University of Minnesota School of Social Work Syllabus SW 8263-

University of Minnesota School of Social Work
SW 8263-Adv SW (DP & Community) Interventions Gerontology
Part I: Course information
SW 8263-Advanced Social Work (Direct Practice & Community) Interventions Gerontology
2 credits
Faculty contact:
Office Location:
Course descriptions:
a. Short Version
This course prepares students to conduct direct and community-based social
work intervention with older adults in individual, family, group, residential, and
community settings. Students gain understanding of and proficiency in geriatric
assessment, therapy modalities, and evidence-based interventions and
b. Long Version
This course focuses on advanced direct and community-based social work
intervention with older adults in individual, family, group, residential, and
community-based settings. Students gain understanding of and proficiency in
geriatric assessment skills, therapy modalities, evidence-based interventions and
approaches, and case management practices. This course is taught from the
perspectives of bio-psycho-social-cultural-spiritual strengths and challenges, and
emphasizes social work practice in the context of existing community and
organizational social service and mental health delivery systems.
Course content also includes social work skills in interdisciplinary treatment
approaches, collaborating within communities, cultural competency, and ethical
and legal issues. Classes use such modalities as role-play, mock therapy /
counseling, group discussion, video presentations, and online discussions. Other
than the first and last full-length class discussions, roughly half of the course is
conducted online (1 hr. online and 1 hr. face-to-face) using Moodle to present
class content, watch edited movie and video clips, and participate in group
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1. This is an advanced social work class, and the material presented in this class is at an
advanced level. Social Work students enrolled in this course should have completed the
foundation classes listed below, or have advanced standing status.
SW 5051 - Human Behavior and the Social Environment
SW 5801 - Policies and Programs in American Social Welfare
SW 8151 - Social Work Practice Methods: Individuals and Systems
SW 8152 - Social Work Practice Methods: Families and Groups
SW 8153 - Models of Community Intervention
SW 8841 - Social Work Research Methods
2. You must have completed or be concurrently enrolled in 8251 Social Work Practice in
Health, Disabilities, and Aging, or have permission of the instructor
3. If you are not a Social Work student, you need permission of the instructor
Clinical Licensure Hours:
This course contains some clinical content, as required by the Minnesota Board of Social Work
for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours
in each required category is listed below:
SW values
and ethics
Part II: Course outcomes
Course objectives:
After successfully completing the course, students will be able to:
1. Identify and implement specific models of geriatric assessment (before intervention),
evidence-based psychosocial/community intervention theories and modalities in aging,
and evaluation (after intervention) that are appropriate to professional social work
practice with older adults in individual, family, self-contained/institutional, and
community settings.
2. Understand the conceptual foundation, intervention techniques, and empirical support of the
major pioneering models of therapy and intervention, as well as newer, emerging models of
mental health and community-based services and strategies for social work practice in aging.
3. Demonstrate understanding and awareness of the impact of diversity in intervening and
working with older adults and their families (e.g., diversity in race, class, culture, ethnicity,
immigration, gender, sexual preference, and disabilities). Use this understanding and
awareness to conduct culturally competent practices with and for older adults.
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4. Demonstrate understanding of the impact of your attitude toward and experiences with older
adults in your family and practice. Understand ethical and legal issues in aging. Understand the
impact of these factors on your social work practice with older adults and their families, and
practice accordingly.
5. Understand and utilize multiple needs of older adults in current treatment planning and service
delivery systems. Needs include (but are not limited to) such age-related cognitive and family
problems as dementia, trauma, loss, grief, personal abuse, substance use, and end-of-life care.
6. Implement an interdisciplinary team approach by identifying appropriate professional
colleagues, advocacy groups and organizations, technology, and services in hospitals,
communities, and local governments.
