Resources for Evidence-Based School Social Work Practice

Resources forResources forEvidence-Based Evidence-Based

School Social Work School Social Work PracticePractice

Stephanie BausStephanie BausTulane UniversityTulane University

Workshop OutlineWorkshop Outline Overview of Evidence-Based PracticeOverview of Evidence-Based Practice

– EBP definition and model EBP definition and model – EBP process (steps)EBP process (steps)– Range of practice questionsRange of practice questions– Resources for learning EBP skillsResources for learning EBP skills

EBP in School Social WorkEBP in School Social Work– Relationship to RTI and PBSRelationship to RTI and PBS– Assessment Assessment – Interventions Interventions – Your practice questionsYour practice questions

Workshop Outline (cont.)Workshop Outline (cont.) Formulating practice questionsFormulating practice questions

– Effectiveness/preventionEffectiveness/prevention– Risk/AssessmentRisk/Assessment– DescriptiveDescriptive

Resources for locating evidenceResources for locating evidence– Systematic reviews of studiesSystematic reviews of studies– Electronic databasesElectronic databases– Search strategiesSearch strategies– Specialized sites Specialized sites – Scholarly booksScholarly books

Workshop Outline (cont.)Workshop Outline (cont.) Evidence-informed Assessment in SSWEvidence-informed Assessment in SSW

– Assessment questionsAssessment questions– Locating evidence (searching, resources) Locating evidence (searching, resources) – Critical appraisalCritical appraisal– ApplicationApplication

Evidence-Informed Intervention in SSWEvidence-Informed Intervention in SSW– Effectiveness/prevention questionsEffectiveness/prevention questions– Locating evidence (searching, resources) Locating evidence (searching, resources) – Critical appraisalCritical appraisal– ApplicationApplication– Iatrogenic interventionsIatrogenic interventions

Workshop Outline (cont.)Workshop Outline (cont.) Evaluating OutcomesEvaluating Outcomes

– Group designsGroup designs– Single subject designsSingle subject designs

Overview of Overview of Evidence-Based PracticeEvidence-Based Practice

Definition of Definition of Evidence-Based PracticeEvidence-Based Practice

““Placing the client’s benefits first, evidence-Placing the client’s benefits first, evidence-based practitioners adopt a process of based practitioners adopt a process of lifelong learning that involves continually lifelong learning that involves continually posing specific questions of direct practical posing specific questions of direct practical importance to clients, searching objectively importance to clients, searching objectively and efficiently for the current best evidence and efficiently for the current best evidence relative to each question, and taking relative to each question, and taking appropriate action guided by evidence” appropriate action guided by evidence” (Gibbs, 2003, p 6).(Gibbs, 2003, p 6).

EBP ModelEBP Model

Clinical state and

circumstances

Practitioner's Expertise

Client Preferences and actions

ResearchEvidence

Haynes, Devereaux, and Guyatt, 2002

Steps of EBP*Steps of EBP* Step 1: Convert an information need into Step 1: Convert an information need into

an an answerable practice question. answerable practice question.

Step 2: Efficiently locate the best evidence Step 2: Efficiently locate the best evidence to to answer the question. answer the question.

Step 3: Critically appraise the evidence for Step 3: Critically appraise the evidence for its its validity and usefulness. validity and usefulness.

Steps of EBP (cont.)*Steps of EBP (cont.)* Step 4: Using practice expertise to integrate Step 4: Using practice expertise to integrate

evidence with student characteristics evidence with student characteristics and school context, apply the results of and school context, apply the results of the evidence appraisal to practice. the evidence appraisal to practice.

Step 5: Evaluate the outcome of evidence-Step 5: Evaluate the outcome of evidence-basedbased action. action.

Step 6: Teach others: challenges and Step 6: Teach others: challenges and obstaclesobstacles

*Based on Sackett, et al., 1997, and Gibbs, 2003*Based on Sackett, et al., 1997, and Gibbs, 2003

Range of Practice QuestionsRange of Practice Questions Effectiveness/PreventionEffectiveness/Prevention Assessment/RiskAssessment/Risk DescriptiveDescriptive

TerminologyTerminologyEvidence-Based Practice (EBP)Evidence-Based Practice (EBP)Evidence-Informed PracticeEvidence-Informed PracticeEmpirically-Supported Empirically-Supported Interventions/TreatmentsInterventions/Treatments

Resources for Learning EBP Resources for Learning EBP SkillsSkills

Gibbs, L. E. (2003). Evidence-based practice for the helping professions. Pacific Grove, CA: Brooks/Cole-Thomson Learning.

