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The University of Texas at Arlington
School of Social Work
AGING IN AMERICAN SOCIETY
SOCW 6333 - 001
Fall 2012
Instructor: Gail Adorno, PhD, LCSW, ACSW
Office: SOCW Complex Bldg. A Rm. 208E
Email: gfadorno@uta.edu
Office Hours: Thursdays 3:30 - 5:30 p.m. and by appointment
Time/Place of Class: Tuesdays 2:00 – 4:50 p.m., Preston Hall, Rm. 202
Graduate Catalog Course Description:
Explores the elderly population in American society, includes discussion of social gerontology, a
description of the aged in the United States and across cultures. Changes among the elderly
such as health, finances and social roles are studied.
Detailed Course Description
This course is designed to give students an overview of many aspects of the aging process from
the demographics to health care delivery. Social workers, physicians, nurses, nutritionists,
public health, and other health care professionals will encounter aging clients and issues related
to aging in most settings in which they work. This course will focus principally on the issues and
problems of aging and on the social policies and programs that most directly affect older
persons and their families. This course is designed to provide students with an awareness of the
contributions of the disciplines to gerontology, to provide core information on gerontology, to
explore theories and principles of gerontology, and to provide an understanding of the impact
of an aging society.
Educational Objectives Addressed:
SOCW6333 addresses the following educational objectives:
1. Demonstrate an understanding of race, gender, sexual orientation, ability, culture, and
other client characteristics, in conducting culturally sensitive, competent, and ethical
social work practice.
2. This course relates to and advances the program objectives by addressing race, gender,
sexual orientation, ability, and culture in assessments of older persons.
Student Learning Outcomes:
By the end of the semester, students should be able to demonstrate the following knowledge
areas in their class assignments, term papers, examinations, and group projects:
1.
Demonstrate the basic social, psychological, and biological theories of aging.
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2.
3.
4.
6.
7.
8.
Demonstrate the problems and issues aging in the area of attitudes, stereotypes, and
“ageism.”
Demonstrate the diversity of aging in terms of gender, class, race, ethnic, and other
differences.
Describe the problems and issues of aging in the area of health, mental health, family and
social support, long-term care, and service utilization.
Apply skills in analyzing gerontological issues.
Demonstrate critical analysis of the impact of social programs that bear special
importance for older women and older persons of color.
Apply skills in assessing indicators of normal aging and recognition of pathology as well as
skills in assessing social and cultural differences in the elderly people.
Prerequisites for this course
Completion of SOCW 5301, and SOCW 5317
Required Textbook:
Hooyman, N.R., & Kiyak, H.A. (2011). Social gerontology: A multidisciplinary perspective. (9th
ed.). New York: Allyn & Bacon.
Expectations for Out-of-Class Study: Beyond the time required to attend each class meeting,
students enrolled in this course should expect to spend at least an additional 9 hours per week
of their own time in course-related activities, including reading required materials, completing
assignments, preparing for exams, etc. This estimation is based on a general rule that for every
credit hour earned a student should spend 3 hours per week working outside of class.
Assignments:
Assignments are due in Bb unless otherwise specified by the instructor. You are responsible for
submitting your assignment on time. Late assignments will receive a reduction from the final
grade.
Grading
Assignments
Exam I
Exam II
Scrapbook/Journal/Essay
Aging Topics Paper/Presentation
Total
Syllabus.v.4
Value
20%
25%
20%
35%
100%
3
ASSIGNMENTS:
Examinations (Exam I: 20 pts 09/25/12 , Exam II: 25 pts 12/04/12):
There will be two exams which may include multiple choice, T/F questions, and short answer
relying upon the text, class lectures/discussions, visual media, and speaker information.
Assignment One: Scrapbook/Journal/Essay (20 pts) Due 10/23/12
This assignment consists of three parts:
1) Scrapbook. During the first half of the semester, collect items from printed media/material,
photos, or artwork which serve as examples of cultural treatment of aging and old age.
