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CONCLUSION

This exploration was intended to illuminate forces that facilitate and inhibit incorporating IMBS practice in the content and process of social work education. We hope that our reflections in this chapter will engage others in understanding and, perhaps, changing the phenomena that may silence social work educators who could advance knowledges of IMBS practice. Advancing this emerging paradigm in social work education will promote the profession's inclusion ofpractices that are supported by recent and exciting discoveries in affective neuroscience, epigenetics, psychoneuroimmunology, and spirituality and health. These discoveries are beginning to close the gap between Western science and indigenous and/or culturally grounded practices. The IMBS practice paradigm provides the foundation for holistic education. Both are essential to prepare social workers for practice in the 21st century.

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