Challenges to Adopting and Sustaining Family-Focused Competencies in Social Work Education

Autor/in	Hooyman, Nancy
Titel	Challenges to Adopting and Sustaining Family-Focused Competencies in Social Work Education
Quelle	In: Journal of Social Work Education, 44 (2008), S.137-141 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.5175/JSWE.2008.773247706
Schlagwörter	Certification; Change Strategies; Lifelong Learning; Continuing Education; Business; Caregivers; Social Work; Conferences (Gatherings); Doctoral Programs; Nurses; Family (Sociological Unit); Interdisciplinary Approach; Graduate Study; Undergraduate Study; Community Colleges; Standards; Job Skills; Older Adults; Public Policy + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Lösungsstrategie; Life-long learning; Lebenslanges Lernen; Weiterbildung; Business studies; Wirtschaft; Betriebswirtschaft; Caregiver; Carer; Betreuungsperson; Pfleger; Soziale Arbeit; Doktorandenprogramm; Familie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Community college; Community College; Standard; Produktive Fertigkeit; Älterer Erwachsener; Öffentliche Ordnung
Abstract	Each of the presenters of the invitational symposium, State of the Science: Nurses and Social Workers Supporting Family Caregivers, identified the saliency of family caregiving issues for practice, research, and the education of professional social workers, caregivers, the business community, and the public to enhance support of family caregivers. Numerous suggestions for curriculum and training were put forth, such as creating interdisciplinary caregiving curricula for nurses and social workers and including caregivers in the training. As concluding comments to this supplemental issue, the author's focus is on the implications for professional BSW and MSW social work education. She concurs with the presenters' recommendations that changes in doctoral education; in policy, research, and practice; in training with family caregivers; and in alliances with direct care workers are all critical to supporting family caregivers. In the short term there is a compelling need to address the continuum of social work education, beginning with preparing human service graduates in community colleges; then BSW, MSW, and doctoral programs; and lastly, lifelong learning opportunities of continuing education and licensure and certification requirements. As noted by several presenters, certification or licensure in key elements of family care such as assessment and care coordination, and national competency standards for care managers would help ensure that nurses and social workers have an appropriate foundation of knowledge and, over time, influence what and how competencies are taught in social work field and classroom curricula. The author fully endorses the symposium recommendations that nurses and social work students need to acquire competencies for effective practice with family caregivers of older adults. At the same time, as a long-time social work educator, she is realistic about the challenges of adding new competencies and content to professional degree curricula that inherently have to address a wide range of practice interventions, populations, and fields of practice along with the intersections of practice and policy. Drawing on her 10 years of experience with Hartford-funded curricular development projects, the author briefly suggests some change strategies and lessons learned to promote the education of social workers to be competent in their work with family caregivers. (ERIC).
Anmerkungen	Council on Social Work Education. 1725 Duke Street Suite 500, Alexandria, VA 22314. Tel: 703-683-8080; Fax: 703-683-8099; e-mail: info@cswe.org; Web site: http://www.cswe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10