Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 1 LEHMAN COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF SOCIAL WORK SWK 342: SOCIAL WELFARE POLICIES IN AN AGING SOCIETY COURSE DESCRIPTION - Fall 20 20 This course focuses on policies and programs affecting aging adults from a strengths -based and human rights perspective. Policy responses to issues such as ageism, changing demographic and health trends are analyzed. Students learn about federal policies and programs including components of the Social Security Ac t, such as retirement insurance; Old Age, Survivors, and Disability Insurance (OASDI); Supplemental Security Income (SSI ); Medicare; and Medicaid; as well as local approaches such as Senior Citizen Rent Increase Exemption (SCRIE) and Naturally Occurring Re tirement Communities (NORCs). Special attention is paid to potentially vulnerable populations, including women, members of racial and ethnic minorit y groups , LGBT older adults, immigrants, older adults with disabilities, and impoverished older adults and responses to specific risks such as elder abuse and end -of-life issues . Learning goals and outcomes focus on 1) building knowledge, 2) building empathy, and 3) building skills in keeping with the core competencies and behaviors of the social work profession undergraduate program. Learning will be conducted using a synchronous online platform via live video conferencing , pre -recorded lectures, voice threads and discussion forum assignments on CUNYfirst Blackboard. CORE COMPETENCIES AND BEHAVIORS UNDERGRADUATE PROGRAM Program graduates are expected to master the core competencies listed below (left column) and integrate and apply these competencies in their associated profession al behaviors (right column). The primary core competencies and professional behaviors for this course are indicated in bold type. Competencies Behaviors 1. Demonstrate ethical and professional behavior 1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision -making, ethical conduct of research, and additional codes of ethics as appropriate to context ; 2. Use reflection and self -regulation to manage personal values and maintain professionalism in practice situations; 3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication; 4. Use technology ethicall y and appropriately to facilitate practice outcomes; and SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 2 5. Use supervision and consultation to guide professional judgment and behavior. 2. Engage diversity and difference in practice 6. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels; 7. Present themselves as learners and engage clients and constituencies as experts of their own experiences; and 8. Apply self -awareness and self -regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. 3. Advance human rights and social, economic, and environmental justice 9. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and 10. Engage in practices that advance social, economic, and environmental justice. 4. Engage in practice - informed r esearch and research -informed practice 11. Use practice experience and theory to inform scientific inquiry and research; 12. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and 13. Use and translate research evidence to inform and improve practice, policy and service delivery. 5. Engage in policy pract ice 14. Identify social policy at the local, state, and federal level that impacts well -being, service delivery, and access to social services; 15. Assess how social welfare and economic policies impact the delivery of and access to social services; and 16. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice . 6. Engage with individuals, families, groups, organizations, and communities 17. Apply knowledge of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and 18. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. 7. Assess individuals, families, groups, organizations, and communities 19. Collect and organize data, and apply critical thinking to interpret information from clients and constituencies; 20. Apply knowledg e of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies; SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 3 21. Develop mutually agreed -on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and 22. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencie s. 8. Intervene with individuals, families, groups, organizations, and communities 23. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies; 24. Apply knowledge of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies; 25. Use inter -professional collaboration as appropriate to achieve beneficial practice outcomes; 26. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and 27. Facilitate effective transitions and endings that advance mutually agreed -on goals. 9. Evaluate practice with individuals, families, groups, organizations, and communities 28. Select and use appropriate methods for evaluation of outcomes; 29. Apply knowledge of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes; 30. Critically analyze, monitor, and evaluate intervention and program processes and outcomes; and 31. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. GRADING Category Item Number of Graded Items Point value per item Total points Attendance and punctuality per session 15 1 15 Constructive class participation per session 15 1 15 Discussion Forum Posts and Replies 10 1 10 Voice Thread Forum 10 1 10 Term Paper Assignment 1 20 20 Advocacy Project Assignment 1 10 10 Midterm Exam 1 10 10 Final Exam 1 10 10 TOTAL : 100 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 4 COURSE REQUIREMENTS 1. The Code of Ethics of the National Association of Social Workers (NASW) is included in the Appendix to both the Undergraduate and MSW "Lehman College Student Handbook and Field Education Manual" and available online here: https://www.socialworkers.org/About/Ethics/Code -of-Ethics/Code -of -Ethics -English All students in the Social Work Programs are required to demonstrate professional behavior consistent with the NASW Code of Ethics . This applies to behavior in the classroom, in Fieldwork, in college -related activities, and on the Lehman College campus. Failure to do so super sedes any grade earned in a Social Work course and supersedes a student's current standing in the Social Work Program. Failure to comply with the Code of Ethics may result in dismissal from any of the Social Work Programs. 2. Attendance and punctuality are required. Class participation, lecture material, and class activities are important to the mastery and integration of course material. Consequently, absences and/or frequent lateness must be discussed with the instructor. Absences will result in the reduction of the student’s attendance and punctuality portion of the course grade. 3. Class partici pation includes contributions to the learning process, which indicates student preparedness for class, including the ability to discuss assigned readings and the willingness to ask questions, share ideas, actively participate in class activities, and to be respectful to others in class. 4. In addition to content , grading of written assignments will include an evaluation of writing proficiency (clarity, grammar, punctuation, spelling, and use of references and citations in APA or MLA style.) 5. All work, includi ng written work, group assignments, oral presentations, and exams , must be completed by the student in accordance with the Lehman College Statement on Academic Integrity which can be found here: http://www.lehman.edu/academics/arts - humanities/documents/CUNYPolicyonAcademicIntegrity.pdf 6. Students who request reasonable accommodation for documented disabilities should contact the Office of Student Disability Services, email: [email protected] . Phone: 718 960 -8441. 7. Instructor Availability and Response time for this course will be on an appointment basis. Please email your instructor with your request and you can expect a response within 48 hours. REQUIRED TEXT : Cox, C.B. (2015). Social Policy for an Aging Society: A Human Rights Perspective . New York: Springer Publishing Company. SUPPLEMENTARY TEXTS : Niles -Yokum, K., & Wagner, W. (201 9). The Aging Networks: A Guide to Policies, P rograms and Services (9th ed.) . New York: Springer Publishing Company. https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 5 The Lehman College Library is a valuable source for online access to the attest journals and literature related to the course and can be accessed on Lehman360 or at http://www.lehman.edu/library . Because social welfare policies are always subject to ongoing critique and revis ion, it is important for students who are enrolled in this course to read about policy developments in The New York Times . Lehman students can apply through the Lehman College library for a free online subscription to The New York Times daily newspaper. The link to the library’s page with step -by -step instructions for setting up the academic pass is: http://www.lehman.edu/library/nytimes.php Another useful Lehman College library resource is the Gerontology Research Guide. The guide can be accessed through these steps: (1) go to the Lehman College Library home page, (2) click on “Research Guides,” ( 3) click on “Browse by Subject,” ( 4) Click on “Social Work,” ( 5) click on “Gerontolo gy.” There are also many significant websites, magazine and professional journals and reports that address issues regarding social welfare policy related to older adults . A list is included at the end of this document . COURSE OUTLINE Session 1: Introduction & Overview Date: Tues. 9/1/20 1. Overview of course and assignments 2. What is social work, gerontology, social welfare, and social welfare policy ? 