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Abstract
Working with families is given high priority in social work education, but little systematic analysis of planning family curriculum content has been attempted. This paper uses developmental family theory to conceptualize comprehensive curriculum content. The theoretical facets of (1) societal-institutional, (2) group-interactional, and (3) individual-psychological are used to focus appropriate points in the curriculum to include various aspects of family functioning. Family theory is distinguished from family therapy, and planning of minority group content is explored.
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Notes on contributors
Carlton E. Munson
Carlton E. Munson is an associate professor in the Graduate School of Social Work, University of Houston.