SOCIAL WORK WITH THE ELDERLY

[Pages:6]SOCIAL WORK WITH THE ELDERLY SW694, Winter 2012

1804 SSWB Karen Hague, MBA, LMSW, ACSW, Specialist in Aging

(734) 395-0343 khague@umich.edu

Course Description: This methods course focuses on intervention with older people at micro and macro levels. This content will be integrated with intervention strategies directed toward aging adults, including evidence-based interventions and practices. Major areas to be discussed are: coping with age related changes, caregiving demands, legal and financial planning, elder abuse, sexuality and intimacy, and loss and grief. This course will also address the diverse dimensions including: ability, age, class, color, culture, ethnicity, family structure, gender, marital status, national origin, race, religion or spirituality, and sexual orientation.

Course Content: Working with older adults requires an integration of knowledge about who they are, the environment and society in which they live and the intervention strategies, whether on the micro or macro level, that are successfully utilized in working with people in this age group. While much of the information on psychology, environment and society will be presented in the HBSE sequence, it will be integrated and applied in this course. Major arenas for social work practice to be explored are caregiving, physical and mental impairment, legal and financial planning, and attention to intervention on the individual, group, organizational, community and societal levels.

The IP intervention section will focus on intake, screening, initial evaluation, treatment and termination issues involved in working with older clients and their families. Such skills as reaching out, engaging reluctant or impaired elders and successful termination of intervention will be covered. Various psychiatric disorders more typically diagnosed among the elderly will be discussed and intervention strategies identified. The administrative and community organizing intervention strategies will examine engaging older people in community settings, the context in which older people more successfully work together, and programmatic qualities (i.e., content and format) that are more likely to be of interest to older people.

Course Objectives: Upon completion of this course, students will be able to: 1. Identify the common barriers in serving the needs of older people from interpersonal, environmental and social perspectives, and recognize that these problems can be addressed using all levels of social work intervention.

2. Plan intervention strategies in micro and macro practice that are of particular importance for aging adults of various diversity dimensions.

3. Plan and conduct an intervention strategy with aging adults in micro and macro practice.

4. Incorporate social work values and ethical principles related to social work with older people.

Course Design:

The instructor will select readings and design assignments for the course. Approaches such as lecture (including guest lecturers), discussion, case review, role play, and videos will be employed. Students will be expected to contribute case/programmatic examples from their field experiences.

Relationship to Curricular Themes:

Multiculturalism and Diversity will be addressed by considering the ways in which the diversity dimensions affect how older people function within various contexts.

Social Change and Social Justice will be addressed by recognizing and addressing the influence of social inequities in individual, group, policy and social interaction, and by learning to empower clients to articulate their needs, as individuals and in groups.

Promotion, Prevention, Treatment and Rehabilitation will be addressed by identifying individual and group strategies for promoting wellness, and by understanding a spectrum of coping skills to deal with change, loss and disability and preparedness for end-of-life issues.

Social Science Theory and Research will be addressed by considering theory and research findings regarding the efficacy of various intervention strategies from a micro and macro perspective that are successfully utilized with older people and their caregivers.

Ethics and Values will be addressed by utilizing the NASW Code of Ethics, specifically those sections pertaining to the core values and ethical principles of social work as well as the standards of practice that guide ethical behavior in the conduct of working with elderly population.

Intensive Focus on PODS: This course integrates PODS content and skills with a special emphasis on the identification of theories, practice and/or policies that promote social justice, illuminate injustices and are consistent with scientific and professional knowledge. Through the use of a variety of instructional methods, this course will support students developing a vision of social justice, learn to recognize and reduce mechanisms that support oppression and injustice, work toward social justice processes, apply intersectionality and intercultural frameworks and strengthen critical consciousness, self-knowledge and self-awareness to facilitate PODS learning.

Approved by Faculty: 11/8/2006

Writing Policy: Good writing skills that express information accurately and concisely are a requirement for effective social work practice. Graduate level writing is expected. Formal writing assignments for this course will be evaluated for content, ideas presented, and for the clarity of the presentation. APA style (6th edition) for references is required, along with 12 pt. font and double spacing. Misspelled words, typos, inappropriate use of grammar/punctuation, and other indications of careless work will be significantly penalized. References from assigned course readings are expected in papers. You may wish to contact either the SSW Career Services Office in Room 1696 (734-647-2544, Michelle Woods at micwoods @umich.edu) or the Sweetland Writing Center (, 734-764-0429) for assistance in writing and referencing.

