Training Retired Social Workers: I B · Spira,Associate Professor,School of Social Work, ... sented participants with an overview of the training program.It included an online course

ISSUE

BRIE

F Winter 2007

It is no secret that the population is aging. Everypaper and presentation related to gerontologycites not only the increase in the aging popula-tion, but the relevant deficiencies in services tomeet the needs of this population. Social work,a profession attuned to the physical, mental, andsocial needs of its clients, will be at the forefrontof service provision to older adults. In a rangeof settings, through a variety of roles and respon-sibilities, social workers will partner with olderadults and their families.

In Chicago, Illinois, the role of social workin meeting the needs of the aging population hasnot gone unnoticed. Neither has the reality thatthere will be a significant shortage of profession-als to meet the health and social service needs ofolder adults. Nisson and Dolores Pearl, both expe-rienced social workers, designed an innovativeprogram to address this problem.

In 2002, the Pearls approached NASW’s Illi-nois Chapter with a project idea: to bring retiredsocial workers back into the workforce to workwith the aging population.They saw retired socialworkers as an untapped resource; professionalswith years of experience who could, and should,be encouraged to re-enter the field.With supportfrom the Retirement Research Foundation andthe NASW Illinois Chapter, the purpose of thePearls’ Retired Social Workers Project (RSW) isthreefold: (1) to bring retired social workers backinto the field to serve older adults, (2) to workwith agencies to highlight retired social workersas an untapped resource for staffing, and (3) todemonstrate that older adults are productivemembers of society.

232 Bay State RoadBoston, MA 02215Phone: 617-358-2626Fax: 617-358-2636E-mail: [email protected]/igsw

Training Retired Social Workers:Experience and Innovation to Serve the Aging PopulationKelly Mills-Dick, MSW, Curriculum and Evaluation Manager; Ilana Lorge, BSW,Research Assistant; Scott Miyake Geron, PhD, Principal Investigator

As part of the goal to bring retired socialworkers back into the field to serve older adults,the Retired Social Workers Project offers anumber of professional development and educa-tion programs focused on services for seniors.Although retired social workers have years ofexperience, that experience is varied, with somehaving worked previously with older adults, andothers being new to the field of aging.Thus, theRetired Social Workers Project is preparing itsmembers for re-entry to the field through a rangeof training opportunities.

One of the most recent professional devel-opment opportunities the Project participatedin was an innovative blended model trainingprogram provided by the Institute for GeriatricSocial Work (IGSW) at Boston University.Theprogram consisted of seven online courses thatfocused on key aspects of social work and aging,and four face-to-face sessions led by Dr. MarciaSpira,Associate Professor, School of Social Work,Loyola University of Chicago. Upon completionof the program, participants received 34 to 38Continuing Education Units and a Certificatein Aging from the Institute for Geriatric SocialWork at Boston University.

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TRAINING PROGRAMSTRUCTURE

The Retired Social Workers Project Train-ing Program was a blended model trainingprogram consisting of seven online coursescreated by IGSW and four face-to-facesessions, all focusing on the older adultand the role of social work in the fieldof aging.

The initial face-to-face session pre-sented participants with an overview ofthe training program. It included an onlinecourse demonstration and detailed instruc-tions on accessing IGSW onlinecourses. Participants then had two monthsto complete their first two requiredonline courses, “Basic Issues in Aging”and “Geriatric Assessment.” Following thefirst two online courses, the group con-vened for a second face-to-face session toreview and supplement the online coursematerial.Then, participants had anothertwo months to complete two additionalrequired online courses, “Coping withGrief” and “Medications and Aging.”Another face-to-face session followedthese courses to supplement the onlinecourse material.With the completion ofthe four required courses, participantschose three elective courses in aging ontopics such as mental health, substanceabuse, caregiving, and community-basedresources. Participants concluded the train-ing program with a final face-to-face ses-sion, where they again reviewed andsupplemented online course material.

Following completion of the trainingprogram, participants received approxi-mately 34 to 38 Continuing EducationUnits, depending on which elective coursesthey chose, and a Certificate in Agingfrom the Institute for Geriatric SocialWork at Boston University.

