Two models for social work field instruction are presented, both introduced in a university-based laboratory setting. Both models attempt to integrate field practice with content of the holistic practice curriculum. They were derived from a holistic/multimethod assignment and a holistic/generalist orientation. Issues in field teaching are…

To move beyond the incomplete curricular reform that characterized compliance with Council on Social Work Education curriculum policy standards on women, it is proposed that a gender-inclusive curriculum be developed, including changes in the knowledge base, teaching strategies, and departmental practices. (Author/MSE)

Describes a teaching framework combining culturally sensitive and culturally specific perspectives to prepare students for cross-cultural clinical social work. Three components are (1) an overview of social constructivism; (2) exploration of culture and self to encourage openness to cultural diversity; and (3) a social-constructivist approach to…

This article proposes that narrative approaches to social work practice, grounded in postmodern theory, can be used effectively alongside traditional psychodynamic and systemic approaches. In narrative approaches, practitioners help clients deconstruct and reconstruct their own life stories, promoting individual empowerment. Integration of the…

A discussion of social work research, as distinguished from social research, briefly chronicles the role of research in social work education in the 1900s and examines recent Council on Social Work Education policy supporting teaching of research skills and use. Specific recommendations are made for incorporating research into the curriculum. (MSE)

Five steps designed to take anxiety out of statistics for social work students are outlined. First, statistics anxiety is identified as an educational problem. Second, instructional objectives and procedures to achieve them are presented and methods and tools for evaluating the course are explored. Strategies for, and obstacles to, making…

A social work education model that integrates field instruction with clinical and research curricula is described and compared with less comprehensive approaches. Issues discussed increasing accountability through developing evaluation skills, classroom techniques, materials, faculty role, field educator role, field advisor role, and use of both…

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 discussion of cooperative learning in social-work education outlines its characteristics, reviews theory and research supporting its use, examines its relevance to social work, and provides case examples for use throughout the social-work curriculum. (Author/MSE)