J Gerontol Soc Work. 1992 Jun;18(1):175-186. doi: 10.1300/J083V18N03_13.
Journal of gerontological social work
Renee Solomon, M Joanna Mellor
PMID: 28949860 DOI: 10.1300/J083V18N03_13
There is an absence of adequately trained social workers to meet the health and social service needs of a rapidly increasing aging population. Educators face the challenge of helping social workers in the field both to upgrade their gerontological knowledge and skills and to become functioning members of the emerging modality-the interdisciplinary care team. A historical review of gerontological social work education suggests that 'first generation' education programs based on a medical model of intervention gave way to the 'second generation' in which aging was viewed as a normative step in the life cycle. Currently gerontological social work education is entering the 'third generation' in which emphasis is on working with members of other disciplines to provide comprehensive care. This interdisciplinary geriatric health care is most readily taught as a continuing education, post-graduate experience. This 'third generation' of gerontoloical social work education is exemplified by the experience of the Hunter/Mount Sinai Geriatric Education Center. Interdisciplinary geriatric health care requires teaching by an interdisciplinary team and, to be effective, educators must themselves be equipped to function as member of the team. Barriers to interdisciplinary understanding and the factors neccessary for interdisciplinary collaboration are detailed.