Policy on Academic Integrity: Plagiarism and/or "borrowing" material without citing it is taken very seriously at the University of Michigan and is grounds for expulsion from the University. This also applies to materials that you prepare for other classes (i.e., you can't get credit for the same paper in different classes). It is your responsibility to be familiar with the information at .

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Grading:

The standard for grading in the School of Social Work is that the student has achieved professional competence in mastering the course material. The grade to be given when this professional competency is achieved is a "B." This indicates that for the particular course the individual has demonstrated a mastery of the material taught that is appropriate to a Master of Social Work. A grade of "A" indicates that the mastery is exceptional. A grade of "C" indicates that mastery is minimal and credit is given, whereas no credit is given for a "D" or below. Final grades will be determined by adding the scores from all assignments.

Grading Scale:

A+ 99-100 A 95-98 A- 90-94

B+ 88-89 B 84-87 B- 80-83

C+ 78-79 C 74-77 C- 70-73

69 or below ? no credit

Hard copies of all assignments are due at the beginning of class on their due date. Assignments turned in past that time will be marked down 5% for every day late.

Accommodations/Special Needs:

If you have a disability or impairment that requires accommodation, please contact me asap to discuss what modifications are necessary.

Readings:

Assigned readings are on the course agenda. All assigned readings are required. Part of the participation grade will be based on your ability to talk thoughtfully in class about assigned readings. There are two books at Ulrich's Bookstore assigned for this class: Social Work with Older Adults by Kathleen McInnis-Dittrich and As We Are Now by May Sarton. I've requested these books be placed on reserve in the UM Library as well. Other readings will be available within the Resources tab on CTools. Readings may be added during the semester and students will be notified when additional readings are posted.

Attendance and Other Expectations:

Attendance is expected, barring serious illness or emergency. If you are unable to attend a class session, please email me as soon as possible notifying me of your absence. As this is a course designed to teach clinical skills, participation is required in an effort to enhance not only your skills, but also your comfort level when working with clients.

My other primary expectation is that of mutual respect. In other words: be on time, come prepared, no texting, surfing, sidebar conversations, etc.

Assignments: 1) Attendance and Participation - includes posting on forum and leading discussion (15%)

2) Nursing Home Intervention Micro/Macro Paper (10%) ? due January 24

3) The Savages "Future Client" Paper (10% - P/F) ? due February 14

4) Strengths Assessment Interview with Older Adult Paper (20%) ? due March 13

5) Field Observation Paper (15%) ? due April 3

6) Final Assignment (30%) ? due April 17 3

Course Outline:

Session 1 (January 10): Introduction to Social Work with Older Adults

Intros Syllabus & assignments What is "normal" aging? What is "successful" aging? Video "Living Old" (if time)

Session 2 (January 17): Does Old Age Have Meaning?

Student-led readings discussion Does old age have meaning? Workgroups ? As We Are Now Session 3 (January 24): Assessing Changes with Age Student-led readings discussion Practice MMSE, GDS & Strengths Assessment

Guest Speaker: Nina Abney, LMSW, Clinical Social Worker, Turner Geriatric Clinic, UMHS Session 4 (January 31): Mental Health Issues and Aging ? Depression, Anxiety, Bipolar, Personality Disorders

Student-led readings discussion Video: Depression in Older Adults Evidence-based practices Differential Diagnosis, DSM-IV

Session 5 (February 7): Mental Health Issues and Aging (cont.) - Dementia

Student-led readings discussion Evidence-based practices

Guest Speaker: Beth Spencer, MA, LMSW, Turner Geriatric Clinic

Required Readings: Chapter 1 -The Context of Social Work Practice with Older Adults, Social Work with Older Adults, pp. 1-27 Chapter 2 ? Biological Changes and the Physical Well-Being of Older Adults, Social Work with Older Adults, pp. 29-57 Gross, J. (2010, October 21). The Next Public Health Crisis: Longevity. New York Times New Old Age Blog (on CTools) Aging Fact Sheet ? NASW (on CTools)

