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A complete and mindfully developed blueprint for implementing evidence-based practice (EBP) in social work should include a full complement of coordinated goals and strategies for all stakeholders, including future social workers. To this end, schools of social work should teach students to be lifelong learners; teach students what is currently known and not known about the efficacy and effectiveness of social work practices and programs; teach students to be knowledgeable and skillful with the empirically supported practices in their area of specialty; teach current practitioners new knowledge and skills through evidence-based continuing education programs. This article describes these strategies and draws on examples from the classroom and a pilot training project designed to support EBP in social work agencies.

"The book fully integrates evidence based practice methodology into the heart of the text, rather than in a single chapter. In addition to presenting the key concepts needed for the research methods text, the book helps students not only understand the research process, but it also equips them with the skills needed to a) evaluate studies b) translate relevant behavioral science into practice principles and implement evaluation procedures in their daily practice. The book begins with an introduction and rationale for using evidence based practice and the basic roles of an evidence based practitioner. Next the book covers evaluating research into practice generalizations. Then the authors cover designs for evaluation of practice, traditional designs, application of statistical techniques in evaluation of practice and advanced statistical techniques in social work research. Next the book covers the research process in preparing for research, developing and formulating quality proposals, developing management information systems for Human Services and emerging trends and issues"--

Despite growing awareness of & enthusiasm for evidence-based practice (EBP) among front-line social care staff employed by member agencies of the Centre for Evidence-based Social Services, using evidence in practice is a demanding task. This article highlights some of the challenges to evidence-based practice experienced by those involved in its implementation, which can be characterised as cultural, infrastructural & practical. Despite these hurdles, creative, practical steps have been taken by social care staff to promote EBP within their workplaces, & these are briefly summarised. 8 References. Adapted from the source document.

Evidence-based practice is an idea whose time has come. Few concepts can have achieved the status of unchallengeable common sense in such a short space of time, and across such a broad range of professional activity. As yet there have been few opportunities to take stock and reflect on the evidence for evidence-based practice, or the implications of its adoption. How effective or feasible is it in medicine? Is it really different? What are the consequences of not basing practice on research? Can evidence-based practice be used in non-clinical settings, where practitioners must deal with the co.

"This landmark volume presents the latest research on language, literacy and numeracy, cognition, and social and emotional development of deaf learners by internationally-recognized researchers and practitioners. Chapters focus on the translation of research into evidence-based teaching practices in deaf education and thus the improvement of student outcomes through professional development for teachers"--

Purpose The purpose of this research is to explore UK teachers' use of research-based information, with a particular focus on issues relating to access to information in schools, information literacy, and the role of the school librarian and school library services. Design/methodology/approach The study adopts a mixed methodology. In-depth qualitative data gathered through vignette interviews ( n=28), group exercises (four groups of between three and five teachers) and a discussion forum were supplemented by quantitative data gathered through surveys of teachers ( n=312), head teachers ( n=78), school librarians ( n=78) and school library services ( n=26). Findings Teachers' professional use of research information reflects a preference for predigested information and informal sources. Although professional bodies and government departments promote the use of research by teachers and provide a range of customised web sites for information, lack of ready local access to information and lack of time were cited as major barriers to the use of research information. Teachers also revealed uncertainties and lack of confidence in their own ability to find and evaluate such information. The findings suggest scope for more targeted provision by school librarians of both information and skills to support the professional development of teachers. However, this raises issues of priorities and resources, and needs to be seen in the context of a wider change in ethos supported by senior management. The study also raises questions about teachers' own experiences and approaches to the use of information in professional learning, and how this might impact on the provision of support for their pupils and the potential for collaborative working between librarians and teachers. Research limitations/implications The qualitative aspects of the study provided a rich source of data from teachers with varying levels of experience and involvement with the use of research information. However, a low response to the teacher questionnaire ...

English
Despite growing awareness of and enthusiasm for evidence-based practice (EBP) among front-line social care staff employed by member agencies of the Centre for Evidence-based Social Services, using evidence in practice is a demanding task. This article highlights some of the challenges to evidence-based practice experienced by those involved in its implementation, which can be characterised as cultural, infrastructural and practical. Despite these hurdles, creative, practical steps have been taken by social care staff to promote EBP within their workplaces, and these are briefly summarised.

Part I: What is Evidence-Based Practice and How I Influences Clinical Practice -- -- Introduction and overview -- Three perspectives on evidence-based practice -- The steps of evidence-based practice in clinical practice : An overview -- Assessment in clinical social work and identifying practice information needs -- Locating practice research -- Evaluating research designs -- Evaluating research methods -- Meta-analysis and systematic reviews : Aggregating research results -- Collaboratively discussing treatment options with the client -- Finalizing the treatment plan and practice evaluation -- -- Part II: Case Examples of Evidence-Based Practice -- -- Sam : An older, gay man who appears depressed -- Ray : A man fearful of panic attacks -- Sally : A 12-year-old who may have disinhibited social engagement disorder -- Newman and Loretta : Parents of Arthur, a man who has schizophrenia -- Jin : A 16-year-old Korean-American male with drinking issues -- Jennifer : A young homeless woman who has borderline personality disorder -- Bethany: A woman recalling her traumatic history -- Gabrielle: A oung woman in pain who is opioid dependent -- -- Part III: Evidence-Based Practice in Clinical Social Work Education and Ongoing Issues -- -- Evidence-based practice : Teaching and supervision -- Continuing issues regarding evidence-based practice -- Conclusion.

Evidence-based practice is an idea whose time has come. Few concepts can have achieved the status of unchallengeable common sense in such a short space of time, and across such a broad range of professional activity. As yet there have been few opportunities to take stock and reflect on the evidence for evidence-based practice, or the implications of its adoption. How effective or feasible is it in medicine? Is it really different? What are the consequences of not basing practice on research? Can evidence-based practice be used in non-clinical settings, where practitioners must deal with the co

"Evidence-Based Practice and Intellectual Disabilities responds to the recent increased focus on, and need for, the use of evidence-based practice (EBP) in treating intellectual disabilities. The first book wholly dedicated to addressing EBP specifically in relation to intellectual disabilities Provides clinical guidelines based on the strength of evidence of treatments for a given problematic behavioral topography or disorder Highly relevant to a wide-ranging audience, including professionals working in community services, clinicians and parents and carers "--