Sunday, 16 January 2005 - 8:45 AM

This presentation is part of: Social Work Education

Gerontological Social Work: Research Findings and Next Steps

Demographic trends signify an ongoing increase in the size and diversity of the older population. Currently there are 35 million Americans age 65 and older; projections indicate this number will reach 70 million by 2030 (U.S. Administration on Aging, 2003). Elders of color now represent 16 percent of older adults and will likely represent 36 percent by 2050 (U.S. Bureau of the Census, 2000). Yet, recent studies found only 2 percent of MSW students took courses in aging during graduate school (Damron-Rodriguez et al, 1997) and only 3 percent of graduating MSW students specialized in gerontology [Scharlach 2000].

This research incorporated a longitudinal survey design to measure the effectiveness of a three-tiered gerontology infusion model in stimulating positive change in MSW students’ perceptions, skills, and knowledge regarding gerontological social work practice. Surveys were administered to a cohort of MSW students at three key points during the two-year graduate program: the beginning of the first year, the end of the first year, and the end of the second year. The survey assessed students’ perceptions regarding the importance of gerontological curriculum content and the importance of gerontological skills and knowledge to social work in general and to their own social work careers. The survey also examined the extent of students’ gerontological skills and knowledge at each time point as well as their interest in further gerontological coursework.

The findings from this research indicates that the three-tiered gerontology curriculum infusion model is associated with positive changes in MSW students’ perceptions regarding the importance of gerontological content and in the extent of their gerontological practice skills and knowledge. Most significantly, while students were consistently aware of the importance of gerontological skills and knowledge to social work practice in general, they were less aware of the value of such skills and knowledge to their own social work careers. In the past it has been recognized that one important factor that may limit student interest in working with older adults is that they are often not aware of the need for aging knowledge and skills until they begin working in the field (Rosen & Zlotnik, 2001). Thus, a primary strategy has been to increase student interest in aging content by educating them regarding the relative importance of gerontological skills and knowledge regardless of practice specialization. The findings from this research suggest that current students are indeed already aware of the importance of both aging and multigenerational issues to social work education and practice in general, but they have a more difficult time understanding the link between these areas and their own careers. While in the past we may have needed to educate students regarding the general need for such content, today we must demonstrate the linkage between these practice areas and students’ other substantive areas of interest. This research highlights the importance of future research to determine effective strategies to help MSW students link gerontological practice skills and knowledge to their own social work careers and specific areas of interest.

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