Integrative seminar: a cognitive approach to linking theory and practice in social work

in the 1990s. In the latest debate on whether the continuum in social work education should be supported, it is interesting, although not surprising, to find that both the proponent (Hoffman, 1992) and the opponent (Kolevzon, 1992) argue for integration in social work education. Despite its importance students and practitioners find it difficult to integrate theory and practice. This difficulty may be related to the ’problematic’ nature of the relationship between theory and practice in social work (Pilalis, 1986). When theory is confined to what is taught in the classroom, and practice is limited to what is done in an agency or in the field, theorizing and practising are likely to be treated as separate activities. As a result, the relationship between theory and practice in social work will be that of tenion, conflict, or lack of fit (Chamberlain, 1977; Hamilton, 1981; Jordan, 1982; Glazer, 1974; Cohen, 1975; Bailey, 1982; Rothman and Jones, 1971). Difficulty may be compounded by insufficient understanding, cooperation and coordination between social work training institutions and agencies where students are placed for practice. When the agencies’ goals and concerns regarding student