James C Raines
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195366266
- eISBN:
- 9780199864027
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195366266.001.0001
- Subject:
- Social Work, Children and Families, Research and Evaluation
Evidence-based practice in school mental health explains the nuts and bolts of infusing research throughout school-based practice following guidelines set forth by the US Department of Education. In ...
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Evidence-based practice in school mental health explains the nuts and bolts of infusing research throughout school-based practice following guidelines set forth by the US Department of Education. In clear, step-by-step detail, it provides the conceptual tools needed to locate, evaluate, and apply evidence in order to demonstrate positive outcomes for students. With its case examples and exercises, this book offers a pragmatic approach to informing practice decisions with appropriate research to ensure that students receive the best service. The chapters amount to an easy-to-follow road map to evidence-based practice (EBP), explaining how to ask the right questions; search for evidence; appraise the literature while avoiding the pitfalls of web-based information; adapt and apply evidence in a developmentally and culturally sensitive way; and evaluate the results. Detailed examples from practice and adaptable sample spreadsheets to evaluate students' progress make the goal of accountability attainable for school professionals who otherwise would struggle to find the time, resources, and support to utilize research in their work.Less
Evidence-based practice in school mental health explains the nuts and bolts of infusing research throughout school-based practice following guidelines set forth by the US Department of Education. In clear, step-by-step detail, it provides the conceptual tools needed to locate, evaluate, and apply evidence in order to demonstrate positive outcomes for students. With its case examples and exercises, this book offers a pragmatic approach to informing practice decisions with appropriate research to ensure that students receive the best service. The chapters amount to an easy-to-follow road map to evidence-based practice (EBP), explaining how to ask the right questions; search for evidence; appraise the literature while avoiding the pitfalls of web-based information; adapt and apply evidence in a developmentally and culturally sensitive way; and evaluate the results. Detailed examples from practice and adaptable sample spreadsheets to evaluate students' progress make the goal of accountability attainable for school professionals who otherwise would struggle to find the time, resources, and support to utilize research in their work.
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/9780195335521.003.0001
- Subject:
- Social Work, Research and Evaluation
This chapter begins with a brief discussion of the purpose of the book, which is to introduce the knowledge-generating possibilities inherent in clinical data-mining (CDM). It then discusses why ...
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This chapter begins with a brief discussion of the purpose of the book, which is to introduce the knowledge-generating possibilities inherent in clinical data-mining (CDM). It then discusses why practitioners should conduct CDM studies, the book's target audience, the thesis of the book, and research methodology. An overview of the subsequent chapters is presented.Less
This chapter begins with a brief discussion of the purpose of the book, which is to introduce the knowledge-generating possibilities inherent in clinical data-mining (CDM). It then discusses why practitioners should conduct CDM studies, the book's target audience, the thesis of the book, and research methodology. An overview of the subsequent chapters is presented.
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).
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/9780195335521.003.0004
- Subject:
- Social Work, Research and Evaluation
This chapter describes basic steps in the CDM process. It begins with a discussion of a working definition of clinical data-mining (CDM). It then discusses securing administration support and ...
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This chapter describes basic steps in the CDM process. It begins with a discussion of a working definition of clinical data-mining (CDM). It then discusses securing administration support and organizational legitimation for CDM, types of CDM studies, and steps in the CDM process.Less
This chapter describes basic steps in the CDM process. It begins with a discussion of a working definition of clinical data-mining (CDM). It then discusses securing administration support and organizational legitimation for CDM, types of CDM studies, and steps in the CDM process.
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/9780195335521.003.0003
- Subject:
- Social Work, Research and Evaluation
This chapter describes a time of “discovery” of CDM as a research method and the study that was in many ways the prototype for all future CDM studies. In the case described in this chapter the Mount ...
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This chapter describes a time of “discovery” of CDM as a research method and the study that was in many ways the prototype for all future CDM studies. In the case described in this chapter the Mount Sinai “liver transplant study” helped with research and consultation principles and procedures that have served well in all subsequent CDM studies.Less
This chapter describes a time of “discovery” of CDM as a research method and the study that was in many ways the prototype for all future CDM studies. In the case described in this chapter the Mount Sinai “liver transplant study” helped with research and consultation principles and procedures that have served well in all subsequent CDM studies.
