Eileen Gambrill
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195304961
- eISBN:
- 9780199863648
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195304961.003.0003
- Subject:
- Social Work, Children and Families, Research and Evaluation
The process and philosophy of evidence-informed practice and its utility in the helping professions including child welfare practices and policies is described in this chapter. This is distinguished ...
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The process and philosophy of evidence-informed practice and its utility in the helping professions including child welfare practices and policies is described in this chapter. This is distinguished from the view of evidence-based practice as using empirically based practices — the EBPs approach. The role of clinical expertise in integrating information from multiple sources such as characteristics of clients and their circumstances including their preferences and actions as well as research evidence is highlighted. Hallmarks of evidence-informed practice are reviewed and the implications of the philosophy of evidence-based practice described. Hallmarks include moving away from authoritarian practices and policies, honoring ethical obligations, making practices, policies, and their outcomes transparent, maximizing knowledge flow and using a systemic approach for integrating practical, ethical, and evidentiary issues that attends to organizational variables including funding patterns. Objections, controversies and barriers regarding evidence-based practices are reviewed.Less
The process and philosophy of evidence-informed practice and its utility in the helping professions including child welfare practices and policies is described in this chapter. This is distinguished from the view of evidence-based practice as using empirically based practices — the EBPs approach. The role of clinical expertise in integrating information from multiple sources such as characteristics of clients and their circumstances including their preferences and actions as well as research evidence is highlighted. Hallmarks of evidence-informed practice are reviewed and the implications of the philosophy of evidence-based practice described. Hallmarks include moving away from authoritarian practices and policies, honoring ethical obligations, making practices, policies, and their outcomes transparent, maximizing knowledge flow and using a systemic approach for integrating practical, ethical, and evidentiary issues that attends to organizational variables including funding patterns. Objections, controversies and barriers regarding evidence-based practices are reviewed.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0002
- Subject:
- Social Work, Children and Families
This chapter examines several reasons for the existence of the knowledge—practice gap; a gap between the practice choices of school social workers, and research on school-based prevention and ...
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This chapter examines several reasons for the existence of the knowledge—practice gap; a gap between the practice choices of school social workers, and research on school-based prevention and intervention as well as contemporary education models. It presents three plausible explanations for the knowledge—practice gap: (1) lack of practitioner familiarity with the knowledge base; (2) barriers to implementing principles and specific empirically supported treatments (ESTs) emerging from the knowledge base, and (3) a privileging of practice wisdom over empirical research, resulting in a rejection of current school-based research. It introduces the evidence-informed practice (EIP) process that has been proposed in social work and other disciplines to address the research—practice gap. While EIP has intuitive appeal, it has also received much criticism from the practice community. These criticisms, many of which are legitimate, have undoubtedly contributed to the slow embracing of EIP in practice.Less
This chapter examines several reasons for the existence of the knowledge—practice gap; a gap between the practice choices of school social workers, and research on school-based prevention and intervention as well as contemporary education models. It presents three plausible explanations for the knowledge—practice gap: (1) lack of practitioner familiarity with the knowledge base; (2) barriers to implementing principles and specific empirically supported treatments (ESTs) emerging from the knowledge base, and (3) a privileging of practice wisdom over empirical research, resulting in a rejection of current school-based research. It introduces the evidence-informed practice (EIP) process that has been proposed in social work and other disciplines to address the research—practice gap. While EIP has intuitive appeal, it has also received much criticism from the practice community. These criticisms, many of which are legitimate, have undoubtedly contributed to the slow embracing of EIP in practice.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0003
- Subject:
- Social Work, Children and Families
This chapter argues that evidence-informed school social work practitioners adopt a process of lifelong learning that involves regularly posing questions of direct practical importance to clients; ...
