Chabot College
Fall 2002
Removed Fall 2010
Course Outline for Sociology 32
SOCIAL POLICY, PROGRAMS, AND SERVICES FOR ELDERS
Catalog Description:
32 – Social Policy, Programs, and Services for Elders
3 Units
Examination of the programmatic and policy issues in social gerontology, including an
overview of public and private agencies which provide services to the elderly. View of
legislation and service delivery with analysis of historical trends in societal attitudes
towards providing services to older adults. Also includes policy, service and program needs
of the minority elderly, specifically African American, Asian American, Hispanic American
and Native American elders. Requires that student work as a volunteer for a minimum of
12hrs. during the semester in an older adult social program e.g. senior center etc. 3 hours
lecture.
[Typical contact hours: 52.5]
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
dentify both historic and current policies/programs, e.g., federal, state, and local
which serve elders;
define the major steps in the process of policy formation, funding, and service
delivery;
identify a variety of human service agencies describing the services they provide and
the delivery systems that are used;
explain several of the methods used by agencies for client problem solving and the
procedures used for obtaining services;
describe the impact of changing demographics upon social policy and services;
describe the special social, cultural and physical needs for minority elders in
program planning;
delineate barriers that hinder access to services for the minority elderly e.g.
language, education and trust;
describe the role of social policy, programs and services in the lives of the rural
elderly.
Course Content:
1.
2.
3.
4.
Changing demographics
Historical attitudes toward the role of elders in the U.S.
Historical attitudes toward providing services to the elderly in the U.S.
Major social policies and programs currently in effect
Chabot College
Course Outline for Sociology 32
Fall 2002
Page 2
Course Content (Cont'd):
5.
6.
7.
8.
9.
10.
Legislative enactment
a.
Social Security
b.
Older American Act
c.
Mandatory retirement revisions
d.
Health and welfare programs
e.
Tax benefits
Retirement
a.
Change in income and activity
b.
Isolation
Common needs and adjustments of the independent older adult
a.
Housing—age segregated and age integrated
b.
Recreation and leisure
c.
Nutrition
d.
Intellectual stimulation
e.
Interpersonal involvement
f.
Differing ethnic patterns
Societal response to needs of elderly
a.
Legislation and federal programs
b.
Community resources
Minority aging
a.
Demographics and aging trends for African American, Asian American,
Hispanic American and Native American elders
b.
Double Jeopardy Hypothesis – validity and impact
c.
The role of social class and migration upon old age
d.
ON LOK Community Services
e.
Center for Elders Independence
f.
The Stanford Geriatric Education Center - program imperatives
g.
Barriers to services
Rural Elders
a.
Policy, programs and needs
b.
The rural elderly, ethnic and racial variations
Methods of Presentation:
1.
2.
3.
4.
5.
6.
guided discussions
small group discussions
audio visuals
field trips
outside speakers
oral presentations
Chabot College
Course Outline for Sociology 32
Fall 2002
Page 3
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
outside assignment to do a written summary of the social aging program in
which student is participating as a volunteer e.g. services, eligibility,
population served, type of funding, etc.
b.
group assignment to design a program for the young old 65 –74
c.
interview an elder on MediCal and Supplemental Social Security
Income.
d.
in class analysis of case studies
e.
in-class critique and analysis of aging audio visuals
2.
Methods of Evaluating Student Progress
a.
Grades A-F based upon the quality of student work demonstrated in
written assignments, individual and group assignments, quizzes,
midterm and final
b.
clarity and effectiveness in class exercises and oral presentations
c.
group and individual problem solving assignments that incorporate
critical thinking
Special Student Materials:
None.
Textbook:
The Sociology of Aging-A Social Problems Perspective, Duane A. Matcha, Boston.
Allyn & Bacon, 2001, or latest edition.
Recommended Supplemental Text Annual Editions: Aging, Dushkin/McGraw-Hill,
Guilford, CT, 2001, or latest edition.
Tf:A:/WORD/SOC32.DOC
Revised-2-7-2002