1

Gerontology - 103Applied Care Management in

Gerontological PracticeSyllabus and Class Outline

Fall Semester 2016 Sacramento State University

Care Management

Assessment, Planing and

Care Monitoring

The Business of Care

ManagementClinical Issues

The Person-Strengths-

based approaches

2

California State University, SacramentoSchool of Social Sciences and Interdisciplinary Studies

Gerontology ProgramGERO 103- Applied Care Management in Gerontological Practice

Fall Semester 2016,Thursdays 5:30 to 8:20. p.m.Location: Amador Hall #314

Instructor: Nancy Schier Anzelmo M.S.G.Office Phone: 916-708.4904Email: anzelmoN@csus.edu

Office Hours: By Appointment - Benicia Hall Room 1015

Course Description: Applied Care Management in the arena of Gerontology is the analysis of issues, services, methods, and interventions related to "practice" with older adults and application of strategies for identifying and accessing services targeted for older adults and their families. Outcomes include understanding: unique characteristics/needs of elders; relationship of the systems approach to working with elders; issues affecting service delivery to this population (diversity, gender, ethics, special health and mental health needs); basic practice skills for effective service delivery to elders and families/caregivers; student's attitudes and roles when working with this population. Note: This is a service learning course, to provide a meaningful community service opportunity for both students and the older adult population residing in a senior residential community.

Graded: Graded Student. Units: 3.0

Overview:This course is designed to acquaint students with various issues, services, methods, and interventions as they relate to practice with older adults. Topics of discussion and writing assignments will articulate and demonstrate strength-based care management skills and core values, understand interdisciplinary psychosocial evaluation and assessments, interpret and understand the validity and reliable tools used to assess and assist the older adult, practice the development of care plans based on best evidence/person-centered and directed care goals, describe effective advocacy and resources when collaborating with community agencies and differentiate formal/informal support systems.

3

The course is an examination of the historical developments and social forces in American society, which has led to the current model of the case management paradigm. The class will look at aging from the perspective of the care management model and understanding the nature of care management in guiding practice from the position of professional services providers.

This course is designed to: 1. Articulate student’s own awareness about the special responsibility in working with the older adult population.2. Demonstrate the opportunity to become familiar with societal and personal attitudes toward older adults.3. Demonstrate the multidisciplinary characteristics of placing Gerontological functions into practice. 4. Demonstrate the opportunity for structured reflection of the service experience and the relation to the course content.

COURSE OBJECTIVES:

Demonstrate knowledge of defining characteristics in the generations/cohorts and the corresponding issues for care managers;After the completion of readings, discussion, and assignments the students will be able to:1. Across the care spectrum, define the key factors involved in assessing, care

planning, and coordinating the needs of older adults.2. Utilize the relationship of a systems approach to geriatric assessment.3. Differentiate among the psychosocial boundaries to guide intervention issues with older adults.4. Describe the range of basic practice skills needed for effective service delivery to older adults, families and their caregivers.5. Identify the special issues that affect the delivery of services such as; diversity, ethics, special healthcare and mental health needs.6. Integrate the academic content of the course with the service learning experience for practical application in the field of gerontology.

Program Learning Outcomes:

Upon the completion of the Gerontology Program of study the student will:

1. Demonstrate understanding of fundamental interdisciplinary evidence-based knowledge, skills, values, and current trends as a basis for competent Gerontological practice. (1, 2, 5)

2. Demonstrate critical thinking when analyzing diverse and complex aging issues and outcomes for elders, families, and society from an interdisciplinary perspective that is grounded in the sciences, social sciences, and humanities. (1, 2, 3, 5)

3. Synthesize and apply learned interdisciplinary theories and research in applied

4

settings. (1,2, 3, 4, 5.) 4. Demonstrate social and cultural awareness, sensitivity, respect, and support of 5. multiple perspectives when interacting with others. (2, 3, 4, 5) 5. Exhibit personal and social responsibility, and ethical and professional behavior in all settings. (4, 5) 6. Exhibit effective use of basic communication (written, oral and interpersonal) skills and information technology needed in a global information society. (3, 4)

Note: (the numbers relate to the five (5) Sacramento State Baccalaureate Learning Goals (2009).

TEACHING STRATEGIES Discussion, lectures, videos, readings, case studies, Service Learning Project, reflective writing assignments, active participation/attendance, classroom case studies, and class group project.

REQUIRED TEXTS Cress, C.J. (Ed.), (2017) Handbook of geriatric care management. 4th edition.Sudsbury, MA: Jones and Bartlett.

Ronch, J.L. & Goldfield, J.A. (2003) Mental wellness in aging strengths based approaches. Baltimore, MD: Health Professions Press.

Self-Selected Evidence-based Research Journals.

RECOMMENDED TEXTAPA publication manual (6th ed) (2010). Washington DC: American PsychologicalAssociation. Assorted Evidence-based Research Journals - find and use ones pertinent to subject.