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This chapter argues that evidence-informed school social work practitioners adopt a process of lifelong learning that involves regularly posing questions of direct practical importance to clients; engaging in a search for the best available evidence privileging the school-based prevention and intervention research and contemporary education frameworks; and taking appropriate action in a transparent collaboration that is in concert with children's, teachers', and parents' goals and preferences. Many times, this will involve deciding with them to implement the most empirically validated treatment available, but only after the school social worker and child, teacher, or parent have joined in the evidence-informed practice (EIP) process outlined in this chapter.Less
This chapter argues that evidence-informed school social work practitioners adopt a process of lifelong learning that involves regularly posing questions of direct practical importance to clients; engaging in a search for the best available evidence privileging the school-based prevention and intervention research and contemporary education frameworks; and taking appropriate action in a transparent collaboration that is in concert with children's, teachers', and parents' goals and preferences. Many times, this will involve deciding with them to implement the most empirically validated treatment available, but only after the school social worker and child, teacher, or parent have joined in the evidence-informed practice (EIP) process outlined in this chapter.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0014
- Subject:
- Social Work, Children and Families
This chapter synthesizes and integrates the reflections offered in Chapters 4-12. These lessons learned are organized around the eight-step evidence-informed practice (EIP) process for school social ...
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This chapter synthesizes and integrates the reflections offered in Chapters 4-12. These lessons learned are organized around the eight-step evidence-informed practice (EIP) process for school social workers detailed in Chapter 3.Less
This chapter synthesizes and integrates the reflections offered in Chapters 4-12. These lessons learned are organized around the eight-step evidence-informed practice (EIP) process for school social workers detailed in Chapter 3.
Irwin Epstein
- Published in print:
- 2009
- Published Online:
- May 2010
- ISBN:
- 9780195335521
- eISBN:
- 9780199777433
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335521.003.0002
- Subject:
- Social Work, Research and Evaluation
This chapter situates clinical data-mining (CDM) specifically as a “practice-based research” strategy rather than as an example of “research-based practice.” The latter more closely approximates ...
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This chapter situates clinical data-mining (CDM) specifically as a “practice-based research” strategy rather than as an example of “research-based practice.” The latter more closely approximates evidence-based practice (EBP). In making this distinction, the chapter describes the underlying epistemological assumptions of each. It briefly reviews some less successful prior practice-research integration efforts and how they prepared the ground for CDM. It locates CDM in the context of the current EBP movement and introduces the idea of a less hierarchical “evidence-informed” model of practice-research integration. This more inclusive practice-research integration paradigm is dubbed as “Evidence-Informed Practice” (EIP).Less
This chapter situates clinical data-mining (CDM) specifically as a “practice-based research” strategy rather than as an example of “research-based practice.” The latter more closely approximates evidence-based practice (EBP). In making this distinction, the chapter describes the underlying epistemological assumptions of each. It briefly reviews some less successful prior practice-research integration efforts and how they prepared the ground for CDM. It locates CDM in the context of the current EBP movement and introduces the idea of a less hierarchical “evidence-informed” model of practice-research integration. This more inclusive practice-research integration paradigm is dubbed as “Evidence-Informed Practice” (EIP).
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0013
- Subject:
- Social Work, Children and Families
This chapter considers the more painful and problematic notions of evidence-informed practice; that is, interventions that have the potential to harm school clients. Specifically, it shows how good ...
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This chapter considers the more painful and problematic notions of evidence-informed practice; that is, interventions that have the potential to harm school clients. Specifically, it shows how good intentions, “authority-based practice,” and poor understanding of what makes an intervention potentially harmful, have come together in several situations to create so-called “iatrogenic school-based interventions”.Less
This chapter considers the more painful and problematic notions of evidence-informed practice; that is, interventions that have the potential to harm school clients. Specifically, it shows how good intentions, “authority-based practice,” and poor understanding of what makes an intervention potentially harmful, have come together in several situations to create so-called “iatrogenic school-based interventions”.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0008
- Subject:
- Social Work, Children and Families
A recent survey conducted by the authors shows that divorce and separation of parents rated highest among the family-based stressors that school social workers reported seeing in their practice. This ...