3. Ageism as a social problem Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the nature of the course, social welfare policy, gerontology and social work practice. 2: Building Empathy Students will have a greater awareness of how ageism impacts on older adults. 3: Building Skills Students will demonstrate more effective approaches to assessing older adults’ status related to the principles of human rights for older persons. Required Reading /Vi deo Video: Ageism around the world https://www.youtube.com/watch?v=sv41CdxImiU&feature=youtu.be Video: Applewhite, A. 2017. Let’s end ageism. htt ps://www.youtube.com/watch?v=WfjzkO6_DEI NASW Code of Ethics: For this session, please read Preamble only https://www.socialworkers.org/About/Ethics/Code -of-Ethics/Code -of -Ethics -English Previtali, F ., Allen, L.D., & Varlamova, M. (2020). Not only virus spread: The d iffusion of ageism during the outbreak of COVID -19. Journal of Aging & Social Policy, 32 :4-5, 506 -514 . https://www.tandfonline.com/doi/full/10.1080/08959420.2020.1772002 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 6 Session 2 : Changing Demographics and Impact on Society Date: Tues. 9/8/20 1. The Aging Tsunami -- Demographic shifts 2. Generational Age Cohorts and th e c hanging roles of older adults 3. Trends shaping the politics of aging Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge about the growth of the aging population and how these demographic shifts are impacting on society and social policy. 2: Building Empathy Students will have a greater awareness of how older adults experience old age . 3: Building Skills Students will demonstrate more effective approaches to accessing population data and growing trends shaping aging policy . Required Readings /Vi deo Cox, C.B. (2015). Social policy for an aging soc iety: A human rights perspective , Chapter 1: Social policy, human rights, and older adults (pages 1 -17) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Ch ap. 1, pgs. 22 -38). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 ACL Profil e of Older Americans . https://acl.gov/sites/default/files/Aging%20and%20Disability%20in%20America/2019Pr ofileOlderAmericans508.pdf Gonzales -Rivera, C. (2013). The new face of New York seniors. New York Center for Urban Futures, July 2013. https://nycfuture.org/pdf/The -new -face -of-New -Yorks -seniors.pdf . Jenkins, R. (2017). Who are the generations? https://www.youtube.com/watch?v=IYOeDIOxKjc Super, N. (2020). Three Trends Shaping the Politics of Aging in America . https://academic.oup.com/ppar/article/30/2/39/5822709 Session 3 : The Framework for Federal Involvement Date : Tues. 9/15/20_ 1. The Older Americans Act of 1965 (OAA) 2. The Role of Government in Aging Social Policy 3. White House Conferences on Aging (WHCoA) 1961 -2015 4. Advocacy Project – First Thoughts Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the OAA and the role of government in aging policies and programs . 2: Building Empathy Students will have a greater awareness of how older adult s benefit from the Older Americans Act policies. 3: Building Skills Students will demonstrate more effective approaches to accessing information o n Federal policies and the Older Americans Act. Required Reading /Vi deo Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 2: The SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 7 framework for federal involvement: The White House Conference on Aging and the Older Americans Act (pgs 19 -39) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 2. pgs. 42 -65). https://ebookcentral.proquest.com/lib /lehman -ebooks/detail.action?docID=5612713 Administration on Community Living. (2020). The Older Americans Act of 1965 as amended in 2020 Reauthorization. https://acl.gov/sites/default/files/about -acl/2020 - 04/Older%20Americans%20Act%20Of%201965%20as%20amended%20by%20Public% 20Law%20116 -131%20on%203 -25 -2020.pdf White House Conference on Aging Final Report (2015). (Read only pages 1 -16) Whitehouseconferenceonaging.gov/2015 -WHCOA -Final -Report.pdf White House Conference on Aging President Obama speech . https://www.youtube.com/watch?v=3i5y5ol9GEM Session 4 : The Aging Network Date: Tues. 9/22/20 1. New York, An Age -Friendly Cit y 2. Government programs, services and benefits 3. Private non -profit organizations serving older adults 4. Private fee -for -service geriatric care management 5. Ethical Dilemmas: Autonomy versus Do No Harm Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the public benefits, government services and private organizations that are available to assist older adults. 