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/9780195335521.003.0006
- Subject:
- Social Work, Research and Evaluation
This chapter discusses and illustrates the use of quantitative CDM methodology in recently completed social work doctoral dissertations. Although these doctoral dissertations are more ...
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This chapter discusses and illustrates the use of quantitative CDM methodology in recently completed social work doctoral dissertations. Although these doctoral dissertations are more methodologically sophisticated and inventive than the studies presented in the previous chapter, they are no less practice-relevant than those conducted by practitioners in practice settings. Indeed, most were done by practitioners going on for doctoral degrees with a desire to return to practice or to bring what they know about practice to teaching. All are interested in contributing to the knowledge-base of the profession and have found CDM an especially congenial way of doing that.Less
This chapter discusses and illustrates the use of quantitative CDM methodology in recently completed social work doctoral dissertations. Although these doctoral dissertations are more methodologically sophisticated and inventive than the studies presented in the previous chapter, they are no less practice-relevant than those conducted by practitioners in practice settings. Indeed, most were done by practitioners going on for doctoral degrees with a desire to return to practice or to bring what they know about practice to teaching. All are interested in contributing to the knowledge-base of the profession and have found CDM an especially congenial way of doing that.
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/9780195335521.003.0005
- Subject:
- Social Work, Research and Evaluation
This chapter presents several published exemplars of practitioner-initiated, quantitative CDM studies. Statistically straightforward and, in that sense, not very complex, often they demonstrate the ...
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This chapter presents several published exemplars of practitioner-initiated, quantitative CDM studies. Statistically straightforward and, in that sense, not very complex, often they demonstrate the complexity of practice. These studies were all conducted by practicing social workers, occasionally in collaboration with other professionals from health, mental health, and child welfare settings. The studies are meant to serve as models for research-minded practitioners to consider doing CDM studies. Likewise, they are meant to encourage research consultants to consider working alongside their practitioner colleagues.Less
This chapter presents several published exemplars of practitioner-initiated, quantitative CDM studies. Statistically straightforward and, in that sense, not very complex, often they demonstrate the complexity of practice. These studies were all conducted by practicing social workers, occasionally in collaboration with other professionals from health, mental health, and child welfare settings. The studies are meant to serve as models for research-minded practitioners to consider doing CDM studies. Likewise, they are meant to encourage research consultants to consider working alongside their practitioner colleagues.
Carol t. Nixon, Bernadette Doykos, Velma Mcbride Murry, Maury Nation, Nina C. Martin, Alley Pickren, and Joseph Gardella
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780823268795
- eISBN:
- 9780823272518
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823268795.003.0005
- Subject:
- Society and Culture, Cultural Studies
In this chapter, we assert that research, scholarship, and teaching in the fields of prevention and youth development can be greatly enhanced by extending the traditional scientific paradigm by ...
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In this chapter, we assert that research, scholarship, and teaching in the fields of prevention and youth development can be greatly enhanced by extending the traditional scientific paradigm by integrating ecological systems theory and collaboratively engaging community members and organizations. We frame this chapter by drawing on our department's mission and three recent research projects conducted by faculty and students in the department. We then discuss how the department’s mission and our action-oriented, ecological systems theoretical orientation permeates multiple aspects of the research process, including the conceptualization of projects, articulation of research questions, intervention design, research methods, project oversight and management, and use of findings. Using concrete examples from the projects, we highlight how research and action can be balanced and pursued simultaneously in community settings to generate knowledge and effect social change. As a result, community-engaged research, informed by ecological systems theory, will enable more relevant action and thus promote meaningful youth, organizational, and community development.Less
In this chapter, we assert that research, scholarship, and teaching in the fields of prevention and youth development can be greatly enhanced by extending the traditional scientific paradigm by integrating ecological systems theory and collaboratively engaging community members and organizations. We frame this chapter by drawing on our department's mission and three recent research projects conducted by faculty and students in the department. We then discuss how the department’s mission and our action-oriented, ecological systems theoretical orientation permeates multiple aspects of the research process, including the conceptualization of projects, articulation of research questions, intervention design, research methods, project oversight and management, and use of findings. Using concrete examples from the projects, we highlight how research and action can be balanced and pursued simultaneously in community settings to generate knowledge and effect social change. As a result, community-engaged research, informed by ecological systems theory, will enable more relevant action and thus promote meaningful youth, organizational, and community development.