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A recent survey conducted by the authors shows that divorce and separation of parents rated highest among the family-based stressors that school social workers reported seeing in their practice. This chapter shows how to conduct an evidence-informed practice (EIP) process, grounded in the best available evidence, for group school-based interventions for children coping with divorce. It also pays close attention to how these interventions can be adapted and applied in a range of school contexts.Less
A recent survey conducted by the authors shows that divorce and separation of parents rated highest among the family-based stressors that school social workers reported seeing in their practice. This chapter shows how to conduct an evidence-informed practice (EIP) process, grounded in the best available evidence, for group school-based interventions for children coping with divorce. It also pays close attention to how these interventions can be adapted and applied in a range of school contexts.
Austin Michael and Sarah Carnochan
- Published in print:
- 2020
- Published Online:
- April 2020
- ISBN:
- 9780197518335
- eISBN:
- 9780197518366
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197518335.003.0011
- Subject:
- Social Work, Research and Evaluation
Chapter 11 of Practice Research in the Human Services: A University-Agency Partnership Model discusses issues and strategies related to providing organizational supports for practitioners in order to ...
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Chapter 11 of Practice Research in the Human Services: A University-Agency Partnership Model discusses issues and strategies related to providing organizational supports for practitioners in order to facilitate their engagement in practice research. The chapter describes: (1) the emerging organizational context for evidence-informed practice and practice research; (2) an evolving definition of the elements of a research-minded practitioner, which include curiosity, critical reflection, and critical thinking; (3) a beginning framework for conceptualizing relevant organizational supports; and (4) case examples of organizational supports provided by national organizations in the United Kingdom. The chapter concludes with an emerging set of lessons learned and questions to guide future practice research efforts.Less
Chapter 11 of Practice Research in the Human Services: A University-Agency Partnership Model discusses issues and strategies related to providing organizational supports for practitioners in order to facilitate their engagement in practice research. The chapter describes: (1) the emerging organizational context for evidence-informed practice and practice research; (2) an evolving definition of the elements of a research-minded practitioner, which include curiosity, critical reflection, and critical thinking; (3) a beginning framework for conceptualizing relevant organizational supports; and (4) case examples of organizational supports provided by national organizations in the United Kingdom. The chapter concludes with an emerging set of lessons learned and questions to guide future practice research efforts.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0004
- Subject:
- Social Work, Children and Families
This chapter discusses how to locate, appraise, adapt, and apply empirically supported Tier 2 interventions as an essential component of response to intervention (RTI). These ideas come from national ...
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This chapter discusses how to locate, appraise, adapt, and apply empirically supported Tier 2 interventions as an essential component of response to intervention (RTI). These ideas come from national survey data, in which a significant number of respondents (70%) said that they regularly try to “lead effective small groups with students as a prevention activity.” The chapter also demonstrates how to monitor the progress of students receiving Tier 2 interventions and evaluates the effectiveness of interventions employed using an evidence-informed practice (EBP) perspective.Less
This chapter discusses how to locate, appraise, adapt, and apply empirically supported Tier 2 interventions as an essential component of response to intervention (RTI). These ideas come from national survey data, in which a significant number of respondents (70%) said that they regularly try to “lead effective small groups with students as a prevention activity.” The chapter also demonstrates how to monitor the progress of students receiving Tier 2 interventions and evaluates the effectiveness of interventions employed using an evidence-informed practice (EBP) perspective.
Linda Bell
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781447350712
- eISBN:
- 9781447350736
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447350712.003.0009
- Subject:
- Social Work, Research and Evaluation
This chapter considers policies and strategies underpinning social work research and evidence-based or evidence-informed practice. It also looks at how social workers say they generate knowledge or ...