2: Building Empathy Students will have a greater awareness of the of the approaches to creating and sustaining Age -Friendly communities. 3: Building Skills Students will demonstrate more effective approaches to addressing ethical dilemmas present when a client at risk refuses service. Required Readings Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 4: Policy and the right to liberty and security (pages 57 -78) – (Note that Chapter 3 is not assigned until the second half of the semester.) Niles -Yokum, K., & Wagne r, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 3., pgs. 107 -130) https://ebookcent ral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 AARP, New York City Department for the Aging. (2017). Age -friendly NYC: New commitments for a city for all ages. https://www.aarp.org/content/dam/aarp/livable -communities/age -friendly - network/2017/AgeFriendlyNYC2017.pdf Brookdale Center on Aging. ( 2020). Benefits Checklist for Older Adults. (For reference use) https://brookdale.org/tools/2020 -benefits -checklist -for -older -adults/ Young, J.M. (2018). When patients ch oose to live at risk: What is an ethical approach to intervention? BC Medical Journal , 6 (6). 314 -318. https://bcmj.org/articles/when -patients -choose -live -risk -what -ethical -approach - intervention#:~:text=In%20Western%20society%2C%20respect%20for,are%20incapable %20of%20decision%2Dmaking. SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 8 Note: No class scheduled for Sept 29 , 2020 , classes follow a Monday schedule Session 5: Health, Illness, Disability ; Issues & Supports Date: Tues. 10/6 /2020 1. Policy and the right to health and health care 2. Health disparities 3. Public & private approaches to health care, including Medicare, Medicaid, insurance Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the health care policies and programs in the U.S. and in New York. 2: Building Empathy Students will have a greater awareness of the health concerns of older adults in general and the impact of health disparities among elders of color. 3: Building Skills Students will demonstrate more effective approaches to ensuring access to Medicare and Medicaid for clients . Required Reading s/Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 5: Policy and the right to health and health care (pgs . 79 -97) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 85 -88). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Health Disparities: https://www.youtube.com/watch?v=vlVZKZNXYBA Greer S, Adams L, Toprani A, Hinterland K, Dongchung TY, Brahmbhatt D, Miranda T, Guan QX, Kaye K, Gould LH. Health of Older Adults in New York City; 2019; 1 -32. https://www1.nyc.gov/assets/doh/downloads/pdf/episrv/2019 -older -adult -health.pdf Medicaid in New York State: https://www.health.ny.gov/health _care/medicaid/ Medicare. Gov website: https://www.medicare.gov/ Virtual old age Experience : https://www.youtube.com/watch?v=LxOlrmS4fgo Session 6 : Mental Health, Long Term Care , & End of Life Dates: Tues. 10/13/20 1. Behavioral and Mental Health Disorders and older persons 2. Institutional Care: Nursing homes 3. Advanced Care Planning Policies influencing end of life decision making Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the policies related to geriatric mental health concerns , long term care and community resources . 2: Building Empathy Students will have a greater awareness of end -of -life decision making issues and resources . 3: Building Skills Students will demonstrate more effective approaches to accessing mental health services for their clients . Required Readings /Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 5: Policy and the right to health and health care (pages 79 -97) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 90 -97). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 9 Geriatric Mental Health Alliance of New York. (2019). Geriatric Mental Health. https://www.vibrant.org/wp - content/uploads/2018/03/2018DataBookFINALCorrected1.pdf National Hospice and Palliative Care organization Tools and Resources https://www.nhpco.org/patients -and -caregivers/advance -care -planning/ New York State Department of Health. Deciding about health care: A guide for patients and Fami lies . https://www.health.ny.gov/publications/1503.pdf Opinion: Charles Sabatino, Defunding Nursing Homes https://www.nextave nue.org/defund -nursing -homes/ Session 7 Mid -Term Review , Advocacy Tool Kit s, Term Paper Date: Tues. 10/20/20 1. Session 1 – 6: Review of Learning Goals and Key Points 2. Examples of Advocacy Actions and Tools 3. Confirmation of Term Paper Topics Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of advocacy tools and helpful websites 2: Building Empathy Students will have a greater awareness of the midterm exam expectations. 