Kelly, M. S., Raines, J. C, Stone, S. & Frey, A. (2010). School social work: An evidence-informed framework for practice. New York: Oxford University Press.

Raines, J. C. (2008). Evidence-based practice in school mental health. New York: Oxford university Press.

Rubin, A. (2008). Practitioner’s guide to using research for evidence-based practice. Hoboken, NJ: John Wiley & Sons.

Evidence-Based Practice Evidence-Based Practice in in

School Social WorkSchool Social Work

EBP in Response to Intervention EBP in Response to Intervention and Positive Behavior Support Modelsand Positive Behavior Support Models

Efficient and Reliable Assessment Efficient and Reliable Assessment Tools/ProceduresTools/Procedures– Screening to identify prevalence of problems Screening to identify prevalence of problems – Diagnostic evaluation of individual studentsDiagnostic evaluation of individual students– Monitoring of treatment fidelity and student progressMonitoring of treatment fidelity and student progress

Empirically-Supported InterventionsEmpirically-Supported Interventions– Primary Tier: core curriculum to all students/ Primary Tier: core curriculum to all students/

preventivepreventive– Secondary Tier: additional support to at-risk studentsSecondary Tier: additional support to at-risk students– Tertiary Tier: intensive support to individual studentsTertiary Tier: intensive support to individual students

Evidence-Informed School Evidence-Informed School Social Work PracticeSocial Work Practice

Recent survey of over 1600 school social Recent survey of over 1600 school social workers indicates workers indicates – Few use online databases, journals, or Few use online databases, journals, or

scholarly books to inform practice. scholarly books to inform practice. – Primary focus on interventions targeting Primary focus on interventions targeting

individual change and risk factors rather than individual change and risk factors rather than primary prevention.primary prevention. (Kelly, et (Kelly, et al., 2008).al., 2008).

Your practice questions?Your practice questions?

Resources for Resources for Formulating Practice Formulating Practice QuestionsQuestions

COPES QuestionsCOPES Questions

CClient-Orientedlient-Oriented PPracticalractical EEvidence-Searchvidence-Search

Gibbs, L. E. (2003). Evidence-based practice for the helping professions: A practical guide with integrated multimedia. Pacific Grove, CA: Brooks/Cole.

Four Features of a Well-Built QuestionClient Type and Problem:

How would I describe a group of clients of similar type?

What You Might Do:

Apply a treatment; act to prevent a problem; survey or interview clients; measure to assess a problem; screen clients to assess risk.

Alternate Course of Action:

What is the main alternative other than in the box to the left, if any?

What You Want to Accomplish:

Outcome of treatment or prevention; accurate description of client; valid measure; accurate risk estimation.

Gibbs Gibbs (2003) (2003)

COPES QuestionsClient-OrientedPracticalEvidence-Search

Research QuestionResearch Question COPES COPES QuestionQuestionIdentifies specific Identifies specific sample sample

Describes type of Describes type of client and problemclient and problem

Identifies particular Identifies particular instance of instance of intervention, intervention, including what, including what, where, when, howwhere, when, how

May describe May describe particular type(s) of particular type(s) of interventions or ask interventions or ask about “best about “best intervention”intervention”

Identifies specific Identifies specific measurement measurement instrumentsinstruments

Describes intended Describes intended outcomes, not outcomes, not measuresmeasures

Formulating Effectiveness/Formulating Effectiveness/Prevention Questions:Prevention Questions:

a)a) Comparing an intervention to no interventionComparing an intervention to no interventionb) Comparing two interventionsb) Comparing two interventionsc) What is the best intervention?c) What is the best intervention?

ExampleExampless

Client/Client/ProblemProblem

ActionAction Alternate Alternate OutcomeOutcome

Rick Rick Ager’s Ager’s question:question:

If African If African American American adolescentsadolescents

receive receive Motivational Motivational InterviewingInterviewing

or no or no intervention intervention

are the former more are the former more likely to decrease likely to decrease their use of alcohol their use of alcohol and other drugs?and other drugs?

