ERIC Number: EJ923219
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 47
Making Room for Dynamics in Evidence-Based Practice: The Role of Psychodynamic Theory in Client-Centered Approaches
Rozas, Lisa Werkmeister; Grady, Melissa D.
Journal of Teaching in Social Work, v31 n2 p210-223 2011
The move toward evidence-based practice has fortified, and continues to strengthen, the social work profession through accountability, greater support for social interventions, and linking research and practice. This article considers potential limitations in exclusively promoting evidence-based practice in social work programs and advocates for an integrative approach when teaching clinical practice to master of social work students. Such an approach includes using psychodynamic principles in an effort to teach social work students the importance of self-awareness, dialoguing about diversity issues, and the use of theory in case formulations. Implications for social work education are discussed.
Descriptors: Evidence, Social Work, Teaching Methods, Educational Principles, Counseling Psychology, Counseling Theories, Counselor Training, Caseworker Approach, Clinical Teaching (Health Professions), Concept Teaching, Controversial Issues (Course Content)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A