WRITING STANDARD GUIDELINES AND RUBRIC All Gerontology Program Core Courses use the CSU Sacramento Advisory Standards for Writing. Please check out this helpful website (www.csus.edu/wac/rubric.stm) before, during and after you have written papers (following assignment requirements of course) in your courses. It will help you decide if you have written the level of paper you want to turn in. It is used along with any course grading rubrics to analyze your papers.

PAPER FORMATTING All gerontology core courses use APA writing style for written papers. All papers (except in-class papers) must be typed and in APA format (use the APA Style manual (Publication Manual of the American Psychological Association 5th ed) in the book store or online and check out website www.apastyle.org click on Style Tips. You can also check the CSUS library site (www.library.csus.edu) or Gerontology Program site (www.csus.edu/gero ) .

5

All in-class papers/assignments must be readable, to receive credit.

CLASS REQUIREMENTS:

A. Participation: Each student is expected to attend class on a regular basis and to actively participate in class discussions and classroom presentations and all in class activities.

B. Students are expected to : 1. Interact with lecturer through the use of appropriate questions or prepared discussion items.2. Read all assignments before the class session in which the material will be discussed during lecture.3. Complete all reflective writing assignments in an ongoing journal for the service learning experience. Students will be given feedback concerning material presented in class in relation to the service-learning project or otherwise facilitated by a guest speaker.4. Participate in group classroom assignments, Sac CT online assignments, service

learning component and case studies.

C. Evaluation Criteria

The following assignments need to be completed, will be evaluated by established objectives, and will determine the final grade:

Service Learning Hours/ Time Log 40 pointsService Learning Journals on Sac CT (3) 60 pointsResearch Paper-on Service Learning 100 pointsClassroom Case Studies and oral presentation 100 points

Classroom Participation: readings, group work, attendance & participation 100 points

Final Examination 100 points

Total: 500 points possible

6

University standards for course grades:

93-100 A 90-93 A-

87-89 B+83-86 B80-82 B-77-79 C+73-76 C70-72 C-67-69 D+63-66 D60-62 D-Below 59 F

** 73% or better on assignments are required for passing (in all Gerontology Major courses).

** All assignments are due and must be turned in before or at the beginning of class. Assignments must follow syllabus directions and include copy of the grading rubric or they will be returned unread/ungraded. RE-submission and completion of the assignment will not be more than 80%.

** On-line assignments need to be turned in no later than 5:00 p.m. on assigned date due.

** Points for assignments will only be given if turned in on time. No LATE assignments are accepted unless prior instructor approval in writing and are subjected to a 5-point per deduction per day. Un-cleared late assignments will not be graded.

** All papers must be typed and use APA format, including Title Page.

D. SERVICE LEARNING Assignment - INTERVIEWSThis project is the service-learning component of the course requirement. Students will partner with another classmate and be assigned to the assisted living community (listed below) to complete the required service learning assignment. Students must complete the online service learning orientation AT www.csus/CEConnect

The Chateau at Rivers Edge 641 Feature Dr, Sacramento, CA 95825916-921-1970

7

As part of the classroom participation requirement, students will be involved in actual interviews, and interactions with an assigned older adult to facilitate learning and discussion. Students will be assigned to an older adult resident, to interview and begin to implement the care management model. During the semester all students will complete the service-learning requirement for a minimum of 20 hours, in person, with an older adult to whom they are assigned as their semester partner. As well as volunteering for scheduled activities and special events in the community (upon prior approval from the Professor).

Classroom discussion with students will discuss appropriate updates, share triumphs or concerns that may have arisen in the implementation of the stated goals/priorities with their assigned partner and an assessment of needs and priorities as it relates to the care management experience. The use of the client’s strengths and an overall evaluation will be required as it relates to the content of the class.

Reflective Learner- Journal AssignmentAs a student service learner, the student combines meaningful community service and in class learning through a process of structured reflections. The Journal provides for personal reflection and a learning tool related to the service. The entry should be written from the point of view of the service learner and the service-learning recipient. All entries and experiences are confidential and the privacy of the individuals must be strictly adhered to and respected. To learn by experience requires a thoughtful reflection about the experience. This tool can assist in analysis and synthesis of readings and feelings about the older adult and your interaction. To be most effective, the journal is NOT meant to be a log of events, but rather a means to complete the following: an analysis of the activities the student and partner are accomplishing, record new experiences and learning, and the recognition of important events or issues related to gerontology, as well as the relation to the student’s stated learning objectives.

8

Journal Entries Guidelines for Sac CT online journal assignment:

1. Your goal for the day’s visit, and a brief objective descriptive account of the day.2. Your subjective account of the day related to critical thinking and an analysis of your experiences. (How does your experience relate to what you have learned in class and from the readings- cite)3. Outline the actions for your next contact based upon what you have learned. What other approaches have you determined to handle any situation that may arise.4. Outline the actions or techniques that worked for you, and what you will try again.5. Evaluation of the goal you set for the day’s visit, the achievements or disappointments encountered during the service learning experience.

