By Bruce A. Thyer, Catherine N. Dulmus, Karen M. Sowers
An crucial assessment of the middle talents wanted through each social paintings practitioner
Developing Evidence-Based Generalist perform Skills positive aspects contributions from best students in social paintings perform, proposing crucial details for the moral and potent perform of social paintings. This essentially written advisor presents step by step suggestions for utilizing evidence-based perform to make joint judgements with consumers approximately evaluation and healing procedures via a cautious attention of the easiest on hand examine proof, the client's personal tastes and values, specialist moral criteria, and different key issues.
Comprehensive and easy, this booklet addresses foundational perform talents anticipated of all social paintings practitioners, including:
- Evidence-based practice
- Trauma-informed practice
- Interviewing skills
- Problem id, contracting, and case planning
- Case management
- Advocacy
- Crisis intervention
- Practice evaluation
- Termination, stabilization, and continuity of care
Each bankruptcy starts off with an overarching query and "what if" situations, and ends with a suite of steered keyword phrases, on-line assets, and dialogue questions. Designed as a foundation-level social paintings schooling textual content for undergraduate and graduate scholars in social paintings courses, this booklet meets the Council on Social paintings Education's (CSWE) academic coverage and Accreditation criteria (EPAS) for a radical and updated presentation of center social paintings talents that includes in-depth scholarship.
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Extra resources for Developing Evidence-Based Generalist Practice Skills
Example text
M. (2012). ). Boston, MA: Pearson. Mullen, E. , & Bacon, W. (2004). A survey of practitioner adoption and implementation of practice guidelines and evidence-based treatments. In A. R. Roberts & K. ), Evidence-based practice manual: Research and outcome measures in health and human services (pp. 210– 218). New York, NY: Oxford University Press. Munro, E. (2010). Learning to reduce risk in child protection. British Journal of Social Work, 40, 1135– 1151. National Association of Social Workers (NASW).
There are many kinds of evidence. Differences of opinion regarding what evidence is can be seen in the professional literature as well as in the media. When do we have enough to recommend a practice or policy? Do criteria for “having enough” differ in relation to different kinds of decisions. Davies (2004) suggests that a broad view of evidence is needed to review policies including (a) experience and expertise, (b) judgment, (c) resources, (d) values, (e) habits and traditions, (f) lobbyists and pressure groups, and (g) pragmatics and contingencies.
New York, NY: Taylor & Francis. Braddock, C. , Edwards, K. , Hasenberg, N. , Laidley, T. , Levinson, W. (1999). Informed decision making in outpatient practice: Time to get back to the basics. JAMA, 282, 2313– 2320. Chalmers, I. (2003). Trying to do more good than harm in policy and practice: The role of rigorous, transparent, up-to-date evaluation. Annals of the American Academy of Political and Social Science, 589, 22– 40. Chalmers, I. (2004). Well-informed uncertainties about the effects of treatment.
