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Abstract
The introduction of social constructionism to social work education has added an important dimension to traditional methods of social work pedagogy. This paper discusses several social constructionist principles relevant to the field of mental health and applies them to the contexualization of major issues in mental health practice. A model for teaching is proposed that integrates the voices of clients, families, and providers with several socially constructed dichotomies seen as historically and culturally relevant to current social work practice in mental health.
