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Abstract
Over the past 25 years, psychoanalytic contributions to our understanding of human development, psychopathology, and clinical practice have gradually become marginalized in academic social work. Although this trend is rooted in historical tensions within the profession, contemporary issues have also contributed to the widespread failure to acknowledge the salience of psychoanalytic ideas in the instruction of social work graduate students. The influence of managed care, efforts within the academy to accommodate to a narrow definition of empirical science, and the domination of biological models of causality are among those factors. The role of the Council on Social Work Education, and specifically, problems in the language of its current Educational Policy and Accreditation Standards, is also discussed in detail.
