Department of Human Services - CSUF



Department of Human Services

HUSR 412 

Gerontology in Human Services

Professor:   Professor Carl Renold                

Office: EC 460                       

Email: crenold@fullerton.edu                         

Phone: 657 278-5106                       

Gerontology and human services practice and policy focusing on historical developments and content of key social, legislative and governmental programs designed for older adults, including the Social Security Act, Older Americans Act and Medicare.

CSHSE ACCREDITATION:

This course partially fulfills the requirements set forth by the Council for Standards in Human Services Education (CSHSE). As such, this course also helps fulfill the requirements for the Human Services-Board Certified Practitioner credential. The specific standards being met are listed below each of the following objectives, as well as the learning activities that help fulfill those standards and learning objectives.

COURSE OBJECTIVES:

The objectives of this course, along with the CSHSE Standards, include:

1. Evaluate the four areas of change (biological, psychological, sociological, and economic) experienced by older people and the implications of those changes in Human Services.

CSHSE Standard 11.1.c. Historical and current legislation affecting services delivery.

CSHSE Standard 11.1.d. How public and private attitudes influence legislation and the interpretation of policies related to human services.

CSHSE Standard 11.1.e. the differences between systems of governance and economics.

CSHSE Standard 11.1. f. Exposure to a spectrum of political ideologies.

CSHSE Standard 12.a. Theories of human development.

CSHSE Standard 12.c. Changing family structures and roles.

CSHSE Standard 12.d. An introduction to the organizational structures of communities.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of communities.

CSHSE Standard 12.f. Emphasis on context and the role of diversity (including but not limited to ethnicity, culture, gender, sexual orientation, learning style, ability, and socio-economic status in determining and meeting human needs.

CSHSE Standard 12.h. Processes to analyze, interpret, and affect policies and laws at the local, state, and national levels that influence services delivery systems.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations

CSHSE Standard 13.b. The range of populations served and needs addressed by human services.

CSHSE Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including systemic causes of poverty.

CSHSE Standard 13. e. Political and ideological aspects of human services.

CSHSE Standard 13.f. International and global influences on service delivery.

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 14.a Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14.b Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.

CSHSE Standard 19.e. Belief that individuals, services systems, and society can change.

CSHSE Standard 20.c…. Awareness of diversity.

This objective and the CSHSE Standards are achieved through student readings, quizzes, discussions, exams and final paper.

2. Increase their sensitivity to the heterogeneity of older adults.

CSHSE Standard 12.c. Changing family structures and roles.

CSHSE Standard 12.f. Emphasis on context and the role of diversity (including but not limited to ethnicity, culture, gender, sexual orientation, learning style, ability, and socio-economic status) in determining and meeting human needs.

CSHSE Standard 12.g. Processes to affect social change through advocacy work at all levels of society including community development, community and grassroots organizing, and local and global activism.

CSHSE Standard 13.d. Economic and social class systems including causes of poverty.

CSHSE Standard 13. e. Political and ideological aspects of human services.

CSHSE Standard 13.f. International and global influences on service delivery.

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 16.a.Theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning.

CSHSE Standard 16.b.Skills to facilitate appropriate direct services and interventions related to specific client or client group goals.

CSHSE Standard 16. c. (6) Use of consultation.

CSHSE Standard 19.d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, ability, sexual orientation, and other expressions of diversity.

This objective and the CSHSE Standards are achieved through student readings, discussions, and final paper.

3. Assess community resources and programs for older persons.

CSHSE Standard 12.d. An introduction to the organizational structures of communities.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of communities.

CSHSE Standard 12.f. Emphasis on context and the role of diversity (including but not limited to ethnicity, culture, gender, sexual orientation, learning style, ability, and socio-economic status in determining and meeting human needs.

CSHSE Standard 12.h. Processes to analyze, interpret, and affect policies and laws at the local, state, and national levels that influence services delivery systems.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services.

CSHSE Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including systemic causes of poverty.

CSHSE Standard 13. e. Political and ideological aspects of human services.

CSHSE Standard 13.f. International and global influences on service delivery

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information

CSHSE Standard 19.e. Belief that individuals, services systems, and society can change.