Loretta Loretta Pyles’ Pyles’ question:question:

For clients of For clients of social service social service agenciesagencies

do hierarchical do hierarchical models of models of agency agency managementmanagement

or or collectively collectively structured structured managemenmanagement modelst models

result in greater result in greater client client empowerment?empowerment?

Lynn Lynn Pearl-Pearl-mutter’s mutter’s question:question:

For couples For couples who have who have experienced experienced one partner’s one partner’s marital affairmarital affair

what is the best therapeutic what is the best therapeutic approachapproach

to rebuild trust?to rebuild trust?

Formulating Assessment/Risk Questions:Formulating Assessment/Risk Questions:a) Comparing an assessment instrument/procedure to a) Comparing an assessment instrument/procedure to no assessment no assessmentb) Comparing two assessment instruments/proceduresb) Comparing two assessment instruments/proceduresc) What is the best assessment instrument/procedure?c) What is the best assessment instrument/procedure?

ExamplesExamples Client/Client/ProblemProblem

ActionAction Alternate Alternate OutcomeOutcome

Loretta Loretta Pyles’ Pyles’ question:question:

Among Among battered battered womenwomen

will the will the Danger Danger Assessment Assessment ScaleScale

as opposed to as opposed to no assessmentno assessment

accurately accurately predict predict lethality?lethality?

Judy Lewis’ Judy Lewis’ questionquestion

In an urban In an urban community community devastated by devastated by a natural a natural disasterdisaster

does door-to-does door-to-door contact door contact with residentswith residents

or outreach to or outreach to existing existing institutions in institutions in the area the area

a better means a better means of predicting of predicting the potential the potential viability of a viability of a given given community?community?

Eileen Eileen Ihrig’s’ Ihrig’s’ question:question:

For children in For children in cross-cultural cross-cultural settingssettings

what is the best assessment what is the best assessment

tool?tool?

to assess to assess psychosocial psychosocial well-being?well-being?

Formulating Descriptive (Quantitative) Formulating Descriptive (Quantitative) Questions:Questions:

a) Summarizing characteristics (how much, how a) Summarizing characteristics (how much, how many, what percentage, what is the average?)many, what percentage, what is the average?)b) Asking about relationships between variablesb) Asking about relationships between variables

Examples Client/Problem

Action Alternate Outcome

Cyleste Collins’ question

[If] social work students

[are surveyed] __________

what percentage endorse stereotypical attitudes about victims of domestic violence?

Rick Ager’s question

[If] people who have been affected by a natural disaster

[are surveyed]

__________do they report increased alcohol and other drug use compared to pre-disaster levels?

Formulating Descriptive (Qualitative) Formulating Descriptive (Qualitative) Questions:Questions:

a) Require narrative responsesa) Require narrative responsesb) Suggest in-depth explorations, little knownb) Suggest in-depth explorations, little known phenomena (how would they describe, what is phenomena (how would they describe, what is the process, how do they experience?) the process, how do they experience?)

Examples Client/Problem Action Alternate OutcomeLoretta Pyles’ question:

[If] women who have been battered

[are interviewed in depth]

__________how do they describe what safety means to them?

Eileen Ihrig’s question:

If children in conflict situations who were abducted and became soldiers

[are interviewed in depth]

__________

how do they describe their experiences of reintegrating into the community?

Practice ExercisePractice ExerciseDescribe a practice situation:Describe a practice situation:

Ask a practice question:Ask a practice question:

Identify question type:Identify question type:

Formulate a COPES question:Formulate a COPES question: Client/problem ActionClient/problem Action Alternative Alternative OutcomeOutcome

Resources for Locating Resources for Locating Evidence Evidence

Systematic Reviews and Systematic Reviews and Meta-analysesMeta-analyses

Campbell Collaboration (Social Work, Campbell Collaboration (Social Work, Education & Criminal Justice Education & Criminal Justice http://www.campbellcollaboration.org/

National Registry of Evidence-Based National Registry of Evidence-Based Programs and Practices, SAMHSAPrograms and Practices, SAMHSA http://www.nrepp.samhsa.gov/index.htm

What Works ClearinghouseWhat Works Clearinghouse http://www.ies.ed.gov/ncee/wwc/

http://www.campbellcollaboration.org/

http://www.nrepp.samhsa.gov/index.htm

http://www.ies.ed.gov/ncee/wwc/

On-line DatabasesOn-line Databases Subscription databases: Cochrane Subscription databases: Cochrane

collaboration, SWAB, SSAB, PsycInfo, Criminal collaboration, SWAB, SSAB, PsycInfo, Criminal Justice Ab., Sociological Ab., Medline, CINHAIL, Justice Ab., Sociological Ab., Medline, CINHAIL, etc.etc.

