Social Work students typically enroll in the required practice methods courses that are specified by the Council on Social Work Education. At least in the majority of BSW Programs, these practice methods courses are divided into micro-level and macro-level sequences. Individual and family systems are covered in the former sequence, while communities and organizations are the systems of focus in the latter sequence. The group system is often minimized and/or completely ignored in the process, even though there may be some reference made to groups in both practice methods sequences. Consequently, the mezzo-level system of groups is only given "lip-service" in the dyadic division of micro and macro-level practice. Furthermore, students often do not have the opportunity to practice in group settings, much less, develop competency in these professional venues. This paper describes a teaching format used in a BSW Program in an effort to ensure student competency as required in a Groups Practice course. The triangular model includes: (1) Classroom teaching of theory; (2) Practice of group dynamics; and (3) Supervision by instructors and MSW students.
This paper addresses certain challenges case managers face in the rural Texas Panhandle, but is applicable to a variety of human service workers with different backgrounds who practice in other nonmetropolitan areas. A brief history of case management is discussed in the context of early mental health treatment and deinstitutionalization. The Upper Peninsula of Michigan is a secondary geographical region that is mentioned, based on the author's personal background. Four specific barriers to providing effective case management in the Texas Panhandle are highlighted. In conclusion, questions are posed in dichotomous formats in order to broaden the scope in the traditional perceptions of case management.
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