Social Work Practice Competencies
Successful completion of this concentration course implies that the student has achieved competency in
the following advanced practice behaviors:
Competency: 2.1.1 – Identify as a professional social worker and conduct oneself accordingly
Social workers serve as representatives of the profession, its mission, and its core values. They know the
profession’s history. Social workers commit themselves to the profession’s enhancement and to their own
professional conduct and growth. Social workers:
Covered in class through (i.e.,
Practice Behavior
activity, reading, content)
Session three: VI Practice &
• Apply knowledge of social services,
Kairos & Time Slips
policies and programs relevant to
Session seven: Policy
their area of practice
Session ten & eleven &twelve &
Session 5
Develop a plan for ongoing
professional education, including
Competency: 2.1.2 – Apply social work ethical principles to guide professional practice
Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making.
Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.
Social workers:
Covered in class through (i.e.,
Practice Behavior
activity, reading, content)
PVI Worksheet
• Identify and analyze value-based and Sessions 2, 5-14
ethical dilemmas that arise in their
area of practice, using professional
codes of ethical standards and
through appropriate professional
Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.
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They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and
communication of relevant information. Social workers:
Covered in class through (i.e.,
Practice Behaviors
activity, reading, content)
Session 5, 10, 11, 13
PVI & Intervention plan
• Identify and synthesize multiple
sources of knowledge to understand
policy and practice issues related to
their area of practice.
3, 5, 6, 7, 8, 9, 10, 12, 13
PVI Worksheet
• Identify and evaluate models of
Intervention Plan/Video
assessment, prevention, intervention
and evaluation that are appropriate to
their area of practice.
EP 2.1.4 Engage diversity and difference in practice
Social workers understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors
including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a
consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and
alienation as well as privilege, power, and acclaim. Social workers:
Covered in class through (i.e.,
Practice Behavior
activity, reading, content)
2, 5, 6, 7, 8, 9, 10, 12, 13, 14 PVI
• Engage in practice that challenges
Intervention/ Video
the systems of privilege and
oppression by utilizing the culturally
relevant assessments and
interventions specific to the context of
their area of practice
EP 2.1.5 – Advance human rights and social and economic justice
Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an
adequate standard of living, health care, and education. Social workers recognize the global interconnections of
oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.
Social work incorporates social justice practices in organizations, institutions, and society to ensure that these
basic human rights are distributed equitably and without prejudice. Social workers:
Covered in class through (i.e.,
Practice Behaviors
activity, reading, content)
2, 3, 4, 5, 6, 7, 11, 13, 14
• Gain a full comprehension about
disparities and their development,
contribute to knowledge about
institutional barriers to equality and
apply concentration-appropriate
strategies to advance social and
economic justice.
EP 2.1.6 – Engage in research-informed practice and practice-informed research
Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their
own practice, and use research findings to improve practice, policy, and social service delivery. Social workers
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comprehend quantitative and qualitative research and understand scientific and ethical approaches to building
knowledge. Social workers:
Covered in class through (i.e.,
Practice Behaviors
activity, reading, content)
2, 3, 5, 6, 7, 8-13
• Demonstrate ability to evaluate
practice and/or programs in an area
of concentration
Competency: 2.1.7 – Apply knowledge of human behavior and the social environment
Social workers are knowledgeable about human behavior across the life course; the range of social systems in
which people live; and the ways social systems promote or deter people in maintaining or achieving health and
well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social,
cultural, psychological, and spiritual development. Social workers:
Covered in class through (i.e.,
Practice Behavior
activity, reading, content)
All sessions
• Evaluate and synthesize theories
and perspectives of human behavior
and the social environment to choose
and apply methods of assessment,
intervention and evaluation in their
area of practice
Competency: 2.1.8 – Engage in policy practice to advance social and economic well-being
Social work practitioners understand that policy affects service delivery, and they actively engage in policy
practice. Social workers know the history and current structures of social policies and services; the role of policy
in service delivery; and the role of practice in policy development. Social workers
Covered in class through (i.e.,
Practice Behavior
activity, reading, content)
All sessions
• Understand, compare, analyze,
formulate and advocate for policies in
an area of practice
Competency: 2.1.9 – Respond to contexts that shape practice
Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and
societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and
use knowledge and skill to respond proactively. Social workers:
Covered in class through (i.e.,
Practice Behavior
activity, reading, content)
4 & 11
• Organize and advocate with
community members, program
participants, service providers,
community organizations, policy
makers and the public to improve
practice and service delivery in their
area of practice.
Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention,
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and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals,
families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and
implementing evidence-based interventions designed to achieve client goals; using research and technological
advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and
providing leadership for policies and services; and promoting social and economic justice.
Covered in class through (i.e.,
Practice Behavior
activity, reading, content)
2, 3, 5, 6, 7, 8, 9, 10, 12, 13,
• Engage: Use empathy and
collaborative interviewing skills to
engage clients in identifying their
strengths and problems.
2, 3, 4, 5, 6, 7, 8, 9, 10, 12,
• Engage: Establish rapport and
13, 14
maintain effective working
relationships with clients in clinical
mental health settings.
• Engage: Employ diverse strategies to 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
arrive at a collaborative focus of work 12, 13, 14
and desired outcomes in clinical
social work mental health practice.
3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
• Assess: Conduct a comprehensive
bio-psychosocial spiritual assessment
as appropriate for persons in health
care settings, persons with disabilities
and older adults
2, 3, 5, 6, 7, 8, 9, 10, 12, 13,
• Assess: Administer and interpret
standard assessment and diagnostic
tools that are appropriate for use with
persons in health care settings,
persons with disabilities and older
All sessions
• Assess: Assess individuals, families,
groups, organizations, and
communities to determine a range of
potentially effective and appropriate
interventions to improve practice
outcomes related to clinical social
work practice in mental health.
All sessions
• Intervention: Use appropriate
evidenced-based interventions to help
clients resolve identified and agreed
upon problems.
All sessions
• Intervention: Intervene at different
levels to achieve the desired health-,
disability or aging-related practice
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Intervention: Maintain accurate
records documenting the
assessment, interventions and
Evaluate: Apply research skills to
analyze, monitor, evaluate and
improve treatment alliance and
interventions and programs in clinical
social work practice in mental health.
6, 8, 9, 10, 13
All sessions
Part III: Course requirements
Required materials
This course does not require a textbook. Required readings for this class are available through a
course E-reserve site set up through the library:
Instructor will provide additional details in class.
This course has a Moodle site. As noted above, this class will consist of half online and half
face-to-face class. The Moodle site will be used for disseminating course content, video
clips/edited movie using VideoAnt, course materials and resources, and discussion panel
throughout the semester.
PVI Worksheet (30 Points): Observe the older adults in your internship, family, work, and other
settings in your life and identify some instance in which one of these elders was engaged in vital
involvement by: 1) Promoting vital involvement in someone else (perhaps even yourself); or
2) Having someone else promote vital involvement in them, and responding by demonstrating
vital involvement. Complete a PVI worksheet describing this instance. Explain how the vital
involvements viewed in your settings can be applied to older adults residing in other diverse
communities including minority, immigrant/refugee, LGBT, rural, institutional communities to
improve their quality of life. Due Session 6
Intervention Plan (30 Points): Choose a case from your internship, family, movies, or work
setting, that you see as related to one of the class topics. Identify the topic and explain how it
is relevant to your work with this case. (You may choose more than one appropriate topic.)
Identify appropriate assessment, treatment and/or intervention approaches, and evaluation
strategies using class materials and other emerging therapy strategies including information
communication technology (ICT); identify specific tools and techniques you will use. Explain
your choice of approaches, tools, techniques, and strategies. Develop a clear intervention plan.
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In preparing your intervention plan, consult with an expert in the field about their comments
on/suggestions for/support for your plan. Due Session 9
Video Presentation- Group Role Play (30 Points): Groups of 4 students develop a 15-minute
video presentation based on Intervention Plan you developed above. Choose one
Intervention Plan among your group members, which can be developed into a videotaped group role play. This presentation will be shown at the final week. Submit 2-page
summary of your video presentation which may introduce the case, intervention
modalities/techniques you are using, and explanation of the session you are
presenting/role-playing (You will present this as a video presentation or in another
creative format, incorporating clips or quotes from the expert(s) if your interviewees
granted permission Creativity is encouraged. Be ready to ask and receive questions from
your classmates. These will be viewed, responded to, and discussed together as a class
during the final week and online sessions. FINAL Week
Grading Structure
PVI Worksheet
Intervention Plan
Group Video Presentation
Class Attendance
Grading Scale
A =
A- =
B+ =
B =
B- =
C+ =
C =
C- =
D+ =
D =
Due Date
Session 7
Session 9
Final Week
Every Session
- 100
- 92
- 89
- 86
- 82
- 79
- 76
- 72
- 69
- 66
Course Policies
There are many University and School of Social Work policies that govern this course. Please go
to to see a complete description
of all the policies.