Free access databases: Campbell Collaboration, Free access databases: Campbell Collaboration, ERIC, Pubmed, Google Scholar, PILOTSERIC, Pubmed, Google Scholar, PILOTS

Government and professional sites: National Government and professional sites: National Center for PTSD at Center for PTSD at http://www.ptsd.va.gov/, , Information for Practice at Information for Practice at http://ifp.nyu.edu/

http://www.ptsd.va.gov/

http://ifp.nyu.edu/

Search Planning WorksheetSearch Planning Worksheet COPES questionCOPES question SynonymsSynonyms ThesaurusThesaurus Search termsSearch terms Boolean logicBoolean logic

– AND, OR, NOTAND, OR, NOT– ““wildcards” (truncation)wildcards” (truncation)

Client/Problem ActionClient/Problem Action Alternate Outcome Alternate Outcome MOLES MOLESCOPESCOPES

QuestionQuestion

SynonymSynonymss

ControlleControlled d LanguagLanguage/e/ThesauruThesaurussSearch Search TermsTerms

(adapted (adapted from from Gibbs, Gibbs, 2003, p. 2003, p. 140)140)


QuestionQuestionIf If adjudicated adjudicated delinquent delinquent juvenile juvenile malesmales

complete complete an an Outward Outward Bound Bound type of type of programprogram

as as opposed opposed to no to no programprogram

will the will the former former have lower have lower rates of rates of recidivismrecidivism??

SynonymSynonymssControlleControlled d LanguagLanguage/e/ThesauruThesaurussSearch Search TermsTerms




complete complete an an Outward Outward Bound Bound type of type of programprogram



SynonymSynonymss

mandated mandated court court ordered ordered youth youth adolescentadolescent

wilderness wilderness program program adventure/ adventure/ challenge challenge program program

re-arrest re-arrest reoffend reoffend

ControlleControlled d LanguagLanguage/e/ThesauruThesaurussSearch Search TermsTerms




complete complete an Outward an Outward Bound type Bound type of programof program



SynonymSynonymss




ControlleControlled d LanguagLanguage/e/ThesauruThesauruss

delinquencydelinquency wilderness wilderness therapy therapy outdoor outdoor educationeducation

Search Search TermsTerms







SynonymSynonymss







(delinquen* (delinquen* or or adjudicated adjudicated or or mandated) mandated) (juvenile* (juvenile* or youth* or or youth* or adolescen*)adolescen*)

““Outward Outward Bound” or Bound” or wilderness wilderness or or “adventure “adventure program*” program*” or or “challenge “challenge program*”program*”

recidivism recidivism or or reoffend reoffend or re-or re-offend or offend or rearrest or rearrest or re-arrestre-arrest


MOLESMOLES

MMethodology ethodology OOrienting rienting LLocators for ocators for EEvidence vidence SSearchesearches

(Gibbs, 2003)(Gibbs, 2003)

Search SummarySearch Summary#1: meta-anal* or metaanal* or meta #1: meta-anal* or metaanal* or meta

anal* or systematic review* or anal* or systematic review* or synthesis of studies or study synthesis of studies or study synthesissynthesis (6,807) (6,807)

#2: delinquency prevention#2: delinquency prevention (250) (250)

#3: #1 AND #2 #3: #1 AND #2 (5) (5)

6807

250

5

meta MOLES AND delinquency prevention

Effectiveness Questions

Prevention Questions

Risk/Prognosis Questions

Assessment Questions

Description Questions (With Qualitative Studies a Subset)

