SYLLABUS -- SWK 384 SOCIAL GERONTOLOGY: Fall, 2008

Professor: Stephen M. Marson, MSW; Ph.D.
Office: Temporary Jacobs P-2;  Phone: 521-6475 Inclement weather: (910) 521-6888
Office Hours: Monday by appointment, Tuesday 1:00, Wednesday 2:00  Thursday 1:00, Friday by appointment
Course Prerequisite: SWK 200 recommended
Course Description: Problems and needs of the aged.   Role of social worker in planning and providing services.  Analysis of existing programs.  Students will be involved in the delivery of care to aged individuals.

Table of Contents

Assignments Course Objectives Nursing Homes
Attendance Policy Course Outline Plagiarism
Blackboard Usage (Required) Final Exam Program Objectives
Book Report Options Geriatric Depression Scale  References
Book Report Outline Giving and Taking Help Required Text
Cell Phone Policy Grading Students with Disabilities

Program Objectives

  1. Apply critical thinking skills within the context of professional social work practice.
  2. Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
  3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
  4. Understand the forms and mechanisms of oppression and discrimination and the strategies of change that advance social and economic justice.
  5. Understand and interpret the history of the social work profession and its contemporary structures and issues.
  6. Apply the knowledge and skills of generalist social work to practice with systems of all sizes.
  7. Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities.
  8. Analyze, formulate, and influence social policies.
  9. Evaluate research studies and apply findings to practice, and, under supervision, to evaluate their own practice interventions and those of other relevant systems.
  10. Use communication skills differentially with a variety of client populations, colleagues, and members of the community.
  11. Use supervision and consultation appropriate to social work practice.
  12. Function within the structure of organizations and service delivery systems, and under supervision, seek necessary organizational change.
  13. Use social work skills, values and knowledge within the context of our rural environment.

    14. Course Objectives

  1. To understand the social relationships associated with the aging process. (Program Objectives: 1, 2, 7)
  2. To understand the use of the generalist model for practice with elderly populations.(Program Objectives: 1, 2, 3)
  3. To understand the linkage between declining health and social service. (Program Objectives: 1, 2, 4, 5, 6, 7)
  4. To understand the linkage between socioeconomic status and the aging process. (Program Objectives: 1, 2, 4, 6, 7, 9)
  5. To understand basic issues of social and economic justice in relationship to the aging process. (Program Objectives: 1, 2, 4, 6, 7, 8)
  6. To appreciate the unique research methods employed in gerontological research (i.e., longitudinal methods). (Program Objectives: 1, 9)
  7. To appreciate the human diversity among elderly populations. (Program Objectives: 1, 2, 4, 6, 7)
  8. To appreciate the meaning of "elderly" as a "population at risk. (Program Objectives: 1, 2, 3, 4, 5, 6, 7, 13)
  9. To appreciate how the NASW Code of Ethics is applied to practice with elderly populations. (Program Objectives: 1)
  10. To use appropriate academic and applied resources to assist elderly populations. (Program Objectives: 1, 2, 4, 6, 7, 8)
Course Outline
Date or Lecture Topic Course Objectives  Activities & Readings  Outcome Measures
Week 1 The Context of Social Work Practice with Elderly:
  • Aging in the 21st Century
  • Demography Issues
  • Life Course Perspective
  • Jobs for Gerontological Social Work
  • Personal and Professional Issues
    		•  1, 2, 8, 9, 10  Read Chapter 1
  • http://www.agingstats.gov
  • http://www.aoa.dhhs.gov/naic
  • http://www.alfa.org
  • http://www.elderweb.org
  • http://www.aahsa.org
  • http://www.caremanager.org
    		•  Quiz 1 and Final
    Week 2 Biology of Aging
  • Genetic Issues
  • Physical Changes
  • Biological Implications for SWK Practice
  • Incontinence and difficult other issues
    		•  2, 3, 4, 5, 7, 8, 10 Read Chapter 2
  • http://www.cis.nci.nih.gov
  • http://www.aad.org
  • http://www.nof.org
  • http://www.mayo.edu/geriatrics-rst/incont.html
  • http://www.aoa.gov/PAGES/AGEPAGES/aids.html
  • http://www.healthy.net
    		•  Quiz 1and Final
    Week 3 & 4 Psychosocial Adjustment
  • Psychological Changes
  • Social Theories
  • Implications for Social Work Practice
    		•  1, 4, 6, 8, 10 Read Chapter 3
  • http://www.journalkeepers.com
  • http://www.aarp.org/leisure
  • http://www.med.harvard.edu/programs/necs
    		•  Quiz 1 and Final
    Week 5 Conducting a Biopsychosocial Assessment
  • General Information
  • Special Considerations
  • Conditions for Conducting an Assessment
  • Components of an Assessment
    		•  1, 2, 3, 4, 6, 8, 10 Read Chapter 4
  • http://www.audiologyawareness.com/hhelp
  • http://www.webmd.com
  • http://www.cpsc.gov
  • http://www.afb.org
    		•  Quiz 1 and Final
    Week 6 Emotional Problems
  • Depression  See Geriatric Depression Scale
  • Dementia
  • Delirium
  • Differentiating among Depression

