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Assignment: End-of-Life Care and Social Work Practice
Naturally, death and dying is also a biological change that occurs in later adulthood. As older adults age, they may experience diseases that impact their already vulnerable organ and immune systems such as cancer, Alzheimer’s, and cardiovascular issues. They may die painlessly at home surrounded by the support of many loved ones, or may suffer severe pain for months before dying in a health facility with little social support.
In either case, it is possible that many health and helping professionals interact with the dying person and their family. Social workers in particular play a key role, working to ensure that the individual’s wishes are honored and that the death is dignified.
For this Assignment, you examine the social worker’s role in the many aspects that accompany end-of-life planning and care.
Review the Learning Resources on end-of-life care and social work, and reflect on the social worker’s role in end-of-life care and planning.
Search in the Walden Library for at least one additional peer-reviewed research article that addresses how a social worker might support clients as they plan end-of-life care.
By Day 01/05/2021
Submit a 3- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care. Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors.
Use the Learning Resources and at least one additional peer-reviewed research article (Family-Centered Care: A Resource for Social Work in End-of-Life and Palliative Care) to support your analysis. Make sure to provide APA citations and a reference list.
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Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 14, “Biological Aspects of Later Adulthood” (pp. 642–671)
The additional peer review I pick is Family-Centered Care: A Resource for Social Work in End-of-Life and Palliative Care
To cite this article: Pamela J. Kovacs PhD , Melissa Hayden Bellin PhD, LCSW & David P. Fauri PhD (2006) Family-Centered Care, Journal of Social Work in End-of-Life & Palliative Care, 2:1, 13-27, DOI: 10.1300/J457v02n01_03 To link to this article: https://doi.org/10.1300/J457v02n01_03
Chapter Summary The following summarizes this chapter’s content as it relates to the learning objectives presented at the beginning of the chapter. Chapter content will help prepare students to:
LO 1 Define later adulthood. Later adulthood begins at around age 65. This grouping is an extremely diverse one, spanning an age range of more than 30 years.
LO 2 Describe the physiological and mental changes that occur in later adulthood. Later adulthood is an age of recompense, a time when people reap the consequences of the kind of
life they have lived. The process of aging affects dif-ferent persons at different rates. Nature appears to have a built-in mechanism that promotes aging, but it is not known what this mechanism is.
LO 3 Understand contemporary theories on the causes of the aging process. Theories on the causes of aging can be grouped into three categories: genetic theories, nongenetic cellular theories, and physiological theories. Various factors accelerate the aging process: poor
diet, overwork, alcohol or drug abuse, prolonged ill-nesses, severe disabilities, prolonged stress, negative thinking, exposure to prolonged hot or cold condi-tions, and serious emotional problems. Factors that slow down the aging process include a proper diet, skill in relaxing and managing stress, being physi-cally and mentally active, a positive outlook on life, and learning how to control unwanted emotions.
LO 4 Describe common diseases and major causes of death among older adults. Older people are much more susceptible to physical illnesses than are younger people, yet many older people are reasonably healthy. The two leading causes of death are diseases of the heart and cancer. Alzheimer’s disease affects many older adults.
LO 5 Understand the importance of placing the highest priority on self-care. Everyone (young, middle age, and older) should place a high priority on self-care. If social workers do not care for themselves, their ability to care for others will be sharply diminished or even depleted. Significantly, the intervention strategies that social workers should use for self-care are also precisely the strategies that social workers should convey to their clients so that these clients can improve their lives. Everyone needs physical exercise, mental activity,
a healthy sleep pattern, proper nutrition and diet, and to use quality stress management strategies. Three constructive stress management approaches
are (1) changing the distressing event, (2) chang-ing one’s thinking about the distressing event, and (3) taking one’s mind off the distressing event, usu-ally by thinking about something else. The chapter ends with a discussion of the effects
of stress, and describes a variety of stress manage-ment techniques.
COMPETENCY NOTES The following identifies where Educational Policy (EP) competencies and behaviors are discussed in the chapter.
EP 6a. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies
EP 7b. Apply knowledge 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. (All of this chapter.) The content of this chapter is focused on social work students acquiring both of these behaviors in work-ing with older persons.
EP 8b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with
clients and constituencies (pp. 658–670). Material is presented on self-care interventions that social workers should use in their daily lives to care for themselves. These interventions should also be used by social workers to improve the lives of their clients.
EP 1 Demonstrate Ethical and Professional Behavior (pp. 646, 649, 653, 657) Ethical questions are posed.
See this text’s companion website at www.cengagebrain.com for learning tools such as chapter quizzes, videos, and more.
Nelson, T. D. (2016). Promoting healthy aging by confronting ageism. American Psychologist, 71(4), 276–282
Ricks-Aherne, E. S., Wallace, C. L., & Kusmaul, N. (2020). Practice considerations for trauma-informed care at end of life. Journal of Social Work in End-of-Life and Palliative Care, 16(4), 313–329. https://doi.org/10.1080/15524256.2020.1819939
Rine, C. M. (2018). Is social work prepared for diversity in hospice and palliative care? Health and Social Work, 43(1), 41–50. https://doi.org/10.1093/hsw/hlx048
Required Media: Meet Ray: Age 41 to 68 Time Estimate: 2 minutes
Submit a 2- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care.
28.35 (40.5%) – 31.5 (45%)
Response meets expectations and exceeds by expanding on the analysis with details, examples, and evidence from an additional research article (for a total of two). Response provides insightful comparisons and draws conclusions among the selected articles and the Learning Resources.
Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors.
25.2 (36%) – 28 (40%)
Response meets expectations and exceeds by expanding upon the analysis to include three or more specific factors and/or details, examples, and evidence from an additional research article (for a total of two)
9.45 (13.5%) – 10.5 (15%)
Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer).Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
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