contact by students with older people, a combination of theory and clinical intervention, and special teaching techniques. The study used a quasi-experiment design in two different universities for nursing students on a baccalaureate program (5)(6) . ...
Objective:
To explores nursing faculty members' attitudes towards older people, their thoughts about gerontological nursing education.
Method:
Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers' attitudes were higher than those of their nursing students (M=3.18, SD0.29).
Results:
This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people.
Conclusion:
This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.
... Practice-focused learning within the classroom can also draw on US evidence which demonstrates positive learning outcomes when ageing content is infused throughout the curriculum (Hooyman, 2006;Snyder et al., 2008). Gutheil et al. (2009) argue for specialist teaching on ageing alongside exposure to ageing content for all students. ...
This article explores the readiness of gerontological social work in the UK for meeting the challenges of an ageing society
by investigating the focus on work with older people in social work education and the scope of gerontological social work
research. The discussion draws on findings from two exploratory studies: a survey of qualifying master's programmes in England
and a survey of the content relating to older people over a six-year period in four leading UK social work journals. The evidence
from master's programmes suggests widespread neglect of ageing in teaching content and practice learning. Social work journals
present a more nuanced picture. Older people emerge within coverage of generic policy issues for adults, such as personalisation
and safeguarding, and there is good evidence of the complexity of need in late life. However, there is little attention to
effective social work interventions, with an increasingly diverse older population, or to the quality of gerontological social
work education. The case is made for infusing content on older people throughout the social work curriculum, for extending
practice learning opportunities in social work with older people and for increasing the volume and reporting of gerontological
social work research.
Introducción: Estudios recientes recomiendan implantar programas educativos que promuevan estereotipos más realistas sobre la vejez y disminuir así las actitudes y comportamientos edadistas.El Programa Acompaña-Té es un curso de voluntariado universitario dividido en un módulo teórico y otro práctico diseñados para eliminar este prejuicio y sensibilizar sobre los problemas a los que las personas mayores tienen que enfrentarse cuando están solas. El objetivo del presente estudio es evaluar si la formación teórica del Programa Acompaña-Té es efectiva para reducir los estereotipos negativos sobre la vejez en un grupo de estudiantes universitarios.Método: Se realizó un diseño pre-post con grupo control, en el que se evaluaron los estereotipos negativos hacia la vejez en el GE (n=20), antes y después del curso de 25 horas, y en el GC (n=20) a través del Cuestionario de Estereotipos Negativos hacia la Vejez (CENVE).Resultados: Los resultados observados indican que en el GE se redujeron significativamente los estereotipos negativos tras la formación, sobre todo en las dimensiones Salud y Carácter-personalidad, estimándose que el 40% de los cambios observados se deben a la formación recibida; mientras que en el GC no se observaron cambios estadísticamente significativos.Conclusiones: La formación específica en temas relacionados con el envejecimiento ha demostrado ser efectiva para reducir los estereotipos negativos hacia las personas mayores en estudiantes universitarios, por lo que programas formativos como Acompaña-Té pueden ser intervenciones recomendables para reducir el edadismo y crear sociedades más inclusivas. Palabras clave: Edadismo, estudiantes, formación, voluntariado universitario.
