ABSTRACT
This chapter considers ways of achieving such integration, particularly in the direct practice sequence, following a review of the values, knowledge areas, and skills most pertinent for professional practice in family preservation services. It suggests that schools can consider adopting an integrative framework for family-centered child welfare practice; exposing all students to content on values, knowledge, and skills in family preservation; providing opportunities for specialization in this area of practice to interested students; and promoting faculty-staff exchanges and collaboration with exemplary programs or agencies offering family preservation services. The values and attitudes, knowledge areas, and theoretical perspectives outlined thus far support an extensive range of skills or competencies required for practice focused on family preservation. Although the "diffusion" approach has certain limitations, it can be employed to achieve a variety of purposes that can ultimately help strengthen the delivery of family preservation services in agencies throughout the community.
