AO/SW 301: Aging and Society

SW/PSY/SOC 461: Introduction to Gerontology

University of Portland Dr. Anissa Rogers, M.A., L.C.S.W. Social Work Program BC 140 x7304 Spring 2014 Office Hours: M 1-2; H 3-5; or by appt. e-mail: [email protected] Course Resources : Moodle and http://wordpress.up.edu/rogers/

Course Description This course introduces the student to the field of gerontology and the different ways in which social workers and other helping professionals are involved with the growing aging population. The course examines the aging process and its impact upon the individual, the family, and society. Students will examine the demographics of aging, as well as physical and psychological changes associated with aging. The course also will cover social, cultural, political, and economical issues for older adults in our society.

Course Objectives By the conclusion of this course, students will be able to: 1.) Articulate ways to advocate for older clients’ access to the services of social work. (Program Objective 1, Competency 1[a]) 2.) Demonstrate professional demeanor in behavior, appearance, and communications during professional interviews. (Program Objective 1, Competency 1[c]) 3.) Recognize and manage personal values in a way that allows professional values to guide work with older adults. (Program Objective 2, Competency 2[a]) 4.) Recognize and articulate ethical dilemmas in work with older adults as well as strategies of ethical reasoning to arrive at principled decisions. (Program Objective 2, Competency 2[b]) 5.) Distinguish, appraise, and integrate multiple sources of knowledge in gerontology, including research-based knowledge and practice wisdom. (Program Objective 2, Competency 3[a]) 6.) Demonstrate effective oral and written communication. (Program Objective 2, Competency 3[b]) 7.) Recognize the extent to which a culture’s structures and values may shape life experiences for older adults as well as oppress, marginalize, alienate, or create or enhance privilege and power. (Program Objective 3, Competency 4[a]) 8.) Identify forms and mechanisms of oppression and discrimination for older adults. (Program Objective 1, Competency 5[a]) 9.) Articulate how to engage in practices that advance social and economic justice for older adults. (Program Objective 1, Competency 5[b]) 10.) Utilize conceptual frameworks to conceptualize problems, interventions, and evaluation of interventions in work with older adults. (Program Objective 3, Competency 7[a]) 11.) Demonstrate how to critique and apply knowledge to understand person and environment in age- related arenas. (Program Objective 3, Competency 7[b]) 12.) Demonstrate how to analyze, formulate, and advocate for aging-related policies that advance social well-being. (Program Objective 3, Competency 8[a]) 13.) Recognize the importance of continuously appraising and attending to changing locales, populations, scientific and technological developments, and emerging societal trends in aging- related work and issues. (Program Objective 3, Competency 9[a])

Required Texts Quadagno, J. (2014).Aging and the life course: An introduction to social gerontology (6th ed.). NY: McGraw-Hill Companies. Cox, H. (2014). Annual editions (13/14). NY: McGraw-Hill Companies. NY: McGraw-Hill Companies. NY: McGraw-Hill Companies. NY: McGraw-Hill Companies. Course Requirements Ageism Interview: (Course Objectives: 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13) Students will find evidence of five different “myths” or stereotypes regarding older adults in newsprint, magazines, advertisements, movies, etc. Students will then interview three people - one adolescent, one middle-age person, and one older adult - regarding myths about aging. Students will ask each person interviewed to comment on the myths or stereotypes that students found. Students will prepare a one-page summary of EACH of the three interviews and compare their responses and proposed strategies to address myths as a conclusion to the assignment. Specific components to be included in the assignment are as follows (50 points total):

a.) A list of the 5 myths or stereotypes you find – and the sources of evidence (if at all possible, include copy of the ad, etc. in which you find evidence) (5 points) b.) Summaries of the three interviews (one page summary per interviewee) (15 points) c.) A comparison of the interview responses to address aspects such as how similar or dissimilar were the responses among the different generations? How do you account for the similarities and/or differences? What are some specific strategies for changing public perceptions regarding common myths about aging? (30 points)