Part IV: Course content
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Session Plan
Session: 1
Topic: Introduction of course and review of course objectives
Introductions: Syllabus, responsibilities, and assignments
Demographic shift in diversity and aging
Related Session Activities
Group discussion
Session: 2
Health literacy, mental health literacy, and older adults
Required Readings:
Walker, J. G., Mackinnon, A. J., Batterham, P., Jorm, A. F., Hickie, I., McCarthy, A.,
Christensen, H. (2010). Mental health literacy, folic acid and vitamin B12, and physical
activity for the prevention of depression in older adults: Randomised controlled trial.
The British Journal of Psychiatry: The Journal of Mental Science, 197(1), 45-54.
Valle, Rarnón; Yamada, Ann-Marie; Matiella, Ana Consuelo. (2006). Fotonovelas: A
Health Literacy Tool for Educating Latino Older Adults About Dementia. Clinical
Gerontologist, 30(1), 71-88.
Recommended Readings:
Ntiri, Daphne W & Stewart, Merry. (2009). Transformative learning intervention: Effect
on functional health literacy and diabetes knowledge in older African Americans.
Gerontology & Geriatrics Education, 30, 100-113.
Berkman ND, Sheridan SL, Donahue KE, Halpern DJ, Viera A, Crotty K, Holland A, Brasure
M, Lohr KN, Harden E, Tant E, Wallace I, Viswanathan M. (2011). Health Literacy
Interventions and Outcomes: An Updated Systematic Review. Rockville, MD. Agency for
Healthcare Research and Quality.;
DVD: The Challenge of Healthcare Literacy at Moodle Site via VideoAnt
Related Session Activities
• Lecture
• Role play
• Small group-Web-based interaction using VideoAnt
Session 3:
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Vital involvement and Strengths-based Practice
Required Readings:
Chapin, R., Nelson-Becker, H., & MacMillan, K. (2006). Strengths-Based and SolutionsFocused Approaches to Practice. In B. Berkman & S. D'Ambruoso (Eds.), Handbook of
Social Work in Health and Aging (pp. 789-796). New York: Oxford University Press.
Kivnick, H. Q. & Lane, G. L. (2010). Vital Involvement Practice for Administrators:
Transcending Nursing Home Culture Change. Symposium presentation from the
annual Conference of the American Society on Aging, 2010, Chicago.
Recommended Readings and Resources
Kivnick, H. Q., & Stoffel, S. A. (2005). Vital Involvement Practice: Strengths as More
Than Tools for Solving Problems. Journal of Gerontological Social Work, 46(2), 85-116.
DVD: Kairos
Related Session Activities
• Time slips story creation
• Promoting VI Worksheets
Session 4:
Topic: Successful / Productive / Creative Aging
Required readings
Moody, H. R. (2010). Is Retirement Obsolete? In H. R. Moody (Ed.), Aging: Concepts
and Controversies (6th Edition) (pp. 391-428). Thousand Oaks, CA: Pine Forge Press.
Cullinane, P. (2006). Promoting Purposeful Lives for Greater Good: Civic Engagement
Programs of Aging Organizations. [Article]. Generations, 30(4), 109-111.
Recommended Readings
Hanna, G., & Perlstein, S. (2008). Creativity Matters: Arts and Aging in America
Americans for the Arts.
Beautiful Minds: Bebe Lavin
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Skeie, M, Skeie, J. & Roles, J. (Eds.) (2007) Mapping Your Retirement . Minneapolis:
MYR Publications.
Kivnick, H. Q. (2010). Dancing Vital Involvement: A Creative Old Age. Journal of Aging,
Humanities and the Arts, 4(4), 421-430.
