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University of Minnesota School of Social Work
Syllabus
SW 8251-Social Work Practice in Health, Disabilities, and Aging
Part I: Course information
SW 8251-Social Work Practice in Health, Disabilities, and Aging
4 credits
Faculty contact:
Name:
Email:
Phone:
Office Location:
1. Course descriptions:
a. Short Version: Provide an overview of social work practice in the three areas of Health,
Disabilities, and Aging. Each area will be introduced in terms of its history in social
work, practice contexts and settings, and service delivery systems. Areas and their
domains will be discussed in terms of practice and population overlaps, distinctions,
and co-operations.
b. Long Version: This course serves students who want to practice social work associated
with: people utilizing health services and health care settings, people with disabilities,
and the rapidly growing elder population (along with their families and the systems
that serve them). Although distinct from one another, these 3 areas are often
structured by common policies, require similar kinds of case management and
interdisciplinary collaboration, and serve overlapping populations (e.g., 70‐y.o. diabetic
woman caring for her grandson with Down Syndrome). Students will develop
competence in their focal area, and will learn to understand and collaborate across
areas. The course introduces conceptual frameworks (e.g., social determinants;
life‐span biopsychosocial development) as a basis for transcending traditional
domains. Each area is discussed in terms of its history in social work, delivery systems,
practice contexts, policies and funding streams that structure its services and access,
ethical issues, and current practitioner roles.
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. 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
12
Assessment
based
treatment
planning
10
Clinical
Intervention
Methods
Evaluation
methodologies
14
0
SW values
and ethics
9
Culturally
specific
clinical
assessment
7
Other areas
8
Part II: Course outcomes
Course Objectives
Upon successful completion of this course a student will demonstrate competence in:
1. Identifying and synthesizing multiple sources of knowledge to understand policy and practice
issues related to health, disability, and aging areas of social work practice.
2. Identifying, implementing, and evaluating 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. Understanding how mechanisms of oppression and discrimination impact various groups and
outcomes relevant to health, disability, and aging areas of social work practice.
5. 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.
6. Critically evaluating and utilizing theoretical and empirical research relevant to the problems
and/or population addressed in health, disability, and aging areas of social work practice.
7. Evaluating and applying knowledge of human behavior and the social environment to choose
methods of assessment, intervention, and evaluation most appropriate to health, disability,
and aging areas of social work practice.
8. 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.
9. Understanding ethical dilemmas related to problems, issues, and practice in 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
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history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and
growth. Social workers:
Practice Behavior
•
Apply knowledge of social services,
policies and programs relevant to
their area of practice
Covered in class through (i.e.,
activity, reading, content)
Sessions
2,3,4,7,9,10,13,14
Assessed
Journal
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:
Practice Behavior
Covered in class through (i.e.,
activity, reading, content)
Assessed
Journal
Identify and analyze value-based and Sessions
1,8,14,15
Exam
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)
Sessions
Journal Assignment
• Identify and synthesize multiple
2,3,4,7,14
Exam
sources of knowledge to understand
policy and practice issues related to
their area of practice.
Session 6
Exam
• Identify and evaluate models of
assessment, prevention, intervention
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)
Session 6
Advanced Practice Application
• Engage in practice that challenges
assignment
the systems of privilege and
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
•
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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)
Sessions 7,9,10,12
Journal
• Gain a full comprehension about
Exam
disparities and their development,
contribute to knowledge about
institutional barriers to equality and
apply concentration-appropriate
strategies to advance social and
economic justice.
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)
Session 5
Advanced Practice Application
• Evaluate and synthesize theories
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: 2.1.9 – 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)
Sessions 2, 3,4,7,9,10,12,13,15
Journal
• Assess the impact of historical and
Exam
contemporary contexts on practice
and policy 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)
Sessions 6, 14, 15
Role Play - Sessions 6, 14, 15
• Engage: Use empathy and
Advanced Practice Application
collaborative interviewing skills to
assignment
engage clients in identifying their
strengths and problems.
Sessions 6,8,14,15
Role Play - Sessions 6, 14, 15
• Engage: Establish rapport and
Advanced Practice Application
maintain effective working
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•
•
•
•
relationships with clients in clinical
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: 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: Maintain accurate
records documenting the
assessment, interventions and
outcomes.
assignment
Sessions 1,6,8,14,15
Role Play - Sessions 6, 14, 15
Advanced Practice Application
assignment
Sessions 6, 8
Role Play - Sessions 6, 14, 15
Advanced Practice Application
assignment
Sessions 6, 11
Role Play - Session 6
Advanced Practice Application
assignment
Session 11
Role Play - Session 6
Advanced Practice Application
Exam
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
• Some materials are required through e-Reserves
Assignments
• HDA Advance Practice Journal (20 pts.) – Each week students will make entries into their
online journal utilizing content from classroom discussions, readings, related websites, and
field or previous practice experiences. Students will use their reflective journal entries to
demonstrate their understanding of specific social work practice behaviors related to working
in HDA (list will be provided by instructor). Examples include
o Application of knowledge of social services, policies and programs (using multiple
sources)
o Describe the unique roles of social work professionals
o Demonstrate use of self as an instrument
o Identify and explore ethical dilemmas
o Understand and discuss theories of oppression, discrimination, social and economic
justice
o Understand of disparities, institutional barriers to equality, and discuss strategies to
advance social and economic justice
o Synthesize evaluation and research related to social work practice health, disability
and aging
o Assess impact of historical and contemporary contexts on practice and policy
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o Discuss dynamic changes in practice
o
Journals will be accessed by the instructor several times throughout the semester for review
and assignment of points. Students are to make weekly entries to ensure that reflections are
timely and connected to weekly class content.
•
Exams (15 points each) – Two quizzes/Exams will be given in the semester; Week 9 and Week
15. Exams cover content presented in classroom lectures, discussion, readings and activities.
Each exam will consist of true/false, multiple choice, and short answer questions.
•
Social Work Interview (15 pts.) – This is a multi-stage assignment. A). Prior to week 2,
students must create a list of at least 10 questions (to be posted on the class website) that
they would be interested in asking a professional social worker, working in one of the three
identified areas of health, disability or aging. The lists of questions will serve as a way for
students to engage guest speakers in weeks 2, 3, and 4 . B). Following guest presentations in
week 4, students will review the questions submitted by their peers (refer to class website)
and utilize the resource to construct an interview protocol for a social worker in the field. C).
