THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
Course Title:
Instructor:
SOWO 843, Fall 2008
Clinical Practice with Aging Populations
Tanya Richmond, MSW, LCSW
School of Social Work, 402G
Office # 919-962-6587
Cell # (preferred)336-688-6021, no calls after 9pm please
Fax: 919-962-3653
e-mail: Tanya_richmond @unc.edu
Office Hours:
Tuesday 9:00 a.m-1:00 p.m. and by appointment.
Course Description
A course addressing practice with the elderly in areas of individual and family treatment, group
work, case management, supervision, consultation and training, and beginning skills in program
planning and administration.
Course Goals
The course is designed to provide the student with both skills and theoretical knowledge in the
area of practice with elderly individuals and their families.
Course Objectives
At the completion of the course, student will:
1.
Be knowledgeable of the historical roots of practice with the elderly;
2.
Be knowledgeable of the relationship between gerontological theory and practice with the
elderly;
3.
Be knowledgeable of the continuum of care represented in the aging service network;
4.
Have skills in assessment with the elderly;
5.
Have skills in individual, family, and group treatment with the elderly;
6.
Have skills in case supervision, case consultation and training as it pertains to the elderly;
7.
Have skills in case management with the elderly as it pertains to both case, program and
system management;
8.
Obtain knowledge on community organizing with the elderly; and
9.
Be knowledgeable in the interrelationships of variables that affect the individuals and
their families, such as ethnicity, culture, poverty, educational level, and location (i.e.
gender and rural, urban, etc.) for assessment, case supervision, and case management.
Expanded Description:
Required Texts
McInnis-Dittrich, K. (2005). Social work with elders. A biopsychosocial approach to assessment
and intervention (2nd ed.). Boston, MA: Allyn & Bacon.
Supplemental readings in the “Class Schedule and Assigned Readings” section below can be
found ONLINE:
1) At the web site address (URL) stated in the reading list
OR
2) Through an electronic academic journal accessible through UNC Libraries
(http://www.lib.unc.edu/) marked as “UL” (for “UNC Libraries”)
OR
3) Via Blackboard (http://blackboard.unc.edu/) “BB” (login and find SOWO 843 –
Section 001, choose “Assignments” and “Course Readings” folder)
Recommended Texts
Beers, M.H. & Berkow, R. (2000). The Merck manual of geriatrics (3rd ed.). Whitehouse Station,
NJ: Merck & Company.
Berkman, B. & D’Ambruoso, S. (Eds.). (2006). Handbook of Social Work in Health and Aging.
New York, NY: Oxford University Press
Blazer, D. & Siegler, I.C. (1983). A family approach to health care of the elderly. Menlo Park,
CA: Addison-Wesley.
Binstock, R.H. & George, L.K. (1996). Handbook of aging and the social sciences. San Diego:
Academic Press.
Brody, E. (1977). Long-term care of older people. New York: Human Sciences Press.
Bumagin, V.& Hirn, K.F. (1990). Helping the aging family: A guide for professionals. Glenview,
Ill: Scott, Foresman, & Company.
Burnside, I. & Schmidt, M.G. (1994). Working with older adults: Group process and techniques.
Boston, MA: Jones & Bartlett.
Butler,R.N., Lewis, M.I., and Sunderland, T. (1998). Aging and Mental Health (5th ed.). Boston,
MA Allyn & Bacon.
Coke, M.M. & Twaite, J.A. (1995). The Black elderly: Satisfaction and quality of later life.
Binghamton, NY: Haworth Press.
Colleran, C. & Jay, D. (2002). Aging and Addiction: Helping Older Adults Overcome Alcohol
and Medication Dependence. Center City, MN: Hazelden
Dychtwald, K. (1998). Healthy aging. Frederick, MD: Aspen Publishers.
Feil, N. (2000). The validation breakthrough. Baltimore, MD: Health Professions Press.
Frankl, V.E. (1984). Man's search for meaning (revised and updated). New York: Washington
Square Press/Pocket Books.
SOWO 843, Fall 2008 - Richmond
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Fry, P.S. (1986). Depression, stress and adaptations in the elderly: Psychological assessment
and intervention. Rockville, MD: Aspen Systems Corp.
Gallo, J.J., Bogner, H.R., Fulmer, T., Paveza, G.J. (2006). Handbook of geriatric assessment (4th
ed.). Boston, MA: Jones and Bartlett.
