A Training Curriculum for Social Work Students in...

Barrie K. Robinson, MSSW

Andrew E. Scharlach, PhD

School of Social WelfareUniversity of California at BerkeleyBerkeley, CA 94720-7400

April 30, 2004

These materials were developed by the Consortium for SocialWork Training in Aging with funds from the John A. HartfordFoundation of New York. Inquiries about the curriculumshould be directed to the Project Coord i n a t o r, Ba r r i eRobinson, at the School of Social Welfare, University ofCalifornia, Berkeley ([email protected]).

A Training Curriculum

for Social Work Students in

California Departments of

Adult & Aging Services

This manual presents a training curriculum for social work students in coun-ty Departments of Adult and Aging Services (DAAS) in California. It wasdeveloped over a four-year period (1999-2003) by the Consortium for SocialWork Training in Aging (CSWTA) with generous funding from the John A.Hartford Foundation of New York, as part of its Practicum PartnershipProgram, an innovative initiative to strengthen social work training in aging.

These materials are designed for use by Departments of Adult and AgingServices as well as social work education programs. Materials can be used toenhance current internships being offered by DAAS, as well as to establishnew training programs. Our hope is that DAAS and schools of social workwill work together to prepare increasing numbers of students to serveCalifornia’s older adult population through the public aging services system.

Materials were tested and refined over a three-year period with cohorts ofMSW students from three schools of social work in the greater San FranciscoBay Area. This model was shown to be very effective in providing compre-hensive training in aging services. However, users of this manual will wantto modify materials as needed to best accommodate their resources andtraining goals.

i

Executive Summary

A Training Curriculum for Social Work Students in California Departments of Adult & Aging Services

Consortium Members

University of California, Berkeley/School of Social WelfareJames Midgley, DeanBarrie Robinson, Project Coordinator and Co-Principal InvestigatorAndrew Scharlach, Co-Principal Investigator Teresa Dal Santo, Project AssociateJesse Tamplen, Graduate AssistantKelly Mills-Dick, Graduate Assistant

San Francisco State University/School of Social WorkEileen Levy, DeanDianne Mahan, Director of Field Education

San Jose State University/College of Social WorkSylvia Rodriguez Andrew, DeanBarry Goldman-Hall, Director of Field WorkSara Tanehaus, Field Faculty Liaison

Alameda County Social Service Agency/Adult & Aging ServicesLinda Kretz, DirectorReggie Henderson, Division Director of APS/Public Guardian

Contra Costa County Employment & Human Service Division/Aging & Adult Services DivisionRobert Sessler, Manager Ruth Atkin, Analyst for Adult Protective Services

City and County of San Francisco Department of Adult & Aging ServicesDerek Lam, Executive Director Mary Counihan, APS Section ManagerCindy Bircher, Adult Protective Services Supervisor

San Mateo County Health Services Agency/Aging & Adult ServicesCharlene Silva, Director Pam Borrelli, Health Services ManagerChris Rodriguez, Supervisor of MSSP/Linkages, AIDS Case Management

Sonoma County Human Services Department/Adult & Aging Services DivisionRobin Schaef, Division Director Diane Kaljian, Section Manager

Santa Clara County Social Services Agency/ Department of Adult & Aging ServicesBetty Malks, DirectorJamie Buckmaster, APS Program Manager

ii

Consortium for Social Work Training in Aging


Introduction ...................................................................................................................................................1Development of the Training Curriculum.....................................................................................................Role of the Consortium for Social Work Training in Aging ..........................................................................Some Outcomes of the CSWTA Training Curriculum .................................................................................

The Need for Training Professional Social Workers in Public Aging Services.................................................The Demographic Imperative.......................................................................................................................The Role of Social Work in Aging Services...................................................................................................Impact of the Lack of Professionally Trained Personnel ................................................................................Aging Services Personnel in Public Social Services ........................................................................................Hartford Foundation Initiatives for Strengthening Social Work Training in Aging .......................................

Overview of the Training Curriculum .............................................................................................................Rationale ......................................................................................................................................................Goals and Objectives of the Curriculum.......................................................................................................Overview of Training Methods .....................................................................................................................

Components of the Training Program .............................................................................................................Primary Program Area........................................................................................................................................

Selection of Primary Program Areas..............................................................................................................Orientation to Primary Program Areas .........................................................................................................Student Assignments in Primary Program Areas ...........................................................................................Guidelines for Case Assignments ..................................................................................................................

Program Rotations ..............................................................................................................................................Suggested Content of Program Rotations .....................................................................................................Implementing the Program Rotations...........................................................................................................

Training Coordinator and Field Instructor Responsibilities ............................................................................Training Coordinators ........................................................................................................................................Field Instructors..................................................................................................................................................

Field Instructor Responsibilities ....................................................................................................................Recruiting Field Instructors ..........................................................................................................................Availability of Qualified Field Instructors .....................................................................................................Training for Field Instructors ........................................................................................................................

Student Recruitment and Curricular Support..................................................................................................Recruiting, Interviewing and Selecting MSW Students ................................................................................Providing Curricular Support to Students.....................................................................................................Providing Curricular Support to Students.....................................................................................................

Evaluation.........................................................................................................................................................Conclusion .......................................................................................................................................................

Table of Contents


Appendix A: Sample Intern Rotation ScheduleAppendix B: Hartford Practicum Partnership Program: Geriatric Social Work Competency ScaleAppendix C: Sample Student Satisfaction SurveyAppendix D: Sample Field Instructor Satisfaction Survey

LI S T O F TA B L E S

Orientation Activities........................................................................................................................................

Factors to be considered when determining caseload assignments .....................................................................

Sequencing of learning activities .......................................................................................................................

Guidelines for Casework Assignments...............................................................................................................

Program Rotation Activities ..............................................................................................................................

Area Agency on Aging (AAA) ..........................................................................................................................

In-Home Supportive Services (IHSS)................................................................................................................

Adult Protective Services (APS).........................................................................................................................

Public Guardian/Conservator Program (PG).....................................................................................................

Multi-Purpose Senior Service Program (MSSP) ...............................................................................................

Training Coordination Activities .......................................................................................................................

Guidelines for Selecting Field Instructors..........................................................................................................

Estimate of Field Instructor’s Time....................................................................................................................

Sample Field Instructor Commendation Letter .................................................................................................

Sample Training Outline for Field Instructors...................................................................................................

Sample Description of Student Internship ........................................................................................................

Sample Student Internship Applications for Departments of Adult & Aging Services.......................................

Sample Questions for Student Interviews..........................................................................................................

SEMINAR OUTLINE: An Overview of the Aging Services Network ..................................................................

SEMINAR OUTLINE: The Aging Process...........................................................................................................

SEMINAR OUTLINE: Health and Illness in Later Life.......................................................................................

SEMINAR OUTLINE: Cognitive Changes in Later Life .....................................................................................

SEMINAR OUTLINE: Competence Determination and Informed Consent.......................................................

SEMINAR OUTLINE: Mental Illness In the Elderly ...........................................................................................

SEMINAR OUTLINE: Cultural Competence in Working with Older Adults .....................................................

SEMINAR OUTLINE: Careers in Aging .............................................................................................................


Development of the Training Curriculum

The Consortium for Social Wo rk Training in Aging( C S WTA) developed this training curriculum over af o u r - year period (1999-2003) with the support of agrant from the John A. Ha rt f o rd Foundation of NewYo rk. This project was one of six national sites fund-ed as part of several initiatives to strengthen socialw o rk training in aging. These grants, re f e r red to asthe Practicum Pa rtnership Programs (PPP), we redesigned to create innova t i ve internship models fortraining MSW students to work effectively with thee l d e r l y. Sites we re chosen by the foundation after ac o m p e t i t i ve process in which fifty MSW pro g r a m sf rom around the country submitted proposals for cre-ating training models based on guidelines establishedby the foundation. These guidelines included thec reation of consortia of agencies and MSW pro g r a m s ,and the incorporation of rotations among aging pro-grams in order to expose students to the continuumof populations and aging serv i c e s .

The School of Social Welfare at the University ofCalifornia, Berkeley, drafted the original trainingmodel for this project, and also served as the leadagency in the development of the CSWTA.Representatives from schools of social work at SanJose State and San Francisco State University, aswell as from departments of adult and aging servic-es from the greater San Francisco Bay Area, werethen invited to participate in the development of aconsortium. The CSWTA was charged with thetask of preparing a detailed plan for implementingthe training model during the period from 1999-2000. At the end of this period, the CSWTA wasamong six sites that received implementation fund-ing for three more years.

Of the six PPP projects funded by the HartfordFoundation, CSWTA was the only project thatfocused exclusively on public sector services. The

public sector was chosen for several reasons. First,county departments of adult and aging services(DAAS) serve the most vulnerable elderly and dis-abled adults, reflecting social work’s basic mission.Consequently, it is essential for social workers tobecome familiar with public aging services, inorder to provide effective service to these popula-tions, and to become leaders in the field. In addi-tion, all of the participating schools of social workare part of public universities with strong publicservice missions, and, consequently, are committedto developing MSW training sites in countydepartments. Also, there has been a relative lackof MSW internships in departments of adult andaging services. This represented a significant gapin training opportunities for MSW students inter-ested in aging, as well as in developing a potentialapplicant pool for public sector employment in aging.