Cohen, G. D., Perlstein, S., Chapline, J., Kelly, J., Firth, K. M., & Simmens, S. (2006). The
Impact of Professionally Conducted Cultural Programs on the Physical Health, Mental
Health, and Social Functioning of Older Adults. The Gerontologist, 46(6), 726-734.
Cohen, G. D., Perlstein, S., Chapline, J., Kelly, J., Firth, K. M., & Simmens, S. (2007). The
Impact of Professionally Conducted Cultural Programs on the Physical Health, Mental
Health, and Social Functioning of Older Adults—2-Year Results. Journal of Aging,
Humanities and the Arts, 1(1), 5-22.
Freedman, Marc (2008). Encore: Finding Work That Matters in the Second Half of Life.
New York: Public Affairs.
Related Session Activities
• Mapping Retirement Exercises
• Encore Career Exercises
Session 5:
Cultural competence, LGBT elders, Counseling, and Aging
Required Readings:
Al-Krenawi, A., & Graham, J. R. (2000). Culturally Sensitive Social Work Practice with
Arab Clients in Mental Health Settings. Health & Social Work, 25(1), 9-22.
Gallance, R. & Warshaw, S. (2004, Spring). Working with lesbian, gay, bisexual and
transgender seniors. Aging section Connection, 10-13.
Recommend Readings:
Min JW. (2005). Cultural Competency: A Key to Effective Social Work With Racially and
Ethnically Diverse Elders. Families in Society, 2005, 86(3), 347-358
Healy, T. (2002). Culturally competency practice with elderly lesbians. Geriatric Care
management Journal, 12(3), 9-13.
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Rosal, M. C., Ockene, I. S., Restrepo, A., White, M., Borg, A., Olendzki, B., & Reed, G.
(2011). Randomized Trial of a Literacy-Sensitive, Culturally Tailored Diabetes SelfManagement Intervention for Low-Income Latinos. Diabetes Care, 34(4), 838-844.
Johnson, M. J., Jackson, N. C., Arnette, J. K., & Koffman, S. D. (2005). Gay and lesbian
perceptions of discrimination in retirement care facilities. Journal of
Homosexuality, 49(2), 83-102
DVD: Culturally Alert Counseling: A Demonstration of Key Practices
Gay, Lesbian, and Bisexual Clients
Related Session Activities
• Lecture
• Role play
• Small group-Web-based interaction using health literacy DVD
Session 6:
Geriatric assessment: Emphasis on cultural competence
Required Readings:
Li, C., Chen, C., Li, C., Wang, W., & Wu, S. (2010). The effectiveness of a
comprehensive geriatric assessment intervention program for frailty in communitydwelling older people: A randomized, controlled trial. Archives of Gerontology &
Geriatrics, 50S39-S42.
Extermann, M., Aapro, M., Bernabei, R., Cohen, H., Droz, J., Lichtman, S., & ...
Topinkova, E. (2005). Use of comprehensive geriatric assessment in older cancer
patients: Recommendations from the task force on CGA of the International Society
of Geriatric Oncology (SIOG). Critical Reviews in Oncology/Hematology, 55(3), 241252.
Recommended Readings:
Repetto L, Fratino L, Audisio RA, Venturino A, Gianni W, Vercelli M, Parodi S, Dal Lago
D, Gioia F, Monfardini S, Aapro MS, Serraino D, Zagonel V. (2002). Comprehensive
geriatric assessment adds information to Eastern Cooperative Oncology Group
performance status in elderly cancer patients: An Italian Group for Geriatric Oncology
Study. Journal of Clinical Oncology, 20(2):494-502.
Browne, C. V., Braun, K. L., Mokuau, N., & McLaughlin, L. (2002). Developing a
Multisite Project in Geriatric and/or Gerontological Education With Emphases in
Interdisciplinary Practice and Cultural Competence. Gerontologist, 42(5), 698.
DVD: Diagnosis and Treatment of Older Adults
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Related Session Activities
• Lecture
• Role play
• Small group Web-interface
Session 7:
Grandparenthood, Stress, and Intervention
Required Readings:
Cox, Carole B. (2007). Grandparent-headed families: Needs and implications for social
work interventions and advocacy. Families in Society, 88(4), 561-566.
