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Recovery from addiction is an individualized process and necessitates understanding the phenomenon from the perspective of the individual living the experience. This qualitative study seeks to understand women's lived experience of recovery. Data were collected through participant interviews of women self-identifying as in recovery and interpreted from a phenomenological lens. The overarching theme is vigilance—a way to maintain recovery from addiction through remembering, being careful, and seeking community.

Prescription drug abuse and dependence is an increasing concern for older
adults. This article describes issues specific to older adults with late onset abuse or
dependence on prescription sedatives and/or opiates.The older adult with late onset
should not be viewed as having the same issues as individuals who have a life pat-
tern of drug and alcohol abuse/dependence.A chart review of older adults in a treatment program contrasts late onset prescription dependence clients (n=12) and early
onset addiction clients (n=104) and outlines differences and similarities between the
two samples. Social workers need to understand the specific and changing needs of
older adults as they relate to assessment and treatment of drug abuse and dependence.

Objective: Feminism has grown rapidly in the last 40 years as both a multidisciplinary voice advocating for change and an area of scholarship and theory building. A review of empirical articles describes 17 studies that indicate a wide range of applications of feminist theory, but theory is applied primarily as a lens for
other issues, rather than to expand theory development. Advocacy and philosophical views seem to overshadow theory development. Suggestions for improving feminist theory are offered.

Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom's taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.