GENDER-SENSITIVE SOCIAL-WORK-PRACTICE - A MODEL FOR EDUCATION

Many social work educators are in search of ways to integrate course c ontent on women while preserving time-tested models of assessment and intervention. Although women comprise the majority of social work clie nts, most psychological models of assessment and intervention are base d on male psychological development. In contrast, feminist theories an d therapies have turned attention to female psychological development and how this differs from male progression. This article describes and dis cusses a psychotherapeutic model for practice and education that allows for balanced gender sensitivity and that can be readily superim posed on existing models for more effective assessment and interventio n.