James C. Raines
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195366266
- eISBN:
- 9780199864027
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195366266.003.0002
- Subject:
- Social Work, Children and Families, Research and Evaluation
EBP aims to integrate research and practice so that they are not parallel processes, but intimately integrated at every step. EBP is not to be confused with empirically-supported treatments or ...
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EBP aims to integrate research and practice so that they are not parallel processes, but intimately integrated at every step. EBP is not to be confused with empirically-supported treatments or outcome evaluation. Both confuse the part for the whole. Evidenced-based practitioners use a practical process that places client's benefits as the highest priority. This process has five major stages: asking answerable questions, investigating the evidence efficiently and effectively, appraising the evidence, applying and adapting the evidence, and evaluating the results. There are two major caricatures of EBP that distort its definition. One of these is so flexible; it accepts virtually anything as evidence. The other is so rigid; it does not allow for any flexibility. This chapter argues for a middle path — one with high scientific standards as well as clinical sensitivity. It also addresses a common pitfall for each stage in the process.Less
EBP aims to integrate research and practice so that they are not parallel processes, but intimately integrated at every step. EBP is not to be confused with empirically-supported treatments or outcome evaluation. Both confuse the part for the whole. Evidenced-based practitioners use a practical process that places client's benefits as the highest priority. This process has five major stages: asking answerable questions, investigating the evidence efficiently and effectively, appraising the evidence, applying and adapting the evidence, and evaluating the results. There are two major caricatures of EBP that distort its definition. One of these is so flexible; it accepts virtually anything as evidence. The other is so rigid; it does not allow for any flexibility. This chapter argues for a middle path — one with high scientific standards as well as clinical sensitivity. It also addresses a common pitfall for each stage in the process.
M. Nutley Sandra, Walter Isabel, and T.O. Davies Huw
- Published in print:
- 2007
- Published Online:
- March 2012
- ISBN:
- 9781861346650
- eISBN:
- 9781447304166
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861346650.003.0007
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
This chapter explores the multifaceted approaches aimed at getting research to have an impact on practice. It examines the extent to which there is evidence about their effectiveness. It also ...
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This chapter explores the multifaceted approaches aimed at getting research to have an impact on practice. It examines the extent to which there is evidence about their effectiveness. It also considers how different combinations of interventions are likely to be underpinned by particular ways of thinking about research-informed practice. It evaluates three emergent models of research-informed practice — the research-based practitioner model, the embedded research model, and the organisational excellence model.Less
This chapter explores the multifaceted approaches aimed at getting research to have an impact on practice. It examines the extent to which there is evidence about their effectiveness. It also considers how different combinations of interventions are likely to be underpinned by particular ways of thinking about research-informed practice. It evaluates three emergent models of research-informed practice — the research-based practitioner model, the embedded research model, and the organisational excellence model.
Jeane W. Anastas
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195378061
- eISBN:
- 9780199932740
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195378061.003.0041
- Subject:
- Social Work, Research and Evaluation
Clearly, more discussion of the purposes of doctoral education in social work is needed, because the social science model that is now dominant is not attracting enough students, perhaps because of a ...