Role of the Consortium for Social Work Training in Aging

CSWTA members were involved in every aspect ofdeveloping and implementing the training curricu-lum. This included setting goals for the training,developing a standard student application, review-ing all student applications and selecting studentsfor the internships, developing guidelines forrecruiting and selecting Field Instructors, designinga student seminar series, and developing andimplementing program rotations.

Successful development of CSWTA hinged ongaining the commitment of DAAS directors at thebeginning of the project. In practical terms, theywere asked to commit significant staff resources tothe project by appointing representatives whowould attend monthly and then quarterly meetingsthroughout the grant period, and who in mostcases also served as Training Coordinators in theirdepartments for the duration of the grant.

1

Introduction


In addition to developing an innovative trainingmodel, the CSWTA provided a unique opportu-nity for direct collaboration among DAAS andMSW programs. The regular CSWTA meetingsprovided members with opportunities to exploretraining issues, and exchange information with apeer group that is typically not available in theiragencies. While all members have benefited, thiscollaboration has been especially helpful to thosemembers who have not trained MSW studentspreviously. Examples of specific training issuesthat were discussed include recruitment and sup-port of Field Instructors, strategies for garneringthe support and involvement of DAAS programsin working with students, the appropriate role ofTraining Coordinators, and screening and selectionof students.

Some Outcomes of the CSWTATraining Curriculum

A total of 68 students from the three participatingMSW schools applied to the project during thethree-year grant period. This is compared toapproximately 10 students who indicated an inter-est in aging public internships for the three-yearperiod before the project. This significant increasereflects the interest that students have in well-developed, comprehensive training experiences, aswell as in the field of public sector aging services.During the project, a total of 54 separate intern-ships were offered in six DAAS sites, and 37 MSWstudents from the three participating schools were

trained. This stands in contrast to the three-yearperiod preceding the project, when only nine stu-dents were trained in four sites. These outcomeswere due to the creation of new training infra-structures within DAAS, including the appoint-ment of Training Coordinators and recruitment ofField Instructors. Another factor was the increasedfocus of the academic programs on recruiting stu-dents into public service internships.

An evaluation of the project provided evidence ofthe program’s effectiveness in training and retain-ing social work students for work in the field ofaging. At the end of their training year, 73% ofthe MSW Hartford Fellows indicated that it wasvery likely that they would take a job working withor on behalf of older adults, and almost 60% indi-cated that they had a particular interest in jobs inpublic social services. Agencies also reported thatthe Hartford Fellows demonstrated superior skillsand knowledge in subsequent civil service jobinterviews as compared with other candidates.

Another important outcome of this collaborativep a rtnership has been the increased understandingabout the field of aging and public sector aging serv-ices that has been gained by the participating MSWp rograms. This has resulted in greater awareness thatschools must provide curricular support for studentsin aging internships through courses and seminars, aswell as specialized support for DAAS training staff,p a rticularly the newly developing role of Tr a i n i n gC o o rdinators within DAAS.

2 A Training Curriculum for Social Work Students in California Departments of Adult & Aging Services

The Demographic Imperative

Rapid increases in the size and diversity of the eld-erly population have prompted concerns regardingwhether existing human and social resources weresufficient for meeting the needs of older persons.Particular concern has been expressed regardingthe adequacy of aging services, and the availabilityand training of personnel providing those services.While most attention has been directed towardsparaprofessionals or physicians, a number of recentreports have raised serious questions regarding theadequacy of professional social work services forolder persons.1-7

The elderly population is growing rapidly. Personsover the age of 65 make up 13% of the U.S. popu-lation and by 2040 are expected to reach 21%.8

The fastest growing segment of the elderly popula-tion is persons over 85 years of age, 46% of whomare disabled.9 Not only is the population of olderadults increasing, but also it is extremely diverse.Between 1990 and 2030 the non-Hispanic, whiteelderly population (those age 65 and older) isexpected to increase by 93 percent, while the olderminority population is expected to increase by 328percent.10

California is at the forefront of these changes. Thestate is home to the largest population of peopleover 65 years of age compared to all other states

and is also the most diverse state other thanHawaii. In California, the population of peopleover 65 years of age is over 3.5 million and is pro-jected to increase by 172% over the next 40years.11 In 2000 California’s elderly populationwas 70.3% non-Hispanic white, 14.5% Hispanic,9.7% Asian and Pacific Islander, 5% Black and0.5% American Indian; however, by 2040 non-Hispanic whites will only make up 46% of the eld-erly in California.12 These figures are causingadministrators, practitioners, and consumers ofaging services to question the preparedness ofaging policies, programs and personnel to meet thedemands of this growing population.

The Role of Social Work in Aging Services

Increasing numbers of older adults have complexconditions marked by chronic physical or mentalhealth problems; co-morbidities; and problematicpersonal, interpersonal, social, and economic situa-tions. These complex conditions warrant compre-hensive multi-dimensional assessments, as well asassistance accessing and paying for communityresources – a combination of services typicallydescribed as case management. Evaluations regard-ing the effectiveness of case management suggestthat older individuals receiving these services areless likely to require institutional care in additionto experiencing an improved quality of life alongwith their caregivers.13

3A Training Curriculum for Social Work Students in California Departments of Adult & Aging Services

The Need for Training Professional Social Workersin Public Aging Services

1 Council on Social Work Education. (2001). A blueprint for the new millennium. Washington, DC: CSWE.2 Scharlach, A., Damron-Rodriguez, J., Robinson, B., & Feldman, R. (2000). Educating social workers for an aging society: A vision for the 21st century. Journal ofSocial Work Education, 36(3), 521-538.

3 Rosen, A., & Zlotnik, J. (2001). Social work’s response to the growing older population. Generations, 25(1), 69-71.4 Dawson, S., & Surpin, R. (2001). Direct-care healthcare workers: You get what you pay for. Generations, 25(1), 23-28.5 Stone, R. (2001). Research on frontline workers in long-term care. Generations, 25(1), 49-57.6 Bonder, B., Martin, L., & Miracle, A. (2001). Achieving cultural competence: The challenge for clients and healthcare workers in a multicultural society. Generations,25(1), 35-42.

7 Blanchette, P., & Flynn, B. (2001). Geriatric medicine: An approaching crisis. Generations, 25(1), 80-84.8 U.S. Bureau of the Census. (2000). Census 2000 Summary File 1, Matrices P1, P3, P4, P8, P9, P12, P13, P17, P18, P19, P20, P23, P27, P28, P33, PCT5, PCT8,PCT11, PCT15, H1, H3, H4, H5, H11, and H12. Washington, DC: U.S. Government Printing Office.

9 Administration on Aging. (2000). A profile of older Americans: 2000 [Online]. Available: <www.aoa.gov/aoa/stats/profile/default.htm>10U.S. Bureau of the Census. (1996). Current population reports, Special studies, P23-190, 65+ in the United States. Washington, DC: U.S. Government Printing Office.11Lee, R., & Villa, V. (2000). Population Aging in California, Berkeley, CA: California Policy Research Center.12Lee, R., & Villa, V. (2000). Population Aging in California. Berkeley, CA: California Policy Research Center.13Challis, D. (1993). Case management in social and health care: Lessons from a United Kingdom program. Journal of Case Management, 2(3), 79-90.

Good case management requires complex skillsrequiring substantial training and expertise. Socialworkers are particularly well suited to provide thecase management and related services needed bydisabled older adults since their education andtraining focus on the complex nature of humanproblems, including the interface among physical,mental and social aspects of individuals.14-15 Socialworkers also are trained to assist clients and theirfamilies to navigate through the various fragment-ed, poorly coordinated, and complex health, men-tal health and social service systems .16-18

Impact of the Lack of Professionally TrainedPersonnel

Lack of professionally trained social workers has apotentially negative impact on aging services.Research suggests that workers lacking professionaltraining and skills may neglect essential aspects ofassessment and case management, such as clientself-determination and related ethical issues, possi-bly resulting in inadequate care plans that do notfully meet clients’ needs.19 In addition, workerswith less professional training may not be ade-quately prepared to handle difficult ethical issues,or to help clients navigate complex funding andservice delivery systems. Professionally trainedsocial workers, on the other hand, are more likelythan paraprofessionals to provide effective casemanagement services for clients with complexproblems.20-21

Aging Services Personnel in Public Social Services

Despite the increasing need for social workers inaging services, there is a substantial shortage ofsocial workers with professional training to workwith older clients, and most social workers lackadequate gerontological knowledge and skills. Ithas been estimated that 60,000 to 70,000 socialworkers are needed to provide aging services,22

whereas only about 5,000 of the 155,000 membersof the National Association of Social Workersclaim aging as their primary field of practice.23

Mo re ove r, only about 3% of social work studentss p e c i a l i ze in geriatric social work during their MSWtraining, and perhaps only another 2% take anyclasses at all in social work with older adults.24-25