CSHSE Standard 20.c Awareness of diversity.

This objective and the CSHSE Standards are achieved through student readings, quizzes, discussions, exams and final paper.

4. Measure influences affecting the aged.

CSHSE Standard 11.1.c. Historical and current legislation affecting services delivery.

CSHSE Standard 11.1.d. How public and private attitudes influence legislation and the interpretation of policies related to human services.

CSHSE Standard 11.1.e. The differences between systems of governance and economies.

CSHSE Standard 11.1.f. Exposure to a spectrum of political ideologies.

CSHSE Standard 12.a. Theories of human development.

CSHSE Standard 12.c. Changing family structures and roles.

CSHSE Standard 12.d. An introduction to the organizational structures of communities.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of communities.

CSHSE Standard 12.f. Emphasis on context and the role of diversity (including but not limited to ethnicity, culture, gender, sexual orientation, learning style, ability, and socio-economic status in determining and meeting human needs.

CSHSE Standard 12.h. Processes to analyze, interpret, and affect policies and laws at the local, state, and national levels that influence services delivery systems.

CSHSE Standard 13.a The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services.

CSHSE Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including systemic causes of poverty.

CSHSE Standard 13. e. Political and ideological aspects of human services.

CSHSE Standard 13.f. International and global influences on service delivery.

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 14.a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14.b. Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.

CSHSE Standard 19.e. Belief that individuals, services systems, and society can change.

CSHSE Standard 20.c Awareness of diversity.

This objective and the CSHSE Standards are achieved through student readings, discussions, exams and final paper.

5. Develop skills in assessing indicators of normal aging and recognition of pathology as well as skills in assessing social and cultural differences in the elderly.

CSHSE Standard 12.a. Theories of human development.

CSHSE Standard 12.c. Changing family structures and roles.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of communities.

CSHSE Standard 12.f. Emphasis on context and the role of diversity (including but not limited to ethnicity, culture, gender, sexual orientation, learning style, ability, and socio-economic status in determining and meeting human needs.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services.

CSHSE Standard 13.c.The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including systemic causes of poverty.

CSHSE Standard 13.f. International and global influences on service delivery.

CSHSE Standard 14.a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14.b. Recording, organizing, and assessing the relevance adequacy, accuracy, and validity of information provided by others.

CSHSE Standard 14.c. Compiling, synthesizing, and categorizing information.

CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.

CSHSE Standard 19.e. Belief that individuals, services systems, and society can change.

CSHSE Standard 20.c Awareness of diversity.

This objective and the CSHSE Standards are achieved through student readings, discussions, exams and final paper.

6. Understand that human services and gerontology are multi and interdisciplinary.

CSHSE Standard 11.1.c. Historical and current legislation affecting services delivery.

CSHSE Standard 11.1.f. Exposure to a spectrum of political ideologies.

CSHSE Standard 12.a Theories of human development.

CSHSE Standard 12.d. An introduction to the organizational structures of communities.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of communities.

CSHSE Standard 12.f. Emphasis on context and the role of diversity (including but not limited to ethnicity, culture, gender, sexual orientation, learning style, ability, and socio-economic status in determining and meeting human needs.

CSHSE Standard 13.a The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services.

CSHSE Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including systemic causes of poverty.

CSHSE Standard 13. e. Political and ideological aspects of human services.

CSHSE Standard 13.f. International and global influences on service delivery.

CSHSE Standard 19.e. Belief that individuals, services systems, and society can change.

CSHSE Standard 20.c. Awareness of diversity.

This objective and the CSHSE Standards are achieved through student readings, discussions, exams and final paper.

7. Compare how different disciplines interact to plan for and serve the older population.

CSHSE Standard 11.1.c. Historical and current legislation affecting services delivery

CSHSE Standard 11.1.d. How public and private attitudes influence legislation and the interpretation of policies related to human services.

CSHSE Standard 11.1.e. the differences between systems of governance and economics.

CSHSE Standard 11.1.f. Exposure to a spectrum of political ideologies.

CSHSE Standard 12. a. Theories of human development.

CSHSE Standard 12.d. An introduction to the organizational structures of communities.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of communities.

