The Advanced Gero Social Work Practice Guide and this Faculty Development Institute is a Collaboration of the CSWE Ger

1. The Advanced Gero Social Work Practice Guide and this Faculty Development Institute is a Collaboration of the CSWE GeroEd Center and the Hartford Partnership Program for Aging Education WELCOME Nancy Hooyman, CSWE Gero-Ed Center and University of Washington Pat Volland and Jeannine Melly, Social Work Leadership Institute, New York Academy of Medicine and Hartford PartnershipProgram in Aging Education Nora O’Brien, Senior Program Officer, John A. Hartford Foundation

2. EPAS and Aging: The Competency Match for 2010 Friday, November 6, 2009 JoAnn Damron-Rodriguez, LCSW, PhD, University of California,Los Angeles Roberta Greene, PhD, University of Texas at Austin Nancy Kropf, PhD, Georgia State University Julie Birkenmaier, PhD, Saint Louis University Jeannine Melly, BSW, MPH, Social Work Leadership Institute at the New York Academy of Medicine

3. Your GOALS and The FDI Objectives • WHAT ARE YOUR LEARNING/ACTION GOALS? Faculty will: • Relate 2 gero competencies to their program curricula (courses, content and resources) for implementation of EPAS domains • Distinguish generalist and advanced knowledge in aging for EPAS and advanced gero practice behaviors • Assign measurements to specific EPAS aging related competencies

4. FDI ACTIVE AGENDA: Each topic includes didactic, discussion and curricula activity • Gero Competencies • EPAS • The EPAS-Gero Match • The Curricula Resources • The Competency Measurement • Concluding Discussion

5. I. GERO COMPETENCIES JoAnn Damron-Rodriguez, LCSW, PhD, University of California,Los Angeles jdamron@ucla.edu

6. Enhance the developmental, problem solving, and coping capacities of olderpeople and their families Promote the effective and humane operating of systems that provide resources and services to older people and their families; Link older people with systems that provide them with resources, services and opportunities; and Contribute to the development and improvement of social policiesthat support persons throughout the lifespan. Source: Berkman, Dobrof, Damron-Rodriguez & White (1997) Geriatric Social Work Defined:

7. Development of Competencies Based on Knowledge and Consensus Example Geriatric Social Work: White Papers US BHP Provide Conceptual Framework & Impetus(Berkman, Dobrof, and Damron-Rodriguez 1997; Scharlach, Damron-Rodriguez, Robinson, & Feldman, 2000) John A. Hartford Geriatric Social Work Initiative(Robbins & Reider, 2002) CSWE’s SAGE-SW Comprehensive Identification of Competencies Validated by Academics and Practitioners(Rosen, A., Zlotnik, J., Curl, A., & Green, R., 2000;Green and Galambos, 2002) Measurable Competencies Delineated and Tested by PPP(Naito-Chan, Damron-Rodriguez and Simmons, 2004; Damron-Rodriguez, 2006; Damron-Rodriguez, Lawrance, Barnett, & Simmons, 2007) Adapted by GeroEd for Learning Objectives for Curriculum Infusion

8. Adopting • National consensus-based identification of competencies • Prioritization of core skill set • Infusion for generalist practice and enrichment for specialist practice • Applying to Curricula and Pedagogy • To define learning objectives based on outcomes • To structure student contracts identifying competencies • Develop modules and teaching resources • To provide integrative seminars • To train field instructors • Assessing • Classroom assignments • Self-rating of skill and field instructor assessment

9. Essential Elements of Competency Based Education and Evaluation (CBE) • Adoption of a defined set of specific skills (competencies) as a framework for education in a field of practice • Establishment of individual student learning goals based on the competencies • Assessment of student skill level, at the beginning of and upon completion of learning, using the identified set of competencies • Integration of class and field work learning through a competency- based curriculum (Bogo et al, 2004)

10. Gero Social Work: Leadership in Addressing Key Issues of Older Persons and Their Families in Today’s Delivery System Consumer Direction (Choice, Quality and Satisfaction) Family Caregiving (Family Caregiver Acts) Community Care (HCBS, Olmstead Decision) Respecting Diversity

