1. No category

University of Minnesota School of Social Work
Syllabus
SW 8252-Advanced Interventions and Issues in Health, Disabilities & Aging
Part I: Course information
SW 8252-Advanced Interventions and Issues in Health, Disabilities & Aging (HDA)
2 credits
Faculty contact:
Name:
Email:
Phone:
Office Location:
1. Course descriptions:
a. Short Version:
This course emphasizes advanced assessment and intervention, as well as critical issues and
current developments related to practice in the distinct, but interrelated, fields of health,
disabilities, and aging. The course focuses on all levels of social work practice (e.g. individual;
family; organizational; community).
b. Long Version:
This required course for students in the Health, Disabilities and Aging (HDA) concentration
builds on and complements the HDA foundation course Social Work Practice in Health,
Disabilities and Aging. This course is intended for students who want to practice at any level
(individual, family/group, organizational, community) in the distinct, but interrelated, areas of
health, disabilities or aging. Students will learn about, understand, and practice assessment,
within a bio-psycho-social and spiritual framework, and explore selected interventions
common to each of the three areas of practice. Critical issues central to these fields of practice
will be examined, such as cultural influences, family support and involvement, consumer
control and choice, advocacy, organizational and management issues, ethical issues, and endof-life care. Students will also learn skills in Vital Involvement practice, case management, and
collaboration with interdisciplinary teams.
Pre-requisites:
1. This is an advanced social work class, and the material presented in this class is at an advanced
level. Social Work students enrolled in this course should have completed the foundation classes
listed below, or have advanced standing status.
SW 5051 - Human Behavior and the Social Environment
SW 5801 - Policies and Programs in American Social Welfare
SW 8151 - Social Work Practice Methods: Individuals and Systems
SW 8152 - Social Work Practice Methods: Families and Groups
SW 8153 - Models of Community Intervention
SW 8841 - Social Work Research Methods
2. You must have completed or be concurrently enrolled in 8251 Social Work Practice in Health,
Disabilities, and Aging.
3. If you are not a Social Work student, you need permission of the instructor
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Clinical Licensure Hours:
This course contains some clinical content, as required by the Minnesota Board of Social Work for
eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each
required category is listed below:
Area
Differential
Diagnosis
Hours
5
Assessment
based
treatment
planning
6
Clinical
Intervention
Methods
Evaluation
methodologies
10
0
SW values
and ethics
4
Culturally
specific
clinical
assessment
3
Other areas
2
Part II: Course outcomes
Course Objectives
Upon successful completion of this course a student will demonstrate competence in:
1. Evaluating ethical dilemmas and making ethical decisions related to problems, issues, and practice in
health, disability, and aging areas of social work practice.
2. Identifying and implementing specific models of assessment, prevention, intervention, and evaluation
that are appropriate to health, disability, and aging areas of social work practice.
3. Understanding of how culture and values affect diverse conceptualizations and constructions of
problems and solutions in health, disability, and aging areas of social work practice.
4. Applying strategies of advocacy and social change that advance human rights and social and economic
justice to impact various groups and outcomes relevant to the health, disability, and aging areas of
social work practice.
5. Applying knowledge of human behavior and the social environment to choose and implement
methods of assessment, intervention, and evaluation most appropriate to health, disability, and aging
areas of social work practice.
6. Engaging, assessing, intervening, and evaluating individuals, families, groups, organizations, and
communities around problems and issues associated with health, disability, and aging areas of social
work practice.
Social Work Practice Competencies
Successful completion of this concentration course implies that the student has achieved competency in the
following advanced practice behaviors:
Competency: 2.1.1 – Identify as a professional social worker and conduct oneself accordingly
Social workers serve as representatives of the profession, its mission, and its core values. They know the
profession’s history. Social workers commit themselves to the profession’s enhancement and to their own
professional conduct and growth. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Advocacy assignment
Sessions
• Apply knowledge of social services,
4, 9, 10, 11
policies and programs relevant to
their area of practice
Competency: 2.1.2 – Apply social work ethical principles to guide professional practice
Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making.
Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.
Social workers:
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Practice Behavior
Covered in class through (i.e.,
activity, reading, content)
Assessed
Identify and analyze value-based and Sessions
1, 14, 15
ethical dilemmas that arise in their
area of practice, using professional
codes of ethical standards and
through appropriate professional
consultation.
Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.
They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and
communication of relevant information. Social workers:
Covered in class through (i.e.,
Practice Behaviors
Assessed
activity, reading, content)
>Role play (session 4)
Sessions
• Identify and synthesize multiple
>Advocacy assignment
4,
7
sources of knowledge to understand
>Advanced practice application:
policy and practice issues related to
Intervention role play
their area of practice.
•
>Inspirational practice instances
>Advocacy assignment
Sessions
Identify and evaluate models of
>Inspirational practice instances
assessment, prevention, intervention 2, 3, 4, 5, 6
and evaluation that are appropriate to
their area of practice.
EP 2.1.4 Engage diversity and difference in practice
Social workers understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors
including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a
consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and
alienation as well as privilege, power, and acclaim. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
>Small group class exercise
Sessions
• Engage in practice that challenges
(session 6)
6,
8
the systems of privilege and
>Advocacy
assignment
oppression by utilizing the culturally
relevant assessments and
interventions specific to the context of
their area of practice
EP 2.1.5 – Advance human rights and social and economic justice
Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an
adequate standard of living, health care, and education. Social workers recognize the global interconnections of
oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.
Social work incorporates social justice practices in organizations, institutions, and society to ensure that these
basic human rights are distributed equitably and without prejudice. Social workers:
Covered in class through (i.e.,
Practice Behaviors
Assessed
activity, reading, content)
Class role play exercise (session
Session 5
• Gain a full comprehension about
3)
disparities and their development,
contribute to knowledge about
institutional barriers to equality and
apply concentration-appropriate
strategies to advance social and
economic justice.
•
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Competency: 2.1.7 – Apply knowledge of human behavior and the social environment
Social workers are knowledgeable about human behavior across the life course; the range of social systems in
which people live; and the ways social systems promote or deter people in maintaining or achieving health and
well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social,
cultural, psychological, and spiritual development. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Advanced Practice Application
Sessions
• Evaluate and synthesize theories
5, 6, 8, 15
and perspectives of human behavior
and the social environment to choose
and apply methods of assessment,
intervention and evaluation in their
area of practice
Competency: 2.1.8 – Engage in policy practice to advance social and economic well-being
Social work practitioners understand that policy affects service delivery, and they actively engage in policy
practice. Social workers know the history and current structures of social policies and services; the role of policy
in service delivery; and the role of practice in policy development. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Role play
Sessions
• Understand, compare, analyze,
4,
10
formulate and advocate for policies in
an area of practice
Competency: 2.1.9 – Respond to contexts that shape practice
Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and
societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and
use knowledge and skill to respond proactively. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Advocacy assignment
Sessions
• Organize and advocate with
4,
10
community members, program
participants, service providers,
community organizations, policy
makers and the public to improve
practice and service delivery in their
area of practice.
Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention,
and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals,
families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and
implementing evidence-based interventions designed to achieve client goals; using research and technological
advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and
providing leadership for policies and services; and promoting social and economic justice.
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
>Role Play (session 2)
Sessions
• Engage: Use empathy and
>In-class practice w/ VIP tools
2,
3,
5
collaborative interviewing skills to
(session 5)
engage clients in identifying their
>Advanced practice application:
strengths and problems.
•
Engage: Establish rapport and
maintain effective working
relationships with clients in clinical
Sessions
2, 3, 5, 8, 15
Intervention role play
>Inspirational practice instances
>Advanced practice application:
Intervention role play
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•
•
•
•
•
•
•
mental health settings.
Engage: Employ diverse strategies to
arrive at a collaborative focus of work
and desired outcomes in clinical
social work mental health practice.
Assess: Conduct a comprehensive
bio-psychosocial spiritual assessment
as appropriate for persons in health
care settings, persons with disabilities
and older adults
Assess: Administer and interpret
standard assessment and/or
diagnostic tools that are appropriate
for use with persons in health care
settings, persons with disabilities and
older adults
Assess: Assess individuals, families,
groups, organizations, and
communities to determine a range of
potentially effective and appropriate
interventions to improve practice
outcomes related to clinical social
work practice in mental health.
Intervention: Use appropriate
evidenced-based interventions to help
clients resolve identified and agreed
upon problems.
Intervention: Intervene at different
levels to achieve the desired health-,
disability or aging-related practice
outcomes.
Intervention: Maintain accurate
records documenting the
assessment, interventions and
outcomes.
Sessions
6, 7, 8, 9
>Advanced practice application:
Intervention role play
Sessions
6
Small group class exercise
(session 6)
Session
6
Small group class exercise
(session 6)
Sessions
6, 7, 8
>Small group class exercise
(session 6)
>Advanced practice application:
Intervention role play
Sessions
2, 3, 5, 8
>Advanced practice application:
Intervention role play
>Inspirational practice instances
Sessions
2, 3, 5, 6, 7, 8
>Advanced practice application:
Intervention role play
>Inspirational practice instances
Sessions
5, 7, 11
In-class practice w/ VIP tools
(session 5)
Part III: Course requirements
Required texts and materials
• McInnnis-Dittrich, K. (2009) Social Work With Older Adults: A Biopsychosocial Approach to
Assessment and Intervention (3rd Edition). Boston: Pearson
• Materials on EReserve: [http://eres.lib.umn.edu/eres/coursepage.aspx?cid=213]
Assignments
• Inspirational Practice Instances (Two separate assignments, 20 points @). Due Weeks 6 and 10:
Students will think of specific examples of practice interventions from current field placements or
other practice experiences and analyze the instances based on course material.
Think of specific examples of practice interventions from your current field placement or other
practice experience in contemporary context. (The instance may refer to a particular moment of
interaction, a specific session, an intervention "assignment," or a period of practitioner-client work
Page 5 of 19
together.) Write up this instance as if you were presenting it in a case conference, including
describing the instance, analyzing the instance, and reflecting upon learning.
• Advocacy Assignment (25 pts). Presentations Due Week 13; Comments Due Week 15
In teams of three or four, students are to choose an issue related to Health, Disability and/or Aging
and develop an advocacy intervention to promote systems change.
Create a multi-media presentation outlining the issue (video, PowerPoint presentation,
website), and presenting your group's strategy for promoting systems change in contemporary
context. Accompany the multi-media presentation with a two page fact sheet outlining your
group's systems change strategy. You must address how people affected by the change will be
included in your intervention strategy.
These presentations will be posted on the course Moodle site, and students will be required to
view and comment on at least two other groups’ projects.
• Advanced Practice Application: Intervention Role Play (35 pts). –Due Finals Week.
Students will use the case scenarios developed during the Anchor course.
Develop an intervention plan in contemporary context, based on an already completed
biopsychosocial assessment (See SW8251).
Grading Structure
Element
Inspirational Practice Instances 1
Inspirational Practice Instances 2
Advocacy Assignment & Comments
Intervention Role Play
Points
20
20
25
35
Due Date
Week 6
Week 10
Week 13; Week 15
Finals Week
Grading Scale
A =
A- =
B+ =
B =
B- =
C+ =
C =
C- =
D+ =
D =
93
90
87
83
80
77
73
70
67
60
-
100
92
89
86
82
79
76
72
69
66
Course Policies
There are many University and School of Social Work policies that govern this course. Please
go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see a complete
description of all the policies.
Part IV: Course content
Session: 1
Topic: Introduction
A. Introductions and Overview of Course
B. Introduction to Complex/Difficult Conversations in HDA
Page 6 of 19
C.
Case activity introducing themes of course
Activity/Assignment: Case activity introducing themes of course
Session: 2
Topic: Key interventions in HDA: Motivational Interviewing
A. Major Intervention practices and tools related to Motivational Interviewing
B. Intervention practice introduced in lecture and Role Plays
C. Discuss applications and challenges for use of Motivational Interviewing across diverse populations
and different settings associated with health, disability, and aging.
In this course three frequently used and well matched interventions in HDA are presented in detail. Clearly,
numerous other interventions are used in Health, Disability, and Aging practice. Some of these have been
introduced in SW8200; some are presented elsewhere in this course. Students will be utilizing some in Field
Placements. Additional interventions will be comprehensively presented in concentration elective courses.
Students should consider further exploration of the following interventions: CBT/DBT; Supportive Counseling;
Strengths-based Assessments; Positive Behavior Supports; Person Centered Planning; Task
Centered/Problem Solving; Brief Interventions / Solutions; Creative Activity Interventions; PostModern/Humanistic. Readings related to each of these interventions are listed below as supplemental
readings.
Activity/Assignment: Role play, Discussion
Required Readings:
• Walsh, J. (2010). Motivational Interviewing. Theories for Direct Social Work Practice (Ch. 11).
Wadsworth Publishing, CA.
• Hanson, M. and Gutheil, I. (2004). Motivational strategies with alcohol involved older adults:
Implications for social work practice. Social Work, 49(3), 364-372.
