Factors to Consider in Making Curriculum Decisions About Treatment Guidelines

Abstract

As interventions based on practice guidelines spread within social work practice, educators must determine how, if at all, these guidelines may be incorporated into the curriculum of undergraduate and graduate social work education. This article provides an overview of the history and the debate surrounding practice guidelines and identifies key considerations that must be addressed in order for faculty to make a rational and deliberate decision regarding the inclusion of practice guidelines within the curriculum.

Additional information

Notes on contributors

Christopher G. Mitchell

A previous version of this manuscript was presented in February 2000 at the 46th Annual Program Meeting of the Council on Social Work Education, New York, NY. The author would like to acknowledge the assistance of Jerry Cates, PhD, Jane Addams College of Social Work, who offered valuable suggestions for this manuscript.