Methods: Seven semi-structured focus group discussions were conducted with a purposeful sample of undergraduate and graduate students, faculty, field instructors, social work alumni, representatives from local aging agencies, older adults, and caregivers from the community.  Participants were questioned about the needed skills and knowledge for social workers working with an aging population in the areas of: essential intervention skills, program policies and regulations, critical information needed to develop client service plans, strategies for addressing service delivery fragmentation, and community collaboration to support intergenerational family needs. Each focus group discussion was tape recorded, transcribed, and coded.

Results: General themes were identified from participant responses.  Despite the differences of the compositions of the seven focus groups, many similar viewpoints were echoed within all of the groups.  The three major categories identified during the data analysis include the need for the following: 1) supplementary resources and support for curriculum development, student funding, and practicum placements, 2) content that addresses a range of late life issues, and 3) collaboration with the local community to advance the development of additional policies, resources, and services that benefit older adults and their families.

Implications for Practice:   The information acquired through the focus groups will contribute to shaping how aging content will be indoctrinated within the School of Social Work.  The method of data collection used in this study reinforced the value of including key constituents in curriculum development.