INTEGRATING EVIDENCE-BASED PRACTICE AND SOCIAL WORK FIELD EDUCATION

The social work academic community is currently considering and critiquing the idea of evidence-based practice (EBP). Given the vital part that practicum education plays in the social work profession, understanding the views of field instructors on this subject is essential. The George Warren Brown School of Social Work at Washington University surveyed 283 field instructors within 180 agencies and found that the majority (87%, N=235) viewed it as a useful practice idea. However, most of the indicators employed to assess use of scientific evidence in social work practice revealed that it occurs too infrequently. A lack of time was reported as the greatest obstacle.     

Ecological risk and resilience perspective: a theoretical framework supporting evidence-based practice in schools

Multidisciplinary school practitioners are clearly being called to use evidence-based practices from reputable sources such as their own professional organizations and federal agencies. In spite of this encouragement, most schools are not regularly employing empirically supported interventions. This paper further promotes the use of this approach by describing the theoretical support for evidence-based practice in schools. The ecological risk and resilience theoretical framework presented fills a gap in the literature and advocates for evidence-based practice in schools by illustrating how it can assist practitioners such as school social workers to better address problems associated with school failure.     

Evidence-based practice in real-world services for young people with complex needs: New opportunities suggested by recent implementation science

There is growing agreement that child and youth services have been slow to implement evidence-based practice (EBP). A variety of interrelated barriers and facilitators of EBP implementation have been recognized and investigated. Key categories include the attitudes of providers, the characteristics of client populations, the characteristics of usual practice, organizational factors, and resource availability. Implementation scientists are investigating these factors, seeking to bridge the gap between clinical science and practice. Much of this work has been conducted in the context of behavioral health services for children and young people. This paper provides a purposeful review of this research from the perspective of decision-makers in agencies serving young people with multiple and complex psychosocial needs. It is argued that major barriers to EBP may be mitigated if ways can be found to transcend the oppositional construction that has characterized the discourses of EBP versus practice wisdom. A conceptual approach to such integration is offered. New lines of implementation research are offering opportunities for practical action by decision-makers consistent with this integrative approach.     

The Socio-Economic Empowerment Assessment: Addressing Poverty and Economic Distress in Clients

In this paper, we introduce the Socio-Economic Empowerment Assessment (SEEA), a qualitative assessment that uses an ecological framework to better understand the psychological impact of poverty and financial insecurity. The assessment is designed as a practice tool and can be administered in a number of clinical settings, including agencies most likely to serve low-income populations. It can also be included as part of financial literacy or management sessions that social work agencies may offer. This paper explores how SEEA can be used to help develop specific and appropriate interventions that move low-income people and others toward economic empowerment. We examine the literature on financial literacy programs and theories on behavior regulation and social relationships related to consumption. A case study using an integrative assessment approach is included as an example of SEEA implementation.     

Social Workers’ Knowledge and Attitudes About Evidence-Based Practice: Differences Between Graduate Students,Educators, and Practitioners

Clinical Social Work Journal - The implementation of evidence-based practice (EBP) is increasingly being stressed as a responsibility of social work practitioners and social work educators....     

Implementing evidence-based practices and programmes in the human services: lessons from research in public administration

The development of evidence-based practice and programmes (EBP) has led to increasing interest in implementation issues in the field of human services, and specifically how to bridge the gap between scientific knowledge and actual practice. However, because EBP are usually connected with social policies, which are political, implementation problems arise concerning resource allocation, ethics and power. Such implementation problems in the field of public administration have been extensively researched. The aim of this paper is to investigate whether and how research into policy implementation in public administration may benefit ongoing research on EBP in the human services to understand, explain and manage common implementation problems. This paper is based on a broad review and comparison of the literatures on policy implementation in public administration and implementation of EBP in the human services. Analysis shows that human services could learn from public administration research to develop a broader theoretical approach for understanding and managing implementation of evidence-based practice and programmes.     

Field Instructors' Perceptions of Evidence-Based Practice in BSW Field Placement Sites

This exploratory study surveyed 17 BSW-level field instructors on their experience, beliefs, and perceived self-efficacy regarding evidence-based practice (EBP). The authors conducted focus groups concerning EBP in participants’ agencies and with BSW students under their supervision. Results indicate that although they felt positive toward EBP and reported moderate levels of perceived self-efficacy regarding EBP, implementation occurred in a piecemeal fashion, if at all. Factors identified to enhance EBP in the agencies include training, resources, supervision, matching EBP to client populations, and trust between administrators and staff members. According to our study, students’ experience with EBP in field settings could probably be facilitated by students' research readiness, collaboration between field instructors and faculty, access to university resources, and training.     