PARTICIPANT PROFILE

Twenty-one retired social workers whoplan to re-enter the social work professioncompleted the training program. Origi-nally, 28 retired social workers signed upto participate, however seven did not com-plete the program for various reasons (e.g., unable to attend face-to-face sessions,

unable to meet the technological require-ments, and personal reasons). In terms ofdemographics, most were female (81%).The majority of participants (81%) identi-fied themselves as Caucasian/ White, while14.3% identified as African American/Blackand 4.8% identified as Hispanic. Participantages ranged from 36 to 71 with an averageage of 60.

In terms of social work status, all participants reported having a master’s insocial work, and one also had a PhD insocial work.The majority (71%) werelicensed during program participation.While experienced practitioners, with anaverage of 25 years in the field of socialwork, participants were largely new togeriatric social work.The percent of par-ticipants who never worked with olderadults was 14.3%, and the remainderworked an average of only five yearsspecifically in the field of aging. Overall,71.4% reported spending 25% or less oftheir careers thus far working with olderadults.

In addition to having little experienceworking in the field of aging, many partic-ipants reported that they received little orno training in aging prior to this program.The majority (71.4%) never took a coursein aging during their educational career.Of those who indicated that they partici-pated in a course in aging previously, theaverage number of courses reported wasthree.Another 19% of the participantsindicated that they have an aging concen-tration or certificate.This credential maybe a result of either professional experi-ence or continuing education.Althoughover half of participants (57.1%) reportedno previous professional training in aging,those with training reported a range of1–100 trainings, with a mean of 7 trainingsover the past five years.

In addition to having little

experience working in

the field of aging, many

participants reported that

they received little or no

training in aging prior to

this program.The majority

(71.4%) never took a

course in aging during

their educational career.

The lowest average score in the pre-test for this area was for the competency,“relate concepts and theories of aging tosocial work practice (e.g., cohorts, normalaging, life course perspective)” (2.0). In thepost-test, participants rated “address thecultural, spiritual, and ethical values and

beliefs of older adults and families” (3.0)as their least competent domain. Perhapsparticipants rated themselves least com-petent in this area after completing thecourses because they now have a greaterawareness of the complexity and diversityof the issues.

“Respect diversity among older adultclients, families, and professionals (e.g.,class, gender, and sexual orientation)” wasscored as the most competent area on the

identified as clinical practitioners, thereforethey may feel more competent in theirprofessional values and direct practice clin-ical skills than in their macro-level skillsdue to their prior professional trainingand experience.

Within each competency domain,average scores were determined for indi-vidual items. Comparing the lowest andhighest average scores from the pre- andpost-test highlights the strengths andweaknesses of both the participants andthe course. Participants generally perceivedthemselves to be most and least competentin the same areas both before and after thetraining program.This implies that partici-pants felt they had prior strengths andweaknesses in each skill area, but that theiroverall ability to work with older adultsimproved significantly, as demonstrated bya significant increase in average scores forall competency areas from pre- to post-test.

The following information identifiesthe individual items that received the low-est and highest average scores within eachcompetency domain.As previously men-tioned, each item was rated on a scale of0 to 4 (0=not skilled at all; 4=expert skill).The average scores at both pre- and post-test are provided.

Values, Ethics, and Theoretical Perspectives

The Values, Ethics, and Theoretical Perspectives domain consisted of 10 ques-tions. On average, participants rated theircompetency higher in the area of Values,Ethics, and Theoretical Perspectives on thepost-test compared to the pre-test. Notsurprisingly, this area was also the area ofleast growth. It can be more difficult tochange personal values, ethics, and theoret-ical perspectives than to acquire knowl-edge or skills. Individuals develop theseperspectives slowly throughout their lives,therefore a training program may notsignificantly alter an individual’s valuesand ethics.

IGSW Issue Brief

3

GERIATRIC SOCIALWORK SKILLS

Program participants completed a pre- and post-test self-assessment of their geri-atric social work skills using the HartfordPracticum Partnership Program (PPP)Geriatric Social Work Competency ScaleII (See Appendix A). This scale measuresthe degree of skill competency of socialwork students and practitioners who spe-cialize in practice with older adults andtheir families (Damron-Rodriguez,Lawrence, Lee & Volland, 2006).This 40-item instrument is a shorter, revised ver-sion of the Social Work with Aging SkillCompetency Scale previously developedby the PPP.The instrument is divided intofour domains: 1) Values, Ethics, and Theo-retical Perspectives; 2) Assessment; 3) Inter-vention; and 4) Aging Services, Programs,and Policies. It measures the respondents’perceptions of their skill level on a scale of0 to 4 (0=not skilled at all; 4=expert skill).A score is derived by evaluating individualitems, combinations of individual items bydomain, or the total competency score ofall items.