These examples can come from popular magazines, birthday cards, Internet,
advertisements, etc. Clip or print the item and save it in a scrapbook, along with your
personal reaction to it: write a few lines in the margin which explain why you think the item
appears, what it says about aging or old age, how you react to the message personally, and
what you can do about the message.
You may also include items which you glean from broadcast or visual media (e.g. audio
interviews, recordings, song lyrics, you tube video, etc.). Be as creative as you care to be in
keeping with the purpose of the assignment. Do make sure that this assignment is compiled
in a form in which your instructor can review and grade it. (6pts).
2) Journal. On blank pages in your scrapbook, record personal entries speaking to the role and
experience of aging and old age in your own life; such as personal physical changes,
interactions with others, observations of older people in your life, etc. (7pts).
3) Essay. Along with the above materials, write a 4-5 page essay which summarizes what you
have learned about aging, old age or ageism AND youth. Does American culture need to
change in order to eliminate ageism? If so, how? How did the experience of examining
media images of older people affect your personal views on aging? Discuss this exercise's
impact on you. Compare your findings with literature on ageism (cite your references using
APA 6th edition format). Be prepared to share in class other comments, feelings, and
thoughts regarding this exercise. (7pts)
Assignment Two: (35 pts) Paper Due 11/06/12
Student pairs will be randomly assigned an aging topic. This assignment involves collaboratively
writing a 12 to 15 page paper (excluding cover sheet, references) following APA 6th edition
format. Student pairs will develop a substantive outline of their paper. Be sure and run your
outline by me to make sure you’re on the right track. One paper per student pair will be
uploaded to Bb by the assignment deadline (11/06). Late papers will be marked down. Student
pairs will also present a brief, concise summary of their findings to the class and respond to
questions from classmates. Presentation dates will be assigned. Student pairs will receive the
same grade for the paper in keeping with the collaborative aspect of the assignment.
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Examples of information or questions to address in your paper:









a description of the aging topic and the population(s) of concern
impact on individuals, family, community, and society
what contextual factors do you recognize as contributing to your aging topic/issue?
what controversies surround your topic?
how is this aging topic being addressed at micro and macro levels of practice and policy?
where does social justice come into play?
where do you find elements of ageism? Empowerment?
How does this topic connect with social work practice?
What methods from your discipline and other disciplines could be used to address this topic?
Grading Standards
A Point Scale: 90 – 100 points
B Point Scale: 80 – 89.9 points
C Point Scale: 70 – 79.9 points
D Point Scale: 60 – 69.9 points
E Point Scale: less than 60 points
Course Outline/Topics and Readings
Note: Additional readings will be assigned accordingly throughout the course.
Session 1
Topic: Syllabus, Course Overview, The Growth of Gerontology
08/28/2012 Readings: Hooyman & Kiyak, Preface, Ch. 1
Learning outcomes: 1, 2, 3
Session
Topic: Physical Aging and Social Consequences
2
Readings: Hooyman & Kiyak, Ch. 3
09/04/2012 Learning outcomes: 1
Session
Topic: Managing Chronic Disease, Promoting Well-Being in Old Age
3
Readings: Hooyman & Kiyak, Ch. 4
09/11/2012 Learning outcomes: 2, 4, 7
Session
Topic: Cultural Issues and Social Theories of Aging
4
Readings: Hooyman & Kiyak, Ch. 2 & 8
09/18/2012 Learning outcome: 2, 4, 7
Session
Topic: Personality, Mental Health, & Aging
5
Readings: Hooyman & Kiyak, Ch. 6
09/25/2012 Learning outcomes: 2, 6
Exam I
Session
Topics: Personality, Mental Health, & Aging continued/Love, Intimacy, & Sexuality
6
Readings: Hooyman & Kiyak (2011), Ch. 6, 7
10/02/2012 Learning outcomes: 2
