Making Room for Dynamics in Evidence-Based Practice: The Role of Psychodynamic Theory in Client-Centered Approaches

Autor/inn/en	Rozas, Lisa Werkmeister; Grady, Melissa D.
Titel	Making Room for Dynamics in Evidence-Based Practice: The Role of Psychodynamic Theory in Client-Centered Approaches
Quelle	In: Journal of Teaching in Social Work, 31 (2011) 2, S.210-223 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
Schlagwörter	Evidence; Social Work; Teaching Methods; Educational Principles; Counseling Psychology; Counseling Theories; Counselor Training; Caseworker Approach; Clinical Teaching (Health Professions); Concept Teaching; Controversial Issues (Course Content) + Suchen Sie Ihr Suchwort? Evidenz; Soziale Arbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Counselling psychology; Beratungspsychologie; Controversial issues; Kontroverse
Abstract	The move toward evidence-based practice has fortified, and continues to strengthen, the social work profession through accountability, greater support for social interventions, and linking research and practice. This article considers potential limitations in exclusively promoting evidence-based practice in social work programs and advocates for an integrative approach when teaching clinical practice to master of social work students. Such an approach includes using psychodynamic principles in an effort to teach social work students the importance of self-awareness, dialoguing about diversity issues, and the use of theory in case formulations. Implications for social work education are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10