The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model…

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…

A discussion of the concept of generalist-advanced generalist social work in practice and in education suggests a framework for the bachelor's/master's degree curricula. The paper argues that the generalist-advanced generalist continuum is particularly well-suited to small towns and rural areas by preparing professionals with the full range of…

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…