Abstract
This article assesses the consequences of what might be termed, from a social policy perspective, a “market model” of social work education. Because this model results in a highly decentralized and relatively unpredictable educational outcome, the author argues for renewed attention to a unitary theory for social work practice. The basis of this theoretical approach is drawn from the physical sciences and focuses on the nature of change as the central dynamic. An attempt is made to identify principles of change that illuminate and reinforce a fundamental social work perspective.
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