3: Building Skills Students will demonstrate more effective approaches to adv ocacy activities. Required Reading/Vi deo NASW. (2020). Call to Action. https://www.naswnyc.org/page/CalltoAction2020 National Council on Aging. (2020). Public Policy toolkit. https://www.ncoa.org/public -policy -action/advocacy -toolkit/toolkits -by -topic/advocacy - toolkit -covid -19/ New York City Department for the A ging. (20 19 ). Annual Plan Summary. https://www1.nyc.gov/assets/dfta/downloads/pdf/reports/DFTAAnnualPlanSummary201 9.pdf Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 181 -202). https://ebookcentral.proquest.com/lib /lehman -ebooks/detail.action?docID=5612713 Session 8: Midterm Exam Date: Tues. 10/27/20 Session 9: Income, Poverty , and W ork ; Issues and Supports Date: Tues. 11/3/20 1. Income policy and human rights 2. Income disparities and inequalities 3. Public and private approaches to income maintenance, including OASDI and pensions 4. Employment SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 10 Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of income policies and public and private approaches to retirement income. 2: Building Empathy Students will have a greater awareness of poverty, income disparities and older Americans. 3: Building Skills Students will demonstrate more effective approaches to retirement transitions and opportunities. Required Reading s/Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 3: Income policy and human rights (pages 41 -55) Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 6: Employment, retirement, and human rights (pages 99 -116) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and se rvices (9th ed.). New York: Springer Publishing Company. (Chap. 5., pgs. 90 -97, 146 -153). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Kaiser Family Foundation. (2014). Old & Poor: America’s Forgotten. https://www.youtube.com/watch?v=XbPJtG -GF2A Soc ial Security Ad ministrati on. (2020). Understanding benefits. https://www.ssa.gov/pubs/EN -05 -10024.pdf Social Security Administration. (2018). https://www.youtube.com/watch?v=H9T8cDmFVEg Session 10 : Family Caregiving ; I ssues and Supports Date: Tues. 11/10/20 1. Human Rights and Family Caregiving 2. Profiles of Caregiving 3. Caregiving Issues and Concerns 4. Caregiver Support Policies Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the types of caregiving provided for and by older adults. 2: Building Empathy Students will have a greater awareness of the issues and concerns of family caregivers. 3: Building Skills Students will demonstrate more effective approaches to accessing the polices and services available to support family caregivers. Required Reading /Video Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 7: Policy, family, and human rights (pages 117 -134) Feinian Chen, Christine A. Mair, Luoman Boa, Yang Clair Yan. (2017). Race/ethnic differentials in the health consequences of caring for grandchildren for grandparents. The Journals of Gerontology, May 2017, Series B, 72 (3).https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4635642/ New York City Department for the Aging (20 20 ). Watch the three videos https://www1.nyc.gov/site/dfta/services/guide -for -caregivers.page United Hospital Fund. (2017). Implementing New York State’s CARE Act. https://www.nextstepincare.org/uploads/File/Guides/NYS_CARE_Act_Hospital_Toolkit.
pdf SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 11 Session 1 1: Vulnerable Groups of Older Adult s; Issues & Supports Date: Tue s, 11/17/202 0 1. The Older Americans Act: Profile of Vulnerable Groups withing the aging population 2. Racism & Minority elders , older immigrants 3. Sexism & Gender Discrimination of Women 4. LGBT Aging – incl usion and challenges 5. Elder Mistreatment/abuse and the Elder Justice Act Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the types of vulnerable groups within the aging population and the polices that support them. 2: Building Empathy Students will have a greater awareness of the issues and concerns in elder abuse and mistreatment. 3: Building Skills Students will demonstrat e more effective approaches to accessing services available to support victims of elder abuse. Required Readings /Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 8: The most vulnerable groups of older ad ults (pages 135 -152) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 4, pgs. 97 -106). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Brandel. B, Raymond, J. (2012). Policy implications that caregiver stress is not t he primary cause of elder abuse. Generations. Fall 2012. 36(3). p. 32 – 39. http://s3 -us -east -2.amazonaws.com/ncall/wp - content/uploads/2018/12/11123921/Policy_Implicati ons_Caregiver_Stress_Does_Not_Ca use_EA_Brandl_Raymond.pdf National Center on Elder Abuse (2015). The Elder Justice Roadmap: A stakeholder initiative to respond to an emerging health, justice, financial, and social crisis.