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This chapter considers policies and strategies underpinning social work research and evidence-based or evidence-informed practice. It also looks at how social workers say they generate knowledge or evidence and disseminate it to others; the dissemination of research is principally via publications such as journals, and through conferences. Professional and occupational groups may be expected to develop their own knowledge base(s) that will often be situated within specific epistemological frameworks, though the nature of such frameworks is often contested. This chapter explores how, within social work and social care, theoretical models and methods of gathering evidence from practice are explained and used. Social work, though emphasising the social, may be expected to draw upon an eclectic range of social and clinical sciences, with issues of disciplinarity and interdisciplinarity being identified as an important aspect of how knowledge of different kinds, although contested, can be applied to social work practice and research. The chapter also provides examples of how social workers have explained what evidence looks like to them and how they have attempted to work with evidence and research in their practice.Less
This chapter considers policies and strategies underpinning social work research and evidence-based or evidence-informed practice. It also looks at how social workers say they generate knowledge or evidence and disseminate it to others; the dissemination of research is principally via publications such as journals, and through conferences. Professional and occupational groups may be expected to develop their own knowledge base(s) that will often be situated within specific epistemological frameworks, though the nature of such frameworks is often contested. This chapter explores how, within social work and social care, theoretical models and methods of gathering evidence from practice are explained and used. Social work, though emphasising the social, may be expected to draw upon an eclectic range of social and clinical sciences, with issues of disciplinarity and interdisciplinarity being identified as an important aspect of how knowledge of different kinds, although contested, can be applied to social work practice and research. The chapter also provides examples of how social workers have explained what evidence looks like to them and how they have attempted to work with evidence and research in their practice.
Aron Shlonsky and Rami Benbenishty (eds)
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199973729
- eISBN:
- 9780199386703
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199973729.001.0001
- Subject:
- Social Work, Children and Families
The terms ‘Evidence-Based,’ ‘evidence-informed,’ ‘best practice’, and ‘effective’ have become ubiquitous in scholarly and professional publications, government documents, funding applications, and ...
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The terms ‘Evidence-Based,’ ‘evidence-informed,’ ‘best practice’, and ‘effective’ have become ubiquitous in scholarly and professional publications, government documents, funding applications, and training institutions across the world. Yet despite this avalanche of words, there is substantial disagreement with respect to the definition of evidence and how it should be used to improve the lives of children and youth. This book builds on the burgeoning evidence-informed practice movement in social welfare that evolved from evidence-based medicine some twenty years ago. A meaningful and inclusive approach to evidence-informed practice is used to gather key insights from several child welfare systems to promote an understanding of the role of context in generating, interpreting, and employing evidence, and to provide guidance for integrating evidence and context in the provision of child welfare services. The book begins with an introduction to evidence-informed practice and a broad overview of the different types of evidence that can be useful in guiding difficult decisions under uncertain conditions. This is followed by a decision-making framework that incorporates the use of evidence within the context of a complex child protection system. Next, empirically supported programs and treatments are evaluated with respect to their transportability across contexts, with sometimes surprising results. Two revolutionary approaches to the delivery of effective services, common factors and common elements, are then introduced and followed by a treatise on the importance of implementation in child welfare settings. Embracing different types of evidence used for different questions, the role of randomized controlled trials, epidemiology, administrative and survey data are then explored. Finally, the context of service provision within an agency is explored through an overview of the structure, function, and culture of human services organizations; the role of universities in training staff and conducting relevant practice and policy research; and an applied example involving a partnership between a major university and a large child welfare agency.Less
The terms ‘Evidence-Based,’ ‘evidence-informed,’ ‘best practice’, and ‘effective’ have become ubiquitous in scholarly and professional publications, government documents, funding applications, and training institutions across the world. Yet despite this avalanche of words, there is substantial disagreement with respect to the definition of evidence and how it should be used to improve the lives of children and youth. This book builds on the burgeoning evidence-informed practice movement in social welfare that evolved from evidence-based medicine some twenty years ago. A meaningful and inclusive approach to evidence-informed practice is used to gather key insights from several child welfare systems to promote an understanding of the role of context in generating, interpreting, and employing evidence, and to provide guidance for integrating evidence and context in the provision of child welfare services. The book begins with an introduction to evidence-informed practice and a broad overview of the different types of evidence that can be useful in guiding difficult decisions under uncertain conditions. This is followed by a decision-making framework that incorporates the use of evidence within the context of a complex child protection system. Next, empirically supported programs and treatments are evaluated with respect to their transportability across contexts, with sometimes surprising results. Two revolutionary approaches to the delivery of effective services, common factors and common elements, are then introduced and followed by a treatise on the importance of implementation in child welfare settings. Embracing different types of evidence used for different questions, the role of randomized controlled trials, epidemiology, administrative and survey data are then explored. Finally, the context of service provision within an agency is explored through an overview of the structure, function, and culture of human services organizations; the role of universities in training staff and conducting relevant practice and policy research; and an applied example involving a partnership between a major university and a large child welfare agency.