Required Readings: Sarton, M. (1973). As We Are Now, (entire book) Moody, H. (2010). Does Old Age Have Meaning? pp. 27-49, Aging: Concepts and Controversies, 6th Edition(on CTools)

Required Readings:

Chapter 3 , Psychosocial Adjustments to Aging; Social Work

with Older Adults, pp. 61-79

Chapter 4 - Conducting a Biopsychosocial Assessment, Social

Work with Older Adults, pp. 82-111 Tice, CJ. & Perkins, K. (1996). Conducting a Strengths

Assessment and Completing a Personal Program Plan, Chapter 3, Mental Health Issues & Aging, pp. 33-48 (on CTools)

Assignment #2 Due: Nursing Home Intervention paper

Required Readings: Chapter 5 - Differential Assessment and Diagnosis of Cognitive and Emotional Problems of Older Adults, Social Work with Older Adults, pp. 112-139 Chapter 6 - Differential Assessment and Individual and Group Interventions, Social Work with Older Adults, pp. 144-174 McCallion, P. & Ferretti, LA (Spring 2010). Social Work & Aging: The Challenges for Evidence-Based Practice. Generations. 34 (1) pp. 66-70 (on CTools)

Required Readings: Kuhn, D., Chapter 6: Helping Families Face the Early Stages of Dementia, Dementia and Social Work Practice, pp. 111-124 (on CTools) Gilland, M. (2010). Dementia. Journal of Practical Nursing, 60(1), pp. 9-15 (on CTools) Murray, L.M. & Boyd, S. (2009). Protecting Personhood and Achieving Quality of Life for Older Adults with Dementia in the U.S. Health Care System, Journal of Aging and Health. 21(2), pp. 350-373 (on CTools) A "Blinding Flash of the Obvious" (on CTools)

Special Event: Thursday, Feb. 9 2-5 pm, Room 1840 ssw.umich.edu/programs/ce to register

Winkelman Lecture: Medicare/Medicaid ? Its History and Its Future by Thomas Downey Students attend for free but must register

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Session 6 (February 14): Mental Health Issues and Aging (cont.) ? Substance Abuse and Suicide

Student-led readings discussion Evidence-based practices

Guest Speaker: Martin Hoekstra, LMSW, Director, Chelsea Hospital Older Adult Recovery Program

Session 7 (February 21): Legal Issues and Aging Student-led readings discussion Guardianship, POA, conservatorship Medicare, Medicaid, LTC insurance, VA Ethical Challenges Competency Driving Micro/Macro Practice

Guest Speaker: TBD February 28 Session 8 (March 6): Housing, Elder Abuse & Neglect

Student-led readings discussion Housing issues Do people have the right to live unsafely? Hoarding APS SW responsibility

Guest Speaker: Harriet Bakalar, LMSW, Housing Bureau for Seniors, Washtenaw County Hoarding Task Force Session 9 (March 13): Caregiving

Student-led readings discussion Should family caregivers be paid? Community resources

Required Readings: Chapter 8 ? Substance Abuse and Suicide Prevention in Older Adults; Social Work with Older Adults, pp. 200-227. Chapter 9 ? Substance Abuse, Handbook of Psychosocial Interventions with Older Adults, pp. 206-231 (on CTools)

Assignment #3 Due: Savages Macro/Micro paper Required Readings:

Moody, HR (2010) Social and Economic Outlook for an Aging Society. Aging: Concepts and Controversies, 6th Edition, pp. 287317 (on CTools)

Chapter 13 ? "Aging in Place": Income Programs, Health Insurance and Support Services for Older Adults, Social Work with Older Adults, pp. 343-359

Moye, J & Marson, DC (2007). Assessment of Decision Making Capacity in Older Adults, J of Gerontology, 62B(1), pp. 3-11 (on CTools)

Barth, S et al (2011). Long-Term Services and Supports Opportunities in the Affordable Care Act, Center for Health Care Strategies, Inc. Technical Assistance Brief, pp. 1-9 (on CTools)

Spring Break ? NO CLASS!