https://ncea.acl.gov/NCEA/media/Publication/Elder -Justice -Roadmap -Project -Fact - Sheet -2014.pdf https://ncea.acl.gov/Resources/Publications.aspx National Resource Center on LGBT Aging (2017) . Advocacy tools. https://www.lgbtagingcenter.org/resources/index.cfm?s=37 SUBMISSION of TERM PAPER Due Date: Tues. 11/2 2/20 Session 1 2: Advocacy , Activism and Aging Date: Tues. 11/24/20 1. Human rights and generational e quity 2. Organizations involved in aging advocacy and social action Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of human rights and older adults, advocacy, and the aging rights organizations involved in social action. 2: Building Empathy Students will have a greater awareness of the current advocacy priorities. 3: Building Skills Students will demonstrate more effective approaches to participating in the senior rights movements . SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 12 Required Readings /Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 1: Social policy, human rights, and older adults (pages 1 -17) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 90 -97). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Session 13 : Global Aging: A Human Rights Perspective Date : Tues. 12/ 1/20 1. Major global concerns related to the growing older population 2. Policy challenges in addressing the rights of older adults internationally Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the major global concerns of a rapidly aging population. 2: Building Empathy Students will have a greater awareness of the impact of health care on global aging. 3: Building Skills Students will demonstrate more effective approaches to advocating for more equitable social policies that address the needs and rights of older adults. Required Readings /Videos Cox, C.B. (2 015). Social policy for an aging society: A human rights perspective , Chapter 10: Policy challenges in meeting the rights of older adults (pages 173 -182) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 6, pgs. 163 -179). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Human Rig hts Watch. (2020). Rights risks to older people in COVID -19 response. https://www.hrw.org/news/2020/04/07/rights -risks -older -people -covid -19 -response United Na tions Political Declaration and Madrid International Plan of Action on Ageing www.un.org/en/events/pastevents/pdfs/Madrid_plan.pdf SUBMISSION of ADVOCACY PROJECT Due Date: Tues. 1 2/1/20 Session 14: Final Exam Review & Advocacy Project Presentation Date: Tues. 12/8/20 1. Session 9 – 13: Review of Learning Goals and Outcomes 2. Advocacy Project Group Presentations by Topic Session 1 5: Final Exam Date: Tues. 12/ 15 /20 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 13 WEBSITES Advocacy American Geriatrics Society https://www.americangeriatrics.org/ Alzheimer’s Association https://www.alz.org/alzheimers -dementia/facts -figures AARP Public Policy Institute https://www.aarp.org/ppi/ Medicare Rights Center https://www.medicarerights.org/ National Committee to Preserve Social Security and Medicare https://www.ncpssm.org/ National Association of Area Agencies on Aging www.n4a.org/advocacy - see “Advocacy Alerts” New York Academy of Medicine https://www.nyam.org/selected -work/healthy -aging/ New York City Department for the Aging – Senior Advocacy - www.nyc.gov/html/dfta VFW (Veterans of Foreign Wars) https://www.vfw.org/ National Center on Elder Abuse www.ncea.org National Center on LGBT Aging www.lgbtagingcenter.org Employment Depart ment of Commerce www.doc.gov Department of Labor www.dol.gov Equal Employment Opportunity Commission www.eeoc.gov USA Jobs www.usajobs.opm.gov End of Life (fact sheet) Family Health Care Decisions Act & HIV/AIDS https://www.health.ny.gov/diseases/aids/providers/regulations/fhcda/ai_fact_sheet.htm http://www.wny lc.com/health/entry/142/ “Five Wishes” document for writing dying wishes www.agingwithdignity.org/fivewishes.php National Hospice and Palliative Care organization Tools and Resources www.nhpc o.org/tools -and -resources