Furthermore, the curricula of most social workschools lack adequate aging content,26 with themajority of social work programs offering fewerthan two elective courses related to aging.27

A statewide survey of personnel in California’spublic aging services departments, conducted bythe Center for the Advanced Study of AgingServices (CASAS) at the University of California,Berkeley, found substantial gaps in the professionaleducation and training of the state’s aging servicespersonnel. In adult protective services, whereadvanced assessment and intervention skills areneeded, only 42 percent of the workers had anM S W; 36 percent of other case managers had anM S W; 4 percent of In-home Su p p o rt Se rvices pro-


14Rosen, A., & Zlotnick, J. (2001). Social work’s response to the growing older population. Generations, 25(1), 69-71.15Vourlekis, B., & Greene, R. (Eds.). (1992). Social work case management. New York: Aldine De Gruyter.16Nelson, G. (1995). The field of adult services. In G.M. Nelson, A.C. Eller, D.W. Streets, & M.L. Morse (Eds.), The field of adult service: Social work practice and admin-

istration (pp. 3-16). Washington, DC: NASW Press.17Austin, C. (1990). Case management: Myths and realities. Families in Society: The Journal of Contemporary Human Services, 71(7), 398-407.18Lens, V., & Pollack, D. (1999). Welfare reform: Back to the future! Administration in Social Work, 23(2), 61-77.19Morrow-Howell, N. (1992). Clinical case management: The hallmark of gerontological social work. Geriatric Social Work Education, 18(3-4), 119-131.20Challis, D. (1999). Assessment and care management: Developments since the community care reforms. In Royal Commission on Long Term Care (Eds.), With

respect to old age: Long term care rights and responsibilities (pp. 69-86). England: Royal Commission on Long Term Care.21National Chronic Care Consortium. (2000). Case management: Methods and issues. Bloomington, MN: National Chronic Care Consortium.22National Institute on Aging. (1987). Personnel for health needs of the elderly through the year 2020. Bethesda, MD: Department of Health and Human Services, Public

Health Service.23Rosen, A., & Zlotnik, J. (2001). Social work’s response to the growing older population. Generations, 25(1), 69-71.24Scharlach, A., Damron-Rodriguez, J., Robinson, B., & Feldman, R. (2000). Educating social workers for an aging society: A vision for the 21st century. Journal of

Social Work Education, 36(3), 521-538.25Damron-Rodriguez, J., Villa, V., Tsent, H., & Lubben, J. (1997). Demographic and organizational influences on the development of Gerontological social work curricu-

lum. Gerontology & Geriatrics Education, 17(3), 3-18.26Scharlach, A., Damron-Rodriguez, J., Robinson, B., & Feldman, R. (2000). Educating social workers for an aging society: A vision for the 21st century. Journal of

Social Work Education, 36(3), 521-538.27Damron-Rodriguez, J., Villa, V., Tsent, H., & Lubben, J. (1997). Demographic and organizational influences on the development of Gerontological social work curricu-

lum. Gerontology & Geriatrics Education, 17(3), 3-18.


fessionals had an MSW; 6 percent of In f o r m a t i o nand Referral workers had an MSW; and 12 perc e n tof workers in various other programs had an MSW.

The lack of master’s level experience and trainingamong aging services workers was further demon-strated by the MSW requirements of vacant posi-tions. An MSW was required for only 35 percentof current APS vacancies and only 50 percent ofvacant case management positions. No MSW wasrequired for any of the vacancies in IHSS,Information and Referral, or other programs.When asked to identify the greatest barriers to hir-ing aging services personnel, 72% of respondentscited the lack of qualified applicants with gerontol-ogy experience and/or training. Respondents alsowere asked for policy and program recommenda-tions that would help to meet their agency’s cur-rent and future personnel needs in aging services.Many respondents suggested developing programsto recruit and train aging service workers, includ-ing increasing the emphasis on gerontology in uni-versity courses and programs. Also suggested werei n c e n t i ves and training programs for professional deve l-opment of existing staff with and without MSW’s .

Hartford Foundation Initiatives for StrengtheningSocial Work Training in Aging

The shortage of professionally trained social work e r swith knowledge and skills in aging services hasp rompted a number of recent efforts to improve there c ruitment and training of social work students tos e rve elderly populations. Fo remost among thesehas been the Geriatric Social Wo rk In i t i a t i ve of theJohn A. Ha rt f o rd Foundation of New Yo rk. In col-laboration with social work education programs theGeriatric Social Wo rk In i t i a t i ve seeks to enhance theg e rontology skills of current and future social work-ers through three main strategies: faculty deve l o p-ment, curriculum enhancement, and gero n t o l o g y -rich training experiences.

Hartford-sponsored faculty development initiativesinclude a Faculty Scholars Program, which pro-vides mentorship and gerontological research train-ing for promising new social work faculty, and aDoctoral Fellows Program, which offers doctoraldissertation grants, career guidance, professionaldevelopment and networking opportunities.Hartford-sponsored curriculum enhancement ini-tiatives include a Faculty Development Program,which offers one- and four-day institutes on devel-oping and implementing gerontological curricu-lum in social work courses; a Geriatric EnrichmentProgram, which supports gerontological curricu-lum transformation in 70 BSW and MSW pro-grams nationally; and the Council on Social WorkEducation (CSWE) Strengthening Aging andGerontology Education for Social Work Project(SAGE-SW), which provides educational resourcesand technical assistance to schools of social workto improve gerontological social work educationnationally. Finally, high-quality gerontology-richtraining experiences are promoted through thePracticum Partnership Project (PPP), which fostersdevelopment of local consortia among academicprograms and field training sites. The trainingmodel described in this manual reflects the experi-ences of one of the PPP consortia.

PERCENT MSW PERSONNEL, BY PROGRAM

PROGRAM % CURRENT STAFF

WITH MSW

Adult Protective Services 42%

In-home Supportive Services

(IHSS) 4%

Case Management 36%

Information and Referral 6%

Other 12%

Rationale

Public sector aging service systems comprise aunique array of programs and services for vulnera-ble older and disabled adults that are not ava i l a b l ee l s ew h e re in the community. Because these systemsconstitute a critical link in the social we l f a re sys-tem, it is essential that gerontological social work e r sunderstand the services provided by county depart-ments of adult and aging services (DAAS). This isvital for social workers that choose to work withinthese departments, as well as for those who work incommunity-based agencies. Ad d i t i o n a l l y, bro a dk n owledge of the aging public sector service systemwill greatly enhance social work e r s’ ability toassume leadership roles in the field. The need ford e veloping future leaders in aging who can meetthe challenges of our aging society is now widelyre c o g n i zed by state and county administrators, andsocial work training programs.

Goals and Objectives of the Curriculum

The overall goal of this training curriculum is toincrease the numbers of professional social workersable to provide effective service and leadership incounty departments of adult and aging services.

The objectives of the training curriculum are:

• To provide social work students with a range oflearning opportunities that will enable them todevelop effective social work practice skills witholder and disabled clients who are served byDAAS;

• To provide social work students with a compre-hensive understanding of the full range of pro-grams and services delivered by DAAS programs.

Overview of Training Methods

The training model incorporates two trainingmethods that are outlined briefly below, and dis-cussed in detail in the next section of the manual:

(1) Students learn social work practice skills work-ing under the supervision of a Field Instructorin a “Primary Program Area”;

Students are assigned to one county department ofadult and aging services for the entire academicyear where they develop specific social work prac-tice skills. Within the department, they areassigned to a Field Instructor in a PrimaryProgram Area (PPA), such as adult protective serv-ices or the public guardian. During the first sever-al weeks of their internship, students receive an in-depth orientation to their PPA in preparation forundertaking learning assignments that are devel-oped in conjunction with their Field Instructor.Later in the internship, students undertake case-work assignments or projects in their PPA. Theparticular learning assignments will vary depend-ing upon students’ specialization within theirschool.

(2) Students complete structured rotationsthrough all other DAAS programs.

In addition to developing practice skills in a partic-ular PPA, students also complete structured rota-tions through all DAAS program areas during thefirst half of the internship experience. The pur-pose of these rotations is to expose students to thefull range of DAAS programs and services beforethey assume primary responsibility for a caseloador a project.


Overview of the Training Curriculum

A. Primary Program Area

Selection of Primary Program Areas

The selection of specific Primary Program Areasdepends on two criteria: (1) availability of quali-fied Field Instructors; (2) availability of appropri-ate learning opportunities.

The overarching criterion for selecting PrimaryProgram Areas is their capacity to provide studentswith appropriate learning activities. This meansthat programs should be able to offer a range ofassignments that enable students to develop profes-sional practice skills and knowledge. In general,these skills include the ability to differentiallyassess the needs of individuals, groups and com-munities, and to develop appropriate interventionsto address those needs. An additional goal of thistraining curriculum is providing students with abroad exposure to a range of diverse elderly clients.