COMPETENCY SCORES

Competency scores are reported below asa percentage of the maximum score foreach competency domain.As indicated inTable 1, the highest skill area for partici-pants was in the Values, Ethics, and Theo-retical Perspectives domain, while thelowest skill was in the Aging Services, Pro-grams, and Policies domain.The majorityof the retired social workers participating

Table 1. AVERAGE COMPETENCYSCORES

Average Scores

Competency Domain Pre-Test Post-Test

Values, Ethics, and Theoretical Perspectives 59% 81%

Assessment 48% 75%

Intervention 54% 79%

Aging Services,Programs, and Policies 38% 62%

Overall Competency Score 60% 74%

After completing the pro-

gram, participants felt

most competent in their

ability to “understand the

perspective and values of

social work in geriatric

interdisciplinary practice

while respecting the roles

of other disciplines.”

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Winter 2007

pre-test (3.0).After completing the pro-gram, participants felt most competent intheir ability to “understand the perspectiveand values of social work in geriatricinterdisciplinary practice while respectingthe roles of other disciplines” (3.48).

Assessment

A total of 10 items are used to assesscompetency in the domain of Assessment.Although participants reported feelingmore competent at post-test in adminis-tering and interpreting standardized assess-ments and diagnostic tools that researchhas shown to be appropriate for use witholder adults (e.g., geriatric depression scale,Mini-Mental Status Exam), participantsperceived this area as one in which theywere not very skilled (1.24 pre-test, 2.52post-test). At both pre- and post-test,participants felt most competent in theirability to “use empathy and sensitive inter-viewing skills to engage older clients inidentifying their strengths and problems”(3.04 pre-test, 3.48 post-test).

Intervention

The Intervention domain contained 13items.While the original PPP scaleincludes 10 items in this domain, IGSWadded three additional items to furtherassess participants’ intervention skills. In

general, participants felt least competentboth prior to and after the program intheir ability to “identify and utilize thelatest proven techniques to provide olderadults and their families with appropriateinterventions”; however, their competencyin this area improved from moderate toadvanced (1.57 pre-test, 2.57 post-test). Atboth the pre- and post-test the participantsfelt their strongest competency to be theirability to “establish rapport and maintainan effective working relationship witholder adults and family members” (2.95pre-test, 3.57 post-test).

Aging Services, Programs, and Policies

The domain of Aging Services, Programs,and Policies contained 10 items and hadthe lowest score at both the pre- and post-test assessments. One explanation for thisis that the participants were primarily clin-ical or direct practice social workers andtherefore may have less direct exposure toor experience with programs and policies.Also, although the online training pro-gram included sections in each course onrelevant policy issues, the program did notinclude a course focusing exclusively onservice, program, and policy issues.

Participants felt the least skilled intheir ability to “develop program budgetsthat take into account diverse sources offinancial support for the older population”both prior to and after completing the

training program (1.10 pre-test, 1.7 post-test). Program participants felt most com-petent both before and after the programin their ability to “effectively communi-cate and collaborate with other health,mental health, and social services profes-sionals in delivering services to olderadults” (2.24 pre-test, 3.10 post-test).

STATISTICAL ANALYSIS

A paired samples t-test was conducted tostatistically analyze pre/post differences ineach competency domain and overallcompetency score.As illustrated in Table 2,the paired samples t-test results show sta-tistically significant improvement in par-ticipants’ geriatric social work competenciesoverall and within each of the fourdomains (p<.001).

