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LOGIC MODELING: A TOOL FOR TEACHING CRITICAL THINKING IN SOCIAL WORK PRACTICE

Catherine Alter and Marcia Egan
Journal of Social Work Education
Vol. 33, No. 1 (Winter 1997), pp. 85-102
Stable URL: http://www.jstor.org/stable/23043020
Page Count: 18
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Abstract

This article describes how logic models are used to teach critical thinking in social work courses. By breaking down the helping process into parts, logic modeling enables students to think about the clinical experience as a whole and to understand the causal relationships between these parts. Students are exposed to the connections between social work theory and practice, and they are made aware of the reciprocal connections between interventions and outcomes at the individual, organizational, community, and societal levels. The discussion of logic models in social work education is continued in the following article as well.

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