1THE UNIVERSITY OF MICHIGANSCHOOL OF SOCIAL WORK Hartford Geriatric Social Work Integrative Seminar - 693 Course Syllabus, Winter 2003 Tuesdays 2:00 p.m. - 4:00 p.m., SEB Room #3001 2 credits Ruth Campbell, MSW Office: 1329 CCGC Phone: 764-2556 Office Hours: email (rcampbel) for appointments Email: [email protected] Course Description: The U of M School of Social Work Geriatric Fellowship Seminar is a multi-methods course designed to supplement the Adults & Elderly concentration curriculum with further information (a didactic component) and in-depth case studies/field examples (a practice-based component). The course will cover six thematic units (successful aging, diversity, physical health, mental health, planning for later years, and health care system/health policy issues), each of which will include a discussion of practice-based interventions from the four concentration methods: Interpersonal Practice (IP), Management of Human Services (MHS), Community Organizing (CO), and Social Policy and Evaluation (SPE). Seminar Format: Most two-hour seminar sessions will consist of a 20-minute lecture (or video/other didactic exercise) followed by discussion including field examples, case studies, applied interventions and review of assigned articles. At the end of each substantive unit, one “integrative session” will be devoted to providing a cohesive overview of the field. Time will be taken for questions, broad discussion, and general support, feedback, and troubleshooting of field issues. Course Requirements: Students are expected to: • Attend each weekly session • Participate in all discussions, activities, and presentations. • Complete the assigned readings for each class. Coursepacks are available at Excel (1117 South University), or you may copy it yourself at ISR. • Participate in all course evaluation activities. Assignments: To be announced2 Course and Field Objectives Upon completion of the three-term Geriatric Seminar as well as the anchor and satellite field placements, students will be able to: 1. Demonstrate knowledge of the continuum of care Students will be involved in programs at six of the types of sites listed below (two in each category), and will discuss and evaluate all site types in the Geriatric Seminar. Living environment: • Nursing home • Assisted living • Retirement community • Home, alone • Home, with family Health care environment: • Hospital • Outpatient Clinic • Home Care • Adult Day Care • Hospice Community environment: • Religious institution • Senior center • Community agency 2. Demonstrate knowledge of coping and support systems Students will be exposed to all the coping and support systems listed below in their field placement experiences as well as in the Geriatric Seminar, in which these systems will be explored from a theoretical perspective. Coping: • Mental Health • Health Support systems: • Family systems • Community • Spirituality3 3. Apply multiple interventions to promote health Based on the student’s choice of major and minor methods, students will engage in three of the eight interventions listed below through their field practicum experiences. Students will also observe an additional three of the eight interventions. In the Geriatric Seminar, students will discuss all the interventions, particularly as they relate to health promotion. • Group work • Individual counseling • Case management • Community organizing • Peer counseling • Advocacy • Policy development • Program development 4. Evaluate effectiveness of practice Students will learn about major evaluation techniques through didactic experiences in the Geriatric Seminar and in the required course (SW 683) “Evaluation in Adults & Elderly” or “Evaluation in Health Care”. Students will also conduct appropriate evaluations in their field placement experiences. Evaluation types: • Single-subject design • Program evaluation 5. Demonstrate skill in working with diverse populations Students will be exposed to the issues of multicultural practice through selected readings, discussions, and lectures in the Geriatric Seminar. The School of Social Work also requires all students to take at least one “minority-relevant” course. Students will work directly with elders from at least three of the groups listed below. • African Americans • Latinos • Asian and Pacific Islanders • Middle Eastern Americans • Russian immigrants • Jewish elderly • Gay and Lesbian individuals • Elders with developmental and psychiatric disabilities • Rural elderly4 6. Participate in interdisciplinary collaborations Students will participate in one or more interdisciplinary team conferences and will attend at least two lectures and all seminar discussion sessions led by professionals in disciplines other than social work. Interdisciplinary settings: • Health care team • Nursing home care planning team • Hospice team • Ethical issues team, either as a clinical team or a policy advisory group 7. Develop preventive strategies Students will observe an assessment and care planning session as well as a support group or peer volunteer program in their field placements. Students will also conduct an assessment and develop a care plan. Students will collaborate in developing a group program or a community event focused on education and health promotion. Geriatric seminar discussions and other classroom assignments will expose students to prevention strategies and theories. Preventive interventions include: • Case management • Discharge planning • Network-building • Peer support • Needs assessment 8. Examine mortality and morbidity trends Students will examine demographic characteristics of mortality and morbidity trends in the Geriatric Seminar as well as in other classroom experiences. Students will be assigned relevant readings from texts. Demographics related to: • Social factors • Psychological factors • Biological factors • Public policy factors 9. Examine national and international policy issues Students will be assigned relevant readings in the classroom and will discuss policy issues related to aging in the Geriatric Seminar. Students will also examine the practical aspects of these issues during their work in their field practicum settings. • Social Security • Medicare, Medicaid, and