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1.
Tina Maschi Thalia MacMillan Manoj Pardasani Ji Seon Lee Claudia Moreno 《Educational gerontology》2013,39(4):228-242
The purpose of this study was to evaluate an experiential learning project with BSW students to see if their perceptions of older adults have changed. The project consisted of an oral history project and presentation that matched BSW students with older adults from diverse ethnic backgrounds to gather their immigration narratives. The study used a single group pretest posttest design with 17 BSW students enrolled in an integrative field seminar class. Using a series of inferential analyses, BSW students’ attitudes towards older adults, future career plans, confidence with working with older adults from diverse backgrounds, and geriatric competencies were examined. Overall, a significant increase in BSW students who had varying levels of participation in project perceptions of geriatric social work competencies between pretest and posttest were found. Students who both conducted and presented the oral histories of older adults also were significantly more likely to report future plans to work with older adults compared to students who did not. Exposing BSW students to aging and diversity content has important implications towards fostering student interest in pursuing social work practice with older adults and preparing them for culturally competent social work. 相似文献
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Martha C. Bial Irene A. Gutheil Meredith Hanson Linda White-Ryan 《Journal of Teaching in Social Work》2013,33(1):121-131
This article reports on a project to sensitize graduate social work students taking courses in substance abuse to the needs of older adults. Graduate social work students at a major urban school of social work in the Northeast were recruited and trained to interview older adults with a history of substance abuse problems regarding their life experiences. The authors developed educational vignettes based on the interviews and curriculum units based on these vignettes to be incorporated into the substance abuse curriculum. The challenges and rewards of engaging students in the process of developing educational vignettes based on older adults lived experiences are also discussed. 相似文献
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Katie Ehlman Mary Ligon Gabriele Moriello E. Ayn Welleford Kirsten Schuster 《Educational gerontology》2013,39(9):772-790
In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment. Scores were evaluated at posttest for differences between groups. The assignment positively influenced students' attitude toward older adults in both classes. Results indicate that this assignment was as effective in the DE setting as in the traditional setting. Findings suggest that oral history is an effective teaching assignment in a DE gerontology class. 相似文献
4.
This article describes a service-learning collaboration between a research center at a graduate school of social work and a community college. While the goal of the collaboration was to conduct a community needs assessment of the older population of Bermuda, the project offered a unique opportunity to connect community service, teaching, and research. Students' classroom experience prepared them to play a critical role as interviewers of older adults. Participation in this project enabled students to contribute to a vital step in the process of community change. Students reported more positive attitudes toward older adults and greater interest in working with older adults as a result of this experience. Service-learning can be an effective means of teaching students about aging. 相似文献
5.
In the project reported in this paper retired persons, living historians, were teachers of young adults. Professional persons now retired who were residents of one, large mid‐west retirement home cooperated in the design and development of two career‐history videotapes to benefit pre‐professional university students. Nursing and teaching careers were addressed in the two tapes. The tape preparation and production methods are detailed. In‐class evaluations from university students and from their professors yielded highly positive results for this personal approach to career history. Likewise, the retired persons who participated expressed satisfaction with the project as having met their contributive and expressive needs. Inter‐generational applications and implications are noted. The authors conclude with specific recommendations for replication of this model project for greater involvement of older adults as educators of young adults. 相似文献
6.
Harriet L. Cohen Mark H. Sandel Cecilia L. Thomas Thomas R. Barton 《Educational gerontology》2013,39(4):329-346
During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option. 相似文献
7.
Janet H. Lawrence 《Educational gerontology》2013,39(2-3):135-149
Previous research has indicated that (1) older adults are predisposed to reflect on the meaning and integrity of their lives, (2) few legitimate opportunities to reminisce are available to the elderly, and (3) oral history has been used successfully as a teaching method with young students who worked with the elderly. The oral histories of 13 residents of a Veterans Administration Hospital nursing home care unit were collected by 11 members of the staff. The histories were reviewed by teachers and were used to establish the content of two experimental courses that were open only to residents who had been interviewed. At the conclusion of the classes, data were collected from attendance records and from the teachers, members of the staff, and friends and relatives of the residents. The data were used to assess the impact of the project on the residents and on the staff. The implications of the study for teachers and administrators and for educational researchers are discussed. 相似文献
8.
Mark D. Olson 《Educational gerontology》2013,39(7):593-605
The present study examined the linkages among perceptions of self-efficacy, curriculum, and field experience on students’ attitudes and interest in working with older adults. Graduate level social work students were surveyed regarding perceived self-efficacy to intervene with older adult clients, the amount of aging content in the master of social work (MSW) curriculum, and practicum experience with older clients. Regression analysis showed a relationship between attitudes toward older adults and perceptions of self-efficacy. Pearson correlations revealed that self-efficacy was significantly related to levels of gerontology content in curriculum, as well as practicum opportunities to work with older adults. While both gerontology curriculum and practice experience significantly predicted self-efficacy, multiple regression analysis revealed that practice experience had the stronger influence. 相似文献
9.