Complete three (3) reflective journal writings and post online on Sac CT by the assignment due date (20 points each). ALL JOURNALS- please attach the Grading Rubric Sheet as the final page of your entry on or before the scheduled due date assignment. NO late assignments will be accepted unless prior written approval by instructor.

Reflective Writing Due Date

Journal 1 9/29/16 by 5:00 pmJournal 2 10/13/16 by 5:00 pmJournal 3 11/3/16 by 5:00 pm

(60 points total)

Final Service Learning Assignment Completed 20 hours and A signed Time Log by instructor

Due 12/1/16

To be turned into the Office of the Community Engagement Center in the Library Room 4028

(40 points total)

100 points Total

9

The Initial First Interview Questions Requirements for the first Interview

Use these questions as talking points for conducting your first interview. The questions should be utilized to write up your first interview section, in your online journal. You will be graded for the detail in each journal entry, following directions from the Reflective Learner instructions and all the other journals to follow.

First journal section: (Intake & Assessment) The following outline will assist you in writing your journal and to reflect upon your service learning experience:

Whom did you interview? How did they come to reside in Sacramento? How old are they and were if they ever married? What level of education did they finish? What was their occupation? How long have they lived in Sacramento, how long have they lived at

the retirement community? Do they have any family members living nearby?

What have been some of their more memorable experiences in growing older?

What have been some of their concerns regarding personal health? Health care insurance? Social Security? Pension benefits? Living on a fixed income?

What are their concerns about the future in terms of personal health, finances, distance to family members and maintaining personal interests?

Do they have any needs that remain unmet at this time? Have they ever accessed any formal support networks in the past six

months? What is their present informal support network? What words of wisdom do they have to share with younger people? Determine what you think is the “presenting problem” for this

individual?

10

RESEARCH PAPER - INTERVIEW WITH AN OLDER PERSON Students will interview their assigned partner for a minimum of 20 hours throughout the semester for the service-learning component and as a practicum. The student will write a research paper based upon the interview outcomes, the care management model, and applicable research articles to support the care management process. The comprehensive knowledge gathered over the course of the semester will be reflective in the research paper.

The APA research paper should be outlined by using the following topic headings as the format and defined by the use of the Schematic Care Management Model of Intervention.

( 100 points Total)

Use the following sections as topic headings for the research paper.~Identify history & background of the older adult.~Identify problems & issues~Identify strengths & limitations~Develop an assessment of possible service needs & priorities~Develop a proposed plan and goal setting objectives~Intervention and resource linking~Evaluate and summarize the outcome of set goals

Write a 4-5-page research supported term paper, type written, and double-spaced with a minimum of 5 peer reviewed research articles to be used as references.

The two course textbooks may be used as a reference source when applicable.

The format of the paper must be in the proper APA style. All Internet based references must be copied and included

with the reference page. If the Internet articles are not included with the paper, 10 points will be immediately deducted.

Attach Grading Rubric Grade Sheet at end of research paper.

The celebration class party will be held at the Rivers Edge Retirement Community on November 10, 2016 at 5:30 pm The paper is DUE at the beginning of class.

11

CASE STUDIES:From the readings in RONCH, J.L. & GOLDFIELD, J.A., (2003) Mental wellness in aging, strengths-based approaches Baltimore, MD: Health Professions Press.

Students are required to be in class for case study group exercises in class and present one oral presentation in small groups for an assigned case study to the class.

Based on information in the case study, the student will write a short assessment and design an appropriate care plan based on client's needs.

Present the case study on the assigned day, OR be prepared to complete a surprise case study in class.

(20 points each) One oral presentation and unannounced classroom case studies for a total of 100 points

Each case study assignment will complete the following protocol:

1. Use the client’s strengths to assist in the process of designing a care plan for client. State two (2) goals, or action item to remedy (such as connecting the client with a formal and informal support), and (1) proposed outcome you would strive to attain for the client.

2. Discuss a therapeutic goal the care manager may be successful in implementing with the client. Discuss the significance of implementing the goal.

3. Connect and cite to readings/class lecture material.

4. List three (3) of the common challenges and a "Strength-Based approach" based upon the situation of the client.

5. What ideas/concepts did you gain by this case study that can assist you with your older adult partner at the senior housing community?

No Late assignments will be accepted, even if you miss a class.

Please attach the Case Study Grading Rubric Sheet to the assignment.

Oral Presentation Case Studies will be assigned during the first 2 weeks of class. . In class case studies will be given on unannounced days during the class lecture. (100 Points Total)

12

Final ExaminationThere will be a final. The comprehensive Take Home final examination will incorporate the course material for the entire semester. The test can include multiple choice, short answers. (100 points total.)