Each school has a written list of specific socialwork practice skills that it expects its students toacquire. Training Coordinators should work close-ly with the school’s field faculty to identify pro-grams that meet these expectations. Once poten-tial programs are identified, Training Coordinatorsshould consult with the managers of these pro-grams to discuss how student training can bedeveloped within each program.

Orientation to Primary Program Areas

Students begin in a Primary Program Area (PPA)for the first three to four weeks of their internship.This provides them with a “homebase” withinDAAS, and gives them with a context for learningabout other DAAS programs that will be intro-duced later through structured rotations. Thesefirst weeks in their PPA also provide an opport u n ity

to begin establishing relationships with their FieldInstructor and other program staff.

During these initial weeks, students complete atleast the following activities. These activities aretypically planned and implemented jointly by theTraining Coordinator and Field Instructors:

Student Assignments in Primary Program Areas

Students learn specific social work practice skills intheir assigned PPA by assuming responsibility for asmall client caseload and/or project under the dire c-tion of a Field In s t ru c t o r. Specific assignments willgenerally depend upon the particular methods ofpractice they have selected. “Di rect service stu-


Components of the Training Program

ORIENTATION ACTIVITIES

• Receive an overview of the Department as a whole

• Receive a basic orientation to the Primary ProgramArea including:

• Program goals/objectives• Organizational structure• Staffing• Clientele & eligibility criteria for services• Management information systems• Record keeping and documentation

requirements• Program budget and funding sources

• Meet PPA staff

• Accompany PPA staff on home visit(s)

• Observe at least one client intake and assessment

• Review policy and procedures manuals

• Attend relevant staff meetings

• Schedule/conduct interviews with key PPA staff

• Schedule site visits to agencies related to PPA

• Draft the Learning Contract with Field Instructor

d e n t s” focus on working directly with clients andtheir families, and typically assume responsibility fora small client caseload. “In d i rect service students,”on the other hand, focus primarily on manage-ment and administration, and typically areassigned projects that involve program develop-ment, evaluation, and/or policy analysis.

It is likely that most students accepted for intern-ship will be direct service students. Consequently,the materials developed for this curriculum focuson how casework assignments are organized. Inthe following sections, we provide guidelinesregarding:

• the types of clients to be assigned

• how to determine student caseloads

• factors to consider when determining caseloadassignments

• the sequencing of learning activities

• casework assignments in APS andMSSP/Linkages.

Types of clients students should be assigned:Both first and second year students should be pri-marily assigned clients representing a diversity ofcultural, racial, and ethnic backgrounds. The casemix should also include clients with a range ofsocial supports and needs, as well as a range ofcognitive, medical, psychosocial, and physicalissues.

A reasonable client caseload for a student to carry:The number of clients should be determined pri-marily by the Field Instructor, with input from theschool’s field faculty liaison. In general, secondyear students are expected to carry more clientsthan first year students because they are in the fieldmore days and are presumed to have a greater levelof knowledge and skill.


FACTORS TO BE CONSIDERED WHEN DETERMINING CASELOAD ASSIGNMENTS

• Is the student’s level of knowledge and skillappropriate for the assignment?

• How complex is the student's current caseload?

• What other field activities or assignments is thestudent involved in besides casework? (E.g.staff meetings, trainings)

• How much traveling time is involved in homevisiting? How familiar is the student with theagency's catchment area? How much additionaltime does the student need for travel if s/heuses public transportation?

• Is the student adequately prepared, ready andwilling to take on additional assignments?

FACTORS TO BE CONSIDERED WHEN SEQUENCING OF LEARNING ACTIVITIES

Step One: Students are provided with severalopportunities to observe other staff performinga variety of tasks, and are "debriefed" afterwardsby the Field Instructor and/or staff involved.These tasks include client intake, re/assessment,family conferences, care plan development,group treatment, and case presentations.

Step Two: Students are provided with severalopportunities to co-perform these tasks withstaff, and are "debriefed" afterwards by the FieldInstructor and/or staff involved. Examplesinclude co-conducting intakes and assessments,co-facilitating a family or group treatment meet-ing, and assisting with follow-up casework activ-ities such as locating resources to implement aclient’s care plan, as well as practice chartingand developing care plans.

Step Three: Students are provided with opportuni-ties to perform these tasks independently, withcontinuing supervision by the Field Instructor.


Guidelines for Case Assignments

Following are guidelines for making assignments in adult protective services and MSSP/Linkages, since thesePPAs are the most likely to host students. These guidelines are based on extensive student feedback regard-ing effective approaches to introducing and organizing casework assignments. Field Instructors can use thismaterial in structuring learning assignments, such as developing role plays and preparing supplemental read-ing for students.

GUIDELINES FOR CASEWORK ASSIGNMENTS

Casework Assignments in Adult Protective Services:

Students should receive independent assignments of at least one case of each of the following types:

• Self-neglect case

• Physical abuse case

• Financial abuse case

• Neglect case

• Care management case

Casework Assignments in MSSP/Linkages:

Students should receive independent assignments of at least one case of each of the following types:

• Case involving physical impairment

• Case involving cognitive impairment

• Case involving complex medical conditions

• Case involving nursing home placement or other discharge situation

These independent assignments should be made only after students have received a comprehensive orientation toprogram and role requirements and have shadowed at least one worker on a similar case. Students also shouldreceive comprehensive preparatory information about each case:

Preparatory Information

• Theoretical information about each type of case

• Indicators of each type of case

• Policies and procedures relevant to each type of case, including required paperwork

• Medical & psychosocial background information about each type of case, including medical terminology and pharmacology

• Assessment techniques and questions relevant to each type of case

• Appropriate goals and interventions for each type of case

• Factors which indicate the need for case management

• Types of resources available and most commonly used for each type of case

• Cultural factors/considerations relevant to each type of case

B. Program Rotations

After students complete their orientation to thebasic organizational and practice components oftheir Primary Program Area, they begin a series ofstructured rotations through the other programareas of the department. These rotations arescheduled intermittently throughout the firstsemester, alternating with students’ return to theirPrimary Program Areas for two or three weeksbefore the next rotation.

This intermittent scheduling of program rotationsthroughout the first semester is more effective forstudent learning than concentrating them all in thebeginning of the internship. This conclusion isbased on extensive student feedback over thecourse of the Hartford grant. The original curricu-lum clustered all of the rotations at the beginningof the first semester, based on the assumption thatstudents would need to be familiar with all DAASprograms before they began assignments in theirPPAs. However, students reported that complet-ing all rotations in the first several weeks was toomuch information delivered too soon. Mostimportantly, students reported that they lacked aframe of reference for understanding the informa-tion. The concentrated rotation schedule also pre-vented them from forming relationships with theirField Instructors until late in the first semester.

Each program rotation consists of a basic introduc-tion to the program. Instructional methods shouldbe balanced between didactic/information-givingand hands-on activities that directly expose stu-dents to the clientele and practical operations ofthe program area. In general, an overview of theprogram is first provided by the program director,and includes program goals/objectives, organiza-tional structure, funding sources and budget,staffing, clientele served, and program eligibilitycriteria and procedures. This information-giving isthen followed by a variety of activities such asaccompanying staff on home visits to observeintake, assessment and/or reassessment processes;making site visits to other agencies closely related

to the program area; reviewing client charts/files;and attending program staff meetings.

The length of each rotation may vary dependingon the complexity of the program area, the num-ber of activities scheduled, and the availability ofprogram staff to host students. For example, theIn-Home Supportive Services rotation may bescheduled over a period of one or two daysdepending on how many home visits are scheduledin addition to didactic presentations. In contrast,the public guardian rotation may take three or fourdays due to the comparative complexity of the pro-gram. A rule of thumb for planning the overalllength of a rotation is how long it will take tointroduce students to the basic components of theprogram.

Suggested Content of Program Rotations

Below are suggested outlines for structuring pro-gram rotations in DAAS programs, including AreaAgency on Aging, In-Home Supportive Services,Adult Protective Services, PublicGuardian/Conservator, and Multipurpose SeniorService Program.


PROGRAM ROTATION ACTIVITIES

Receive basic introduction to program including:

• Program goals/objectives

• Organizational structure

• Funding sources and budget

• Staffing

• Clientele served

• Eligibility criteria and procedures

Accompany staff on home visits

Make agency visits

Review client charts/files

Attend program staff meetings


AREA AGENCY ON AGING (AAA)

• Receive basic introduction to program including:




• Staffing


• Eligibility criteria for services

• Community needs-assessment process andarea plan

• Review AAA four-year plan

• Visit several contract/vendor programs

• Accompany staff on program monitoring visit(s)

• Observe senior Information and Assistance refer-ral process

• Attend public hearing and/or Commission onAging meeting

• Attend Board of Supervisors meeting if AAA is incounty system

• Attend program staff meeting

ADULT PROTECTIVE SERVICES (APS)


• APS authorizing legislation, particularly reporting requirements and abuse definitions




• Staffing



• Review several client files

• Accompany staff on home visit(s)to observeintake and assessment process

• Make site visits to a agencies closely related toprogram (e.g. Ombudsman office, Elder AbusePrevention program, District Attorney’s office, etc).

