2015 EPAS Curricular Guide Resource Series

Macro social work, as addressed in this guide, outlines three primary focus areas: organizational administration and management, community organizing, and policy practice. A unifying framework identifies commonalities while honoring the unique differences of each focus area.

This guide was developed through a partnership between CSWE and the Special Commission to Advance Macro Practice, with generous support from the Fund for Social Policy Education and Practice.
The purpose of this guide is to provide social work educators content information and strategies for educating students about social work licensure and regulation. The guide is designed to facilitate the integration of licensure and regulation education throughout social work curricula and programming. It can also be used as a resource to build student knowledge and reduce apprehension about the licensing process and social work regulation.

Most important, this guide is designed to encourage social work educators, students, and practitioners to join together to ensure the protection of public consumers of social work services through licensed and regulated practice.
6533-A_TraumaSWPractice_200x300.png Trauma-informed social work practice addresses the needs of individuals, families, and communities increasingly exposed to toxic and traumatic stress and confronts issues involving justice, obtaining legal redress, and seeking protection against further harm. This curricular guide confirms trauma-informed practice as an essential component of social work education and provides competency information and tools to prepare future social workers for today’s specialized practice demands.

This guide was made possible by the generous support of the National Center for Social Work Trauma Education at Fordham Graduate School of Social Service and the Council on Social Work Education.

Military social work as a field of practice and research is critical to the relevance of social work, to the advancement of new career options, and in leadership among helping professionals. As social workers continue to exert their central influence in wartime and its aftermath, a vigorous social work research agenda and appropriate training to effectively prepare military social workers are needed.

This document was developed through the generous support of the Cohen Veterans Network and the Council on Social Work Education. Leare more here. 
Economic well-being is outlined and context is offered that will articulate the relevance of the concept in social work and to social work practice. This guide further defines the components of economic well-being and links the concept to the nine competencies. The connections to the social work competencies are further explicated in a curricular map that links recommended curriculum materials to the essential knowledge, values, skills, cognitive and affective processes, and behaviors related to economic well-being that support each competency. Information about curricular resources is also provided, linked to the competencies. This resource will provide the guidance needed to feature economic well-being prominently in social work education and better prepare students for today’s practice demands.

This document was developed through the generous support of the New York Community Trust, the Calvin K. Kazanjian Economics Foundation, Inc., and the Council on Social Work Education.
 
   
The John A. Hartford Foundation, the Social Work Leadership Institute, and CSWE are pleased to offer the Specialized Practice Curricular Guide for Gero Social Work Practice, the first of the 2015 EPAS Curricular Guide Resource Series, as a free download available here. The curriculum content and resources outlined in this guide are intended as resources to help programs conceptualize specialized practice in aging and infuse aging into their curricula. For each of the nine 2015 EPAS social work competencies, guide users can select from and access the suggested resources, including full descriptions of in-class exercises and assignments, by clicking on the associated URL. Our hope is that this will be an invaluable resource to faculty and field instructors who are educating students to work effectively with older adults and their constituencies (e.g., their informal and formal support systems).