Genevay, B. & Katz, R.S. (Eds.). (1990). Countertransference and older clients. Newbury Park,
CA: Sage Publications.
Hooyman, R.N. and Kiyak, A.S. (2005). Social gerontology: A multidisciplinary perspective (7th
ed.). Boston, MA: Allyn & Bacon.
Kane, R.A. & Caplan, A.L. (Eds.) (1990). Everyday ethics resolving dilemmas in nursing home
life. New York: Springer Press.
Kunz, J. & Soltys, F. (2007). Transformational Reminiscence: Life Story Work. New York, NY:
Springer Publishing.
Mace, N.L. & Radins, P. (2001). The 36 hour day: A family guide to caring for persons with
Alzheimer’s disease, related dementing illnesses, and memory loss in later life (revised
edition). New York: Warner Books.
McCann, M.J., & Saxon, J.L. (Eds.) (1996). The law and the elderly in North Carolina. Institute
of Government, University of North Carolina at Chapel Hill.
Moody, H.R. (2006). Aging: Concepts and controversies (5th ed.). Thousand Oaks, CA: Pine
Forge.
Neidhardt, E.R. & Allen, J.A. (1993). Family therapy with the elderly. Newbury Park, CA: Sage
Publications.
Reichel, W. (Ed.). (1999). Care of the elderly: Clinical aspects of aging (5th ed.). Baltimore,
MD: Lippincott, Williams & Wilkins.
Rowe, J.W. & Kahn, R.L. (1999). Successful aging. New York: Dell
Salber, E.J. (1983). Don't send me flowers when I am dead. Durham, NC: Duke Press.
Salber, E.J. (1989). The mind is not the heart. Durham, NC: Duke Press.
Scharlach, A.E. & Kaye, L.W. (Eds.). (1997). Controversial issues in aging. Boston, MA: Allyn
& Bacon.
Smith, G.P. (1996). Legal and healthcare ethics for the elderly. Washington, DC: Taylor &
Francis.
Stroller, E.P. & Gibson, R.C. (1997). Worlds of difference: Inequality in the aging experience
(2nd ed.). Thousand Oaks, CA: Pine Forge Press.
Viorst, J. (1986). Necessary losses: The loves, illusions, dependencies and impossible
expectations that all of us have to give up in order to grow. New York: Simon &
Schuster.
Webster, J. D. & Haight B.K. (Eds.). (2002). Critical advances in reminiscence work: From
theory to application. New York: Springer Press.
Zarit, S.H & Zarit, J.M. (1998). Mental health disorders in older adults: Fundamentals of
assessment and treatment. New York: Guilford Press.
Teaching Methods:
The development of a supportive learning environment, reflecting the values of the social work
profession, is essential for the success of this class. A supportive learning environment is
fostered by thorough preparation for each class discussion, listening to the ideas and views of
others, being able to understand and appreciate a point of view which is different from your own,
articulating clearly your point of view, and linking experience to readings and assignments. I
SOWO 843, Fall 2008 - Richmond
3
expect and will appreciate your contributions to making this a safe and respectful class for
learning and growth
POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you stating that, "I
have not given or received unauthorized aid in preparing this written work".
In keeping with the UNC Honor Code, if reason exists to believe that academic
dishonesty has occurred, a referral will be made to the Office of the Student Attorney General for
investigation and further action as required.
GRADING SYSTEM
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values of these grades are:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
A grade of P is considered entirely satisfactory. The grade of Honors—which only a small
percentage of students attain--signifies that the work is clearly excellent in all respects.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
Professional social workers face absolute deadlines. This class will hold to that professional
standard. To obtain an extension for a paper beyond the deadline, the student must seek approval
from the instructor 24 hours before the assignment is due.
Papers and written assignments for this class will be submitted to my e-mail address. Late
papers are discouraged and only accepted at the discretion of the instructor. A paper is
considered late if it is handed in any later than 5:00pm on the day it is due. The grade for
late papers will be reduced 10% per day, including weekends. Therefore, a paper that would
merit a grade of 100 on Friday will receive a grade of 70 if submitted on Monday. Similarly, a
paper due at 5pm on Monday handed in at 5:15pm Monday will be considered 1 day late.
A grade of Incomplete is given on rare occasions when there is sufficient reason to warrant
it. It is the student’s responsibility to initiate a conversation with the instructor to request
an Incomplete. The instructor has no responsibility to give an Incomplete without such a
request.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities that affect their participation in the course should notify the instructor
if they wish to have special accommodations in instructional format, examination format, etc.,
considered, and should obtain a supporting letter from the UNC Department of Disability
Services (http://disabilityservices.unc.edu).
