Exploring a Model-Driven Approach to Social Work Theory Education

According to the Council on Social Work Education (CSWE), accredited social work programs must use practice experience and theory to inform research and practice, policy, engagement, assessment, intervention, and evaluation with varied constituents. However, models to teach theory or about theory have been all but non-existent. This manuscript presents the S.A.L.T. model for theory assessment and shares findings when the model is applied to assess students’ knowledge. To assess students’ knowledge and skill in applying and evaluating theory, a 14-item course assessment was developed by Dr. Gentle-Genitty called the Theory Evaluation and Application Assessment. The assessment was based upon course objectives for a master’s level social work theory course in a CSWE-accredited master of social work (MSW) program. Demographic information was also gathered from participants, including age, gender, bachelor degree major, state where bachelor’s degree was attained, year in MSW program, and year of last theory course. Context of the work and results are presented herein. Of primary importance is the need to bridge teaching theory with application and evaluation. We propose that the best way to do this is through the introduction of models as a pedagogical strategy in teaching theory. The model presented is the S.A.L.T. model (GentleGenitty, 2014).