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1.
Social work students have reported in previous studies that they receive insufficient coursework and training to work effectively with older adults. A critical factor in these deficiencies may be the level of knowledge of social work faculty. This study sought to assess social work faculty's knowledge of aging using the Knowledge of Aging for Social Workers (KASW) quiz. Using systematic random sampling, schools of social work in the United States were selected, and individual faculty members were invited by e-mail to participate in an online survey. Results show that social work faculty's (N = 609) knowledge about aging was found to be either less or comparable to other study populations. Knowledge levels were related to having an interest in policy, educational level, teaching aging courses on a regular basis, and confidence level in covering aging content. This study is the first to investigate social work faculty knowledge about aging and older adults. It may offer insight as to faculty competencies, which can have direct implications for student learning and interest in gerontology. 相似文献
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Mark D. Olson 《Educational gerontology》2013,39(11):981-994
The unprecedented growth in the nation's older adult population has called attention to the increasing need for geriatric social workers. However, research suggests that social work students hold ageist attitudes that prevent many from pursuing careers in gerontology. The present study sought to identify student perceptions of gerontology content in MSW education and possible correlations with attitudes toward older adults and interest in gerontology. A sample of 252 MSW students participated in classroom surveys. The survey outcomes revealed that gerontology content in MSW curriculum was correlated with positive attitudes toward older adults, but it was not related to increased interest in gerontology. 相似文献
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Mark D. Olson 《Educational gerontology》2013,39(7):593-605
The present study examined the linkages among perceptions of self-efficacy, curriculum, and field experience on students’ attitudes and interest in working with older adults. Graduate level social work students were surveyed regarding perceived self-efficacy to intervene with older adult clients, the amount of aging content in the master of social work (MSW) curriculum, and practicum experience with older clients. Regression analysis showed a relationship between attitudes toward older adults and perceptions of self-efficacy. Pearson correlations revealed that self-efficacy was significantly related to levels of gerontology content in curriculum, as well as practicum opportunities to work with older adults. While both gerontology curriculum and practice experience significantly predicted self-efficacy, multiple regression analysis revealed that practice experience had the stronger influence. 相似文献
4.
This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described. 相似文献
5.
The rapidly growing aging population highlights the need for social workers trained in gerontological practice and interested in work with older adults. This study, conducted in two southern states, examined recent social work graduates' perceptions of aging-related work and identified factors influencing their employment in aging related jobs. One-quarter of the graduates were employed in aging-related work. Logistics regression analysis revealed that aging-related skills, belief that work with older adults would be depressing, and having taken an undergraduate gerontology class were significant in predicting employment in aging-related jobs. Implications for social work education as well as directions for future research are discussed. 相似文献
6.
《Journal of Teaching in Social Work》2013,33(1-2):211-219
Abstract This narrative describes, from a personal perspective, the aging and dying processes of a social worker's parents, and the impact that this process had on her teaching in the area of social work practice and gerontology. The impact of a personal crisis on one's professional role is dramatic. Issues related to social support, the conflict inherent in multiple roles, and the burdens and joys of caretaking are explored in an effort to offer readers the opportunity to understand the complexities of the aging process. Furthermore, the dilemmas inherent in teaching about a topic that has such important and personal implications for teachers and learners are examined. 相似文献
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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. 相似文献
9.
Within the context of Self-determination Theory, this research identifies intrinsic motivation and environmental factors that support social-work-faculty research in aging. Intrinsic factors include faculty's interest in gerontology as a field of practice, the desire to advance knowledge in the field of gerontology, including producing publications that disseminate information about their research, and the desire to make tenure and/or to advance their careers. Environmental factors include institutional supports such as release time to do research, reduced teaching loads, summer research support. Also included are mentoring relationships that complement the faculty's intrinsic motivation and create an environment supportive of research, grant writing, and publishing. Faculty motivation to work in the field of gerontology and institutional support for gerontological research are critical to sustain and expand the capacity of social work faculty to advance science in gerontology research. Such motivation is also needed to create vibrant academic environments that attract students at all levels into the field of gerontology, a field experiencing a rapidly expanding gap between service need and workforce capacity of social-work-faculty research in aging. 相似文献
10.
The Hartford Geriatric Social Work Competency Scale II (GSWCS-II) is the gold standard for assessment of social work competency and confidence in gerontological practice behaviors, but minimal research to date has examined the factor structure of this important instrument. This study employed exploratory factor analysis to determine the underlying structure of the measure's subscales related to assessment and intervention. Results indicate that the Assessment and Intervention subscales each have two underlying components that differentiate between core geriatric competencies necessary for all social workers and competencies required for specialists in aging. Findings have implications for the evaluation of competency and self-efficacy in gerontological social work, furthering the application of the GSWCS-II for both social work education and practice settings. 相似文献
11.
The article describes and evaluates an innovative experiment in education and training of social workers at an academic learning center, which was established by the Hebrew University's School of Social Work and Social Welfare in a neighborhood of Jerusalem. The project focused on strengthening the link between theory, research, and practice. Participants were exposed to advanced theories and macropractice seminars, and gained practical experience as well as tools and technologies for coping with the social problems faced by Jerusalem neighborhoods. In that process, they became aware of the difficulties involved in initiating programs and in establishing coalitions with neighborhood institutions, residents, and other constituencies. The article deals with the achievements of the learning center, as well as with the difficulties and dilemmas encountered in the effort to sustain collaboration between the university and the community. In addition, issues related to supervision of students specializing in community work and practice, and implications for social work education are presented and discussed. 相似文献
12.
