Transcript Document

The Advanced Gero Social Work Practice Guide
and this Faculty Development Institute
is a Collaboration of the CSWE GeroEd Center
and the Hartford Partnership Program for Aging Education
WELCOME
Nancy Hooyman, CSWE Gero-Ed Center and University of Washington
Pat Volland and Jeannine Melly, Social Work Leadership Institute,
New York Academy of Medicine and
Hartford PartnershipProgram in Aging Education
Nora O’Brien, Senior Program Officer, John A. Hartford Foundation
EPAS and Aging:
The Competency Match for 2010
Friday, November 6, 2009
JoAnn Damron-Rodriguez, LCSW, PhD, University of California,Los Angeles
Roberta Greene, PhD, University of Texas at Austin
Nancy Kropf, PhD, Georgia State University
Julie Birkenmaier, PhD, Saint Louis University
Jeannine Melly, BSW, MPH,
Social Work Leadership Institute at the New York Academy of Medicine
Your GOALS and
The FDI Objectives
 WHAT ARE YOUR LEARNING/ACTION GOALS?
Faculty will:
 Relate 2 gero competencies to their program
curricula (courses, content and resources)
for implementation of EPAS domains
 Distinguish generalist and advanced
knowledge in aging for EPAS and advanced
gero practice behaviors
 Assign measurements to specific EPAS aging
related competencies
FDI ACTIVE AGENDA:
Each topic includes didactic, discussion
and curricula activity
I. Gero Competencies
II. EPAS
III.The EPAS-Gero Match
IV.The Curricula Resources
V. The Competency Measurement
VI.Concluding Discussion
I. GERO COMPETENCIES
JoAnn Damron-Rodriguez, LCSW, PhD, University of California,Los Angeles
[email protected]
Geriatric Social Work Defined:
1) Enhance the developmental, problem solving, and
coping capacities of older people and their families
2) Promote the effective and humane operating of
systems that provide resources and services to
older people and their families;
3) Link older people with systems that provide them
with resources, services and opportunities; and
4) Contribute to the development and improvement of
social policies that support persons throughout the
lifespan.
Source: Berkman, Dobrof, Damron-Rodriguez & White (1997)
Development of Competencies Based on
Knowledge and Consensus
Example Geriatric Social Work:
 White Papers US BHP Provide Conceptual Framework &
Impetus
(Berkman, Dobrof, and Damron-Rodriguez 1997; Scharlach, DamronRodriguez, Robinson, & Feldman, 2000)
 John A. Hartford Geriatric Social Work Initiative
(Robbins & Reider, 2002)
 CSWE’s SAGE-SW Comprehensive Identification of
Competencies Validated by Academics and Practitioners
(Rosen, A., Zlotnik, J., Curl, A., & Green, R., 2000;
Green and Galambos, 2002)
 Measurable Competencies Delineated and Tested by PPP
(Naito-Chan, Damron-Rodriguez and Simmons, 2004; DamronRodriguez, 2006; Damron-Rodriguez, Lawrance, Barnett, & Simmons,
2007)
 Adapted by GeroEd for Learning Objectives for Curriculum
Infusion
 Adopting

National consensus-based identification of competencies

Prioritization of core skill set

Infusion for generalist practice and enrichment for specialist
practice
 Applying to Curricula and Pedagogy

