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There is heightened concern today among social work professionals that as increasing numbers of baby-boomers turn age sixty-five, the number of social work students interested in pursuing a career in gerontological social work will not keep pace with the increased demand on social services. This research sought to measure the attitudes and knowledge MSW students currently possess towards working with the aging population. The results of this study indicate that students possessed positive attitudes towards older adults as evidenced by their answers to Palmore's Facts on Aging Quiz. However, despite possessing positive attitudes towards older adults, a majority of students are opting not to pursue a career in gerontological social work practice.
Social Work Practice With Older Adults by Jill Chonody and Barbra Teater presents a contemporary framework based on the World Health Organization’s active aging policy that allows forward-thinking students to focus on client strengths and resources when working with the elderly. The Actively Aging framework takes into account health, social, behavioral, economic, and personal factors as they relate to aging, but also explores environmental issues, which supports the new educational standards put forth by the Council on Social Work Education. Covering micro, mezzo, and macro practice domains, the text examines all aspects of working with aging populations, from assessment through termination.
The purpose of the present study was to identify the linkages among educational variables, and positive attitudes toward older adults and interest in gerontology, among masters' level social work students. Purposive and convenience sampling techniques were employed to recruit students from the eight CSWE accredited social work programs in the state of Florida. Four programs (50%) agreed to participate, and data collection took place in the fall of 2006. An aggregate sample of 252 MSW students took part in in-class surveys regarding their attitudes toward older adults, and interest in careers in gerontology following graduation. Students were surveyed regarding the level of gerontology content in MSW curriculum, practicum experience with older adults, perceptions of elder vulnerability to crime, and perceptions of self-efficacy to work with older adults. The research findings indicated that a majority of the sample did not perceive MSW curriculum to have sufficient content on aging issues. Bivariate and multiple regression analysis were used to examine the effect of curriculum content, practicum experience, perceptions of elder vulnerability to crime, and perceived self-efficacy on the dependent variables of attitude toward older adults and interest in gerontology. Results showed curriculum content had a low to moderate positive correlation to students' attitudes toward older adults, but no relation to interest in gerontology. Experience employing practice skills with older adult clients in field practicum showed a moderate to high correlation to interest in working with elders, but was not correlated with attitudes toward older adults. Students' self-efficacy to work with older adults showed the strongest positive correlation to interest, and a low to moderate association with attitude. Self-efficacy also showed the highest predictive power with regard to interest in geriatric social work following graduation. Students' perceptions of elder vulnerability to crime showed no relationship to either dependent variable. The findings suggest that perceptions of self-efficacy to intervene with elders are particularly important with regard to attitudes toward elderly clients, and willingness to work with them. Based on the results of this study the author developed a model of social work education to enhance students' self-efficacy to work with multigenerational client systems.
This open access book provides a comprehensive perspective on the concept of ageism, its origins, the manifestation and consequences of ageism, as well as ways to respond to and research ageism. The book represents a collaborative effort of researchers from over 20 countries and a variety of disciplines, including, psychology, sociology, gerontology, geriatrics, pharmacology, law, geography, design, engineering, policy and media studies. The contributors have collaborated to produce a truly stimulating and educating book on ageism which brings a clear overview of the state of the art in the field. The book serves as a catalyst to generate research, policy and public interest in the field of ageism and to reconstruct the image of old age and will be of interest to researchers and students in gerontology and geriatrics.
s your gerontological social work program as comprehensive—and as well attended—as it could be? Advancing Gerontological Social Work Education will help you develop courses that effectively prepare social work students and practitioners to work with the ever-increasing older population. It clearly presents the rationale for geriatric/gerontological preparation and defines the current status of geriatric/gerontological education. With fascinating case studies, detailed curricula, and a review of the skills and knowledge competencies necessary for effective geriatric social work practice, this book also describes a variety of courses and teaching programs in detail—noting the problems that other educators have encountered and offering practical suggestions to help in replicating the programs in other institutions. This book is especially useful because it not only examines the issues surrounding—and need for—increased gerontological education for social workers, but because it follows this with specific, concrete descriptions of educational approaches and curricula. It provides you with both the framework and the specifics to develop your own gerontological social work education program at the graduate or undergraduate level. Helpful charts and tables make the information easy to access and understand. Advancing Gerontological Social Work Education is divided into three sections, each of which will increase your knowledge and understanding of this vital area of social work education. The first section examines: the historical development of gerontological social work education the CSWE/SAGE-SW Competencies Project the importance of interdisciplinary teamwork—and the educational basis for interdisciplinary team training, highlighting organizational context, team structure, team process, and team outcomes ways to increase students' interest in this vital area of social work In the second section of this well-referenced book, you will examine school-based initiatives, focusing on: the development and implementation of the John A. Hartford Foundation Geriatric Social Work Initiative the recruitment of students into geriatric social work—with an examination of a fellowship program the relationship between the aging population of the United States and the growing demand for geriatric social workers-and how that need can be met through graduate-level social work training developing a field training rotation model a doctoral fellowship program and its dissertation support, mentorship, and leadership development The third section of Advancing Gerontological Social Work Education features: an empirical study exploring the potential for a limited curriculum module to enhance MSW and BSW students' gerontological practice-related knowledge, attitudes, and interest an overview of the history and rationale of service learning in elder care a description of the varied service learning in elder care programs an experiential exercise that was used successfully to assist graduate students in integrating and applying their knowledge about geriatric assessment the results of interviews with MSW students about the appropriateness of their preparation for medical social work with an aged population—conducted at the beginning, midpoint, and end of their field placements a report on incorporating intergenerational service learning into an undergraduate introductory gerontology course the use of the “family study,” which exposes teams of students for 20 weeks to a family that includes an older adult