Gender-Sensitive Social Work Practice: A Model for Education

Abstract

Many social work educators are in search of ways to integrate course content on women while preserving time-tested models of assessment and intervention. Although women comprise the majority of social work clients, most psychological models of assessment and intervention are based on male psychological development. In contrast, feminist theories and therapies have turned attention to female psychological development and how this differs from male progression. This article describes and discusses a psychotherapeutic model for practice and education that allows for balanced gender sensitivity and that can be readily superimposed on existing models for more effective assessment and intervention.