A discussion of the relevance of the liberal arts to social work education examines the "content" and "perspective" controversies. Social work is seen as applied human values, therefore intertwined with the liberal arts. It is proposed that social work education recast and strengthen its relationship with the liberal arts. (Author/MSE)

Outlines a transactional model for addressing the underrepresentation of key areas in advanced clinical courses in human behavior in the social environment (HBSE), looking at social work's understanding of the biological and spiritual aspects of human beings. The transactional model is distinguished from other reductionist or interactionist models…

A model for teaching social work students and professionals about widely existing severe, subtle, and overt forms of male controls and violence against women is described. Topics addressed during a three-hour workshop ranged from sexist language to harassment, battery, and femicide. Evaluation of workshops using the model suggest participants…

A survey of Israeli social work faculty (n=62), social workers (n=70), and third-year students (n=90) found an overall positive orientation toward research. Faculty and practitioners feel students are less favorably disposed to research than students do and are unlikely to incorporate it into curricula. (Author/MSE)

A model for including information about persons with mental retardation in the social work curriculum is presented. The model focuses on (1) a micro perspective, concerning the individual, family system, and group membership; and (2) a macro perspective, regarding service planning, administration, evaluation, and community organization. (MSE)

The generalist-specialist continuum is not as useful an organizing concept for social work education as its supporters believe. Bachelor's and master's programs should be conceived as independent entities, with the bachelor's curriculum focusing on training case managers in public service agencies and the Master's program preparing graduates for…

A social work education model integrating classroom instruction and field experience, adapted from learning theory positing a four-stage learning cycle, is described. Instructors (in either classroom and practicum) begin with a specific practice situation and, with students, engage in a process of cognitive and personal associations to arrive at…

A survey of 121 undergraduate and graduate social work students and 96 field instructors found that many students had experienced verbal and physical abuse and that most instructors had experienced verbal abuse and physical violence. Although students received some instruction on safety, practicum agencies often had no safety policies. Curriculum…