Les questions traversant notre étude exploratoire émergent d'un constat pédagogique selon lequel les étudiants inscrits en faculté de Psychologie et des Sciences de l'Education de l’UMONS s'intéressent peu aux options traitant de l’avancée en âge, malgré la croissance des opportunités offertes. Plusieurs théories justifient cette tendance et sont fréquemment associées au principe discriminatoire d'âgisme (Butler, 1969) largement répandu dans nos sociétés hypermodernes (Adam, Joubert & Missotten, 2013).En référence à la modélisation d’Abric (1976, 1994, 2005), un questionnaire centré sur les représentations des étudiants à l’égard de la vieillesse a été diffusé auprès d’un échantillon occasionnel de 228 sujets de la faculté. Les données qualitatives collectées ont fait l’objet d’une triangulation méthodologique réalisée à l’aide des logiciels Nvivo 11 (ACT) et IRaMuTeQ (ADS, CHD, AFC et analyse prototypique).L’analyse des résultats démontre une vision nuancée de la personne âgée véhiculée par les étudiants. En effet, le noyau central de la représentation fait référence à un aîné retraité, sage et expérimenté. Toutefois, les zones périphériques de la représentation témoigneraient d’une vision plus négative du vieillir, caractérisée par des pertes aux conséquences socio-économiques handicapantes, soit des inquiétudes largement répandues dans nos sociétés. En conclusion, la faible orientation vers des professions gérontologiques ne semble pas liée aux représentations exclusivement négatives de l’avancée en âge, mais se réfèrerait également au manque de compétences, de légitimité perçue par ces jeunes en quête de repères et de valorisation. Les hypothèses énoncées seront finalement associées à des perspectives pratiques, pédagogiques et empiriques pour promouvoir l’inclusion socio-professionnelle.
Introduction: This study aimed to examine the validity and reliability of the Geriatric Social Work Competency Scale (GSWCS) in a group of social work bachelor students. Materials and Method: To examine the validity and reliability of the scale, a Turkish version of the form was administered to 196 senior students from social work bachelor programs at Adnan Menderes, Ankara, Hacettepe, and Selcuk Universities. Of the randomly selected sample, 108 students (55.1%) were women and 88 (44.9%) were men, and their mean age was 23.24 years (standard deviation 1.66; range: 21-31 years). Results: Cronbach's alpha showed an internal consistency of 0.885 for the values subscale, 0.889 for the assessment subscale, 0.900 for the intervention subscale, 0.929 for the service subscale, and 0.966 overall. Principal component analysis was applied to examine the validity of the scale, and uncovered "values," "assessment," "intervention," and "service" as the four dimensions, explaining 45.067%, 56.352%, 53.252%, and 61.238% of the total variability, respectively. The total variability explained by all four dimensions was 59.27%. Conclusion: The current study with a group of social work bachelor students showed that GSWCS was a valid and reliable scale for the Turkish population.
Narrative approaches are increasingly used with older adults by different health professionals in a variety of care settings to provide unique and powerful insights into the patient's lifeworld and the meaning of their illness. Understanding these approaches requires insight into the narratives of both the patient and the provider. Different health professions have differing attitudes toward aging and are socialized into distinct ways of framing the problems of older adults. In a patient assessment, they may co-construct different stories that create the basis for interprofessional collaboration, posing challenges for communication among members of the team. This paper develops a conceptual framework for characterizing the use of narrative as the development of sets of "voices" reflecting a dynamic interaction between the provider and the patient, including the use of master narratives, stories and counterstories, and plots and subplots. The literature on the use of narrative with older adults in the professions of medicine, nursing, and social work is reviewed comparatively to develop a typology of these professional differences and the basis for them. Implications and recommendations for the development of new models of patient-centered care and interprofessional practice with older adults are developed.
Copyright © 2015 Elsevier Inc. All rights reserved.
In Israel, the government partially supports personal home care services (grooming, feeding, assistance with transfers) as a means to maintain frail individuals in their home environment for as long as possible. Social workers capture a prominent position in these arrangements as initiators and supervisors of personal home care services. This study evaluates the view of social workers concerning the home care industry in Israel. We conducted focus groups with 37 social workers and identified three main themes: a) challenges faced by social workers in home care agencies; b) advantages associated with working as a social workers in a home care agencies; and c) resources available to assist social workers in their work. The stigma associated with home care appears to be pervasive and to include stigmatizing attitudes and behaviors towards older adults, their home care workers, and the social workers responsible for this caregiving arrangement. This stigma could potentially be reduced by actively bringing aging and home care into academia and by greater regulation of the home care industry by the government.
During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option.
