Comparing Social Work and Non-Social Work Students' Attitudes About Aging

“I Learned That the Aging Population Isn't That Much Different From Me”: The Final Outcomes of a Gero-Ed BEL Project

“…Results were consistent with previous research (Anderson & Wiscott, 2003;Bergel, 2006;Curl et al, 2005) indicating experiential learning with older adults in combination with classroom instruction on aging can increase students' self-perceived proficiency for engaging and working with aging populations. An important area for future research is to disentangle the activity's components to determine what specific elements were influential and how these elements can be utilized to enhance the learning experience.…”

“…Research indicates that direct experience with elders can have a positive effect on college students' negative attitudes toward older adults (Curl et al 2005;Dorfman, Murty, Ingram, & Evans, 2002;Murphy-Russell, Die, & Walker, 1986). Direct interaction between students and older adults has also been found to decrease ageist beliefs (Diachun, Dumbrell, Bryne, & Esbaugh, 2006), increase interest in working with aging populations (Anderson & Wiscott, 2003;Curl et al, 2005), and this appears to be consistent across diverse student populations (Kolb, 2008).…”

“…The consequences of ageism and glorification of youth is an inability to recruit enough social workers to meet the needs of the growing older adult population. Older people are frequently students' least preferred population with whom to practice (Anderson & Wiscott, 2003;Weiss, 2005), often because they are overly concerned about generational differences in viewpoints and interests (Monk, 1981) and they perceive older members of society as disagreeable and unexciting individuals (Kane, 1999). That social work in aging is not seen as prestigious or particularly thrilling (Cummings, et al, 2005) likely serves to exacerbate students' lack of interest.…”

“…Existing research (e.g., Curl et al, 2005) has indicated that including content on aging in social work courses increases students' willingness to work with older adults. Bergel (2006; see also Anderson & Wiscott, 2003) indicated that providing information on geriatric practice and late-life development in courses also strengthens the ability of students' interactions with older adults to dispel stereotypes, myths, and biases about aging and older people. Therefore, the creation of effective experiences to increase students' confidence in gerontological practice competencies through direct involvement with older adults and exposure to accurate classroom content on aging are possible (see http://www.cswe.…”

Using Observation for Reflective Practice with Older People

“…Consistently studies indicate that although social work students may not be overtly negative towards older people, they do hold less than positive views about them and are unlikely to identify an interest in working with them in the future (Anderson & Wiscott, 2003). Less positive attitudes are particularly apparent towards people over the age of 75 and in relation to perceptions about an older person's health status and independence (Hatchett, Holmes & Ryan, 2002;Heycox & Hughes, 2006).…”