Teacher Writing a Formula on a Blackboard

Syllabus Example

SW 417/517: Social Work with Older Adults

Instructor: Elena Ionescu, MSG

Office: Social Sciences/Public Affairs Building, Room 011

Office Hours: by appointment

E-mail: eionescu@csulb.edu; Tel: (562) 985. 4484

Course Description: Social Work Practice with Older Adults uses a biopsychosocial approach that emphasizes the importance of resiliency and strengths within the context of differences among ethnic, racial, and cultural groups as well as lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, two spirit (LGBTQIA2+) groups. This course examines protocols for both traditional and nontraditional interventions, recognizing the heterogeneity of the aging population as well as the uniqueness of individuals within that group. Students are introduced to the theoretical information on the biopsychosocial functioning of older adults and are prepared to assess that functioning and plan and implement interventions that will promote the health and well-being of elders whatever challenges they face. The management of special concerns in substance abuse, adult protective services, working with family and caregiver support systems, and issues in dying, bereavement, and advance directives are included in this course. This course also addresses global issues of aging adults and elder advocacy to promote social justice and combat oppression. Students will engage in a service-learning project that serves older adults and/or their caregivers.

Note: SW 517/417: Social Work with Older Adults course satisfies core requirements for MSW and BSW program.

Course Rationale: The purpose of this course is to help students gain an understanding of and critical perspective on biopsychosocial theories of the development of older adults, social work practice models appropriately used with older adults. Culturally appropriate techniques and models used when working with African Americans, Latinos, Native Americans, Asians, and individuals and families who identify as LGBTQIA2+ will also be discussed. This course also highlights policy and practice issues that provide opportunities for advocacy to promote socially just programs, services, and opportunities for all older adults.

California State University (CSU) Social Work Program Mission Statements

MSW PROGRAM MISSION STATEMENT

Consistent with the requirements for the Council on Social Work Education, the Graduate Social Work Program’s mission is to prepare students for advanced generalist practice with diverse populations in urban and rural areas of California and beyond. The program provides students with the knowledge, values, and skills to respond competently to:

1.) the aspirations and service-need of diverse client populations and

2.) the contexts that shape the needs of clients and service delivery systems throughout the state.

The program prepares graduates to assume a range of advanced generalist practice roles in direct and indirect service provision, including leadership in the planning, development, management, and evaluation of culturally competent services to individuals, families, groups, organizations, and communities.

BSW PROGRAM MISSION STATEMENT

Consistent with the California State University’s mission and the Council on Social Work Education’s accreditation requirements for baccalaureate social work education programs, the BSW program’s mission is to prepare students for entry-level professional generalist practice with diverse populations in urban and rural areas of California. The program provides students with the knowledge, values, and skills to respond competently to

1.) the service needs of diverse client populations and

2.) the contexts that shape the needs of clients and service delivery systems throughout the state.

The program uses a framework that emphasizes human and social well-being through the provision of social work services that advance human rights, social and economic justice, and empower individuals, families, groups and communities that experience oppression and discrimination.

Student Learning Outcomes

Upon completion of this course, students will be able to:

Identify the major political forces, social interests, and cultural factors that influence the practice of social work with older adults both in the U.S. and globally.
Specify the major theories about aging and the practice models’ social workers use in working with older adults
Complete a strengths-based, culturally competent assessment of older adults in order to create culturally appropriate interventions in working with older adults that will produce socially just outcomes.
Design a simple strategy to evaluate practice with older adults that is linked to theories on aging, models of practice, and interventions used to work with older adults.
Critically analyze and reflect on experiences while completing a service-learning project; those experiences include (a) working together as a team; (b) completing a service-learning project suggested by a community group within one semester; (c) working with older adults.

Course Prerequisites, Co-requisites, and/or Restrictive Statements:

This course has no prerequisites.

Required Texts:

Burack-Weiss The Caregiver's Tale: Loss & Renewal in Memoirs of Family Life New York, New York: Columbia University Press. ISBN: 978-0-231-12159-0. $27.50

McInnis-Dittrich, K. (2009). Social work with older adults, 3rd Ed. Boston, Massachusetts: Allyn & Bacon/Pearson Education, Inc. ISBN 13: 978-0-205-59360-6. $55.00

Recommended Texts:

Greene, R., Cohen, H., Galambos, C., & Kropf, N. (2007). Foundations of social work practice in the field of aging. Alexandria, VA: NASW press. ISBN 978-0-87101-378-1.

Kimmel, D., Rose, T, & David, S., eds. (2006). Lesbian, Gay, Bisexual, and Transgender Aging: Research and Clinical Perspectives. New York: Columbia University Press. ISBN: 978-0- 231-13618-1.

Kolb, P., ed. (2007). Social work practice with ethnically and racially diverse nursing home residents and their families. New York: Columbia University Press. ISBN: 978-0-231-12533-8

Additional Readings: See the Reference list for additional readings and materials used in this course.

Course Expectations: The primary teaching approach in this course is online instruction. Materials in the course are presented through the lectures, class discussion, videos, small group work, and illustrative exercises in BeachBoard, the CSU Online Learning Management System. Students are responsible for all materials presented, including readings and lectures. Class time will be structured to meet the outlined course objectives. Students' input, feedback, and comments will be met with respect and in the spirit of acceptance. Students will be kept abreast of progress in the course through formal feedback on quizzes, assignments, and informal comments from the instructor. Students may also schedule a meeting to discuss their progress, receive guidance on achieving their full learning potential, or any other issue related to this course. All course work is to be turned in with proper APA format (7th edition).

