ABSTRACT
SUMMARY. This article examines pivotal events within the social work profession that have attempted to codify social work and gerontology curriculum. Key dilemmas in developing a common base of social work practice are identified. Similar debates that have occurred within gerontology curriculum are discussed along with recent developments in
the advancement of gerontology content within the social work curriculum. The Council on Social Work Education’s (CSWE) SAGE-SW competencies are discussed and applied to the CSWE’s Education and Policy Standards. Practice applications and future directions are offered. [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>; © 2002 by The Haworth Press, Inc. All rights reserved.]
KEYWORDS. Aging competencies, generalist education, specialization, educational policy standards
This article explores the John A. Hartford Foundation funded CSWE/ SAGE-SW Gerontological Social Work Competencies project and its potential influence on social work education. It describes preceding pivotal events in the profession’s history that have made similar attempts to codify social work and gerontology curriculum, and asks the question: Has social work reached a milestone in establishing specializations on a generalist base? The competencies are applied to CSWE’s Educational Policy and Accreditation Standards, and future directions for the project and the profession are explored. This project comes at a time when the Council on Social Work Education (CSWE) has adopted a new curriculum policy statement and the National Association of Social Workers (NASW) has developed a specialty section on aging.
