impact of ageism in promotion of intergenerational activities
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Drawing on contemporary research on ageing and theories covered in this unit of study, this 3,000 word essay will be a discussion of or response to one of the following statements/questions:
The key to diminishing the impact of ageism is the deliberate promotion of intergenerational activities. Discuss this statement and how it might occur in everyday life in Australia? What are the roles of media, government and/or communities in changing how older people are regarded in Australia?
(You can approach this generally – looking at each sector or choose to focus on one media, government or community)
Assesmenat Criteria
1. 3,000 word essay responding to a set essay question from the list below.
2. Draw on literature relevant to the question/statement, including set readings (minimum of 10 references)
3. Discuss the statement/question in the context of social work in the field of ageing and make reference to current australian policy discourse.
4. Present a clearly argued position on the question/statement.
5. Canvass implications for social work practice.
6. Have a title, introduction, literature review, discussion and conclusion.
7. Demonstrated capacity to search for relevant research/readings.
8. Evidence of critical engagement with the ideas and issues presented in the readings undertaken.
9. Evidence of active and involved engagement with the statement/question (e.g. Questions asked, argument developed, finding a range of ways to explore, think and discuss)
10. Demonstrated ability to explore statements in the context of social work practice
11. Written in a scholarly manner with a coherent argument, clarity of structure and expression and appropriate and consistent referencing. APA REFERENCING.
Readings
- McHugh, M. C., &Interligi, C. (2015). Sexuality and older women: Desirability and desire. In Women and aging(p. 91) Springer International Publishing.
- Phillips, R 2018, ‘Emancipatory social work with older people: challenging students to overcome the limitations of ageism and institutional oppression’, Social Work and Policy Studies: Social Justice, Practice and Theory, 1 (001), https://openjournals.library.sydney.edu.au/index.php/SWPS
- Tew, J. (20006)’Understanding Power and Powerlessness: Towards a Framework for Emancipatory Practice in Social Work’ Journal of Social Work, Vol. 6 No. 33, pp. 33-51.
- Naim, N. (2014) ‘Talking About My Generation, Bur Not Necessarily about Me: Working with Older Adults in a Community Setting’, Field Educator, Simmons School of Social Work, Vol. 4 No. 2, pp 1-3.
- Butler, R.N. (1069) ‘Ageism: Another Form of Bigotry’, The Gerontologist, Vol 9 (4 part 1), 243-246.
- Duffy, F. (2017) A Social Work Perspective on How Ageist Language, Discourses and Understandings Negatively Frame Older People and Why Taking a Critical Social Work Stance is Essential’, The British Journal of Social Work, Vol. 47, Issue 7, pp. 2068–2085.
- Hitchcock, Karen (2015) ‘Dear Life, On Caring for the Elderly’ Quarterly EssayIssue 57, March 2015. Available online through the Library. Pages: 5-37 (See pdf below)
- Hall, B. (2012) ‘Reflective Social Work Practice with Older People: the professional and the organisation’ in in Barbara Hall and Terry Scragg, Social Work with Older People: Approaches to a Person Centred Practice, Berkshire and New York: Open University Press McGraw -Hill Education, pp. 7-30.
- Carey, M. (2018) ‘Biomedical nemesis? Critical deliberations with regard to health and social care integration for social work with older people’, International Social Work, 61(5) 651–664.
- Duffy, F. & Healy, J.P. (2011) ‘Social Work with Older People in a Hospital Setting’ Social Work in Healthcare, 50, No. 2, 109-123.
- Jeyasingam, N. (2019) ‘Attitudes to ageing: an overview of Australian perspectives of health support systems for the older person’, Australasian Psychiatry, First Published 14 Jan 2019.
- Spencer, M (2020) Adult Guardianship Law. In Chris Maylea (Ed) Social Work and the Law. Melbourne. Red Globe Press.