• Fuller, M (2010, Sept. 15). Effective Motivational Interviewing an Adolescent [YouTube video].
Retrieved from http://www.youtube.com/watch?v=5h0i-b0xrnI&feature=related
Supplemental Readings:
• Carr, E. et.al. (2002). Positive Behavior Support; Evolution of an applied science. Journal of Positive
Behavior Interventions, 4(1), 4-16
• O’Brien, C., & O’Brien J. (2000). The Origins of Person-Centered Planning. A Little Book About Person
Centered Planning (2-27). Responsive Systems Associates, Inc, Va. Retrieved from
http://www.mcgowanconsultants.com/pdf/PCP_History.pdf
• Berkman, B. (2006). Contents. In B. Berkman (Ed.), Handbook of Social Work in Health and Aging (pp.
xiii-xxii). Oxford: Oxford University Press.
• McInnis-Dittrich, K. (2009). Conducting a Biopsychosocial Assessment. Social Work with Older Adults
(3rd ed.), (82-111). Boston: Allyn & Bacon.
• McInnis-Dittrich, K. (2009). Individual and Group Interventions in the Socioemotional and Cognitive
Problems of Older Adults. Social Work with Older Adults (3rd ed.), (143-177). Boston: Allyn & Bacon.
• McInnis-Dittrich, K. (2009). Alternative Interventions in the Socioemotional Problems of Older Adults.
Social Work with Older Adults (3rd ed.), (178-199). Boston: Allyn & Bacon.
• Kivnick, H. Q. & Murray, S. V. (2001). Life Strengths Interview Guide: Assessing Elder Clients’ Strengths.
Journal of Gerontological Social Work, 34, 32
Page 7 of 19
•
•
•
•
•
•
•
Geron, S. M. & Little, F. C. (2003). Standardized Geriatric Assessment in Social Work with Older Adults.
In Berkman and Harootyan (Eds.). Social Work and Health Care in an Aging Society: Education, Policy,
Practice and Research (269-296). New York: Springer Publishing Co.
Geron, S. M. (2006). Comprehensive and Multidimensional Geriatric Assessment. In B. Berkman (Ed.),
Handbook of Social Work in Health and Aging (pp. 721-728). Oxford: Oxford University Press.
Jacobsen, S. (2011). HIV/AIDS intervention in an aging U.S. population. Health and Social Work, 36(2)
144-151.
Kotria, K. (2005). Social work practice in health care: The need to use brief interventions. Health and
Social Work, 30(4) 336-339.
Walsh, J. (2010). Solution-Focused Therapy . Theories for Direct Social Work Practice (Ch. 10).
Wadsworth Publishing, CA.
Murguia, A., Peterson, R. A. and Zea, M.C. (2003). Use and implications of ethnomedical health care
approaches among Central American immigrants. Health and Social Work, 28(1), 43-51.
Bouis, S., Reif, S., Whetten, K., Scovil, .J, Murray, A. and Swartz, M. (2007). An integrated,
multidimensional treatment model for individuals living with HIV, mental illness, and substance abuse.
Health and Social Work, 32(4), 268-278.
Session: 3
Topic: Key interventions in HDA: Crisis intervention and theory
A. Major Intervention practices and tools related to Crisis theory and intervention
B. Intervention practice introduced in lecture and Role Plays
C. Discuss applications and challenges for use of Crisis Intervention across diverse populations and
different settings associated with health, disability, and aging.
Activity/Assignment: Role play, Discussion
Required Readings:
• Walsh, J. (2010). Crisis Theory and Intervention. Theories for Direct Social Work Practice (Ch. 13).
Wadsworth Publishing, CA.
Supplemental Readings:
• Malone, D. M., McKinsey, P. D., Thyer, B. A. and Straka, E. (2000). Social work early intervention for
young children with developmental disabilities. Health and Social Work, 25(3), 169-180.
Session: 4
Topic: Key interventions in HDA: Policy and program advocacy
A. Major Intervention practices and tools related to Policy and program advocacy
B. Intervention practice introduced in lecture and Role Plays
C. Discuss applications and challenges for use of Policy and Program Advocacy across diverse populations
and different settings associated with health, disability, and aging.
Activity/Assignment: Role play, Discussion
Required Readings:
• Brocato, J. and Wagner E. F. (2003). Harm reduction: A social work practice model and social justice
agenda. Health and Social Work, 28(2), 117-125.
Other Resources (speakers, movies, books):
Page 8 of 19
•
http://www.inclusion.com/
Session: 5
Topic: Vital Involvement
A. Vital involvement and healthy behavior in the social environment.
B. Vital involvement practice (VIP) intervention tools and techniques for working with clients of diverse
ages, abilities, and health statuses.
C. In-class practice using VIP tools and techniques
Activity/Assignment: In-class practice using VIP tools and techniques
Required Readings:
• Kivnick, H. Q., & Stoffel, S. A. (2005). Vital involvement practice: Strengths as more than tools for
solving problems. Journal of Gerontological Social Work. 46(2), 85-116.
• Case Materials: Sample PVI Worksheets
• Case Materials: Sample VIP Workbooks
Supplemental Readings:
• Kivnick, H. Q. (2010). Dancing Vital Involvement: A Creative Old Age. Journal of Aging, Humanities and
the Arts, 4(4), 421-430.
• Kivnick, H. Q. and A. M. Lymburner (2009). "CitySongs: Primary Prevention in the Field. ." Journal of
Primary Prevention 30(1), 61-73.
• Hinterlong, J.E. (2006). Race disparities in health among older adults: Examining the role of productive
engagement. Health and Social Work, 31(4), 275-288.
Session: 6
Topic: Assessment of functioning with specific issues; Case planning/treatment plans
A. Understanding and using assessment tools for specific issues or conditions: Mobility; Spiritual
Assessments; Alzheimer’s/dementias; Brain Injury
B. Developing case, intervention or treatment plans with clients/patients, their families, and other
professionals.
C. Class Exercise (small groups) – utilize examples of completed assessments to develop intervention
plans.
Activity/Assignment: Small group exercise
Required Readings:
• Kane, R. A. (2006). Standardized Measures Commonly Used in Geriatric Assessment. In B. Berkman
(Ed.), Handbook of Social Work in Health and Aging (pp. 737-748). Oxford: Oxford University Press.
• Berkman, B., Bonander, E., Chauncey, S., Daniels, A., Holmes, W., & Mark, R. (1999). Standardized
screening of elderly patients' needs for social work assessment in primary care: use of the SF-36.
Health & Social Work, 24(1), 9-16.
