Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.

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Term Paper Assignment rough draft by Saturday at 5pm

Advocacy Paper

Topic: Elder Abuse

Please read through and make sure you fully understand before you send me a proposal.

Thanks.

Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
SWK 342 ADVOCACY PROJECT ASSIGNMENT DEPARTMENT OF SOCIAL WORK SOCIAL WELFARE POLICIES IN AN AGING SOCIETY Advocacy Project Assignment Purpose: This assignment will assess the student’s capacity to address the following Core Competencies and Behaviors as noted in the Course Syllabus and Description: 5. Engage in policy practice 14. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services; 15. Assess how social welfare and economic policies impact the delivery of and access to social services; and 16. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice. 8. Intervene with individuals, families, groups, organizations, and communities 26. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and The Advocacy Project should relate directly to the Term Paper Assignment which should have addressed items 14, 15 and 16 noted above. Based on the conclusions reached as a result of the student’s research, the Advocacy Project is an activity that the student will complete to advocate on behalf of older persons impacted by the specific issue or concern identified in the term paper. The Advocacy Project activity (The ASK) should be directed to an entity (example: government agency, a nonprofit organization, a corporate business) or an individual (an elected official from a city, state or federal level, a commissioner or other appointed official that is responsible for administering programs and services). For example, sending a letter in support of a specific measure under consideration to an elected official that may have a beneficial impact on homebound older adults. Format: This paper should be one page, double-spaced in Times New Roman 12-point font. Include a Header with your name and the title of your paper. The content on the page should fill the entire page. Address the following questions and include them in your paper: What was the topic of your term paper and the conclusion reached that justifies the action to be taken? (2 points) What entity or individual did you direct your actions to inform on the issues and why did you choose this particular entity/individual? (2 points) In addition to providing information on the issue of concern, what policy solutions did you propose to the entity/individual? Attach a copy of the “ASK” (2 points) What outcome do you expect as a result of this advocacy effort? (2 points) Grading: This assignment is valued at 10 points towards your total grade. Each item/question noted above will be valued at 2 points. An additional 2 points will be added for writing proficiency (clear and understandable writing, use of proper grammar, spelling and punctuation). 2
Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
DEPARTMENT OF SOCIAL WORK SOCIAL WELFARE POLICIES IN AN AGING SOCIETY Term Paper Assignment: Policies Affecting Older Adults Purpose The purpose of this paper is to provide the student with an opportunity to explore a topic of interest in social welfare policy impacting older adults in greater depth. This paper should identify a specific social policy at the local, state or federal level that impacts the well-being, service delivery, and access to social services that affects the aging population or specific groups within that population. The paper should also include a justification for the advocacy activity that the student has conducted pertaining to the policy selected. Select a topic of interest from the course outline or from ideas stimulated by the course readings, videos or discussions in the classroom or by your personal experience. Format This paper should be a minimum of 7 numbered pages and no more than 10 pages, including a reference page. All pages should be double-spaced in Times New Roman 12-point font. Include a Header with your name and the title of your paper. A title page does not count toward the minimum 7 pages. Content on each page of the paper should fill the entire page. Please use the outline headings as noted in the following Assignment Outline and be sure to address each item as listed. Citations within the paper and the reference page should be in APA style or another acceptable academic citation/reference format. Grading: Grading for this paper assignment represents 20% of the total course grade and will be based on the grading rubric noted below: Category As indicated by (# of points that can be earned) Total Content Identifies relevant information and knowledge on the topic; (20 pts.) Presents an understanding of the issues and concerns; (20 pts.) Applies the findings to establish justification of the Advocacy Project. (20 pts.) 60 Writing Proficiency Written in a clear, concise and understandable manner; (10 pts.) Use of proper grammar, spelling and punctuation. (10 pts.) 20 References and Citations Use of APA or MLA styles: Includes appropriate citations within paper that credits source of information; (5 pts.) Includes a Reference page that lists required sources. (5 pts.) 10 Timeliness On-time submission to Turnitin (Due date: Sunday, 11/22/2020) 10 Total 100 Social Policy Term Paper Assignment Outline I. Introduction of topic Provide a concise paragraph about the purpose of this paper with a discussion of the relevant key facts which help to define the scope and importance of the topic. These include: a brief description of the social policy; why this topic is important; why it is of interest to you personally and to society in general. II. The issue that the social policy addresses (Value: 20 points) Social policy is often developed in response to social problems. Provide a description of an existing condition or social problem affecting the well-being of older adults or a specific group within the aged population. Who is affected and how are they affected? Present an analysis of the factors contributing to this condition and their consequences on those affected directly and indirectly. What role does ageism play? What were the opposing perspectives regarding the policy issue? Why did this come about and what will happen if it is left unaddressed? Use statistics and projections in this section and cite sources. III. The Social Policy and Programs (Value: 20 points) Social welfare policy regulates the provision of benefits to people for the purpose of meeting basic life needs. Provide a description of the specific policies and programs formulated to address the issue or condition selected for your paper. If few or none exist, describe why. What are the policies and programs main goals and main provisions? Is there adequate funding available to meet those goals? Social welfare policies are shaped by a set of social and personal values that reflect the preferences of those in decision-making capacities. Present a brief analysis of the personal, professional and societal values and ideologies underlying the policies and programs, or their absence. How does it promote positive approaches that support an aging society? IV. Summary and Conclusion (Value: 20 points) Summarize your main points related to the issues and social policies impacting older adults in your area of concern. Based on your work on this paper discuss your personal recommendations for next steps related to how this particular social policy should be addressed and give reasons for your recommendations. This should lead to your selection and justification of the advocacy activity project that you will undertake in the next assignment. V. Reference Page Additional Guidelines As you think about topics that interest you, it may be helpful to look through the textbook, Social Policy for an Aging Society and particularly at the reference list at the end of each of the chapters. The websites and articles in the course outline are also excellent sources to use to begin to identify a topic. A useful Lehman College library resource is the Gerontology Research Guide. The guide can be accessed through these steps: (1) go to the Lehman College home page, (2) click on “Library,” (3) click on “Research Guides,” (4) click on “Browse by Subject,” (5) Click on “Social Work,” (6) click on “Gerontology.” Lehman students can apply through the Lehman College library for a free online subscription to The New York Times newspaper. The link to the library’s page with step-by-step instructions for setting up the academic pass is: http://www.lehman.edu/library/nytimes.php Required Sources of Information Regarding sources of information in the paper, your paper must include content from all of the following: (a) information from one report or other source published by a highly regarded organization such as those listed at the website list at the end of the course syllabus, (b) information from at least two professional peer reviewed journal articles that are not assigned for this course, (c) The New York Times or an equally reputable newspaper with international circulation, and (d) information from Carole Cox’s book, Social Policy for an Aging Society: A Human Rights Perspective (2015). (e) information from The International Longevity Center publication, Ageism in America found at https://aging.columbia.edu/sites/default/files/Ageism_in_America.pdf Please minimize use of direct quotations from the source materials that you use. If you include any quotations, be sure to include appropriate citations in the text of your paper, including the page number where the quoted information is written. Please refer to the CUNY Policy on Academic Integrity related to plagiarism available online if you have any questions on this issue. Submission Category Item Due Date General Issue Area Required; Student decides the general theme, topic, focus of term paper; and submits for approval to instructor via email. Sun. 10/4/20 Specific Social Policy to be explored Required; Student decides the specific issue to be explored and submits for approval to instructor via email. Sun. 10/18/20 Completion of First Draft Optional; draft may be submitted for instructor review. Sun, 11/1/20 Submission via Turnitin Completed Final Term Paper Assignment Sun. 11/22/20 SWK 342 Paper Assignment EL Fall, 2020
Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 1 LEHMAN COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF SOCIAL WORK SWK 342: SOCIAL WELFARE POLICIES IN AN AGING SOCIETY COURSE DESCRIPTION – Fall 20 20 This course focuses on policies and programs affecting aging adults from a strengths -based and human rights perspective. Policy responses to issues such as ageism, changing demographic and health trends are analyzed. Students learn about federal policies and programs including components of the Social Security Ac t, such as retirement insurance; Old Age, Survivors, and Disability Insurance (OASDI); Supplemental Security Income (SSI ); Medicare; and Medicaid; as well as local approaches such as Senior Citizen Rent Increase Exemption (SCRIE) and Naturally Occurring Re tirement Communities (NORCs). Special attention is paid to potentially vulnerable populations, including women, members of racial and ethnic minorit y groups , LGBT older adults, immigrants, older adults with disabilities, and impoverished older adults and responses to specific risks such as elder abuse and end -of-life issues . Learning goals and outcomes focus on 1) building knowledge, 2) building empathy, and 3) building skills in keeping with the core competencies and behaviors of the social work profession undergraduate program. Learning will be conducted using a synchronous online platform via live video conferencing , pre -recorded lectures, voice threads and discussion forum assignments on CUNYfirst Blackboard. CORE COMPETENCIES AND BEHAVIORS UNDERGRADUATE PROGRAM Program graduates are expected to master the core competencies listed below (left column) and integrate and apply these competencies in their associated profession al behaviors (right column). The primary core competencies and professional behaviors for this course are indicated in bold type. Competencies Behaviors 1. Demonstrate ethical and professional behavior 1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision -making, ethical conduct of research, and additional codes of ethics as appropriate to context ; 2. Use reflection and self -regulation to manage personal values and maintain professionalism in practice situations; 3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication; 4. Use technology ethicall y and appropriately to facilitate practice outcomes; and SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 2 5. Use supervision and consultation to guide professional judgment and behavior. 2. Engage diversity and difference in practice 6. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels; 7. Present themselves as learners and engage clients and constituencies as experts of their own experiences; and 8. Apply self -awareness and self -regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. 3. Advance human rights and social, economic, and environmental justice 9. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and 10. Engage in practices that advance social, economic, and environmental justice. 4. Engage in practice – informed r esearch and research -informed practice 11. Use practice experience and theory to inform scientific inquiry and research; 12. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and 13. Use and translate research evidence to inform and improve practice, policy and service delivery. 5. Engage in policy pract ice 14. Identify social policy at the local, state, and federal level that impacts well -being, service delivery, and access to social services; 15. Assess how social welfare and economic policies impact the delivery of and access to social services; and 16. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice . 6. Engage with individuals, families, groups, organizations, and communities 17. Apply knowledge of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and 18. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. 7. Assess individuals, families, groups, organizations, and communities 19. Collect and organize data, and apply critical thinking to interpret information from clients and constituencies; 20. Apply knowledg e of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies; SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 3 21. Develop mutually agreed -on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and 22. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencie s. 8. Intervene with individuals, families, groups, organizations, and communities 23. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies; 24. Apply knowledge of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies; 25. Use inter -professional collaboration as appropriate to achieve beneficial practice outcomes; 26. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and 27. Facilitate effective transitions and endings that advance mutually agreed -on goals. 9. Evaluate practice with individuals, families, groups, organizations, and communities 28. Select and use appropriate methods for evaluation of outcomes; 29. Apply knowledge of human behavior and the social environment, person -in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes; 30. Critically analyze, monitor, and evaluate intervention and program processes and outcomes; and 31. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. GRADING Category Item Number of Graded Items Point value per item Total points Attendance and punctuality per session 15 1 15 Constructive class participation per session 15 1 15 Discussion Forum Posts and Replies 10 1 10 Voice Thread Forum 10 1 10 Term Paper Assignment 1 20 20 Advocacy Project Assignment 1 10 10 Midterm Exam 1 10 10 Final Exam 1 10 10 TOTAL : 100 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 4 COURSE REQUIREMENTS 1. The Code of Ethics of the National Association of Social Workers (NASW) is included in the Appendix to both the Undergraduate and MSW “Lehman College Student Handbook and Field Education Manual” and available online here: https://www.socialworkers.org/About/Ethics/Code -of-Ethics/Code -of -Ethics -English All students in the Social Work Programs are required to demonstrate professional behavior consistent with the NASW Code of Ethics . This applies to behavior in the classroom, in Fieldwork, in college -related activities, and on the Lehman College campus. Failure to do so super sedes any grade earned in a Social Work course and supersedes a student’s current standing in the Social Work Program. Failure to comply with the Code of Ethics may result in dismissal from any of the Social Work Programs. 2. Attendance and punctuality are required. Class participation, lecture material, and class activities are important to the mastery and integration of course material. Consequently, absences and/or frequent lateness must be discussed with the instructor. Absences will result in the reduction of the student’s attendance and punctuality portion of the course grade. 3. Class partici pation includes contributions to the learning process, which indicates student preparedness for class, including the ability to discuss assigned readings and the willingness to ask questions, share ideas, actively participate in class activities, and to be respectful to others in class. 4. In addition to content , grading of written assignments will include an evaluation of writing proficiency (clarity, grammar, punctuation, spelling, and use of references and citations in APA or MLA style.) 5. All work, includi ng written work, group assignments, oral presentations, and exams , must be completed by the student in accordance with the Lehman College Statement on Academic Integrity which can be found here: http://www.lehman.edu/academics/arts – humanities/documents/CUNYPolicyonAcademicIntegrity.pdf 6. Students who request reasonable accommodation for documented disabilities should contact the Office of Student Disability Services, email: [email protected] . Phone: 718 960 -8441. 