Students will identify, contact, and engage in an interview with a professional social worker
employed in an area of health, disability or aging. Following the interview, students will write
a comprehensive paper to include: description of the social worker’s duties, their vision of
current challenges in the field as well as innovative practices. Students should utilize
classroom and reading content to discuss the responses of the interviewee. Students should
include personal reflections throughout the paper. Due Week 8
•
Advanced Practice Application (35 pts.) – Using case scenarios (provided by the Instructor)
students will participate in several role plays (4 students per group; 3 actors in the family & 1
social worker- scenario changes so that all students play the role of the social worker). Each
student, assuming the role of the social worker, will conduct a video-taped interview and
write up a complete biospychosocial/spiritual assessment. Each student will view and critique
1 group member’s video in addition to conducting critiques of the three assessments
completed by their group members. Due Finals Week
Grading Structure
Element
HDA Advance Practice Journal
Quiz/Exam 1
Quiz/Exam 2
Social Work Interview
Advanced Practice Application
Grading Scale
A
AB+
B
=
=
=
=
93
90
87
83
Points
20
15
15
15
35
Due Date
Weeks 2-15
Week 9
Week 15
Week 8
Finals Week
- 100
- 92
- 89
- 86
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B- =
C+ =
C =
C- =
D+ =
D =
80
77
73
70
67
60
-
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. Introduction to course and conceptual framework - counteracting silos (multiple silos)
B. Introduction to concepts of HDA
C. Communication/writing/speaking introduced (including some important terms)
D. Introduction to major themes of the course: Inclusion, Access, etc.
E. Introduction to Ethical Issues in HAD
F. Introduction to Cultural Competence (Self-Awareness, etc.)
Supplemental Readings:
• Moniz,C. (2010). Social work and the social determinants of health perspective: A good fit.
Health And Social Work, 35,4, 310-313.
• Garland, E. L. and Howard, M. O. (2009). Neuroplasticity, psychosocial genomics, and the
biopsychosocial paradigm in the 21st century. Health and Social Work, 34,3, 191-199.
• Gorin, S. H. (2002). The crisis of public health revisited: Implications for social work. Health
and Social Work, 27,1, 56-60.
• Binstock, R. H. (2010). From Compassionate Ageism to Intergenerational Conflict? The
Gerontologist, 50(5), 574-585. doi:10.1093/geront/gnq056
Session: 2
Topic: Overview of Social Work in Hospitals and Health Care Settings
A. A brief history of social work in health care; social work and public health - similarities and
differences
B. Current contexts and settings
C. Major service delivery systems (public and private) and policies, including Affordable Care Act
(Health Care Reform)
D. Social work careers in health care: looking forward.
E. A focused discussion with social workers from a variety of health care setting. Potential panel
members:
Mark Frenzel[VA] ; Miriam Ulrich[VA]; Diane Jorgensen[HCMC]; Dot Landis[University];
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Doretta Stark [Univ]; Stacy Remke [Children’s]; Chris Dooley-Harrington [ANW Hospice]; Gregg
Abbott [HC Broadway Clinic];
Activity/Assignment: DVD: THE WOMEN OF HULL HOUSE
Required Readings:
• Gregorian, C. (2005). A career in hospital social work: Do you have what it takes? Social Work
in Health Care, 40(3), 1-14.
• Kitchen, A. & Brook, J. (2005). Social work at the heart of the medical team. Social Work in
Health Care, 40(4), 1-18.
• Mizrahi, T. and Berger, C. S. (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.
• Zimmerman, J. & Daebelko, H. (2007). Collaborative models of patient care: New opportunities
for hospital social workers. Social Work in Health Care, 44(4), 33-47.
• Gardner, D.S. & Zodikoff, B.D. (2003). Social Work in Aging and Health Care: Meeting the
Challenges of Practice in the 21st Century. In B. Berkman & L. K.Harootyan (Eds.), Social Work
and Health Care in an Aging Society: Education, Policy, Practice, and Research (Ch. 16.) New
York: Springer.
• Shih, A. , Davis, K., Schoenbaum, S., Gauthier, A., Nuzum, R., & McCarthy, D. (August, 2008).
Organizing the U.S. Health Care Delivery System for High Performance. The Commonwealth
Fund.
Supplemental Readings:
• Hooyman, N. R., & Kiyak, H. A. (2011). Health and Long-term Care Policy and Programs. In
N.R. Hooyman & H. A. Kiyak (Eds.), Social Gerontology: A Multidisciplinary Perspective (731765). Boston: Pearson.
• Ruth, B. J., Sisco, S. (2008). Public health social work. In: T. Mizrahi & L. Davis (Eds).
Encyclopedia of Social Work (20th ed.). New York: National Association of Social Workers,
Oxford University Press.
• Liechty, J. M. (2011). Health literacy: Critical opportunities for social work leadership in health
care and research. Health and Social Work, 36,2, 98-106.
Other Resources:
• NASW Center for Workforce Studies & Social Work Practice. Occupational Profiles.
o Social work in health clinics and outpatient settings.
o Social work in hospice.
o Social work in hospitals and medical centers.
Session: 3
Topic: Overview of Social Work in Disability
A. Brief history of social work in disability
B. Current contexts and policies of disabilities and disability policy
C. Social work careers in disabilities (See Panel)
D. Person first language and other language issues when working with people with disabilities
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E.
Panel of social workers working in a variety of settings and levels of practice (e.g. county DD
office, provider, advocacy organization, state agency, trainer).
Activity/Assignment: Panel of social workers working in a variety of disability practice settings and
levels of practice (e.g. county DD office, provider, advocacy organization, state agency, trainer).
Required Readings:
• Russo-Gleicher, R. Rewards and Opportunities in Developmental Disabilities: How an Accident
Became a Career. The New Social Worker. Retrieved August 14, 2011 from
http://www.socialworker.com/home/Feature_Articles/Professional_Development_%26_Adva
ncement/Rewards_and_Opportunities_in_Developmental_Disabilities%3A_How_an_Accident
_Became_a_Career/
• Lightfoot, E. (2008). Social work and case coordination with people with intellectual and
developmental disabilities. In Roberts, A. (Eds.). Social Workers’ Desk Reference. New York:
Oxford University Press.
• McCallion, P., & Kolomer, S. R. (2003). Aging Persons with Developmental Disabilities and
Their Caregivers. In B. Berkman & L.K. Harootyan (Eds.). Social Work and Health Care in an
Aging Society: Education, Policy, Practice, and Research (Ch. 9). New York: Springer.