Baker, L. A., & Mutchler, J. E. (2010). Poverty and Material Hardship in GrandparentHeaded Households. Journal of Marriage & Family, 72(4), 947-962.
Recommended Readings:
Bert Hayslip Jr, Patricial L. Kaminski. (2005). Grandparents Raising their
Grandchildren: A Review of the Literature and Suggestions for Practice.
Gerontologist, 45(2), 262-269
Balukonis J, Melkus GD, Chyun D. (2008). Grandparenthood status and health
outcomes in midlife African American women with type 2 diabetes. Ethnicity and
Disease, 18(2), 141-146
Goodman C, Silverstein M. (2002). Grandmothers raising grandchildren: family
structure and well-being in culturally diverse families. Gerontologist, 42(5), 676-89.
DVD: Families Talk About...Grandparents as Parents
Related Session Activities
• Lecture
• Role play
• Small group online discussion using DVD
Session 8:
Mental health: Depression in Aging
Evidence-based Intervention/treatment
Required Readings:
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Ciechanowski, P., Wagner, E., Schmaling, K., Schwartz, S., Williams, B., Diehr, P., et al.
(2004). Community-integrated home-based depression treatment in older adults.
Journal of the American Medical Association, 291, 1569-1577.
Karimi H, Dolatshahee B, Momeni K, Khodabakhshi A, Rezaei M, Kamrani AA. (2010).
Effectiveness of integrative and instrumental reminiscence therapies on depression
symptoms reduction in institutionalized older adults: an empirical study. Aging and
Mental Health, 14(7), 881-887.
Recommended Readings:
Sherry M. Cummings (2008): Treating Older Persons with Severe Mental Illness in the
Community: Impact of an Interdisciplinary Geriatric Mental Health Team, Journal of
Gerontological Social Work, 52(1), 17-31
Forrest, S., Douglas, W., Ashley, H., Jamie, S., & Adriana, C. (2005). Evidence-Based
Psychotherapies for Depression in Older Adults. Clinical Psychology: Science &
Practice, 12(3), 222-237.
Areán, P., & Cook, B. (2002). Psychotherapy and combined psychotherapy and
pharmacotherapy for late life depression. Society of Biological Psychiatry, 52, 293303.
Motl, R. W., Konopack, J. F., McAuley, E., Elavsky, S., Jerome, G. J., & Marquez, D. X.
(2005). Depressive Symptoms Among Older Adults: Long-Term Reduction After a
Physical Activity Intervention. Journal of Behavioral Medicine, 28(4), 385-394.
DVD: Diagnosis and Treatment of the Major Psychiatric Disorders: Depression and
Cognitive-Behavioral Interventions.
Related Session Activities
• Lecture
• Role Play
• Online small group interaction using DVD
Session 9:
Mental Health: Anxiety in Aging
Evidence-based Treatment/intervention
Required Readings:
Mohlman, J., Gorenstein, E. E., Kleber, M., de Jesus, M., Gorman, J. M., & Papp, L. A.
(2003). Standard and enhanced cognitive-behavior therapy for late-life generalized
anxiety disorder. American Journal of Geriatric Psychiatry, 11(1), 24-32.
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Rinfrette, E. S. (2009). Treatment of Anxiety, Depression, and Alcohol Disorders in the
Elderly: Social Work Collaboration in Primary Care. Journal of Evidence-Based Social
Work, 6(1), 79-91
Recommended Readings:
Wetherell, J., & Gatz, M. (2003). Treatment of Generalized Anxiety Disorder in Older
Adults. Journal of Consulting & Clinical Psychology, 71(1), 31.
Barrowclough, C., King, P., Colville, J., Russell, E., Burns, A., & Tarrier, N. (2001). A
Randomized Trial of the Effectiveness of Cognitive--Behavioral Therapy and
Supportive.. Journal of Consulting & Clinical Psychology, 69(5), 756-762.
Diefenbach, G. J., & Goethe, J. (2006). Clinical interventions for late-life anxious
depression. Clinical Interventions in Aging, 1(1), 41-50.
