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GWL208 - Gerontological Group and Activation Techniques

This subject introduces the student to group modalities and programs used in activation and social service departments in gerontological agencies and institutions. Students will be introduced to small group work principles and practices for facilitating groups, Students will become familiar with common human body disorders for older adults and the programs to restore or maintain function across the domains from a holistic strengths-based biopsychosocial approach. Legislation and best practices relating to empowerment, and cultural relevance, for facilitating groups for older adults in a variety of settings will be introduced. Students will be introduced to commonly used group programs, their benefits, and methods of facilitation. Students will learn how to research and find stimulating, culturally appropriate and evidence-based activities and best practices for target groups of clients. This course emphasizes application and practice of group work skills.  

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GWL212 - Interviewing and Assessing Older Adults

This course introduces students to the principles and practice of interviewing for social service, paying attention to issues relating to the aging population. Students will practice the elements of intentional interviewing to obtain the client?s story, help them identify goals, and re-story to make changes to improve quality of life. The course encourages reflection on the interviewer?s influence on the client, and the impact on clients that result from conclusions made from interviews and assessments. Basic interview skills will be practiced including active listening skills and effective techniques to obtain client information. 
 
In addition, students will become familiar with various assessment tools commonly used in the field to determine eligibility and suitability for programs and services including entry into long term care, adult day programs and home supports. Assessments for physical function, ability to perform activities of daily living, cognitive abilities, psychological issues and social isolation will be introduced. The course will familiarize students with the Resident Assessment Index (RAI) which is the standard assessment tool legislated by the Ontario government for use in long term care facilities, and the RAI CHA (Community Home Assessment) used by social service agencies. Students will have the opportunity to apply the skills learned. All practice interviewing and role plays are expected to follow inclusivity practice, cultural sensitivity, awareness and OCSWSSW Standards of Practice.

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GWL219 - The Retirement Home Industry - Overview and Skills

This subject introduces students to the Retirement Home Industry as part of the range of housing options for seniors. It examines how Retirement Homes promote theories of independent living, aging in community, and active living. The course also analyses the professionalization of the industry over the past decade through the establishment of industry associations, standards of practice, accreditation, and monitoring regulations.  Special attention will address the COVID-19 pandemic impact on residents living in retirement homes in Ontario and the changes in the regulations and legislation. Students will learn about the most recent and relevant legislation and standards of practice, universal design for barrier free access, typical programs and services offered, marketing and promotion, and the resources needed for operation. Students will also examine common issues and challenges for this sector particularly SES constraints, the trend towards Re-Activation Units, pandemic quarantine issues, ageism, and death rates during pandemics. This course will be delivered asynchronously except during dates of final project presentations.

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GWL247 - Integrative Field Work Seminar

This subject integrates the student?s remote field work experience with their academic studies.  The class consists of; online small-group discussions of issues that arise in placement, the development of professional interactions, exploration of the practical field of eldercare, and reflective journaling exercises for the purpose of integrating field experiences with classroom material.  Connecting Seneca?s core literacy skills with the MTCU SSWG Vocational Standards, Seneca Student Code of Conduct, first and second semester course work, and OCSWSSW Code of Ethics is a critical learning process in this course.  Contemporary issues in the field of aging will also be discussed as they apply to the student?s first placement in the field of aging.  There is a mandatory universal precautions component to address pandemic risks which are higher in this field and debrief about aging vulnerable populations isolated during the COVID-19 pandemic.  Emphasis is on developing self-reflective practitioner skills within an inclusive, anti-oppressive framework. Finally, professional skills and comport will be developed and monitored through online weekly debriefing sessions and performance in the field.  Please note that confidentiality is of the greatest importance therefore, please do not use any names from placement and try to change any identifying features of the client or staff issues you are discussing if you are to raise questions about individual issues in class. This includes written, verbal, and or electronic forms of communication.

This class is run synchronously and attendance is mandatory with weekly graded blogs due at the end of each group debriefing session.

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GWL257 - Gerontology Field Work

This course description and program has been adapted to the COVID-19 remote-learning policies until such time as it is safe for students to return to placement sites.
 
Students are required to successfully complete a reduced 160 assigned hours in a faculty approved geriatric fieldwork agency or organization. No more than 40 hours can be supplemented by the faculty-approved online learning opportunities.  All students must be affiliated with an agency even if the field work is remote in nature. The student's learning is guided by their learning contract and is supported and evaluated throughout the placement by a team composed of the student, a designated staff person of the field agency, and the assigned Seneca Field Liaison.  This team develops a learning contract within the scope of the MCU Vocational Standards set for the SSWG program.  This learning contract guides the student's professional growth in the field by applying their academic course knowledge to the practical skills learned in the field. The student also attends a weekly debriefing seminar with their peers to identify any issues, learning opportunities and practice self-reflection in a supportive environment. Students must attend both field placement AND seminar sessions to pass both courses as they are co-requisites for each other.  Students are expected to apply their communication and interviewing skills, practice cultural humility, think critically about oppression and power differences as it applies to the geriatric population.  Of critical concern is the understanding and application of universal precautions when working in high risk (disease or harm) environments, evaluating for levels of risk, and identifying abuse and neglect when witnessed. Students are required to report any suspicion of elder abuse or neglect to their liaison and seminar instructor within 24 hours. Students are also expected to maintain the confidentiality of their client and agency.
 

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GWL261 - Therapeutic Program Planning

This subject introduces the student to the therapeutic program planning process. The course introduces students to the scope and principles of therapeutic recreation focusing on evidence-based treatment and the leisure ability model. The student learns to develop a complete therapeutic recreation program plan starting work from needs assessment, goal and objective setting, selection of appropriate intervention methods, the intervention process, to program evaluation and quality assurance. The student also learns the rudiments of program resource requirements including budgeting.

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GEN001 - General Education Option

According to the Ministry of Training, Colleges, and Universities, ?the purpose of General Education in the Ontario college system is to contribute to the development of citizens who are conscious of the diversity, complexity, and richness of the human experience; who are able to establish meaning through this consciousness; and, who, as a result, are able to contribute thoughtfully, creatively, and positively to the society in which they live and work. General Education strengthens students' generic skills, such as critical analysis, problem solving, and communication, in the context of an exploration of topics with broad-based personal and / or societal importance?. Please contact the School of English and Liberal Studies at your campus to find out more about the variety of General Education courses from which you can choose.

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