CSHSE Standard 12.f. Emphasis on context and the role of diversity (including but not limited to ethnicity, culture, gender, sexual orientation, learning style, ability, and socio-economic status in determining and meeting human needs.

CSHSE Standard 12.h. Processes to analyze, interpret, and affect policies and laws at the local, state, and national levels that influence services delivery systems.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services.

CSHSE Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including systemic causes of poverty.

CSHSE Standard 13. e. Political and ideological aspects of human services.

CSHSE Standard 13.f. International and global influences on service delivery.

CSHSE Standard 19.e. Belief that individuals, services systems, and society can change.

CSHSE Standard 20.c. Awareness of diversity.

This objective and the CSHSE Standards are achieved through student readings, discussions, exams and final paper.

This course incorporates the use of textbooks (locations of online bookstores provided), as well as online articles, lectures, and quizzes. This online course will enable you to experience all the comforts of a traditional classroom setting, but also allow you to familiarize yourself with new web-based technology and pedagogy. Classes will include combinations of the following activities:

       Readings from the Required Text

       Periodic online readings

       A Web Lecture

       Quiz Questions

       Web Navigation Exercises

       Exams

       A final research paper

Please study this syllabus carefully and use it as a reference tool. It contains important information about accessing the course, as well as course requirements, logistics and grading. I think you will find this course rewarding and rich in both theoretical and practical information. Good luck and I will see you On Line!

Basic Course Information:

TECHNICAL COMPETENCIES EXPECTED/REQUIRED OF STUDENTS:

Students often wonder what qualifications, especially what level of technical computer skills; they need to take an on-line course. Do students need to be an expert or an advanced computer user? The answer is obviously, NO.

In terms of technical computer skills, a student needs little to start with. A very basic familiarity with computers and the Internet will more than suffice. That means knowing how to do the following:

       Use word processing (i.e., Microsoft Word)

       Handle e-mail communications and inserting attachments

       Use a Web Browser to access the World Wide Web (i.e., Microsoft Internet Explorer or Netscape)

       Using uniform resource locators (URL’s)

       Downloading files from the Internet

       Completing online forms

MINIMUM COMPUTER HARDWARE, SOFTWARE, COURSE WEB SITE ACCESS REQUIRREMENTS

 Hardware Requirements

       A live Internet connection. Students will need access to the Internet using a telephone connection, DSL, or cable modem.

       A monitor capable of displaying information at least 800x600 pixels. For better performance, access Titanium 5 using 1024x768 resolution or higher.

Software Requirements

       Use Microsoft Internet Explorer Web browser (5.0 or higher) or Netscape Navigator 4.7 only (do not use higher version).

       Do not use the AOL browser to access Titanium 6.1.

       Although not required to access Titanium, students should have Microsoft Office 2000 or Office XP installed in their personal computers to view any documents provided by the instructor.

Obtaining Access to a Course

In order for students to obtain access to the Titanium course site, students must complete the following steps:

       Connect to the Internet

       Use either the Microsoft Internet Explorer Browser or Netscape 4.7 Browser. Do not use the AOL Browser.

       Go to 

       Login to the Student Portal using your username and password

       Click on Titanium Tab

       Click on the link Titanium Classes

       Go to My Courses and click on the link to access the class

        

As noted, every student must have access to a computer with a modem and a printer as well as a word processing program (computer labs are available for student use and would allow students to complete course requirements—check computing center for hours and locations). Each of the 16 modules of the course will be conducted asynchronously in one week blocks of time. For example, the first assignment will be given on Monday at 12:00 noon and must be completed by the following Sunday at 11:00 pm . However, you may log-on to the site at any time you choose during the duration of the week. You will have access via e-mail, telephone, and fax to your professor (as well as in person if needed).

 

Each module of this course consists of required readings from your textbook as well as a lecture; Powepoint slides, and a brief quiz. Note that as you read through the lecture, you may come upon various exercises, charts, graphs, or figures that will help you better understand the material. These activities are designed to further explain and illustrate the lecture's major concepts. 

It is strongly suggested that in order to keep up with the course, you schedule a specific time each day to read the required text and supplemental materials, read the lecture, view the links and complete the quiz. It is also necessary to check e-mail every few days for messages from your professor and fellow classmates.

