Evidence-Based Practice in School Social Work: A Process in Perspective

James C. Raines

doi:10.1093/cs/26.2.71

Evidence-Based Practice in School Social Work: A Process in Perspective

James C. Raines

Department of Health, Human Services and Public Policy

Research output: Contribution to journal › Article › peer-review

Abstract

The author discusses five stages of EBP using school-based examples. Drawing a parallel between research and practice, the author addresses how to evaluate effectiveness using a person-in-environment approach. The author puts EBP into perspective by placing it alongside other important determinants of systematic eclecticism and by examining larger issues in the process of change. Finally, the author calls for systemic changes in the social work profession to create relevant knowledge for practice and to disseminate that knowledge more effectively.

Original language	American English
Journal	Children and schools
Volume	26
DOIs	https://doi.org/10.1093/cs/26.2.71
State	Published - Apr 2004

Keywords

change processes
evaluation
research
schools
systemic eclecticism

Disciplines

Social Work
Political Science
Psychology
Curriculum and Instruction

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10.1093/cs/26.2.71License: Unspecified

Cite this

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Evidence-Based Practice in School Social Work: A Process in Perspective

Abstract

Keywords

Disciplines

Access to Document

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