• Kim, M. M., Ford, J. D., Howard, D. L., and Bradford, D. W. (2010). Assessing trauma, substance abuse,
and mental health in a sample of homeless men. Health and Social Work, 35(1), 39-48
• Hodge, D. M. & Limb, G. E. (2010). Native Americans and Brief Spiritual Assessment: Examining and
Operationalizing the Joint Commission’s Assessment Framework. Social Work, 55(4), 297-307.
• Evans, T. (2004). A multidimensional assessment of children with chronic physical conditions. Health
and Social Work, 29(3), 245-248.
Page 9 of 19
Supplemental Readings:
• Webber, S. C., Porter, M. M., & Menec, V. H. (2010). Mobility in Older Adults: A Comprehensive
Framework. The Gerontologist, 50(4), 443-450.
• Antle, B. J. (2004). Factors associated with self-worth in young people with physical disabilities. Health
and Social Work, 29(3), 167-175.
• Cummings, S. M., Neff, J. A. and Husaini, B. A. (2003). Functional impairment as a predictor of
depressive symptomatology: The role of race, religiosity, and social support. Health and Social Work,
28(1), 23-32.
• Pierce, R., Chadiha, L. A., Vargas, A. and Mosley, M. (2003). Prostate cancer and psychosocial concerns
in African American men: Literature synthesis and recommendations. Health and Social Work, 28(4),
302-311.
• Cummings, S. M. (2002). Predictors of psychological well-being among assisted-living residents.
Health and Social Work, 27(4), 293-302.
• McInnis-Dittrich, K. (2009). Conducting a Biopsychosocial Assessment. Social Work with Older Adults
(3rd ed.), (82-111). Boston, MA: Allyn & Bacon.
• Ai, A. L., Rollman, B. L., Berger, C. S. (2010). Comorbid mental health symptoms and heart disease: Can
health care and mental health care professionals collaboratively improve the assessment and
management? Health and Social Work, 35(1), 27-38
• Choi, N. G. and Kim, J. S. (2007). Age group differences in depressive symptoms among older adults
with functional impairments. Health and Social Work, 32(2), 177-188.
• Inouye, S. K. (2006). Delirium in Older Persons The New England Journal of Medicine, 354(11), 11571165.
Other Resources (speakers, movies, books):
• Examples of Assessment forms and intervention/treatment plans from clinics, counties, agencies
Session: 7
Topic: Interdisciplinary team practice in health, disability and aging
A. Types and purposes of interdisciplinary teams: understanding the roles of social work
B. Navigating a team approach: power hierarchies; building relationships; understanding and using
different professional languages; understanding and managing conflicting professional values; role
conflicts; leadership
C. Guest panel of social workers from various settings [hospitals; hospice; IEP; long-term care; etc] for
focused discussion of work on interdisciplinary teams
Activity/Assignment: Guest panel of social workers in health, disability, and aging
Required Readings:
• Patel, D. & Pratt, H. (2011). Principles of team care with children with developmental disabilities. In
Patel, D. & Pratt, H. (Eds.). Neurodevelopmental Disabilities (369-379). New York: Springer, DOI:
10.1007/978-94-007-0627-9_23
• Kropf, N. & Malone, M. (2004). Interdisiplinary practice in developmental disabilities. Journal of Social
Work in Disability & Rehabilitation, 3(1), 21-36.
• Mellor, M. J. (2006). Interdisciplinary Team Practices. In B. Berkman (Ed.), Handbook of Social Work in
Health and Aging (pp. 765-772). Oxford: Oxford University Press.
• Allen, P.D. Helson, H.W., Netting, F.E. and Cox, D.M. (2007). Navigating conflict: A model for nursing
home social workers. Health and Social Work, 32(3) 231-234.
Page 10 of 19
•
Parker-Oliver, D. Bronstein, L.R. and Kurzejeski, L. (2005). Examining variables related to successful
collaboration on the hospice team. Health and Social Work, 30(4) 279-286.
Supplemental Readings:
• Sims, D. (2011). Achieving Collaborative Competence through Interprofessional Education: Lessons
Learned from Joint Training in Learning Disability Nursing and Social Work. Social Work Education,
30(1), 98-112.
• Reese, D. J. and Sontag, M. (2001). Successful interprofessional collaboration on the hospice team.
Health and Social Work, 26(3), 167-175.
Session: 8
Topic: Diversity in Families / Family Support
A. Diversity in families
B. Family Support Systems
C. Intervention strategies for family caregivers
Required Readings:
• McInnis-Dittrich, K. (2009). Working with Older Adults’ Support Systems: Spouses, Partners, Families,
and Caregivers. Social Work With Older Adults: A Biopsychosocial Approach to Assessment and
Interventio (3rd Edition), (315-341). Boston: Pearson.
• O'Connor, Susan Elizabeth."Family support, disability, and diversity: The perspectives of families"
(1997). Teaching and Leadership - Dissertations and Theses (Paper 145). Retrieved from
http://surface.syr.edu/tl_etd/145
• Neely-Barnes, S. L., Graff, J. C. and Washington, G. (2010). The health related quality of life of custodial
grandparents. Health and Social Work, 35(2), 87-97
• Bellin, M. H. and Kovacs, P. J. (2006). Fostering resilience in siblings of youths with a chronic health
condition: A review of the literature. Health and Social Work, 31(3), 209-216.
Supplemental Readings:
• Lee, H. Y., Moon, A., & Knight, B. G. (2004). Depression Among Elderly Korean Immigrants: Exploring
Socio-Cultural Factors. Journal of Ethnic And Cultural Diversity in Social Work, 13(4), 1-26.
• Jegatheesan, B., Fowler, S., & Miller, P. (2010). From symptom recognition to services: how South
Asian Muslim immigrant families navigate autism. Disability & Society, 25(7), 797-811. Retrieved from
http://www.tandfonline.com/toc/cdso20/25/7
• Earle, S. (2006). Reflections on 12 years of facilitating Alzheimer’s caregiver support groups. Care
Management Journals, 7(3), 135-140.
• Family Caregiver Alliance. Family Caregiver Alliance caregiver assessment. Retrieved from
http://www.caregiver.org/caregiver/jsp/home.jsp
• Crewe, S. E., & Chipungu, S. S. (2006). Services to support caregivers of older adults. In B. Berkman
(Ed.), Handbook of social work in health and aging (pp. 499-507). Oxford: Oxford University Press.
• Greenberg, J., Seltzer, M., & Brewer, E. (2006). Caregivers to older adults. In B. Berkman (Ed.),
Handbook of social work in health and aging (pp. 339-354). Oxford: Oxford University Press.