• Mackalprang, R., & Salsgiver, R. (1996). People with disabilities and social work: historical and
contemporary issues. Social work, 41(1): 7-14.
• Mackalprang. R. (2010). Disability controversies: Past, present and future. Journal of Social
Work in Disability and Rehabilitation, 9(2): 87-98.
Supplemental Readings:
• Mary, N. (2008). An approach to learning about social work. Journal of Disability in Social
Work and Rehabilitation, 1-22.
• Rothman, J. (2002). Social Work Across Disability. Boston: Allyn & Bacon.
• Mackelprang, R. & Salsgiver, R. (2009). Disability: A diversity model approach in human
service provision. Chicago: Lyceum Books
• Shapiro, J. (1994). No Pity: People with disabilities forging a new civil rights movement. New
York: Three Rivers Press.
Session: 4
Topic: Overview of Social Work in Aging
A. Historical trends in aging and social work with aging
B. Current contexts and policies of aging
C. Settings for Gerontological Social Work Practice.
D. Personal and Professional Issues (In-class panel discussion with community practitioners (e.g.
county; AAA ; nursing home ; provider; Community programmer; day health program staff))
E. Careers in Social Work in Aging (See Panel, above)
Activity/Assignment: In-class panel discussion with community practitioners
Required Readings:
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•
•
•
•
•
McInnnes-Dittrich, K. (2009) The Context of Social Work Practice with Older Adults. Social
Work With Older Adults: A Biopsychosocial Approach to Assessment and Intervention (3rd
Edition) (pp 1-27). Boston: Pearson.
Hooyman, N. R., & Kiyak, H. A. (2011). Table of Contents. Social Gerontology: A
Multidisciplinary Perspective. Boston: Allyn & Bacon.
Hooyman, N. R., & Kiyak, H. A. (2011). Social Policies to Address Social Problems. Social
Gerontology: A Multidisciplinary Perspective (693-717, 722-724). Boston: Allyn & Bacon.
Hooyman, N. R., & Kiyak, H. A. (2011). Health and Long-term Care Policy and Programs. Social
Gerontology: A Multidisciplinary Perspective (731-765). Boston: Allyn & Bacon.
Nelson, T. D. (2005). Ageism: Prejudice against our feared future self: Journal of Social Issues,
61(2), 207-221.
Supplemental Readings:
• Age4Action Network (2011). Modernizing the Older Americans Act: The Age4Action Network’s
Road to Reauthorization. Retrieved from
http://www.age4action.org/files/2011/08/Modernizing-OAA-Webinar-6-8-2011_lr.pdf;
Retrieved from http://www.age4action.org/
• Hooyman, N. (2006). Introduction: Our Aging Society. In B. Berkman (Ed.), Handbook of Social
Work in Health and Aging (pp. xxxi-3). Oxford: Oxford University Press.
• Hooyman, Nancy R., & Kiyak, H. Asuman. (2011). Growth of Social Gerontology. Social
Gerontology: A Multidisciplinary Perspective (3-42). Boston: Allyn & Bacon.
• Scharlach, A., Damron-Rodriguez, J., Robinson, B., & Feldman, R. (2000). Educating Social
Workers for an Aging Society: A Vision for the 21st Century. Journal of Social Work Education,
36(3), 521-38.
• Marshall, V. W., Altpeter, M. (2005). Cultivating social work leadership in health promotion
and aging: Strategies for active aging interventions. Health and Social Work, 30,2, 135-144.
• He, W., Sengupta, M., Velkoff, V. A., & DeBarros, K. A. (2005). 65+ in the United States: 2005.
Retrieved from http://www.census.gov/prod/2006pubs/p23-209.pdf
• Binstock, R. H. (2010) From Compassionate Ageism to Intergenerational Conflict? The
Gerontologist. 50(5): 574-585. doi:10.1093/geront/gnq056
• Robert, S. A. (2003). Home and Community- Based Long Term Care Policies and Programs: The
Crucial Role for Social Work Practitioners and Researchers in Evaluation. In B. Berkman & L. K.
Harootyan (Eds.), Social Work and Health Care in an Aging Society: Education, Policy, Practice,
and Research. New York: Springer.
• Hooyman, Nancy R., & Kiyak, H. Asuman (2011). Aging in Other Countries and Across Cultures
in the United States. Social Gerontology: A Multidisciplinary Perspective (43-68). Boston: Allyn
& Bacon.
• McGuire, S. L., Klein, D. A., & Chen, S.-L. (2008). Ageism revisited: A study measuring ageism in
East Tennessee, USA. Nursing and Health Sciences, 10, 11-16.
• Sarkisian, C. A., Shunkwiler, S. M., Aguilar, I., & Moore, A. A. (2006). Ethnic Differences in
Expectations for Aging Among Older Adults. Journal of the American Geriatrics Society, 54(8),
1277–1282.
Session: 5
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Topic: Development Through the Lifespan; Successful Aging
Discussion of development across the entire life cycle, emphasizing social and personality
development, successful aging, and aging in community.
A. Major theories of aging (Role theory; Activity theory; Disengagement theory; Continuity
theory; Life Course / Life-span theory)
B. Aging, health risks, and cumulative disability -- linking aging theory and disability models
C. Successful aging
D. Aging in community (age-friendly communities)
Required Readings:
• Hooyman, Nancy R., & Kiyak, H. Asuman (2011). Social Theories of Aging. Social Gerontology:
A Multidisciplinary Perspective (309-333).
• Hooyman, Nancy R., & Kiyak, H. Asuman (2011). Personality and Mental Health in Old
Age. Social Gerontology: A Multidisciplinary Perspective (215-260).
• McInnnes-Dittrich, K. (2009). Psychosocial Adjustments to Aging. Social Work With Older
Adults: A Biopsychosocial Approach to Assessment and Intervention (3rd Edition), (pp 60-79).
Boston: Pearson.
• Rowe, J. W., & Kahn, R. L. (1997). Successful Aging. The Gerontologist, 37(4), 433-440. doi:
10.1093/geront/37.4.433
• Scharlach, A. (2009). Creating aging friendly communities. Generations, 33, 5-11.
• Putnam, M. (2002). Linking aging theory and disability models: Increasing the potential to
explore aging with physical impairment. The Gerontologist, 42, 799-806.