11. Leadership Competencies: The Latest Additions Identified through HPPAE Consensus Panel Guided by Principles for Gero Education and Practice (CalSWEC Aging Initiative) Focused on practice in the community and policy arena Relevant for both micro/macro practice Considered life-long learning goals Article: Moving Towards Leadershiphttp://www.socialworkleadership.org/nsw/competencies/Article-%20Geriatric%20Social%20Work%20Competencies-%20Moving%20Towards%20Leadership%20(3).pdf

12. Geriatric Social Work Competency Scale II:Exercise: LET TAKE THE TEST! Domains of geriatric social work with 10 skills in each I. Values, ethics and theoretical perspectives II. Assessment III. Intervention IV. Aging services, programs and policies Rating on 5-point Likert scale 0 ----------------- 1 ------------------ 2 ------------------ 3 ---------------- 4 Not skilled at all - Beginning skill - Moderate skill - Advanced skill - Expert skill “Cannot Assess” for Field Instructors Score range from 0 to 40 (Total: 0 to 160)

13. HPPAEA CompetencyAssessment Methodology Total 68 schools total beginning in cycles from 2005-2008 Pre/post design-beginning and ending second year of MSW program Online survey: demographics, aging related experience, aging courses, Knowledge of Aging for SW Quiz, and GSW Competency Scale II Competency Tool Fact Sheet: http://www.socialworkleadership.org/nsw/competencies/Factsheet-%20HPPAE%20Evaluation%20Tools%20(6).pdf

14. HPPAE Results:Student Knowledge & Competency at PRE & POST (n = 353)

15. Student Self-Assessment of Geriatric Competencies Pre-test Post-test Field Instructor Rating of Student Competence

16. Most Improved Competencies from Pre- to Post-Test (2001-2003)

17. Applying Gero Competencies to EPASTheGSWITask Force for Advanced Gero Practice Representation from field education, chairs/directors, GSWI programs (Additional members; Letha Chadiha,University of Michigan School; Holly Nelson-Becker, University of Kansas) Advised and reviewed by CSWE, Dean Peirce, following model: Substance Abuse Review literature and resources competency development Consensus building process over 6 months (2009)

18. II. Educational Policy Accreditation Standards EPAS Roberta Greene, PhD Professor & Endowed Chair in Gerontology University of Texas at Austin, School of Social Work rgreene@mail.utexas.edu

19. Can curriculum remain the same? Not since more than half a century ago have the political, economic, cultural, and ideological views of the time so dramatically affected how social work practice is defined.

20. What in the environment has changed? The new millennium began in a climate of change, a time when there has been a “major epistemological revolution in arts, humanities, and social sciences” (Laird, 1993, pp. 1-3).

21. What should our graduates be able to do? As a result, social workers are wrestling with how to reformulate theory, practice, and research and must learn to cope with massive changes in the health and social service delivery systems that affect “the basic concept of what constitutes treatment and outcome” (Edinburg & Cotter, 1995, p. 1641).

22. It is more than gero! CAN WE WRITE A MEASURABLE MISSION STATEMENT THAT MEETS THESE CHALLENGES?

23. Social Work Program Context Context encompasses the mission of the institution in which the program is located and the needs and opportunities associated with the setting.

24. Note demographics What historical, political, economic, social, cultural, demographic, and global contexts will we address?

25. Competency-based defined Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills.

26. Competencies Con’t. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities.

27. Con’t The ten competencies are followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Programs may add competencies consistent with their missions and goals.

28. The Big Ten Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly. Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice.  Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments.

29. Con’t Educational Policy 2.1.4—Engage diversity and difference in practice. Educational Policy 2.1.5—Advance human rights and social and economic justice.

30. Con’t Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research.  Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment.  Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

31. Con’t Educational Policy 2.1.9—Respond to contexts that shape practice. Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

32. A Paradigm Shift—Be a Leader! What is a paradigm shift? The idea that new paradigms--the configuration of beliefs, values, and techniques that are shared by members of a professional community—are created when questions frequently arise about old “truths” or “facts” was described by Kuhn (1970) in his work on how knowledge is constructed.