    • Final Exam: Will be on Blackboard.  In case of a technical problem, a three day window of opportunity will be offered.  The class will select the dates on the second day of class.
    Required Texts: McInnis-Dittrich, Kathleen. (2005). Social Work with Elders
    About Computer Usage: Social work majors are required to have an email account to submit and receive assignments.  Students may apply for an account on Snappy (name of our computer) at no cost.  Merely complete the  "New User Account" form found at http://www.uncp.edu/ucis/accounts/.   To use and check email, go to http://webmail.uncp.edu/.
    Assignments

    1. Read the assigned chapters as indicated on the course outline

    2. Three quizzes

    3. Assessment of North Carolina Nursing Homes  Directions will be given in class

    4. Book Report:  select from one of these two: Barusch, A.S. (2008). Love Stories of Later Life: A Narrative Approach to Understanding Romance. Cambridge, MA: Oxford University Press. or Salzman, Carl. 1997Psychiatric Medications for Older Adults or Ottosson, Jan-Ot & Fink, Max. (2004). Ethics in Electroconvulsive Therapy   follow this outline:

      1. Complete citation

      2. Summary  Write an abstract of the book. Include 3 themes in your summary. (Should be about 5 pages.)

      3. Discuss the implications of the findings for your major.

      4. Discuss the implications of the findings for your personal life.

    Cell Phone Policy: Students are not permitted to conduct phone conversations during class time.  Students are not permitted to have cell ring during class time.   Students who use conduct a phone conversation or allow their phones to ring during class time will be drop 10 points on the next quiz or 5 points for their final exam.
    Attendance Policy: Attendance and class participation are critical to the learning and integration of materials. Therefore, the Social Work Department has implemented the following policy. There are no excused absences.  A student will fail the class upon the seventh absence for day classes and the fourth absence for evening class (for three hours courses). Students are therefore encouraged to be mindful of absences and make every effort to be in attendance. Students are expected to have read assigned material prior to the class. Students are also expected to participate in class discussion, exercises, “minute” papers, and any Blackboard discussions that may be announced.  Students are considered in attendance only if present for the entire class. Arriving late or leaving early is disruptive will be dealt with by the instructor.  Attendance will be used as a criterion in determining the final grade.  (Present 1 point; Tardy 1/2 point; Not present 0 points)  For more details see “Class Attendance” in The University of North Carolina at Pembroke.
    Grading Components Scale:  Two to Three Quizzes -- 30%; 2) Final Exam -- 40%; 3) Book Report -- 25%; 4) Class Attendance 5%
    Grades are not negotiated.   A grade will not be changed after the grade is given to the student.   On the other hand, if the professor makes a calculation error, students are expected to immediately report the error to the professor.  The grading scale is outlined below and is in the Student Social Work Handbook:
    A 92-100
    B 82-86
    C 72-76
    D 62-66
    A- 90-91
    B- 80-81
    C- 70-71
    D- 60-61
    B+ 87-89
    C+ 77-79
    D+ 67-69
    F 0-59
    Giving and Taking Help
    The practice of social work includes two important concepts: “process” and “outcome”. Outcome is the degree of success in achieving a goal. Process includes the hard work and elf-discipline a social worker employs in achieving a goal. The social work faculty feel that the “process” is as significant as the “outcome”. When one student assists another by sharing projects, term papers, book reports, reaction papers and other assignments, the benefit of the “process” are usurped.  The student who recycles the assignments is denied the opportunity to enhance his/her self-discipline and work habits. Simply stated, Don’t share your work with other students. The social work faculty considers such behavior as cheating a violation of the NASW Code of Ethics and a violation of the Student Honor Code. Students have the responsibility to know and observe the UNCP Academic Honor Code..
    Plagiarism