7. Instructor Availability and Response time for this course will be on an appointment basis. Please email your instructor with your request and you can expect a response within 48 hours. REQUIRED TEXT : Cox, C.B. (2015). Social Policy for an Aging Society: A Human Rights Perspective . New York: Springer Publishing Company. SUPPLEMENTARY TEXTS : Niles -Yokum, K., & Wagner, W. (201 9). The Aging Networks: A Guide to Policies, P rograms and Services (9th ed.) . New York: Springer Publishing Company. https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 5 The Lehman College Library is a valuable source for online access to the attest journals and literature related to the course and can be accessed on Lehman360 or at http://www.lehman.edu/library . Because social welfare policies are always subject to ongoing critique and revis ion, it is important for students who are enrolled in this course to read about policy developments in The New York Times . Lehman students can apply through the Lehman College library for a free online subscription to The New York Times daily newspaper. The link to the library’s page with step -by -step instructions for setting up the academic pass is: http://www.lehman.edu/library/nytimes.php Another useful Lehman College library resource is the Gerontology Research Guide. The guide can be accessed through these steps: (1) go to the Lehman College Library home page, (2) click on “Research Guides,” ( 3) click on “Browse by Subject,” ( 4) Click on “Social Work,” ( 5) click on “Gerontolo gy.” There are also many significant websites, magazine and professional journals and reports that address issues regarding social welfare policy related to older adults . A list is included at the end of this document . COURSE OUTLINE Session 1: Introduction & Overview Date: Tues. 9/1/20 1. Overview of course and assignments 2. What is social work, gerontology, social welfare, and social welfare policy ? 3. Ageism as a social problem Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the nature of the course, social welfare policy, gerontology and social work practice. 2: Building Empathy Students will have a greater awareness of how ageism impacts on older adults. 3: Building Skills Students will demonstrate more effective approaches to assessing older adults’ status related to the principles of human rights for older persons. Required Reading /Vi deo Video: Ageism around the world https://www.youtube.com/watch?v=sv41CdxImiU&feature=youtu.be Video: Applewhite, A. 2017. Let’s end ageism. htt ps://www.youtube.com/watch?v=WfjzkO6_DEI NASW Code of Ethics: For this session, please read Preamble only https://www.socialworkers.org/About/Ethics/Code -of-Ethics/Code -of -Ethics -English Previtali, F ., Allen, L.D., & Varlamova, M. (2020). Not only virus spread: The d iffusion of ageism during the outbreak of COVID -19. Journal of Aging & Social Policy, 32 :4-5, 506 -514 . https://www.tandfonline.com/doi/full/10.1080/08959420.2020.1772002 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 6 Session 2 : Changing Demographics and Impact on Society Date: Tues. 9/8/20 1. The Aging Tsunami — Demographic shifts 2. Generational Age Cohorts and th e c hanging roles of older adults 3. Trends shaping the politics of aging Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge about the growth of the aging population and how these demographic shifts are impacting on society and social policy. 2: Building Empathy Students will have a greater awareness of how older adults experience old age . 3: Building Skills Students will demonstrate more effective approaches to accessing population data and growing trends shaping aging policy . Required Readings /Vi deo Cox, C.B. (2015). Social policy for an aging soc iety: A human rights perspective , Chapter 1: Social policy, human rights, and older adults (pages 1 -17) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Ch ap. 1, pgs. 22 -38). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 ACL Profil e of Older Americans . https://acl.gov/sites/default/files/Aging%20and%20Disability%20in%20America/2019Pr ofileOlderAmericans508.pdf Gonzales -Rivera, C. (2013). The new face of New York seniors. New York Center for Urban Futures, July 2013. https://nycfuture.org/pdf/The -new -face -of-New -Yorks -seniors.pdf . Jenkins, R. (2017). Who are the generations? https://www.youtube.com/watch?v=IYOeDIOxKjc Super, N. (2020). Three Trends Shaping the Politics of Aging in America . https://academic.oup.com/ppar/article/30/2/39/5822709 Session 3 : The Framework for Federal Involvement Date : Tues. 9/15/20_ 1. The Older Americans Act of 1965 (OAA) 2. The Role of Government in Aging Social Policy 3. White House Conferences on Aging (WHCoA) 1961 -2015 4. Advocacy Project – First Thoughts Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the OAA and the role of government in aging policies and programs . 2: Building Empathy Students will have a greater awareness of how older adult s benefit from the Older Americans Act policies. 3: Building Skills Students will demonstrate more effective approaches to accessing information o n Federal policies and the Older Americans Act. Required Reading /Vi deo Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 2: The SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 7 framework for federal involvement: The White House Conference on Aging and the Older Americans Act (pgs 19 -39) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 2. pgs. 42 -65). https://ebookcentral.proquest.com/lib /lehman -ebooks/detail.action?docID=5612713 Administration on Community Living. (2020). The Older Americans Act of 1965 as amended in 2020 Reauthorization. https://acl.gov/sites/default/files/about -acl/2020 – 04/Older%20Americans%20Act%20Of%201965%20as%20amended%20by%20Public% 20Law%20116 -131%20on%203 -25 -2020.pdf White House Conference on Aging Final Report (2015). (Read only pages 1 -16) Whitehouseconferenceonaging.gov/2015 -WHCOA -Final -Report.pdf White House Conference on Aging President Obama speech . https://www.youtube.com/watch?v=3i5y5ol9GEM Session 4 : The Aging Network Date: Tues. 9/22/20 1. New York, An Age -Friendly Cit y 2. Government programs, services and benefits 3. Private non -profit organizations serving older adults 4. Private fee -for -service geriatric care management 5. Ethical Dilemmas: Autonomy versus Do No Harm Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the public benefits, government services and private organizations that are available to assist older adults. 2: Building Empathy Students will have a greater awareness of the of the approaches to creating and sustaining Age -Friendly communities. 3: Building Skills Students will demonstrate more effective approaches to addressing ethical dilemmas present when a client at risk refuses service. Required Readings Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 4: Policy and the right to liberty and security (pages 57 -78) – (Note that Chapter 3 is not assigned until the second half of the semester.) Niles -Yokum, K., & Wagne r, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 3., pgs. 107 -130) https://ebookcent ral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 AARP, New York City Department for the Aging. (2017). Age -friendly NYC: New commitments for a city for all ages. https://www.aarp.org/content/dam/aarp/livable -communities/age -friendly – network/2017/AgeFriendlyNYC2017.pdf Brookdale Center on Aging. ( 2020). Benefits Checklist for Older Adults. (For reference use) https://brookdale.org/tools/2020 -benefits -checklist -for -older -adults/ Young, J.M. (2018). When patients ch oose to live at risk: What is an ethical approach to intervention? BC Medical Journal , 6 (6). 314 -318. https://bcmj.org/articles/when -patients -choose -live -risk -what -ethical -approach – intervention#:~:text=In%20Western%20society%2C%20respect%20for,are%20incapable %20of%20decision%2Dmaking. SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 8 Note: No class scheduled for Sept 29 , 2020 , classes follow a Monday schedule Session 5: Health, Illness, Disability ; Issues & Supports Date: Tues. 10/6 /2020 1. Policy and the right to health and health care 2. Health disparities 3. Public & private approaches to health care, including Medicare, Medicaid, insurance Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the health care policies and programs in the U.S. and in New York. 2: Building Empathy Students will have a greater awareness of the health concerns of older adults in general and the impact of health disparities among elders of color. 3: Building Skills Students will demonstrate more effective approaches to ensuring access to Medicare and Medicaid for clients . Required Reading s/Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 5: Policy and the right to health and health care (pgs . 79 -97) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 85 -88). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Health Disparities: https://www.youtube.com/watch?v=vlVZKZNXYBA Greer S, Adams L, Toprani A, Hinterland K, Dongchung TY, Brahmbhatt D, Miranda T, Guan QX, Kaye K, Gould LH. Health of Older Adults in New York City; 2019; 1 -32. https://www1.nyc.gov/assets/doh/downloads/pdf/episrv/2019 -older -adult -health.pdf Medicaid in New York State: https://www.health.ny.gov/health _care/medicaid/ Medicare. Gov website: https://www.medicare.gov/ Virtual old age Experience : https://www.youtube.com/watch?v=LxOlrmS4fgo Session 6 : Mental Health, Long Term Care , & End of Life Dates: Tues. 10/13/20 1. Behavioral and Mental Health Disorders and older persons 2. Institutional Care: Nursing homes 3. Advanced Care Planning Policies influencing end of life decision making Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the policies related to geriatric mental health concerns , long term care and community resources . 