North Carolina State University Department of Social Work SW 517/417: Social Work with Older Adults

Transcription

1 North Carolina State University Department of Social Work SW 517/417: Social Work with Older Adults Course Syllabus Instructor: Janice G. Wells, Ph. D., LISW-CP, LCSW Office: 1911 Building, Room 212 Office Hours: by appointment ; Tel: O: or C: ; Fax: Course Description: Social Work Practice with Older Adults uses a biopsychosocial approach that emphasizes the importance of resiliency and strengths within the context of differences among ethnic, racial, and cultural groups as well as gay, lesbian, bisexual and transgendered groups. This course examines protocols for both traditional and nontraditional interventions, recognizing the heterogenity of the aging population as well as the uniqueness of individuals within that group. Students are introduced to theoretical information on the biopsychosocial functioning of older adults and are prepared to assess that functioning and plan and implement interventions that will promote the health and well-being of elders whatever challenges they face. The management of special concerns in substance abuse, adult protective services, working with family and caregiver support systems, and issues in dying, bereavement, and advance directives are included in this course. This course also addresses global issues of aging adults and elder advocacy to promote social justice and combat oppression. Students will engage in a service learning project that serves older adults and/or their caregivers. Course Rationale The purpose of this course is to help students gain an understanding of and critical perspective on biopsychosocial theories of the development of older adults, social work practice models appropriately used with older adults. Culturally appropriate techniques and models used when working with African Americans, Latinos, Native Americans, Asians, and individuals and families who who are gay, lesbian, bisexual, or transgendered will also be discussed. This course also highlights policy and practice issues that provide opportunities for advocacy to promote socially just programs, services, and opportunities for all older adults. Department of Social Work Mission Statements MSW PROGRAM MISSION STATEMENT Consistent with the requirements for the Council on Social Work Education, the Graduate Social Work Program s mission is to prepare students for advanced generalist practice with diverse populations in urban and rural areas of North Carolina and beyond. The program provides students with the knowledge, values, and skills to respond competently to 1.) the aspirations and service needs of diverse client populations and 2.) the contexts that shape the needs of clients and service delivery systems throughout the state. The program prepares graduates to assume a range of advanced generalist practice roles in direct and indirect service provision, including leadership in the planning, development, management, and evaluation of culturally competent services to individuals, families, groups, organizations, and communities. 1

2 BSW PROGRAM MISSION STATEMENT Consistent with the NC State University s mission and the Council on Social Work Education s accreditation requirements for baccalaureate social work education programs, the BSW program s mission is to prepare students for entry-level professional generalist practice with diverse populations in urban and rural areas of North Carolina. The program provides students with the knowledge, values, and skills to respond competently to 1.) the service needs of diverse client populations and 2.) the contexts that shape the needs of clients and service delivery systems throughout the state. The program uses a framework that emphasizes human and social well being through the provision of social work services that advance human rights, social and economic justice, and empower individuals, families, groups and communities that experience oppression and discrimination. Student Learning Outcomes Upon completion of this course, students will be able to: 1. Identify the major political forces, social interests, and cultural factors that influence the practice of social work with older adults both in the U.S. and globally. 2. Specify the major theories about aging and the practice models social workers use in working with older adults 3. Complete a strengths-based, culturally competent assessment of older adults in order to create culturally appropriate interventions in working with older adults that will produce socially just outcomes. 4. Design a simple strategy to evaluate practice with older adults that is linked to theories on aging, models of practice, and interventions used to work with older adults. 5. Critically analyze and reflect on experiences while completing a service learning project; those experiences include (a) working together as a team; (b) completing a service learning project suggested by a community group within one semester; (c) working with older adults. Course Prerequisites, Co-requisites, and/or Restrictive Statements This course has no prerequisites. Required Texts: Burack-Weiss The Caregiver's Tale: Loss & Renewal in Memoirs of Family Life New York, New York: Columbia University Press. ISBN: $27.50 McInnis-Dittrich, K. (2009). Social work with older adults, 3 rd Ed. Boston, Massachusetts: Allyn & Bacon/Pearson Education, Inc. ISBN 13: $55.00 Recommended Texts: Greene, R., Cohen, H., Galambos, C., & Kropf, N. (2007). Foundations of social work practice in the field of aging. Alexandria, VA: NASW press. ISBN Kimmel, D., Rose, T, & David, S., eds. (2006). Lesbian, Gay, Bisexual, and Transgender Aging: Research and Clinical Perspectives. New York: Columbia University Press. ISBN: Kolb, P., ed. (2007). Social work practice with ethnically and racially diverse nursing home residents and their families. New York: Columbia University Press. ISBN:

3 Additional Readings See the Reference list for additional readings and materials used in this course. Course Expectations The primary teaching approach in this course is online instruction. Materials in the course are presented through lectures, class discussion, videos, small group work, and illustrative exercises. Students are responsible for all materials presented, including readings and lectures. Class time will be structured to meet the outlined course objectives. Students' input, feedback, and comments will be met with respect and in the spirit of acceptance. Students will be kept abreast of progress in the course through formal feedback on quizzes, assignments, and informal comments from the instructor. Students may also schedule a meeting to discuss their progress, receive guidance on achieving their full learning potential, or any other issue related to this course. All course work is to be turned in with proper APA format. Technology Glitches (attributed to Dr. Taliaferro) Technology glitches will happen. Do not immediately freak out and become incapacitated. This course will rely considerably on learning technologies offered at NC State. It is everyone s responsibility to make sure they do not derail the entire course. Please begin tasks early so that a technology problem does not cause complete failure or meltdown. For problems with technology, contact technical assistance at 515-HELP or help@ncsu.edu. It is important to note that this assistance is available largely Monday Friday during normal work hours. Limited assistance is available other times. Therefore, it is important to plan your work activities in a manner that will allow for delays in technical assistance. In addition, notify the instructor immediately (using the discussion board or VISTA ) if you are having technical difficulties. Dedicate some time to get familiar with the web site. Explore it and take a tutorial well in advance of the due date for the first assignment. The instructor will provide initial demonstrations and some technical assistance, but it is the student s responsibility to at least begin to familiarize her/himself with the technology of the course. Discussion Board All course questions should be posted on the discussion board. Please refrain from ing the instructor directly unless the question is of a personal nature. If you have a question, one of your classmates may have the exact same question and can be answered on the discussion board. Students are encouraged to answer one another s questions rather than waiting for the instructor to respond. Class Participation/Attendance Student participation in class discussion and activities is crucial to success in this course, and, for this reason, attendance is expected. In order to receive attendance points in the class, students must stay within the limits for unexcused absences, which is defined as the equivalent of one week of classes. If this limit is exceeded by one absence, the student will receive half the attendance points; if the limit is exceeded by two or more absences, the student will receive no points. According to University regulations, excused absences fall into one of two categories: 3

4 Sanctioned, anticipated situations participating in an official University function, court attendance, religious observances, military duty. Requests must be submitted in writing at the beginning of the semester or one week prior to the anticipated absence. Documented emergency situations student illness, injury, or death of immediate family member. Requests must be documented by the Student Health Center, the Office of Student Development, or by a personal physician within one week following the emergency. In the event that there are two excused absences, students are required to schedule a conference with the instructor to discuss the impact of the absences on their performance in the course. Make-up Work Make-up work will be allowed only in situations where absences are excused. Contact the professor in regards to make-up work or incomplete work to determine a schedule for completion. Please consult the following web page for further information on University attendance regulations: RESOLUTION 22, PROFESSOR NOTIFICATION ACT An electronic mailing notification will be sent out to students enrolled in class at least 45 minutes prior to the start of class in the event class is cancelled. Students should check their unity for such notifications. Notifications will be sent to the unity addresses recorded in the NCSU Records and Registration Office. Students with Disabilities Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation ( Confidentiality Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal information shared in class discussion outside of the class. Standard accepted practices (mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives and thus not subject to absolute confidentiality. Students who experience personal issues throughout the course are encouraged to talk with the instructor about available support. Confidentiality, within the above specified limitations, is guaranteed between the student and faculty member. Safety As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student s responsibility to be aware of and adhere to safety policies and practices related to their agency and/or community settings. Students should also notify instructors regarding any safety concerns. 4