The results also show significantimprovement on each individual item(p<.05) except for two items in the valuesdomain:“respect diversity among olderadult clients, families, and professionals(e.g., class, gender, and sexual orientation)”

Table 2. PRE/POST COMPETENCYOUTCOMES

Competency Domain Pre-Test Post-Test p-value

Overall Mean Competency Score

Mean 2.000 3.000 .000***

StandardDeviation 0.810 0.630

Value and Ethics

Mean 2.300 3.200 .000***


Assessment

Mean 1.900 3.000 .000***


Intervention

Mean 2.200 3.100 .000***


Aging Services

Mean 1.500 2.500 .000***


***p<.001

. . .participants expected

their practice skills with

older adults to improve

significantly as a result of

the training program.

training program. Participants also consid-ered caregiving an important topic uponcompletion of the training program.Although not rated as highly in the pre-test, participants may have rated this topicas more important following the trainingprogram since each course in the programemphasized the importance of workingnot only with the older adult but withhis/her support network of family andfriends.

Additional training topics suggestedby participants on both the pre- and post-test were very similar.The areas of interestincluded: aging policy and research, physi-cal and mental health, healthy aging, spiri-tuality and aging, and retirement issues.On the pre-test participants also suggestedtopics such as medications and olderadults, coping with loss, intimacy and sex-uality among older adults, and assistivetechnology. Many of these topics wereavailable as electives during the trainingprogram. Unique to the post-test, partici-pants requested course topics including theBaby Boomer generation, finances and

IGSW Issue Brief

5

(p = .258), and “address the cultural, spiri-tual, and ethnic values and beliefs of olderadults and families” (p=.217).Although theaverage scores for these value competen-cies did increase, the improvement was notstatistically significant.

TRAINING TOPIC IMPORTANCE

Participants were asked to rate the impor-tance of 11 training topic areas on a scaleof 1 to 10, with 1 being least importantand 10 being most important.Topic areasincluded basic issues in aging, geriatricassessment, mental health, substance abuse,caregiving, housing, ethical and legalissues, elder abuse, end of life, culturalcompetence, and professional reflection/self care.All topic areas received relativelyhigh ratings of importance, with averagescores ranging from 7.20 to 9.63 on thepre-test and 7.20 to 8.89 on the post-test.As indicated in Table 3, the topic of geri-atric assessment received the highest aver-age score both before and after the

aging, physical rehabilitation, managedcare, geriatric counseling, and specificmental health issues such as OCD, hoard-ing, and working with “difficult” clients.

PROGRAM EXPECTA-TIONS AND EVALUA-TION

Prior to starting the training program, par-ticipants attended a program orientation.Following a detailed description of thetraining program structure and require-ments, participants rated their expectationsof the training program. In general, partic-ipants expected the program to be some-what difficult but extremely interestingand convenient.After reviewing the cur-riculum, participants expected their prac-tice skills with older adults to improvesignificantly as a result of the training pro-gram.The data indicated a wide range ofprior knowledge and skill levels, with par-ticipants reporting they knew between 5%and 75% of the material to be covered. Onaverage, participants reported that 35% ofthe material in the curriculum was priorknowledge.

Upon finishing the training program,participants completed an evaluation ofthe program. Meeting their previouslyidentified program expectations, partici-pants reported that their practice skillsimproved significantly after their participa-

Table 3. AVERAGE SCORES OF TRAINING TOPIC IMPORTANCE

Lowest Average Score Highest Average Score

Pre-Test Post-Test Pre-Test Post-Test

Topic Avg. Topic Avg. Topic Avg. Topic Avg.

Substance Substance Geriatric GeriatricAbuse 7.20 Abuse 7.55 Assessment 9.63 Assessment 8.89

Housing 7.20 Housing 5.34 Mental Health 8.63 Caregiving 8.58

. . . participants stated in

both assessments that

they intended to integrate

and apply what they

learned to their current

professional practice.

known. Compared to their baselineassessments, participants reported thatthey knew more of the material coveredin the program than they expected.Thismay indicate that the training programcovered material that is more familiar tothe experienced practitioner.