- adult gd law ch13_001.pdf
- Walker, R. & Hutchinson, C. (2019) Care Giving Dynamics and Future Planning Among Ageing Parents of Adult Offspring With Intellectual Disabilities, Ageing and Society, 39, pp 1512-1527.
- caregiving_dynamics_and_futures_planning_among_ageing_parents_of_adult_offspring_with_intellectual_disability-1.pdf
- Chesterman, J. (2013) ‘The Future of Adult Guardianship in Federal Australia’, Australian Social Work, Vol. 66 No.1, pp. 26-38.
- Margaret Mills (2017) Dementia and Guardianship: Challenges in Social Work Practice, Australian Social Work, 70:1, 30-41.
- Gaston, S. (2017) ‘Vulnerable Prisoners: Dementia and the impact on Prisoners, staff and the correctional setting’ Collegian, Vol. 25, No. 2, pp. 241–246.
- Rosemary Sheehan PhD (2012) Forensic Social Work: A Distinctive Framework for Intervention, Social Work in Mental Health, 10:5, 409-425.
- PHILLIPSON, C. (2019). ‘Fuller’ or ‘extended’ working lives? Critical perspectives on changing transitions from work to retirement. Ageing and Society,39(3), 629-650. doi:10.1017/S0144686X18000016
- Len Baglow& Susan Gair (2019) Mature-aged Social Work Students: Challenges, Study Realities, and Experiences of Poverty, Australian Social Work, 72:1, 91-104, DOI: 1080/0312407X.2018.1534130Links to an external site.
- Kaspiew, Rae; Carson, Rachel and Rhoades, Helen. Elder abuse in Australia [online]. Family Matters, No. 98, 2016: 64-73. Availability: <https://search.informit.com.au/documentSummary;dn=495486415923651;res=IELHSS> ISSN: 1030-2646. [cited 08 Jul 19].
- Clements, N., Clapton, J. and Chenoweth, L. (2010) ‘Indigenous Australians and Impaired Decision-Making Capacity’, Australian Journal of Social Issues, Vol 45. No. 3, pp. 295-383.
- Linderman, M., Smith, K. LoGiudice, D. and Elliott, M. (2017) ‘Indigenous Ageing Research Feature Community care for Indigenous older people: An update’ Australasian Journal on Ageing, Vol 31 No. 1, pp124-127.
- Warburton, J. and McLaughlin, D. (2000) ‘Passing on our Culture: How older Australians from Diverse Cultural Backgrounds Contribute to Civil Society’, Journal of Cross-Cultural Gerontology, Vol.22, No. 1, pp. 47-60.
- Costello, J and Kendrick, K. (2000) Grief and Older People: The making or breaking of emotional bonds following partner loss in later life.’ The Journal of Advanced Nursing, Vol 32, No. 6, 1374-1382.
- Mackinnon, C. (2009) ‘Applying Feminist, multicultural, and social justice theory to diverse women who function as caregivers in end-of-life palliative home care.’ Palliative and Supportive Care, Vol. 7, pp. 501-512.
- Duffy, S. Jackson, F. Schim, S. Ronis, D. and Fowler, K. (2006) ‘Racial/Ethnic preferences, sex preferences and perceived discrimination related to end-of-life care.’ Journal of the American Geriatrics Society, Vol. 54. No. 1, pp. 150-157.
- Hughes, M. (2009) ‘Lesbian and Gay People’s Concerns about Ageing and Accessing Services’, Australian Social Work, Vol. 62, No, 2, pp.186-201.
- Boggs, J.M., Dickman Portz, J. Kind, D.K., Wright, L.A. Helander, K., Retrum, J.H. and Gozancky, W.S. (2017) ‘Perspectives of LGBTQ older adults on ageing in place: a qualitative Investigation’, Journal of Homosexuality, Vol. 64 No.11, pp.1539-1560.
- Older people – Australian Human Rights Commission
https://www.humanrights.gov.au/sites/default/files/…/letstalkaboutrights/…/HRA_older.p…
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!