ABSTRACT
The incorporation of greater gerontological content in social work curricula has been recognized as a pressing educational need for many years. Many social work students are not exposed to the specialized knowledge and skills needed to effectively serve older adults. A frequently reported barrier to curricular development in aging is the perception that the curriculum is too full to accommodate significant additions. This empirical study explored the potential for a limited curriculum module to enhance MSW and BSW students’ gerontological practice-related knowledge, attitudes, and interest. Findings suggest that a brief, concentrated educational intervention is a promising avenue for increasing knowledge about assessment and intervention with older 160adults, and for enhancing positive attitudes toward them, especially among undergraduate students. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: <docdelivery@haworthpress.com> Website: < https://www.HaworthPress.com" xmlns:xlink="https://www.w3.org/1999/xlink">https://www.HaworthPress.com > © 2002 by The Haworth Press, Inc. All rights reserved.]