• Hamama, L, Ronen, T., and Rahav, G. (2008). Self-control, self-efficacy, role overload, and stress
responses among siblings of children with cancer. (2008). Health and Social Work, 33(2), 121-132.
Session: 9
Topic: Consumer control and choice
A. Facilitation of consumer control & choice
Page 11 of 19
B. Risk assessment
C. Show Risk planning video
South Gloucestershire Council (n.d.) Supporting Choice; Balancing Rights, Risks, and Responsibilities.
Retrieved from http://www.thinklocalactpersonal.org.uk/asset.cfm?aid=7141 on August 14,
D. Use of PCAs (Personal Care Assistants)
Activity/Assignment: Risk Planning Video
Required Readings:
• Tower, K. (1994). Consumer-centered social work practice: Restoring client self-determination. Social
Work, 39(2), 191-196.
• Reamer, F. (2008). Risk management in social work. In Roberts, A. Social workers’ desk reference. New
York: Oxford University Press. Chapter 15. 121-127.
• Minnesota Department of Human Services. CDCS video – You decide. Your help. Retrieved from
http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&RevisionSelection
Method=LatestReleased&dDocName=id_058825#
o Consumer Directed Services. View all the clips on this page regarding CDCS from the
Minnesota Department of Human Services.
• Lustbader, W., & Catlett Williams, C. (2006). Culture Change in Long-Term Care. In B. Berkman (Ed.),
Handbook of Social Work in Health and Aging (645-652). Oxford: Oxford.
• Benjamin, A. E. (2001). Consumer-Directed Services At Home: A New Model For Persons With
Disabilities. Health Affairs, 20, 680-95.
Supplemental Readings:
• Moseley, C., Lakin, C., & Hewitt, A. (Eds.), (2004). Impact: Feature issue on consumer-controlled
budgets and persons with disabilities, 17(1). Minneapolis, MN: University of Minnesota, Institute on
Community Integration.
• Research and Training Center on Community Living. (2009). Implementation of Consumer-Directed
Services for Persons With Intellectual or Developmental Disabilities: A National Study. Policy Research
Brief, 20(1). Retrieved from http://ici.umn.edu/products/prb/201/default.html
• Freedman, R. I. and Boyer, N. C. (2000). The power to choose: Supports for families caring for
individuals with developmental disabilities. Health and Social Work, 25(1), 59-68.
• GAO. (2006). Consumer Directed Health Plans: A small but growing enrollment fueled by rising cost of
health care coverage. Washington: GAO.
• David J. Ekerdt and Jennifer Kay Hackney (2002). Workers' Ignorance of Retirement Benefits. The
Gerontologist, 42(4), 543-551.
• Mattias, R. E. and Benjamin A. E. (2003). Abuse and neglect of clients in agency-based and consumerdirected home care. Health and Social Work, 28(3), 174-184.
Session: 10
Topic: Advocacy and promotion of consumer and self‐advocacy
A. Introduction to Consumer and Self- Advocacy in Health, Disability and Aging
B. Promoting Consumer and Self-Advocacy
C. The role of a professional in advocacy
D. Guest Speakers: Self-Advocates in Minnesota (Panel) (Advocates from each domain will present,
discussing how advocacy is important in their lives and how professionals can assist in promoting selfadvocacy)
Activity/Assignment: Guest Speaker Panel
Page 12 of 19
Required Readings:
• Majoney, K. & Zgoda, K. (2006). Approaches to empowering individuals and communities. In B.
Berkman (Ed.), Handbook of Social work in Health and Aging (817-824). Oxford: Oxford University
Press.
• Walsh-Burke, K., & Marcusen, C. (2001). Self-advocacy training for cancer survivors: The cancer survival
toolbox. Cancer Practice, 7(6), 297-301. DOI: 10.1046/j.1523-5394.1999.76008.x
• Lord, J., Guernsey, K., Balfe, J. & Karr, V. (2007). Human Rights. Yes! Action and advocacy on the rights
of persons with disabilities. Minneapolis, MN: Human Rights Resource Center
• Special Olympics (2008, July 10). “R” Word Campaign – Special Olympics PSA [YouTube video].
Retrieved from http://www.youtube.com/watch?v=oRUOL5Rm2XY&feature=related
• The Arc Indiana (2009, Feb. 11). About Self Advocacy, Speaking for Ourselves [YouTube video].
Retrieved from http://www.youtube.com/watch?v=WC8NxI1LUwU
Supplemental Readings:
• Harootyan, L. K., & O'Neill, G. (2006). National Advocacy Groups for Older Adults. In B. Berkman (Ed.),
Handbook of Social work in Health and Aging (817-824). Oxford: Oxford University Press.
• Huber, R., Nelson, H., Netting, F. & Borders, K. (2007). Elder Advocacy: Essential knowledge and skills
across settings. Brooks & Cole.
• Hayne, R. et al. (2005). Ask and Tell: Advocacy and disclosure for people on the autism spectrum.
Autism Asperger Publishing Company.
• Chiaro, M. (2010). The Role of Social Work in Health Advocacy. Social Work Today. Retrieved from
http://www.socialworktoday.com/news/enews_0810_01.shtml
Session: 11
Topic: Case management: Social Work Case Managers in Different Settings & Interaction with different
professions and systems
A. Lecture: Collaboration, teamwork, interacting with different professions, ethical dilemmas that arise in
team settings, intra-agency and inter-agency interactions, discharge planning, assistance with
transitions
B. Role play of team functioning within agency or clinic; role play of interactions between different
agencies: identifying issues and approaches to successful interactions
C. Lecture: Role of multiple system levels in service delivery, with focus on Minnesota specific models,
e.g. roles of HMOs in service delivery.
Activity/Assignment: Role play
Required Readings:
• Klemperer, F., & Herzberg. J. (1993). Teamwork and satisfaction: The team members’ view of
multidisciplinary teams. Psychiatric Bulletin, 17, 89-91.
• NASW Standards for Social Work in Case Management (2005). http://www.socialworkers.org/practice/
o Standards for social work with or in: Caregivers of Older Adults, Health Care Settings, Palliative
and End of Life Care, Long Term Care Facilities, Cultural Competence.
• Adler, G. (2007). Intervention approaches to driving and dementia. Health and Social Work, 32(1), 7579.
• Claiborne, N. (2006). Effectiveness of a care coordination model for stroke survivors: A randomized
study. Health and Social Work, 31(2), 87-96.
• Vourlekis, B., Ell, K. and Padgett, D. (2005). Evidence-based assessment in case management to
improve abnormal cancer screen follow-up. Health and Social Work, 30(2), 98-106.