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Clearly, more discussion of the purposes of doctoral education in social work is needed, because the social science model that is now dominant is not attracting enough students, perhaps because of a perceived lack of relevance to practice and service delivery concerns. Other issues in recruitment to doctoral study are discussed, including the need for higher amounts and longer duration of financial aid. More doctoral students need to feel part of a community of scholars; a national organization of doctoral students might help. Best practices in doctoral education to reduce time to degree and enhance student productivity should be disseminated and adopted more widely in social work. Given the reemergence of interest in the “clinical doctorate” in social work, wide discussion that involves stakeholders within and beyond social work education is needed.Less
Clearly, more discussion of the purposes of doctoral education in social work is needed, because the social science model that is now dominant is not attracting enough students, perhaps because of a perceived lack of relevance to practice and service delivery concerns. Other issues in recruitment to doctoral study are discussed, including the need for higher amounts and longer duration of financial aid. More doctoral students need to feel part of a community of scholars; a national organization of doctoral students might help. Best practices in doctoral education to reduce time to degree and enhance student productivity should be disseminated and adopted more widely in social work. Given the reemergence of interest in the “clinical doctorate” in social work, wide discussion that involves stakeholders within and beyond social work education is needed.
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/9780197518335.003.0001
- Subject:
- Social Work, Research and Evaluation
Chapter 1 of Practice Research in the Human Services: A University-Agency Partnership Model discusses the evolving definition of practice research. It highlights the need to identify ways to improve ...
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Chapter 1 of Practice Research in the Human Services: A University-Agency Partnership Model discusses the evolving definition of practice research. It highlights the need to identify ways to improve practice in the complex situations that characterize human services, by developing knowledge that emerges directly from everyday practice. Practice research often focuses on the relationships between service providers and service users, between service providers and their managers, between agency-based service providers and community advocacy and support groups, and between agency managers and policymakers. The chapter outlines the “practice” and “research” components of practice research, the role of theory, and the importance of local context in shaping specific approaches to practice research. It provides an overview of the university-agency partnership that provided the platform for carrying out the studies described in the volume, and offers perspectives on the related phenomena associated with learning organizations and evidence-informed practice.Less
Chapter 1 of Practice Research in the Human Services: A University-Agency Partnership Model discusses the evolving definition of practice research. It highlights the need to identify ways to improve practice in the complex situations that characterize human services, by developing knowledge that emerges directly from everyday practice. Practice research often focuses on the relationships between service providers and service users, between service providers and their managers, between agency-based service providers and community advocacy and support groups, and between agency managers and policymakers. The chapter outlines the “practice” and “research” components of practice research, the role of theory, and the importance of local context in shaping specific approaches to practice research. It provides an overview of the university-agency partnership that provided the platform for carrying out the studies described in the volume, and offers perspectives on the related phenomena associated with learning organizations and evidence-informed practice.
Jeffrey Longhofer, Jerry Floersch, and Janet Hoy
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195398472
- eISBN:
- 9780199979325
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195398472.003.0006
- Subject:
- Social Work, Research and Evaluation
The concept of reflexivity, including a synthesis of how the concept is used in the literature, is considered in terms of the crucial role it plays in engaged scholarship and qualitative practice ...
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The concept of reflexivity, including a synthesis of how the concept is used in the literature, is considered in terms of the crucial role it plays in engaged scholarship and qualitative practice research. Reflexivity is linked to the multiple levels of practice and how the process of reflexivity is important in conducting research. This is perhaps the single most important question for the whole of social work practice and research. Without reflexivity, how otherwise would engaged scholarship be conducted? Without reflexivity, how do agents change? How do researchers work alongside one another exploring, challenging, and revising as the work unfolds?Less
The concept of reflexivity, including a synthesis of how the concept is used in the literature, is considered in terms of the crucial role it plays in engaged scholarship and qualitative practice research. Reflexivity is linked to the multiple levels of practice and how the process of reflexivity is important in conducting research. This is perhaps the single most important question for the whole of social work practice and research. Without reflexivity, how otherwise would engaged scholarship be conducted? Without reflexivity, how do agents change? How do researchers work alongside one another exploring, challenging, and revising as the work unfolds?