PLANS UPON PROGRAM COMPLETION

On both the pre- and post-test, partici-pants identified their plans upon comple-tion of the training program. Participantswere able to indicate more than oneresponse.The responses were coded andcategorized into four themes as depictedin Table 4. As indicated in Table 4, partici-pants stated in both assessments that theyintended to integrate and apply what theylearned to their current professional prac-tice if still working part-time. Since partof the goal of the Retired Social WorkersProject is to train and prepare retired socialworkers for re-entry into the workforce, itis not surprising that employment, bothcurrent and future, was a common planfor participants. Only three participantsnoted that they plan to seek employmentin geriatric social work in the survey fol-lowing the training program compared tofive participants who indicate an interestin a geriatric social work position prior tothe program.This may be a result of par-ticipants’ increased awareness of howgeriatric social work can be incorporatedor applied in their professional practice.Further, after completing the program,four participants reported that they planto continue learning about issues relatedto social work practice with older adults,perhaps reflecting an increase in aware-ness of issues and/or a desire to pursue aspecialization in aging.

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Winter 2007

LEARNED SKILLS PARTICI-PANTS USE AND PLAN TO USE

As part of the post-test, 19 of the 21 par-ticipants responded to an open-endedquestion asking what skills they have usedin practice that they learned from thecourses. Participants were able to indicatemore than one response and there was atotal of 29 responses.The most commonskills that participants have implementedsince program completion are the abilityto use the assessments explained through-out the courses (31%) as well as usingknowledge gained from the courses toimprove practice with the needs of agingclients (24%). Participants specified thatthey have applied their learned knowledgeof dementia, end of life issues, substanceabuse, and general knowledge since partic-ipating in the program. Other learnedskills participants mentioned they haveused since program completion are policyanalysis, advocacy, group problem solving,working with caregivers, exploringresources with clients, and cultural compe-tence.All but one of the participants whoanswered the question indicated that theyhave used their recently learned skills. Of

The vast majority (95%)

of participants indicated

that the program

expanded their knowl-

edge and understanding

of working with older

adults and that the con-

tent and level of training

met their learning needs

very well.

tion in the training program and thatalthough the training program was some-what difficult, it was extremely interesting.Also similar to the program expectations,the data at post-assessment indicated awide range of knowledge and skill levels,with participants claiming they alreadyknew between 5% and 90% of the materialcovered by the training program, with anaverage of 51.1% of the material already

Table 4. PLANS UPON PROGRAMCOMPLETION

Plans Upon Program Completion Pre-Test Post-Test

Integrate/Apply in Current Professional Practice 12 57% 13 62%

Seek Employment in Geriatric Social Work 5 24% 3 14%

Utilize Personally 2 10% 3 14%

Continue Education 0 00% 4 19%

IGSW Issue Brief

7

those who did respond, two did not com-plete this section of the survey, one statedthat this question was “not applicable,” andthe fourth responded by saying that he/shedid not have an opportunity to use theseskills.

COURSE EVALUATIONS

Participants were asked to evaluate eachindividual online course by completing aCourse Evaluation (See Appendix B). Onaverage, participants were satisfied with thetraining and found it to be valuable.Thevast majority (95%) of participants indi-cated that the program expanded theirknowledge and understanding of workingwith older adults and that the content andlevel of training met their learning needsvery well.All participants identified that itis very likely they will be able to applywhat was learned in the training to theirpersonal life, while 76% stated they wouldbe likely to apply the information learnedto their professional practice with agingclients and their families.This may be aresult of participants’ varying professionalactivities. Many participants were notactively practicing social work and/orworking with older adults while in thetraining program and thus may not havebeen able to directly apply the skillslearned from the program. Despite initialtechnical problems and challenges withcomputer use, 67% of participants foundthe online format used to deliver thetraining to be very satisfying.

DISCUSSION

The IGSW/RSW Project was completedin May 2006.As demonstrated by the find-ings, training in aging can have significantimplications for the field of geriatric socialwork. Evaluation of the IGSW/RSWtraining program revealed that participantsassessed themselves as significantly morecompetent in their geriatric social workskills following program participation.

Participants felt that as a

result of the training pro-

gram, not only did they

sharpen timeless social

work skills, but they also

improved their knowledge

of practices that are more

vulnerable to moderniza-

tion and improvement

over time, such as assess-

ment methods and best

practices.

ment over time, such as assessment meth-ods and best practices.

