Alberto Martinez, MSW '20, talks about his work with Sage Metro Detroit developing training materials to help support LGBT+ Older Adults.
The Social Work Practice with Older Adults and Families from a Lifespan Perspective pathway prepares interprofessional practice students to work with older adults and families to develop skills in using evidence-based interventions and to understand the psychosocial development across the lifespan. This pathway focuses on developing skills to assess and intervene to address social, structural, cultural, behavioral and other factors which impact the health and well-being of older adults.
Examples of career (job) titles and positions relevant to this pathway include but are not limited to:
Types of agencies and settings where students in this pathway may engage in field learning:
Please see course planning worksheets for a full list of courses associated with this pathway.
University of Michigan's School of Social Work (U-M SSW) is accredited by the Commission on Accreditation (COA), of the Council on Social Work Education (CSWE). Accreditation is a system of recognizing educational programs as having a level of performance and quality that gain them the confidence of the educational community and the public. You can read more about the Educational Policy and Accreditation Standards here.
At U-M SSW, each pathway has specialized competencies that describe the knowledge, values, skills, and cognitive and affective processes that comprise the competency in each pathway area.
Social workers demonstrate the ability to apply ethical social work principles and critical thinking to products and work produced. Social workers understand the role of emotional intelligence and professional resilience in professional and ethical practice. Social workers understand the role of other professionals when engaged in interprofessional teams within their areas of specialization. Social workers recognize the importance of life-long learning and ways that supervision and consultation can support continued development.
Social workers in gerontology understand the impact of discrimination and oppression on older adults and their caregivers and identify the intersectionality of age with multiple characteristics of diversity and structural inequities throughout the life course. Gerontological social workers practice cultural humility and effectively work with diverse, older adults and their caregivers, groups, and communities.
Social workers work to advance human rights and social and economic justice for older adults and their caregivers. They incorporate the historical context and the physical and social environment, including experiences of trauma and micro aggressions, which may create barriers to social, economic, and environmental justice for older adults. Practitioners in aging critically and objectively analyze how policies and programs promote or inhibit justice and use story and narrative to impact change at the micro, meso, and macro levels. As members of interprofessional teams, they engage other disciplines to recognize such contextual and environmental barriers and ensure that older adults are aware of their rights. Aware of ageism and other institutionalized biases, they practice cultural humility and address discriminatory policies, practices, and language by utilizing culturally and linguistically appropriate measures and evidence-informed services and interventions.
Social workers in aging value their essential role in using knowledge and evaluating research. They identify critical gaps and promote the adoption of evidence-based practice in organizations working with, and on behalf of, older adults and their caregivers. They integrate social behavioral approaches to aging research with knowledge from their practice. Gerontological social workers recognize factors that affect the inclusion of older adults’ participation in research and understand how evaluation processes within organizations can contribute to broader knowledge-building within social work and aging.
Social workers understand how to analyze, formulate, and advocate for policies that advance human rights and social, economic, and/or environmental justice through the application of critical thinking skills. Social workers are able to identify how current events are linked to policy issues, how to critically analyze and understand policy implications, and apply strategies to engage in policy practice that effect change and advocate for clients.
Social workers in aging engage older adults, caregivers, and related systems by understanding and applying a range of appropriate theories. To foster this engagement, gerontological social workers interpret the diverse life courses (including resilience, contributions, and strengths) of older adults and consider cohorts and contexts in which they have lived. They also recognize how their own life trajectory influences their engagement with diverse older adults and their constituents.
Practitioners in aging utilize ecological-systems theory, a strengths-based and person/family-centered framework to conduct assessments that value the resilience of diverse older adults, families, and caregivers. They select appropriate assessment tools, methods and technology, and evaluate, adapt, and modify them, as needed, to enhance their validity in working with diverse, vulnerable and at-risk groups. The comprehensive biopsychosocial assessment takes into account the multiple factors of physical, mental and social well-being needed for treatment planning for older adults and their families. They develop skills in interprofessional assessment and communication with key constituencies to choose the most effective practice strategies. Gero social workers understand how their own experiences and affective reactions about aging, quality of life, loss and grief may affect their assessment and resultant decision-making.