Supplemental Readings:
• Kahn, R. L. (2002). On “Successful Aging and Well-Being: Self-Rated Compared With Rowe and
Kahn” [Guest Editorial]. The Gerontologist, 42(6), 725-726.
• Satariano, W. A. (2006). General Health, Frailty, & Successful Aging. Epidemiology of Aging:
An Ecological Approach (393-312, 312-321). Sudbury, MA: Johnes and Bartlett Publishers
• Green, K. (2009). Growing Old with Autism. New York Times, Op-ed, May 24, 2009 (9).
• Merrick, J., Kandel, I., Lotan, M., Aspler, S., Fuch, B. S., and Morad, M. (2010). Aging with
Intellectual Disability; Health Issues. International Journal on Disability and Human
Development. 9(2-3), 245–251.
• Kane, R. (2007). Coalitions Between Aging and Disability Interest: A Potential Vehicle to
Promote Community Care for Older People. Aging and Disability (135-159). New York:
Springer Publisher.
• Vita, A., Terry, R., Hubert, H., & Fries, J. (1998). Aging, health risks, and cumulative disability.
New England Journal of Medicine, 338, 1035-1041.
• Ferri, C., James, I., et al. (2009). Successful aging: definitions and subjective assessment
according to older adults. Clinical Gerontologist, 32(4), 379-388.
• Duay, D., & Bryan, V. (2006). Senior adults’ perceptions of successful aging. Educational
Gerontology, 32(6), 423-445.
• Wilcox, B., Sokolovsky, J., & Sakihara, S. (2007). The cultural context of “successful aging”
among older women weavers in a Northern Okinawan village. The role of productive activity.
Journal of Cross-Cultural Gerontology, 22(2), 137-165.
Page 11 of 28
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•
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Jordan P. Lewis (2011). Successful Aging Through the eyes of Alaska Native Elders. What It
Means to Be an Elder in Bristol Bay, AK. The Gerontologist. 51(4), 540-549.
Hildebrand, M. & Neufeld, P. (2009). Recruiting Older Adults Into a Physical Activity
Promotion Program: Active Living Every Day Offered in a Naturally Occurring Retirement
Community. The Gerontologist. 49(5): 702-710. doi:10.1093/geront/gnp072
Hooyman, Nancy R., & Kiyak, H. Asuman (2011). Resilience of Elders of Color. Social
Gerontology: A Multidisciplinary Perspective (603-645).
Hooyman, Nancy R., & Kiyak, H. Asuman (2011). Resilience of Older Women. Social
Gerontology: A Multidisciplinary Perspective (655-683).
Masotti, P., Fick, R., Johnson-Masotti, A., & MacLeod, S. (2006). Healthy naturally occurring
retirement communities: a low-cost approach to facilitating healthy aging. American Journal
of Public Health, 96, 1-7.
Callahan, J. & Lanspery, S. (1997). Can we tap the power of NORCs? Perspectives on Aging,
26, 13-20.
Lawler, K. & Berger, C. (2009). Lifelong communities: Re-imagining the Atlanta region from
the ground up. Generations, 33, 76-78.
World Health Organization (2007). Global age-friendly cities: A guide. Geneva, Switzerland:
WHO. Retrieved from
http://www.who.int/ageing/publications/Global_age_friendly_cities_Guide_English.pdf
AARP Public Policy Institute (2005). Livable Communities: An evaluation guide. Washington,
DC: AARP Public Policy Institute. Retrieved from
http://assets.aarp.org/rgcenter/il/d18311_communities.pdf
American Federation for Aging Research. The Infoaging Quiz.
Session: 6
Topic: Assessment of Functioning: Gathering Information from Multiple Sources to Use in
Intervention Planning
A. Communication with Older Adults and/or Persons with Disabilities: Personal Reflection on
Preparing for Assessments and large group discussion
B. The Social Worker’s role(s) in Assessment as an Individual and as a Team Member. What can
Social Workers administer and what must be referred out?
C. Biopsychosocial Assessments and the Use of Specific Assessment Tools & Measures:
Beck Depression Inventory, Mini-Mental State Exam, ADLs, IADLs, ICF, nutrition, SF8, PHQ9,
ICF, suicide assessments, IQ, MoCA, and others. Analysis, documentation of findings, and use
in intervention/treatment planning.
D. Assessment Role Play and Discussion: small groups
Activity/Assignment: Assessment Role Play and Discussion: small groups
Required Readings:
• Saleeby, P. (2006) Capability approach to disability and the International Classification of
Functioning, Disability and Health (ICF) in social work practice. Journal of Social Work in
Disability and Rehabilitation, 6(1-2), 217-232
• McInnis-Dittrich, K. (2009). Conducting a Biopsychosocial Assessment. Social Work with Older
Adults (3rd ed.), (82-110). Boston: Allyn & Bacon.
Page 12 of 28
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Kane, R. (2006). Standardized measures commonly used in geriatric assessment. In B.
Berkman (Ed.), Handbook of Social Work in Health and Aging (737-748). Oxford: Oxford
University Press.
Kivnick, H. Q. & Murray, S. V. (2001). Life Strengths Interview Guide: Assessing Elder Clients’
Strengths. Journal of Gerontological Social Work, 34, 32.
World Health Organization (2002). Toward a Common Language for Functioning, Disability and
Health: ICF The International Classification of Functioning, Disability and Health. Geneva:
WHO. Retrieved from http://www.who.int/classifications/icf/training/icfbeginnersguide.pdf
Supplemental Readings:
• Geriatric Social Work Competency Scale II. Social Work Leadership Institute.
• 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.
• Geron, S. M. & Little, F. C. (2003). Standardized Geriatric Assessment in Social Work with
Older Adults. In Social Work and Health Care in an Aging Society: Education, Policy, Practice
and Research (269-296). New York: Springer Publishing Co.
• Satariano, W.A. (2006). Physical Functioning and Activities of Everyday Life. Epidemiology of
Aging: An Ecological Approach (125-162). Sudbury, MA: Johnes and Bartlett Publishers
• Barrow, F. (2006). The international classification of functioning, disability and Health (ICF), a
new tool for social workers. Journal of Social Work in Disability and Rehabilitation, 1(3), 43-60
• Sean, J. and Niedermeier, D. M. (2008). Social work research on African Americans and suicidal
behavior: A systematic 25-year review. Health and Social Work, 33,4, 249-257.
