While films are popular as teaching tools in social work education, to critique social inequalities, horror films have not been the conventional genre. This teaching note describes the creation and deployment of a course that uses horror films to address social justice issues as part of different critical reflection, which is linked to practice…

Racism is a pervasive system that permeates all social activity within U.S. society and for over four hundred years has constantly reproduced systems of inequality and disparate outcomes for Black people. Increasingly, attention has been given to integrating anti-racist content and methods into social work education and practice. By integrating…

Historic and systemic anti-Black racism are rooted in political, economic, ontological, epistemological, and cultural foundations of Canadian society. The normativity of whiteness and white supremacy are prevalent in social work programs across Canada despite the profession's commitment to social justice and anti-oppressive practice. Advancing…

Teaching financial well-being (FWB) content in social work education programs is gaining prominence in response to both the needs of the students themselves and the clients they serve. However, the content is usually associated with the macro domain or taught as a stand-alone methods course, and thus is rarely incorporated into generalist or…

The focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the…

Advanced generalist practice is the fastest growing area of concentration for Master of Social Work (MSW) programs in the United States, yet a definition remains elusive. This article proposes that three key elements should be included within a conceptual schema of advanced generalist practice. Multidimensional problem-setting, self-reflective…

Given two million deaths annually in the U. S., social work education and training have been cited as woefully inadequate in end-of-life care. In response, two of the authors developed two post-Masters programs in end-of-life care for social work. This paper describes their curricula and the methods used to evaluate both programs, including…