2: Building Empathy Students will have a greater awareness of end -of -life decision making issues and resources . 3: Building Skills Students will demonstrate more effective approaches to accessing mental health services for their clients . Required Readings /Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 5: Policy and the right to health and health care (pages 79 -97) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 90 -97). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 9 Geriatric Mental Health Alliance of New York. (2019). Geriatric Mental Health. https://www.vibrant.org/wp – content/uploads/2018/03/2018DataBookFINALCorrected1.pdf National Hospice and Palliative Care organization Tools and Resources https://www.nhpco.org/patients -and -caregivers/advance -care -planning/ New York State Department of Health. Deciding about health care: A guide for patients and Fami lies . https://www.health.ny.gov/publications/1503.pdf Opinion: Charles Sabatino, Defunding Nursing Homes https://www.nextave nue.org/defund -nursing -homes/ Session 7 Mid -Term Review , Advocacy Tool Kit s, Term Paper Date: Tues. 10/20/20 1. Session 1 – 6: Review of Learning Goals and Key Points 2. Examples of Advocacy Actions and Tools 3. Confirmation of Term Paper Topics Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of advocacy tools and helpful websites 2: Building Empathy Students will have a greater awareness of the midterm exam expectations. 3: Building Skills Students will demonstrate more effective approaches to adv ocacy activities. Required Reading/Vi deo NASW. (2020). Call to Action. https://www.naswnyc.org/page/CalltoAction2020 National Council on Aging. (2020). Public Policy toolkit. https://www.ncoa.org/public -policy -action/advocacy -toolkit/toolkits -by -topic/advocacy – toolkit -covid -19/ New York City Department for the A ging. (20 19 ). Annual Plan Summary. https://www1.nyc.gov/assets/dfta/downloads/pdf/reports/DFTAAnnualPlanSummary201 9.pdf Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 181 -202). https://ebookcentral.proquest.com/lib /lehman -ebooks/detail.action?docID=5612713 Session 8: Midterm Exam Date: Tues. 10/27/20 Session 9: Income, Poverty , and W ork ; Issues and Supports Date: Tues. 11/3/20 1. Income policy and human rights 2. Income disparities and inequalities 3. Public and private approaches to income maintenance, including OASDI and pensions 4. Employment SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 10 Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of income policies and public and private approaches to retirement income. 2: Building Empathy Students will have a greater awareness of poverty, income disparities and older Americans. 3: Building Skills Students will demonstrate more effective approaches to retirement transitions and opportunities. Required Reading s/Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 3: Income policy and human rights (pages 41 -55) Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 6: Employment, retirement, and human rights (pages 99 -116) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and se rvices (9th ed.). New York: Springer Publishing Company. (Chap. 5., pgs. 90 -97, 146 -153). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Kaiser Family Foundation. (2014). Old & Poor: America’s Forgotten. https://www.youtube.com/watch?v=XbPJtG -GF2A Soc ial Security Ad ministrati on. (2020). Understanding benefits. https://www.ssa.gov/pubs/EN -05 -10024.pdf Social Security Administration. (2018). https://www.youtube.com/watch?v=H9T8cDmFVEg Session 10 : Family Caregiving ; I ssues and Supports Date: Tues. 11/10/20 1. Human Rights and Family Caregiving 2. Profiles of Caregiving 3. Caregiving Issues and Concerns 4. Caregiver Support Policies Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the types of caregiving provided for and by older adults. 2: Building Empathy Students will have a greater awareness of the issues and concerns of family caregivers. 3: Building Skills Students will demonstrate more effective approaches to accessing the polices and services available to support family caregivers. Required Reading /Video Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 7: Policy, family, and human rights (pages 117 -134) Feinian Chen, Christine A. Mair, Luoman Boa, Yang Clair Yan. (2017). Race/ethnic differentials in the health consequences of caring for grandchildren for grandparents. The Journals of Gerontology, May 2017, Series B, 72 (3). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4635642/ New York City Department for the Aging (20 20 ). Watch the three videos https://www1.nyc.gov/site/dfta/services/guide -for -caregivers.page United Hospital Fund. (2017). Implementing New York State’s CARE Act. https://www.nextstepincare.org/uploads/File/Guides/NYS_CARE_Act_Hospital_Toolkit. pdf SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 11 Session 1 1: Vulnerable Groups of Older Adult s; Issues & Supports Date: Tue s, 11/17/202 0 1. The Older Americans Act: Profile of Vulnerable Groups withing the aging population 2. Racism & Minority elders , older immigrants 3. Sexism & Gender Discrimination of Women 4. LGBT Aging – incl usion and challenges 5. Elder Mistreatment/abuse and the Elder Justice Act Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the types of vulnerable groups within the aging population and the polices that support them. 2: Building Empathy Students will have a greater awareness of the issues and concerns in elder abuse and mistreatment. 3: Building Skills Students will demonstrat e more effective approaches to accessing services available to support victims of elder abuse. Required Readings /Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 8: The most vulnerable groups of older ad ults (pages 135 -152) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 4, pgs. 97 -106). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Brandel. B, Raymond, J. (2012). Policy implications that caregiver stress is not t he primary cause of elder abuse. Generations. Fall 2012. 36(3). p. 32 – 39. http://s3 -us -east -2.amazonaws.com/ncall/wp – content/uploads/2018/12/11123921/Policy_Implicati ons_Caregiver_Stress_Does_Not_Ca use_EA_Brandl_Raymond.pdf National Center on Elder Abuse (2015). The Elder Justice Roadmap: A stakeholder initiative to respond to an emerging health, justice, financial, and social crisis. https://ncea.acl.gov/NCEA/media/Publication/Elder -Justice -Roadmap -Project -Fact – Sheet -2014.pdf https://ncea.acl.gov/Resources/Publications.aspx National Resource Center on LGBT Aging (2017) . Advocacy tools. https://www.lgbtagingcenter.org/resources/index.cfm?s=37 SUBMISSION of TERM PAPER Due Date: Tues. 11/2 2/20 Session 1 2: Advocacy , Activism and Aging Date: Tues. 11/24/20 1. Human rights and generational e quity 2. Organizations involved in aging advocacy and social action Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of human rights and older adults, advocacy, and the aging rights organizations involved in social action. 2: Building Empathy Students will have a greater awareness of the current advocacy priorities. 3: Building Skills Students will demonstrate more effective approaches to participating in the senior rights movements . SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 12 Required Readings /Videos Cox, C.B. (2015). Social policy for an aging society: A human rights perspective , Chapter 1: Social policy, human rights, and older adults (pages 1 -17) Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (pgs. 90 -97). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Session 13 : Global Aging: A Human Rights Perspective Date : Tues. 12/ 1/20 1. Major global concerns related to the growing older population 2. Policy challenges in addressing the rights of older adults internationally Lesson Outcome 1: Building Knowledge Students will show an increase in knowledge of the major global concerns of a rapidly aging population. 2: Building Empathy Students will have a greater awareness of the impact of health care on global aging. 