SOWO 843, Fall 2008 - Richmond
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APA Format:
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. A summary was distributed at orientation. This is why the reference Publication
Manual of the American Psychological Association (APA, 2001) is a required text for this
course. The following web sites provide additional information:
‰
‰
‰
‰
‰
http://www.apastyle.org/elecref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about
documentation using APA style)
http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of Style which
was originally published in 1918)
http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to on-line
reference material and many other useful sites for authors)
http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial help at
Phillips Annex 962-7710)
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
The use of electronic devices for non-class related activities (e.g. checking email, playing
games) is prohibited.
SOWO 843, Fall 2008 - Richmond
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CLASS SCHEDULE & READING ASSIGNMENTS
Week &
Date
Topics
Readings & Assignments
Class 1
Aug. 19
Introductions
Overview of
Course and
Syllabus
No readings
Week &
Date
Class 2
Aug. 26
Topics
Readings & Assignments
Practice with
Older Adults – An
Overview
Guest Instructor:
Christine Howell
Week &
Date
Class 3
Sept. 2
Topics
Assessment of
Functional Health
Guest Instructor:
Kathleen Lowe
Required Readings:
Text: Chapter 1: The Context of Social Work Practice with
Elders
Zarit, S.H. & Zarit, J.M. (1998). Introduction: concepts and
practice with older adults (pp. 1-8). In Mental
disorders in older adults: Fundamentals of assessment
and treatment. New York: Guilford Press. (BB)
Readings & Assignments
Required Readings:
Text: Chapter 2: Biological Changes and the Physical
Well-Being of Elders
Applegate, W.B., Blass, J.P., & Williams, T.F. (1990).
Instruments for the functional assessment of older
patients. The New England Journal of Medicine,
322, (17), 1207-14. (UL)
Supplemental Readings:
Genevay, B. and Katz, R. (1990). Using our emotional
reactions to older clients: A working theory. In
Countertransference and older clients. pp.17-26.
(BB)
SOWO 843, Fall 2008 - Richmond
6
Week &
Date
Class 4
Sept. 9
Topics
Psychosocial
Assessment
Readings & Assignments
* Program Visit Response Paper Due *
Required Readings:
Text: Chapter 3: Psychosocial Adjustments to Aging
Rothman, J. (2003). Assessing individuals and communities
(pp. 185-204). In Social work practice across
disability. Boston: Allyn & Bacon. (BB)
Supplemental Readings:
Soltys, F.G., Rada, S. & Letson, M. (2002). Use of the
group process for reminiscence. Journal of Geriatric
Psychiatry, 35, (1), 51-62. (UL)
Week &
Date
Class 5
Sept. 16
Topics
Biopsychosocial
Assessment
Readings & Assignments
Required Readings:
Text: Chapter 4: Conducting a Biopsychosocial
Assessment
Supplemental Readings:
Wattis, J. & Curran, S. (2006). Relationship between
physical and mental health (pp. 195-225). In
Practical psychiatry of old age. Oxford: Radcliffe
Publishing. (BB)
Week &
Date
Class 6
Sept. 23
Topics
Readings & Assignments
Working with
Disabled Clients
Required Readings:
Rothman, J. (2003). Understanding the experience of
disability: Living with limitations and stereotypes (pp.
125-148) & Using client strengths and worker skills to
optimize communication (pp.153-172) In Social Work
Practice Across Disability. Boston: Allyn & Bacon.
(BB)
U.S. Department of Justice. (2005). A guide to disability
rights laws. Retrieved on August 14, 2007, from:
http://www.usdoj.gov/crt/ada/cguide.pdf
SOWO 843, Fall 2008 - Richmond
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Week &
Date
Class 7
Sept. 30
Topics
Readings & Assignments
The Changing
Face of Aging:
The Diversity of
the Aged.
