Changing Aging Competency Following a GeroRich Intervention Initiative: Implications for Bachelor's and Master's Social Work Education

Abstract

This article reports an evaluation of a GeroRich effort to increase agespecific content throughout bachelor and master-level social work curricula. A total of 426 students (128 BSWs and 298 MSWs) completed pre and posttests in 2004-2005, self-rating their aging competency using the Social Work with Aging Skill Competency Scale II (New York Academy of Medicine, 2005). Additional outcome questions were included to assess elements of the specific strategy. Findings indicate that both groups showed improved aging competency, but policy and human behavior courses were key to competency for BSW students, while practice and field classes predicted competency for MSWs.Social workers are crucial front-line service providers for our aging population now, and that role will expand in the coming years. Given the projected shortage of social workers who are educated to work effectively with older adults, initiatives to increase the age competency and multigenerational awareness of social work students are clearly needed. To address this issue, the University of Kansas-with funding from the Hartford GeroRich Initiative-conceptualized a multilevel approach involving students, faculty, and the surrounding

Elder Abuse and Neglect: Assessment Tools, Interventions, and Recommendations for Effective Service Provision

“…The literature reviewed accentuates the need for relevant training for professionals, including those in the medical fields and mental health realm such as social workers and counselors (Gordon, Nelson-Becker, Chapin, & Landry, 2007;Karcher & Whittlesey, 2007;Adler, 2006;WHO, 2002). The WHO states that ''many doctors do not diagnose abuse because it is not part of their training'' (WHO, 2002, p. 2).…”

“…Those who hold professional relationships with older adults should screen for intangible aspects such as social support and certain risk factors, and they should have the knowledge and resources to ''provide referrals to increase support as much as possible'' (Baker et al, 2009(Baker et al, , p. 1807. With the knowledge that professionals need geriatrics training across all disciplines (Gordon et al, 2007;Karcher & Whittlesey, 2007), it would be useful to focus future research on determining the best, most effective ways and venues for providing professional education on elder abuse and neglect.…”