3: Building Skills Students will demonstrate more effective approaches to advocating for more equitable social policies that address the needs and rights of older adults. Required Readings /Videos Cox, C.B. (2 015). Social policy for an aging society: A human rights perspective , Chapter 10: Policy challenges in meeting the rights of older adults (pages 173 -182) . Niles -Yokum, K., & Wagner, W. (201 8). The aging networks: A guide to programs and services (9th ed.). New York: Springer Publishing Company. (Chap. 6, pgs. 163 -179). https://ebookcentral.proquest.com/lib/lehman -ebooks/detail.action?docID=5612713 Human Rig hts Watch. (2020). Rights risks to older people in COVID -19 response. https://www.hrw.org/news/2020/04/07/rights -risks -older -people -covid -19 -response United Na tions Political Declaration and Madrid International Plan of Action on Ageing www.un.org/en/events/pastevents/pdfs/Madrid_plan.pdf SUBMISSION of ADVOCACY PROJECT Due Date: Tues. 1 2/1/20 Session 14: Final Exam Review & Advocacy Project Presentation Date: Tues. 12/8/20 1. Session 9 – 13: Review of Learning Goals and Outcomes 2. Advocacy Project Group Presentations by Topic Session 1 5: Final Exam Date: Tues. 12/ 15 /20 SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 13 WEBSITES Advocacy American Geriatrics Society https://www.americangeriatrics.org/ Alzheimer’s Association https://www.alz.org/alzheimers -dementia/facts -figures AARP Public Policy Institute https://www.aarp.org/ppi/ Medicare Rights Center https://www.medicarerights.org/ National Committee to Preserve Social Security and Medicare https://www.ncpssm.org/ National Association of Area Agencies on Aging www.n4a.org/advocacy – see “Advocacy Alerts” New York Academy of Medicine https://www.nyam.org/selected -work/healthy -aging/ New York City Department for the Aging – Senior Advocacy – www.nyc.gov/html/dfta VFW (Veterans of Foreign Wars) https://www.vfw.org/ National Center on Elder Abuse www.ncea.org National Center on LGBT Aging www.lgbtagingcenter.org Employment Depart ment of Commerce www.doc.gov Department of Labor www.dol.gov Equal Employment Opportunity Commission www.eeoc.gov USA Jobs www.usajobs.opm.gov End of Life (fact sheet) Family Health Care Decisions Act & HIV/AIDS https://www.health.ny.gov/diseases/aids/providers/regulations/fhcda/ai_fact_sheet.htm http://www.wny lc.com/health/entry/142/ “Five Wishes” document for writing dying wishes www.agingwithdignity.org/fivewishes.php National Hospice and Palliative Care organization Tools and Resources www.nhpc o.org/tools -and -resources New York State Department of Health. Deciding about health care: A guide for patients and families https://www.health.ny.gov/publications/1503/ Foundations/Think Ta nks Annie E. Casey Foundation www.aecf.org Brookings Institution www.brookings.edu Center on Budget and Policy Priorities www.cbpp.org Century Foundation www.tcf.org Fannie Mae Foundation www.fanniemaefoundation.org Heritage Foundation www.heritage.org MacArthur Foundation www.macfound.org Manpower Demonstration Research Corporation www.mdrc.org Progressive Policy Institute www.ppionline.org Public Agenda www.publicagenda.org Rand Corporation www.rand.org Russell Sage Foundation http:/ /www.russellsage.org Thomas B. Fordham Foundation www.edexcellence.net Urban Institute Program on Retirement Policy https://www.urban.org/policy -centers/cross – SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 14 center -initiatives/program -retirement -policy William T Grant Foundation www.wtgrantfoundation.org Government Agencies Census Bureau www.census.gov Department of Health and Human Services www.dhhs.gov Department of Labor www.dol.gov Federal Statistics www.fedstats.gov Food and Nutrition Service, Food Stamp Program www.fns.usda.gov/FSP/USDA Housing and Urban Development Department www .hud.gov New York City Department for the Aging www.nyc.gov/aging New York State Office for the Aging www.aging.ny.gov Office of the Assistan t Secretary for Planning and Evaluation www.aspe.hhs.gov Social Security On -line www.ssa.gov White House Conference on Aging https://whitehouseconferenceonaging.gov/2015 -whcoa – final -report.pdf Health Care Agency for Healthcare Research and Quality (AHRQ) www.a hrq.gov/ Alliance for Health Reform www.allhealth.org American Nurses Association nursingworld.org/ American Medical Women’s Association www.amwa -doc.org/ Asian and Pacific Islander American Health Forum www.apiahf.org/ Centers for Medicare and Medicaid Services www.cms.gov Century Foundation’s Medicare Watch www.medicarewatch.org Commonwealth Fund www.cmwf.org Department of Health and Human Services www.dhhs.gov Equal Employment Opportunity Commission www.eeoc.gov Health Affairs Journal www.healthaffairs.org Heritage Foundation www.heritage.org Kaiser Family Foundation www.kaisernetwork.org Mathematica Policy Research, Inc. www.mathematica -mpr.com Medicare www.medicare.gov Medicare Payment Advisory Comm ission www.medpac.gov National Alliance for Hispanic Health www.hispanichealth.org/ National Center for Health Statistics www.cdc.gov/nchs Office of Temporary and Disability Assistance www.otda.state.ny.us The Office on Women’s Health (OWH) www.wo menshealth.gov/owh/ Social Security Network www.socsec.org UNAIDS, the Joint U.N. Programme on HIV/AIDS www.unaids.org/en/default.asp World Health Organization Global Age -friendly Cities www.who.int/ageing/publications/Global_age_friendly_cities_Guide -English.pdf Additional Resource s: (1) American Societ y on Aging: journal articles in the entire Summer 2015 issue of Generations re: Medicare SWK 342: Social Welfare Polices in an Aging Society FALL 2020 E. Laureano 15 (2) American Society on Aging: journal articles in the entire Fall 2015 issue of Generations re: Ageism in America (3) American Society on Aging; journal articles in the entir e Summer 2018 issue of Generations re: economic and social inequality (4) Gerontological Society of America: Journal articles in The Gerontologist and Public Policy & Aging Report Media Sources BBC News http://news.bbc.co.uk Electronic Policy Network Moving Ideas www.movingideas.org National Journal Online www.nationaljou rnal.com/njonline/ NPR Online www.npr.org New York Times www.nytimes.com/ Policy News and Information Service www.policy.com The Times of Londo n www.timesonline.co.uk/tol/global/ The Washington Post www.washingtonpost.com Poverty Center for Community Change www.communitychange.org/ Center for Law and Social Policy www.clasp.org Center on Budget and Policy Priorities www.cbpp.org Economic Succ ess Clearinghouse www.financeproject.org/irc/win.asp The Finance Project www.financeproject.org Institute for Research on Poverty (University of Wiscon sin) www.ssc.wisc.edu Joint Center for Poverty Research www.jcpr.org Luxembourg Income Study (cross -national research) lis.ceps.lu National Poverty Center (University of Michigan) www.npc.umich.edu NY State Office of Temporary and Disability Assistance www.otda.state.ny.us State Policy Documentation Project www.spdp.org Social Security Cato Institute’s Social Security site www.socialsecurity.org Commission to Strengthen Social Security www.csss.gov Social Security Advisory Board www.ssab.gov Social Security Network www.socsec.org Social Security On -lin e www.ssa.gov
Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
DEPARTMENT OF SOCIAL WORK SOCIAL WELFARE POLICIES IN AN AGING SOCIETY Term Paper Assignment: Policies Affecting Older Adults Purpose The purpose of this paper is to provide the student with an opportunity to explore a topic of interest in social welfare policy impacting older adults in greater depth. This paper should identify a specific social policy at the local, state or federal level that impacts the well-being, service delivery, and access to social services that affects the aging population or specific groups within that population. The paper should also include a justification for the advocacy activity that the student has conducted pertaining to the policy selected. Select a topic of interest from the course outline or from ideas stimulated by the course readings, videos or discussions in the classroom or by your personal experience. Format This paper should be a minimum of 7 numbered pages and no more than 10 pages, including a reference page. All pages should be double-spaced in Times New Roman 12-point font. Include a Header with your name and the title of your paper. A title page does not count toward the minimum 7 pages. Content on each page of the paper should fill the entire page. Please use the outline headings as noted in the following Assignment Outline and be sure to address each item as listed. Citations within the paper and the reference page should be in APA style or another acceptable academic citation/reference format. Grading: Grading for this paper assignment represents 20% of the total course grade and will be based on the grading rubric noted below: Category As indicated by (# of points that can be earned) Total Content Identifies relevant information and knowledge on the topic; (20 pts.) Presents an understanding of the issues and concerns; (20 pts.) Applies the findings to establish justification of the Advocacy Project. (20 pts.) 60 Writing Proficiency Written in a clear, concise and understandable manner; (10 pts.) Use of proper grammar, spelling and punctuation. (10 pts.) 20 References and Citations Use of APA or MLA styles: Includes appropriate citations within paper that credits source of information; (5 pts.) Includes a Reference page that lists required sources. (5 pts.) 10 Timeliness On-time submission to Turnitin (Due date: Sunday, 11/22/2020) 10 Total 100 Social Policy Term Paper Assignment Outline I. Introduction of topic Provide a concise paragraph about the purpose of this paper with a discussion of the relevant key facts which help to define the scope and importance of the topic. These include: a brief description of the social policy; why this topic is important; why it is of interest to you personally and to society in general. (What I see happening in Home care industry.) Introduction of topic: The purpose of this paper ………….