This study evaluated shortand long‐term effects of courses in gerontology and geriatrics on changes in knowledge, attitudes, and work preferences among medical, nursing, and social work students in Israel. The results showed that nursing and social work students increased their knowledge measured by Palmore's Facts on Aging Quiz. No significant changes were found in the level of knowledge of medical students and in the attitudes and work preferences of any of the studied groups. No correlation was found among knowledge, attitudes, and work preferences within each of the three groups, which implies that increased knowledge about the elderly does not necessarily lead to changes in negative attitudes and work preferences. Formal lectures appear to be a more effective way of transmitting knowledge than group discussions and contact with older persons.
As the number of elders continues to grow, the supply of masters-level gerontological social workers falls short of the documented need. Using symbolic interactionism as the theoretical framework, this study explored factors influencing graduate social work students' employment in aging-related jobs following graduation. The impact of gerontological education, aging attitudes and anxiety, extent and quality of elder contact, perceptions of gerontological social work, and student demographics were examined. Additionally, degree of contact with elders and the need for gerontological knowledge in their current jobs was examined for graduates in both aging and non-aging positions. Surveys were completed by second year MSW students one month prior to graduation and again six months post-graduation. Results indicate that 20% of all graduates were employed in aging-related positions and that the majority of all graduates had contact with elders and used gerontological knowledge in their jobs, regardless of their field of practice. Aging knowledge and skills, frequency and quality of elder contact, gerontological internships, and undergraduate gerontology courses were positively associated with aging-related employment. Logistic regression revealed that contact frequency and rewarding interactions with older clients were significant predictors of aging-related work. Educational implications are discussed.
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 specialize in services to older adults. However, there are insufficient programs, resources or interested students for expanding specialization opportu-nities. Specialization 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 work curriculum, and presents a model for infusing aging content into the basic BSW and MSW curricula in order to “gerontologize” the education of all Students.
This paper discusses the sensitivity of instruments used to measure knowledge and attitudes toward older people. Existing standardized measurement instruments are reviewed, including a detailed examination of Palmore's Facts on Ageing Quiz (FAQ). A recent study conducted by the research team into the knowledge and attitudes of support workers (n = 155) employed in care homes for older people, which utilized the FAQ is described. Despite ongoing attempts to address the challenge of measuring knowledge and attitudes toward older people, previous literature reviews and the results of the recent support workers study have revealed inadequacies, confusion, contradictions, and a need for further research into this area. Further development and refinement of measures remain a key challenge for researchers working in this field. Service users (in this case, older people) will need to be actively involved in this process. If the reliability, validity, sensitivity, and specificity of existing instruments cannot, however, be further tested and established, then new instruments may need to be developed.
The increasing population of older adults in this country has created a growing demand for gerontological social workers. Despite this demand, few graduate level social work students indicate a preference for working with older clients. Using symbolic interactionism as a theoretical framework, this study sought to identify factors predictive of MSW students' interest in securing post-graduate geriatric employment. The contributions of closeness to elders, contact with elders, education, attitudes toward aging, and rewarding interactions with elders were examined. In the final model rewarding interactions with older clients, contact frequency, and geriatric skill level emerged as significant predictors of students' desire to pursue aging-related employment (F(8,128) = 17.8, p
RÉSUMÉ
“The Fraboni Scale of Ageism” (FSA), de même que les rapports de son facteur du concept psychologique, de sa crédibilité de consistance interne, et de sa relation avec “The Acceptance of Others Scale”, “The Facts on Aging Quiz”, et “The Marlowe-Crowne Social Desirability Scale” ( N = 231) sont présentés dans cette étude. Le concept psychologique du FSA est tiré de la définition d'âgéisme chez Butler (1978), et il veut mesurer la composante affective des attitudes, afin de compléter l'aspect cognitif mesuré par les autres instruments. Le FSA avait trouvé une validité suffisante du concept psychologique et une crédibilité interne élevée. Les rapports avec les autres concepts psychologiques mesurés ont maintenu le caractère unique du FSA et ont révélé une influence réduite de l'utilité sociale. On a remarqué que le sexe des individus expliquait quelques divergences dans les scores du FSA.
A short, factual, and documented quiz is developed and tested which covers the basic facts and frequent misconceptions about
aging. Its uses include stimulating discussion, measuring levels of information and anti-aged bias, identifying the most frequent
misconceptions, measuring the effects of courses, and measuring changes in public information or bias.