1.
To define learning objectives based on outcomes
2.
To structure student contracts identifying competencies
3.
Develop modules and teaching resources
4.
To provide integrative seminars
5.
To train field instructors
Assessing
1.
Classroom assignments
2.
Self-rating of skill and field instructor assessment
Essential Elements of Competency
Based Education and Evaluation
(CBE)
1. Adoption of a defined set of specific skills
(competencies) as a framework for education in a field
of practice
2. Establishment of individual student learning goals
based on the competencies
3. Assessment of student skill level, at the beginning of
and upon completion of learning, using the identified
set of competencies
4. Integration of class and field work learning through a
competency- based curriculum
(Bogo et al, 2004)
Gero Social Work:
Leadership in Addressing
Key Issues of Older Persons and Their
Families in Today’s Delivery System
Consumer Direction
(Choice, Quality and
Satisfaction)
Family Caregiving
(Family Caregiver Acts)
Community Care
(HCBS, Olmstead
Decision)
Respecting Diversity
Leadership Competencies:
The Latest Additions
• Identified through HPPAE Consensus Panel
• Guided by Principles for Gero Education and Practice
(CalSWEC Aging Initiative)
• Focused on practice in the community and policy
arena
• Relevant for both micro/macro practice
• Considered life-long learning goals
• Article: Moving Towards Leadership
http://www.socialworkleadership.org/nsw/competencies/Article%20Geriatric%20Social%20Work%20Competencies%20Moving%20Towards%20Leadership%20(3).pdf
Geriatric Social Work Competency Scale II:
Exercise: LET TAKE THE TEST!


Domains of geriatric social work with 10 skills in each

I. Values, ethics and theoretical perspectives

II. Assessment

III. Intervention

IV. Aging services, programs and policies
Rating on 5-point Likert scale
0 ----------------- 1 ------------------ 2 ------------------ 3 ---------------- 4
Not skilled at all - Beginning skill - Moderate skill - Advanced skill - Expert skill