    The Social Work Program does not permit plagiarism   All students enrolled in SWK courses are required to use the APA citation style, anyone caught plagiarizing automatically receive an F.  You will loose points on assignments if you do not use APA citation style. APA manuals can be purchased in the bookstore. There is a copy on closed reserve in the library. Also refer to the Library resource for APA . You may also get help from University Writing Center hours during the spring semester are from 9 a.m. to 5 p.m. Monday through Thursday and 9 a.m. to 12 p.m. on Friday. For an appointment, stop by the Writing Center, Dial 131, call 910.521.6168, or email writing@uncp.edu.
    Students With Disabilities
    Any student with a documented disability needing academic adjustments is requested to speak directly to Disability Support Services and the instructor, as early in the semester (preferably within the first week) as possible. All discussions will remain confidential. Please contact Disability Support Services, DF Lowry Building, 910-521-6695.
    Child Welfare Waiver Students: NA
    Portfolio Assignment: NA
    Blackboard Usage:  Although SWK 384 is not designated as a “Blackboard” course, Blackboard is used under two circumstances.   First, if the course is canceled or the professor is unable to attend class and cannot find a replacement, lectures and assignments will be posted on Blackboard.  Second, depending on the nature of the course, some quizzes will be posted on Blackboard.   Under most circumstances, students will be given a three day window of opportunity to compete the quiz.  If a student is kicked off Blackboard during a quiz, he/she is required to immediately email (steve.marson@uncp.edu or smarson@nc.rr.com) or call the instructor (521-6475). All students are required to completed the Blackboard Orientation.
    Bibliography: Frequently cited during course
  • Albom, M.  (1997).  Tuesdays with Morrie. New York:  Doubleday.
  • Bearon, L. (Ed.).  (2001). Serving older adults in rural North Carolina: meeting the challenge. Chapel, NC: Institute on Aging.
  • Beaver, M. L. & Miller, D. A. (1992).  Clinical social work practice with the ederly.  Belmont, CA:  Wadsworth.
  • Berkman, B. (2006). Handbook of Social Work in Health and Aging. Oxford: Oxford University Press.
  • Bengston, V. L. & Schaie. (Eds.).  (1999).  Handbook of theories of aging.  New York:  Springer.
  • Binstock, R. H. & Shanas, E. (Eds.).  (2002).  Handbook of aging and the social sciences.  New York:  D. Van Nostrand
  • Birren, J. E. & Bengston, V. L.  (Eds. ).  (1988). Emergent theories of aging.  New York:  Springer.
  • Birren, J. E. & Schaie, K. W. (1985).  Handbook of the psychology of aging.  (2nd ed.).  New York:  Van Nostrand Reinhold.
  • Busse, E. W. & Blazer, D. G. (Eds.).  (1980).  Handbook of geriatric psychiatry.  New York:  Van Nostrand Reinhold.
  • Cummings, Elaine 1981 Further thoughts on the theory of disengagement. Aging in America, pages 39-57.
  • Erwin, K.T, (1997). Group Techniques For Aging Adults: Putting Geriatric Skills Enhancement Into Practice. NY: Taylor & Francis Group.
  • Haight, B. K. & Webster, J. D. (Eds.).  (1995).  The art and science of reminiscing.  Washington, DC:  Taylor & Francis.
  • Hillman, J. L.  (2000).  Clinical perspectives on elderly sexuality.  New York:  Kluwer Academic/Plenium.
  • Kennedy, G. J. (2000).  Geriatric mental health care. New York:  The Guilford Press.
  • Krauskopf, J. M. et al.  (1983).  Elderlaw:  Advocacy for the aging.  (Vols. 1-2, 2nd ed.).  St. Paul, MN:  West.
  • Maddox, G. L. (Ed.).  (1995).  The encyclopedia of aging. (2nd ed.)  New York:  Springer.
  • Mezey, M. D. (Ed.).  (2001). The encyclopedia of elder care. NY: Springer.
  • Moore, P. & Conn, C. P. (1985).  Disguised.  Waco, TX:  Word Books.
  • Muslin, H. L.  (1992).  The psychotherapy of the elderly self. New York:  Brunner/Mazel.
  • Rubinstein, R. L., Kilbride, J. C. & Nagy, S.  (1992). Elders living alone. Hawthorne, NY:  Walter de Gruyter.
  • Samaras, T.T. (1994). The Truth about your height. San Diego: Tecolote.
  • Salzman, C.  (2001).  Psychiatric medications for older adults. New York:  The Guilford Press.
  • Savishinsky, J. S.  (1991)  The ends of time.  New York:  Bergin & Garvey.
  • Scrutton, S.  (1995).  Bereavement and grief.  London:  Hodder Headline.
  • Schafer, D. E.  (1994).  Reminiscence and nursing home life. New York:  Garland.
  • Terry, R. D., Katzman, R., & Bick, Katherine. (Eds.).  (1984). Alzheimer disease.  New York:  Raven Press.
    Vemon, Bruce et al 1981 An exploration of the activity theory. Aging in America, pages 15-38.

    •