(please include the topic Elder Abuse in New York. A brief description of the social policy, the reason this topic is important to me is because I work as a home health aide and the treatment elders are faced with. It is of interest to me and society because ……. (Example of some of the things needed in this section. II. The issue that the social policy addresses (Value: 20 points) Social policy is often developed in response to social problems. Provide a description of an existing condition or social problem affecting the well-being of older adults or a specific group within the aged population. Who is affected and how are they affected? With Home Health care Present an analysis of the factors contributing to this condition and their consequences on those affected directly and indirectly. What role does ageism play? What were the opposing perspectives regarding the policy issue? Why did this come about and what will happen if it is left unaddressed? Use statistics and projections in this section and cite sources. III. The Social Policy and Programs (Value: 20 points) Social welfare policy regulates the provision of benefits to people for the purpose of meeting basic life needs. Provide a description of the specific policies and programs formulated to address the issue or condition selected for your paper. If few or none exist, describe why. What are the policies and programs main goals and main provisions? Is there adequate funding available to meet those goals? Social welfare policies are shaped by a set of social and personal values that reflect the preferences of those in decision-making capacities. Present a brief analysis of the personal, professional and societal values and ideologies underlying the policies and programs, or their absence. How does it promote positive approaches that support an aging society? Why are there Mandatory reporting laws in 49 other states and none in New York for Elder Abuse? What can I do? What are the rules and regulations regarding Home Health Agency in New York? IV. Summary and Conclusion (Value: 20 points) Summarize your main points related to the issues and social policies impacting older adults in your area of concern. Based on your work on this paper discuss your personal recommendations for next steps related to how this particular social policy should be addressed and give reasons for your recommendations. This should lead to your selection and justification of the advocacy activity project that you will undertake in the next assignment. V. Reference Page Include a Header with your name and the title of your paper. Additional Guidelines As you think about topics that interest you, it may be helpful to look through the textbook, Social Policy for an Aging Society and particularly at the reference list at the end of each of the chapters. The websites and articles in the course outline are also excellent sources to use to begin to identify a topic. A useful Lehman College library resource is the Gerontology Research Guide. The guide can be accessed through these steps: (1) go to the Lehman College home page, (2) click on “Library,” (3) click on “Research Guides,” (4) click on “Browse by Subject,” (5) Click on “Social Work,” (6) click on “Gerontology.” Lehman students can apply through the Lehman College library for a free online subscription to The New York Times newspaper. The link to the library’s page with step-by-step instructions for setting up the academic pass is: http://www.lehman.edu/library/nytimes.php Required Sources of Information Regarding sources of information in the paper, your paper must include content from all of the following: (a) information from one report or other source published by a highly regarded organization such as those listed at the website list at the end of the course syllabus, (b) information from at least two professional peer reviewed journal articles that are not assigned for this course, (c) The New York Times or an equally reputable newspaper with international circulation, and (d) information from Carole Cox’s book, Social Policy for an Aging Society: A Human Rights Perspective (2015). (e) information from The International Longevity Center publication, Ageism in America found at https://aging.columbia.edu/sites/default/files/Ageism_in_America.pdf Please minimize use of direct quotations from the source materials that you use. If you include any quotations, be sure to include appropriate citations in the text of your paper, including the page number where the quoted information is written. Please refer to the CUNY Policy on Academic Integrity related to plagiarism available online if you have any questions on this issue. Submission Category Item Due Date General Issue Area Required; Student decides the general theme, topic, focus of term paper; and submits for approval to instructor via email. Sun. 10/4/20 Specific Social Policy to be explored Required; Student decides the specific issue to be explored and submits for approval to instructor via email. Sun. 10/18/20 Completion of First Draft Optional; draft may be submitted for instructor review. Sun, 11/1/20 Submission via Turnitin Completed Final Term Paper Assignment Sun. 11/22/20 SWK 342 Paper Assignment EL Fall, 2020
Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
Running head: ELDERLY ABUSE Bailey 1 LEHMAN COLLEGE SWK 342: SOCIAL POLICY TERM PAPER Name: Kellian Bailey Professor: Evelyn Laureano Topic: Elder Abuse Draft Due Date: November 1, 2020 Introduction of the Topic The purpose of this paper is to address Elder Abuse with a focus on the Older Americans Act (OAA) as one of the policies affecting the elderly people in New York. The reason why this topic interests me is that I work as a home health aide and the harsh treatment I see the elders are faced with. Elder Abuse is a topic of interest to me and to the society for some reasons. First the number of elders who face abuse in America is very high. According to the Administration Community of Living (n.d), approximately 10% of adults aged 60 and above have faced physical abuse, financial abuse, or neglect. Due to financial exploitation, older Americans’ annual financial loss is estimated at $2.9B (Administration Community Living, n.d). More heartbreaking is that this translates to a complete loss of their savings they made through many years of hard work and struggle. Second, elderly abuse is a very serious, worrying, and critical issue in public health. Working closely with the elderly, most of them are identified to be survivors of abuse. They report very high rates of issues of depression. They are characterized by self-blame and withdrawal from social interactions. The rate of hospitalization as well as institutionalization for elders is extremely high (Administration Community Living, 2018). This indicates extremely high expenses in the American healthcare system. It is only until the issue is addressed and curbed that the elders will be comfortable and the burdened healthcare system relieved. Therefore, elder abuse is a public issue in America, affecting all citizens, including myself. In regards to this, report discusses the issues the Old Americans Act (1965) OAA needs to address for the issue to be solved. It also addresses the lack of mandatory reporting laws in the New York when all other 49 states have the law to protect the elderly The Issues that the Social Policy Addresses: Mandatory Reporting Laws Social welfare policies, nationwide, are perceived as instruments through which social protection as well as redistribution is offered. On the lower side, these policies are meant to protect society members like the elders who are exposed to or are prone to certain conditions that limit their well-being. More generally, in an ambitious way, social welfare policies’ major objective is to enhance the welfare and well-being of a given group of a population like the aged, the orphans, a given gender, or any other disadvantaged group whose social welfare and well-being are affected in one way or another (Cox, 2015). The elderly, in their different settings, are the most vulnerable group whose social well-being, service delivery, and access to social services are impacted negatively by their family members, caregivers, heath care doctors, or even friend. Social welfare policies are an effective means by which the significance of humanity can be displayed irrespective of circumstances (Cox, 2015). The policies aim to better the living standard of the aging group and provide them with the basic needs in a more effective manner. According to Cox (2015), the policies outline the aging group’s value and support them in accessing social services that they need for sustainability. OAA, passed 1965 by Congress, is a reaction to various matters presented by policymakers about the unavailability of social services and facilities to cater to older people’s needs. The initial legislation provided authority and power for grants to the country states for the purpose of funding community plans, related projects like research, provision of social services, and staff training about aging (Administration by Community Living, n.d). Through the policy, the Administration on Aging’s (AOA) solid aim of the establishment was to provide room for the efficient administration of the grant programs. AOA was also meant to be a central focus of the federal on matters pertaining to the aged (Administration on Community Living, n.d). Mandatory Laws in the New York State The lack of Mandatory reporting laws in New York is a huge contributing factor to elderly abuse, a condition that is now affecting the well-being of older adults in the country. Mandatory reporting of any case of elder abuse is a heated