Page 13 of 19
Supplemental Readings:
• National Association of Social Workers. Standards for social work with or in: Caregivers of Older Adults,
Health Care Settings, Palliative and End of Life Care, Long Term Care Facilities, Cultural Competence.
Retrieved from http://www.socialworkers.org/practice/
• Adler, G. (2007). Intervention approaches to driving and dementia. Health and Social Work, 32(1), 7579.
• Claiborne, N. (2006). Effectiveness of a care coordination model for stroke survivors: A randomized
study. Health and Social Work, 32(1), 87-96.
• Vourlekis, B., Ell, K. and Padgett, D. (2005). Evidence-based assessment in case management to
improve abnormal cancer screen follow-up. Health and Social Work, 30(2), 98-106.
Session: 12
Topic: Organizational and Management issues in Health, Disability, and Aging
A. Organizational and management issues specific to HDA
B. Managing paraprofessionals and direct care workers (guest speaker)
Activity/Assignment: Guest Speaker
Required Readings:
• Larson, S., Hewitt, A. & Knoblauch, B. (2005). Recruitment, Retention, and Training Challenges in
Community Human Services: A Review of the Literature. In Larson, S. & Hewitt, A. (Eds.). Staff
Recruitment, Retention, and Training Strategies for Community Human Services Organizations (Ch. 1).
Brookes.
• Society for Social Work Leadership in Health Care (2010). Social Work Leadership in Health Care:
Principles and Practice. Washington: Society for Social Work Leadership in Health Care
• Mizrahi, T.; Berger, C. (2005). A Longitudinal Look at Social Work Leadership in Hospitals: The Impact of
a Changing Health Care System. Health and Social Work, 30(2), 155-165.
Supplemental Readings:
• Gray, I., Field, R. & Brown, K. (2010). Effective leadership, management and supervision in health and
social care. London: Leadership Matters.
• Simons, K. V. (2006). Organizational characteristics influencing nursing home social service directors’
qualifications: A national study. Health and Social Work, 31(4), 266-274.
Session: 13
Topic: Organizational and Management issues in Health, Disability, and Aging.
A. Supervision (Administrative / Clinical; Seeking / Giving)
B. Documentation
C. Planning for self-care
Required Readings:
• Itzhaky, H. and Lipschitz-Elhawi R. (2004). Hope as a strategy in supervising social workers of terminally
ill patients. Health and Social Work, 29(1) 46-54.
• Society for Social Work Leadership in Health Care (2010). Supervision of Health Care Social Work:
Principles and Practice. Washington: Society for Social Work Leadership in Health Care
• Reamer, F. (2005). Documentation in social work: Evolving ethical and risk management. Social Work
50(4), 325-334.
Page 14 of 19
Supplemental Readings:
• Weiss, A & Brennan, F. (2008). Gerontological supervision: A social work perspective in case
management and direct care. Haworth Press.
• Kagle, J. (2003). Social work records. Long Grove IL, Waveland Press.
• Badger, K. Royse, D., and Carleton, C. (2008). Hospital social workers and indirect trauma exposure: An
exploratory study of contributing factors. Health and Social Work, 33(1), 63-71
Session: 14
Topic: Ethical Issues and Dilemmas in Health, Disability, and Aging
A. Confronting ethical issues and dilemmas in health, aging, and practice with persons with disabilities
B. Self-determination, autonomy and paternalism
C. Ethics Committees
Required Readings:
• Kirkpatrick, W. J. Reamer, F. G. and Sykulski, M. (2006). Social work ethics audit in health care settings:
A case study. Health and Social Work, 31(3), 225-228.
• Obrien, G. V. (2003). People with cognitive disabilities: the Argument from Marginal Cases and social
work ethics. Social Work, 48(3):331-337.
• Pollack, D. (2005). The capacity of a mentally challenged person to consent to abortion and
sterilization. Health and Social Work, 30(3), 253-257.
• Werner, P., Carmel, S. and Ziedenberg, H. (2004). Nurses’ and social workers’ attitudes and beliefs
about and involvement in life-sustaining treatment decisions. Health and Social Work, 29,1, 27-35.
• Csikai, E. L. Social workers’ participation in the resolution of ethical dilemmas in hospice care. Health
and Social Work, 29(1) 67-76.
• Healy, T. C. (2003). Ethical decision making: Pressure and uncertainty as complicating factors. Health
and Social Work, 28(4) 293-301.
Supplemental Readings:
• Kadushin G. and Egan, M. (2001). Ethical dilemmas in home health care: A social work perspective.
Health and Social Work, 26(3), 136-149.
• Manetta, A. A. and Wells, J. G. (2001). Ethical issues in social worker’s role in physician-assisted
suicide. Health and Social Work, 26(3), 160-166.
• Grodin, M. & Lane, H. (1997). Ethical Issues in Cochlear Implant Surgery: An Exploration into Disease,
Disability, and the Best Interests of the Child. Kennedy Institute of Ethics Journal 7(3), 231-251
• Ajandi, J. (2008). Ethical considerations for prenatal screening and genetic testing. Journal of Social
Work Values and Ethics, 5(3) http://www.socialworker.com/jswve/content/view/105/66/
Session: 15
Topic: End of Life.
A. End-of-life issues.
B. Palliative and psychosocial care with ill, disabled, and elder individuals.
C. End-of-life and palliative care for people with intellectual disabilities, children with
neurodevelopmental disabilities, and older adults.
D. Psychosocial care at the end of life.
Activity/Assignment: Guest Speaker
Page 15 of 19
Required Readings:
• McInnnes-Dittrich, K. (2009). End-of-Life Care for Older Adults. Social Work With Older Adults: A
Biopsychosocial Approach to Assessment and Intervention (3rd Edition), (284-314). Boston: Pearson.
• Payne, M. (2009). Developments in end-of-life and palliative care social work: International issues.
International Social Work, 52(4), 513-524.
• Bosford, A. (2000). Integrating end of life care into services for people with an intellectual disability.
Social Work in Health Care. 31(1): 35-48.
• Graham, R., & Robinson, W. (2005). Integrating Palliative Care into Chronic Care for Children with
Severe Neurodevelopmental Disabilities. Journal of Developmental & Behavioral Pediatrics: 26(5), 361365.
• Lynch, T. (2006, Feb. 26). Mourning in America. New York Times Book Review. Retrieved
from http://www.nytimes.com/2006/02/26/books/review/26lynch.html
o Book review of 'Death's Door: Modern Dying and the Ways We Grieve,' by Sandra M. Gilbert.