Make-up examinations will be conducted only with the instructor’s approval. Only an excuse of either health or an emergency will be excused. Documentation will be required.

CLASSROOM RULES:

SERVICES FOR STUDENTS WITH DISABILITIES http://www.csus.edu/sswd/

It is the responsibility of students with disabilities to self-identify and request needed disability-related accommodations in a timely manner by contacting the SSWD office. The office is open Monday to Friday from 8:00 a.m. - 5:00 p.m. All matters related to students with disabilities are treated as CONFIDENTIAL. Students are strongly encouraged to request accommodations as early as possible since it can take several weeks or more to facilitate requests. Students should communicate with professors regarding approved accommodations early to help contribute to success in their courses. Location: Lassen Hall Room 1008 / Phone: (916) 278-6955 / (916) 278-7239 TTY

INTERNET ETIQUETTE Written words in emails and online communication an be interpreted differently than the author’s intended message. Please be respectful in your written communication. Further information on internet communication can be found at http://imet.csus.edu/imet3/lori/iknow/email.html

Online Component: This course uses Sac CT for its online component. Access of Sac CT is through the main CSUS home page portal and requires use of the student’s Sac Link ID and password. Tutorials are available on the course site. Students are expected to use email, discussion and look for announcements throughout this course weekly. Online assignments will be sent to the appropriate folder by the time designated on the Assignments-at-a-Glance Outline.

DEFINITIONS OF ACADEMIC DISHONESTY Please refer to University Website: www.csus.edu/umanual/AcademicHonestyPolicyandProcedures.htm CHEATING. At CSUS, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at CSUS includes but is not limited to: 1. Copying, in part or in whole, from another’s test or other evaluation instrument;

13

2. Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid of writing the exam not permitted by the instructor; 3. Submitting work previously graded in another course unless doing so has been approved by the course instructor or by department policy.

4. Submitting work simultaneously presented in more than one course, unless doing so has been approved by the respective course instructors or by the department policies of the respective departments. 5. Altering or interfering with grading or grading instructions; 6. Sitting for an examination by a surrogate, or as a surrogate; 7. Any other act committed by a student in the course of his or her academic work that defrauds or misrepresents, including aiding or abetting in any of the actions defined above. PLAGIARISM: Plagiarism is a form of cheating. At CSUS plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person’s contribution. Regardless of the means of appropriation, incorporation of another’s work into one’s own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at CSUS includes but is not limited to: 1. The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence, copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another’s work as one’s own) and failure to include quotation marks on material that is otherwise acknowledged; and 2. Representing as one’s own another’s artistic or scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works.

USE OF TECHNOLOGY IN THE CLASSROOM Students may use audio/video recording devices for the purpose of recording lectures ONLY with specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to audio/video record. Students who are permitted to audio/video record lectures may only do so for personal use in study and preparation related to the class and must destroy any audio/videotapes when no longer needed for academic work, or at the end of this academic semester, whichever comes first. The audio/videotapes are recognized as sources, the use of which in any academic work is governed by rules of academic conduct delineated by the Program and University. Audio/videotapes of lectures are

14

to be treated as (HIPPA protected) confidential material and may only be played in a secure and private environment. Students who require audio/videotaping accommodations as a result of an educational plan set forth by the Services to Students with disabilities (SSWD) office must provide faculty with written documentation at the start of the semester per University policy. Students may use computers in the classroom for note-taking purposes with the specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to use computers in the classroom if such use becomes disruptive to other students or the faculty member.

WRITING STANDARD GUIDELINES AND RUBRIC All Gerontology Program Core Courses use the CSU Sacramento Advisory Standards for Writing. Please check out this helpful website (www.csus.edu/wac/rubric.stm) before, during and after you have written papers (following assignment requirements of course) in your courses. It will help you decide if you have written the level of paper you want to turn in. It is used along with any course grading rubrics to analyze your papers.

15

Gerontology Core CompetenciesThese Gerontology competencies were developed and approved by the Association for Gerontology and Geriatrics in Higher Education (2014).

CATEGORY I: Foundational Competencies to All Fields of Gerontology - RecommendedDOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

FRAMEWORKS FOR UNDERSTANDING HUMAN AGING

I.1 Utilize Gerontological frameworks to examine human development and aging.

I.1.1 Employ the Lifespan/Life course perspectives to appreciate age over time in relation: To the human life cycle and stages of growth

and development within the social context To life transitions and adaptive

resources To the historical context of cohorts To age, gender, race and SES within

social environments I.1.2 Distinguish concepts and theories of aging from a bio-psycho-social framework.

I.1.3 Synthesize bio-psycho-social understanding of aging to build a Gerontological knowledge foundation.

I.1.4 Interpret the Gerontological frameworks in

BIOLOGICAL ASPECTS OF AGING

I.2 Relate biological theory and science to under- standing senescence, longevity and variation in aging.

I.2.1 Distinguish normal biological aging changes from pathology including genetic factors.