“Cannot Assess” for Field Instructors

Score range from 0 to 40 (Total: 0 to 160)
HPPAE
A Competency Assessment
Methodology
 Total 68 schools total beginning in cycles
from 2005-2008
 Pre/post design-beginning and ending
second year of MSW program
 Online survey: demographics, aging
related experience, aging courses,
Knowledge of Aging for SW Quiz, and GSW
Competency Scale II
 Competency Tool Fact Sheet:
http://www.socialworkleadership.org/nsw/competencies/Factsheet%20HPPAE%20Evaluation%20Tools%20(6).pdf
HPPAE Results: Student Knowledge &
Competency
at PRE & POST (n = 353)
M (SD) Min-Max
Variables
Knowledge of Aging for Social Work Quiz (0-25)
I. Values, ethics & theoretical perspectives
II. Assessment
III. Intervention
IV. Aging services, programs, & policies
GSWC Scale-II Total
*** p < .001
ST PRE
ST POST
10.8 (2.9)
12.7 (2.7)
0-22
6-24
16.7 (6.2)
27.6 (5.5)
0-33
10-40
12.2 (7.3)
25.7 (7.0)
0-37
2-40
12.0 (6.7)
24.8 (6.9)
0-30
4-40
8.6 (5.9)
21.2 (8.0)
0-28
0-40
49.5 (23.4)
99.3 (24.8)
3-115
30-160
p
***
***
***
***
***
***
Student SelfAssessment of
Geriatric Competencies
Field Instructor
Rating of Student
Competence
50
50
Pre-test
45
45
40
Post-test
40
35
35
30
30
25
25
20
20
15
15
10
10
5
5
0
0
Values
p<.001***
Assessment
p<.001***
Intervention Aging services
p<.05*
p<.05*
Values
p<.001***
Assessment
p<.001***
Intervention
p<.001***
Aging services
p<.001***
Most Improved Competencies from
Pre- to Post-Test (2001-2003)
Pre
(X)
Post(
X)
Diff.
Understand common terminology used in service
provision
5.0
8.2
3.2
Creatively use organizational policy, procedures &
resources
4.6
7.7
3.1
Identify and incorporate roles of social work and
other profession into practice
5.3
8.4
3.1
Effectively use knowledge of program outreach
techniques
4.6
7.7
3.1
Incorporate full continuum of services from home
to institutional settings
4.6
7.5
2.9
Competency
Applying Gero Competencies to EPAS
The GSWI
Task Force for Advanced Gero Practice
 Representation from field education,
chairs/directors, GSWI programs
(Additional
members; Letha Chadiha,University of Michigan School; Holly
Nelson-Becker, University of Kansas)
 Advised and reviewed by CSWE, Dean Peirce,
following model: Substance Abuse
 Review literature and resources competency
development
 Consensus building process over 6 months
(2009)
II. Educational Policy Accreditation Standards
EPAS
Roberta Greene, PhD
Professor & Endowed Chair in Gerontology
University of Texas at Austin, School of Social Work
[email protected]
Can curriculum remain the same?
 Not since more than half a century ago
have the political, economic, cultural,
and ideological views of the time so
dramatically affected how social work
practice is defined.
What in the environment has changed?
 The new millennium began in a
climate of change, a time when
there has been a “major
epistemological revolution in arts,
humanities, and social sciences”
(Laird, 1993, pp. 1-3).
What should our graduates be able to do?
 As a result, social workers are
wrestling with how to reformulate
theory, practice, and research and
must learn to cope with massive
changes in the health and social
service delivery systems that affect
“the basic concept of what
constitutes treatment and outcome”
(Edinburg & Cotter, 1995, p. 1641).
It is more than gero!
 CAN WE WRITE A MEASURABLE
MISSION STATEMENT THAT MEETS
THESE CHALLENGES?
Social Work Program Context
 Context encompasses the mission of the
institution in which the program is
located and the needs and
opportunities associated with the
setting.
Note demographics
 What historical, political, economic,
social, cultural, demographic, and
global contexts will we address?
Competency-based defined
 Competency-based education is an outcome
performance approach to curriculum
design. Competencies are measurable
practice behaviors that are comprised of
knowledge, values, and skills.
Competencies Con’t.
 The goal of the outcome approach is to
demonstrate the integration and
application of the competencies in
practice with individuals, families,
groups, organizations, and
communities.
Con’t
 The ten competencies are followed
by a description of characteristic
knowledge, values, skills, and the
resulting practice behaviors that may
be used to operationalize the
curriculum and assessment methods.
Programs may add competencies
consistent with their missions and
goals.
The Big Ten
 Educational Policy 2.1.1—Identify as
a professional social worker and
conduct oneself accordingly.
 Educational Policy 2.1.2—Apply social
work ethical principles to guide
professional practice.
 Educational Policy 2.1.3—Apply
critical thinking to inform and
communicate professional
judgments.
Con’t
 Educational Policy 2.1.4—Engage
diversity and difference in
practice.
 Educational Policy 2.1.5—
Advance human rights and social
and economic justice.
Con’t
• Educational Policy 2.1.6—Engage in
research-informed practice and practiceinformed research.
 Educational Policy 2.1.7—Apply knowledge
of human behavior and the social
environment.
 Educational Policy 2.1.8—Engage in policy
practice to advance social and economic
well-being and to deliver effective social
work services.
Con’t
 Educational Policy 2.1.9—Respond to
contexts that shape practice.
 Educational Policy 2.1.10(a)–(d)—
Engage, assess, intervene, and
evaluate with individuals, families,
groups, organizations, and
communities.
A Paradigm Shift—Be a Leader!
• What is a paradigm shift? The
idea that new paradigms--the
configuration of beliefs, values,
and techniques that are shared
by members of a professional
community—are created when
questions frequently arise about old
“truths” or “facts” was described by
Kuhn (1970) in his work on how
knowledge is constructed.
Tension: Where to begin?
 Kuhn argued that although each
paradigm is a reconstruction of prior
thinking, a new paradigm may be
dramatically different in its philosophical
assumptions (Greene, 2008), establishing
a built-in tension in the field.
III. The EPAS-Gero Match
GERO ADVANCED PRACTICE MATRIX
AN EXERCISE
Nancy Kropf, PhD, Professor & Director
School of Social Work
Georgia State University
[email protected]
JoAnn Damron-Rodriguez, LCSW, PhD,
University of California,Los Angeles
[email protected]
IV. The Curricula Resources
Julie Birkenmaier, PhD,
Associate Professor and the Director of Field Education
Saint Louis University
School of Social Work
[email protected]
Jeannine Melly, BSW, MPH,
Deputy Director
Social Work Leadership Institute
at the New York Academy of Medicine
[email protected]
IV. The Curricula Resources
Julie Birkenmaier, PhD,
Associate Professor and the Director of Field Education
Saint Louis University
School of Social Work
[email protected]
Jeannine Melly, BSW, MPH,
Deputy Director
Social Work Leadership Institute
at the New York Academy of Medicine
[email protected]
EPAS Advanced Gero Curriculum
Resources Examples
 Column #1 - Advanced Gero Practice
Behaviors
 For each EPAS competency, we
choose ONE of the two Advanced
Gero Knowledge and Practice
Behaviors. (Again, these relate
directly to CSWE practice behaviors)
 Attempted to choose the Gero
Practice Behavior that encompassed
the widest area of content AND
related most directly to competency.
EPAS Advanced Gero Curriculum
Resources Examples
text
Educational Policy 2.1.1—Identify as a
professional social worker and conduct oneself
accordingly
ADVANCED GERO KNOWLEDGE AND PRACTICE
BEHAVIORS
Gero social workers, through self reflection, continue to assess
and address their ageist values, building knowledge to dispel
myths regarding aging and stereotypes of older persons. Gero
social workers play a key role in interdisciplinary teams to
assess and plan for older adults’ care, respecting the
contribution of each discipline. Advanced practitioners in gero:

assess and address values and biases regarding aging;
and

understand the perspective and values of social work in
relation to working effectively with other disciplines in
geriatric interdisciplinary practice.
ADVANCED GERO PRACTICE BEHAVIORS
Assess and address values and biases regarding aging.
EPAS Advanced Gero Curriculum
Resources Examples
Column #2 – Class exercises
Reviewed those available on-line through
the Gero-Ed Center
If needed, made suggestions for creating
them at the Advanced level (rather
than generalist). Used the Practice
matrix as a guide for distinguishing
generalist and advanced knowledge
and practice skills.
SHOW website OR screen shot
EPAS Advanced Gero Curriculum
Resources Examples
 Column #3 Assignments/Measurement
 Reviewed the assignments available on-line
from the Gero-Ed Center, and choose those
that most closely related to and could
measure the practice behavior.
 If needed, made suggestions for creating
them at the Advanced level (rather than
generalist). Used the Practice matrix as a
guide for distinguishing generalist and
advanced knowledge and practice skills.
 SHOW website OR screen shot
EPAS Advanced Gero Curriculum
Resources Examples
 Evidence Based Practice
 Funded by a grant to NYAM-SWLI from the Atlantic
Philanthropies to achieve the goal of supporting
research and assist with forming policy for care
coordination for older adults.
 Designed to provide access to available evidence on
social work intervention outcomes particularly as
related to serving the aging population
 Its targeted user audiences are public policy makers,
academics, researchers, students, clinicians, &
advocacy groups
SWLI’s Evidence-Based Database
 Assist in translating research into policies
and procedures
 Expand publicly accessible evidencebased databases
 Assess the overall strength of a body of
evidence
SWLI’s Evidence-Based Database
 Redesign completed in 2008, using the
Advisory Committee and outside reviewers.
Re-evaluated in 2009
 Mapping Feature: Adds the ability to
investigate the distribution (scope) of current
available evidence under the topic in the
database (will be online in November)
 Exploring the addition of GRADE, a system
that awards a strong or weak
recommendation for each outcome
examined.
EPAS Advanced Gero Curriculum
Resources Examples
 Educational Policy 2.1.8—Engage in policy practice to
advance social and economic well-being and to
deliver effective social work services
ADVANCED GERO
KNOWLEDGE AND
PRACTICE
BEHAVIORS
ADVANCED GERO
PRACTICE
BEHAVIORS
CLASS EXERCISES
Adapt organizational
policies, procedures,
and resources to
facilitate the provision
of services to diverse
older adults and their
family caregivers; and
Manage individual
(personal) and multistakeholder
(interpersonal)
processes at the
community,
interagency, and intraagency levels in order to
inspire, leverage power,
and resources to
optimize services for
older adults
Policy Analysis and
Advocacy Exercise:
Stakeholders and
Allies
Manage individual
(personal) and multistakeholder
(interpersonal)
processes at the
community,
interagency, and intraagency levels in order
to inspire, leverage
power, and resources
to optimize services
for older adults.
ASSIGNMENTS/
MEASUREMENT*
EVIDENCE BASED
PRACTICE
Community Practice Mosqueda, L.,
Assignment
Burnight, K., Liao, S.,
et al (2004).
Advancing the Field
of Elder
Mistreatment: A New
Model for Integration
of Social and Medical
Services. The
Gerontologist, 44(5),
703.
EPAS Advanced Gero Curriculum
Resources Examples