Austin Michael and Sarah Carnochan
- Published in print:
- 2020
- Published Online:
- April 2020
- ISBN:
- 9780197518335
- eISBN:
- 9780197518366
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197518335.003.0007
- Subject:
- Social Work, Research and Evaluation
Chapter 7 of Practice Research in the Human Services: A University-Agency Partnership Model focuses on the experiences and perspectives of human service agency managers. It describes a multiphase ...
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Chapter 7 of Practice Research in the Human Services: A University-Agency Partnership Model focuses on the experiences and perspectives of human service agency managers. It describes a multiphase study examining the experiences of public and nonprofit managers involved in human services contracting. The study aimed to further our understanding of the accountability and service coordination challenges that these cross-sectoral relationships pose for managers, especially in the context of increasingly complex human service delivery systems. This study integrated case studies, a multi-county survey, and review of contract documents. The chapter also describes a second study that sought to inform managerial practice by examining managerial perspectives and experiences related to evidence-informed practice, using a multi-county survey incorporating closed and open-ended questions. Principles for practice research relate to the study design process, recruitment of study participants, engagement of agency staff, and translation of implications into concrete practice recommendations.Less
Chapter 7 of Practice Research in the Human Services: A University-Agency Partnership Model focuses on the experiences and perspectives of human service agency managers. It describes a multiphase study examining the experiences of public and nonprofit managers involved in human services contracting. The study aimed to further our understanding of the accountability and service coordination challenges that these cross-sectoral relationships pose for managers, especially in the context of increasingly complex human service delivery systems. This study integrated case studies, a multi-county survey, and review of contract documents. The chapter also describes a second study that sought to inform managerial practice by examining managerial perspectives and experiences related to evidence-informed practice, using a multi-county survey incorporating closed and open-ended questions. Principles for practice research relate to the study design process, recruitment of study participants, engagement of agency staff, and translation of implications into concrete practice recommendations.
Mark Lawrence
- Published in print:
- 2013
- Published Online:
- January 2013
- ISBN:
- 9780199691975
- eISBN:
- 9780191748806
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199691975.003.0007
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
Mandatory milk fortification with vitamin D (MMFVD) is a public health policy intervention for reducing vitamin D deficiency among the population. It was the case study selected to assess and analyse ...
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Mandatory milk fortification with vitamin D (MMFVD) is a public health policy intervention for reducing vitamin D deficiency among the population. It was the case study selected to assess and analyse food fortification as a policy option to tackle public health problems that arise when there is a reduction in exposure to the primary source of a nutrient. MMFVD is moderately effective and equitable in reducing the prevalence of vitamin D deficiency, though it is associated with risk of exposing certain groups to excessive amounts of the nutrient. Ethically, the apparent significant prevalence of vitamin D deficiency suggests there is some justification for MMFVD. However, the overarching challenge in assessing MMFVD is the extent of scientific uncertainties associated with its potential benefits and risks. Nevertheless, prominent policy processes are using an approach to evidence-informed practice that is framing vitamin D deficiency to effectively privilege micronutrient interventions as preferred policy solutions.Less
Mandatory milk fortification with vitamin D (MMFVD) is a public health policy intervention for reducing vitamin D deficiency among the population. It was the case study selected to assess and analyse food fortification as a policy option to tackle public health problems that arise when there is a reduction in exposure to the primary source of a nutrient. MMFVD is moderately effective and equitable in reducing the prevalence of vitamin D deficiency, though it is associated with risk of exposing certain groups to excessive amounts of the nutrient. Ethically, the apparent significant prevalence of vitamin D deficiency suggests there is some justification for MMFVD. However, the overarching challenge in assessing MMFVD is the extent of scientific uncertainties associated with its potential benefits and risks. Nevertheless, prominent policy processes are using an approach to evidence-informed practice that is framing vitamin D deficiency to effectively privilege micronutrient interventions as preferred policy solutions.