* Midterm/Case Study Due *
Required Readings:
De Vries, B. (2006). Home at the end of the rainbow:
Supportive housing for LGBT elders. Generations,
29(4), 64-69. (UL)
Mui, A. & Kang, S.Y. (2006). Acculturation stress and
depression among asian immigrant elders. Social
Work, 51(3), 243-255. (UL)
U.S. Administration on Aging. (2001). Achieving cultural
competence: A guidebook for providers of services to
older americans and their families. Retrieved on
August 14, 2007, from:
http://www.aoa.gov/prof/adddiv/cultural/CC-guidebook.pdf
Week &
Date
Class 8
Oct. 7
Topics
Assessment &
Treatment of
Common
Cognitive and
Mood Disorders
Readings & Assignments
Required Readings:
Text: Chapter 5: Differential Assessment of Cognitive and
Emotional Problems in Elders
Chapter 6: Social Work Interventions in the
Socioemotional and Cognitive Problems of Elders
Zarit, S.H., & Zarit, J.M. (2007).Mood and anxiety
disorders (pp. 78-98). In Mental disorders in older
adults: Fundamentals of assessment and treatment.
New York: Guilford Press. (BB)
Supplemental Readings:
Text: Chapter 7: Alternative Interventions in the
Socioemotional Problems of Elders
* Class Presentations: Mental Health *
SOWO 843, Fall 2008 - Richmond
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Week &
Date
Class 9
Oct. 14
Topics
Readings & Assignments
Community
Mental Health
Required Readings:
Substance Abuse
Guest Instructor:
Dan Hudgins
Text: Chapter 8: Substance Abuse and Suicide Prevention
in Elders
Chapter 9: Group Work with Elders
Supplemental Readings:
Hanson, M. & Gutheil, I. (2004). Motivational strategies
with alcohol-involved older adults: Implications for
social work practice. Social Work, 49, 364-369.
(UL)
Genevay, B. and Renee K. (Editors) (1990). Unhooking:
Co-dependence, substance abuse, and
countertransference (pp 94-128). In
Countertransference and older clients. Newbury
Park, CA: Sage Publications. (BB)
Blazer, D., Sachs-Ericcsson, N., & Hybels, C. (2007).
Perception of unmet needs as a predictor of
depression symptoms among community dwelling
older adults. Journals of Gerontology, 62, 191-195.
(UL)
Van Citters, A. & Bartels, J. (2004). A systematic review of
effectiveness of community-based mental health
outreach services for older adults. Psychiatric
Services, 55, 1237-1249. (UL)
Text: Chapter 10: Spirituality and Social Work with Elders
Week &
Date
Class 10
Oct. 21
Topics
Transportation
and Housing
Readings & Assignments
Required Readings:
AARP (2001). Transportation and older persons:
Perceptions and preferences. A report on focus
groups.
http://assets.aarp.org/rgcenter/il/2001_05_transport.pdf
SOWO 843, Fall 2008 - Richmond
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Bailey, L. (2004).Aging Americans: Stranded Without
Options.
http://www.transact.org/library/reports_html/Seniors/
aging.pdf
AARP (2002). Understanding Senior Transportation:
Report and Analysis of a Survey of Consumers Age
50+.
http://assets.aarp.org/rgcenter/il/2002_04_transport.pdf
Transportation Research Board. Improving Public Transit
Options for Older Persons: The Demographic
Challenge.
http://gulliver.trb.org/publications/tcrp/trcp_82exesum.pdf
Harvard University Joint Center for Housing Studies (2000).
Housing American’s Seniors.
http://www.jchs.harvard.edu/publications/seniors/
housing_americas_seniors.pdf
Supplemental Readings:
Orange County Master Aging Plan Task Force (2000).
Orange County Master Aging Plan.
http://www.co.orange.nc.us/aging/map/mapreport.pdf
Schuetz, J. (2003). Affordable Assisted Living: Surveying
the Possibilities. Boston, MA: Joint Center for
Housing Studies.
http://www.jchs.harvard.edu/publications/seniors/031_schuetz.pdf
AARP (2001).Transportation: The Older Person’s Interest.
http://assets.aarp.org/rgcenter/il/fs44r_transport.pdf
Week &
Date
Class 11
Oct. 28
Topics
Family, Caregiver
Support
Readings & Assignments
Required Readings:
Text: Chapter 12: Working with Elders' Support Systems:
Spouses, Partners, Families, and Caregivers
Supplemental Readings:
North Carolina Medical Journal Volume 66, No 1 (2005):
Special Interview: Alzheimer’s and the Caregiver by
Donald Madison
SOWO 843, Fall 2008 - Richmond
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Grieving the Living by Linda Jordan
Family Caregiving and Alzheimer’s Disease: What
Do We Know and What Can We Do? by Lisa
Gwyther
North Carolina’s Support of Family Caregivers by
Christine Urso
Dementia- Specific Respite: The Key to Effective
Caregiver Support by Karisa Derence.
