Evidence-Based Practice, Data Collection, and Progress Monitoring

2021 ◽  
pp. 118-125
Author(s):  
Whitney Freund ◽  
Brenda Coble Lindsey ◽  
Kevin Tan
Keyword(s):  
Social Workers ◽  
Progress Monitoring ◽  
Evidence Based Practice ◽  
School Social Workers ◽  
Evidence Based ◽  
Emotional Needs ◽  
Case Examples ◽  
Social And Emotional ◽  
Empirically Supported ◽  
Cyclical Process

This chapter discusses how school social workers can apply evidence-based practice to help meet the academic, social, and emotional needs of all children. Evidence-based practice broadly refers to two different approaches: infusing research and data use into school social work and applying empirically supported interventions in practice. The chapter details how school social workers can find and use effective evidence-based interventions. The process of implementing evidence-based interventions includes a cyclical process of assessing students’ needs, selecting the interventions, and monitoring progress by collecting data. Examples of interventions at tiers 1, 2, and 3 are presented, along with case examples that illustrate how school social workers have been successful at implementing these interventions. The chapter concludes with a discussion of the application of evidence-based practice as it relates to contemporary challenges with the COVID-19 pandemic and diversity, inclusion, and equity concerns in educational contexts.

Principles and Technics of Rehabilitation Nursing

PEDIATRICS ◽  
1957 ◽  
Vol 20 (6) ◽  
pp. 1117-1118
Author(s):  
MARGARET H. JONES
Keyword(s):  
Chronic Illness ◽  
Social Workers ◽  
Emotional Needs ◽  
Case Examples ◽  
Social And Emotional ◽  
Specific Illness

The authors' stated aim is to produce a practical guidebook on rehabilitation for nurses. The majority of the material presented deals with adults who were "normal" prior to a specific illness or accident. Emphasis is given to the importance of consideration of the person as a whole, his social and emotional needs as well as those of his illness, be it acute or chronic, beginning at the time of hospitalization. The multidisciplined approach with the doctor as the co-ordinator but integrating psychologists, social workers, therapists, teachers, nurses and others, is discussed and illustrated by case examples. This approach is deemed necessary to help many individuals regain a place in society after acute or chronic illness.

Social-Emotional Learning in a Multitiered System

2021 ◽  
pp. 126-132
Author(s):  
Sheri Olson ◽  
Brenda Coble Lindsey ◽  
Kevin Tan
Keyword(s):  
Social Workers ◽  
Progress Monitoring ◽  
Social Emotional Learning ◽  
Work Practice ◽  
Emotional Learning ◽  
School Social Workers ◽  
Self Awareness ◽  
Social Emotional ◽  
Case Examples ◽  
Monitoring Tools

This chapter discusses not only the use and application of social-emotional learning within school social work practice but also the role school social workers play in its use. Social-emotional learning is the process of developing knowledge, attitudes, and skills that improve student self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It is strongly associated with improved grades and test scores, attendance, and positive behaviors. This chapter describes how the National School Social-Emotional Learning Standards that can be used as a framework and highlights assessment and progress-monitoring tools appropriate for multitiered systems of supports in schools. Examples of interventions at tiers 1, 2, and 3 are presented, along with case examples that illustrate how school social workers have been successful at implementing these interventions. The chapter closes by discussing social, racial, emotional, academic, and health challenges school social workers face in its implementation.

The Promotion of Avoidable Ignorance in the British Journal of Social Work

2018 ◽  
Vol 29 (4) ◽  
pp. 455-469 ◽  
Author(s):  
Eileen Gambrill
Keyword(s):  
British Journal ◽  
Social Work ◽  
Social Workers ◽  
Evidence Based Practice ◽  
Status Quo ◽  
Evidence Based ◽  
Professional Journals ◽  
The Status ◽  
Dangerous Knowledge

The manifest purpose of professional journals is to share important knowledge. Increasing revelations of flaws in the peer-reviewed literature shows that this purpose is often not honored and that inflated claims of knowledge as well as other concerns such as misrepresentations of disliked or misunderstood views are rife. In this article, avoidable misunderstandings of science and evidence-based practice (EBP) in publications in the British Journal of Social Work 2005–2016 are described as well as strategies used to forward misinformation. Such discourse misinforms rather than informs readers and decreases opportunities to accurately inform social workers about possibilities to help clients and to avoid harming them and to involve clients as informed participants. Those writing about avoidable ignorance highlight how it is used strategically, perhaps to neutralize what is viewed as dangerous knowledge—the process of EBP and science generally, which may threaten the status quo.