• Attend Multidisciplinary Team (MDT) meeting


IN-HOME SUPPORTIVE SERVICES (IHSS)





• Staffing



• Review a client chart to become familiar withrecords required

• Accompany staff on home visit(s)to observeintake and assessment process

• Make site visit to an agency closely related to program (e.g. Choreworker Registry)

• Review several client charts/files


• Attend Public Authority meeting

PUBLIC GUARDIAN/CONSERVATOR PROGRAM (PG)


• Relevant state statutes re: probate and LPS conservatorship




• Staffing



• Accompany staff on home visit(s)to observe intakeand assessment process

• Make site visits to agencies closely related to pro-gram (e.g. court investigator office, private con-servatorship program)

• Review several client files

• Attend conservatorship court hearing

• Attend LPS hearing


Implementing the Program Rotations

The program rotations are perhaps the most com-plicated aspect of the training curriculum, especial-ly if students come from different schools with dif-ferent field schedules. With this in mind, we offerthe following suggestions:

Some tips regarding program rotations:

• For each program rotation, a lead staff personshould be identified who will oversee students’activities during the rotation period. TrainingCoordinators should confirm the rotation sched-ule with the lead person in each program areashortly before students are scheduled in order toconfirm plans.

• Students should receive a written schedule ofactivities with contact persons and locations ofmeetings, etc. This might be in the form of achecklist which students initial or check off asthey complete the activities. All program staffthat will be involved with the students duringthe rotation should also receive a copy of theschedule. A sample rotation schedule is includedin Appendix A.

• At the beginning of each program rotation, stu-dents should be given a basic introduction to the

program area, followed by various activities thatillustrate the introductory information.

• Program rotations should include opportunitiesfor students to accompany staff on home visitswhenever possible. This recommendation isbased on extensive student feedback that identi-fied home visits as one of their most importantlearning activities.

• Students often need assistance arranging toaccompany staff, especially in the early weeks oftheir internships when they are unfamiliar withstaff, and/or unsure how to make these arrange-ments themselves. Consequently, TrainingCoordinators or other staff should directly linkstudents to cooperative staff who will take themout on home visits.

• Students should prepare for home visits before-hand by reviewing client files and discussing thepurpose of the visit. If possible, students shouldbe debriefed after visits regarding their observa-tions, questions, and reactions.

• At the end of each rotation period, studentsshould have an opportunity to debrief with theTraining Coordinator and/or program staff. T h e s edebriefings are particularly useful in helping stu-dents process their experiences, and also in prov i d-ing information for improving future rotations.


MULTI-PURPOSE SENIOR SERVICE PROGRAM (MSSP)





• Staffing



• Accompany staff on home visit(s)to observe intake, assessment and/or reassessment process

• Make site visit to agencies closely related to program (e.g. adult day health care center, nursing home, Board & Care)

• Review several client charts/files

• Attend program staff meeting if possible

A. Training Coordinators

Training Coordinators are agency staff who areresponsible for coordinating and overseeing allaspects of student training. This typically includesidentifying specific program areas for internships,recruiting Field Instructors, serving as liaison toschools, and planning student orientation activi-ties. This coordinating position is crucial whenthere are multiple student interns, and/or severalprograms involved in the training.

Because a central feature of this training programis the use of rotations through all DAAS programareas, the appointment of a Training Coordinatoris essential to its success. Implementing rotationsrequires considerable time and effort in planningand coordinating across program areas, as well asthe authority within the agency to collaborate withmanagers of these programs. These activities aretypically not possible for individual FieldInstructors in a specific program area, who general-ly lack needed authority or access to other programmanagers.

Most DAAS have not previously had TrainingCoordinators due to their current lack of emphasison student training. Therefore, it is essential forsocial work programs to take an active role inadvocating for these appointments with DAASdirectors. Reallocating staff time to a new func-tion may be a challenging task for DAAS directors,particularly in times of scarce resources.

Typically, Training Coordinators have other jobduties, and devote only a portion of their time tostudent training. Estimates of the time required toperform training coordination activities are givenbelow, although actual time may vary from agencyto agency:


Training Coordinator and Field Instructor Responsibilities

TRAINING COORDINATION ACTIVITIES

(1) Identifying potential internships within the agency,including collaborating with program supervisors,recruiting qualified field instructors, and draftinginternship descriptions (8 hours)

(2) Conferring with Schools related to student place-ment process, including providing updated infor-mation about available internships, arranging forand/or conducting student interviews, providingfeedback to schools about student selections (3hours per student)

(3) Planning student orientation activities, including coor-dinating with other programs within the agency andwith other programs outside the agency (15-20 hours) NOTE: If orientation activities include structuredrotations through other program areas, add anadditional 5 hours per program rotation; if onlyupdating already established program rotationschedules, add 2 hours per program rotation.

(4) Coordinating with appropriate departments toinsure students’ compliance with required agencypaperwork and regulations, such as criminal clear-ances/fingerprinting, medical examinations, immu-nizations, personnel paperwork, etc. (1-2 hoursper student)

(5) Arranging office space, telephone and other equip-ment, supplies, computer access, etc. (1-2 hoursper student)

(6) Monitoring the overall training experiences of stu-dents and field instructors, and providing routinesupport and/or problemsolving as needed (1-2 hoursper month for each student/field instructor dyad)NOTE: If student has special needs or encountersunusual problems, add additional time.

(7) Orienting new field instructors and their supervi-sors (4 hours per Field Instructor)

(8) Attending professional development seminarsand/or meetings related to student training (4-8 hours)

Several factors are important for ensuring the suc-cess of the Training Coordinator’s efforts. Inselecting Training Coordinators, their positionswithin DAAS are an important consideration. Ingeneral, those Training Coordinators who are sen-ior managers or supervisors are best able to crossprogram lines in order to garner the necessarycooperation for planning and implementing rota-tions. Other selection considerations include theoverall quality of their working relationships withother programs, and the comprehensiveness oftheir knowledge about the department and staff.It also is vital that Training Coordinators havestrong and visible support from DAAS directors inorder to carry out these activities, particularly forthe first year or two as the Department institution-alizes student training.

Schools should be prepared to provide training,technical assistance and support to the newTraining Coordinators as they develop this impor-tant function. This may include special training,and provision of resource materials such as booksand videos. Schools can also convene periodicmeetings with other Training Coordinators so thatthey have a forum for supporting each other, andfor sharing ideas.

B. Field Instructors

Field Instructor Responsibilities

All professional social work fieldwork programs usethe model of matching each student to a FieldInstructor who is responsible for guiding, mentor-ing, supporting and evaluating the studentthroughout the internship. Field Instructors formthe heart of any training program.

Traditionally, Field Instructors have primaryresponsibility for planning, coordinating, and eval-uating student learning activities for the entire

year. These are always challenging roles, requiringan understanding of adult learning styles, as well asthe appropriate selection, pacing and sequencingof assignments for each student’s skill level andreadiness. This training model brings new chal-lenges due to the scheduling of program rotationsthat interrupt the traditional flow of student/FieldInstructor interactions and work on assignments.

A particular planning challenge is identifying thekind of case or project assignment that can begiven to students who will be gone for one, two orthree days every few weeks while completing rota-tions. Due to this rotation feature, direct servicestudents generally co-work cases with other stafflonger than they may do in more traditional mod-els, and independent casework may be delayeduntil the second half of the internship experience.In addition, students are generally not assigned cri-sis cases or other time-intensive work since theymay not be available to respond as needed and/orcomply with deadlines for required paperwork.The impact of rotation scheduling is perhaps lessproblematic for indirect service students who maybe better able to coordinate project assignmentsaround rotations.

Recruiting Field Instructors

Identification and selection of Field In s t ru c t o r swithin the Pr i m a ry Program Areas is a critical com-ponent in implementing the training program. T h ecriteria for selecting Field In s t ructors are establishedby the Council on Social Wo rk Education, whicha c c redits schools of social work. For MSW training,the basic criteria include having a master’s degree insocial work, having been out of graduate school forat least two years, and having been on staff for a suf-ficient length of time to thoroughly understandtheir work. Schools may add additional re q u i re-ments. The following is a complete list of selectioncriteria developed by CSWTA :


Training Coordinators typically have the primaryresponsibility for identifying and recruiting FieldInstructors. In this process, Training Coordinatorsgenerally work collaboratively with program super-visors who can assess which staff have the requiredqualifications, temperament, and experience towork with students. In addition to identifyingpotential Field Instructors, supervisors are often inthe best position to personally recruit them, andhave the authority to adjust their work schedules ifneeded. Alternately, Training Coordinators maydo the formal recruitment with permission frommanagers.

To facilitate recruitment of Field Instructors,CSWTA has developed detailed guidelines aboutthe role and activities of Field Instructors, includ-

ing time projections for each activity. Theseguidelines are very useful in recruiting and orient-ing new Field Instructors, who often overestimateor underestimate the amount of time and effortrequired. They are also useful in giving supervisorsa realistic understanding of the scope of the workexpected of Field Instructors. This is crucialbecause Field Instructors typically carry their ownclient caseloads, and must have adequate releasetime to work with students. Consequently, it isessential that Training Coordinators and schoolfield faculty address these caseload issues directlywith DAAS directors, program administrators andsupervisors early in the recruitment process,because union contracts in some counties specifythat work assignments cannot be altered withoutformal union negotiations.