This study followed up on a 7‐day, 5th‐grade intergenerational project on aging. The “Age Doesn't Matter” (ADM) project was interdisciplinary; incorporating dance, health education, history, art, and poetry to teach about growing older. Older adults came to the school to interact with the students and the students also went on field trips to a nursing home and a retirement hotel. Thirteen of the original 19 ADM students were still in the same school 1 year after the project's completion. These students were matched by grade, gender, and race with a comparison group (n = 13) one year after the project's completion. Three experts in the field of gerontology were asked to blindly review the students' responses to open‐ended questions about aging and to rate each student concerning his or her attitudes toward aging. The ADM students were judged to have significantly (p < .05) more positive attitudes toward aging than the comparison group students. 相似文献
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The purpose of this study is to validate a multidimensional measure assessing attitudes toward education for older adults. As the elderly population and the demands of education among older adults have increased, the engagement of social workers in educational settings for older adults has also increased. Therefore, assessing social workers’ attitudes toward education for older adults is critical to better understand the appropriate circumstances for successfully providing and expanding educational programs for older adults. Using a sample of 227 social work students, a multidimensional scale consisting of 38 items was developed by focusing on the three subconstructs of attitudes: cognition, emotion, and behavior. Across various statistical analyses such as the examination of coefficient α and the confirmatory factor analysis (CFA), this scale consistently demonstrated strong reliability and validity. This new reliable and valid scale may contribute to the quality of educational programs for older adults by providing for social workers and other helping professionals with an opportunity to examine their attitudes toward educational services for older adults. 相似文献
12.
Julia Horne 《Journal of educational administration and history》2014,46(2):174-189
When Geoffrey Sherington and I set out on our project on the Australian Public University, which culminated in Sydney: The Making of a Public University (2012), we wanted to move away from the emphasis of conventional institutional history on chancellors, vice-chancellors and governing councils in order to explore the university as a social institution. Using the theoretical and methodological approach of social history, we studied how students, academics, researchers, philanthropists along with the university's governing body were all important characters in the creation and development of Australia's first university. This essay explores some of the influences in this approach, especially the relationship between oral history and women's history and the history of administration in the story of educational institutions such as universities, and examines the methodological challenges for historical analysis of bringing together these approaches. 相似文献
13.
Daniela C. Gonçalves 《Educational gerontology》2013,39(3):202-225
The steady increase of population aging requires not only more people working within the field of aging but also the creation of new services. However, current students from areas such as medicine, nursing, psychology, and social work frequently have low interest in working with older adults. The low interest relates to this task's lack of challenge, absence of social status, and lower incomes. Different variables explain pervasive negative attitudes and lack of interest to work with older cohorts. Change of direction in this trend involves the inclusion of age related topics in university curriculum as well as promoting direct contact with older adults. 相似文献
14.
Carolyn Gutman Shira Hantman Miriam Ben-Oz Wendy Criden Roxana Anghel Shula Ramon 《Educational gerontology》2013,39(3):186-197
This article examines the contribution of older adults as co-researchers to the evaluation of a gerontological social work course. The evaluation was conducted at an Israeli college as part of a collaborative project with a United Kingdom university. Here, we follow the older adults who are service users through their transition to the role of co-researchers and reflect on their experiences in the process. Insights gained by the different stakeholders from the co-researching experience are discussed, and the growing interest in service-user contributions to social work education in various fields such as aging and disabilities is recognized. 相似文献
15.
Mark D. Olson 《Educational gerontology》2013,39(11):981-994
The unprecedented growth in the nation's older adult population has called attention to the increasing need for geriatric social workers. However, research suggests that social work students hold ageist attitudes that prevent many from pursuing careers in gerontology. The present study sought to identify student perceptions of gerontology content in MSW education and possible correlations with attitudes toward older adults and interest in gerontology. A sample of 252 MSW students participated in classroom surveys. The survey outcomes revealed that gerontology content in MSW curriculum was correlated with positive attitudes toward older adults, but it was not related to increased interest in gerontology. 相似文献
16.
An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82–98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements. 相似文献
17.
Janice K. Kauffman Ph.D. 《Educational gerontology》2013,39(6):651-656
The undergraduate course Educational Gerontology taught at Hampton University includes the development and implementation of a community conference for older adults. The conference is developed in conjunction with the local senior center. Students spend two hours each week throughout the semester observing and participating in the programming at the senior center in order to become familiar with the needs and interests of older adults. During scheduled class times, students select an appropriate conference theme and begin conference plans and committee assignments. The class culminates with the conducting of the conference at the center. Such a project gives students the opportunity to get valuable hands‐on experience in educational gerontology programming. 相似文献
18.
This study is part of a design-based research project aimed at designing a learning intervention for enabling Costa Rican older people to use information and communication technologies for cognitive activity and social interaction. Data from relevant literature, a focus group with older adults, and interviews with professionals teaching older adults how to use information and communication technologies were analyzed, in order to create context-sensitive design principles that could guide the design of learning interventions that meet the needs of older learners. The analysis derived context-sensitive design principles that include wider topics that influence the learning process, such as emotions and stereotypes related to learning about and using information and communication technologies, as well as the social support to that learning. The resulting eight design principles argue for respectful learning environments, in-depth comprehension of changes related to aging, time and space to reflect on emotions related to the learning process, and acknowledgment of participants’ individuality. 相似文献
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Kristina M. Hash Jay Poole Melissa Floyd Crystal Dea Moore Anissa T. Rogers Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170
The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs. 相似文献