Phillip L. Hammack
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195394467
- eISBN:
- 9780199863488
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195394467.003.0004
- Subject:
- Psychology, Social Psychology
This chapter outlines the author's own research practice designed to address the theoretical questions about culture, narrative, and identity posed in Chapter 1. But this chapter cannot simply offer ...
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This chapter outlines the author's own research practice designed to address the theoretical questions about culture, narrative, and identity posed in Chapter 1. But this chapter cannot simply offer an account of detached research activity, for such is not the story of this project. In this type of project, the reflexivity of the researcher is essential. That is, he must unapologetically locate himself for the audience by telling his own personal narrative and considering the way in which his process of discovery was coconstructed by him and his young Israeli and Palestinian research participants.Less
This chapter outlines the author's own research practice designed to address the theoretical questions about culture, narrative, and identity posed in Chapter 1. But this chapter cannot simply offer an account of detached research activity, for such is not the story of this project. In this type of project, the reflexivity of the researcher is essential. That is, he must unapologetically locate himself for the audience by telling his own personal narrative and considering the way in which his process of discovery was coconstructed by him and his young Israeli and Palestinian research participants.
Tara Page
- Published in print:
- 2020
- Published Online:
- May 2021
- ISBN:
- 9781474428774
- eISBN:
- 9781474490986
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474428774.003.0006
- Subject:
- Philosophy, Metaphysics/Epistemology
To understand and question these everyday and artistic practices of life that are sometimes invisible or hidden - and most of the time taken for granted - because they are sensed, felt, of the body, ...
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To understand and question these everyday and artistic practices of life that are sometimes invisible or hidden - and most of the time taken for granted - because they are sensed, felt, of the body, and not easily verbalised, an embodied, affective, relational research approach is needed. The innovative approach of practice research, underpinned by new materialism, that can enable these understandings are discussed in Chapter Five. Additionally, inventive artistic practice methods and a remaking of traditional empirical methods are examined that enable the exploration of the agency of matter and advance vitalist frameworks. By moving beyond the problem-focused approach this chapter works the intra-actions of theory with practice, practice with theory, to develop new approaches to new materialist-place practice research. The practice research approach also politically positions research practices, emphasising the complex materiality of bodies immersed in social relations of power.Less
To understand and question these everyday and artistic practices of life that are sometimes invisible or hidden - and most of the time taken for granted - because they are sensed, felt, of the body, and not easily verbalised, an embodied, affective, relational research approach is needed. The innovative approach of practice research, underpinned by new materialism, that can enable these understandings are discussed in Chapter Five. Additionally, inventive artistic practice methods and a remaking of traditional empirical methods are examined that enable the exploration of the agency of matter and advance vitalist frameworks. By moving beyond the problem-focused approach this chapter works the intra-actions of theory with practice, practice with theory, to develop new approaches to new materialist-place practice research. The practice research approach also politically positions research practices, emphasising the complex materiality of bodies immersed in social relations of power.
Jacqueline Corcoran
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780195375718
- eISBN:
- 9780199865529
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195375718.003.0005
- Subject:
- Social Work, Children and Families, Health and Mental Health
This chapter reviews the evidence basis for the treatment of anxiety disorders in children and adolescents. The most widely studied intervention for the anxiety disorders is CBT featuring exposure. ...
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This chapter reviews the evidence basis for the treatment of anxiety disorders in children and adolescents. The most widely studied intervention for the anxiety disorders is CBT featuring exposure. Antidepressant medication is also considered a viable intervention (indeed it is more effective for reducing anxiety than it is for helping with depression) although CBT is considered a first-line treatment. Combining psychosocial and pharmacological treatment may not be necessary to produce improvement. These interventions are evaluated against how well they address risk factors for the development of anxiety and adjustment for afflicted youth. Other recommendations for practice and research are explored.Less
This chapter reviews the evidence basis for the treatment of anxiety disorders in children and adolescents. The most widely studied intervention for the anxiety disorders is CBT featuring exposure. Antidepressant medication is also considered a viable intervention (indeed it is more effective for reducing anxiety than it is for helping with depression) although CBT is considered a first-line treatment. Combining psychosocial and pharmacological treatment may not be necessary to produce improvement. These interventions are evaluated against how well they address risk factors for the development of anxiety and adjustment for afflicted youth. Other recommendations for practice and research are explored.
