Aging Initiative

Aging Curriculum Competencies

• Development of Aging Competencies: A description of the background and development of the Aging Competencies, the broad range of stakeholders included in the process, and names of committee members responsible for writing the document. The competencies will be reviewed two years after implementation to identify areas in need of revision.
  
  
• Aging Practice Definition and Curriculum Principles: Provides a definition of aging social work practice and curriculum principles.
  
  
• Aging Competencies – Foundation Year: Competencies students should acquire during their first, or Foundation, year of the MSW program. Foundation Competencies focus on the four areas of “Age, Diversity, and Disadvantage,” “Core Foundation Practice with Older Adults,” “Aging, Human Behavior and the Social Environment,” and “Aging Social Welfare Policy and Administration.” All social work students should have knowledge of self as it relates to discrimination and inequality over the life course and utilize a strength-based perspective to incorporate the positive benefits of ethnic/cultural values and social supports for elders. Students develop basic skills in assessment and intervention and knowledge of human behavior in the social environment within the life-course perspective. Students acquire knowledge of the policies that shape and regulate the continuum of care and the services available to older adults.
  
  
• Aging Competencies – Advanced/Specialization Year: Competencies students should acquire during their second, or Advanced/Specialization, year of the MSW program. Advanced competencies include the four areas of “Advanced Culturally Competent Social Work Practice in Aging,” “Advanced Practice with Older Adults,” “Advanced Perspectives on Aging, Human Behavior and the Social Environment,” and “Advanced Aging Social Welfare Policy and Administration.” The Advanced Year focuses on application of cultural competence with respect to effective intervention with older adults and their families, as well as to aging programs and policies. Students learn to apply specialized knowledge and skills in complex situations while maintaining professional and ethical judgment. Advanced knowledge of theories of human behavior and development and increased skill in assessment, planning and intervention is acquired. Knowledge of policies when planning programs and changing institutions for the benefit of older adults and their families is part of advanced practice and specialization.
  
  
• Aging Initiative University Survey Executive Summary
  
  
• Aging Initiative University Survey Report