《Journal of Teaching in Social Work》2013,33(1-2):161-179
ABSTRACT The Council on Social Work Education's Handbook on Accreditation and Procedures (1991) reiterates the council's previous mandate for incorporation of knowledge of racial, ethnic, and cultural diversity throughout both the undergraduate and graduate social work curriculum. This article presents an integrative cognitive and affective learning framework for multicultural social work education. The model encourages students' addressing the significance of their racial, ethnic, and cultural heritage and emphasizes the effects of this education and enrichment in developing an ethnic-sensitive social work practice. 相似文献
13.
Ariela Lowenstein 《Educational gerontology》2013,39(6):493-506
This article examines the multidimensionality of education, research, and training in gerontology through a discussion of the significance and implications of developments in this area based on the Israeli scene. The discussion focuses on the issue of whether gerontology is an academic discipline based on the development of specialized knowledge, along with education and training, in a distinct academic framework, or whether it constitutes part of professional training in a variety of academic fields. The article begins with a presentation of milestones in the development of gerontology in Israel, focusing mainly on social gerontology. It then offers a definition of an academic discipline and of a profession and distinguishes between them by examining the development of curricula in the field of aging in two contexts: social work studies, on the one hand, and specialization in gerontology toward a Master's degree in this area at Haifa and Ben-Gurion Universities, on the other. A model is presented that examines the mutuality among the evolutions in technology, demography, and information, and their significance in the development of standards in education, training, and the dissemination of gerontological knowledge. 相似文献
14.
Dorothy Fruit 《Educational gerontology》2013,39(4-5):237-245
Educators and potential students have questioned the employability of gerontology graduates from the increasing number of educational programs in this field in the United States. This study sought to determine the employment of bachelor's degree gerontology graduates, as well as their reaction to their curricula. A national sample of 303 graduates from 17 of the 20 colleges and universities offering bachelor's degrees in gerontology responded to a questionnaire on employment and curriculum needs. Results indicated the majority are employed. Graduates believe they acquired their jobs because they had a degree in gerontology and that a bachelor's degree in gerontology, in contrast to some other degrees, was valuable to their career. There is evidence of needed curriculum additions, especially in the area of business management and related skills. Salary levels representing different areas of employment are summarized. It was concluded that these graduates evidenced a wide variety of career opportunities and if choosing again would repeat their degree choice in gerontology. 相似文献
15.
ABSTRACT In the past, the law has not been considered as an important part of gerontological science. Historically, different sciences such as medicine, biology, psychology, and sociology have played far more important roles in the creation and crystallization of gerontological knowledge. This state of affairs is reflected in academic education and field research, which ascribes little weight to legal aspects of aging. This article maintains that the time is ripe for gerontological education to recognize the importance of exposing students of gerontology in academic institutions to the study and research of law and ageing. Though this claim could be defended on the simple ground that the law is no different, in principle, from a wide range of other scientific disciplines—each of which makes a particular contribution to gerontology—in this article we shall go one step further. This article attempts to demonstrate special elements which make it particularly important to add the study of legal matters to the curriculum of gerontological education. They are the result of 5 aspects of the encounter between the law and old age: (a) the law as a tool for sociological research; (b) the law as a tool for social change; (c) the law as a tool for planning and undertaking care of the old; (d) the weaknesses of the legal discipline in the field of law and aging; and (e) the potential value of legal education for the practice of gerontology, and collaboration between gerontologists and lawyers. 相似文献
16.
Man Wai Lun 《Educational gerontology》2013,39(1):70-79
The increased number of older adults attributes to a rising need for future professionals to work in gerontology. Understanding the influence of students' career choices is important. A qualitative study was conducted after students' taking a gerontology course to explore students' knowledge and career preference in gerontology. The results were that students reported higher competency in that their knowledge was higher. Although increased knowledge did not necessarily encourage students to choose careers in gerontology, it may have made students more amenable toward accepting working with the aging population in the future. The study offers suggestions on how to increase students' competency level in practice. 相似文献
17.
Nieli Langer 《Educational gerontology》2013,39(10):895-904
The legacy of social work/gerontology education arises from the "training" of good employees for a particular job. As the professionalization of the occupation occurred, a greater proportion of faculty encouraged social work students to become partners in the learning process, rather than subjects to be trained. However, adult learning in formal settings, for the most part, remains instructor designed and directed. With a grant from the John A. Hartford Foundation in New York City, the Council on Social Work Education (CSWE) is preparing social work education for the aging of American society. It is therefore, an opportune time to recognize that it is not only what we teach but also how we make the educational environment for adults more learner-centered that will broaden the agenda of the CSWE initiative. 相似文献
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Kayoko C. Nakao JoAnn Damron-Rodriguez Frances P. Lawrance Patricia J. Volland 《Educational gerontology》2013,39(10):761-771
Using graduate social work students' data (n = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social work. We examined the intercorrelations of the KASW with the academic and practice experience in aging and score differences by the specialization and school year, and estimated the internal consistencies as reliability. Results showed the convergent validity of the KASW, indicating the items measured theoretically related areas of content with students' skills and experiences in aging. The internal consistencies, nevertheless, remained relatively low, representing the items that failed to measure the expected constructs of biopsychosocial domains. The KASW will be further refined to more sensitively identify students' knowledge deficiencies by selecting an optimal panel of items in biopsychosocial content areas and by providing information relevant to the pedagogical agenda and guidance in field education. 相似文献
20.
This paper explores the concept of needs as a basis for curriculum development through the deliberations of the US educators associated with the Progressive Education Association's Commission on the Secondary School Curriculum of the Eight-Year Study (1933-1941). Noting how divergent views of 'needs' influenced American educational thought from the 1930s to the life-adjustment movement of the late 1940s and 1950s, the importance of social philosophy is underscored as a pre-requisite for curriculum development and criticize the current standards-based reform movement in US education for the lack of concern with both student needs and social theory. 相似文献