I.2.2 Identify major cell-and organ-level systems changes with age.

I.2.3 Recognize opportunities of reversibility and mutability in later life (e.g. frailty syndromes) and the plasticity of the human brain and body.

I.2.4 Recognize common late-life syndromes and diseases and their related bio-psycho-social risk and protective factors.

I.2.5 Identify the implications of biomedical discoveries on individuals and society.

I.2.6 Synthesize biological with other Gerontological ways of understanding human aging: Psychological Sociological Humanities

16

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

PSYCHOLOGICAL ASPECTS OF AGING

I.3Relate psychological

theories and scienceto understanding adaptation, stability and change in aging.

I.3. 1.3.1Describe human growth and development across the lifespan/course including late life outcomes such as life satisfaction, coping and adaptation.

I.3.2 Recognize normal age changes in intelligence and cognitive abilities including those that may impact late-life functioning.

I.3.3 Demonstrate knowledge of signs, symptoms and impact of common cognitive and mental health problems in late life (e.g., dementia, depression, grief, anxiety).

I.3.4 Recognize older persons’ potential for wisdom, creativity, life satisfaction, resilience, generativity, vital involvement and meaningful engagement.

I.3.5 Synthesize psychological with other Gerontological ways of understanding human aging:

SOCIAL ASPECTS OF AGING

I.4 Relate social theories and science of aging to understanding heterogeneity, inequality and context of aging.

I.4.1 Appreciate the diversity of the older population based on:

Age Functioning Gender Culture Language Religion Immigration status Sexual orientation Other variables

I.4.2 Assess the impact of inequality on individual and group life opportunities throughout the lifespan/ course impacting late-life outcomes.

I.4.3 Appraise the changing dynamics of contemporary multigenerational families and their impact on social solidarity and interdependence.

I.4.4 Describe the changing population profile of: your state/ province, nation.

I.4.5 Contrast aging demographics globally among develop- op-ed and developing countries.

I.4.6 Distinguish impact of the demographic elements of:

fertility, mortality, and immigration.I.4.7 Identify how an older population mutually

influences and is impacted by policies locally and globally.

I.4.8 Synthesize sociological and other Gerontological ways of understanding human

17

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTTHE HUMANITIES AND AGING

I.5 Develop comprehensive and meaningful concepts, definitions and measures for well-being of older adults and their families, grounded in Humanities and Arts.

1.5.1 Identify conceptual domains explored in Humanities and Arts, as essential to understanding the experience of old age: Time Perspective Vitality Meaning Relationship Attention

1.5.2 Integrate humanities and arts-based understanding of aging into models of Gerontological practice and policy.

1.5.3 Acknowledge and promote unique contributions older adults can make to the social environment.

1.5.4 Integrate humanistic and artistic understanding with other ways of understanding human aging: Biological Sociological

RESEARCH AND CRITICAL THINKING

I.6 Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research.

I.6.1 Identify and explain research methodologies, interpret- station’s and applications used by different disciplinesto study aging.

I.6.2 Identify gaps in research regarding both aging-related problems and successes in order to promote continued knowledge building

I.6.3 Generate research questions to solve problems and advance positive strategies related to older adults, their social networks, intergenerational relations and aging societies.

I.6.4 Design research studies using methods and procedures that produce reliable and valid Gerontological knowledge.

I.6.5 Use critical thinking to evaluate information and its source (popular media and research publications).

I.6.6 Recognize the strengths and limitations of reliance

on either qualitative or quantitative questions, tools, methods and conclusions.

I.6.7 Promote and apply the use of appropriate forms

18

CATEGORY II: Interactional Competencies Across Fields of Gerontology - RecommendedDOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

ATTITUDES AND PERSPECTIVES

II.1. Develop a Gerontological perspective through knowledge and self-reflection.

II.1.1 Critique and analyze assumptions, stereotyping, prejudice, and discrimination related to age (ageism) at both: Personal and Public levels

II.1.2 Relate the historical context of the field of gerontology and the evolving roles in: Research Education Commerce Programs & services Policy

II.1.3 Assess and reflect on one’s work in order to continuously learn and improve outcomes for older persons.

ETHICS AND PROFESSIONAL STANDARDS

II.2. Adhere to ethical principles to guide work with and on behalf of older persons.

II.2.1 Respect the person’s autonomy and right to real and meaningful self-determination.

II.2.2 Respect interdependence of individuals of all ages and abilities.

II.2.3 Respect cultural values and diversity.II.2.4 Protect older persons from elder abuse of all types:

Utilize programs and policies that address elder mistreatment and abuse:

Mandatory legal reporting

II.2.5 Recognize ethical standards and professional practices in all phases of work and research with and on behalf of older persons including but not limited to the following: Informed consent Confidentiality Beneficence Non-malfeasance

19

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

COMMUNICATION WITH AND ON BEHALF OFOLDER PERSONS

II.3. Engage, through effective communication older per- sons, their families and the community, in personal and public issues in aging.