Supplemental Readings:
• Stein, G. L. and Kerwin, J. (2010) Disability perspectives on health care planning and decision-making.
Journal of Palliative Medicine. 13(9), 1059-64.
• Gutheil, I. and Souza, M. (2006) Psychosocial Services at the End of Life. In B. Berkman (Ed.),
Handbook of social work in health and aging (pp. 325-334). Oxford: Oxford University Press.
• Joen, H., Dunkle, R., and Roberts, B. L. (2006). Worries of the oldest-old. Health and Social Work,
31(4), 256-265.
• Heyman, J. C. and Gutheil, I. A. (2010). Older Latinos’ attitudes toward and comfort with end-of-life
planning. Health and Social Work, 35(1), 17-26.
• Hopp, P. F., Thornton, N. and Martin, L. (2010) The lived experience of heart failure at the end of life:
A systematic literature review. Health and Social Work, 35(2), 109-117.
• Luptak, M. (2004). Social work and end-of-life care for older people: A historical perspective. Health
and Social Work, 29(1), 7-15.
• Becker, J. E., (2004). Oncology social workers’ attitudes toward hospice care and referral behavior.
Health and Social Work, 29(1), 36-45.
Other Resources (speakers, movies, books):
• Doretta Stark - Palliative Care (retired) at Univ-Fairview. Has been involved nationally in palliative care
work
Additional Bibliography:
• Adler, G. (2007). Intervention approaches to driving and dementia. Health and Social Work, 32(1), 7579.
• Ai, A. L., Rollman, B. L., Berger, C. S. (2010). Comorbid mental health symptoms and heart disease: Can
health care and mental health care professionals collaboratively improve the assessment and
management? Health and Social Work, 35(1), 27-38
• Ajandi, J. (2008). Ethical considerations for prenatal screening and genetic testing. Journal of Ethics
and Values in Social Work, 5(3) http://www.socialworker.com/jswve/content/view/105/66/.
• Antle, B. J. (2004). Factors associated with self-worth in young people with physical disabilities. Health
and Social Work, 29(3), 167-175.
• Badger, K. Royse, D., and Carleton, C. (2008). Hospital social workers and indirect trauma exposure: An
exploratory study of contributing factors. Health and Social Work, 33(1), 63-71
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Becker, J. E., (2004). Oncology social workers’ attitudes toward hospice care and referral behavior.
Health and Social Work, 29(1), 36-45.
Berkman, B. (2006). Contents. In B. Berkman (Ed.), Handbook of Social Work in Health and Aging (pp.
xiii-xxii). Oxford: Oxford University Press.
Bouis, S., Reif, S., Whetten, K., Scovil, .J, Murray, A. and Swartz, M. (2007). An integrated,
multidimensional treatment model for individuals living with HIV, mental illness, and substance abuse.
Health and Social Work, 32(4), 268-278.
Brocato, J. and Wagner E. F. (2003). Harm reduction: A social work practice model and social justice
agenda. Health and Social Work, 28(2), 117-125.
Carr, E. et.al. (2002). Positive Behavior Support; Evolution of an applied science. Journal of Positive
Behavior Interventions, 4(1), 4-16
Chiaro, M. (2010). The Role of Social Work in Health Advocacy. Social Work Today. Retrieved from
http://www.socialworktoday.com/news/enews_0810_01.shtml
Choi, N. G. and Kim, J. S. (2007). Age group differences in depressive symptoms among older adults
with functional impairments. Health and Social Work, 32(2), 177-188.
Claiborne, N. (2006). Effectiveness of a care coordination model for stroke survivors: A randomized
study. Health and Social Work, 31(2), 87-96.
Crewe, S. E., & Chipungu, S. S. (2006). Services to support caregivers of older adults. In B. Berkman
(Ed.), Handbook of social work in health and aging (pp. 499-507). Oxford: Oxford University Press.
Cummings, S. M. (2002). Predictors of psychological well-being among assisted-living residents.
Health and Social Work, 27(4), 293-302.
Cummings, S. M., Neff, J. A. and Husaini, B. A. (2003). Functional impairment as a predictor of
depressive symptomatology: The role of race, religiosity, and social support. Health and Social Work,
28(1) 23-32.
David J. Ekerdt and Jennifer Kay Hackney (2002). Workers' Ignorance of Retirement Benefits. The
Gerontologist, 42(4), 543-551.
Earle, S. (2006). Reflections on 12 years of facilitating Alzheimer’s caregiver support groups. Care
Management Journals, 7(3), 135-140.
Family Caregiver Alliance. Family Caregiver Alliance caregiver assessment. Retrieved from
http://www.caregiver.org/caregiver/jsp/home.jsp
Freedman, R. I. and Boyer, N. C. (2000). The power to choose: Supports for families caring for
individuals with developmental disabilities. Health and Social Work, 25(1), 59-68.
GAO. (2006). Consumer Directed Health Plans: A small but growing enrollment fueled by rising cost of
health care coverage. Washington: GAO.
Geron, S. M. & Little, F. C. (2003). Standardized Geriatric Assessment in Social Work with Older Adults.
In Berkman and Harootyan (Eds.). Social Work and Health Care in an Aging Society: Education, Policy,
Practice and Research (269-296). New York: Springer Publishing Co.
Geron, S. M. (2006). Comprehensive and Multidimensional Geriatric Assessment. In B. Berkman (Ed.),
Handbook of Social Work in Health and Aging (pp. 721-728). Oxford: Oxford University Press.
Gray, I., Field, R. & Brown, K. (2010). Effective leadership, management and supervision in health and
social care. London: Leadership Matters.
Greenberg, J., Seltzer, M., & Brewer, E. (2006). Caregivers to older adults. In B. Berkman (Ed.),
Handbook of social work in health and aging (pp. 339-354). Oxford: Oxford University Press.
Grodin, M. & Lane, H. (1997). Ethical Issues in Cochlear Implant Surgery: An Exploration into Disease,
Disability, and the Best Interests of the Child. Kennedy Institute of Ethics Journal 7(3), 231-251
Gutheil, I. and Souza, M. (2006) Psychosocial Services at the End of Life. In B. Berkman (Ed.),
Handbook of social work in health and aging (pp. 325-334). Oxford: Oxford University Press.
Hamama, L, Ronen, T., and Rahav, G. (2008). Self-control, self-efficacy, role overload, and stress
responses among siblings of children with cancer. Health and Social Work, 33(2), 121-132.
Page 17 of 19
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Harootyan, L. K., & O'Neill, G. (2006). National Advocacy Groups for Older Adults. In B. Berkman (Ed.),
Handbook of Social work in Health and Aging (817-824). Oxford: Oxford University Press.