Syntheses of Studies

Random*ORControlled

Clinical trial*

ORControl group*OREvaluation stud*ORStudy designORStatistical*

Significan*ORDouble-blindORPlacebo

(Random*ORControlled

Clinical trial*

ORControl Group*OREvaluation Stud*ORStudy DesignORStatistical*

Significan*ORDouble BlindORPlacebo)ANDPrevent*

(Risk AssessmentORPredictive ValidityORPredictive ValueORReceiver Operat*ORROCORSensitivityORSpecificityORFalse positive*ORFalse negative*ORPrognos*)ANDPredict*

(inter-raterORInter-observerORTrue positive*ORSpecificityORFalse Positive*ORFalse negative*ORSensitivtiyORpredict*ORReceiver operat*ORROC)AND(assess*ORdiagnos*)

(Random* Select*ORSurveyORRepresentative

Sample)

Qualitative Studies

QualitativeStudy ORQualitativeAnalysis ORContent AnalysisOR In DepthInterview* OR In-DepthInterview* ORParticipantObservation ORFocus Group*

meta-anal*ORmeta anal*ORmetaanal*ORSystematic

Review*ORsynthesis of

studiesORStudy Synthesis

Gibbs, 2003, p.100






Random* Random* or or controlled controlled clinical clinical trial* or trial* or control control group* or group* or evaluation evaluation stud* or stud* or study study design or design or statistical* statistical* significan* significan* or double or double blind or blind or placeboplacebo


SynonymSynonymss








““Outward Outward Bound” or Bound” or wilderness wilderness or or “adventure “adventure program*” program*” or or “challenge “challenge program*” program*”

or or “outdoor “outdoor educatioeducation”n”







meta-meta-anal* or anal* or metaanal* metaanal* or meta or meta anal or anal or systematic systematic review* or review* or synthesis synthesis of studies of studies or study or study synthesissynthesis


SynonymSynonymss








““Outward Outward Bound” or Bound” or wilderness wilderness or or “adventure “adventure program*” program*” or or “challenge “challenge program*” program*”

or or “outdoor “outdoor educatioeducation”n”


Descriptive (quantitative) MOLESDescriptive (quantitative) MOLES

random* select*”OR

“random* sampl*”OR

surveyOR

questionnaire*OR

“representative sample”OR

“national sample”OR

“interview schedule”OR

“correlat*”

(Baus)

Revising the SearchRevising the Search Keep a search history (databases, terms, hits, Keep a search history (databases, terms, hits,

relevance)relevance) Too few hits: Broaden search, include all Too few hits: Broaden search, include all

synonyms and combinations, use controlled synonyms and combinations, use controlled language, check spelling, check Boolean language, check spelling, check Boolean structure, change databases. (Removing structure, change databases. (Removing MOLES is last resort.)MOLES is last resort.)

Too many hits: Narrow search, more specific Too many hits: Narrow search, more specific terms, add categories, check Boolean terms, add categories, check Boolean structure.structure.

Hits not relevant: Consider multiple Hits not relevant: Consider multiple meanings and edit terms, use controlled meanings and edit terms, use controlled language, use “not.”language, use “not.”

Evidence-Informed Evidence-Informed Assessment in School Social Assessment in School Social WorkWork

Evidence-Informed AssessmentEvidence-Informed Assessment

Assessment questions Resources

– Kelley. M. L., Noell, G. & Reitman, David. (2003). Practitioner’s guide to empirically based measures of school behavior. New York: Kluwer Academic Publishers.

– Fischer, J & Corcoran, K. (2007). Fischer, J & Corcoran, K. (2007). Measures for clinical Measures for clinical practice and research: A sourcebookpractice and research: A sourcebook (4 (4thth Ed.). New York: Ed.). New York: Oxford University Oxford University Press.

– www.ets.org/test_link/find_tests/

Searching

Step 3: Critically Step 3: Critically Appraising Appraising

the Evidence the Evidence

Criteria for Evaluating Criteria for Evaluating Effectiveness StudiesEffectiveness Studies

Relevance (importance to serving clients, common to Relevance (importance to serving clients, common to practice, feasible, may lead to change)practice, feasible, may lead to change)

Evidence quality (control group, randomization, attrition, Evidence quality (control group, randomization, attrition, subjects and raters “blind,” equivalent groups)subjects and raters “blind,” equivalent groups)

Statistical significance (p Statistical significance (p << .05 - unlikely due to chance) .05 - unlikely due to chance)