 

Required Text:

Hooyman, N., and Kiyak, A. (2011). Social Gerontology: A Multidisciplinary Perspective 9th edition. Allyn and Bacon: Boston .

Some Helpful Web Locations:

       CSUF Pollack Library

       United States Library of Congress

       Titan Bookstore

       

       Barnes and Noble

 Evaluation:

There will be two Exams over the course of the semester. The first one will be during the 7th week of class. The second, a final exam, will be the last week of class. A final research paper will be due on the 15th week. Directions for this paper are at the end of this document.

In the event of technical difficulties:

Please make the instructor aware of any technical difficulties regarding this course. Also, please feel free to call the campus help desk at 278-7777 for additional assistance. In the event you are unable to send assignments via email, you may also fax them to me at 657-278-4456 or place them in my campus mailbox.

Netiquette and Academic honesty:

Students are required to read assignments, to follow directions, to meet deadlines, to participate fully in class activities, and to complete all projects.

As responsible members of an educational community, students must conduct themselves courteously and in accordance with college policy at all times both face to face and on line. Respectful dialogue including alternative viewpoints is welcome in academic inquiry, where opinions are invited and evidence expected. See () suggestions for online communications.

Students must do their own original work for their classes. Collaborative work and group activities require complete participation of all members of the group and acknowledgment of the collaboration. When outside sources are appropriate, these sources must be attributed fully and accurately using current documentation formats specified by the professor. Students are responsible for finding out the correct way to attribute work from contributors and sources. Cheating or plagiarism, which is the accidental or intentional misrepresentation of another's work as one's own, may lead to failure in the course. See the CSUF Student Handbook at () for additional information on academic honesty and academic misconduct.

All written materials should be typed, grammatically correct, clearly written, and structurally sound. Papers and exams should be double-spaced and spell-checked. Poor grammar will reduce your grade.

The University requires students with disabilities to register with the Office of Disabled Student Services (DSS), located in UH-101 and at (657) 278 – 3112, in order to receive prescribed accommodations appropriate to their disability.  Students requesting accommodations should inform the instructor during the first week of classes about any disability or special needs that may require specific arrangements/accommodations related to attending class sessions, completing course assignments, writing papers or quizzes/tests/examinations.

 Grading:

|Assignment |Point Value |

|4 Online Quizzes (25 points each) |100 points |

|Mid-Term Examination | 50 points |

|Final Paper | 50 points |

|Final Exam | 50 points |

|Discussions (5 at 5 points each) |25 points |

|TOTAL |275 points |

GRADING

I will be using a +.- grading scale for this class. Final grades will be assigned based on the following scale:

