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Abstract
Direct service practitioners make policy decisions in everyday practice: individual decisions in the aggregate coalesce into macro-phenomena that affect units, agencies, and sets of agencies; social workers contribute to policy determination of varying scope on the agency and local level. Social work education should prepare practitioners for these roles in new ways, develop new configurations of knowlege, and create new curriculum emphases. Options, barriers, and implications for education for social work practice are explored. This perspective can help to bridge the gap between “social policy” and “direct” practice education and help graduates make constructive use of the “free spaces” within social agencies.
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Notes on contributors
Ralph Dolgoff
RALPH DOLGOFF is an associate professor and assistant dean for academic affairs, and MALVINA GORDON is an associate professor. both in the School of Social Work at Adelphi University. This paper originally was presented at the Council on Social Work Education Annual Program Meeting in Boston, March 4, 1979.
Malvina Gordon
RALPH DOLGOFF is an associate professor and assistant dean for academic affairs, and MALVINA GORDON is an associate professor. both in the School of Social Work at Adelphi University. This paper originally was presented at the Council on Social Work Education Annual Program Meeting in Boston, March 4, 1979.