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Loyola University Chicago

The goals for Loyola University Chicago’s BEL project were to: (1) design a module that would enhance learning about older adults; (2) provide a face-to-face experience for students with an older adult(s); (3) assess attitudes about working with older adults; and (4) assess change in attitudes about working with older adults after the face-to-face experience. The ultimate outcomes were for students to feel knowledgeable and comfortable working with older adults measured by choosing field placements with older adults and eventually choosing to work with older adults as a career choice.

The older adult module was embedded in a Human Behavior & the Social Environment (HBSE) course which has standard textbook chapters and a lecture on older adults. While students can generally choose age groups they wish to write about for papers, the assignment in this module was required. In addition to the face-to-face interaction which was expected to be over three separate meetings, the students wrote a guided reflection paper prior to the first visit, and after the first, second and third visits. The purpose of the reflection paper prior to the first visit was to identify the goals that students had for their own learning about older adults to promote their personal and professional growth; to identify challenging aspects of the assignment as well as possible rewards; to identify weaknesses/stereotypes and biases they brought to the project; to identify strengths they were bringing as well any weaknesses they would have to address to make the project successful for themselves. Students were also asked to connect what they were experiencing with course materials. Students received points towards the final course grade for completing the interactions and the reflection papers. The papers received comments but not "grades" in order to focus on the experience.

Courses that Included Experiential Activity:

  • Human Behavior & The Social Environment

Gero Practice Behaviors:

  • Assess and address values and biases regarding aging.
  • Relate concepts and theories of aging to social work practice (e.g., cohorts, normal aging, and life course perspective).
  • Relate social work perspectives and related theories to practice with older adults (e.g., person-in environment, social justice).