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Descriptors:
Evidence; Substance Abuse; Mental Disorders; Problem Based Learning; Social Work; Teaching Methods; Integrated Curriculum; Field Studies; Program Implementation; Severe Mental Retardation; Caseworker Approach; Assignments; Learning Processes; Instructional Development; Curriculum Development

Abstract:
This article describes the use of problem-based learning to teach the scope and consequences of evidence-based practices in mental health through an innovative assignment that integrates classroom and field learning. The authors illustrate the planning and implementation of the Evidence-Based Practice: Integrating Classroom Curriculum and Field Education Assignment designed to promote a deeper, more comprehensive and critical understanding of the multiple and interacting factors that may prevent a social work student from providing the best possible services to clients with severe mental illness and co-occurring substance abuse. The authors discuss the challenges in and implications of developing and implementing a problem-based assignment that integrates evidence-based practice material from class and field. Implications of using problem-based learning in social work education are then discussed. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Work; Professional Occupations; Social Values; Poverty; Economic Opportunities; Social Change; Systems Approach; Problem Based Learning; Urban Areas; Research Methodology

Abstract:
This article describes the use of problem-based learning to teach students about the scope and consequences of urban poverty through an innovative cross-curricular project. We illustrate the process, goals, and tasks of the Community Assessment Project, which incorporates community-level assessment, collection and analysis of public data, and social policy analysis and planning. Students in three master's classes (Social Work Research I, Ending Poverty: Models for Social Change and Social Action, and Advanced Social Policy in Aging) worked in self-directed groups to explore the impact of economic insecurity on our most vulnerable clients. The project engaged students, linked research and policy practice, and helped to educate the next generation of social workers about urban poverty and strategies for community-based research and practice. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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