Moving Stories: Evaluation of an MSW Experiential Learning Project on Aging and Diversity

Autor/inn/en	Maschi, Tina; MacMillan, Thalia; Pardasani, Manoj; Lee, Ji Seon; Moreno, Claudia L.
Titel	Moving Stories: Evaluation of an MSW Experiential Learning Project on Aging and Diversity
Quelle	In: Journal of Social Work Education, 49 (2013) 3, S.461-475 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Social Work; Masters Programs; Aging (Individuals); Aging Education; Ethnic Diversity; Geriatrics; Competence; Job Skills; Cultural Awareness; Student Attitudes; Experiential Learning; Story Telling; Personal Narratives; Immigrants; Pretests Posttests; New York + Suchen Sie Ihr Suchwort? Soziale Arbeit; Magister course; Magisterstudiengang; Aging; Altern; Ageing education; Altenbildung; Alterswissenschaft; Geriatrie; Kompetenz; Produktive Fertigkeit; Cultural identity; Kulturelle Identität; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Erlebniserzählung; Immigrant; Immigrantin; Immigranten
Abstract	This study consists of an oral history project that partnered MSW students with community dwelling older adults from diverse backgrounds. It used a comparison group with a pretest and posttest design and a sample of 74 MSW students to evaluate changes in their confidence levels, future plans of working with older adults, and geriatric competencies. Results of MANOVAs revealed that participation in the oral history project was significantly related to future career plans, confidence about working with diverse older adults, and geriatric competencies related to diversity, particularly for the experimental group. Exposing social work students to a broad-based curriculum with aging content has important implications toward fostering students' interests in pursuing social work practice with older adults and in preparing them for culturally competent social work. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10