Session
Topic: Cognitive Changes with Aging
7
Readings: Hooyman & Kiyak, Ch. 5
10/09/2012 Learning outcomes: 5
Syllabus.v.4
5
Session
8
10/16/2012
Session
9
10/23/2012
**
Session
10
10/30/2012
10/31/12
Session
11
11/06/2012
PAPER DUE
Session
12
11/13/2012
Session
13
11/20/2012
Session
14
11/27/2012
Session
15
12/04/2012
Exam II
Topic: Cognitive Changes with Aging
Readings: Hooyman & Kiyak, Ch. 5
Learning outcome: 2, 4, 5
Topic: The Importance of Social Supports/Informal Caregiving
Readings: Hooyman & Kiyak, Ch. 9 & 10
Learning outcomes: 2, 4, 5
** SCRAPBOOK/JOURNAL/ESSAY DUE
Topics: Living Arrangements, Leisure, Activities
Readings: Hooyman & Kiyak, Ch. 11 &12
Learning outcomes: 1, 5
LAST DAY TO DROP CLASSES
Topics: Death, Dying, Bereavement, and Widowhood, Presentation(s)
Readings: Hooyman & Kiyak, Ch. 13
**AGING TOPIC PAPER DUE BY 2 PM. UPLOAD TO Bb ASSIGNMENTS.
Learning outcomes: 4, 5
Topic: Resilience: Elders of Color, Older Women, Presentation(s)
Readings: Hooyman & Kiyak, Ch. 14 & 15
Learning outcomes: 3, 4, 7
Topic: Social Policy/Social Problems/Social Programs, Presentation(s)
Readings: Hooyman & Kiyak (2011), Ch. 16
Learning outcomes: 5, 6
Topic: Health and Long-Term Care Policy and Programs, Presentation(s)
Readings: Hooyman & Kiyak (2011), Ch. 17
Learning outcomes: 4
Topic: TYING IT ALL TOGETHER
Attendance Policy:
Each class missed is equivalent to 3 periods of instruction. Consequently, one missed class is a
significant loss of learning. Early and unexcused exits or absences from class will be counted as
a full absence for the class period. Up to two absences will be un-penalized. However, each
class session, or portion missed, past two will result in one letter grade drop per absence.
Expectations
1. Be on time, attend all class sessions, and stay until the completion of the class.
2. Complete reading assignments and be prepared to participate in class discussions and
small group activities.
3. All written assignments are due by the beginning of class period of the date specified
on the course outline. All assignments are to be posted to Bb. Assignments turned in
after the deadline will be marked down.
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4. All graduate students have ascribed to the NASW code of ethics at admission and are
responsible for adhering to standards of professional conduct with colleagues/faculty
and elsewhere in the graduate program.
5. Please turn off all cell phones while in class, or the classroom, Laptop computers may
be used for taking notes, reviewing readings, looking at Bb course materials. To
preserve academic integrity and as a courtesy to student colleagues and the instructor,
use of laptops for e-mailing, net surfing, or other purposes is prohibited.
Drop Policy:
If you choose to drop the class, you have the responsibility to complete the paperwork
according to the University’s schedule. Not doing so may result in a failing grade.
http://wweb.uta.edu/ses/fao
Americans with Disabilities Act:
The University of Texas at Arlington is on record as being committed to both the spirit and
letter of all federal equal opportunity legislation, including the Americans with Disabilities Act
(ADA). All instructors at UT Arlington are required by law to provide "reasonable
accommodations" to students with disabilities, so as not to discriminate on the basis of that
disability. Any student requiring an accommodation for this course must provide the instructor
with official documentation in the form of a letter certified by the staff in the Office for
Students with Disabilities, University Hall 102. Only those students who have officially
documented a need for an accommodation will have their request honored. Information
regarding diagnostic criteria and policies for obtaining disability-based academic
accommodations can be found at www.uta.edu/disability or by calling the Office for Students
with Disabilities at (817) 272-3364.
Academic Integrity:
All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:
I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that
values hard work and honest effort in the pursuit of academic excellence.