Attitudes toward the elderly have been examined in a number of empirical studies, yet the question of whether the elderly are viewed more negatively than younger persons has not been resolved. A meta-analysis of the literature was conducted to examine this question; results demonstrated that attitudes toward the elderly are more negative than attitudes toward younger people. However, smaller differences between the evaluations of elderly and younger targets were found when (a) the study used measures of personality traits (compared with measures of competence), (b) there were a larger number of dependent measures included in the effect size, (c) specific information was provided about the target person (compared with when a general target such as old person was used), and (d) a between-subjects design (compared with a within-subjects design) was used. These results support Lutsky's (1981) conclusion that age, in and of itself, seems to be less important in determining attitudes toward the elderly than other types of information. The methodological limitations within the literature and a need to consider multiple components of attitudes toward older individuals are discussed.
Along with race and gender, people commonly use age to categorize—and form stereotypes about—others. Of the three categories, age is the only one in which the members of the in-group (the young) will eventually join the out-group (the old). Although ageism is found cross-culturally, it is especially prevalent in the United States, where most people regard growing older with depression, fear, and anxiety. Older people in the United States are stigmatized and marginalized, with often devastating consequences.
Although researchers have paid a great deal of attention to racism and sexism, there has been a dearth of research on ageism. A major reason for this neglect is that age prejudice is still considered socially acceptable. As baby boomers approach retirement age, however, there has been increased academic and popular interest in aging. This volume presents the current thinking on age stereotyping, prejudice, and discrimination by researchers in gerontology, psychology, sociology, and communication. The book presents theoretical and empirical findings on the origins and effects of ageism, as well as suggestions on how to reduce ageism for the approaching "graying of America."
Bradford Books imprint
Along with race and gender, people commonly use age to categorize—and form stereotypes about—others. Of the three categories, age is the only one in which the members of the in-group (the young) will eventually join the out-group (the old). Although ageism is found cross-culturally, it is especially prevalent in the United States, where most people regard growing older with depression, fear, and anxiety. Older people in the United States are stigmatized and marginalized, with often devastating consequences.
Although researchers have paid a great deal of attention to racism and sexism, there has been a dearth of research on ageism. A major reason for this neglect is that age prejudice is still considered socially acceptable. As baby boomers approach retirement age, however, there has been increased academic and popular interest in aging. This volume presents the current thinking on age stereotyping, prejudice, and discrimination by researchers in gerontology, psychology, sociology, and communication. The book presents theoretical and empirical findings on the origins and effects of ageism, as well as suggestions on how to reduce ageism for the approaching "graying of America."
Bradford Books imprint
In response to the greater need for professionally educated Bachelor of Social Work social workers to work with older adults, a multipronged approach was developed and implemented to infuse gerontology content into the undergraduate social work curriculum at a large state university in Texas. Efforts were made to help ensure that curricular and organizational changes would be sustained for the long term. These initiatives were funded by and were part of the national Hartford Geriatric Enrichment in Social Work Education Program. A quasiexperimental evaluation was conducted involving four cohorts of social work students. Findings demonstrate success in changing students' 1) career aspirations, 2) perceptions of faculty's knowledge of issues concerning older adults, 3) perceptions of their own knowledge of issues concerning older adults, and 4) perceptions of older adults.
This article examines data from a study of 146 female and 26 male graduate (96) and undergraduate (67) students designed to identify what characteristics influence students' knowledge of and interest in working with older persons. This study found a strong positive relationship between the number of a student's personal and professional experiences with older persons and his or her level of interest in working with older persons.
As the proportion of older adults in our society increases, the need for professionals with a knowledge of the aging process and a desire to work with elderly persons is being recognized. Relatively little information is available concerning the factors that contribute to the desire to work with older adults. To explore such factors, 282 college students (35 males and 227 females) ranging in age from 18 to 72, who attended three colleges and one university in central Massachusetts, were examined. For the past 20 years, these academic institutions have offered an intercollegiate, interdisciplinary program in Gerontology studies. Thirty-one percent of the students surveyed planned on specializing in careers working with older adults. While emotional closeness to an older adult during childhood was found to be related to considering a career in health care, having taken care of an elderly person during childhood was significantly associated with a desire to work with older adults. Positive work characteristics most frequently listed by students who planned on working with older adults were: interesting, challenging, emotionally lifting, and productive. However, the students also listed negative work characteristics as well. Those most frequently reported were: difficult, frustrating, and depressing.
Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p Document Type: Research Article DOI: http://dx.doi.org/10.1080/03601270050200626 Affiliations: University of California, Los Angeles, Department of Medicine, Geriatrics, Los Angeles, California, USA Publication date: October 1, 2000 More about this publication? Information for Authors Subscribe to this Title ingentaconnect is not responsible for the content or availability of external websites (document).ready(function() { var shortdescription = (".originaldescription").text().replace(/\\&/g, '&').replace(/\\, '<').replace(/\\>/g, '>').replace(/\\t/g, ' ').replace(/\\n/g, ''); if (shortdescription.length > 350){ shortdescription = "" + shortdescription.substring(0,250) + "... more"; } (".shortdescription a").click(function() { (".originaldescription").slideDown(); return false; }); }); Related content In this: publication By this: publisher In this Subject: Education By this author: Gorelik, Yehudit ; Damron-Rodriguez, Joann ; Funderburk, Brooke ; Solomon, David H. GA_googleFillSlot("Horizontal_banner_bottom");
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.
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 potential for a limited curriculum module to enhance MSW and BSW students' 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.
Longevity is one of the great achievements of the 20th century and its implications for the new century will be profound. The unprecedented demographic shift to an increasingly older society will have a dramatic impact on individual choices over the life course, the structure of the family, and multiple social institutions. Social work can make unique professional contributions to older persons and the late-life family. This article asserts, however, that social work is not adequately prepared to practice in the aging society. The authors document the challenges to social work and recommend addressing these challenges through educational innovations.
Labor force projections indicate that additional personnel will be needed to serve the growing number of older people. However, the current number of social workers trained in gerontology is inadequate, and estimates suggest that the gap between supply and demand of trained practitioners will continue to increase. Since many of the available positions are appropriate for baccalaureate‐level practitioners, the Virginia‐Louisiana Curriculum Project conducted research on the current status of gerontology in undergraduate education to determine if students are adequately prepared to work with the elderly. Findings in the area of curriculum, faculty expertise, and program / university resources suggest that many programs do not have sufficient content and educational resources related to older persons.
The goal of this study was to evaluate a program designed to promote attitude change among undergraduates, whose views of the elderly have traditionally been mixed. The subjects were college students enrolled in a psychology of aging class. They completed measures pertaining to knowledge of the aging process and attitudes toward the elderly during the first week of class and then again during the last week. In addition, a subgroup of the class who volunteered weekly with the elderly were compared with other subgroups who had limited or no contact with older adults. These volunteers were required to document their experiences in journals, which were then examined to provide qualitative data. Finally, a control group was included in an effort to control for positive bias in the aging class. A 2 (time) x 3 (group) multiple analysis of variance with repeated measures on the first factor was conducted on these data. There was a significant effect of time, F (1,94) = 20.47, p < .001. Students’ knowledge about and attitudes toward the elderly significantly improved over the course of the semester. However, there was no significant difference between the volunteer group and the other groups, F (2,94) = 2.007, p > .05. Explanations for these results as well as limitations of the study are discussed.
Most health care and social service providers are routinely required to work with elderly clients and clients’ aging family members. Research suggests that students entering these professions have knowledge deficits and lack positive attitudes toward older people. Few prefer to work with aging clients. Professional curricula are not providing students with adequate training to serve the current needs of this population, much less to meet projected increases in demand for services. To examine this issue, 67 master's students in nursing and social work completed questionnaires assessing (1) knowledge about aging, (2) attitudes toward old people, and (3) perceived barriers to gerontological education. Results confirmed the existence of knowledge deficits among respondents. Attitudes tended to be neutral rather than strongly positive or negative. Knowledge scores were related to attitudes, to respondents’ ages, and to their having lived in households with older relatives. Nursing students identified the greatest barriers in gerontological education as insufficient curriculum time and lack of academic role models. Social work students perceived lower status of work with the elderly and limited experience with healthy older people as the greatest barriers. The two groups agreed that fragmentation of services contributes to inadequate gerontological preparation. Findings suggest a need for didactic and experiential learning opportunities, reinforced by appropriate academic role models, for students in service professions.