Required Readings: Chapter 9 ? Social Work Practice in Identifying and Preventing Abuse and Neglect of Older Adults, Social Work with Older Adults, pp. 233-257 Working with Older People Who Hoard, Empowering Social Workers for Practice with Vulnerable Older Adults, pp. 99-110 (on CTools) A Blueprint for Action: Developing a Livable Community for All Ages, pp. 9-14 (on CTools) 2 NYT articles (on CTools) APS handout (on CTools) "New Lives for Dead Suburban Malls" (on CTools)

Required Readings: Chapter 12, Working with Older Adults' Support Systems: Spouses, Partners, Families, and Caregivers, Social Work with Older Adults, pp. 316-337 2 NYT articles (on CTools) NASW Caregiver Standards (2010) (on CTools) Caregiver Bill of Rights (on CTools)

Guest Speaker: TBD

Assignment #4 Due: Strengths Assessment Interview with an Older Adult paper

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Session 10 (March 20): Culture, Ethnicity & Aging Student-led readings discussion African Americans Cuba/South America & Aging Japan & Aging (if time)

Guest Speaker: TBD Session 11 (March 27): A Wellness Approach to Aging/Careers in Geriatric Social Work

Student-led readings discussion UM Wellness programs Geriatric care management, private practice

Guest Speaker: TBD Session 12 (April 3): Sexuality and Aging

Student-led readings discussion Video: Gen Silent (if possible)

Guest Speakers: Nancy Warren, MA, LLP, Certified Sex Therapist; Jim Toy, LMSW, LGBT Advocate Session 13 (April 10): Grief and Loss

Student-led readings discussion Video: A Family Undertaking

Guest Speaker: TBD Session 14 (April 17): No Class

Required Readings: Beckett, JO & Dungee-Anderson, D. Chapter 9 - Older Persons of Color, Gerontological Social Work, pp. 257-302 (on CTools) Na?poles, AM, Chadiha, L, Eversley, R, Moreno-John, G, (2010) Developing Culturally Sensitive Dementia Caregiver Interventions: Are We There Yet? American J. of Alz. Disease & Other Dementias, 25 (5), 389-406 (on CTools) Flores, YG et al. (2009). Beyond Familism: Ethics of Care of Latina Caregivers of Elderly Parents with Dementia. Health Care Women International. 30(12), pp. 1055-1072. (on CTools) 3 NYT articles (on CTools)

Required Readings: Haber, D. (2009). Gerontology : Adding an Empowerment Paradigm. Journal of Applied Gerontology, 28, 283-295 (on CTools). Kane, R. (2009). Empowerment of Seniors and Paradigm Change. Journal of Applied Gerontology, 28, 298-303 (on CTools). NASW Clinical SW Standards (on CTools) NASW ? Opening a New Private Practice (on CTools)

Required Readings: Review Chapter 3, Older Adults and Sexuality, Social Work with Older Adults, pp. 67-70 Bradford, A. & Meston, CM (2007), Sexuality and Senior Health, Innovations in Clinical Practice: Focus on Sexual Health pp. 3545 (on CTools). Slusher, M.P., Mayer, C.J. & Dunkle, R.E. (1996). Gays and lesbians older and wiser (GLOW): A support group for older gay people. Gerontologist, 36 (1), 118-123 (on CTools)

Assignment #5 Due: Field Observation paper Required Readings:

Chapter 11 ? End of Life Care for Older Adults, Social Work with Older Adults, pp. 284-311

Carr, DS (2004). Black/White Differences in Psychological Adjustment to Spousal Loss Among Older Adults, Research on Aging, 26(6), pp. 591-622 (on CTools)

Hansson, RO & Stroebe, MS (2007). Coping with Bereavement, Couples in Later Life, pp. 63-65 (on CTools)

Rando, T. What to Expect When You're Grieving" (on CTools) Cancer Center "When Death is Approaching" (on CTools) Bern-Klug, et al (1999). What Families Know About Funeral-

Related Costs: Implications for Social Work Practice. Health and Social Work. 128(1) (on CTools) Gonzalez, F & Hereira, M (2008). Home-Based Viewing (El Velorio) After Death: A Cost-Effective Alternative for Some Families, American Journal of Hospice & Palliative Medicine, pp. 1-2 (on CTools) Assignment #6 Due: Research Paper

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