• Kenagy, G. P. (2005). Transgender health: Findings from two needs assessment studies in
Philadelphia. Health and Social Work, 30,1, 19-26.
• Maramaldi, P., Berkman, B. and Barusch, A. (2005). Assessment and the ubiquity of culture:
Threats to validity in measures of health-related quality of life. Health and Social Work, 30,1,
27-38.
• Morley, J. & Flaherty, J. (2002). It’s never too late: Health promotion and illness prevention in
older persons. Journal of Gerontology: Medical Sciences, 57A(6), 338-342.
Session: 7
Topic: Financing health care, aging, and disability programs and services - Major federal and state
sources of funding:
• Medicare
• Medicaid/Medical Assistance/Waivers
• MN Care
• Social Security
• Employer Based and Private Health Insurance
• VA – should we add this here?
Required Readings:
• Henry J. Kaiser Family Foundation (2010). Medicare: A Primer. Retrieved from
http://www.kff.org/medicare/upload/7615-03.pdf
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Henry J. Kaiser Family Foundation (2010). Medicaid: A Primer. Retrieved from
http://www.kff.org/medicaid/7334.cfm
Henry J. Kaiser Family Foundation (2008). How Private Insurance Works: A Primer. Retrieved
from
http://www.kff.org/insurance/upload/7766.pdf
Bragdon, T. (2011). The Case for Inclusion: An Analysis of Medicaid for Americans with
Intellectual and Developmental Disabilities. United Cerebral Palsy (1-19) Retrieved on 8/14/11
from http://medicaid.ucp.org/
Hooyman, Nancy R., & Kiyak, H. Asuman (2011). Health and Long- Term Care Policy and
Programs. Social Gerontology: A Multidisciplinary Perspective (731-767).
Supplemental Readings:
• Review and become familiar with the criteria for participating in Home and Community-based
services (HCBS):
Mn Dept. of Human Services. Minnesota’s home and community-based waivers. Retrieved
from
http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&Revision
SelectionMethod=LatestReleased&dDocName=id_003726
• McInnis-Dittrich, K. (2009). Income Programs, Health Insurance, and Support Services for
Older Adults. Social Work with Older Adults (3rd ed.), (343-355). Boston: Allyn & Bacon.
• Anderson, W., Wiener, J., Finkelstein, E., & Armour, B. (2011). Estimates of National Health
Care Expenses Associated with Disability. Journal of Disability Policy Studies, 21(4), 230-240
Session: 8
Topic: Caregiving
A. Family-centered care; Defining WHO the client/patient/consumer of services is
B. Family Caregiver Roles; Spouses, Parent to child, Children to parents, and siblings
C. Informal and formal caregiving. Difference and similarities in paid and unpaid caregiving
Activity/Assignment: SW INTERVIEW ASSIGNMENT due
Required Readings:
• Singer, G., Biegel, D. & Ethridge, B. (2009). Toward a Cross Disability View of Family Support
for Caregiving Families. Journal of Family Social Work, 12(2), 97-118.
• Goldner, M. & Drentea P. (2009). Caring for the Disabled: Applying Different Theoretical
Perspectives to Understand Racial and Ethnic Variations Among Families. Marriage & Family
Review, 45(5), 499-518.
• Smith, R., Williamson, G., Miller, S., & Schulz, R. (2011). Depression and quality of informal
care: A longitudinal investigation of caregiving stressors. Psychology and Aging.
• Sussman, T. and Regehr, C. (2009). The influence of community-based services on the burden
of spouses caring for their partners with dementia. Health and Social Work, 34,1,29-39.
• Schwartz, C. and Gidron, R. (2002). Parents of mentally ill adult children living at home:
Rewards of Caregiving. Health and Social Work, 27,2, 145-154.
Page 14 of 28
Supplemental Readings:
• Schulz, R. & Sherwood, P. (2010). Physical and Mental Health Effects of Family Caregiving.
Journal of Social Work Education, 44(3), 105-113
• Degeneffe, C. E. (2001). Family Caregiving and traumatic brain injury. Health & Social Work,
26(4), 257-268.
• Nicholas, D. B., and Keilty, K. (2007). An evaluation of dyadic peer support for caregiving
parents of children with chronic lung disease requiring technology assistance. Social Work in
Health Care, 44(3), 245-259.
• Ha, J., Hong, J., Mailick-Seltzer, M., & Greenberg, J.S. (2008). Age and Gender Differences in
the Well-Being of Midlife and Aging Parents with Children with Mental Health or
Developmental Problems: Report of a National Study. Journal of Health and Social Behavior,
49(3), 301-316
• Antle, B. J. Montgomery, G., and Stapleford, C. (2009). The many layers of social support:
Capturing the voices of young people with spina bifida and their parents. Health and Social
Work, 34,2, 97-106.
• Sanders, S. and Adams, K. B. (2005) Grief reactions and depression in caregivers of individuals
with Alzheimer’s disease: Results from a pilot study in an urban setting. Health and Social
Work, 30,4, 279-286.
• Sparks, L., Travis, S. S., and Thompson, S. R. (2005). Listening for the communicative signals of
humor, narratives, and self-disclosure in the family caregiver interview. Health and Social
Work, 30,4, 340-343.
• Degeneffe, C.E. (2001). Family caregiving and traumatic brain injury. Health and Social Work,
26, 4, 257-268.
• Kramer, B. J. (2000). Husbands caring for wives with dementia: A longitudinal study of
continuity and change. Health and Social Work, 25,2, 97-107.
• Berg-Wegner, M., McGartland, R. D. and Steiger, T. S. (2000). The caregiver well-being scale
revisited. Health and Social Work, 25,4, 255-263.
• Sanders, S. and Power, J. (2009). Roles, responsibilities, and relationships among older
husbands caring for wives with progressive dementia and other chronic illnesses. Health and
Social Work, 34,1, 41-51.
Other Resources (speakers, movies, books):
• Kiyoshi Yamaki, Kelly Hsieh and Tamar Heller (2009). Health Profile of Aging Family Caregivers
Supporting Adults With Intellectual and Developmental Disabilities at Home. Intellectual and
Developmental Disabilities, 47(6), 425-435.
• McInnis-Dittrich, K. (2009). Working with older adults’ support systems: Spouses, partners,
families, and caregivers. Social Work with Older Adults (3rd ed.), (315-340). Boston: Allyn &
Bacon.