New York State Department of Health. Deciding about health care: A guide for patients and families https://www.health.ny.gov/publications/1503/ Foundations/Think Ta nks Annie E. Casey Foundation www.aecf.org Brookings Institution www.brookings.edu Center on Budget and Policy Priorities www.cbpp.org Century Foundation www.tcf.org Fannie Mae Foundation www.fanniemaefoundation.org Heritage Foundation www.heritage.org MacArthur Foundation www.macfound.org Manpower Demonstration Research Corporation www.mdrc.org Progressive Policy Institute www.ppionline.org Public Agenda www.publicagenda.org Rand Corporation www.rand.org Russell Sage Foundation http:/ /www.russellsage.org Thomas B. Fordham Foundation www.edexcellence.net Urban Institute Program on Retirement Policy https://www.urban.org/policy -centers/cross - SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 14 center -initiatives/program -retirement -policy William T Grant Foundation www.wtgrantfoundation.org Government Agencies Census Bureau www.census.gov Department of Health and Human Services www.dhhs.gov Department of Labor www.dol.gov Federal Statistics www.fedstats.gov Food and Nutrition Service, Food Stamp Program www.fns.usda.gov/FSP/USDA Housing and Urban Development Department www .hud.gov New York City Department for the Aging www.nyc.gov/aging New York State Office for the Aging www.aging.ny.gov Office of the Assistan t Secretary for Planning and Evaluation www.aspe.hhs.gov Social Security On -line www.ssa.gov White House Conference on Aging https://whitehouseconferenceonaging.gov/2015 -whcoa - final -report.pdf Health Care Agency for Healthcare Research and Quality (AHRQ) www.a hrq.gov/ Alliance for Health Reform www.allhealth.org American Nurses Association nursingworld.org/ American Medical Women's Association www.amwa -doc.org/ Asian and Pacific Islander American Health Forum www.apiahf.org/ Centers for Medicare and Medicaid Services www.cms.gov Century Foundation’s Medicare Watch www.medicarewatch.org Commonwealth Fund www.cmwf.org Department of Health and Human Services www.dhhs.gov Equal Employment Opportunity Commission www.eeoc.gov Health Affairs Journal www.healthaffairs.org Heritage Foundation www.heritage.org Kaiser Family Foundation www.kaisernetwork.org Mathematica Policy Research, Inc. www.mathematica -mpr.com Medicare www.medicare.gov Medicare Payment Advisory Comm ission www.medpac.gov National Alliance for Hispanic Health www.hispanichealth.org/ National Center for Health Statistics www.cdc.gov/nchs Office of Temporary and Disability Assistance www.otda.state.ny.us The Office on Women's Health (OWH) www.wo menshealth.gov/owh/ Social Security Network www.socsec.org UNAIDS, the Joint U.N. Programme on HIV/AIDS www.unaids.org/en/default.asp World Health Organization Global Age -friendly Cities www.who.int/ageing/publications/Global_age_friendly_cities_Guide -English.pdf Additional Resource s: (1) American Societ y on Aging: journal articles in the entire Summer 2015 issue of Generations re: Medicare SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 15 (2) American Society on Aging: journal articles in the entire Fall 2015 issue of Generations re: Ageism in America (3) American Society on Aging; journal articles in the entir e Summer 2018 issue of Generations re: economic and social inequality (4) Gerontological Society of America: Journal articles in The Gerontologist and Public Policy & Aging Report Media Sources BBC News http://news.bbc.co.uk Electronic Policy Network Moving Ideas www.movingideas.org National Journal Online www.nationaljou rnal.com/njonline/ NPR Online www.npr.org New York Times www.nytimes.com/ Policy News and Information Service www.policy.com The Times of Londo n www.timesonline.co.uk/tol/global/ The Washington Post www.washingtonpost.com Poverty Center for Community Change www.communitychange.org/ Center for Law and Social Policy www.clasp.org Center on Budget and Policy Priorities www.cbpp.org Economic Succ ess Clearinghouse www.financeproject.org/irc/win.asp The Finance Project www.financeproject.org Institute for Research on Poverty (University of Wiscon sin) www.ssc.wisc.edu Joint Center for Poverty Research www.jcpr.org Luxembourg Income Study (cross -national research) lis.ceps.lu National Poverty Center (University of Michigan) www.npc.umich.edu NY State Office of Temporary and Disability Assistance www.otda.state.ny.us State Policy Documentation Project www.spdp.org Social Security Cato Institute’s Social Security site www.socialsecurity.org Commission to Strengthen Social Security www.csss.gov Social Security Advisory Board www.ssab.gov Social Security Network www.socsec.org Social Security On -lin e www.ssa.gov
