Abstract
Social work with older adults continues to have a low profile within social work education and the social work profession, despite an ageing population and increasing demand for quality social care provision for older adults across the globe. With scant coverage of gerontological theory and research in qualifying programme curricula and few high-quality placements, social work practitioners still enter employment inadequately prepared for the demands and complexities of work with older adults (Richards et al., 2014). Furthermore, a comprehensive and robust evidence base to underpin effective social work interventions with older adults and their families is still work in progress. Chonody and Teater’s book is designed to support both students and educators address these various challenges.
The book begins with chapters on the demography of ageing and on ageism including an excellent research-based exploration of myths and facts about older people. Chapter three is pivotal as it presents a new theoretical framework – Actively Aging – to underpin social work with older adults from assessment to intervention, evaluation and future programme planning. The framework is grounded in three practice approaches: strengths based; empowerment and ecological systems theory. It has five guiding principles drawn from social work values and ethics and from research into the perspectives of older adults. These principles highlight: the negative effects of ageism; the importance of process as well as outcome; the interdependence between individuals and their social, cultural and economic environment; the variability of individual constructions of ageing and the importance of autonomy, choice and participation. The distinctive feature of Chonody and Teater’s framework is the way in which it integrates gerontological research and theory with these social work principles and approaches. They achieve this by focusing on the six determinants of active ageing identified in the World Health Organization’s (WHO) Active Ageing Policy Framework (WHO, 2002). These determinants – health and social services; behavioural; personal; physical; social and economic – are explored separately in six chapters which also incorporate the WHO’s two cross-cutting determinants of ageing – gender and culture. Each chapter begins with clear well-chosen information, reflecting current gerontological knowledge relating to key aspects of the determinant in question. This information provides the basis for discussion packed with useful and creative ideas for practice at micro (individuals and groups), mezzo (community) and macro (policy and advocacy) levels. Moving on, chapter ten investigates common ethical issues and dilemmas in work with older adults and chapter eleven presents four diverse case studies which, the authors suggest, students can use to role play undertaking an assessment informed by the Actively Aging framework. The book ends with a discussion of the future of an actively ageing society and focuses on how technological innovations and a host of age friendly initiatives can make a difference.
An important critique of ‘positive’ theories of ageing, such as active or successful ageing, is that they exclude older people who fit neither category. The authors avoid this pitfall by making clear that actively ageing does not mean engaging in activities but individuals ‘actively choosing the extent to which they are active and are actively participating in decisions about their life’ (p. 72). Although the authors are US based, this text will be relevant and accessible to readers in the UK and elsewhere. It draws widely from a current international research literature and includes well-chosen practice examples from different countries throughout.
Chonody and Teater’s text will be invaluable for students on qualifying programmes and for newly qualified workers. It is well written though somewhat repetitive – an advantage for reading individual chapters in isolation. Each chapter starts with learning objectives and contains exercises designed to develop understanding of the experiences of older adults, and occupational profiles to illustrate the variety of roles and settings for specialist social work with this user group. These profiles reveal not only the scope for effective therapeutic interventions with older adults but also for rewarding experiences within this area of practice. The chapters end with critical thinking questions and activities. This book provides a welcome and innovative resource for social work educators seeking effective ways to promote interest in this growing area of practice and to introduce current gerontological knowledge into an already packed curriculum.