• Poindexter, C. C. & Boyer N.C. (2003). Strains and Gains of Grandmothers Raising
Grandchildren in the HIV Pandemic. In Berkman, B., & Harootyan, L. K. (Eds.). Social Work and
Health Care in an Aging Society: Education, Policy, Practice, and Research. (Ch 10) New York:
Springer.
Session: 9
Page 15 of 28
Topic: Housing
A. Types of housing. Discuss housing hierarchy with respect to least and most restrictive settings
Preparing to assist individuals and their families in identifying, selecting, modifying (if
necessary) and transitioning housing
C. Classroom discussion of historical housing trends utilizing the RISP as an example in the field
of developmental disabilities.
B.
Activity/Assignment: EXAM
Required Readings:
• Lakin, K. C., Larson, S. A., Salmi, P., & Webster, A. (2010). Residential Services for Persons
(RISP) with Developmental Disabilities: Statues and trends through 2009. Minneapolis:
University of Minnesota, Research and Training Center on Community Living, Institute on
Community Integration.
• Bowie, S. L. and Rocha, C. J. (2004). The promise of public housing as a community-based
model of health care. Health and Social Work, 29,4, 335-339.
• Gonyea, J. G. (2006). Housing, Health, and Quality of Life. In B. Berkman (Ed.), Handbook of
Social Work in Health and Aging (pp. 559-568). Oxford: Oxford University Press.
• Shaw, K., Cartwright, C., & Craig, J. (2011). The housing and support needs of people with an
intellectual disability into older age. Journal of Intellectual Disability Research, 55(9), 895-903
• Robert, S.A. (2003). Home and community-based long-term care policies and programs: The
crucial role for social work practitioners and researchers in evaluation. In B. Berkman & L.
Harootyan (Eds.), Social work and health care in an aging world: informing education, policy,
practice, and research. New York: Springer Publications.
Supplemental Readings:
• McKee, K. J., Harrison, G., & Lee, K. (1999). Activity, friendships and wellbeing in residential
settings for older people. Aging & Mental Health, 3(2), 143-152.
• McInnis-Dittrich, K. (2009). Income Programs, Health Insurance, and Support Services for
Older Adults. Social Work with Older Adults (3rd ed.), (355-357). Boston: Allyn & Bacon.
• Berkman, B., & Harootyan, L. K (2003). Social Work and Health Care in an Aging Society:
Education, Policy, Practice, and Research. New York: Springer.
• Proehl, R. A., (2007). Social justice, respect, and meaning-making: Keys to working with the
homeless elderly population. Health and Social Work, 32,4, 301-307.
• Palley, H.A. and Van Hollen V. (2000). Long-term care for people with developmental
disabilities: A critical analysis. Health and Social Work, 25, 3, 181-189.
Other Resources (speakers, movies, books):
• Government websites for housing assistance and information
• Disability https://www.disability.gov/housing/housing_assistance
• Aging http://portal.hud.gov/hudportal/HUD?src=/topics/information_for_senior_citizens
Session: 10
Page 16 of 28
Topic: Productivity, Employment, & Retirement
Broad issues of productivity, employment, and retirement as these are experienced in later life, by
people with lifelong and later-life disabilities, and by people with chronic and acute health conditions.
A. Productive Aging
B. Work - Retirement – Leisure
C. Employment and Disability
D. Speaker
Activity/Assignment: Speaker(s): Nancy Eustis, Chair, VAN (Vital Aging Network) & Mark Skeie,
Founder, Evolve Program of VAN .
Required Readings:
• Hooyman, N. R., & Kiyak, H. A. (2011). Productive Aging: Paid and Nonpaid Roles and
Activities. Social Gerontology: A Multidisciplinary Perspective (493-542).
• Hao, Y. (2008). Productive activities and psychological well-being among older adults. Journals
of Gerontology. Series B: Psychological Sciences and Social Sciences, 63B(2), S64-S72.
• Rowe, J. W., & Kahn, R. L. (1997). Successful Aging. The Gerontologist, 37(4), 433-440.
Supplemental Readings:
• Moody, H. (2010). Is retirement obsolete? In H. Moody (Ed.), Aging: Concepts and
Controversies. CA: Pine Forge Press. P. 391-428.
• Butler, R. (2002). The study of productive aging. Journal of Gerontology: Social Sciences,
57B(6), S323.
• Kaye, L. (2005). The emergence of the new aged and a productive aging perspective. In L.
Kaye (Ed.). Perspectives on productive aging (3-18). Washington, DC: NASW Press.
• Chima, F. (2005). Persons with disabilities and employment: Implication for social work and
rehabilitation roles and advocacy. Journal in Social Work in Disability and Rehabilitation, 4(3):
39-60.
• Moxley, D. (2002). Social work strategies and tactics in the workplace. Journal in Social Work
in Disability and Rehabilitation, 1(3), 43-60
• Tang, F., Choi, E., and Morrow-Howell, Na. (2010) Organizational Support and Volunteering
Benefits for Older Adults. The Gerontologist. 50(5): 603-612. doi:10.1093/geront/gnq020
• Piercy, K. W., Cheek, C., and Teemant, B. (2011) Challenges and Psychosocial Growth for
Older Volunteers Giving Intensive Humanitarian Service. The Gerontologist. 51(4): 550-560.
doi:10.1093/geront/gnr013
• Skeie, J. S., & Roles, J. (Eds.). Mapping Your Retirement (pp 31-48). Minneapolis MN: MYR
Publications.
• Shura, R., Siders, R. A., & Dannefer, D. (2011) Culture Change in Long-term Care: Participatory
Action Research and the Role of the Resident The Gerontologist. 51(2): 212-225.
doi:10.1093/geront/gnq099
• Berger, E. D. (2009). Managing Age Discrimination: An Examination of the Techniques Used
When Seeking Employment. The Gerontologist. 49(3): 317-332. doi:10.1093/geront/gnp031
• Honig, M. (1996). Retirement Expectations: Differences by Race, Ethnicity, and Gender. The
Gerontologis, 36(3), 373-382. doi:10.1093/geront/36.3.373
Page 17 of 28
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Nuttman-Shwartz, O. (2004). Like a High Wave: Adjustment to Retirement The Gerontologist,
44(2), 229-236. doi:10.1093/geront/44.2.229
Vital Aging Network: Promoting self-determination, civic engagement, and personal growth
for people as they age. Retrieved from http://www.vital-aging-network.org/
Evolve: Re-igniting Self & Community. Retrieved from http://www.vital-agingnetwork.org/Evolve/36/About_Evolve.html
Session: 11
Topic: Case management Services in Health, Disability, and Aging.