II.3.1Establish rapport and sustain working relationships with older persons, their families and caregivers.

II.3.2 Listen and actively engage in problem solving to develop research, pro- grams and policies with key stakeholders including: Older persons Their families Caregivers Communities Researchers Policymakers

II.3.3 Advocate for and develop effective programs to promote the well-being of older persons.

II.3.4 Demonstrate effective means to overcome challenges to communicating effectively with persons as they age including: Sensory deficits Disabilities Medical conditions

II.3.5 Apply and teach caregivers communication techniques to research and practice for elders with dementia.

II.3.6 Use tools and technology to improve and enhance communication with and on behalf of older persons, their families, caregivers and communities.

II.3.7 Consider heterogeneity in addressing communication styles and promoting the preferences of older persons including: Cultural Racial/ethnic Cohort SES Health literacy Sexual preference Immigration status Geographical location

II.3.8 Analyze how older individuals are portrayed in public media and advocate for more accurate depictions of the diverse older population using research based publications and multi-media dissemination methods.

II.3.9 Develop and disseminate educational materials to increase accurate information regarding older persons and older person services.

II.3.10 Inform the public of the spectrum of aging services that provide older persons with:

20

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTINTERDISCIPLINARY AND COMMUNITY COLLABORATION

II.4. Engage collaboratively with others to promote integrated approaches to aging.

II.4.1 Perform and promote the roles of the gerontologist in collaborative work on behalf of older persons.

II.4.2 Respect and integrate knowledge from disciplines needed to provide comprehensive care to older persons and their families.

II.4.3 Develop interdisciplinary and community collaborations on behalf of the older population in: Research Policy Provision of supports, services and

opportunities

II.4.4 Involve the older person, their family and caregivers as members of the interprofessional care team in planning and service decisions.

II.4.5 Provide the following groups information and education in order to build a collaborative aging network: Key persons in the community (police

officers, firefighters, mail carriers, local service providers and others)

21

CATEGORY III: Contextual Competencies Across Fields of Gerontology - SelectiveDOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTWELL-BEING, HEALTH AND MENTAL HEALTH

III.1 Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.

III.1.1Build relationships that are respectful, confidential and engage positive change.

III.1.2Screen and provide referrals to evidence-based programs and interventions. Health promotion, disease

prevention, assessment and treatment programs

III.1.3 Counsel older persons about healthcare and social program benefits. For the U.S., this would include

Medicare, Medicaid, Veterans Services, Social Security, Older Americans Act, Adult Protective Services

III.1.4 Provide care coordination services for persons with:

Complex health and mental health problems

Geriatric syndromes III.1.5 Facilitate optimal person-environment interactions.

Assist in change in lived environmentIII.1.6 Assist caregivers to identify, access and

utilize resources that support responsibilities and reduce caregiver burden: Assistive devices Technology

SOCIAL HEALTH III.2. Promote quality of life and positive social environment for older persons.

III.2.1 Support adaptation during life transitions including: Work and retirement Family structure changes Loss and bereavement Relocation Challenges due to disasters/trauma

III.2.2 Promote strong social networks for well-being.

III.2.3 Recognize and educate about the multifaceted role of social isolation in morbidity and mortality risk.

III.2.4 Provide opportunities for intergenerational exchange and contribution. III.2.5 Provide strategies for strengthening

informal supports. III.2.6 Support the healthy sex life and need for

intimacy of older persons of all sexual orientations including:

22

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTPROGRAM/SERVICE DEVELOPMENT

III.3. Employ and design programmatic and community development with and on behalf of the aging population.

III.3.1 Work collaboratively with older persons, local government and com- munity organizations to advocate building age-friendly communities, including: Housing Design techniques in public space and

home environments Neighborhood safety Transportation Physical and social environments that

benefit older persons III.3.2Construct and evaluate programs for older

persons that promote inter- generational relationships.

III.3.3Design and evaluate leisure and recreational activities which enhance meaning and quality of late life.

III.3.4Encourage older persons to actively participate in the responsibilities of citizenship including: Volunteerism Intergenerational contributions Identification of public issues and

contributions to their solutions. III.3.5Counsel individuals to utilize available services

that promote well-being and quality of life. III.3.6Consider the role of spirituality

and religious needs and preferences when: Designing, delivering or Supporting gerontology programs and

services in both secular and faith-based organizations.

III.3.7Develop and implement programs and services for older persons in collaboration with communities that are founded in: Research Policies Procedures

EDUCATION III.4. Encourage older persons to engage in life- long learning opportunities.

III.4.1. Promote life-long learning opportunities across the life span to enhance personal development, social inclusion and quality of life.

ARTS ANDHUMANITIES

III.5. Promote engagement of older people in the arts and humanities.

III.5.1. Create opportunities for people across the life span in the arts and humanities.

III.5.2Develop and implement programs promoting creative expression by older persons.

