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 2 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 4 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 5 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 7 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 8 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 9 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 10 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 11 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 13 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 14 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 16