Family Caregiver Alliance National Center on Caregiving.
Family Caregiving and Public Policy: Principles for
Change.
http://www.caregiving.org/data/principles04.pdf
Family Caregiver Alliance National Center on Caregiving.
Consumer- Directed Home Care: Effects on Family
Caregivers.
http://www.caregiver.org/caregiver/jsp/content/pdfs/op_200
2_state_of_the art.pfd
Family Caregiver Alliance National Center on Caregiving.
The State of the Art: Caregiver Assessment in
Practice Settings.
http://www.caregiver.org/caregiver/jsp/content/pdfs/op_200
2_state_of_the_art.pdf
Williams, E. & Barton, P. (2003/2004). Successful support
groups for african-american caregivers. Generations,
27(4), 81-83. (UL)
Feeney-Mahoney, D., Cloutterbuck, Neary, S. & Zhan, L.
(2005). African-American, Chinese, and Latino
family caregivers’ impression of the onset and
diagnosis of dementia: Cross-cultural similarities
and differences. Gerontologist, 45, 783-792. (UL)
Guberman, N. & Maheu, P. Beyond cultural sensitivity:
universal issues in caregiving. Generations, 27, 3943(UL)
Week &
Date
Class 12
Nov. 4
Topics
Elder
Mistreatment
Readings & Assignments
*Written Assessment or Case Study Due*
* In class presentation of assessment/case studies*
SOWO 843, Fall 2008 - Richmond
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Competency
Required Readings:
Text: Chapter 11: Social Work Practice with Elder Abuse
and Neglect
Moye, J., Butz, S., Marson, D., & Wood, E. (2007). A
Conceptual model and assessment template for
capacity evaluation in adult guardianship.
Gerontologist, 47, 591-603. (UL)
Kirkman, D. (Summer 2002). Lawyers and elderly victims
of telephone fraud. North Carolina State Bar
Journal, 7, 1, 24-28. Retrieved on August 14, 2007,
from:
http://www.ncbar.com/journal/archive/journal%207,2.pdf#3
Quinn, M. J. And Tomita, S. K. (1997). Diagnosis phase.
Elder abuse and neglect. Springer Press. pp 150179. (BB)
Moody, H.R. (2006). Should older people be protected from
bad choices? (363-387). In Aging: Concepts and
controversies (5th ed.). Thousand Oaks, CA: Pine
Forge. (BB)
Bergeron, L.R. & Gray, B. (2003). Ethical dilemmas of
reporting suspected elder abuse. Social Work, 48,
(1), 96-105. (UL)
Week &
Date
Class 13
Nov. 11
Topics
Drugs and Elderly
Readings & Assignments
Required Readings:
Luisi, A.F., Owens, N. J. & Hume, A. L. (1999). Drugs and
the elderly (pp. 59-87). In Care of the elderly:
Clinical aspects of aging (5th ed.). Baltimore, MD:
Lippincott, Williams & Wilkins. (BB)
Week &
Date
Class 14
Nov. 18
Topics
Readings & Assignments
End of Life Care
and the Role of the
Social Worker
*Class participation statement due*
Advanced
Text: Chapter 13: Dying, Bereavement, and Advance
SOWO 843, Fall 2008 - Richmond
Required Readings:
12
Directives
Directives
Raymer, M. & Reese, D. (2004). Relationship between
social work Involvement and hospice outcomes.
Social Work, 49 (3), 415-418. (UL)
Supplemental Readings:
Sorcinelli, R., Johnson-Hurzeller, R., Abbott, J., Thistle,
D.& Flatow, F. (1999). Management of the dying
patient: Hospice a life force (pp. 763-780). In Care
of the elderly: Clinical aspects of aging (5th ed.).
Baltimore, MD: Lippincott, Williams & Wilkins.
(BB)
Kramer, B. & Auer, C. (2005). Challenges to providing end
of life care to low-income elders with advanced
chronic diseases: Lessons from a model program.