Reflecting the current retirementtrends, program participants plan to con-tinue their education, incorporate newknowledge into current or future practice,or apply learned skills to personal situa-tions.The Retired Social Workers ofChicago represent the current older adultpopulation’s interest in participating as keycontributors to society past the traditionalretirement age.The Retired Social Workersplan to continue their education andtraining, not only for the personal benefitof lifelong learning but also for the profes-sional benefit of improved social workpractice with older adults.As Chaffin andHarlow (2005) explain,“having reached acertain age does not constitute a plateauthat then descends; if seen correctly,achieving a certain age allows a continualprocess of problem solving and discoveryof knowledge derived from living.” Theresults of this project exemplify the bene-fits of such lifelong learning and continu-ing education.

According to their self-assessments, partici-pants were confident in the social workskills that they have refined over their pro-fessional careers, such as building rapportwith clients, practicing empathy, and usingsensitive interviewing skills. Participantsfelt that as a result of the training program,not only did they sharpen timeless socialwork skills, but they also improved theirknowledge of practices that are more vul-nerable to modernization and improve-

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A . VA L U E S, E T H I C S, A N D Skill LevelT H E O R E T I C A L P E R S P E C T I V E S (0–4)

1. Assess and address values and biases regarding aging.

2. Respect and promote older adult clients’right to dignity and self-determination.

3. Apply ethical principles to decisions on behalfof all older clients with special attention to those with limited decisional capability.

4. Respect diversity among older adult clients,families, and professionals (e.g., class, gender,and sexual orientation).

5. Address the cultural, spiritual, and ethnic values and beliefs of older adults and families.

6. Relate concepts and theories of aging to social work practice (e.g., cohorts, normal aging, life course perspective).

7. Relate social work perspectives and related theories to practice with older adults (e.g., person-in-environment, social justice).

8. Identify issues related to losses, changes,and transitions over their life cycle in designing interventions.

9. Support persons and families dealing with end of life issues related to dying, death,and bereavement.

10.Understand the perspective and values of social work in geriatric interdisciplinary practice while respecting the roles of other disciplines.

B . A S S E S S M E N T Skill Level (0–4)

1. Use empathy and sensitive interviewing skills to engage older clients in identifying their strengths and problems.

2. Adapt interviewing methods to potential sensory, language, and cognitive limitations of the older adult.

3. Conduct a comprehensive geriatric assessment (bio-psychosocial evaluation).

4. Ascertain health status and assess physical functioning (e.g.,ADLs and IADLs) of older clients.

5. Assess cognitive functioning and mental health status of older clients (e.g., depression, dementia).

6. Assess social functioning (e.g., social skills, social activity level) and social support of older clients.

7. Assess caregivers’ needs and level of stress.

8. Administer and interpret standardized assessment and diagnostic tools that are appropriate for use with older adults (e.g.,depression scale, Mini-Mental Status Exam).

9. Develop clear, timely, and appropriate service plans with measurable objectives for older adults.

10.Reevaluate and adjust service plans for older adults on a continuing basis.

APPENDIX A

Geriatric Social Work Skills Assessment

The following is a listing of skills recognized by geriatric social workers as important to effec-tively work with and on behalf of older adults and their families.

Please use the scale below to thoughtfully rate your current skill:

0 = Not skilled at all (I have no experience with this skill)1 = Beginning skill (I have to consciously work at this skill)2 = Moderate skill (This skill is becoming more integrated in my practice)3 = Advanced skill (This skill is done with confidence and is an integral part of my practice) 4 = Expert skill (I complete this skill with sufficient mastery to teach others)

0 1 2 3 4

Not skilled at all Beginning skill Moderate skill Advanced skill Expert skill

IGSW Issue Brief

9

C . I N T E RV E N T I O N Skill Level(0–4)

1. Establish rapport and maintain an effective working relationship with older adults and family members.

2. Enhance the coping capacities and mental health of older persons through a variety of therapy modalities (e.g., supportive, psychodynamic).

3. Utilize group interventions with older adults and their families (e.g., bereavement groups,reminiscence groups).

4. Mediate situations with angry or hostile older adults and/or family members.

5. Assist caregivers to reduce their stress levels and maintain their own mental and physical health.

6. Provide social work case management to link elders and their families to resources and services.

7. Use educational strategies to provide older persons and their families with information related to wellness and disease management (e.g.,Alzheimer’s disease, end of life care).

