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Author ORCID Identifier
Date Available
5-31-2028
Year of Publication
2026
Document Type
Capstone
Degree Name
Doctor of Social Work (DSW)
College
Social Work
Department/School/Program
Social Work
Faculty
Dr. Tina Atherall
Faculty
Dr. Angela Pittman-Vanderweide
Faculty
Dr. Laura Escobar-Ratliff.
Abstract
Adult Protective Services (APS) programs operate at the front line of the nation’s elder justice response, yet they remain constrained by fragmented training systems, inconsistent supervision, and limited infrastructure for reflective, trauma‑informed leadership. This capstone project examines these challenges through three interconnected scholarly products, a Systematic Literature Review (SLR), a Conceptual Paper, and a Practice Application Paper, to propose a coordinated, justice‑centered framework for APS workforce development.
The SLR synthesizes findings from 16 peer‑reviewed studies published between 2010 and 2025, revealing persistent gaps in trauma‑informed supervision, cultural responsiveness, leadership development, and standardized competency expectations. As summarized in Chapter Two, training inconsistencies and limited attention to autonomy, capacity assessment, and reflective practice contribute to “epistemic injustice and reduced service quality.” The review establishes that APS workforce variability is not an isolated administrative issue but a structural barrier that undermines equitable service delivery and client safety.
The Conceptual Paper integrates systems theory, social learning theory, transformative leadership, critical gerontology, and implementation science to explain why APS workforce development must move beyond technical skill acquisition. Chapter Three argues that fragmentation is rooted in misaligned structures, siloed operations, and insufficient integration of justice‑centered frameworks. The paper conceptualizes APS as a dynamic, interdependent system requiring ethical responsiveness, cultural humility, and relational integrity to support effective practice.
The Practice Application Paper translates these insights into a national competency‑based APS training framework aligned with federal guidance under 45 C.F.R. §1324. As Chapter Four emphasizes, fragmentation is “a systems‑level organizational problem demanding executive stewardship and structural reform.” The proposed model establishes standardized competencies in trauma‑informed interviewing, cognitive and functional assessment, cultural humility, multidisciplinary collaboration, forensic documentation, and supported decision‑making. Implementation strategies include coalition‑building, simulation‑based learning, reflective supervision, and mixed‑methods evaluation to ensure fidelity, scalability, and sustainability.
Together, these three papers advance a coherent vision for APS workforce reform grounded in justice, equity, and human rights. The capstone demonstrates that strengthening APS training, supervision, and leadership is essential for promoting dignity, autonomy, and safety for older adults and adults with disabilities. By integrating empirical evidence, theoretical insight, and applied practice strategies, this project positions social work and APS leadership in particular as central drivers of elder justice transformation.
Recommended Citation
Hagenlock, Michael E. Sr, "Elder Justice Education and APS Workforce Development: A Conceptual Exploration of Fragmentation and Training Gaps" (2026). DSW Capstone Projects. 88.
https://uknowledge.uky.edu/csw_grad_reports/88
Included in
Leadership Studies Commons, Nonprofit Studies Commons, Social Justice Commons, Social Work Commons