5 Transportation Transportation to and from agency and/or community setting is the responsibility of the student. Academic Integrity Strict standards of academic honesty will be enforced according to the University policy on academic integrity. A student s signature on any test or assignment means that he or she has neither given nor received unauthorized aid. Consult the following website for further details: Grading Scale Grade Grade Grade Grade A B C D A B C D A B C D F Below 60 Evaluation/Grading Method: Instructor s Evaluation of Student Performance The final grade will be determined by the following formula: Assignments Points/Percentage of grade Comments Weekly online discussions/ Due Weekly posting of responses 10 points/10% Tour of Continuing Care Complete Tour by June 9 Community 10 points/10% Critical Analysis of A Due June 4 Caretakers Tale 20 points/20% Assessment of Adults over points/30% Due June 18 Final Exam 30 points/30% Due June 25 Assignments Each student must demonstrate through participation in online discussions that the readings have been read and analyzed. All assignments must be submitted by the due date. Assignments submitted after the due date will be marked down by 50% for each day received after the due date. Students must contact the instructor to determine a schedule for make-up or incomplete work. The assignments are designed to monitor a student s comprehension and integration of materials presented in class and through the reading assignments. Additional directions will be provided during the semester. Class Evaluations Schedule: Online class evaluations will be available for students to complete during the last two weeks of class. Students will receive an message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors. Evaluation website: 5

6 Student help desk: More information about ClassEval: 6

7 Online Course Schedule Week/ Date Week 1, May 24 Material to be Covered Introductions; Distribution of Syllabus Overview of Course NASW Code of Ethics: Working with older adults: Ethical issues related to oppression and working with vulnerable older people who are African American, Latino, Native American, etc. and/or who are gay, lesbian, bisexual, or transgendered Discussion about obtaining signed consent form for Interview/Assessment of an older adult 65 or older Assignments Due Log in to class, taught in the Moodle environment Post information about your work, your course of study, why you are taking this course and what you hope to get out of it Arrange for a tour of a Continuing Care Retirement Community in your area (allow 1-2 hours for the tour); make sure you see all 3 levels of care: Independent Living, Assisted Living, Nursing Home Care (tour to be completed by 6/9) CSWE EPAS May McInnis-Dittrich Text Ch. 1: The Context of Practice with Older Adults Ch. 2: Biological Changes and the Physical Well-Being of Older Adults Complete Online Exercises Post responses by Noon on 5/28 to question(s) for the week, incorporating appropriate responses to classmates responses Week 2 May 31 (Memorial Day Holiday) June 1-4 Ch. 3: Psychosocial Adjustments to Aging McInnis-Dittrich Text Ch. 4: Conducting a Bio-Psycho- Social Assessment Ch.5: Differential Assessment and Diagnosis of Cognitive and Emotional Problems of Older Adults Book Analysis of A Caregiver s Tale is due by 12:00 noon on Friday, 6/4 Complete Online Exercises Post responses by Noon on 6/4 to question(s) for the week, incorporating appropriate responses to classmates responses Week 3 June 7-11 A Caregiver s Tale 6/7 Post Discussion of A Caregiver s Tale McInnis-Dittrich Text Ch. 6: Individual & Group Complete Online Exercises 7

