Provisionally approved 7/15/02

WORKING WITH ELDERS

Level II

RATIONALE:  An important goal in the study of gerontology is to better serve the needs of individuals as they age.  Often, the assistance needed by elders is provided in the context of a professional helping relationship.  Personal experience in a purposeful helping relationship with an older person, combined with cognitive knowledge of the nature of such relationships, provides the basis for understanding the elements of an effective helping relationship.

Interaction with a frail older person affords students the opportunity to acquire an understanding of what it means to be old, alone with compromised health, and dependent upon others for services. These interactions are within the context of an agency within the aging network of programs and services. Students elicit information about the life course of the older person as well as his/her understanding of personal needs. Students learn how to document encounters they have with the individual and with the agency staff. Students also learn about the importance of maintaining confidentiality. Functioning as an effective helper with a frail elder provides an introduction to working with older individuals.

COMPETENCY:  Can understand the nature of a helping relationship and can perform the role of an effective helper in a purposeful relationship with a frail elder. 

CRITERIA: 

1.      Identify and describe the principles and practice of an effective helping relationship.

2.      Establish contact with an agency that will identify and assign an elder who is living independently and who desires to participate in a regular relationship with an effective helper.

3.      Undergo a Criminal Offense Record Inspection (CORI) as required by the State for any and all persons working or volunteering with elders.  The CORI is conducted through the agency.

4.      Establish supervision for student’s role as an effective helper with elders in collaboration with agency supervisors and faculty supervisor.

5.      In performing the role of an effective helper, the student will work with the elder and the agency supervisor according to the defined goals and objectives of the relationship.

6.      Describe the action plan and the implementation process to accomplish the stated goals and objectives.

7.      Evaluate the effectiveness of the relationship in meeting the stated goals and objectives, the factors that aided or impeded the process, and the effect of the relationship on the well-being of the elder.

PORTFOLIO LINK:  You are expected to use the Writing Portfolio criteria and standards as guidelines for the written products required by this competency.  Papers written for this competency may be considered for submission to the Writing Portfolio.

STANDARDS:

1.      For Criterion 1, at least two published sources, approved by the evaluator, must be cited in the description of the principles and practice of a helping relationship.

2.      For Criterion 2, the frail elder must be someone (a) over 65 years of age, (b) not previously familiar to the student, and (c) in need of assistance in order to maintain independent living. 

3.      For Criterion 3, submit necessary forms to the agency for the CORI check.

4.      For Criterion 4, the supervisor must be willing and able to provide regular direct monitoring, advice, and support for the duration of the placement. 

5.      For Criterion 5, the goals and objectives of the placement must be agreed upon by agency, elder, and student as desirable, feasible, demonstrable, and leading towards enhanced well-being in some specific aspect of the elder’s life.  A minimum involvement of 1 hour per week for 10 weeks is required. 

6.      For Criterion 6, the action plan and implementation process must be realistic and directly related to the goals and objectives articulated in Criterion 4. 

7.      For Criterion 7, the criteria used to evaluate the effectiveness of the relationship and her/his own effectiveness as an effective helper should be drawn in part from the reading done for Criterion 1.  When identifying factors which aided or impeded the process, the evaluation must take into account the relevant life experiences, perspectives, expectations, biases, and behaviors of the elder, the student, and other persons involved with the elder (e.g., family members, service providers, friends).  A factual log describing all contacts with the elder and agency supervisor should be maintained.  Additionally, maintain a journal recording expectations, interpretations, insights, and any other relevant subjective notations that will inform the evaluation.

EXAMPLES OF DEMONSTRATION:

1.      Prior Learning: A student who has extensive experience working as an effective helper with elders completes the self-assessment document of this experience, does reading appropriate to this competency, and presents, orally or in writing, an analysis of how the reading material relates to the prior experience. 

2.      Independent Study: A student already employed in an agency providing direct services to the elderly, arranges to work with a client who meets Criterion 2 requirements and receives supervision from either the employer or a faculty member.  The student keeps a log and journal and either schedules an independent evaluation session (presenting orally using a detailed outline) or submits material in writing.

3.      Course:  A student completes a CPCS course that includes appropriate field components to address this competency.

4.      Field Project: The student fulfills the ten-visit requirement along with appropriate documentation of each client encounter that is descriptive of the quality of services received and the level of intervention. The student then submits a final case study to the faculty evaluator and prepares an oral presentation to a specific agency.