GUIDELINES FOR SELECTING FIELD INSTRUCTORS

• a Master’s degree from an accredited school of social work*

• a minimum of two years postgraduate work experience in the area in which s/he is supervising

• has been on staff for a sufficient period of time to have acquired a thorough understanding of their job, and theoperations of the program

• is available to provide weekly field instruction meetings with the student (generally 60 minutes)

• an ongoing commitment to professional social work education

• knowledge of the agency, its policies, procedures and its relation to the community

• willingness to participate in training and other field events, and to work with the School’s field faculty liaisonthroughout the field education process

• an understanding of adult learning styles

• the ability to provide structured learning experiences

• experience and knowledge of the aging process

*NOTE: Agency staff who do not have an MSW but who have other relevant Master’s degrees and meet all other criteria above may be granted exceptional permission by the School to serve as Field Instructors for indirect serv i c es t udents only.)


ESTIMATE OF FIELD INSTRUCTOR’S TIME

N O T E: The following time estimates include basic field instruction activities for one student for 30 weeks. Additionaltime may be required if the student has special instructional needs or if the Field Instructor assists 2nd year studentswith their required research project. Time estimates are broken down in two ways: by type of activity, and semesterby semester. Together, all of these activities total approximately 106 hours for the entire school year.

Estimated Time by Type of Activity:

Administrative activities: (31 hours)

• Attending field instructor training: 8 hours• Pre-planning for student’s arrival: 4 hours

• Preparing/coordinating orientation activities: 6 hours

• Developing the learning contract: 4 hours

• Conducting mid-term and end-of-term student evaluations: 6 hours

• Coordinating/attending site visits by school liaison: 3 hours

Supervision activities: (75 hours)

• Scheduled weekly instruction/supervision sessions (60 minutes/week): 30 hours• Unscheduled instruction/supervision (60 minutes/week): 30 hours

• Reviewing student’s documentation: 15 hours

Estimated Time by Semester:

Fall semester: (60 hours)

• Attending field instructor training: 4 hours

• Pre-planning for student’s arrival: 4 hours

• Preparing/coordinating orientation activities: 6 hours

• Developing the learning contract: 4 hours

• Conducting mid-term student evaluation: 3 hours

• Coordinating/attending site visits by school liaison: 1.5 hours

• Scheduled weekly instruction/supervision session (60 minutes/week): 15 hours

• Unscheduled instruction supervision (60 minutes/week): 15 hours

• Reviewing student’s documentation: 7.5 hours

Spring semester: (46 hours)• Attending field instructor training: 4 hours

• Conducting end-of-term student evaluation: 3 hours

• Coordinating/attending site visits by school liaison: 1.5 hours

• Scheduled weekly instruction/supervision sessions (60 minutes/week): 15 hours

• Unscheduled instruction supervision (60 minutes/week): 15 hours

• Reviewing student’s documentation: 7.5 hours

Other strategies that are effective in both re c ru i t-ing and retaining Field In s t ructors include specialrecognition and training. Schools can issue cer-tificates of appreciation to Field In s t ructors, andsend annual letters of commendation to theirs u p e rvisors, DAAS directors, and the HR officefor their personnel files. The schools can also pro-vide special recognition at school functions and in

n ewsletters, and also encourage DAAS to re c o g-n i ze their work in similar ways within the agency.Schools can also provide Field In s t ructors withspecial orientation and training, as well as invitethem to student seminars and other school lec-t u res and events, for which they might re c e i vecontinuing education credits. The following is asample letter of commendation:


SAMPLE FIELD INSTRUCTOR COMMENDATION LETTER

_____________________________________________, Executive Director

County of ____________________, Department of Adult & Aging Services

25 Main Street, Suite 650

San Francisco, CA 94102

Dear ________________________________________,

On behalf of the School of Social Welfare, we would like to commend ____________________________ for her

invaluable participation during the past year as a Field Instructor. ___________________________’s contributions

included interviewing and selecting potential students, mentoring the students and facilitating their learning experi-

ences. Specifically, this involved developing and overseeing a learning contract with the student; providing the stu-

dent and student’s school with mid-term and final evaluations; providing regular weekly instruction, supervision,

and consultation to her student regarding assigned casework, as well as ongoing support and encouragement.

Field Instructors are the backbone of MSW training programs, and it is only because of

_______________________’s commitment to professional training and willingness to add this extra activity to her

job duties that we have been able to implement this training program. Her excellent mentorship has given her stu-

dent an invaluable gift of experience and expertise that will significantly enhance our community’s ability serve its

older adults. With your continued encouragement and support of her role as a field instructor, we hope that others

will follow her example in shaping the next generation of gerontological social workers.

Sincerely,

cc: to Field Instructor

to Field Instructor’s supervisor

Availability of Qualified Field Instructors

The availability of qualified Field Instructors varieswidely in DAAS, and is the most significant chal-lenge in implementing the training model. Thesevariations stem partly from divergent civil servicestaffing requirements across counties. Job classifi-cations and educational requirements vary widelyfor the same type of job. Consequently, someDAAS have more professional social workers and agreater capacity for training MSW students thanothers. For example, not all adult protective serv-ice programs require their staff to have MSWdegrees, and therefore lack the capacity to trainMSW students.

If program areas lack qualified Field Instructors,alternative approaches might be implemented.These include the recruitment of MSWs fromother programs within DAAS or from affiliatedagencies that agree to serve as Field Instructors.This approach requires that they work closely withthe program supervisor or other program staff toensure that students receive adequate supervisionfor task assignments. Another alternative is havingfield faculty from affiliated social work programsprovide the required student supervision. This istypically an interim arrangement until MSW FieldInstructors are available in the agency.

Training for Field Instructors

Field In s t ructors need training and support fro mschools of social work. This is particularly impor-tant for helping new Field In s t ructors understandtheir instructional roles, and how to effectively workwith students. Schools also provide faculty liaisonswho work with Field In s t ructors and students, andp rovide general oversight of the internship. T h e i rspecific responsibilities va ry somewhat from schoolto school, and may include approving learning con-tracts, re v i ewing student performance eva l u a t i o n s ,making visits to the agencies, and providing consul-

tation and problem solving to Field In s t ructors andstudents. New Field In s t ructors often re q u i re spe-cial guidance and support from faculty liaisons asthey learn their new training roles. The following isa sample training curriculum for Field Instructors:


SAMPLE TRAINING OUTLINE FOR FIELD INSTRUCTORS

Theories of Adult Learning and ExperientialLearning

Role of the Field Instructor

• creating and maintaining an effective learningenvironment

• student orientation

• planning the learning contract

• evaluating student performance

• teaching theory, practice and cultural competence

• mentoring and modeling

Teaching Tools for Field Instruction

• individual and group supervision

• indirect methods of instruction (e.g. use ofprocess recording, audio and video recording)

• direct methods of instruction (e.g. sitting-in, co-w o r king; role playing)

Introduction to Student Competencies in Aging

• Implications for student assignments

• Implications for student performance evaluations

Guidelines for Developing Student Assignments

Recruiting, Interviewing and Selecting MSW Students

Schools of social work use a variety of methods formatching students with internship opportunities.Schools typically develop a list of approved intern-ships, in order to inform students about availableoptions. After reviewing the information, studentsand/or their faculty field liaison select one or moreinternships that match the student’s individualinterests and educational goals of each student.Students then interview at selected agencies. Afterthe interviews, agencies inform students and/or theschools if they are acceptable, and students alsogive feedback to the agency and their school aboutwhich internship they prefer.

Central to the recruitment process is how schoolsdisseminate information about the prospectiveinternships. Effective methods include electronicweb pages, individual meetings with field facultyto discuss potential internships, and internship“fairs” where agency staff discuss specific intern-ships with students. Of these methods, personalcontact with prospective students is particularlyeffective through internship fairs and/or meetingswith agency representatives who explain the train-ing opportunities and personally encourage stu-dents to apply. In this regard, it is highly recom-mended that students have opportunities to meetDAAS staff and learn about their work, particular-ly because students often have inaccurate informa-tion about public aging services. This can also beaccomplished by inviting DAAS staff to speak toclasses and field seminars, and arranging site visitsto DAAS.

The type of information about internship optionsthat is made available to prospective students isanother important consideration. Typically, stu-dents review a vast amount of written information

about many agencies in order to make internshipselections. Consequently, detailed, interesting, andcompelling internship descriptions tend to getnoticed and selected.

Other information that should also be included isthe clientele served, special requirements, andadditional training support provided such asstipends, seminars, etc. Additional informationcan also be provided to prospective students bystudents who either are currently in DAAS intern-ships or have already completed them. This allowsprospective students to obtain firsthand informa-tion from their peers. Additionally, written stu-dent evaluations about their experiences in DAASsettings should also be made available to prospec-tive students.