33. Tension: Where to begin? Kuhn argued that although each paradigm is a reconstruction of prior thinking, a new paradigm may be dramatically different in its philosophical assumptions (Greene, 2008), establishing a built-in tension in the field.

34. III. The EPAS-Gero Match GERO ADVANCED PRACTICE MATRIX AN EXERCISE Nancy Kropf, PhD, Professor & Director School of Social Work Georgia State University nkropf@gsu.edu JoAnn Damron-Rodriguez, LCSW, PhD, University of California,Los Angeles jdamron@ucla.edu

35. IV. The Curricula Resources Julie Birkenmaier, PhD, Associate Professor and the Director of Field Education Saint Louis University School of Social Work birkenjm@slu.edu Jeannine Melly, BSW, MPH, Deputy Director Social Work Leadership Institute at the New York Academy of Medicine melly@nyam.org

36. IV. The Curricula Resources Julie Birkenmaier, PhD, Associate Professor and the Director of Field Education Saint Louis University School of Social Work birkenjm@slu.edu Jeannine Melly, BSW, MPH, Deputy Director Social Work Leadership Institute at the New York Academy of Medicine melly@nyam.org

37. EPAS Advanced Gero Curriculum Resources Examples Column #1 - Advanced Gero Practice Behaviors For each EPAS competency, we choose ONE of the two Advanced Gero Knowledge and Practice Behaviors. (Again, these relate directly to CSWE practice behaviors) Attempted to choose the Gero Practice Behavior that encompassed the widest area of content AND related most directly to competency.

38. EPAS Advanced Gero Curriculum Resources Examples text

39. EPAS Advanced Gero Curriculum Resources Examples Column #2 – Class exercises Reviewed those available on-line through the Gero-Ed Center If needed, made suggestions for creating them at the Advanced level (rather than generalist). Used the Practice matrix as a guide for distinguishing generalist and advanced knowledge and practice skills. SHOW website OR screen shot

40. EPAS Advanced Gero Curriculum Resources Examples Column #3 Assignments/Measurement Reviewed the assignments available on-line from the Gero-Ed Center, and choose those that most closely related to and could measure the practice behavior. If needed, made suggestions for creating them at the Advanced level (rather than generalist). Used the Practice matrix as a guide for distinguishing generalist and advanced knowledge and practice skills. SHOW website OR screen shot

41. EPAS Advanced Gero Curriculum Resources Examples Evidence Based Practice Funded by a grant to NYAM-SWLI from the Atlantic Philanthropies to achieve the goal of supporting research and assist with forming policy for care coordination for older adults. Designed to provide access to available evidence on social work intervention outcomes particularly as related to serving the aging population Its targeted user audiences are public policy makers, academics, researchers, students, clinicians, & advocacy groups

42. SWLI’s Evidence-Based Database Assist in translating research into policies and procedures Expand publicly accessible evidence-based databases Assess the overall strength of a body of evidence

43. SWLI’s Evidence-Based Database Redesign completed in 2008, using the Advisory Committee and outside reviewers. Re-evaluated in 2009 Mapping Feature: Adds the ability to investigate the distribution (scope) of current available evidence under the topic in the database (will be online in November) Exploring the addition of GRADE, a system that awards a strong or weak recommendation for each outcome examined.

44. EPAS Advanced Gero Curriculum Resources Examples Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services

45. EPAS Advanced Gero Curriculum Resources Examples • Educational Policy 2.1.9 – Respond to • contexts that shape practice

46. V. The Competency Measurement : An Example Nancy Kropf, PhD, Professor & Director School of Social Work Georgia State University nkropf@gsu.edu

47. OVERVIEW OF PROCESS Assignment of Policies (EP 2.1.1, 2.1.2, etc) Selection of practice behaviors Discussion of place of Leadership content

48. Differentiating Generalist & Advanced Generalist Knowledge, skills that all SW students should have about aging Advanced Knowledge, skills required for specialized practice in aging

49. Gero Competencies: Linkages and Alignments Advanced Content – conceptual description + two gero competencies Competencies linked to conceptual description Unique to the Educational Policy (non redundancy)

50. Educational Policy: 2.1.3. Apply critical thinking to inform and communicate professional judgments