Despite the steady growth of the elderly population in Israel students in the helping professions have been found, on average, to give low priority to working with the elderly. This article attempts to find answers to a number of questions relating to this problem. What are the factors that account for the desirability to work professionally with the elderly? Why are so many uninterested in working with the aged? What is different about those who decide to work with the elderly? How can more students in the helping professions be motivated to work with the elderly? The article gives numerous practical suggestions to implement in Israel, which are relevant to other countries as well.
Relationships between reported desire to work with the elderly and ethnicity and other sociodemographic characteristics, attitudinal and value orientations, and educational factors were examined in 93 students of social work in Israel. Ethnicity was the primary distinguishing factor in the level of motivation for work in gerontology, with Arab students reporting a significantly higher degree of such motivation than Jewish students. Respondents’ orientation to the role of the aged in society, either venerating or modernist, emerged as a secondary explanatory factor. Experience in a field practicum in aging contributed only slightly to motivation for working with the aged, and other educational factors had no independent influence.
Recruitment of students into gerontological social work is an increasingly important issue as the population of older adults grows. This article describes one initiative designed to aid in the promotion of geriatric social work: the University of Michigan's Geriatric Fellowship Program. Using qualitative in-depth interviews with 13 MSW Fellows as well as survey data of 219 MSW students, the authors examine the moti-vating factors that led students to specialize in geriatric social work and to apply for a geriatric fellowship. Family exposure to aging issues, “accidental” exposure through volunteer work, enthusiastic role models, job opportunities, and recognition of a social problem frequently instigated student's interest in gerontological social work. Incentives for application to the Geriatric Fellowship Program include: the unique field placement rotation model, financial support, individualized attention, group learning opportunities, and assistance with job placement. Directions for future recruitment efforts are discussed.
This study sought to determine factors that affect social work students' willingness to work with the growing number of elders with Alzheimer's disease. An in-class survey of 333 BSW and MSW students at three Florida universities throughout 1996 produced data on measures of the dependent variable (willingness to work with elders with Alzheimer's disease) and 16 independent variables (potential influences). Path analysis and a stepwise regression analysis allowed construction of a model with a prediction variance of 54%, indicating that the principal contributing variables are willingness to work with elders, previous close contact with elders, close contact with elders with Alzheimer's disease, and preference for working with older versus younger clients. These and some less influential factors suggest ways that social work educators can encourage students to serve this vulnerable population.
A previously reported baseline study found that most entering direct practice students aspire to become psychotherapists in private practice and have little interest in social work's distinctive person-in-environment focus, its functions, or its clientele. The current study assesses how those interests and aspirations change from entry to graduation. The findings show some decline in the appeal of psychotherapy, private practice, and most categories of clientele and case situations. Movement toward a more balanced person-in-environment perspective appears to be modest. Alternative interpretations and implications of the findings are explored.
This study examines the effort of a baccalaureate social work (BSW) program to infuse aging content throughout the foundation curriculum. The authors designed a 3-part approach to curriculum development and innovation: (1) increasing students' interest and exposure to aging contents through curriculum innovation, (2) faculty development, and (3) cultivation of an aging-rich environment. Outcomes of the curriculum infusion and integration, in terms of students' attitudes toward older adults and gerontological competency, were assessed via surveys of 3 groups of BSW students whose method of exposure to aging content differed. Respondents demonstrated improved attitudes and gerontology competence. Recommendations for an effective curriculum change and implications for gerontological social work education are discussed.