I promise that I will submit only work that I personally create or contribute to group
collaborations, and I will appropriately reference any work from other sources. I will follow the
highest standards of integrity and uphold the spirit of the Honor Code.
Instructors may employ the Honor Code as they see fit in their courses, including (but not
limited to) having students acknowledge the honor code as part of an examination or requiring
students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule
50101, §2.2, suspected violations of university’s standards for academic integrity (including the
Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in
accordance with University policy, which may result in the student’s suspension or expulsion
from the University.
Syllabus.v.4
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Student Support Services Available
UT Arlington provides a variety of resources and programs designed to help students develop
academic skills, deal with personal situations, and better understand concepts and information
related to their courses. Resources include tutoring, major-based learning centers,
developmental education, advising and mentoring, personal counseling, and federally funded
programs. For individualized referrals, students may visit the reception desk at University
College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to
resources@uta.edu, or view the information at www.uta.edu/resources.
Student Feedback Survey: At the end of each term, students enrolled in classes categorized as
lecture, seminar, or laboratory shall be directed to complete a Student Feedback Survey (SFS).
Instructions on how to access the SFS for this course will be sent directly to each student
through MavMail approximately 10 days before the end of the term. Each student’s feedback
enters the SFS database anonymously and is aggregated with that of other students enrolled in
the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is
required by state law; students are strongly urged to participate. For more information, visit
http://www.uta.edu/sfs.
Librarian to Contact:
The Social Sciences/Social Work Resource Librarian is John Dillard. His office is in the Social
Work Electronic Library (SWEL) located in Building A: Suite 111 of the UTA Social Work Complex
at 211 South Cooper Street, Arlington, Texas. He may also be contacted via E-mail:
dillard@uta.edu or by Cell phone: (817) 675-8962, or through the SWEL phone: (817) 272-7518.
His SWEL office hours are usually: 10:00 am to 6:00 pm, Monday through Thursday. The SWEL
web page is linked to the School of Social Work Main Page and through the Central Library web
page. The SWEL library contains a number of computer work stations and printing facilities, and
resource guides for conducting research.
A selected list of articles, books, book chapters, dissertations, videos, and other materials that
might be of interest to students looking for information about aging issues may be found
online: http://libraries.uta.edu/dillard/subfiles/AgingInAmericanSociety.htm Much of the
material listed on this site is either owned by or accessible via the UT Arlington Library and
more than half of the items listed are available Full text online to UT Arlington students and
faculty.
Bibliography:
1. Abramson, J. (1988). Participation of elderly patients in discharge planning: Is selfdetermination a reality? Social Work, 33 (5), 443-448.
2. Albom, M. (2003). Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest
Lesson. Collingdale, PA: DIANE Publishing Company.
3. Andrews, J. (2001). Witnessing lives. In Working with the Stories of Women’s Lives. Adelaide,
Australia: Dulwich Centre Publications.
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4. Ball, K., Wadley, V., & Roenker, D. (2003). Obstacles to implementing research outcomes in
community settings. The Gerontologist, 43, Special Issue I (March), 19-28.
5. Bengston, V.L. (2001). Beyond the nuclear family: The increasing importance of
multigenerational bonds. Journal of Marriage and the Family, 63(1), 1-16.
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counseling and psychotherapy with older adults (pp. 487-510). New York: John Wiley & Sons
Inc.
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environments, and outcomes. The Gerontologist, 43, Special Issue I (March), 9-18.
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24. Fast, B., & Chapin, R. (2002). The strengths model with older adults: Critical practice
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33. Johnson, I. M. (1995). Family members’ perceptions of and attitudes toward elder abuse.
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34. Keigher, S. (2001). Clinical ethics: Living and dying: New challenges for changing times.
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36. Kennedy, G. J., & Tanenbaum, S. (2000). Psychotherapy with older adults. American Journal
of Psychotherapy, 54(3), 386-407.
37. Kirst-Ashman, K. K., & Hull, G. H. (1994). Generalist social work practice with organizations
and communities. Chicago: Nelson-Hall Publishers.