23

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTBUSINESS& FINANCE

III.6 Address the roles of older persons as workers and consumers in business and finance.

III.6.1Provide information for employers, policymakers, employees and the general public regarding: The definitions of older workers Age Discrimination and Employment Act Demographics regarding person and

older person employment, retirement and current issues of full and part-time work before and after retirement

III.6.2Provide information for employers, policymakers, and employees regarding: Age issues in management Age and job performance Physical and cognitive changes and Effects on person-job fit

III.6.3Provide research on the “Mature Market” (50+) regarding:

Financial resources Consumer choices and spending Approaches to market research and

POLICY III.7 Employ and generate policy to equitably address the needs of older persons.

III.7.1Promote the involvement of older persons in the political process so they may advocate on their own behalf.

III.7.2Analyze policy to address key issues and methods to improve the quality of life of older persons and their caregivers/families.

III.7.3 Identify key historical and current policies that influence service provision and support the well-being of older persons such as, in the United States: The Older American’s Act Medicare Medicaid Affordable Care Act Social Security

RESEARCH, APPLICATIONAND EVALUATION

III.8. Engage in research to advance knowledge and improve interventions for older persons.

III.8.1Conduct research on aging recognizing implications, relationships and applications across disciplines.

III.8.2Use research methods to evaluate and inform services, programs and policies to improve the quality of life of older persons.

III.8.3 Investigate problems through collecting and evaluating data to continuously improve outcomes and develop creative and

24

Case Study - Grading RubricInclude EB citations when appropriate

4Exceeds

Expectation

3MeetsExpectation

2ApproachesExpectation

1BelowExpectation

25

Question #1 Total: /4Defined Strength/goalsRecommendations for care plan

Question #2 Total: /4Critical thinking/significance of Therapeutic goalConnect to readings/class lecture -cite

Question #3 Total: /4Defined strength-based approach & challengesConnect to reading/class lecture-cite

Question #4 Total: /4Evaluation of ideas/concepts.Connect to reading/actual experience/class lecture - cite

Professional PresentationTotal: /4Correct Grammar and SpellingAssignment directions followed (components addressed, rubric)Citations correctly written/referenced (APA)Assignment Turned in on Time Overall Total: /20Comments:

Key: See Gerontology Writing Rubric at end of syllabus to determine what parameters are considered for 1,2.3.4 scores. Note the difference lies with the level of mastery of the topic, the depth of analysis of complex ideas (not superficial), and the clarity of thought (how easy to understand). Use of EB citations when appropriate.

26

Reflective Journal - Grading RubricInclude EB citations when appropriate

4ExceedsExpectation

3MeetsExpectation

2ApproachesExpectation

1BelowExpectation

Question #1Total: /4Goals for the scheduled visitObjective/description of the day

Question #2Total: /4Critical thinking and an analysis of your experiencesConnect experience to readings/class lecture - cite

Question #3Total: /4What actions/techniques worked for you, will you try again,What actions didn't go as planned, other ways to handle situations.

Question #4Total: /4Outline actions for next contact based on what you have learnedEvaluation of the goals you set, the achievements, disappointments learned during the service learning experience - cite

Professional Presentation Total: /4Correct Grammar and SpellingAssignment directions followed (components addressed, rubric)Citations correctly written/referenced (APA)Assignment Turned in on Time Overall Total: /20Comments:

Key: See Gerontology Writing Rubric at end of syllabus to determine what parameters are considered for 1,2.3.4 scores. Note the difference lies with the level of mastery of the topic, the depth of analysis of complex ideas (not superficial), and the clarity of thought (how easy to understand). Use of EB citations when appropriate.

27

Service Learning Research Paper - Grading RubricInclude EB citations when appropriate

ExceedsExpectatio

n

MeetsExpectation

ApproachesExpectation

BelowExpectation

Content & Coherence - Total: 40 points

1)Fluency, sequencing, & appropriateness of terms, concepts, practices, & coherence; 2)Good Use/Linking of terms, lacks fluency;3)Minimal use of terms, insufficient context or explanation; 4) Little or no use of terms or incorrect use;

Interview, Schematic Model & Organization - Total: 30 points

1) Integrating/synthesizing concepts in original/innovative way, integrated concepts/practices, form good transitions, use of headings;2) Clear presentation of concepts/practices; unclear transitions, statements, overview;3) Limited use of concepts, does not demonstrate learning related to course; lacking organization, disorganized presentation;

Research & Content Analysis-Total 20 points

1) Clear statement, examples, logical authorities, evidentiary support, current class journal sources from interviews;2) Clear steps leading to conclusion, logical sequence with authoritative sources (current);3) Presentation of opinion/statement without logical support;

Resources, References, APA format-Total 10 points

1) No errors/excellent sentence structure/margins, indentation, headers, citation, & reference format APA style. No errors;2) Errors in spelling, punctuation, capitalization, sentence structure carelessness, not APA format3) Research based sources, recent journals, good citations, accessible references, 5+ sources minimum

Overall Total: 100 Points Comments:

28

Oral Case Study Presentation - Grading Rubric

ExceedsExpectation

MeetsExpectation

ApproachesExpectation

BelowExpectation

Content & Coherence - Total: 10 points

Purpose and DevelopmentAudience EngagementSummary & Clarity

Organization - Total: 10 points Presentation Overall Organization

Total: 20 pointsComments:

29

Gerontology Program WRITING RubricWritten Communication is the development and expression of ideas through writing for a particular audience and purpose. Gerontology students should be able to communicate effectively through writing, about social phenomena from a social science perspective.

