Syllabus

UNIVERSITY OF THE DISTRICT OF COLUMBIA

College of Arts and Sciences

Department of Urban Affairs, Social Sciences and Social Work

Social Work Program

1173-277-01 Working with Older People 3 Credit Hour

Course Schedule: Office Hours:

Mon. & Wed. 1 p.m. to 2:20 p.m. Mon. & Wed. 2:30 p.m. to 5 p.m.

Telephone # (202) 274-5719 Email: Jburton@udc.edu

Working with Older People is an introductory exploration of theories and issues of adulthood and aging, strengths of the aged and approaches to addressing issues using counseling, support and service provision. Course content is examined in real life situations and the student is sensitized to issues of diversity, strengths and needs among older persons. The application of course content will occur in the context of the class seminar, a service-learning project and use of a distance learning model stressing discussion of and reflection on content related to experiences. Each student will partner with an elderly person with a focus on planning and carrying out a community service project. The student will also develop a life history book for the older person. The course, including the service-learning project, will improve the students ability to understand, appreciate, and work with older persons.

Course Rationale:This course is part of the aging series curriculum offered by the Social Work Program and the Institute of Gerontology. The series aims to develop professionals who are well grounded in aging studies and service provision. A service learning component provides an opportunity for the student to gain knowledge and experience through an elder service partnership arrangement.

Required Text: Hillier, Susan and Barrow, Georgia M. (1999). Aging, the Individual and Society (Seventh Edition). Belmont, California.

Supplementary readings and assignments are posted on udc.blackboard.com under each unit of study identified in the schedule of class activities. Additional readings may be assigned during the semester.

Course Objectives

Knowledge

Upon completion of this course, each student will be able to demonstrate, in writing, or by some reasonable substitute method

1. knowledge of theories and developmental tasks of adulthood and aging;

2. knowledge of developmental crises and environmental or situational factors that shape the person as he/she ages;

3. understanding of issues faced by older persons in an increasingly complex society;

4. knowledge of the array of service systems available to the elderly;

5. knowledge of approaches to working with the older persons.

Skill

Upon completion of this course, each student will be able to demonstrate, in writing, or by some reasonable method

1. an ability to apply concepts and theories to aid in understanding older persons and their situations;

2. an ability to establish working relationships with an older person based upon partnership;

3. an ability to identify specific problems of the elderly individual;

4. an ability to identify strengths of the older person;

5. an ability to identify alternative methods of assisting older persons;

6. an ability to recognize the importance of involving family members and significant others in working with older persons.

Upon completion of this course, each student will be able to demonstrate, in writing, behavior, practice or by some reasonable substitute method

1. sensitivity to the needs and interests of older persons;

2. appreciation of the strengths of older persons;

3. appreciation of the partnership role in working relationships with an older person;

4. appreciation of the principle of accountability to clients, the community and the agency/program;

5. appreciation of self-confidence in developing relationships with older persons with the aim of deriving personal satisfaction from working with older people.

Requirements for the Course:

(Taken or adapted from Hamon, Raeann R. Course syllabus on Sociology of Aging. Messiah College)

Attendance and Participation:

1. The student is expected to attend all classes. The instructor must be notified if a class seminar or activity is missed. The reason for absence must be documented and excused by the instructor.

2. The student is expected to complete all assigned reading prior to class time and prior to beginning interactive assignments on udc.blackboard.com.

3. The student is expected to keep abreast of current newsworthy information on aging (available from newspapers, periodicals, aging journals) and to integrate it into discussions, journals and other assignments.

4. The student is expected to turn off his/her cellular phone before entering the classroom. This is a sign of basic respect for one's peers and the instructor. Moreover, ringing telephones interfere with the process of teaching and student learning.

Elder Service Partnership Project and Journal Assignment:

1. The student will be assigned to an Elder Service Partner who is 65 years of age or older. Each student will join his/her Elder Service Partner in fulfilling a minimum of eighteen hours of community service.

2. The student is to maintain a journal about the experience. A one-page, single-spaced entry should be submitted every two weeks. The journal should include date, time, place, and duration of each service assignment; summary of visit, including description of activity and surroundings; integration of gerontological information with your experience; and personal reflections, impressions, and meanings. You might answer questions such as: What am I doing and why? What am I learning? What insights am I gaining about others, society, and myself? How will this experience affect my future thoughts and actions? Journals might also include updates on progress being made on the Life History Interview, as well as reflections on the experience of the process. At the conclusion of each journal entry, students should indicate specific plans for upcoming meetings with their Elder Service Partners.

3. The journal will be evaluated on the comprehensiveness of reflections, and integration of gerontological information and theory with your experience. Completion of the voluntary service requirements, reliability in planning and fulfilling obligations, and an assessment of the students performance by the Elder Service Partner will also be factored into the grade.

Life History Interview:

Each student will conduct a life history interview with an Elder Service Partner. This interview will be a minimum of five meetings and be audio taped (assuming permission is granted by the Elder Service Partner). All interviews will be transcribed. Specific skills for this assignment will be reviewed early in the semester. Students will give the final draft of the life history transcript to their Elder Service Partner to review and make any changes prior to completing the Life Story. Using that feedback, students will make revisions and present an attractive Life Story to their elder at the conclusion of the semester during a reception held in their honor. This project should be typed and double-spaced.

Instructional Methodology and Course Procedure:

The course is designed as a didactic, discussion and experiential learning event. Didactic presentations during the first four classes will

1. introduce students to the subject and major topical areas;

2. train students in the use of blackboard.com as an interactive tool for the course;

3. provide students with skills in interviewing and content on counseling;

4. provide an in-depth preparation for completion of assignments.

Students are expected to read and understand the information in the text and other assigned materials and be prepared to contribute to discussion or to raise questions

whether in class or though the use of the blackboard.com convention.

Student Evaluation/Assessment Related to Course and Program Objectives:

The student is expected to follow the course syllabus, keep up with assignments, prepare for and participate in class and interactive internet tasks, and develop assignments in light of the objectives and the topical content specified for each unit of study.

Several assignments are used to assess the extent to which students meet knowledge, skill and attitudinal objectives for the course. These assignments include exams, class discussion, a journal, interactive internet assignments, a service-learning project including completion of the life history book of a senior partner.

Evaluation and Grading:

Four areas of evaluation will be used for the purpose of grading: exams, service-learning experience, participation in the seminar, and the interactive work on blackboard.com. The major writing assignment is the Life History Book for your senior partner. Not more than four (4) exams will be given during the semester.

The course structure and format makes it essential that all students attend and participate in all scheduled activities and educational experiences. Therefore, attendance and participation are considered mandatory.

Grading Criteria:

Criteria Weight

Exams and individual assignments 20%

Project with Senior Partner 30%

Life History Book 30%

Attendance and Participation 20%

Units of Study:

1. Overview of the course and service-learning

2. Training in the use of Blackboard.com

3. Presentation on interactional skill areas and preparation for initial meeting with senior partner

4. Older persons and issues and stereotypes

5. Transitions in adult life and theories of social gerontology

6. Support systems, intimacy and well-being

7. Work, leisure, finances and living environments

8. Mental health of older persons

9. Dying and death

10. Student presentations