Hayne, R. et al. (2005). Ask and Tell: Advocacy and disclosure for people on the autism spectrum.
Autism Asperger Publishing Company.
Heyman, J. C. and Gutheil, I. A. (2010). Older Latinos’ attitudes toward and comfort with end-of-life
planning. Health and Social Work, 35(1), 17-26.
Hinterlong, J.E. (2006). Race disparities in health among older adults: Examining the role of productive
engagement. Health and Social Work, 31(4), 275-288.
Hopp, P. F., Thornton, N. and Martin, L. (2010) The lived experience of heart failure at the end of life:
A systematic literature review. Health and Social Work, 35(2), 109-117.
Huber, R., Nelson, H., Netting, F. & Borders, K. (2007). Elder Advocacy: Essential knowledge and skills
across settings. Brooks & Cole.
Inouye, S. K. (2006). Delirium in Older Persons The New England Journal of Medicine, 354(11), 11571165.
Jacobsen, S. (2011). HIV/AIDS intervention in an aging U.S. population. Health and Social Work, 36(2),
144-151
Jegatheesan, B., Fowler, S., & Miller, P. (2010). From symptom recognition to services: how South
Asian Muslim immigrant families navigate autism. Disability & Society, 25(7), 797-811. Retrieved from
http://www.tandfonline.com/toc/cdso20/25/7
Joen, H., Dunkle, R., and Roberts, B. L. (2006). Worries of the oldest-old. Health and Social Work,
31(4), 256-265.
Kadushin G. and Egan, M. (2001). Ethical dilemmas in home health care: A social work perspective.
Health and Social Work, 26(3), 136-149.
Kagle, J. (2003). Social work records. Longgrove IL, Waveland Press.
Kivnick, H. Q. & Murray, S. V. (2001). Life Strengths Interview Guide: Assessing Elder Clients’ Strengths.
Journal of Gerontological Social Work, 34, 32.
Kivnick, H. Q. (2010). Dancing Vital Involvement: A Creative Old Age. Journal of Aging, Humanities and
the Arts, 4(4), 421-430.
Kivnick, H. Q. and A. M. Lymburner (2009). "CitySongs: Primary Prevention in the Field. ." Journal of
Primary Prevention 30(1), 61-73.
Kotria, K. (2005). Social work practice in health care: The need to use brief interventions. Health and
Social Work, 30(4), 336-339.
Lee, H. Y., Moon, A., & Knight, B. G. (2004). Depression Among Elderly Korean Immigrants: Exploring
Socio-Cultural Factors. Journal of Ethnic And Cultural Diversity in Social Work, 13(4), 1-26.
Luptak, M. (2004). Social work and end-of-life care for older people: A historical perspective. Health
and Social Work, 29(1), 7-15.
Malone, D. M., McKinsey, P. D., Thyer, B. A. and Straka, E. (2000). Social work early intervention for
young children with developmental disabilities. Health and Social Work, 25(3), 169-180.
Manetta, A. A. and Wells, J. G. (2001). Ethical issues in social worker’s role in physician-assisted
suicide. Health and Social Work, 26(3), 160-166.
Mattias, R. E. and Benjamin A. E. (2003). Abuse and neglect of clients in agency-based and consumerdirected home care. Health and Social Work, 28(3), 174-184.
McInnis-Dittrich, K. (2009). Alternative Interventions. Social Work with Older Adults (3rd ed.), (178199). Boston: Allyn & Bacon.
McInnis-Dittrich, K. (2009). Biopsychosocial Assessment. Social Work with Older Adults (3rd ed.), (82111). Boston: Allyn & Bacon.
McInnis-Dittrich, K. (2009). Individual and Group Interventions in the Socioemotional and Cognitive
Problems of Older Adults. Social Work with Older Adults (3rd ed.), (143-177). Boston: Allyn & Bacon.
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Moseley, C., Lakin, C., & Hewitt, A. (Eds.), (2004). Impact: Feature issue on consumer-controlled
budgets and persons with disabilities, 17(1). Minneapolis, MN: University of Minnesota, Institute on
Community Integration.
Murguia, A., Peterson, R. A. and Zea, M.C. (2003). Use and implications of ethnomedical health care
approaches among Central American immigrants. Health and Social Work, 28(1), 43-51.
National Association of Social Workers. Standards for social work with or in: Caregivers of Older Adults,
Health Care Settings, Palliative and End of Life Care, Long Term Care Facilities, Cultural Competence.
Retrieved from http://www.socialworkers.org/practice/
O’Brien, C., & O’Brien J. (2000). The Origins of Person-Centered Planning. A Little Book About Person
Centered Planning (2-27). Responsive Systems Associates, Inc, Va. Retrieved from
http://www.mcgowanconsultants.com/pdf/PCP_History.pdf
Pierce, R., Chadiha, L. A., Vargas, A. and Mosley, M. (2003). Prostate cancer and psychosocial concerns
in African American men: Literature synthesis and recommendations. Health and Social Work, 28(4),
302-311.
Reese, D. J. and Sontag, M. (2001). Successful interprofessional collaboration on the hospice team.
Health and Social Work, 26(3), 167-175.
Research and Training Center on Community Living. (2009). Implementation of Consumer-Directed
Services for Persons With Intellectual or Developmental Disabilities: A National Study. Policy Research
Brief, 20(1). Retrieved from http://ici.umn.edu/products/prb/201/default.html .
Simons, K. V. (2006). Organizational characteristics influencing nursing home social service directors’
qualifications: A national study. Health and Social Work, 31(4), 266-274.
Sims, D. (2011). Achieving Collaborative Competence through Interprofessional Education: Lessons
Learned from Joint Training in Learning Disability Nursing and Social Work. Social Work Education,
30(1), 98-112.
Stein, G. L. and Kerwin, J. (2010) Disability perspectives on health care planning and decision-making.
Journal of Palliative Medicine. 13(9), 1059-64.
Vourlekis, B., Ell, K. and Padgett, D. (2005). Evidence-based assessment in case management to
improve abnormal cancer screen follow-up. Health and Social Work, 30(2), 98-106.
Walsh, J. (2010). Solution-Focused Therapy . Theories for Direct Social Work Practice (Ch. 10).
Wadsworth Publishing, CA.
Webber, S. C., Porter, M. M., & Menec, V. H. (2010). Mobility in Older Adults: A Comprehensive
Framework. The Gerontologist, 50(4), 443-450.
Weiss, A & Brennan, F. (2008). Gerontological supervision: A social work perspective in case
management and direct care. Haworth Press.
Page 19 of 19