Students who completed the CSWTA trainingconsistently commented that they were initiallyattracted to the training model because it appearedto be comprehensive and well organized. Animportant component of this was the use of a stan-dard DAAS internship application form is anotherconsideration in recruiting students.

Students often report that internship applicationssend a message that the agency is organized andtakes the process of student recruitment and selec-tion seriously. At a minimum, the applicationshould include questions about the student’s pro-fessional goals, prior experience with older adults,and expectations about the internship. This infor-mation can be used by DAAS staff to screen appli-cants for a minimum level of skill and knowledgebefore selecting applicants for in-person interviews.These questions also give students an idea of whatto expect at the interviews, and help them to pre-pare. Applications also provide the opportunity toinclude additional detailed information aboutDAAS placements, including descriptions of all the


Student Recruitment and Curricular Support


SAMPLE DESCRIPTION OF STUDENT INTERNSHIP

Name of Department _______________________________________________________________________

Name of Primary Program Area for Student Assignment (e.g. MSSP, AAA, APS)

__________________________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Mailing Address of Program _________________________________________________________ _ _ _ _ _ _ _ _ _ _

Contact person for Program:

Name:__________________________________________________Title:____________________________

Phone:____________________________ E-mail _______________________________________________

Address:________________________________________________________________________________

( 1 ) List the MSW Field Instructor(s) for this placement. (NOTE: Please attach current resume for each Field Instructor listed.)

(2)Indicate the number of student internships available in this program area by student year and method of practice:

________Number of internships available for Direct Service Students

______1st year students ______2nd year students

________Number of internships available for Indirect Service Students

______1st year students ______2nd year students

(3) Indicate any special requirements for these internships: ____ medical exam Do you provide the exam? ___YES ___NO____TB screen Do you provide the test? ___YES ___NO____criminal records check: Do you provide this? ___YES ___NO____valid driver’s license____access to own car for home visits ____language ability: List language(s) required_______________________________required meetings/trainings: List days/times_______________________________________other requirements: _________________________________________________________

(4) Decribe the clientele served by this program:

(5) List the learning activities in which the student would participate, including staff/agency meetings,trainings/dates, etc:

(6) List other information about this internship that students might find interesting and/or helpful in selecting thisplacement:

Person completing this form:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Telephone number: _______________________E-mail_______________________________Date:_ _ _ _ _ _ _ _ _ _ _


programs to which the students will be exposed. Ifthere is more than one DAAS that provides intern-ships in a region, a standard application might be

developed that also includes information about allof the available DAAS internships. The followingis a sample internship application:

SAMPLE STUDENT INTERNSHIP APPLICATION FOR DEPARTMENTS OF ADULT & AGING SERVICES

DEADLINE TO SUBMIT APPLICATION TO FIELD OFFICE: [Date]

Student Name____________________________________________________________ Date_________________

Student’s Mailing address________________________________________________________________________

Student’s Phone number _______________________________ E-mail___________________________________

I am enrolled at: ____________________________________________________________________ [School]

in the following practice area or method______________________________ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Indicate to which county/counties you are applying, and in which programs within each county you are most interested:

County: ____________________

APS PG AAA Linkages MSSP

Instructions:Please attach your resume to this form, and respond to the following questions (1-2 paragraphs for each section; allsections not to exceed 3 pages). Submit three copies of this application and your resume to your Field Director by[date]. You will be notified the following week if you have been selected to interview at the agency. All approved inter-views must be completed by [date]. Placements assignments will be confirmed by the week of [date].

PROFESSIONAL GOALS:What are your professional goals?

STATEMENT OF INTENT:What do you expect to learn by working in a department of adult and aging services?Be as specific as you can about your learning goals and objectives.

EXPERIENCE WITH OLDER ADULTS:What prior experience do you have working with older adults and their families? (Include all relevant personal, volunteer, and/or work experience)

PRIOR TRAINING OR COURSE WORK IN AGINGWhat training and/or course work in aging have you completed? (Specify date, length, where taken, and brief descrip-tion of the training and/or course work.)

LEARNING/SUPERVISION:What are your expectations regarding field supervision?Describe how you learn best, and how your field supervisor can facilitate this process.

NOTE: This information will be used by internship site in its student selection process.

The agency interv i ew itself is another important fac-tor in re c ruiting students. St u d e n t s’ impre s s i o n sabout staff, and the availability of potential learningo p p o rtunities gained through the interv i ew, are crit-ical in their selection of internships. Poor interv i ewexperiences typically result in students going toother agencies. Indeed, data analysis of the inter-v i ew process for applicants to CSWTA internshipsre vealed that almost 15% of all applicants ultimatelyselected other non-DAAS internships after theiri n t e rv i ew due to poor interv i ew experiences.

An example of poor interviewing technique is theinterviewer’s use of “employee” instead of “stu-dent,” which gives students the impression thatthey may just be substituting for employees ratherthan being regarded as learners. Another problemcommonly identified by students is a non-directiveinterviewing style where students are not askedquestions. This gives the impression that inter-viewers are not prepared and/or not interested inthe student. In order to maximize recruitment ofapplicants, schools need to help interviewers utilizeappropriate interviewing techniques. In addition,agency interviewers need to prepare interviewquestions and an interview format that makes stu-dents feel welcome and wanted.


SAMPLE QUESTIONS FOR STUDENT INTERVIEWS

1) What drew you to social work?

2) What were you doing before coming toschool?

3) What is your experience working withclients?

4) What is your experience working in a socialservice agency?

5) What are your short/long term career goals?

6) Why are you interested in this placement?

7) What are your learning goals, i.e. what skillsand knowledge do you want to acquire atthis internship?

8) What do you expect to learn at this internship?

9) What are your expectations of field supervision?

10) What is your learning style/how do you learn best?


Curricular support should be provided to studentsin DAAS internships to enhance their ability towork effectively with elderly clients and their fami-lies. Schools have the primary responsibility forproviding aging content in all courses, and foroffering courses that focus on this population.Indeed, recent California legislation requires thatall college-level health and human services pro-grams offer content in aging (AB 2202).

If schools do not offer aging courses or seminars,students can be re f e r red to other departments oncampus or community education offerings that pro-vide instruction in these areas. Other appro a c h e sinclude web-based materials, and library re s o u rc e ssuch as journals, books, and videos on aging thatstudents can borrow. Students should also beencouraged to attend special seminars and work-shops that are offered in the community. Schoolscan facilitate this by serving as a clearinghouse ofinformation. Agencies can also provide tuition forinterns to attend these events when possible.

Development of curricular materials is greatlyenhanced when Training Coordinators and FieldInstructors are included in the process. They pro-vide current perspectives on specific areas to be

addressed, as well as how these areas are related topublic sector service delivery. Additionally, theycan also be invited to serve on field advisory com-mittees and as classroom speakers. In so doing,social work educational curricula can be helped toreflect the latest developments and current issuesin social work practice in aging services.

The following topic areas we re found to be part i c u-larly effective in supporting students’ work in DAAS:

• An Overview of the Aging Services Network

• The Aging Process

• Health and Illness in Later Life

• Cognitive Changes in Later life

• Competency Determination & InformedConsent

• Mental Illness in the Elderly

• Cultural Competence in Work with OlderAdults

• Careers in Aging

Sample outlines for seminars based on each ofthese topics are presented on the following pages:

Curricular Support to Students


SEMINAR OUTLINE:AN OVERVIEW OF THE AGING SERVICES NETWORK

FEDERAL PROGRAMS FOR OLDER ADULTS

I. Department of Health ServicesA. Administration on AgingB. Health Care Financing Administration

• Medicare• Medi-Cal

II. Social Security AdministrationA. Social SecurityB. Disability InsuranceC. Supplemental Social Insurance

III.Department of Housing and Urban DevelopmentA. Public Housing AuthoritiesB. Section 8 Housing programs

IV. Department of Veterans AffairsA. In-Patient ServicesB. Out-Patient ServicesC. Social Services

CALIFORNIA LONG TERM CARE PROGRAMS

I. Department of Health ServicesA. Office of Long Term CareB. On Lok/Programs for All Inclusive Care for

the ElderlyC. Social Health Maintenance OrganizationsD. Medi-Cal DivisionE. Licensing & Certification Division

II. Department of Social ServicesA. Adult Protective ServicesB. In-Home Supportive ServicesC. Supplemental Security Income/State

Supplemental Payment Program

III.Department of Mental HealthA. Caregiver Resource CentersB. Community Mental Health Services

IV. Department of AgingA. Office of Long Term Care OmbudsmanB. Long Term Care ServicesC. Community ServicesD. Medi-Cal Services