Impact of intervention (effect size, absolute risk Impact of intervention (effect size, absolute risk reduction, number needed to treat, number needed to reduction, number needed to treat, number needed to harm)harm)

(Armstrong, cited in Gibbs, 2003)(Armstrong, cited in Gibbs, 2003)

Meta-Analyses and Meta-Analyses and Systematic ReviewsSystematic Reviews

Differences between meta-analyses, Differences between meta-analyses, systematic reviews and narrative systematic reviews and narrative reviewsreviews

Locating meta-analyses and systematic Locating meta-analyses and systematic reviewsreviews

Critically appraising meta-analyses and Critically appraising meta-analyses and systematic reviewssystematic reviews

Criteria for Evaluating Criteria for Evaluating Descriptive StudiesDescriptive Studies

Relevance (provides important information about Relevance (provides important information about client needs, characteristics, and perceptions)client needs, characteristics, and perceptions)

Evidence quality (random selection or representative Evidence quality (random selection or representative sample, sample size, clearly written pretested sample, sample size, clearly written pretested questions, response rate, appropriate generalization)questions, response rate, appropriate generalization)

Statistical significance for relationships (p Statistical significance for relationships (p << .05 - .05 - unlikely due to chance)unlikely due to chance)

Strength of relationships/effect size Strength of relationships/effect size

Criteria for Evaluating Criteria for Evaluating Assessment/Risk StudiesAssessment/Risk Studies

Relevance (importance to clients, common to Relevance (importance to clients, common to practice, feasible, may lead to change)practice, feasible, may lead to change)

Ease of use (administration, scoring)Ease of use (administration, scoring)

Evidence quality Evidence quality – Reliability: interrater agreement and/or Reliability: interrater agreement and/or

Cronbach’s alpha Cronbach’s alpha >> .70 .70– Validity: comparison with gold standard > .70, Validity: comparison with gold standard > .70,

positive predictive value, negative predictive valuepositive predictive value, negative predictive value

(Armstrong, cited in Gibbs, 2003)(Armstrong, cited in Gibbs, 2003)

Criteria for Evaluating Criteria for Evaluating Qualitative StudiesQualitative Studies

Relevance (provides important understanding of client Relevance (provides important understanding of client experiences, perspectives, processes)experiences, perspectives, processes)

Evidence qualityEvidence quality– appropriate, clearly described methodsappropriate, clearly described methods– theoretical consistency theoretical consistency – procedures to enhance trustworthiness* (credibility, procedures to enhance trustworthiness* (credibility,

dependability, confirmability, transferability) dependability, confirmability, transferability) – systematic analysis systematic analysis – no unfounded generalizationno unfounded generalization

*Lincoln & Guba, 1985*Lincoln & Guba, 1985

Use of Checklists/Rating Use of Checklists/Rating FormsForms

Rate study qualityRate study quality

Applying explicit criteria increases Applying explicit criteria increases reliabilityreliability

Use summary score or not?Use summary score or not?

Step 4: Applying the Step 4: Applying the Evidence to Evidence to

PracticePractice

Application to PracticeApplication to Practice

Applicability to client and practice Applicability to client and practice contextcontext

No evidence is an answer – role of No evidence is an answer – role of theory, informed consenttheory, informed consent

Practice wisdom – integrating art and Practice wisdom – integrating art and science, experience, relationship, science, experience, relationship, intuition, and evidenceintuition, and evidence

Application to Specific Clients Application to Specific Clients and Agency Contextsand Agency Contexts

(Slide from Jim Barber, based on Sackett, et al., 2000)(Slide from Jim Barber, based on Sackett, et al., 2000)Application QuestionsApplication Questions Decision Aids & PromptsDecision Aids & Prompts

1. Is this case so different from those in the 1. Is this case so different from those in the literature that you cannot apply their literature that you cannot apply their

results?results?

Differences can be of: Differences can be of: Degree (quantitative) and/or Degree (quantitative) and/or Type (qualitative) Type (qualitative)

2. Is the intervention feasible in our 2. Is the intervention feasible in our setting? setting?

Potential obstacles include: Potential obstacles include: Agency policy, ethics or mandateAgency policy, ethics or mandateCost (including time)Cost (including time)Agency skillAgency skill

3. What are the potential benefits and 3. What are the potential benefits and harms harms

to our client?to our client?