4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation1. Purpose and Development

A strong sense of purpose controls the development of the presentation. The presentation is extremely focused even though it studies complex ideas. The student demonstrates mastery of the subject.

A clear purpose guides the development of the presentation. The presentation studies increasingly complex ideas and is adequately focused. Student demonstrates an adequate understanding of the subject.

The student generally stays on a fairly broad topic, but has not developed a clear theme. The presenter demonstrates some understanding of the subject, but has not yet focused the topic pass the obvious.

2. Overall Organization

The organization enhances and showcases the central theme. The order, structure or presentation of information is compelling and smoothly moves the reader through the text.

The organizational structures are strong enough to display a central theme and adequately move the reader through the text.

The organizational structures are not strong enough to display a central theme; therefore, the reader is confused sometimes when listening to the presentation.

3. Audience Engagement

The student meets the needs and captivates the interest of the audience throughout the presentation.

The student meets the needs and captivates the interest of the audience throughout most of the presentation.

Sometimes, the student holds the attention of the audience, but does not sustain it throughout.

4. Control of Syntax and Mechanics

The student demonstrates mastery of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) & uses these conventions to enhance present-ability.

The student demonstrates an adequate grasp of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) despite a few errors.

The student shows a reasonable control over limited range of standard writing & presentation conventions. Conventions are sometimes handled well; at other times, errors distract readability.

5. Summary: Clarity and Revision

The whole presentation is extremely clear and easy to understand. It needs little or no revision.

The presentation is clear and easy to understand, but needs some revision.

Some parts of the presentation are clear, but others are hard to follow. The presentation needs a fair amount of revision.

6. Citation of Sources(if applicable)

The student consistently cites all of the sources

The student consistently cites the majority of the sources

The student consistently cites some of the sources

7. Graphic Presentation(if applicable)

The student demonstrates an innovative use of graphic presentations to communicate a meaningful message

The student demonstrates an appropriate use of graphic presentations to communicate a meaningful message

The student used some graphic presentations to communicate a message

30

Gerontology Program PRESENTATION RubricOral Communication is the development and expression of ideas through presentation for a particular audience and purpose. Gerontology students should be able to communicate effectively orally about social phenomena from a social science perspective.

4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation1. Purpose and Development

A strong sense of purpose controls the development of the presentation. The presentation is extremely focused even though it studies complex ideas. The student demonstrates mastery of the subject.

A clear purpose guides the development of the presentation. The presentation studies increasingly complex ideas and is adequately focused. Student demonstrates an adequate understanding of the subject.

The student generally stays on a fairly broad topic, but has not developed a clear theme. The presenter demonstrates some understanding of the subject, but has not yet focused the topic pass the obvious.

2. Overall Organization The organization enhances and showcases the central theme. The order, structure or presentation of information is compelling and smoothly moves the reader through the text.

The organizational structures are strong enough to display a central theme and adequately move the reader through the text.

The organizational structures are not strong enough to display a central theme; therefore, the reader is confused sometimes when listening to the presentation.

3. Audience Engagement The student meets the needs and captivates the interest of the audience throughout the presentation.

The student meets the needs and captivates the interest of the audience throughout most of the presentation.

Sometimes, the student holds the attention of the audience, but does not sustain it throughout.

4. Control of Syntax and Mechanics

The student demonstrates mastery of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) & uses these conventions to enhance present-ability.

The student demonstrates an adequate grasp of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) despite a few errors.

The student shows a reasonable control over limited range of standard writing & presentation conventions. Conventions are sometimes handled well; at other times, errors distract readability.

5. Summary: Clarity and Revision

The whole presentation is extremely clear and easy to understand. It needs little or no revision.

The presentation is clear and easy to understand, but needs some revision.

Some parts of the presentation are clear, but others are hard to follow. The presentation needs a fair amount of revision.

6. Citation of Sources(if applicable)

The student consistently cites all of the sources

The student consistently cites the majority of the sources

The student consistently cites some of the sources

7. Graphic Presentation(if applicable)

The student demonstrates an innovative use of graphic presentations to communicate a meaningful message

The student demonstrates an appropriate use of graphic presentations to communicate a meaningful message

The student used some graphic presentations to communicate a message

31