Educational Policy 2.1.9 – Respond to
contexts that shape practice
ADVANCED GERO
KNOWLEDGE AND
PRACTICE
BEHAVIORS
ADVANCED GERO
PRACTICE
BEHAVIORS
CLASS EXERCISES
ASSIGNMENTS/
MEASUREMENT*
EVIDENCE BASED
PRACTICE
Create a shared
organizational mission,
vision, values and
policies responding to
ever changing service
systems in order to
promote coordinated,
optimal services for
older persons; and
Advocate and
organize with service
providers, community
organizations, policy
makers, and the public
to meet the needs and
issues of a growing
aging population.
How Policy Impacts
Practice: Role Play
Older Adults in the
Community or
Organization: Macro
Practice Assignment
Aranda, M. P., Villa,
V. M., Trejo, L., et al.
(2003). El Portal
Latino Alzheimer's
Project: model
program for Latino
caregivers of
Alzheimer's diseaseaffected people; The
social worker in the
emerging field of
home care:
professional activities
and ethical concerns.
Social Work, 48:2,
259.
Advocate and organize
with the service
providers, community
organizations, policy
makers, and the public
to meet the needs and
issues of a growing
aging population.
V. The Competency Measurement :
An Example
Nancy Kropf, PhD, Professor & Director
School of Social Work
Georgia State University
[email protected]
OVERVIEW OF PROCESS
 Assignment of Policies (EP 2.1.1, 2.1.2,
etc)
 Selection of practice behaviors
 Discussion of place of Leadership content
Differentiating Generalist & Advanced
 Generalist
 Advanced
Knowledge, skills
that all SW
students should
have about aging
 Knowledge, skills
required for
specialized
practice in aging
Gero Competencies: Linkages and Alignments
 Advanced Content – conceptual
description + two gero competencies
 Competencies linked to conceptual
description
 Unique to the Educational Policy (non
redundancy)
Educational Policy: 2.1.3. Apply critical thinking to inform and
communicate professional judgments
SELECTED PRACTICE
BEHAVIORS


distinguish, appraise, and
integrate multiple sources of
knowledge, including researchbased knowledge, and practice
wisdom;
demonstrate effective oral and
written communication in
working with individuals,
families, groups, organizations,
communities, and colleagues.
GENERALIST AGING
KNOWLEDGE
ADVANCED GERO KNOWLEDGE AND PRACTICE
BEHAVIORS
Social workers use existing data
to inform their role to work with
older adults, their families, and
communities. In addition, social
workers have the ability to
communicate basic psychosocial
data to older clients, their
families, professional colleagues,
and community stakeholders.
Gero social workers are able to integrate multiple forms of data
into their professional role. This information will include
theoretical perspectives and research findings, such as
evaluation of their own practice, assessment data, and
evaluations from colleagues in other disciplines. In addition,
advanced gero social workers have the ability to communicate
psychosocial, clinical, and evaluative data to older clients, their
families, professional colleagues, and community stakeholders.
Advanced practitioners in gero:

relate concepts and theories of aging to social work
practice (e.g., cohorts, normal aging, and life course
perspective); and

communicate to public audiences and policy makers
through multiple media, including - synthesis reports and
legislative statement and oral presentations, the mission
and outcomes of the services of an organization or for
diverse client group(s).
Educational Policy: 2.1.3. Apply critical thinking to inform and
communicate professional judgments
ACTIVITIES, ASSIGNMENTS, READINGS
ADVANCED GERO
PRACTICE BEHAVIORS
CLASS EXERCISES
ASSIGNMENTS/
MEASUREMENT*
Relate concepts and
theories of aging to social
work practice (e.g., cohorts,
normal aging, and life
course perspective).
Multigenerational Issues
in Caregiving
Perspectives on Older
Adults and the Aging
Family
Safety
Checklist/Home visit
interview (page 7 of
syllabus)
EVIDENCE BASED PRACTICE
Toseland, R. W.; Blanchard, C. G.;
Mccallon, P. (1995). A Problem-Solving
Intervention for Caregivers of CancerPatients. Social Science & Medicine, 40:4,
517.
Educational Policy 2.1.9 – Respond to contexts
that shape practice
SELECTED PRACTICE
BEHAVIORS


continuously discover,
appraise, and attend to
changing locales, populations,
scientific and technological
developments, and emerging
societal trends to provide
relevant services;
provide leadership in
promoting sustainable changes
in service delivery and
practice to improve the quality
of social services.
GENERALIST AGING
KNOWLEDGE
ADVANCED GERO KNOWLEDGE AND PRACTICE
BEHAVIORS
Social workers have a
beginning level of
understanding about the history
and current trends in the service
delivery systems in practice
with older adults. They are
familiar with the ways in which
organizational, community and
societal contexts at all level of
practice impact older adults.
Gero social workers are familiar with the history and current
trends in public service delivery systems for older adults.
Advanced practitioners are familiar with specific aspects of the
context of relevant services and provide leadership to promote
sustainable changes in the service delivery system and practice
to meet the needs of a growing aging population.
Advanced practitioners in gero:

create a shared organizational mission, vision, values and
policies responding to ever changing service systems in
order to promote coordinated, optimal services for older
persons; and

advocate and organize with the service providers,
community organizations, policy makers, and the
public to meet the needs and issues of a growing
aging population.
Educational Policy 2.1.9 – Respond to
contexts that shape practice
ACTIVITIES, ASSIGNMENTS, READINGS
ADVANCED GERO
PRACTICE BEHAVIORS
CLASS EXERCISES
How Policy Impacts
Advocate and organize
Practice: Role Play
with service providers,
community
organizations, policy
makers, and the public to
meet the needs and issues
of a growing aging
population.
ASSIGNMENTS/
MEASUREMENT*
Older Adults in the
Community or
Organization: Macro
Practice Assignment
EVIDENCE BASED PRACTICE
Aranda, M. P., Villa, V. M., Trejo, L., et al.
(2003). El Portal Latino Alzheimer's
Project: model program for Latino
caregivers of Alzheimer's disease-affected
people; The social worker in the emerging
field of home care: professional activities
and ethical concerns. Social Work, 48:2,
259.
VI. TAKING IT BACK HOME:
PROCESS AND PRODUCT
THANK YOU!
BEST EFFORT.
Gero Social Work
Serving Older Adults and Their Families
For further information:
HPPAE
http://socialworkleadership.org/nsw/resou
rces/products/competencies.php
CSWE Gero-Ed Center
www.Gero-EdCenter.org/