Taking account of cost, ‘outcome valence’ and Taking account of cost, ‘outcome valence’ and NNT/H:NNT/H:Weigh the seriousness if you Weigh the seriousness if you dodoWeigh the seriousness if you Weigh the seriousness if you don’tdon’t

4. What are our client’s values & 4. What are our client’s values & expectations for both the outcome we expectations for both the outcome we are trying to achieve and the are trying to achieve and the intervention we are offering?intervention we are offering?

Assist the client to weigh the intervention’s:Assist the client to weigh the intervention’s:AcceptabilityAcceptabilityDesirability Desirability

5. Taking account of the above, does the 5. Taking account of the above, does the intervention need to be modified?intervention need to be modified?

Modifications can be of:Modifications can be of:Degree (length or intensity)Degree (length or intensity)Type Type

Step 5: Teaching OthersStep 5: Teaching Others

Challenges and ObstaclesChallenges and Obstacles

Misconceptions about EBPMisconceptions about EBP

Agency/colleague supportAgency/colleague support

Availability of databases/articlesAvailability of databases/articles

Potential consequences of knowledgePotential consequences of knowledge

ReferencesReferences

Gibbs, L. E. (2003). Gibbs, L. E. (2003). Evidence-based practice for the helping professions: A Evidence-based practice for the helping professions: A practical guide with integrated multimedia. practical guide with integrated multimedia. Pacific Grove, CA: Thompson Pacific Grove, CA: Thompson Brooks/Cole.Brooks/Cole.

Haynes, R. B., Devereaux, P. J. & Guyatt, G. H. (2002). Clinical expertise in Haynes, R. B., Devereaux, P. J. & Guyatt, G. H. (2002). Clinical expertise in the era of evidence-based medicine and patient choice. the era of evidence-based medicine and patient choice. Vox Sanguinis, Vox Sanguinis, 83,83, Suppl 1, 383-386. Suppl 1, 383-386.

Haynes, R. B., Sackett, D. L., Gray, J. M., Cook, D. J., & Guyatt, G. H. (1996). Haynes, R. B., Sackett, D. L., Gray, J. M., Cook, D. J., & Guyatt, G. H. (1996). Transferring evidence from research into practice: 1. The role of clinical Transferring evidence from research into practice: 1. The role of clinical care research evidence in clinical decisions. care research evidence in clinical decisions. ACP Journal Club, 125 ACP Journal Club, 125 (3), (3), A14-A16.A14-A16.

Lincoln, I. & Guba, G. (1985). Lincoln, I. & Guba, G. (1985). Naturalistic inquiryNaturalistic inquiry. Beverly Hills, CA: Sage.. Beverly Hills, CA: Sage.Sackett, D. L., Richardson, W. S., Rosenberg, W. & Haynes, R. B. (1997). Sackett, D. L., Richardson, W. S., Rosenberg, W. & Haynes, R. B. (1997).

Evidence-based medicine: How to practice and teach EBM. Evidence-based medicine: How to practice and teach EBM. New York: New York: Churchill Livingstone.Churchill Livingstone.

Sackett, D. L., Rosenberg, W., Gray, J. M., Haynes, R. B., & Richardson, W. S., Sackett, D. L., Rosenberg, W., Gray, J. M., Haynes, R. B., & Richardson, W. S., (1996), (1996), British Medical Journal, 312British Medical Journal, 312, 71-72., 71-72.

Shlonsky, A., & Gibbs, L. (2004). Will the real evidence-based practice please Shlonsky, A., & Gibbs, L. (2004). Will the real evidence-based practice please stand up? Teaching the process of evidence-based practice to the helping stand up? Teaching the process of evidence-based practice to the helping professions. professions. Brief Treatment and Crisis Intervention, 4Brief Treatment and Crisis Intervention, 4 (2), 137-153. (2), 137-153.

Stephanie BausStephanie Baus

[email protected]@tulane.edu

Resources for Evidence-Based School Social Work Practice

Documents

evidencebased practice

evidencebased practitioners

evidence gibbs

evidence appraisal

outcome of evidence

evidenceinformed assessment

evidenceinformed framework

practice expertise