Getting with the (evidence-based) program: An evaluation of the Incredible Years Parenting Training Program in child welfare

This study evaluates four group sessions of the Incredible Years (IY) Parenting Training Program used for the first-time in two child welfare agencies in New York State. Few studies have examined process and evaluation outcomes of evidence-based parenting programs in child welfare. Qualitative staff interviews and surveys on parenting behaviors were used to examine program processes, improvements in parenting behaviors, and participant satisfaction. Program participation was associated with less parental distress, defensive responding, dysfunctional parent-child interactions, child difficulty, total stress, and greater empathy and social support. The effectiveness of this evidence-based, parent education program in the context of a child welfare population, as well as implementation challenges and recommendations, are discussed.     

Evidence-Based Social Work Practice with Mentally Ill Persons who Abuse Alcohol and Other Drugs

Abstract

The current article outlines a comprehensive approach to evidence-based social work practice, and applies it to persons with severe and persistent mental illness who also abuse alcohol and other drugs. Representative empirical literature is summarized within a framework that delineates the three major functions of evidence-based social work practice: assessment, intervention and evaluation. Assessment protocol, which incorporates the use of valid scales to complement the qualitative interview, is based on domain-specific research that outlines relevant psychosocial risk factors, and highlights those that are amenable to change. Intervention strategies are derived from the growing body of controlled research findings, but flexibility in implementation is recommended to accommodate clients' individual needs and the vagaries of daily practice. Naturalistic evaluation methods are used to capitalize on the use of brief, valid process and outcome measures to augment individual qualitative evaluation and to aggregate data for program evaluation. The implications of this integrated evidence-based strategy for social work practice are discussed.     

The fusion of culture and science: Challenges and controversies of cultural competency and evidence-based practice with an African American family advocacy network

This paper identifies interrelationships between evidence-based practice (EBP), radical structuralism, and culture, arguing that culturally-specific beliefs and norms should be integrated into evidence-based, cross-cultural partnerships within child and family service systems. A single case study of family advocate training in evidence-based practice is provided as an illustration of, and impetus for, the development of a format for use with community-based and ethnically-diverse parent/family advocates. The lessons learned from teaching evidence-based practice to a parent advocate in a particular child welfare service system are highlighted. The use of enhanced roles for social workers and indigenous social capital and resources, such as family advocates as allies, is recommended to help achieve a greater degree of accountability, cooperation, and core understanding in the use of EBP. By training racially-diverse foster parents as mental health advocates to work collaboratively with policymakers, community groups, and family participants, proponents of EBP will reach and benefit more diverse populations.     

Beyond the Pale of Psychoanalysis: Relational Theory and Generalist Social Work Practice

Many have noted the consonance between contemporary relational theory and classic social work values and practice principles such as person in environment and starting where the client is. However, there have been few efforts to explore relational theory’s utility to the generalist social work framework. This paper takes the position that relational theory’s intersubjective stance lends new coherence to classic social work principles, and therefore elucidates the process aspects of evidence-based social work practice. In order to illustrate this point, the author applies relational theory to implementation issues around early childhood home visitation with Spanish-speaking immigrant clients—a social work service modality that, like so many others, does not fall into the category of individual psychotherapy in the context of private practice.     

Statewide dissemination of an evidence-based practice using Breakthrough Series Collaboratives

The emerging field of implementation science has begun to inform the increasing efforts to disseminate evidence-based practices. The Breakthrough Series Collaborative (BSC) model was used to disseminate trauma-focused cognitive behavioral therapy (TF-CBT) across Connecticut over three years. Participants were 179 outpatient clinical staff across 16 community-based agencies that implemented TF-CBT. A total of 588 children and families received TF-CBT. Children completing treatment showed significant reductions in PTSD and depression symptoms. Quantitative and qualitative data about the BSC model are presented. The BSC is a promising approach for dissemination of evidence-based practices, and recommendations for additional research on BSCs and sustainment of evidence-based practices are made.     

The missing link: the role of social work schools and evidence-based practice

The translation and adoption of evidence-based practice principles has proved to be more difficult than researchers anticipated. Schools of social work are in a unique position to support this process within their home communities. Using the evidence-based practice process steps outlined by previous researchers, this article identifies specific strategies that schools of social work can adopt to support their broader communities as they attempt to adopt and sustain empirically supported interventions.     