Gorenstein, E., Kleber, M., Mohlman, J., de Jesus, M., Gorman, J., & Papp, L. (2005).
Cognitive-behavioral therapy for management of anxiety and medication taper in
older adults. American Journal of Geriatric Psychiatry, 13(10), 901-909.
DVD: Anxiety Disorders In Older Adults and Pyschotherapy Treatement
Related Session Activities
• Lecture
• Role play
• Small group online discussion of use of cognitive behavioral therapy in older adults
Session 10:
Topic: Mental Health: Dementia and Culture
Evidence-based treatment/intervention
Required Readings:
Yuhas, N., McGowan, B., Fontaine, T., Czech, J., & Gambrell, J. (2006). Psychosocial
interventions for disruptive symptoms of dementia. Psychosocial Nursing in Mental
Health Services, 44(11), 34-42.
Day, Kristen, Cohen, Uriel. (2000). The role of culture in designing environments for
people with dementia: A study of Russian Jewish immigrants. Environment and
behavior, 32(3), 361 -399.
Recommended Readings:
Arnsberger, P. (2005). Best practices in care management for Asian American elders:
the case of Alzheimer's disease. Care Management Journals, 6(4), 171-177.
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Fukui, S., Okada, S., Nishimoto, Y., & Nelson-Becker, H. B. (2011). The Repeated
Appeal to Return Home in Older Adults with Dementia: Developing a Model for
Practice. Journal of Cross-Cultural Gerontology, 26(1), 39-54.
Volandes, A. E., Paasche-Orlow, M. K., Barry, M. J., Gillick, M. R., Minaker, K. L., Cook,
E., & ... Yuchiao, C. (2009). Video decision support tool for advance care planning in
dementia: Randomised controlled trial. BMJ: British Medical Journal (Overseas &
Retired Doctors Edition), 1372.
Douglas, S., James, I., & Ballard, C. (2004). Non-pharmacological interventions in
dementia. Advances in Psychiatric Treatment, 10(3), 171-177.
DVD: I Remember Better When I Paint: Alzheimer’s Disease — New Creative Therapies
Related Session Activities
• Lecture
• Role Play
• Online panel discussion
• Guest Speaker- TBA, Alzheimer’s Association
Session #: 11
Topic: Culture Change in Long-Term Care
Required Readings:
Lustbader, W., & Williams, C. C. (2006). Culture Change in Long-Term Care. In B.
Berkman & S. D'Ambruoso (Eds.), Handbook of Social Work in Health and Aging (pp.
645-652). New York: Oxford University Press.
Rahman, A. N., & Schnelle, J. F. (2008). The Nursing Home Culture-Change Movement:
Recent Past, Present, and Future Directions for Research. The Gerontologist, 48(2), 142148.
Recommended Readings:
Kane, R. A., Lum, T. Y., Cutler, L. J., Degenholtz, H. B., & Yu, T.-C. (2007). Resident
Outcomes in Small-House Nursing Homes: A Longitudinal Evaluation of the Initial Green
House Program. Journal of the American Geriatrics Society, 55(1), 832-839.
Grant, L. A. (2008). Culture Change In a For-Profit Nursing Home Chain: An Evaluation:
The Commonwealth Fund.
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Kivnick, H. Q., Wells, C. K., Anderson, G. A., Sailer, S., Grant, L. A., & Martinez, S. R.
(2011). Rating Vital Involvement in Nursing Home Residents. Paper presented at the
annual scientific meeting of the Gerontological Society of America, Boston, MA.
Related Session Activities:
• Role Play
• Guest speaker: Leslie A. Grant, Health Policy Management
Session 12:
Topic: Substance Abuse and Aging
Required Readings:
Schonfeld, L., King-Kallimanis, B. L., Duchene, D. M., Etheridge, R. L., Herrera, J. R.,
Barry, K. L., & Lynn, N. (2010). Screening and Brief Intervention for Substance Misuse
Among Older Adults: The Florida BRITE Project. American Journal of Public Health,
100(1), 108-114.