Michael J. Austin and Sarah Carnochan
- Published in print:
- 2020
- Published Online:
- April 2020
- ISBN:
- 9780197518335
- eISBN:
- 9780197518366
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197518335.001.0001
- Subject:
- Social Work, Research and Evaluation
Practice Research in the Human Services: A University-Agency Partnership Model offers a practical approach to conducting practice research in the field of human services. This evolving form of ...
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Practice Research in the Human Services: A University-Agency Partnership Model offers a practical approach to conducting practice research in the field of human services. This evolving form of applied research seeks to understand practice in the context of the relationships between service providers and service users, between service providers and their managers, between agency-based service providers and community advocacy and support groups, and between agency managers and policymakers. Practice research represents a form of evidence-informed practice that involves a wide array of research designs and methods, in contrast to the narrower emphasis on experimental designs that characterizes evidence-based practice. The emerging principles and practices associated with practice research highlight: (1) including multiple, diverse stakeholders, (2) maximizing and negotiating participation, (3) promoting practitioner engagement in all phases of the research process, and (4) developing new identities for participants as research-minded practitioners and practice-minded researchers. The book is designed for researchers, practitioners, service users, and students, and it focuses on concrete experiences that illustrate the processes and activities involved in a specific, locally negotiated model of practice research. The book describes multiple practice research studies across an array of fields of practice in the human services, focusing on the research questions, designs, roles and relationships that have been developed in the context of a university-agency practice research partnership. These descriptions and stories are used to construct a comprehensive, detailed picture of the research process. Based upon these descriptions, the book synthesizes a set of broader principles and guidelines for practice researchers.Less
Practice Research in the Human Services: A University-Agency Partnership Model offers a practical approach to conducting practice research in the field of human services. This evolving form of applied research seeks to understand practice in the context of the relationships between service providers and service users, between service providers and their managers, between agency-based service providers and community advocacy and support groups, and between agency managers and policymakers. Practice research represents a form of evidence-informed practice that involves a wide array of research designs and methods, in contrast to the narrower emphasis on experimental designs that characterizes evidence-based practice. The emerging principles and practices associated with practice research highlight: (1) including multiple, diverse stakeholders, (2) maximizing and negotiating participation, (3) promoting practitioner engagement in all phases of the research process, and (4) developing new identities for participants as research-minded practitioners and practice-minded researchers. The book is designed for researchers, practitioners, service users, and students, and it focuses on concrete experiences that illustrate the processes and activities involved in a specific, locally negotiated model of practice research. The book describes multiple practice research studies across an array of fields of practice in the human services, focusing on the research questions, designs, roles and relationships that have been developed in the context of a university-agency practice research partnership. These descriptions and stories are used to construct a comprehensive, detailed picture of the research process. Based upon these descriptions, the book synthesizes a set of broader principles and guidelines for practice researchers.
Robert C. Granger, Vivian Tseng, and Brian L. Wilcox
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199943913
- eISBN:
- 9780199354689
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199943913.003.0013
- Subject:
- Psychology, Developmental Psychology, Clinical Psychology
This chapter draws on recent studies of how practitioners acquire, interpret, and use research to suggest how to improve the connection between research and practice. Historically, the research ...
