HOLISTIC DESIGNS FOR FIELD INSTRUCTION IN THE CONTEMPORARY SOCIAL-WORK CURRICULUM

This article addresses the issue of the field education component in a holistic curriculum. It presents two designs for field instruction th at were introduced in a university-based laboratory setting. The integ ration of field practice with the content of the holistic academic pra ctice curriculum of the school was a primary objective of these design s. The first design emerged out of a holistic/multi-method assignment and the second was derived from a holistic/generalist orientation appl ied to a problem area or population. Issues in field teaching using th ese approaches are reviewed and guidelines for the field instructor ar e suggested.