Activity/Assignment:
A. Lecture: Concepts in case management: System driven and consumer driven models;
Overview of the range of services in case management in different settings
B. Panel of Case Managers from different settings: Multiple roles of the case manager: planning,
service referrals, brokering, team coordination, communication, discharge planning,
navigating fiscal streams and allocation of resources, waivers, helping clients deal with
transitions.
C. View excerpts of The Soloist: class discussion of case manager’s role and actions in the movie
Required Readings:
• Naleppa, M. J. Gerontological Social Work and Case Management. In Berkman, B., &
Harootyan, L. K. (2003). Social Work and Health Care in an Aging Society: Education, Policy,
Practice, and Research. New York: Springer
• Amado, A., Smith, G., Larson, S. A., Roehl, A., Fortune, J., Fields, J., Sauer, J., & McBride, M.
(2007). Redesigning case management services for people with disabilities in Minnesota: A
report to the Legislature. Minneapolis, MN: Institute on Community Integration, University of
Minnesota. Available at www.qualitymall.org/products/prod1.asp?prodid=4026.
• Brun, C. & Rapp, R.C. (2001). Strengths-Based Case Management: Individuals’ Perspectives on
Strengths and the Case Manager Relationship. Social Work, 46, 3, 278-288.
• Abeyta, N., Freeman, E., Primack, D., Hammond, F., DRagon, C., Harmon, A., & Gassaway, J.
(2009). Paraplegia Society SCIRehab Project Series: The Social Work/Case Management
Taxonomy. Journal of Spinal Cord Medicine, 32(3), 336–342.
• McEvoy, P., Escott, D., & Bee, P. (2010) Case Management for High-Intensity Service Users:
Towards a relational approach to care coordination. Health & Social Care in the Community,
19,1, 60-69.
Supplemental Readings:
• Judd, R. G. & Sheffield, S. (2010). Hospital Social Work: Contemporary Roles and Professional
Activities. Social Work in Health Care, 49, 856-871.
• Nowitz, L. (2005) Geriatric Care Management. Journal of Gerontological Social Work, 45, 1-2,
185-201.
• Bransford, C. L. (2010) Reconciling Paternalism and Empowerment in Clinical Practice: An
Intersubjective Perspective. Social Work, 56, 1, 33-41.
Page 18 of 28
Other Resources (speakers, movies, books):
• The Soloist DVD
Session: 12
Topic: Inclusion, discrimination, disparities.
A. An inclusive society
B. Overview of disparities
C. Review theories of oppression, discrimination and social and economic injustice
D. Social Work practice in view of disparities
Activity/Assignment: Small Group Discussion
Required Readings:
• Krahn, G. L., Hammond, L. and Turner, A. (2006), A cascade of disparities: Health and health
care access for people with intellectual disabilities. Mental Retardation and Developmental
Disabilities Research Reviews, 12, 70–82. doi: 10.1002/mrdd.20098
• Beaulaurier, R. & Taylor, S. (2001). Social Work Practice with People with Disabilities in the Era
of Disability Rights. Social Work in Health Care, 32(4).
• Bertera, E. M. (2003). Psychosocial factors and ethnic disparities in diabetes diagnosis and
treatment among older adults. Health and Social Work, 28,1, 33-42.
• Berger, E. D. (2009). Managing Aging Discrimination: An examination of the techniques used
when seeking employment. The Gerontologist, 49(3), 317-332.
Supplemental Readings:
• Dhooper, S. S. (2003). Health care needs of foreign-born Asian Americans: An overview.
Health and Social Work, 28,1, 63-73.
• Health and Social Work, 35,4, November 2010 (Entire Issue)
• Holliman, D., Dziegielewski, S. F. and Teare, R. (2003). Differences and similarities between
social work and nurse discharge planners. Health and Social Work, 28,3, 224-231.
• Ka'opua, L., Park, S. H., Ward, M. E., Braun, K. L.(2011). Testing the Feasibility of a Culturally
Tailored Breast Cancer Screening Intervention with Native Hawaiian Women in Rural
Churches. Health and Social Work, 36, 1, 55-65.
• Chadiha, L.A. & Adams, P. (2003). Physical Health and Economic Well-Being of Older AfricanAmerican Women: Toward Strategies of Empowerment. In B. Berkman & L. K. Harootyan
(Eds.). Social Work and Health Care in an Aging Society: Education, Policy, Practice, and
Research (Ch. 7). New York: Springer.
• Bisgaier, J. and Rhodes, K (2011). Cumulative adverse financial circumstances: Associations
with patient health status and behaviors. Health and Social Work, 36, 2, 125-133.
• Chen, Li-Mei. (2010). Is there a disparity in physician service use? A comparison of Hispanic
and white medicare beneficiaries. Health and Social Work, 35, 3, 181-190. (LJ)
• Gaylord, V., Abery, B., Cady, R., Simunds, E., & Palsbo, S. (Eds.), (2005). Impact: Feature Issue
on Enhancing Quality and Coordination of Health Care for Persons with Chronic Illness and/or
Disabilities 18(1). Minneapolis: University of Minnesota, Institute on Community Integration.
Retrieved from http://ici.umn.edu/products/impact/181/default.html.
Page 19 of 28
•
Maramaldi, P. & Guevara, M. (2003). Cultural Considerations in Health Care and Quality of
Life. In Berkman, B., & Harootyan, L. K. (Eds.). Social Work and Health Care in an Aging
Society: Education, Policy, Practice, and Research (Ch. 13). New York: Springer
Session: 13
Topic: Access
A. Universal design.
B. Technology - use in health care and digital divide
C. Transportation.
D. Working with sign language and other interpreters. Watch video. Working with an interpreter.
Legal Services of NJ. http://www.youtube.com/watch?v=pVm27HLLiiQ
Activity/Assignment: Watch video
Required Readings:
• Center for Universal Design (2011). History of Universal Design. Retrieved from
http://www.ncsu.edu/project/design-projects/udi/center-for-universal-design/history-ofuniversal-design/
• Madden, M. (2010). Older adults and social media. Pew Internet and the American Life Project.