Evidence-based social work practice with children and families: a cross national perspective

This paper summarizes, from a cross-national perspective, some commonly used models of evidence-based practice and relates them to social work practice with children and families. We first identify concepts and dimensions central to an analysis of the outcomes of social work practice. We then present and discuss key components of social work practice that any evidence-based model must take into account. Finally, we provide some examples of strategies that may be useful to practitioners and policy makers across nations and cultures in order to build a solid knowledge-base for effective social work practice.     

Teaching evidence-based social work in foundation practice courses: learning from pedagogical choices of allied fields

The field of social work is attuned to the need to incorporate evidence-based practice education into masters-level curriculum. One question remaining is how to integrate evidence-based practice in the foundation practice courses. Integration of evidence-based practice across the foundation-level curriculum coincides with the Council on Social Work Education's mandate that student's engage in research-informed practice and practice-informed research. Through a discussion of definitions, criticisms, and pedagogy across the allied fields of medicine, nursing, and social work the authors address the current status of evidence-based practice curriculum in foundation-level education. The authors incorporate the lessons learned from allied fields and a Masters of Social Work student's analyses of their experience of evidence-based practice learning to propose an adult-learner model to improve evidence-based practice pedagogy in Social Work.     

Newly Educated MSW Social Workers’ Use of Evidence-Based Practice and Evidence-Supported Interventions: Results From an Online Survey

ABSTRACT

Social work programs have increased evidence-based practice (EBP)-related curricular content; yet, it is unclear whether newer practitioners are successful in incorporating it into their practice. This study examines factors that influence the use of EBP among newly graduated social workers. We developed and implemented a Web-based survey that assessed individual, school, and agency factors that predict implementation of EBP among a sample of master’s of social work practitioners post-graduation. Multiple regression analysis resulted in five factors that were significantly associated with use of EBP: confidence with EBP; feeling that EBP is essential to practice; organizational culture emphasizes EBP; field placement/internship emphasizes EBP; and faculty emphasizes EBP. Findings suggest that individual and organizational factors may be more important in determining use of EBP than educational program factors alone.     

Supporting systemic social and emotional learning with a schoolwide implementation model

A strong body of research indicates that evidence-based programs designed to promote social and emotional learning (SEL) can lead to positive developmental outcomes for children and youth. Although these evidence-based programs have demonstrated benefits for students, it is also well-established that programs must be implemented with quality and sustained to maximize positive outcomes. To support schools in implementing SEL that is integrated into all aspects of a school community, the CASEL School Guide implementation model was developed to guide school leadership teams in establishing a vision; selecting, implementing, and sustaining evidence-based programs; and integrating SEL schoolwide. The School Guide model is based on CASEL’s School Theory of Action which includes planning, implementing, and monitoring schoolwide SEL. This paper describes findings about the feasibility and degree of implementation of this model as carried out by 14 school leadership teams who were supported by SEL coaches. The participating schools implemented an evidence-based SEL program as the foundation of their efforts to promote schoolwide SEL. Findings demonstrate the feasibility of implementing this model in urban schools that primarily serve students of color, as all teams successfully carried out the implementation model and demonstrated increased levels of capacity related to supporting schoolwide SEL.     

Evidence-Based Practice: Current Issues and Future Directions

Abstract

Evidence-based practice approaches continue to increase in popularity in health and human service contexts in Australia and internationally. As social workers face pressures to evidence practice and justify outcomes, the limitations in applying an evidence-based practice approach to social work are confronted. The present paper identifies the features of evidence-based practice and notes the potential benefits and limitations of this approach in social work. Debates surrounding the nature of social work interventions, effectiveness and evidence are reviewed. The current context and climate influencing the use of research and other evidence in social work are discussed. The paper also considers the position of qualitative, interpretive and critical reflective approaches in relation to evidence-based practice. Issues for the future of evidence-based practice in social work are identified, including the need for the profession to examine more closely the relationship between critical reflective and evidence-based approaches to practice.     

From the Editor—In This Issue

This article critically analyzes challenges that may influence whether evidence-based practice (EBP) enjoys more success than previous efforts to improve the integration of practice and research in social work education. Key challenges include: (1) alleviating disparities in how EBP is being defined by social work educators; (2) maximizing the feasibility of implementing the EBP process appropriately after graduation, while at the same time preparing students not to over-rely on authoritative publications that designate certain interventions as evidence-based; and (3) preventing evidentiary standards from getting softened to the point that EBP becomes a meaningless term, as any study, regardless of its methodological rigor, can be cited to justify deeming an intervention to be evidence based.