Gerontologist, 45, 651-660. (UL)
Kwak, J. & Haley, W. (2005). Current research findings on
end-of-life decision making among racially diverse
groups. Gerontologist, 45, 634-641. (UL)
Moody, H. (2006). Should people have the choice to end
their lives? (389-417) In ). In Aging: Concepts and
controversies (5th ed.). Thousand Oaks, CA: Pine
Forge. (BB)
*** No Class on Tuesday, November 25, 2008 ***
Week &
Date
Class 15
Dec. 2
Topics
Readings & Assignments
Course Review &
Evaluations
No readings
SOWO 843, Fall 2008 - Richmond
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ASSIGNMENTS
Course Objective
Be knowledgeable of the
historical roots of practice
with the elderly
Be knowledgeable of the
relationship between
gerontological theory and
practice with the elderly
Supports MSW Objective
3, 5, & 7, 10
Is Measured by
Program Visit Response Paper
1, 2, 3, 4, 5, 6, 7, 10
Program Visit Response Paper
Mid-term Case Study
Class Presentation-Mental
Health
Be knowledgeable of the
continuum of care represented
in the aging service network
3, 4, 6, 7, 10
Client Assessment Paper and
Presentation
Program Visit Response Paper
Mid-term Case Study
Class Presentation-Mental
Health
Have skills in assessment with
the elderly
2, 3, 4, 5, 6, 7, 10
Client Assessment Paper and
Presentation
Mid-term Case Study
Class Presentation-Mental
Health
Have skills in individual,
family, and group treatment
with the elderly
Have skills in case
supervision, case consultation
and training as it pertains to
the elderly
2, 3, 4, 5, 6, 7, 10
Client Assessment Paper and
Presentation
Mid-term Case Study
Class Presentation-Mental
Health
1, 2, 3, 4, 5, 6, 7, 10
Client Assessment Paper and
Presentation
Mid-term Case Study
Class Presentation-Mental
Health
Client Assessment Paper and
Presentation
SOWO 843, Fall 2008 - Richmond
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Have skills in case
management with the elderly
as it pertains to both case,
program and system
management
1, 2, 3, 4, 5, 6, 7, 9, 10
Obtain knowledge on
community organizing with
the elderly
1, 2, 3, 4, 5, 7, 9, 10
Mid-term Case Study
Client Assessment Paper and
Presentation
Program Visit Response Paper
Class Presentation-Mental
Health
Client Assessment Paper and
Presentation
Be knowledgeable in the
interrelationships of variables
that affect the individuals and
their families, such as
ethnicity, culture, poverty,
educational level, and location
(i.e. gender and rural, urban,
etc.) for assessment, case
supervision, and case
management
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Assignment
1. Visit to program
2. Mid Term/Case Study
3. Class Presentation-Mental
Health
4. Client Assessment Paper and
Presentation
5. Class Participation
Program Visit Response Paper
Mid-term Case Study
Class Presentation-Mental
Health
Client Assessment Paper and
Presentation
% of final grade
10%
25%
25%
30%
10%
Brief Descriptions of Assignments:
Program Visit Response Paper (10%)
Please visit a program providing services to the elderly individual with which you are not
familiar. Example: home health agency, hospice, Alzheimer's support group, Life Care Center,
nursing home, etc. Please hand in written report (one to two pages) briefly describing the
program and your response to it.
Due September 9th
Mid-Term/Case Study (25%)
SOWO 843, Fall 2008 - Richmond
15
The student will complete a mid-term for the course. A clinical situation involving the areas
previously covered this semester will be given. With the information provided, you are to
develop the problems, strengths, and provide recommendations for solutions and how you will
provide management for the solutions provided. Case will be given to you on September 23rd.
Due September 30th
Class Presentation: Mental Health (25%)
The student will deliver a 30-45 minute presentation on a common mental health problem of
later life (Depression, Anxiety, Substance Abuse etc.). An overview of DSM IV-R Diagnostic
Criteria for the disorder and therapeutic interventions should be included. Handouts required.
Due October 7th
Client Assessment Paper or Case Study (30%)
The student will interview and complete a written assessment or comprehensive case study on an
older person using either the assessment tool at your placement, Erickson's Stages of Life,
OARS, etc. Please use theories from the literature and include implications for practice, and your
personal reactions to your assignment. Many students have done reminiscing/life reviews with
older family members and audio/video taped the interviews. The written histories (with theories,
implications for practice, etc.) have made wonderful family gifts. The student will deliver a 1520 minute presentation of the assessment or case study to the class.
Due November 4th
Class Participation (10%)
There will be a total of 10 points awarded for class participation. 5 total points will be awarded
by the instructor and 5 total points will be awarded by the student. The student will write a brief
statement to justify their assignment of points.
SOWO 843, Fall 2008 - Richmond
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