Retrieved from
http://pewinternet.org/Reports/2010/Older-Adults-and-Social-Media.aspx
• Fox. S. (2011). Americans living with a disability and their technology profile . Pew Internet and
the American Life Project. Retrieved from
http://pewinternet.org/Reports/2011/Disability.aspx
• Fox, S. (2011). The social life of health information. Pew Internet and the American Life
Project. Retrieved from http://www.pewinternet.org/Reports/2011/Social-Life-of-HealthInfo/Summary-of-Findings.aspx
• Gaylord, V., Abeson, A., Bosk, E., Timmons, J., & Lazarus, S. (Eds.), (2005). Impact: Feature
Issue on Meeting Transportation Needs of Youth and Adults with Developmental Disabilities,
18(3). Minneapolis: University of Minnesota, Institute on Community Integration. Retrieved
from http://ici.umn.edu/products/impact/183/default.html.
Supplemental Readings:
• Fox., S. (2011). What people living with disability can teach us. Pew Internet and the American
Life Project. Retrieved from http://pewinternet.org/Commentary/2011/January/What-peopleliving-with-disability-can-teach-us.aspx
• Bertera, E. M. and Bertera, R. L. (2008). Fear of falling and activity avoidance in a national
sample of older adults in the U.S. Health and Social Work, 33,1, 54-62.
Session: 14
Topic: Abuse & Violence
A. Mandated Reporting (children and youth)
B. Adult Protective services and Vulnerable Adult reports
Page 20 of 28
C.
Having difficult conversations
Activity/Assignment: Small group discussions re: Mandated reporter trainings
Role Play to include assessment of risk and having difficult discussions
Required Readings:
• 1. Students must complete (prior to attending class) the Reporting Maltreatment of
Vulnerable Adults training AND thoroughly review the DHS website on Vulnerable Adults:
Minnesota Dept. of Human Services, Adult Protective Services website:
http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&Revision
SelectionMethod=LatestReleased&dDocName=id_005710
• 2. 1. Students must complete (prior to attending class) the Mandated Reporter training AND
thoroughly review the DHS website on child protection: Minnesota Dept. of Human Services,
Child Protective Services website:
http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&Revision
SelectionMethod=LatestReleased&dDocName=id_000152
• McInnnes-Dittrich, K. (2009). Social Work Practice with Abuse or Neglect of Older
Adults. Social Work With Older Adults: A Biopsychosocial Approach to Assessment and
Intervention (3rd Edition), (232-258). Boston: Pearson.
• LaLiberte, T. & Lightfoot, E. (2008). Caregivers and Violence. In Renzetti, C. & Eldeson, J. (Eds).
Encyclopedia of Interpersonal Violence (91-92), Thousand Oaks, CA: Sage Publications.
• Lightfoot, E. & Williams, O. (2009). The intersection of disability, domestic violence and
diversity: Results of national focus groups. Journal of Aggression, Maltreatment and Trauma,
17(2), 133-152.
Supplemental Readings:
• Matthias, R., & Benjamin, A. (2003). Abuse and neglect of clients in agency-based and
consumer-directed home care. Health & Social Work, 28(3), 174-184.
• Paveza, G.J., & VandeWeerd, C. (2003). Elder Mistreatment and the Role of Social Work. In
Berkman, B., & Harootyan, L. K. (Eds.). Social Work and Health Care in an Aging Society:
Education, Policy, Practice, and Research (Ch 11). New York: Springer.
• Wood, S., & Stephens, M. (2003). Vulnerability to elder abuse and neglect in assisted living
facilities. The Gerontologist, 43(5), 753-757.
Session: 15
Topic: Spirituality, Religion, and Belief Systems in Social Work Practice in HDA
A. The role spirituality, religion, and belief systems in social work practice in HAD
B. Attending to spiritual and religious needs
C. Skill Building - Having difficult conversations: religion/spirituality; sexuality and sexual
functioning; sexually transmitted diseases; difficult diagnoses and prognoses; death; suicide
Activity/Assignment: Role Play-to include SW/Individual &/or family discussion of religion and
spirituality for persons served, EXAM
Page 21 of 28
Required Readings:
• Hodge, D. R.l (2005). Developing a spiritual assessment toolbox: A discussion of the strengths
and limitations of five different assessment methods. Health and Social Work, 30,4, 314-323.
• Hodge, D.R. and Limb, G.E. (2010). A native american perspective on spiritual assessment:
The strengths and limitations of a complementary set of assessment tools. Health and Social
Work, 35, 2, 121-131
• Nelson-Becker, H., Nakashima, M., & Canda, E. (2006). Spirituality in professional helping
interventions. In B. Berkman (Ed.), Handbook of social work in health and aging (pp. 797-807).
Oxford: Oxford University Press.
• Fager, S., Hancox, D., Ely, C., Stenhjem, P., & Gaylord, V. (Eds.). (Spring/Summer 2010).
Impact: Feature Issue on Sexuality and People with Intellectual, Developmental and Other
Disabilities, 23(2). Minneapolis: University of Minnesota, Institute on Community Integration.
• Cagle, J. C. and Bolte, S. (2009). Sexuality and life-threatening illnesses: Implications for social
work and palliative care. Health and Social Work, 34,3, 223-233.
• Claiborne, N. and Rizzo, V. M. (2006). Addressing sexual issues in individuals with chronic
health issues. Health and Social Work, 31,3, 221-224.
Supplemental Readings:
• Tice, C. & Hall, D. (2008). Sexuality education and adolescents with developmental disabilities:
Assessment, policy and advocacy. Journal in Social Work in Disability and Rehabilitation, 4762
• Yoon, D. P., & Lee, E.K. (2007). The impact of religiousness, spirituality and social support on
psychological well-being among older adults in rural areas. Journal of Gerontological Social
Work, 48(3/4), 281-298.
• McInnnes-Dittrich, K. (2009). Spirituality and Social Work with Abused Older Adults. Social
Work With Older Adults: A Biopsychosocial Approach to Assessment and Intervention (3rd
Edition), (259-283). Boston: Pearson.
Additional Bibliography
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Retrieved from http://www.age4action.org/
• American Federation for Aging Research. The Infoaging Quiz.
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Work, 34,2, 97-106.
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new tool for social workers. Journal in Social Work in Disability and Rehabilitation, 1(3), 43-60
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Yoon, D. P., & Lee, E.K. (2007). The impact of religiousness, spirituality and social support on
psychological well-being among older adults in rural areas. Journal of Gerontological Social
Work, 48(3/4), 281-298.
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