V. Social Changes• Retirement• Social Networks

SEMINAR OUTLINE:THE AGING PROCESS

I. Theories about the Aging Process

II. The Physiology of Aging• Cardiovascular• Respiratory• Skeletal• Musculature• Organ Systems

III.Sensory Changes• Hearing• Vision• Taste/Smell• Touch/Tactile

IV. Psychological & Cognitive Changes• Memory• Learning• Reasoning & Judgment• Psychological Wellbeing


SEMINAR OUTLINE:HEALTH AND ILLNESS IN LATER LIFE

I. Chronic Illness vs Acute IllnessA. DefinitionsB. Difference in Treatment Approaches

• Care vs. Cure• Patient/Doctor Collaboration• Patient Education• Family Involvement

II. Functional StatusA. Definitions

• Activities of Daily Living• Instrumental Activities of Daily Living

B. Tools for Measuring Functional Status

III.Common Medical Conditions in Later Life• Cardiovascular• Respiratory• Skeletal• Muscular• Organ Systems

IV. Medications in Later Life• Common Prescription Medications• Over-the-counter Drugs• Drug Interactions• Medication Management Tips

V. Staying Well in Later Life• Diet• Exercise• Alcohol Use• Social Involvement• Spirituality

SEMINAR OUTLINE: COGNITIVE CHANGES IN LATER LIFE

I. Normal Cognitive ChangesA. MemoryB. LearningC. Reasoning & Judgment

II. Abnormal Cognitive ChangesA. Reversible dementiasB. Non-reversible dementiasC. Differential diagnosis (depression vs dementia

vs delirium)

III. Mental Status ExamsA. Types of ExamsB. Uses and Abuses

IV. Treatments & Interventions for Cognitive ChangesA. Reversible DementiasB. Non-reversible dementiasC. Family Interventions


SEMINAR OUTLINE:MENTAL ILLNESS IN THE ELDERLY

I. Mental Health and Aging: Then and Now

II. Differences between Younger and Older Adults

III.Rates & Risk Factors of Mental Illnesses forthe Elderly

IV. Common Mental Illnesses & Treatment Modalities:• Depression • Anxiety• Psychosis

V. The Social Worker’s Role• Interventions• Assessment• Making Referrals

SEMINAR OUTLINE:CULTURAL COMPETENCE IN WORKING

WITH OLDER ADULTS

I. What is "cultural competence?"

II. What cultural information is relevant in working with older adults?

A. African and African-American culturesB. Latin culturesC. Asian culturesD. European cultures

III.What developmental issues in later life havespecial cultural dimensions?

A. Death and dyingB. Help seeking and dependencyC. Caregiving and family responsibilityD. Physical illnessE. Mental illnessF. Cognitive impairment

IV. What are specific cultural competencies insocial work practice that have special culturaldimensions?

A. Establishing relationshipsB. Interviewing/assessmentC. Planning and implementing treatment

plansD. Termination

V. Special ConsiderationsA. Working with translatorsB. Language and terminology

SEMINAR OUTLINE:COMPETENCE DETERMINATION

& INFORMED CONSENT

I. Defining Competence

II. When/Why is Competence an Issue?

III.Assessing Competence• Assessment Tools• Levels of Competence

IV. Competency and Informed Consent• Ethical Foundations• The Practice & Process of Informed Consent• Criteria for Assessing Competence to Consent

• Informability• Cognitive and Affective Ability• Resolution/Recounting/Resignation


SEMINAR OUTLINE:CAREERS IN AGING

I. Types of Gerontology Agency Settings & Social Service JobsA. HealthCareB. Mental HealthC. Senior HousingD. AdvocacyE. Wellness/Prevention ProgramsF. Caregiver Support ProgramsG. Public Sector Aging Service

II. Public Sector/Civil Service EmploymentA. Each county is differentB. Hiring processesC. Job classificationsD. Finding out about civil service jobsE. Civil service examinations

III.Getting a Job in AgingA. Clarifying your career goals B. Assessing your personal attributes and

professional skillsC. Developing a job hunting planD. Finding out about jobs in aging

� • Informational interviews� • Networking� • Published resources

E. Preparing your resumeF. Interviews

IV. Continuing Education Resources in Aging

As noted above, the overall goal of this trainingcurriculum is to increase the numbers of profes-sional social workers trained to provide effectiveservice and leadership in county departments ofadult and aging services. In particular, this train-ing curriculum is designed to promote achieve-ment of the following objectives:

1. Improve social work students’ ability to practiceeffectively with elderly and disabled clients;

2. Increase students’ knowledge and understandingof aging programs and services;

3. Increase the number of social work studentstrained in DAAS;

4. Increase the number of students studying gerontology in Schools of Social Work.

To ensure that the training is achieving these goals,an evaluation should be built into the developmentand implementation of the training curriculum.This evaluation should assess the adequacy of thetraining process as well as the extent to which thetraining is producing the intended effects. Takentogether, this information can enable programplanners to make timely revisions to maximize theeffectiveness of the program.

Information should be gathered from all stake-holders, including students, departmental fieldinstructors, and social work field faculty, using acombination of written evaluations, informal focusgroups, and individual informational interviews.Ideally, information should be gathered at severalpoints in the year, so that adjustments can bemade if necessary.

Recommended evaluation components include thefollowing:

Students:

As part of the orientation process and again at theend of the training period, students could com-plete a written questionnaire that assesses: (1)knowledge and understanding of aging programsand services; (2) self-perceived competence insocial work with older adults; (3) career interests inaging services.

Knowledge of aging programs and services mightbe assessed by asking students to provide defini-tions of common aging programs, such as the fol-lowing:

Definitions:

AAAAPSHICAPRCFEMSSPIHSSPCSPLinkagesPublic GuardianLPS ConservatorshipMedicare Part AMedicare Part B

A useful tool for evaluating students’ self-ratedgerontological social work competence has beendeveloped by the Council on Social WorkEducation in conjunction with the John A.Hartford Foundation Practicum partnership proj-ects (see Appendix A). Among other uses, theseself-ratings can assist students and field instructorsto assess students’ strengths and weaknesses at thebeginning of the training period, identify areas forgrowth and development, and evaluate students’progress in improving competence at the end of


Evaluation

the training period. Career interests might be eval-uated by asking students to rate the likelihood thatthey will work professionally with elderly clients,and in public aging services, upon completion oftheir MSW. Differences between scores before andafter participation in the training program couldeasily be tabulated.

In addition, at the end of the training program,students could be asked to complete a brief writtenquestionnaire regarding their satisfaction with spe-cific aspects of the curriculum (see Sample StudentSatisfaction Survey, Appendix B). Focus groups orindividual interviews could be held with studentsto gather information regarding their overall expe-riences in the training program, with particularemphasis on components they found most reward-ing and specific recommendations for improve-ment. These meetings should be held at the end ofthe training experience, and also informally at sev-eral points during the year.

Departmental Field Instructors:

On a yearly basis, field instructors could be asked tocomplete a brief written questionnaire re g a rding theirsatisfaction with specific aspects of the training cur-riculum (see Sample Field In s t ructor Sa t i s f a c t i o nSu rve y, Appendix C). In addition, focus groups orindividual interv i ews could be held with field instru c-

tors, program managers, and other cognizant depart-mental personnel to gather information re g a rd i n gtheir overall experiences with the training pro g r a m ,including the impact of the program on the DAAS’ability to provide effective services to its clients, chal-lenges in implementing the training curriculum, andrecommendations for curricular modifications. T h e s emeetings should be held at least annually, and pre f e r-ably more often on an informal basis.

Social Work Field Faculty:

On a yearly basis, field faculty from participatingschools of social work could be asked to completea brief written questionnaire summarizing thenumbers of students receiving education or train-ing in aging services, including students specializ-ing in gerontology, taking aging-related courses,doing field placements in settings serving olderadults, or doing field placements specifically inpublic services with older adults. In addition,focus groups or individual interviews could be heldwith field faculty, to gather information regardingtheir overall experiences with the training program,including any ways in which the program hasimplemented the academic curriculum, challengesin implementing the training curriculum, and rec-ommendations for curricular modifications. Thesemeetings should be held at least annually, andpreferably more often on an informal basis.


The training curriculum presented in this manualis designed to assist Departments of Adult andAging Services and social work education programsto improve their capacity to train social workers towork effectively with aging individuals. Materialscan be used to enhance current internships beingoffered by DAAS, as well as to establish new train-ing programs. Our hope is that DAAS andschools of social work will work together to pre-pare increasing numbers of students to serveCalifornia’s older adult population through thepublic aging services system.

This curriculum was developed by the Consortiumfor Social Work Training in Aging (CSWTA) withgenerous funding from the John A. Hartford

Foundation of New Yo rk, as part of its Pr a c t i c u mPa rtnership Program, an innova t i ve initiative tos t rengthen social work training in aging. Te s t e dover a thre e - year period by three schools of socialw o rk and six county DAAS in the greater Sa nFrancisco Bay Area, this model was shown to beve ry effective in providing compre h e n s i ve train-ing in aging services. Other counties thro u g h o u tCalifornia now have the opportunity to furt h e rrefine and replicate this training model, in accor-dance with local re s o u rces and training goals. Inthis way, it is hoped that the model can con-tribute to better-trained social workers, moree f f e c t i ve public aging services, and ultimately abetter quality of life for older adults thro u g h o u tC a l i f o r n i a .


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