IS IT NECESSARY TO SPECIALIZE? THE SCOPE OF GRADUATE EDUCATION IN THE FIELD OF GERONTOLOGICAL SOCIAL WORK, THE FRAMEWORK OF PROFESSIONAL PRACTICE IN THE CONTEXT OF BASIC COMPETENCIES AND LIMITATIONS

Yıl 2022, Sayı: 20, 156 - 171, 30.12.2022

Aykut Can Demirel , Metin Gani Tapan

https://doi.org/10.46218/tshd.1148839

Öz

The senescence period is the last developmental period of the human, which has its own characteristic problems and needs. Developing treatment opportunities and increasing welfare cause the world population to age rapidly. The fact that the elderly population is increasing both numerically and proportionally makes the old age period the focus of many disciplines and professions, including social work. Although social workers receive generalist training for different client groups and client levels in undergraduate programs, they cannot specialize in a particular field. As a matter of fact, the situation is similar for the elderly, one of the groups that social workers work with. Although the old age has its own biopsychosocial and economic problems and needs, social workers intervene with a generalist approach. The characteristic structure of the senescence period necessitates graduate education integrated with academic knowledge and practices in the social work profession. This shows that there is a need for new postgraduate education programs in the field of gerontology to train social workers who have acquired professional role and practice competencies. In this context, the aim of the study is to reveal the importance of professional specialization in the light of current information, in the focus of the necessity, scope and limitations of postgraduate gerontological social work education.

Anahtar Kelimeler

Aging, Old Age, Social Work, Gerontological Social Work, Medical Social Work.

UZMANLAŞMAK GEREKLİ Mİ? GERONTOLOJİK SOSYAL HİZMET ALANINDA LİSANSÜSTÜ EĞİTİMİN KAPSAMI, TEMEL YETERLİLİKLERİ VE SINIRLILIKLARI BAĞLAMINDA MESLEKİ UYGULAMA ÇERÇEVESİ

Öz

Yaşlılık dönemi kendisine özgü sorun ve ihtiyaçları barındıran insanın son gelişim dönemidir. Gelişen tedavi imkânları ve artan refah dünya nüfusunun hızlı bir şekilde yaşlanmasına neden olmaktadır. Yaşlı nüfusun hem sayısal hem de oransal bir biçimde artıyor oluşu yaşlılık dönemini sosyal hizmetin de içinde bulunduğu birçok disiplin ve mesleğin odağı haline getirmektedir. Sosyal hizmet uzmanları lisans programlarında farklı müracaatçı grupları ve müracaatçı düzeylerine yönelik genelci eğitim almalarına karşılık özel alarak bir alanda uzmanlaşamamaktadırlar. Nitekim sosyal hizmet uzmanlarının çalışma yaptığı gruplardan biri olan yaşlılar için de durum benzer niteliktedir. Yaşlılık döneminin kendine has biopsikososyal ve ekonomik sorun ve ihtiyaçlarına bulunmasına karşın sosyal hizmet uzmanları tarafından genelci yaklaşım ile müdahalede bulunulmaktadır. Yaşlılık döneminin kendine özgü yapısı sosyal hizmet mesleğinde akademik bilgi ve uygulamalarla bütünleştirilmiş lisansüstü eğitimi gerekli hale getirmektedir. Bu durum gerontoloji alanında, mesleki rol ve uygulama yeterlilikleri edinmiş sosyal hizmet uzmanlarının yetiştirilmesi için yeni lisansüstü eğitim programlarına ihtiyaç duyulduğunu göstermektedir. Bu kapsamda çalışmanın amacı, güncel bilgiler ışığında lisansüstü gerontolojik sosyal hizmet eğitiminin gerekliliği, eğitimin kapsamı ve sınırlılıklarının ile mesleki uzmanlaşmanın gerekliliğinin belirlenmesidir.

Anahtar Kelimeler

Yaşlanma, Yaşlılık, Sosyal hizmet, Gerontolojik Sosyal Hizmet, Tıbbi Sosyal Hizmet.

