| Abstract: | The authors note that the recent changes to the C.C.E.T.S.W. Guidelines contain no stipulation that the teaching of economics should constitute an integral part of social work education. They argue that it is impossible for social workers and their clients to achieve control of their lives without a knowledge of the economic influences that help to determine them. The authors' conflict with the priorities implied by the C.C.E.T.S.W. Guidelines led them to survey British courses which lead to a professional social work qualification. They found that only 28% teach economics formally, while some evidence suggests that this proportion is declining despite a widespread expression of regret at the absence of economics. The authors attempt to outline the objectives of a relevant economics syllabus for social work students. They conclude that powerful positive and negative arguments exist to support a substantial economics component in social work education and that the present crisis of both welfare and the economy intensifies, but does not create, this need. |