8. Apply skills in termination in work with older clients and their families.

9. Advocate on behalf of clients with agencies and other professionals to help elderly clients obtain quality services.

10.Adhere to laws and public policies related to older adults (e.g., elder abuse reporting, legalguardianship, advance directives).

11.Utilize a problem-solving approach to help older adults and their families.

12.Assist older adults and their families in crisis situations.

13.Identify and utilize the latest proven techniques to provide older adults and their families with appropriate interventions.

D. AG I N G S E RV I C E S, P RO G R A M S, Skill LevelA N D P O L I C I E S (0–4)

1. Outreach to older adults and their families to insure appropriate use of the service continuum (e.g., health promotion, long-term care, mental health).

2. Adapt organizational policy, procedures, and resources to facilitate the provision of services to diverse older adults and their family caregivers.

3. Identify and develop strategies to address service gaps, fragmentation, discrimination, and barriers that impact older persons.

4. Include older adults in planning and designing programs.

5. Develop program budgets that take into account diverse sources of financial support for the older population.

6. Evaluate the effectiveness of practice and programs in achieving intended outcomes for older adults.

7. Apply evaluation and research findings to improve practice and program outcomes.

8. Advocate and organize with the service providers, community organizations, policy makers, and the public to promote the needs and issues of a growing aging population.

9. Effectively communicate and collaborate with other health, mental health, and social servicesprofessionals in delivering services to older adults.

10. Identify and utilize resources appropriate for the needs of older adults and their families.

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CONTENT

This training expanded my knowledge and understanding of the topic area significantly.

Strongly Agree Agree Neutral Disagree Strongly Disagree

The content and the level of the training met my learning needs very well.


The training met the learning objectives of the course.


The format used to deliver this training was very satisfying.


The material was very relevant and useful to my professional activities.


The material was appropriate for my level of knowledge and experience.


It is very likely that I will apply what I just learned in this training to my work with aging clients and their families in the near future.


It is very likely that I will be able to apply what I just learned in this training to my personal life relative to friends, family, or neighbors,in the near future.


P R E S E N TAT I O N S K I L L S

The presenter was knowledgeable, well prepared, and organized.


Audio-visual aids and other training materials were used effectively.


OV E R A L L I M P R E S S I O N

How would you rate the overall value of this training to your professional practice?

Extremely Valuable Somewhat Valuable Uncertain Probably Not Valuable Absolutely Not Valuable

APPENDIX B

Course Evaluation

IGSW Issue Brief

11

Please list any additional course topics in which you would like to receive training:

Please provide any suggestions for improvement:

Thank you for taking the time to complete these questions.

R E A S O N S F O R S E L E C T I N G T H E T R A I N I N G

How important were the following factors in your decision to take this training?

Very important Somewhat important Not at all important N/A

Content/topic

Format

Continuing Education Credits

Cost

Flexibility/convenience

Location

A B O U T T H E A U T H O R S :

Kelly Mills-Dick, MSWDoctoral student in Sociology and Social Work, Boston University

Ilana Lorge, BSWMEd candidate, Boston University

Scott Miyake Geron, PhDDirector and Principal Investigator, Institute for Geriatric Social Work,Associate Professor of Social Welfare Policy and Research, Boston University

A B O U T T H E I N S T I T U T E

The Institute for Geriatric Social Work (IGSW) is dedicated to advancing social workpractice with older adults and their families. Located at Boston University School ofSocial Work, IGSW will build upon the School’s historical commitment to the agingfield and current strength in gerontological teaching, research, and training. Boston University’s policies provide for equal

opportunity and affirmative action in employmentand admission to all programs of the University.

0207 870860

232 Bay State RoadBoston, MA 02215

R E F E R E N C E SChaffin,A. J., & Harlow, Steven D. (2005).“Cognitive learning applied to older adultlearners and technology.” EducationalGerontology 31: 301–29.

Damron-Rodriguez, J., Lawrance, F., Lee,S., & Volland, P. (2006). Measuring geriatricsocial work competence: stages of devel-opment. Presented at the Society ofSocial Work and Research 10th AnnualConference, San Antonio,Texas.

Documents

Training Retired Social Workers: I B · Spira,Associate Professor,School of Social Work, ... sented participants with an overview of the training program.It included an online course