Technology glitches: are attributed to BeachBoard Support, Academic Technology Services Office. Technology glitches will happen. Do not immediately freak out and become incapacitated. This course will rely considerably on learning technologies offered at CSU. It is everyone’s responsibility to make sure they do not derail the entire course. Please begin tasks early so that a technology problem does not cause complete failure or “meltdown.” For problems with technology, email the contact technical team at beachboard@csulb.edu or visit their virtual office via Zoom ( visit their webpage for Zoom room at https://www.csulb.edu/academic-technology-services/contact). It is important to note that this assistance is available largely Monday – Friday during normal work hours. Limited assistance is available other times.

Therefore, it is important to plan your work activities in a manner that will allow for delays in technical assistance. In addition, notify the instructor immediately (using the discussion board or the class email function) if you are having technical difficulties.

Dedicate some time to get familiar with the CSU Online Learning Management System class website. Explore it and take a tutorial well in advance of the due date for the first assignment. The instructor will provide initial demonstrations and some technical assistance, but it is the student’s responsibility to at least begin to familiarize her/himself with the technology of the course.

Discussion Board: All course questions should be posted on the discussion board. Please refrain from emailing the instructor directly unless the question is of a personal nature. If you have a question, one of your classmates may have the exact same question and can be answered on the discussion board. Students are encouraged to answer one another’s questions rather than waiting for the instructor to respond.

Class Participation/Attendance: Student participation in class discussion and activities is crucial to success in this course, and, for this reason, attendance is expected. In order to receive attendance points in the class, students must stay within the limits for unexcused absences, which is defined as the equivalent of one week of classes. If this limit is exceeded by one absence, the student will receive half the attendance points; if the limit is exceeded by two or more absences, the student will receive no points. According to University regulations, excused absences fall into one of two categories:

Sanctioned, anticipated situations—participating in an official university function, court attendance, religious observances, military duty. Requests must be submitted in writing at the beginning of the semester or at least one week prior to the anticipated absence.
Documented emergency situations—student illness, injury, or death of immediate family member. Requests must be documented by the Student Health Center, the Office of Student Development, or by a personal physician within one week following the emergency.

In the event that there are two excused absences, students are required to schedule a conference with the instructor to discuss the impact of the absences on their performance in the course.

Make-up Work: Make-up work will be allowed only in situations where absences are excused. Contact the professor in regards to make-up work or incomplete work to determine a schedule for completion. Please consult the following web page for further information on university attendance regulations: www.csulb.edu/provost/academic_policies/attend/reg.htm

Resolution 22, Professor Notification Act: An electronic mailing notification will be sent out to students enrolled in class at least 45 minutes prior to the start of class in the event class is cancelled. Students should check their unity e-mail for such notifications. Notifications will be sent to the unity e-mail addresses recorded in the CSU Records and Registration Office.

Students with Disabilities: Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Bob Murphy Access Center (BMAC) https://www.csulb.edu/student-affairs/bob-murphy-access-center. For more information on CSU State's policy on working with students with disabilities, please see the academic accommodations regulation at https://web.csulb.edu/divisions/students/soar/workshop/disability_accommodations.htm

Confidentiality: Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal information shared in class discussion outside of the class. Standard accepted practices (mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives and thus not subject to absolute confidentiality. Students who experience personal issues throughout the course are encouraged to talk with the instructor about available support. Confidentiality, within the above specified limitations, is guaranteed between the student and faculty member.

Safety: As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to safety policies and practices related to their agency and/or community settings. Students should also notify instructors regarding any safety concerns.

Transportation: Transportation to and from agency and/or community setting, for the service learning project, is the responsibility of the student.

Academic Integrity: Strict standards of academic honesty will be enforced according to the University policy on academic integrity. A student’s signature on any test or assignment means that (s)he/they has/have neither given nor received unauthorized aid. Consult the following website for further details: https://www.csulb.edu/academic-senate/policy-academic-integrity-regarding-cheating-and-plagiarism

Grading Scale:

A+: 100-97% A: 96-93% A-: 92-90%

B+: 89-87% B: 86-83% B-: 82-80%

C+: 79-77% C: 76-73% C-: 72-70%

D+: 69-67% D: 66-63% D-: 62-60%

F: Below 60%

Evaluation/Grading Method: Instructor’s Evaluation of Student Performance

The final grade will be determined by the following formula:

Assignments Points/ Percentage of grade Due Date

Weekly Discussion 10 points/10% each Sun.8PM

Board Post

Tour of Continuing 10 points/10% June 9

Care Community

Critical Analysis of 20 points/20% June 4

A Caretakers’ Tale

Assessment of

Adults over 65 30 points/30% June 18

Final Exam 30 points/30% June 25

Assignments: Each student must demonstrate through participation in online discussions that the readings have been read and analyzed. All assignments must be submitted by the due date. Assignments submitted after the due date will be marked down by 50% for each day received after the due date. Students must contact the instructor to determine a schedule for make-up or incomplete work. The assignments are designed to monitor a student’s comprehension and integration of materials presented in class and through the reading assignments. Detailed assignments descriptions are found under BeachBoard class content. Additional directions will be provided during the semester.

Class Evaluations Schedule: Online class evaluations will be available for students to complete during the last two weeks of class. Students will receive an email message directing them to a website where they can login using their university campus ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.

More information about class evaluation: https://www.csulb.edu/academic-technology-services/student-perceptions-of-teaching-spot/student-instructions

Online Course Schedule

Week I:

May 24:

Material to be covered:

Introductions; syllabus review, distribution of grades, course schedule
NASW Code of Ethics:

Working with older adults
Ethical issues related to oppression and working with vulnerable older people who are African American, Latino, Native American, etc. and/or who are LGBTQIA2+.

Discussion about obtaining signed consent form for interview/assessment of an older adult 65 or older