Policy Analysis: (Course Objectives: 1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13) Students will identify a policy issue that influences the quality of life for a subset of the aging population and write a 5-7-page issue brief which includes the following (50 points total):

a.) Description. Define the issue clearly in 1-2 sentences. How, why, and to whom is this issue problematic? A problem can be defined as the gap between what could be and what is or as a difference of opinion between or among major stakeholders. The problem statement should specify what the conflict you are addressing is about. (10 points) b.) Extent. What is the extent of the problem? Provide quantitative estimates, if possible of the problem’s magnitude, and intensity; for example, how many lives are affected, how many dollars are spent or lost, if no action is taken to change the status quo. (10 points) c.) Public policy. What makes this a public policy issue; e.g., one on which government action (legislative, judicial or executive) or government monies should or should not be spent to help resolve the problem? (10 points) d.) Ethical issue. Describe what ethical concerns or issues might be present either due to the lack of policies to address the issue and/or due to existing policies applied to the issue. (10 points) e.) References. Include 7-8 solid, reputable sources. Solid, reputable sources are considered deeper than newspapers or news magazines—e.g., specialized health care literature or websites and academic sources from the UP Library data bases. (10 points

Digital Oral History: (Course Objectives: 2, 3, 5, 6, 7, 8, 11, 13) Students will conduct an interview with an individual 60+ and create a digital oral history that will be presented in class and given to the interview participant. Students will work in teams to complete the interview project. Details of the assignment and oral history and digital recording processes will be handed out in a separate document and discussed in class. These details are also posted on the course Wordpress site. (100 points, including presentation, release forms, and process summaries on the project)

Exams (Course Objectives; all) Three noncumulative exams will be given throughout the semester; dates are listed in the syllabus. Study guides will be posted on the course web site. (100 points each)

Professional Behavior and Participation: (Course Objectives: all) Throughout the semester, we will be having discussions on course content, exercises, and readings. Participation allows students to develop their critical thinking skills and to articulate, through using communication skills, how theory and employment of knowledge is utilized in generalist practice to conceptualize and intervene with individual and social problems. Since you are all preparing to become professionals in social work and other disciplines, it is expected that your behavior in the classroom will be as professional as it is in the workplace. As such, it is expected that you will be prepared for class; be present in class both in mind and body; act respectfully toward your colleagues and instructor; turn off and put away all phones, computers, iPads, etc. (unless you’re doing something using technology that will contribute to class); and contribute to the learning process and environment by actively participating in class discussions. Should you need to use a computer in class, please ask for permission from the instructor. Showing up prepared is part of professional behavior; therefore, students who miss more than one week’s worth of classes and/or who act unprofessionally can expect a lower participation grade. Also, as part of the continuation policy for the SW major, students are expected to maintain good attendance/participation habits (SW majors refer to the Student Handbook). As part of participation, students will be required to take the lead on discussions for the Annual Editions readings. On the class days for which these readings are assigned, students must come to class having read all the articles and prepared to work on a series of questions about the articles. Students will also be expected to present and discuss their thoughts and responses to these articles and questions. At the end of these class periods, students will hand in written responses, which will be worth 10 points each and count toward the total participation grade (100 points total; 80 points toward question responses and discussion)

Statement of Inclusion Dr. Rogers values diversity, inclusion, and integrity. For everyone to thrive and excel, classroom communities must preserve the freedom of thought and expression of all its members. A culture of civility and mutual respect that honors the rights, safety, dignity, and worth of every individual is essential to preserve such freedom. Dr. Rogers affirms respect for the rights and well-being of all members including a commitment to:  respect the dignity and essential worth of all individuals  promote a culture of respect in the classroom and throughout the university community  respect the privacy, property, and freedom of others  reject bigotry, discrimination, violence, or intimidation of any kind  practice personal and academic integrity and expect it from others  promote the diversity of opinions, ideas, and backgrounds that is the lifeblood of the university

Policy on Late Work Points will be deducted from papers and other work for each day they are late. After three days, NO work will be accepted. Students will not be allowed to make up work unless arrangements are made ahead of time or an emergency has occurred that prevents students from completing work. In cases of emergencies, students must contact the instructor as soon as possible to make appropriate arrangements.