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This chapter draws on recent studies of how practitioners acquire, interpret, and use research to suggest how to improve the connection between research and practice. Historically, the research community has tried to affect practice by making findings more accurate and writing about them more clearly. These efforts have failed to recognize that practitioners and researchers differ in their definitions of evidence, their ideas on relevance, what constitutes a trustworthy source, and how they acquire research. Recommendations to improve the research–practice connection include targeting administrators and program managers, developing a better understanding of the needs and constraints of these decision makers, creating new forms of research–practice partnerships, and communicating with opinion leaders in practitioners’ networks. The authors critique the dominant paradigm of research-to-practice and call for a reciprocal relationship in which each community influences the other.Less
This chapter draws on recent studies of how practitioners acquire, interpret, and use research to suggest how to improve the connection between research and practice. Historically, the research community has tried to affect practice by making findings more accurate and writing about them more clearly. These efforts have failed to recognize that practitioners and researchers differ in their definitions of evidence, their ideas on relevance, what constitutes a trustworthy source, and how they acquire research. Recommendations to improve the research–practice connection include targeting administrators and program managers, developing a better understanding of the needs and constraints of these decision makers, creating new forms of research–practice partnerships, and communicating with opinion leaders in practitioners’ networks. The authors critique the dominant paradigm of research-to-practice and call for a reciprocal relationship in which each community influences the other.
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/9780197518335.003.0012
- Subject:
- Social Work, Research and Evaluation
Practice Research in the Human Services: A University-Agency Partnership Model makes clear that as the art and science of practice research evolve, equal attention needs to be paid to educating the ...
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Practice Research in the Human Services: A University-Agency Partnership Model makes clear that as the art and science of practice research evolve, equal attention needs to be paid to educating the next generation of social work practitioners about various ways to incorporate practice research into their daily work. Students are expected to integrate their understanding of practice methods with their understanding of research methods, and to incorporate service user perspective. This chapter begins by exploring the implications of practice research with respect to service delivery and the changing nature of practice. It pays special attention to service users as a foundation for building a framework to guide the teaching/learning of practice research. The chapter concludes with a teaching case that illustrates an application of the framework as well as the implications for practice and future research.Less
Practice Research in the Human Services: A University-Agency Partnership Model makes clear that as the art and science of practice research evolve, equal attention needs to be paid to educating the next generation of social work practitioners about various ways to incorporate practice research into their daily work. Students are expected to integrate their understanding of practice methods with their understanding of research methods, and to incorporate service user perspective. This chapter begins by exploring the implications of practice research with respect to service delivery and the changing nature of practice. It pays special attention to service users as a foundation for building a framework to guide the teaching/learning of practice research. The chapter concludes with a teaching case that illustrates an application of the framework as well as the implications for practice and future research.
Anthony Grafton
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691190754
- eISBN:
- 9780691194165
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691190754.003.0002
- Subject:
- History, History of Religion
This chapter examines the centrality of early modern ecclesiastical history, written by Catholics as well as Protestants, in the refinement of research techniques and practices anticipatory of modern ...
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This chapter examines the centrality of early modern ecclesiastical history, written by Catholics as well as Protestants, in the refinement of research techniques and practices anticipatory of modern scholarship. To Christians of all varieties, getting the Church's early history right mattered. Eusebius's fourth-century history of the Church opened a royal road into the subject, but he made mistakes, and it was important to be able to ferret them out. Saint Augustine was recognized as a sure-footed guide to the truth about the Church's original and bedrock beliefs, but some of the Saint's writings were spurious, and it was important to be able to separate the wheat from the chaff. To distinguish true belief from false, teams of religious scholars gathered documents; the documents in turn were subjected to skeptical scrutiny and philological critique; and sources were compared and cited. The practices of humanistic scholarship, it turns out, came from within the Catholic Church itself as it examined its own past.Less
This chapter examines the centrality of early modern ecclesiastical history, written by Catholics as well as Protestants, in the refinement of research techniques and practices anticipatory of modern scholarship. To Christians of all varieties, getting the Church's early history right mattered. Eusebius's fourth-century history of the Church opened a royal road into the subject, but he made mistakes, and it was important to be able to ferret them out. Saint Augustine was recognized as a sure-footed guide to the truth about the Church's original and bedrock beliefs, but some of the Saint's writings were spurious, and it was important to be able to separate the wheat from the chaff. To distinguish true belief from false, teams of religious scholars gathered documents; the documents in turn were subjected to skeptical scrutiny and philological critique; and sources were compared and cited. The practices of humanistic scholarship, it turns out, came from within the Catholic Church itself as it examined its own past.