|A: |96-100% |A |

|  |91-95 |A- |

|  |  |  |

|B: |88-90 |B+ |

|  |85-87 |B |

|  |81-84 |B- |

|  |  |  |

|C: |78-80 |C+ |

|  |75-77 |C |

|  |71-74 |C- |

|  |  |  |

|D: |67-70 |D+ |

|  |66-69 |D |

|  |60-65 |D- |

|  |  |  |

|F: |60 or below |F |

Proposed Course Schedule

| Module  |Date |Topic  |Readings |Task |

|  | |  |  | |

|1 | |Introduction: Why Should Human |H & K Chapter 1 |Discussion #1 |

| | |Service Professionals Study | | |

| | |Aging? | | |

|  | |  |  | |

|2 | |Demography of an |H & K Chapters 2 and 3 | |

| | |Aging Population |  | |

|  | |  |  | |

|3 | |Understanding Successful Aging |H & K Chapter 4 |Discussion #2 |

| | | |  | |

|  | |  |  | |

|4 | |Psychological Issues of Aging in |H & K Chapter 5 and 6 | |

| | |Human Services | | |

|  | |  |  | |

|5 | |Social Psychology of Aging |H & K Chapter 7 and 8 | |

| | |  | | |

|  | |  |  | |

|6 | |Social Supports and Family |H & K Chapter 9 and 10 |Discussion #3 |

|  | |  |  | |

|7 | |Midterm |You must complete this exam | |

| | | |between 10/14 and 10/21. | |

|  | |  |  | |

|8 | |Legal Issues and Housing Issues |H & K Chapter 11 | |

|  | |  |  | |

|9 | |Economics of Old Age and |H & K Chapter 12 |Discussion #4 |

| | |Implications in Human Services | | |

|  | |  |  | |

|10 | |Aging, Death, Dying and Medical |H & K Chapter 13 | |

| | |Ethics for Human Service | | |

| | |Professionals | | |

|  | |  |  | |

|  | |  |  | |

|11 | |Aging, Diversity, Health and |H & K Chapter 14 and 15 | |

| | |Human Services | | |

|  | |  |  | |

|  | |  |  | |

|12 | |Aging, Human Services and the |H & K Chapter 16 |Discussion #5 |

| | |Policy Process | | |

|  | |   |   | |

|13 | |Human Service Professionals in |   H & K Chapter 17 | |

| | |Aging | | |

|  | |   |  | |

|14 | |  Aging, Human Services and the |Final Paper Due 12/16 | |

| | |Future | | |

| | | | | |

|15 | |Course Review | | |

| | | | | |

|16 | |Final Exam | | |

Final Paper Guidelines

Content:

The final paper should be between 5 to 7 pages, typed, and double-spaced. Citations and references are to be used (APA Format). The purpose of the paper is to:

A.                 Allow you to examine an older person of interest.

B.                 Describe the situation of older persons and his or her particular group.

C.                 Compare persons from different groups.

Your paper should address (at the minimum) the following areas:

Section I: Descriptive

A.                 Describe the person you have chosen and identify their particular racial, ethnic, religious group.

B.                 Identify the historical events that affected the elderly of the group.

C.                 Describe the group's current social, economic, and political status (i.e. Hispanic, Polish, etc.)

D.                 Describe the cultural and religious characteristics of this group as they are generally perceived.

Section II: Oral Interview

This section will require an interview with the elderly person (60+) you have selected. In the interview you are to obtain information on the following areas. If the interview does not allow information for the following areas, simply state that. You can use email or telephone to complete the interview.

A.                 Key events in their life. Their life experience.

B.                 Their family composition and solidarity. Relations with other members of the group and family. Thoughts about changing family composition.

C.                 The extent to which they identify with the culture of the group. Are they Hispanic, Protestant, Irish, etc.? Whether they feel it is being maintained or lost. Thoughts about culture being a major feature for their offspring.

Section III: Analytical

A.                 Describe the extent to which the older person you interviewed reflected the status of the group in general.

B.                 Describe the changes/trends you expect are occurring in the group and discuss these implications for the next generation of older persons.

C.                 Discuss the implications of these changes for delivering services to elderly members of this group and upcoming generations.

TURNITIN Directions

 

To submit a paper using Turnitin:

1. Click the view/complete link next to the assignment you want to submit a paper to.

2. Click the submit icon for the paper.

3. Enter a paper title along with your last name first. For example----  DoeJohnautismtreatment.

4. Click the browse button to locate the file you want to submit.

5. Click submit. On the following page you will be asked to confirm the text of the submission. If the text is correct, click yes, submit to finalize the submission.

If your students have been given access to Originality Reports, they can view their submission and report by clicking on an assignment’s view/complete link. This will take the student to his or her assignment portfolio. In this screen the student can click the Originality Report icon to view his or her Originality Report.

Click to open the paper submission form or view your submission results

Click to open the paper submission form

Click to open the Originality Report.

This is an interview. Please follow the format below.

I will evaluate your paper on the three dimensions of:

       Format, grammar, and spelling

       Organization of ideas and/or logic of argument/ideas

       Content

I will give equal weight to each of these dimensions.

Grammar, spelling, and format:

       •paper length: 5-7 pages of written text

       •margins: 1 inch all around

       •typed

       •reasonable size font (e.g., 16 pt is just too big)

       •when making statements directly based on material you have read, you must provide a citation of that material in the text

       •cited references must be appropriately documented in a section titled "References"

       •5 - 10 references should be adequate and may include up to 2 urls.

       •there should be few if any misspelled words

       •have someone read you paper for grammar, spelling, and organization of ideas

 

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