Kaynakça

• Aldrich, R. (2010). The ageing demographic transition: The impact on elderly and social workers. Aotearoa New Zealand Social Work, 22(2), 4-12.
• Barber, R. D., Coulourides Kogan, A., Riffenburgh, A. ve Enguidanos, S. (2015). A role for social workers in improving care setting transitions: A case study. Social work in health care, 54(3), 177-192.
• Barnett, D., Damron-Rodriquez, J., Lawrance, F. P. ve Simmons, J. (2006). Developing geriatric social work competencies for field education. Journal of Gerontological Social Work, 48(1–2), 139–160.
• Berkman, B. ve Volland P. (1997). Health care practice overview. In R. Edwards (Ed.), Encyclopedia of social work, supplement. NASW Press: Washington DC.
• Browne, C.V., Smith, M. ve Ewalt, P.L. (1996). Advancing social work practice in health care settings: A collaborative partnership for continuing education. Health & Social Work, 21(4),267–276.
• Brown, L. H. ve Roodin, P. A. (2001). Service-learning in gerontology: An out-ofclassroom experience. Educational Gerontology, 27, 89–103.
• Boult, C., Boult, L., Murphy, C., Ebbitt, B., Luptak, M. ve Kane, R.L. (1994). A controlled trial of outpatient geriatric evaluation & management. JAGS, 42, 465–470.
• Cummings, S. M., Adler, G. ve DeCoster, V. A. (2005). Factors influencing graduate-social-work students' interest in working with elders. Educational Gerontology, 31(8), 643-655.
• Cummings, S., Galambos, C. ve DeCoster, V. A. (2003). Predictors of MSW employment in gerontological practice. Educational Gerontology, 29, 295–312.
• Damron-Rodriguez, J. ve Lubben, J. E. (1997). The 1995 WHCoA: An agenda for social work education and training. Journal of Gerontological Social Work, 27(3), 65-77.
• Damron-Rodriguez, J., Goodman, C., Ranney, M., Min, J. W. ve Takahashi, N. (2013). The state of gerontological social work education in California: Implications for curricula evaluation. Journal of Social Work Education, 49(2), 235-249.
• Diwan, S. ve Hooyman, N. (2006). Need for increasing gerontological competencies in MSW advanced curriculum areas: Mental health, substance use and health. Retrieved from https://www.cswe.org/File.aspx?id=24324.
• Dhavaleshwar, C. U. (2016). The role of social worker in community development. International research journal of social sciences, 5(10), 61-63.
• Education, S. W. (2013). Basic Gerontological Competence for All Social Workers: The Need To “Gerontologize”. In Advancing Gerontological Social Work Education (39-50). Routledge.
• Faria, D. F. ve Dauenhauer, J. A. (2007). Perspectives on older adults and the aging family: Spring 2007 [Course syllabus]. Retrieved November 10, 2009, from http://depts.washington.edu/geroctr/Curriculum3/sub3_4_1sgsyllabi.html.
• Fredriksen-Goldsen, K. I., Bonifas, R. P. ve Hooyman, N. R. (2006). Multigenerational practice: An innovative infusion approach. Journal of Social Work Education, 42, 25–36.
• Gibelman, M. (1995). What social workers do. Washington, DC: NASW Press.
• GSWEC (2022). Geriatric Social Work Education Consortium. (Erişim tarihi: 29.05.2022) https://www.gswecnow.org/
• Joyner, M. C. ve DeHope, E. (2006). Transforming the curriculum through the intergenerational lens. Journal of Gerontological Social Work, 48(1/2), 127–137.
• Kusnanto, H., Agustian, D. ve Hilmanto, D. (2018). Biopsychosocial model of illnesses in primary care: A hermeneutic literature review. Journal of family medicine and primary care, 7(3), 497.
• Lowe, J. (1997). A social health model: A paradigm for social work in health care. In: Michael Reisch & Eileen Gambrill (Eds.), Social work in the 21st century. Thousand Oaks, CA: Pine Forge Press.
• Irish Association of Social Workers. (2011). The role of the social worker with older persons. Special Interest Group on Ageing (SIGA).
• Mellor, M. J. ve Lindeman, D. (1999). The role of the social worker in interdisciplinary geriatric teams. Journal of Gerontological Social Work, 30(3-4), 3-7.
• Nakao, K. C., Damron-Rodriguez, J., Lawrance, F. P. ve Volland, P. J. (2013). Examination of the psychometric properties of the knowledge of aging for social work quiz. Educational Gerontology, 39(10), 761-771.
• NASW. (2004). Lıcensed Socıal Workers In The Unıted States, 2004. (Erişim Tarihi: 25.07.2022).
• Olson, C. (2008). A curriculum module enhance student’s gerontological practicerelated knowledge. Journal of Gerontological Social Work, 39(1–2), 159–175.
• Ray, M. G., Bernard, M. ve Phillips, J. (2018). Critical issues in social work with older people. Macmillan International Higher Education.
• Rogut, L. (1995). Meeting patients’ needs: Quality care in a changing environment. Paper Series. United Hospital Fund, New York City.
• Rosen, A. L., Zlotnik, J. L. ve Singer, T. (2003). Basic gerontological competence for all social workers: The need to “gerontologize” social work education. Journal of Gerontological Social Work, 39(1-2), 25-36.
• Scharlach, A., Damron-Rodriguez, J., Robinson, B. ve Feldman, R. (2000). Educating social workers for an aging society: A vision for the 21st century. Journal of Social Work Education, 36(3), 521-538.
• Shueman, S.A. ve Troy, W.G. (1994). The use of practice guidelines in behavioral health programs. In S.A. Shueman, W.G. Troy, & S.L. Mayhugh (Eds.), Managed behavioral health care: An industry perspective. Springfield, IL: Charles C. Thomas.
• The National Archives. (2022). Medicare and Medicaid Act (1965). (Erişim tarihi: 25.07.2022). https://www.archives.gov/milestone-documents/medicare-and-medicaid-act
• TUİK (2022). İstatistiklerle Yaşlılar, 2021. (Erişim tarihi: 20.05.2022). https://data.tuik.gov.tr/Bulten/Index?p=Istatistiklerle-Yaslilar-2021-45636
• US Department of Health and Human Services. (1990). Healthy people 2000: National health promotion and disease prevention objectives—Nutrition priority area. Nutrition Today, 25(6), 29-39.
• Van Rijsselt, R. J., Parkatti, T. ve Troisi, J. (2007). European initiatives in postgraduate education in gerontology. Gerontology & Geriatrics Education, 27(3), 79-97.
• Wainberg, M. L., Scorza, P., Shultz, J. M., Helpman, L., Mootz, J. J., Johnson, K. A., Neria, Y., Bradford J. M., Oquendo M. ve Arbuckle, M. R. (2017). Challenges and opportunities in global mental health: a research-to-practice perspective. Current psychiatry reports, 19(5), 1-10.
• Waites, C. E., ve Lee, E. O. (2006). Strengthening aging content in the baccalaureate social work curricula: What students have to say. Journal of Gerontological Social Work, 48(1–2), 47–62.
• YÖK (2022). Gerontoloji. (Erişim tarihi: 20.05.2022) https://yokatlas.yok.gov.tr/lisans-bolum.php?b=10705