The present study examined attitudes and knowledge of 96 first year MSW social work students toward older adults using the Aging Semantic Differential (ASD) and the Facts on Aging Quiz II. Results suggest that the sample had limited previous contact with older adults and little knowledge about aging prior to admission. Students reported negative attitudes toward older adults on productivity, adapting to change, independence, and optimism. In multivariate models, male gender and younger student age were both independently predictive of less favorableattitudes toward an older person on the ASD subscales. Previous experiences with older people did not predict attitudes toward older people on all ASD scales.
This study examined motives underlying students' interest in gerontology and geriatrics. Students taking courses with a gerontological focus completed a survey about factors that contributed to their interest in aging. Three motivational themes emerged from the responses: perceived opportunity in the field, social consciousness, and personal preparation to cope with aging. Exploring students' interest in aging can benefit students, by helping them focus their educational activities, and teachers, by enabling them to better engage students, adapt curricula when appropriate, and provide responsive mentoring. This information might also guide outreach and educational initiatives in organizations that promote gerontology and geriatrics.
This paper presents an overview of the relationship between population aging in the United States, the growing demand for geriatric social workers, and how that need can be met through graduate-level social work training. We describe the basic components of graduate level social work training and discuss two key elements in the training of geriatric social workers. Focussing on a recent initiative by the John A. Hartford Foundation, we discuss the program in geriatric social work training recently implemented at the University at Albany School of Social Welfare and the consequences of improved training andawareness in geriatric social work for the social work community.
This article chronicles the development and implementation of the John A. Hartford Foundation Geriatric Social Work Initiative-a grantmaking program with total funding of $22 million, as of December, 2001. The Foundation aims to improve the care of older adults by increasing the capacity of social workers to care for them. The article describes a variety of grants to improve the gerontological training of future social workers.
This study replicates and extends earlier research on the career interests of MSW students. The conclusions contradict those of previous researchers, who have reported that most social work students primarily are interested in becoming therapists and do not want to work with the most helpless and vulnerable client populations. The findings of this study suggest that the proportion of social work students who have no commitment to the mission of social work is quite small. There is, however, a large fraction of students who express a strong interest in traditional social work client groups and practice activities while simultaneously planning to enter private practice as therapists. The implications of these findings for students' career decisions are discussed.
Graduate students’ commitment to serve poor and disadvantaged populations is a recurrent concern among social work educators. In the context of increasing federal abandonment of public service, faculty fear a trend is developing among MSW students toward careers in private practice, jeopardizing the profession’s capacity to fulfill its traditional roles. Based on a national survey of full-time graduate students in public and private programs, this paper examines the characteristics and practice orientations of the Class of 1990. Comparison of 1990 graduates with earlier cohorts suggests that while students ’ personal characteristics have shijited dramatically, their motivations and goals are largely compatible with traditional social work functions.
This article examines the impact of a curricular infusion strategy to integrate multigenerational practice issues into social work education. Based on a survey of MSW students (N= 83), findings illustrate that student interest, knowledge, and skills in aging and multigenerational practice increased significantly following the implementation of a 3-tiered infusion approach. While the majority of students endorsed aging and multigenerational issues as important to social work in general, many did not understand the relevance to their own careers. In general, students were more interested in multigenerational rather than gerontological practice, both in relation to acquiring additional knowledge and skills and in pursuing further coursework. Next steps are outlined for integrating a multigenerational practice perspective into social work education.
All too often, dementia remains an abstraction for students in the health professions. Although social work students focus on environmental and family influences, nursing and medical students usually encounter a strong educational focus on hospital care, which limits the opportunity to understand the full impact of a dementing illness on patient and family. An interdisciplinary, experiential course was designed to include an opportunity to spend time with dementia patients and their caregivers in non-medical settings. This course had two goals. The first was to allow students to witness first hand what it is like to live with dementia. The second goal of the course was to match students of different disciplines and provide opportunities for these students to experience an interdisciplinary approach to patient education.
Effectively integrating classroom teaching and practice in the profession has been a concern of educators for years. Nowhere is this more pronounced than in the field of gerontology. This paper presents a model that was used successfully with students who evidenced an interest in nursing home social work.