topic that globally, draws several people’s attention; policymakers, social workers, and the medical practitioners (NYC Elder Abuse Center, 2015). Unfortunately, New York is among the various states that have not passed the law. New York, as a result, does not mandate the reporting of any suspected cases of elder abuse and neglect in their domestic settings. Although the state makes it a requirement that the Adult Protective Services (APS) workers provide reports about any suspected abuse to law enforcers, the state does not have any law to mandate the reporting of such cases by other lay persons and different professionals (NYC Elder Abuse Center, 2015). Apart from individuals working in APS, other individuals cannot report abuse issues, neither can the law enforcing group investigate the reported cases. This implies that the New York APS are only mandated to make reports but the law enforcement is not obliged to follow up and investigate any of these reports. In the state conversation context about this issue, the requirement does not in any way confer to the mandatory reporting state status upon New York. Apart from APS, some residential healthcare provider facilities have been mandated to take part in mandatory reporting of suspicious cases of elderly abuse. As long as this continues to be, elderly abuse will escalate beyond control and the victims will face many problems. Professionals concerned with elder abuse and others from within and outside of the New York opine differently about the value of passing this law, Mandatory reporting as well as its efficacy. For reasons, victims of abuse are individuals who never seek help. These include isolation, lack of capabilities to advocate for their own for safety, and the fear of retribution. Additionally, they may fail to recognize and understand how severe and risky it is for the dangers that exist in their situations; these dangers could originate from the effects of ambivalence, long lasting trauma, and/or diminished capacity (NYC Elder Abuse Center, 2015). Since Mandatory reporting laws are purposely designed to serve as a life-saving process, their absence in New York makes healing for the elderly abuse victims difficult and the potential of succeeding in any interventions sought will never occur. Because of the lack of Mandatory reporting laws, elderly abuse continues to present several consequences to victims both directly and indirectly. Consequences of Lack of Mandatory Laws Elderly abuse has both direct and indirect consequences to victims, the community, and the state. Among the consequences of lack of Mandatory laws in New York, if not solved include continued suffering among the elders in America. The most common types of abuses they will continue facing include physical abuse, psychological abuse, sexual abuse, financial abuse, and neglect (Administration for Community Living, n.d). Another group of people that will be affected are citizens in general. The lack of Mandatory law is a barrier to them; it will cause them to suffer psychologically witnessing the suffering of the elders and they cannot do anything about it. The healthcare system is greatly impacted too. The increased cases of elderly abuse will require that strain is placed on healthcare resources, using billions of money to treat the resulting physical and psychological health conditions caused by elderly abuse, justified as follows (NYC Elder Abuse Center, 2015). In the past decade, the number of people aged 65 and above has risen by 35% since 2018. This is projected to rise further to 94.7 million come 2060. Just between 2008 and 2018, as the Administration for Community Living (2020) notes further, individuals between 45 and 64 years increased in number by 7%, raising the figure from 78.6 to 83.9 million. In 2018, a total of 52.4 men and women were above 65 years, women leading with 29.1 million (Administration for Community Living, 2019). Given that 10% of the elders above 60 years area abused and the percentage is projected to increase, the healthcare system is affected most. Currently, as the Administration for Community Living estimates, $5.3B are annually spend on New York’s healthcare system. The World Health Organization (2020), on the other hand, estimates that by 2050, people of 60 years and above population will be double from the 2015’s 900 million to 2 billion across the world. If elderly abuse increases, it will then imply that victims will double in number as well. This means the healthcare systems will have to deal with more other victim patients, thus, more expenses added. The Role of Ageism Considering the role that ageism plays within the society, the country cannot afford to lose them to trauma or even death. Ageism, as Donizzetti (2019) describes, is an act of discrimination on an age basis (New York City Department for the Aging, 2019). Ageism is an issue that exists in most if not all cultures. Stereotypic ageist biases and negative attitudes reduce the older people to inferior and limited positions in society and its severity varies. It reflects in assisted living facilities or in healthcare not only in the workplace, but ageism can also have severe on the elderly discriminative effects (Open Society Institute, n.d). Despite the various elderly abuses that victims face, ageism has a significant role in communities. As Donizzetti (2019) points out, ageism promotes gerontocracy in societies. The elderly hold power and can influence several. This bestows them respect as they possess significant knowledge. Also, aging in society as a result of demographic changes create the necessity of confronting people’s biases against the elders. To stop biases, ageism ensures that awareness programs about ageism are launched (Yunus, Hairi, & Choo, 2019). A change in people’s attitudes and perceptions of the elderly results in positive self-perception by the elderly. This improves elderly well-being and promotes good relationships. Opposing Perspectives Regarding Mandatory Reporting Laws The progression of the development of elder abuse has taken long in New York because of various perceived oppositions from different groups. While the main objective of Mandatory reporting laws is to enhance response to the problem of elderly abuse by every state, some professional groups argue that the laws will bring with it serious barriers (NYC Elder Abuse Center, 2015). Skeptics want the state, instead of adopting Mandatory reporting laws like other states have done, to go for a person centered response to the issue of elderly abuse. Some of the reasons for this, as the NYC Elder Abuse Center (2015) explain are: The person-centered approach relies so much on professional knowledge for detection, evaluation, response, prevention, and intervention. However, Mandatory reporting laws only consider procedural solutions or changes and do not provide funds for professional training. The approach promotes awareness to both the public and individuals in different professional fields. Through it, therefore, elder abuse can be effectively identified and support provided for prevention. Mandatory reporting laws can cause bad consequences. For elders who make decisions for themselves regarding confronting risks, the laws are more of a paternalistic approach to aide. At the time the elders are 60, for example, another individual is permitted to report this will spur an investigation. Where this is not welcomed by the elder, trusted relationships may be destroyed. This could make the elder not to disclose abuse related issues. The Social Policy and Programs Based on research, Mandatory reporting laws, although they exist in 49 other states, none exists in New York mainly because of opposing perspectives from the skeptical group regarding the laws. However, in response to these perspectives, a common ground can be established, although Mandatory reporting would be the most appropriate policy for solving the issue of elderly abuse. However, since it does not seem too happen soon, especially when there are many oppositions and lack of obligation among the law enforcement teams, other programs can be formulated to help. These provide a common ground for opposing and supporting groups. Mandatory Training: Mandatory training will require all social workers, healthcare workers, and many more get trained on the issue of elder abuse. The program will be made a requirement by the New York State for before being licensing. Mandatory training will ensure that professionals are more informed about elderly abuse and motivated to recognize and effectively respond to elderly abuse cases (NYC Elder Abuse Center, 2015). No draft exists regarding this. Permissive Reporting: This legislation offers procedures and protocols to be followed by professionals in order to report elderly abuse if they decide to. This policy will provide immunity to the individuals from any kind of liability. The law will provide clarification about the type of information to report and provide a structure that procedurally informs the reporting process (NYC Elder Abuse Center, 2015). Limited Mandated Reporting: -Several aged justice professionals now seem to be more concerned about the most appropriate way the adults, especially those that are cognitively impaired, can be helped with decision-making so that they can sufficiently respond to, in