CURRICULUM DESIGN IN SOCIAL WORK PRACTICE WITH THE AGED.
Item
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Title
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CURRICULUM DESIGN IN SOCIAL WORK PRACTICE WITH THE AGED.
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Identifier
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AAI8014989
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identifier
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8014989
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Creator
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SOLOMON, RENEE.
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Contributor
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Irving Weisman
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Date
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1980
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Language
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English
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Publisher
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City University of New York.
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Subject
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Social Work
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Abstract
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This is a study of a curriculum design model in which a body of gerontological content was systematically organized for use in graduate social work education. Social work practice with the aged is the substantive content and is the context for testing the effects of this curriculum model.;The content on social work practice with the aging has been systematically organized so that explicit linkages are made between the knowledge base,value base, and social work practice principles, within the context of the client-worker encounter or within the planning process. In this model, students are trained to develop a system of inquiry wherein they identify and understand the connections between these practice components, making it possible for them to systematically conceptualize the nature of their practice behavior. This may also be one way in which students are helped to narrow the gap between what they know, what they believe and what they do.;The study evaluates the extent to which this curriculum design model enabled students to develop "appropriate thinking" about social work practice with the aged. "Appropriate thinking" was operationalized as (1) ability to specify knowledge, values and practice principles which influence their practice behaviors; (2) ability to incorporate both generic (the universal) and gerontological (the specific) aspects of practice in their approach to case situations, and (3) an orientation to practice which includes a dual focus on interpersonal (psychodynamic) and environmental (social, organizational and institutional) concerns.;An open-ended questionnaire was developed to investigate how students expanded their system of inquiry. The test instrument included short vignette or case situations which reflected the complexities and realities of practice with the aged and was administered before and after the course in social work practice with the aging.;Scales were developed which allowed responses to be coded in such a way as to place students on a scale of competency in the areas of values, practice principles, knowledge and proposed interventions. A t test for matched samples was used as the statistic in testing for significant differences between pre and post tests. The direction and extent of movement for the class as a whole as well as for sub-groups of students was examined. The findings are presented; on the whole they reflect statistically significant changes in student's ability to conceptualize practice and to expand their system of inquiry in practice with the aged.;The implications of the findings suggest factors to be considered in curriculum design, the applicability of this curriculum model to other social work courses and the use of a vignette approach as an evaluation technique.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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D.S.W.
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Program
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Social Work