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 potential for a limited curriculum module to enhance MSW and BSW students' 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.
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 program level, initiatives include using experiential learning, infusing aging content into required courses, and enhancing faculty capacity in aging. In addition, social work programs 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.
A study of health professional trainees from several disciplines examined trainees' knowledge and attitudes toward older adults before and after clinical rotations in geriatrics at three VA Medical Centers with Geriatric Research Education and Clinical Centers (GRECCs). The clinical training experience improved participants' interests in geriatrics, particularly among those who rated their level of geriatric interest as low prior to the clinical experience. Knowledge remained relatively low. Attitudes toward older adults began moderately positive and improved significantly in relation to older adults' instrumentality and integrity. Targeting geriatric training to a broader audience than those who have already elected that field of practice is recommended.
This second edition of the highly acclaimed "The Family Life Cycle" is much more than a simple update. Rather, "The Changing Family Life Cycle"—a provocative examination of family development and the variables that affect its course—emphasizes the changes in that life cycle as we move toward the 21st century.
"The Changing Family Life Cycle" offers essential guidance in understanding what happens in families in terms of the flow of life over the generations. The current edition provides a more in-depth perspective on the impact of gender on family life at each stage of the life cycle and on cultural variations in life cycle patterns. In addition to updated statistics and an integration of findings from research since 1980 on families through the life cycle, several important new chapters are included. Among the topics considered: chronic illness, alcoholism, single-parent families, rituals, genograms, and the contrasting of the life cycle of the poor with that of the upper middle classes.
The contributors, along with editor-writers Carter and McGoldrick, bring to this work a variety of expertise, experience, and vision that together constitute an invaluable resource for both the student and the working therapist. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A review of past research shows that negative stereotypes and attitudes about the aged are widespread. We need theoretically oriented research to specify what determines the stereotypes, prejudices, and discriminations against the aged. This research should be based on probability samples and use scales tested for reliability and validity. In order to reduce ageism and thus improve the quality of life among our elders, controlled experiments are needed to determine which methods of reducing ageism are most effective and efficient. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Surveyed 87 undergraduate students with an instrument that assessed knowledge on aging and students' desire to work with various age groups following graduation. 12 Ss were currently enrolled in an introductory course on aging, while the remaining Ss served as a comparison group. Generally, the Ss demonstrated less accurate knowledge on aging than did graduate students who were surveyed with the same instruments a decade ago by D. Geiger (see record
1980-26357-001). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Palmore's measure of level of information on aging was examined using data gathered from a stratified, random sample of 202
adults residing in a mid-size Southern city. The results suggest that scores are more a function of a stereotype of older
persons than of level of knowledge on aging per se. Although this instrument may have other uses, these data indicate that it is inadequate as a research tool in assessing level
of knowledge on aging.
An alternate form of the Facts on Aging Quiz is presented and documented. Pilot tests indicate that it is useful for stimulating discussion and clarifying other misconceptions about aging; for identifying frequent misconceptions; for measuring bias; and for measuring the effects of educational experiences in gerontology.
Palmore's measure of level of information on aging was examined using data gathered from a stratified, random sample of 202 adults residing in a mid-size Southern city. The results suggest that scores are more a function of a stereotype of older persons than of level of knowledge on aging per se. Although this instrument may have other uses, these data indicate that it is inadequate as a research tool in assessing level of knowledge on aging.
The intentions of nursing students toward working with older adults are similar to those of nurses in general. Several authors have suggested that educational interventions are the key to reversing the reluctance of nursing students to work with elderly persons.
In this longitudinal study, the intentions of 39 junior baccalaureate nursing students were examined at three points: prior to any treatment, after clinical work with aged persons in an institutional setting, and after clinical work with aged persons in a community setting. The analysis of variance model run on this data revealed no significant differences in students' intentions as a consequence of their clinical experiences.
The factors derived from responses to the Facts on Aging Quiz were found to be different from those determined intuitively
by Palmore. Also the reliability and validity of the scale was only moderate. Thus, it is recommended that the Quiz be considered
only for educational purposes but not for research.