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Multigenerational Health, Development, and Equality

Correspondence: Address correspondence to Karen I. Fredriksen-Goldsen, PhD, Associate Professor, Director, Institute for Multigenerational Health, Development, and Equality, School of Social Work, University of Washington, Seattle, WA 98105. E-mail: fredrikk{at}u.washington.edu

Purpose: Because of the significant aging of the global population, world regions are experiencing an increase in the number of generations within families. However, to date most practice methods in the health and human services are explicitly organized by age. This article discusses a multigenerational practice approach and the impact of an infusion strategy to integrate multigenerational practice into social work education. Design and Methods: A required first-year MSW course was targeted for concentrated infusion of multigenerational content cutting across substantive areas. To compare students' perceptions and needs prior to and following the infusion of multigenerational content, students were surveyed, and mean scores were compared between the two time periods. Results: Although the majority of social work practitioners work in multigenerational settings, most have received training that has been fragmented by age and relevant to only one stage of the life course. The vast majority of students endorsed multigenerational issues as important to social work in general and to their own professional careers. Following the infusion of multigenerational content, students' knowledge and skills in multigenerational practice increased significantly. Implications: A multigenerational practice framework honors the contributions, needs, and requirements of each generation as well as interdependence among generations. This approach prepares social work practitioners for practice, policy, and research that are more clearly relevant to the changing nature of the 21st century.

Key Words: Social work education • Multigenerational framework • Life span perspective

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