38. Kivnick, H. & Murry (2001) Life strengths interview guide: assessing elder clients' strengths.
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40. Leigh, J. (1998). Communicating cultural competence (chapters 1-5, 12). Long Grove, IL:
Waveland Press.
41. Linsk, N. L. (2000). HIV among older adults: Age-specific issues in prevention and treatment.
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42. Marino, S. (1991). Selected problems in counseling the elderly. In M. Holosko and M.D. Feit
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45. McInnis-Dittrich, K. (2002). Social work with elders: A biopsychosocial approach to
assessment and intervention. Boston: Allyn and Bacon.
46. Milewskin-Hertlein, K. A. (2001). The use of a social constructed genogram in clinical
practice. American Journal of Family Therapy, 29(1), 23-38.
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50. Moon. A. (2000). Perceptions of elder abuse among various cultural groups: Similarities and
differences. Generations, 24 (2), 75-80.
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Developing a practice model. Research on Social Work Practice, 8(1), 63-85.
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A. Pifer and L. Bronte (eds). Our aging society: Paradox and promise. New York: w. W. Norton,
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54. Pillemer, K., Czaja, S., Schulz, R., & Stahl, S. M. (2003). Finding the best ways to help:
Opportunities and challenges of intervention research on aging. The Gerontologist, 43, Special
Issue I (March), 5-8.
55. Power, M., & Maluccio, A. N. (1998). Intergenerational approaches to helping families at
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Available: http://fcs.tamu.edu/aging/reminiscence.htm
57. Richardson, V. (1992). Service use among urban African-American elderly people. Social
Work, 37(1), 47-54.
58. Russell, C. (1999). Interviewing vulnerable old people: Ethical and methodological
implications of imaging our subjects. Journal of Aging Studies, 13(4), 403-415.
59. SAGE/SW FDI readings. Trends in Elder Abuse in Domestic Settings. Elder Abuse Information
Series No. 2. Alzheimer’s Disease and Related Disorders Fact Sheet.
60. Sheafor, B.W. (2000). Techniques and Guidelines for Social Work Practice (5th ed.).
61. Snyder, L. (2000). Speaking our minds: Personal reflections from individuals with
Alzheimer’s. W.H. Freeman & Co.
62. Stevenson, J. L., & Wright, P. S. (1999). Group dynamics. Activities, Adaptation & Aging,
23(3), 139-173.
63. Supiano, K. P. (2001). Forming relationships: The key to creative care management. In
Ingersoll-Dayton, B., & Campbell, R. (Eds.), The delicate balance: Case Studies in Counseling and
Care Management for Older Adults (pp 181-197). Baltimore: Health Professions Press.
64. SWARC (Social Work Aging Resource Center) handouts: meaning in later life, grandparents
as caregivers. San Jose State University. Available online:
http://www2.sjsu.edu/swarc/students.htm
65. Toseland, R.W. & Rivas, R.F. (1998). Introduction to Group Work Practice 3rd ed (pp.127142). Boston, MA: Allyn & Bacon.
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66. Warner, D. F., & Hayward, M. D. (2002). Race disparities in men’s mortality: The role of
childhood social conditions in a process of cumulative disadvantage. Paper presented at the
2002 Annual Meeting of the Population Association of America, Atlanta, GA. Available online:
http://www.pstc.brown.edu/hayward02.PDF
67. Williams, E., & Donnelly, J. (2002). Older Americans and AIDS: Some guidelines for
prevention. Social Work, 47, 105-113
68. Williams, J. H., Drinka, T. J. K., Greenberg, J. R., Farrell-Holtan, J., Euhardy, R., & Schram, M.
(1991). Development and testing of the Assessment of Living Skills and Resources (ALSAR) in
elderly community-dwelling veterans. The Gerontologist, 31(1), 84-91.
69. Witkin, S.L. (1999). How “ripened” are you? Social Work, 44(6), 509-511.
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