Hanson, M., & Gutheil, I. A. (2004). Motivational Strategies with Alcohol-Involved
Older Adults: Implications for Social Work Practice. Social Work, 49(3), 364-372.
Recommended Readings:
Cummings, S., Bride, B., & Rawlins-Shaw, A. (2006). Alcohol abuse treatment for older
adults: A review of recent empirical research. Journal of Evidence-based Social Work,
3(1), 77-99.
Schonfeld L, Dupree LW, Dickson-Euhrmann E, Royer CM, McDermott CH, Rosansky
JS, Taylor S, Jarvik LF. (2000). Cognitive-behavioral treatment of older veterans with
substance abuse problems. Journal of Geriatric Psychiatry Neurology, 13(3), 124-9.
Christina Andrews. (2008). An Exploratory Study of Substance Abuse Among Latino
Older Adults, Journal of Gerontological Social Work, 51(1-2), 87-108
Cummings SM, Bride B, Cassie KM, Rawlins-Shaw A. (2008). Substance Abuse, Journal
of Gerontological Social Work, 50(S1), 215-241.
Models of Substance Abuse Treatment for Older Adults
Related Session Activities
• Lecture
• Role Play
• Online small group discussion using DVD
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Session 13:
Family Caregiving, Stress, and Intervention
Required Readings:
Gallagher-Thompson, D., & Coon, D. W. (2007). Evidence-Based Psychological
Treatments for Distress in Family Caregivers of Older Adult. Psychology & Aging,
22(1), 37-51.
Mittelman MS, Roth DL, Clay OJ, Haley WE. (2007). Preserving health of Alzheimer
caregivers: impact of a spouse caregiver intervention. The American journal of
geriatric psychiatry, 15(9), 780 -789.
Recommended Readings:
Belle, S. H., Burgio, L., Burns, R., Coon, D., Czaja, S. J., Gallagher-Thompson, D., & ...
Song, Z. (2006). Enhancing the Quality of Life of Dementia Caregivers from Different
Ethnic or Racial Groups. Annals of Internal Medicine, 145(10), 727-W216.
Sorensen, S., Pinquart, M., & Duberstein, P. (2002). How Effective Are Interventions
With Caregivers? An Updated Meta-Analysis. Gerontologist, 42(3), 356.
Gallagher-Thompson, D., Coon, D. W., Solano, N., Ambler, C., Rabinowitz, Y., &
Thompson, L. W. (2003). Change in Indices of Distress Among Latino and Anglo
Female Caregivers of Elderly Relatives With Dementia: Site-Specific Results From the
REACH National Collaborative Study. Gerontologist, 43(4), 580.
DVD: Marge and Walter – The Family Caregiver
Recognizing and Preventing Caregiver Burnout: Tips for Families and Friends
Related Session Activities
Role play
Class discussion on DVD and Web resource in class
Session 14:
Topic: Grief, Loss, End-of-Life/palliative/hospice Care
Required Readings:
Waldrop, D. P. (2008). Treatment at the End of Life. Journal of Gerontological Social
Work, 50267-292.
Steinhauser, K. E., Christakis, N. A., Clipp, E. C., McNeilly, M., McIntyre, L., & Tulsky, J.
A. (2000). Factors Considered Important at the End of Life by Patients, Family,
Page 18 of 19
Physicians, and Other Care Providers. JAMA: Journal of the American Medical
Association, 284(19), 2476.
Recommended Readings:
Christ, G. H., & Sormanti, M. (1999). Advancing Social Work Practice in End-of-Life
Care. Social Work in Health Care, 30(2), 81-99.
Luptak, M. (2004). Social Work and End-Of-Life Care for Older people: A Historical
Perspective. Health & Social Work, 29(1), 7-15.
Csikai, E. L., & Raymer, M. (2005). Social Workers' Educational Need in End-of-Life
Care. Social Work in Health Care, 41(1), 53-72.
DVD: Rose and Zelda
Comfort Care for Residents Receiving Hospice in Long-Term Care
Related Session Activities
• Lecture
• Small Group discussion using DVD in class
• Guest Speaker- TBD, Allina Hospital
Session 15:
Topic: Final project presentation
Class feedback and evaluation
Page 19 of 19