School Social Work: An Evidence-Informed Framework for Practice
Oxford University Press Inc (Verlag)
978-0-19-935756-7 (ISBN)
School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically-validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention (micro- or macro-) are in school social work. This volume will acknowledge the complexity of applying EBP in schools, and offer a conceptual framework that addresses the real-world concerns of practitioners as they struggle to provide the best services to their school clients. School Social Work: An Evidence-Informed Framework for Practice synthesizes these important and exciting ideas in school social work practice. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice.
Michael S. Kelly, PhD, is Assistant Professor of Social Work, Loyola University of Chicago.James C. Raines, PhD, is Associate Professor of Social Work, Illinois State University.Susan Stone, PhD, is Associate Professor of Social Welfare, University of California at Berkeley.Andy Frey, PhD, is Associate Professor of Social Work, University of Louisville.
1. The Need for an Evidence-Informed Practice Approach in Schools ; 2. Understanding and Narrowing the Research Knowledge-Practice Knowledge Gap ; 3. An Evidence-Informed Process for School Social Workers ; 4. Empirically-Supported Tier Two Interventions ; 5. Parent Involvement ; 6. Compliance ; 7. Behavior Intervention Planning ; 8. Helping Students Cope with their Parents' Divorce ; 9. Preventing Bullying in Schools ; 10. Empirically Supported Social Skills Interventions ; 11. Helping Students with Anxiety in Schools ; 12. Problems with ADHD in a School Setting ; 13. Iatrogenic Interventions in Schools ; 14. Lessons Learned from our Evidence-Informed Process and Final Reflections ; Appendices ; Notes ; References ; Indexes
| Erscheint lt. Verlag | 15.7.2014 |
|---|---|
| Reihe/Serie | Evidence-Based Practices |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 155 x 231 mm |
| Gewicht | 408 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-19-935756-0 / 0199357560 |
| ISBN-13 | 978-0-19-935756-7 / 9780199357567 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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