Infusing aging competencies: Lessons from BSW students following service-learning assignment with older adult

Natalie D Cawood; Rebecca J Garrison

doi:10.1921/jpts.v14i2.966

Authors

Natalie D Cawood Northern Arizona University
Rebecca J Garrison Northern Arizona University

DOI:

https://doi.org/10.1921/jpts.v14i2.966

Abstract

This study examined the extent to which a mandatory service-learning experience impacted Bachelor of Social Work (BSW) students’ attitudes and interest in working in gerontological social work and identified factors that influence a student’s desire to work with aging populations. Using a convenience sample of 51 BSW students, participants either conducted a structured life review or a friendly visitor assignment with an older adult. Participants were a diverse group of primarily female students, ranging in age from 20-57 years old. Pre- and post-survey results suggest that intergenerational service-learning in social work can be a valuable instructional technique, helping students to maintain or increase interest in working with elder populations, alleviating concerns of working in gerontological settings, and giving insights into both the challenges and rewards of this field of work.

Keywords aging/gerontology; practice learning; service learning; experiential teaching methods; social work education

Author Biographies

Natalie D Cawood, Northern Arizona University

Associate Professor of Social Work, Dept of Sociology & Social Work

Rebecca J Garrison, Northern Arizona University

Social Work Professor EmeritaInfusing aging competencies: Lessons from BSW students following service-learning assignment with older adult

, Dept of Sociology & Social Work

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