8 Interventions in the Socioemotional and Cognitive Problems of Older Adults Ch. 7: Alternative Interventions in the Socioemotional Problems of Older Adults Ch. 8: Substance Abuse & Suicide Prevention in Older Adults Complete tour of Continuing Care Retirement Community by 6/9 Post responses by Noon on 6/11 to question(s) for the week about the Continuing Care Retirement Community you visited, incorporating appropriate responses to classmates responses Week 4 June Week 5 June McInnis-Dittrich Text Ch. 9: Social Work Practice in Identifying and Preventing Abuse and Neglect of Older Adults Ch. 10: Spirituality and Social Work with Older Adults Ch. 11: End-Of-Life Care for Older Adults McInnis-Dittrich Text Ch. 12: Working with Older Adults Support Systems: Spouses, Partners, Families, & Caregivers Ch. 13: Aging in Place: Income Programs, Health Insurance, and Support Services for Older Adults Review & discuss guidelines for conducting an assessment of an older person; post responses by Wednesday, 6/16. Conduct an assessment of an older adult from a film selected by the instructor; turn in the completed assessment by noon on 6/18. 6/21: Online discussion of the film used for assessment. Post discussions by noon on Wednesday, 6/21. Review for Exam Complete online exam by Friday, 6/25 at 10:00 p.m. 8

9 Assignments Type of Assignment Final Exam/30 points Caregiver Tale paper/20 points Continuing Care Retirement Center Visit/10 points Online discussions & completion of online exercises/10 points Assessment of Older Person/30 points Instructions for Assignment Final Exam will be multiple choice, matching, and true/false to assess the student s mastery of concepts necessary to understand social work practice with older adults, especially as practice addresses issues of oppression, racism, classism, ageism, heterosexism. Each quiz will also use cases to assess student s integration of course content into data collection, assessment, intervention, and assessment of outcomes. Students will also be assessed on the application of an ethical framework in practice. Paper must critically analyze the content of this book, identifying the strengths and challenges of the caregiver and care recipient, resilience, social supports and organizational structures that supported/did not support the caregiver and care recipient; issues of race, ethnicity, ageism, gender which are evident and how those issues affected the caregiver s and care recipient s journey in the healing process &/or how those groups might be differentially affected in similar situations; identification of issues that the student would have approached differently than indicated in the book and a proposal to make the changes the student identifies as needing to be made. Students will visit a Continuing Care Retirement Center of their choice, making sure that the Center provides independent living, assisted living, and nursing home care for the residents. Students are to gather information about the cost of care at the facility, and whether the facility takes Medicare, Medicaid, Private Insurance, or Private Pay for care there. Students complete online exercises specified each week. Students also post responses to questions posted for the week. Students will view the animated film Up! And complete an assessment of the older male adult in the film. 9

10 Readings Donahue-P; McDonald-L (2005). Gay and lesbian aging: current perspectives and future directions for social work practice and research. Families-in-Society. 86(3): , July-Sep Cohen-H-L; Greene-R-R; Lee-Y; Gonzalez-J; Evans-M (2006). Older adults who 0vercame oppression. Families-in-Society. 87(1): 35-42, Jan-Mar 2006 McGinnis-K-A; Schulz-R; Stone-R-A; Klinger-J; Mercurio-R (2006). Concordance of race or ethnicity of interventionists and caregivers of dementia patients: relationship to attrition and treatment outcomes in the REACH study. The-Gerontologist. 46(4): , Aug Hinterlong-J-E. (2006). Race disparities in health among older adults: examining the role of productive engagement. Health-and-Social-Work. 31(4): , Nov Min-J-W (2005). Cultural competency: a key to effective social work with racially and ethnically diverse elders. Families-in-Society. 86(3): , July-Sep Sciegaj-M; Capitman-J-A; Kyriacou-C-K (2004) Consumer-directed community care: race/ethnicity and individual differences in preferences for control. The-Gerontologist. 44(4): , August, 2004 Websites: Council on Social Work Education: National Association of Social Workers Code of Ethics: Centers for Disease Control: Global Aging: National Institute on Aging: World Health Organization: 10