Evidence-based practice and management-by-knowledge of disability care: rigid constraint or fluid support?

2022 ◽  
Author(s):  
Isabella Pistone ◽  
Allan Lidström ◽  
Ingemar Bohlin ◽  
Thomas Schneider ◽  
Teun Zuiderent-Jerak ◽  
...  
Keyword(s):  
Social Workers ◽  
Social Care ◽  
Evidence Based Practice ◽  
Service Providers ◽  
Evidence Based ◽  
Epistemic Injustice ◽  
Dynamic Interactions ◽  
Local Practices ◽  
Rigid Constraint ◽  
Care Practices

Background: Although increasingly accepted in some corners of social work, critics have claimed that evidence-based practice (EBP) methodologies run contrary to local care practices and result in an EBP straitjacket and epistemic injustice. These are serious concerns, especially in relation to already marginalised clients.Aims and objectives: Against the backdrop of criticism against EBP, this study explores the ramifications of the Swedish state-governed knowledge infrastructure, ‘management-by-knowledge’, for social care practices at two care units for persons with intellectual disabilities.Methods: Data generated from ethnographic observations and interviews were analysed by applying a conceptual framework of epistemic injustice; also analysed were national, regional and local knowledge products within management-by-knowledge related to two daily activity (DA) units at a social care provider in Sweden.Findings: In this particular case of disability care, no obvious risks of epistemic injustice were discovered in key knowledge practices of management-by-knowledge. Central methodologies of national agencies did include perspectives from social workers and clients, as did regional infrastructures. Locally, there were structures in place that focused on creating a dynamic interplay between knowledge coming from various forms of evidence, including social workers’ and clients’ own knowledge and experience.Discussion and conclusions: Far from being a straitjacket, in the case studied management-by-knowledge may be understood as offering fluid support. Efforts which aim at improving care for people with disabilities might benefit from organisational support structures that enable dynamic interactions between external knowledge and local practices.<br />Key messages<br /><ul><li>Examining one case of disability care in Sweden, both social workers’ and clients’ experiences were included in EBP infrastructures.</li><br /><li>In this study, Swedish EBP infrastructures functioned more like fluid support than a straitjacket.</li><br /><li>Organisational structures that combine different knowledge sources at service providers can minimise the risk of epistemic injustice within social care.</li></ul>

scholarly journals Evidence-based practice in social work: Who are the critics?

2020 ◽  
pp. 146801732095513
Author(s):  
Joakim Finne
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Workers ◽  
Research Methods ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Social Sector ◽  
The Social

Summary The aim of this study is to analyse attitudes towards and the utilisation of evidence-based practice among social workers in Norway. The data were collected in 2014–2015 from social workers in four Norwegian counties. The sample consists of 2060 social workers registered as members of the Norwegian Union of Social Educators and Social Workers. Findings The main findings in this study indicate that social workers in child welfare are generally less critical of evidence-based practice than those within social welfare. Higher education and knowledge about evidence-based practice are seen as predictors for less critical attitudes towards the concept. The findings further suggest that social workers who use manuals and standardised procedures are less critical of evidence-based practice. Applications Understanding social workers’ attitudes towards evidence-based practice is important in order to facilitate the best possible practices. This study emphasises the importance of increasing knowledge of evidence-based practice in the social sector, and the need to further investigate how research methods and evidence-based practice concepts are translated into practice.

scholarly journals Research Use and Evidence-Based Practice Among Swedish Medical Social Workers: A Qualitative Study

2018 ◽  
Vol 47 (3) ◽  
pp. 258-265 ◽  
Author(s):  
Camilla Udo ◽  
Henrietta Forsman ◽  
Marcus Jensfelt ◽  
Maria Flink
Keyword(s):  
Qualitative Study ◽  
Social Workers ◽  
Evidence Based Practice ◽  
Research Use ◽  
Evidence Based ◽  
Swedish Medical
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