any instance, abuse (NYC Elder Abuse Center, 2015). In their support, I will promote a Limited Mandatory Law in which I crafts a mandatory reporting law. This law, not so much detailed and not based on age, will focus on the elders with cognitive impairment who lack abilities to decide for themselves. To this date, the New York State does not have any draft legislation about this. Enforce Rules and Regulations: Section 505 provide rules and regulations regarding Home Health Agency in New York. One of these is that the services provided by the agency must maintain its recipients’ safety as well as health while in their homes. Second, the services offered must be medically necessary. Also, Home Health Agencies must have well-formulated and written policies consistent with the state’s professional practice standard in place for all their services. Third, only trained personnel must provide the specific services trained in. Fourth, every individual providing home care must be fully identified by name, position, photograph, agency name, and many more and upon termination, all identification shall be returned to the Home Health agency. Last but not least, sufficient supervision must be provide for quality services and appropriate delivery of services. Training the staff about these rules and regulations is also a good thing to do so that they may understand it fully and employ in practice to avoid any form of elderly abuse. Summary and Conclusion Elderly abuse is a serious issue that needs to be addressed in New York State. It is an interesting topic that captures attention due to the sufferings it causes the elders to go through and the strain it puts on the health system. The elderly are exposed to several kinds of abuse- psychological, sexual, physical, financial, and neglect abuse among others. These directly impact their physical and psychological well-being. Through different legislations under the OAA, elderly people’s social welfare and well-being has been and continues to be addressed. However, they seem to be inadequate as cases of elderly abuse still exist. However, without the Mandatory reporting laws, it could be a long-lasting problem to solve. The legislation of Mandatory reporting laws has been delayed in the state due to different opposing perspectives from different. Despite this, the laws in themselves are flawed as they do not permit all people to report cases of elderly abuse. Furthermore, the law enforcement body is not obliged to investigate into reported cases. The issue can be addressed through by crafting a draft on Mandatory Training, Permissive reporting, and Limited Mandatory reporting. In the current New York state, the following are recommended: Support all investigation activities into elderly abuse as well as prosecution of abusers Improve services and safeguard the elder people by ensuring the abuser is identified and improve outreach to elder individuals. Provide and support public awareness campaign about elder abuse. This will ensure that elderly abuse in immigrant communities where is intense is and goes unreported. Mandate assessment and treatment among elders in order to respond in time before it the situation worsens. References Administration by Community Living (n.d). Older Americans Act. Retrieved from https://acl.gov/about-acl/authorizing-statutes/older-americans-act Administration Community Living (2018). Elder abuse: A public health issue that affects us all. Retrieved from: https://acl.gov/news-and-events/acl-blog/elder-abuse-public-health-issue-affects-all-us-0 Administration for Community Living (2020). 2019 profile of older Americans. Retrieved from: https://acl.gov/sites/default/files/Aging%20and%20Disability%20in%20America/2019ProfileOlderAmericans508.pdf Administration for Community Living (n.d). Older Americans Act. Retrieved from: https://acl.gov/about-acl/authorizing-statutes/older-americans-act Administration on Community Living. (2020). The Older Americans Act of 1965 as amended in 2020 Reauthorization. Retrieved from: https://acl.gov/sites/default/files/about-acl/2020-04/Older%20Americans%20Act%20Of%201965%20as%20amended%20by%20Public%20Law%20116-131%20on%203-25-2020.pdf Cox, C. B. (2015). Social policy for an aging society: A human rights perspective. Springer Publishing Company. Donizzetti, A. R. (2019). Ageism in an aging society: The role of knowledge, anxiety about aging, and stereotypes in young people and adults. International Journal of Environmental Research and Public Health, 16(8), 1329. New York City Department for the Aging. (2019). Annual Plan Summary. Retrieved from: https://www1.nyc.gov/assets/dfta/downloads/pdf/reports/DFTAAnnualPlanSummary2019.pdf NYC Elder Abuse Center (2015). New York State doesn’t have Mandatory reporting: Good or something to change? Retrieved from: https://nyceac.org/elder-justice-dispatch-new-york-state-doesnt-have-mandatory-reporting-good-or-something-to-change/ Open Society Institute. (n.d) Ageism in America: International Longevity Center publication. Retrieved from: https://aging.columbia.edu/sites/default/files/Ageism_in_America.pdf World Health Organization (2020). Elder Abuse. Retrieved from: https://www.who.int/news-room/fact-sheets/detail/elder-abuse#:~:text=Elder%20abuse%20can%20lead%20to%20physical%20injuries%20%E2%80%93%20ranging%20from%20minor,especially%20serious%20and%20convalescence%20longer. Yon, Y., Mikton, C. R., Gassoumis, Z. D., & Wilber, K. H. (2017). Elder abuse prevalence in community settings: A systematic review and meta-analysis. The Lancet Global Health, 5(2), e147-e156 Yunus, R. M., Hairi, N. N., & Choo, W. Y. (2019). Consequences of elder abuse and neglect: a systematic review of observational studies. Trauma, Violence, & Abuse, 20(2), 197-
Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
FEEDBACK FROM MY PROFESSOR I have read your draft and you seem to be on the right track. However, there are a few significant missing pieces of information that need to be included. The primary social policy to be explored is the Elder Justice Act which you barely cover. The other two policies you list (Rehab, Public Health) are not really relevant in this paper so you might consider dropping them. The impact on the elderly is not clearly addressed and I direct you to the NYS Elder Abuse Prevalence Study which I have attached and the NYC DFTA website page on elder abuse – https://www1.nyc.gov/site/dfta/services/elder-abuse-crime.page Elder Abuse & Crime – DFTA – New York If you are an older adult who has been abused, you don’t have to suffer in silence. Abuse committed by someone you know and trust is called “elder abuse.” www1.nyc.gov You have also omitted a very important program across 49 states – Elder Abuse Mandatory Reporting. Please include information on this as well.      Regarding the format, I ask that you stick to the outline I provided in the term paper assignment page 2 with each section clearly listed.  Example: your introduction should look like this: I.                     Introduction The purpose of this paper is to explore the issue of elder abuse and the social policies and programs such as the Older Americans Act and the Elder Justice Act that address this problem.  The long statement on the OAA should be presented in Section III. The Social Policy and Programs.   In terms of content, be careful of using Wikister or Wikipedia as a source of information – the Turnitin feature will identify it quickly and I will have to give you a failing grade.   In the section – Factors contributing to abuse — be careful of “blaming the victim” as you state that the elderly contribute to their abuse, please reconsider your conclusions.   You have inadvertently pasted and copied a section twice. See the section that starts with “The several challenges . . .   HHS refers to the Health & Human Services Administration, not Hyper . . . which is a form of diabetes.   Finally, please use the term elder abuse or elder mistreatment, not “elderly abuse”  
Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
FROM MY PROFESSOR I just got this report today, you might find it helpful. https://ncea.acl.gov/NCEA/media/Publication/NCEA_NAPSA_MandatedReportBrief.pdf NCEA/NAPSA: Mandated Reporting of Abuse of Older Adults and Adults with Disabilities Mandated Reporting of Abuse of Older Adults and Adults with Disabilities. 2. Considerations for a Reporting System. As states build their reporting systems, one of the first questions they must consider is whether to make ncea.acl.gov
Term Paper Assignment rough draft by Saturday at 5pm Advocacy Paper Topic: Elder Abuse Please read through and make sure you fully understand before you send me a proposal. Thanks.
You have done a fine job on your draft. A few corrections/clarifications: Page 3: Please add information on what the OAA says about elder abuse and where that information can be found. You are also missing information on the Elder Justice Act which emphasizes parts of your summary and conclusions as well. There are two incomplete sentences that need to be corrected   p. 8 “I will promote . . .”  and  p. 9 “The legislation of mandatory reporting laws has been delayed . . . P. 8 – Identify what Section 505 is. What does this apply to? What law is it part of?   Once these are addressed, proceed with submission.

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