Practitioners aim to promote wellness, build aging-friendly communities, empower older adults to manage their chronic conditions, optimize elders’ productive contributions to families and communities, and ensure their quality of life, including reducing social isolation, suicide, and elder mistreatment. Gero social workers address ageism and discrimination at the individual, group, community, and policy levels and aim to reduce inequality based on life-long disparities. Practitioners in aging build on comprehensive biopsychosocial assessments to plan and implement effective and culturally appropriate interventions, including peer support. They are knowledgeable about, critically analyze, and apply evidence-informed interventions as well as emerging practices. Gero social workers value and draw on strengths-based and person/family-centered approaches to ensure that interventions are consistent with mutually agreed-on goals at the individual, family, group, organizational, and community levels. They use technological resources, where appropriate, to improve quality of care. Practitioners in aging advocate to improve access, coordination, and quality across a continuum of medical, community, and social services.
Social workers integrate sources of knowledge—including gerontological and social work theories and research, input from constituencies, and awareness of broader societal trends—within evaluation processes. They value the role of older adults and their caregivers as contributors to evaluation and adapt research designs and measurement tools to fully include them across diverse practice settings. Practitioners in aging communicate evaluation findings and implications for improvement (e.g., financial, operational) across micro, mezzo, and macro levels of aging-focused practice and policy.
The graduate courses listed below have been taken by previous MSW students or have been identified as being of possible interest to students in this pathway and can be taken to fulfill Pathway Required Electives. On the course planning worksheet, information regarding Pathway Required Electives is included.
There are many other courses not listed below that may be of interest and may also meet the elective requirement. If you identify a pathway-related course not listed below that you want to take to meet your Pathway Required Electives (rather than simply an elective), please contact the Technical Advisors ([email protected]) for approval.
Interest in courses numbered below 500 should be checked for graduate-level status since many are offered for undergraduate credit only. You can check this by contacting the department offering the course or contacting the SSW registrar ([email protected]).
In addition, some courses may be restricted, require prerequisites, not be open to social work students, and/or require instructor permission. If you encounter problems registering for these courses, please contact the department offering the course. The SSW registrar will not be able to assist with registration in outside courses because these courses are not offered by the SSW.
The courses listed below are offered in various semesters. To see if a course is offered in the term you are interested please check the SSW list of outside courses, the website of the department offering the course, or the Wolverine Access Class Search page.
If you want to use one of these non-School of Social Work courses to fulfill the Social Work Practice with Older Adults and Families Required Electives (SWrAG), you will need to fill out a course substitution to receive approval. In the "Rationale for Substitution" box you should reference this page.
When Leah Fein was a child, she lived with her grandmother, who was diagnosed with Alzheimer’s disease and her great uncle, diagnosed with multiple sclerosis. Leah remembers, “They helped me understand the impact of support and autonomy on quality of life for older adults.” In high school, Leah volunteered with older adults at a hospital in Philadelphia and in college, interned with a nursing home transition program. After earning her BSW with a focus on ageing at the University of Pittsburgh, she worked for two years with low-income older adults, arranging in-home services, medical care and hospital and nursing facility discharges.
“I saw the difference it made if someone could age at home rather than in a facility,” Leah says. “I loved the direct practice experience, and I developed reciprocal relationships with my participants, which improved my own knowledge.” Leah wanted to go for her master’s in social work and in public health. “I wanted to be involved in an interdisciplinary team focused on advocating for adults’ self-determination and autonomy towards end of life, while also supporting disease management at home. It’s about your ability to maintain control and maintain a sense of purpose throughout life transitions. Often we take all that away from older adults unnecessarily.”
Leah was able to come to the University of Michigan thanks to a Dean’s Scholarship. “Those donors are the reason I am here at U-M,” Leah declares. “They have empowered me to reach my goals. I knew Michigan Social Work could challenge me and give me opportunities to make a real impact on issues I care about, but without my scholarship I would not have been able to come here. I remember the moment I got the email. I was with a participant. I told him, and he was so happy for me!”
Soon after arriving at our School, Leah had a revelation. “I thought I might focus on macro social work,” she says, “but I missed direct practice. So, I sent out some emails and connected with an older adult in a local nursing facility who needed help with discharge planning, so I have been working with him. It was nice to find out so fast that I needed to maintain my practice. This is one of many reasons Michigan is a great school. There are so many opportunities here! Every experience has added more and more to the person I am. And with this degree I can finally make the difference I want to make. I hope one day I can give back to other students who need support.”
University of Michigan
School of Social Work
1080 South University Avenue
Ann Arbor, MI 48109-1106