Grading Grading Scale Ageism Interview 8% 50 points 100-93 A 79-77 C+ Policy Analysis 8% 50 points 92-90 A- 76-73 C Digital Oral History Project 17% 100 points 89-87 B+ 72-70 C- Exams (100 points each) 50% 300 points 86-83 B 69-67 D+ Participation 17% 100 points 82-80 B- 66-63 D Total 100% 600 points 62-60 D-

Tentative Class Schedule 1/13 Course Overview

1/15 Digital oral history project work

1/20 Readings: Chapter 1; The Field of Social Gerontology Chapter 2; Life Course Transitions

1/22 Readings: Chapter 3; Theories of Aging Chapter 4; Demography of Aging Unit 1; Annual Editions

1/27 Readings: Chapter 5; Old Age and the Welfare State Speaker: Multnomah County Aging and Disability Services

1/29 Exam #1

2/3 Readings: Chapter 6; Biological Perspectives on Aging Unit 2; Annual Editions

2/5 Readings: Chapter 7; Psychological Perspectives on Aging Unit 3; Annual Editions Film: Beauty Before Age

2/10 Readings: Chapter 8; Family Relationships and Social Support Systems

2/12 Film: Still Doing It Ageism Interview Due; Upload to Moodle

2/17 Field Visit: Harvest Homes

2/19 Readings: Chapter 9; Living Arrangements Chapter 10; Work and Retirement Unit 7; Annual Editions

2/24 Field Visit: Bridge Meadows; meet in community room

2/26 Exam #2

3/3 Readings: Chapter 11; Health and Health Care Virtual Dementia Tour

3/5 Speaker: Alzheimer’s Association

3/10-3/12 Spring Break

3/17 Film: Frontline: Life and Death in Assisted Living Facilities

3/19 Readings: Chapter 12; Caring for the Frail Elderly Unit 4; Annual Editions

3/24 Speaker: SAGE

3/26 Readings: Chapter 13; Dying, Death, and Bereavement Unit 6; Annual Editions

3/31 Film: How to Die in Oregon

4/2 Speaker: Hospice

4/7 Readings: Chapter 14; The Economics of Aging Chapter 15; Poverty and Inequality Unit 5; Annual Editions Policy Analysis Due; Upload to Moodle

4/9 Readings: Chapter 16; The Politics of Aging Unit 8; Annual Editions

4/14 Speaker: Elders in Action

4/16 Exam #3

4/21 Easter Break

4/23 Oral History Presentations Oral History Projects Due; Upload process summaries to Moodle, hand in paper copy of releases 4/30 Finals week meeting time: 10:30-12:30 Oral History Presentations University Policies and Resources University of Portland’s Code of Academic Integrity Academic integrity is openness and honesty in all scholarly endeavors. The University of Portland is a scholarly community dedicated to the discovery, investigation, and dissemination of truth, and to the development of the whole person. Membership in this community is a privilege, requiring each person to practice academic integrity at its highest level, while expecting and promoting the same in others. Breaches of academic integrity will not be tolerated and will be addressed by the community with all due gravity.

Assessment Disclosure Statement Student work products for this course may be used by the University for educational quality assurance purposes.

Disabilities Statement If you have a disability and require an accommodation to fully participate in this class, contact the Office for Students with Disabilities (OSWD), located in the University Health Center (503-943-7134), as soon as possible. If you have an OSWD Accommodation Plan, you should make an appointment to meet with me to discuss your accommodations. Also, you should meet with me if you wish to discuss emergency medical information or special arrangements in case the building must be evacuated.

The Learning Resource Center The Learning Resource Center, located in Franz 120, houses the Writing Center, Math Resource Lab, Speech Resource Center, Group Process Assistance, and International Language Assistance (French, Spanish, German, Chinese).

The Writing Center is open by appointment and works to support professors and students as they write across the disciplines. Appointments are made electronically. To schedule an appointment, go the Writing Center website at http://www.up.edu/lrc/writing/ and click on ‘Appointments’ to sign in and view the schedule.

The Math Resource Lab offers tutoring to students studying mathematics Sunday through Thursday. Help with mathematics is available on a walk-in basis or, to schedule an appointment, call (503) 943-8157.

The Department of Communication Studies offers assistance to students at the University of Portland who seek to plan, prepare, practice, and deliver public presentations. Speech assistants are available by appointment only. To schedule an appointment go to www.up.edu/lrc/speech and click on the email link.

The Department of Communication Studies also offers assistance to students working on group projects. For information on how to schedule an appointment, go to www.up.edu/lrc/groupprocess.

The International Languages and Cultures Department offers tutoring support in French, German, Chinese, and Spanish. To make an appointment, go to www.up.edu/lrc/languages/signup.