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Evidence-Based Practice Considerations for Supervisors and Frontline Workers
The shift to an evidence-based practice model within social services can raise questions from supervisors and frontline workers, including: Why evidence-based practice? What is my role in this process? How can I balance the requirements of evidence-based practice with the use of clinical judgment? The following resources can help supervisors and workers explore these questions.
AL-MS Child Protective Service Casework Supervision
Professional Development: The International Journal of Continuing Social Work Education, 6, 2003
Describes a joint project developed by the universities of Alabama and Mississippi designed to promote evidence-based practice and to help supervisors understand their roles in effecting organizational change.
California Evidence-Based Clearinghouse for Child Welfare
Provides child welfare professionals with access to information about selected programs related to child welfare. Each program is reviewed and rated with the CEBC Scientific Rating Scale to determine the level of research evidence for the program. The programs are also rated on a Relevance to Child Welfare scale.
Evidence-Based Practice in an Age of Relativism: Toward a Model for Practice
Social Work, 51(2), 2006
Explores five areas that affect the feasibility of evidence-based practice (EBP): misconceptions about EBP, confusion about philosophical issues, questions about the quality of evidence needed to support EBP, substantive knowledge domains required for practice, and issues related to knowledge transfer and translation. An important theme of this analysis is the central role of clinical judgment in all aspects of EBP.
Practitioner Expertise in Evidence-Based Practice Decision Making
McCracken & Marsh
Research on Social Work Practice, 18(4), 2008
Provides guidance for how practitioners bring their expertise to bear when engaging in the process of evidence-based practice. The authors use a social work practice scenario to illustrate the application of practitioner expertise in each of the five steps of evidence-based practice.
Producing Your Own Evidence for Evidence-Based Practice
Jindani & Newman
Journal of Evidence-Based Social Work, 3(3/4), 2006
Introduces computer-assisted technology (CAT) as a tool social workers can use to produce their own evidence. Practitioners are encouraged to use CAT to produce evidence that will lead to more informed and effective practice.
Research-Based Programs, Practices, and Principles Support Children, Youth, and Families (PDF - 668 KB)
Family Policy Series Bulletin, 2001
Oregon State University
Defines research-based programs, practices, and principles; the differences between proven and promising programs and practices; and guiding principles.
Systematic Case Review Data and Child Protective Services Outcomes: The Development of a Model in Mississippi
Shackelford, Harper, Sullivan, & Edwards
Journal of Evidence-Based Social Work, 4(3/4), 2007
Describes how child welfare supervisors participating in Mississippi Quality Improvement Center learning labs use case review data summaries to compare outcomes for project evaluation purposes and to facilitate changes in supervisory practices.
What Works for Children? Evidence Guide: An Introduction to Finding, Judging and Using Research Findings on What Works for Children and Young People
What Works for Children Group & Economic and Social Research Council (2003)
Discusses the importance of using evidence-based practice with children and parents using services and the kind of research evidence that is most useful. The report provides recommendations for implementing evidence-based practice, as well as a brief guide to websites useful for finding evidence in child welfare.