Is Graduate Social Work Education Promoting a Critical Approach to Mental Health Practice?

Lacasse, Jeffrey R.; Gomory, Tomi

doi:10.1080/10437797.2003.10779145

Cited by 66 publications

(39 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Inquiry into this topic provides a place to start to address the adult-centrism in this curriculum articulated by participants. Mirroring the work of Lacasse and Gomory (2003), it would be helpful to critically examine MSW syllabi to gain a better understanding of the degree to which this content is included in DSM/psychopathology coursework. Furthermore, it would be meaningful to understand how this subject matter is incorporated in the curriculum.…”

Section: Short-term Implications and Recommendationsmentioning

confidence: 99%

“…This trend was also maintained in reference to harmful dynamics of use (e.g., diagnoses negatively label people, and the DSM is not helpful in treatment planning). Lacasse and Gomory (2003) collected and analyzed a sample of 71 psychopathology syllabi from 58 of the top 80 graduate schools of social work with the purpose of determining the extent to which critical perspectives to biomedical psychiatry were being presented. Syllabi were solicited during the 2001-2002 academic year.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Social Workers’ Perspectives Regarding the DSM: Implications for Social Work Education

McLendon¹

2014

Journal of Social Work Education

View full text Add to dashboard Cite

There is a decades-old debate in social work regarding the appropriateness of the use o f the Diagnostic and Statistical Manual o f Mental Disorders (DSM) by clinicians in this profession. Despite often con tentious perspectives, there has been very little study regarding clinical social workers' experiences, attitudes, and beliefs about the use of the DSM in their work. In this qualitative inquiry, 20 clinical social workers who had recently completed master's of social work coursework and were working with children were interviewed using grounded theory methods. Results of the inquiry are presented and implications for social work education are discussed.

show abstract

Section: Short-term Implications and Recommendationsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Social Workers’ Perspectives Regarding the DSM: Implications for Social Work Education

McLendon¹

2014

Journal of Social Work Education

View full text Add to dashboard Cite

show abstract

“…The DSM is required reading in many schools of social work. LaCasse and Gomory (2003) found that most course outlines in psychopathology focused on a psychiatric model of behavior. Here at Berkeley most sections of a class on social problems and psychopathology focus on use of the DSM.…”

Section: The Influence Of the Biomedical Industrial Complexmentioning

confidence: 98%

Social Work Education and Avoidable Ignorance

Gambrill¹

2014

Journal of Social Work Education

View full text Add to dashboard Cite

“…However, there is evidence that this is not the case. A study of syllabi in social work psychopathology courses (Lacasse and Gomory 2003) revealed most of these courses promoted a biomedical/ psychiatric model and did not expose students to well-argued empirically tested alternative points of view. Such courses were largely focused on teaching students about the DSM-necessary knowledge for mental health practice, but one requiring robust critique as well as coverage of alternative views such as those discussed in other chapters of this book.…”

Section: The Context Of Clinical Decision-making: Mezzo Level Factorsmentioning

confidence: 98%

Making Assessment Decisions: Macro, Mezzo, and Micro Perspectives

Lacasse

Gambrill

2015

Critical Thinking in Clinical Assessment and Diagnosis

Self Cite

View full text Add to dashboard Cite

This chapter addresses potential barriers to good clinical decision-making, found at all levels of practice. It begins with decision-making at the micro-level-that is, at the level of the individual clinician, who faces a series of decisions with each new case: how to frame problems, what outcomes to pursue, when to stop collecting information, what risks to take, what criteria to use to select practice methods, and how to evaluate progress. The flexible and diverse nature of clinical practice, while allowing for consideration of specific client needs, also leaves room for many kinds of error. These errors can be avoided, or at least minimized, by the use of evidenceinformed assessment practices as outlined in the chapter. At the mezzo-level, requirements of the practice setting (such as mission and funding source) can shape and constrain the way assessment takes place; the media, professional literature, and structure of professional training also exert a powerful influence. Macro-level influences include the widespread medicalization of human behavior; the pharmaceutical companies and managed care institutions comprising the "biomedical industrial complex;" and entities such as the National Institute of Mental Health, the American Psychiatric Association, and the welfare and legal systems. The chapter concludes by urging students to consider the biases that may be inherent in the information on which they base their decisions, as well as how the environment they work in may affect their ability to make sound clinical decisions.

show abstract

Is Graduate Social Work Education Promoting a Critical Approach to Mental Health Practice?

Cited by 66 publications

References 39 publications

Social Workers’ Perspectives Regarding the DSM: Implications for Social Work Education

Social Workers’ Perspectives Regarding the DSM: Implications for Social Work Education

Social Work Education and Avoidable Ignorance

Making Assessment Decisions: Macro, Mezzo, and Micro Perspectives

Contact Info

Product

Resources

About