School Social Work
An Evidence-Informed Framework for Practice
Published on 11. February 2010
Book
Hardback
288 pages
978-0-19-537390-5 (ISBN)
Description
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 are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients.
For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results.
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.
For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results.
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.
Reviews / Votes
"This book is one of the most helpful books I have read on effective practice in school mental health. While the book is written with an emphasis on school social work, it is relevant and timely for all disciplines concerned with mental health promotion and intervention with children, youth, and families. It scores in all realms-from comprehensively reviewing relevant literature, to navigating the reader through key constructs, to presenting clear ideas andexamples that can immediately be used to enhance training, practice, and research. The authors should be commended for this outstanding contribution, which sets a high bar for books that help to make
evidence-based practice in the trenches (in this case in the schools) achievable." --Mark D. Weist, PhD, Professor and Director, Center for School Mental Health, University of Maryland School of Medicine
"This text will become an instant classic for its scholarship and readability. Each chapter is filled with information for improving school social work practice using the available research evidence at every level of intervention. In this extraordinarily engaging practice book, Kelly and colleagues show practitioners the process for asking important questions about what constitutes effective school social work practice and provide specific strategies for
practitioners to use when improving their practices." --Cynthia Franklin, PhD, Professor and Stiernberg/Spencer Family Professor in Mental Health, University of Texas at Austin School of Social Work
"School Social Work is a timely and valuable resource for school social work students and practitioners. The authors of this book draw upon their extensive experience as school social work practitioners, educators, and scholars to provide practitioners and students with a process for bridging the gap between research and practice. Their chapter on iatrogenic effects is notable since this topic is rarely addressed in school social work practice texts."
--David R. Dupper, PhD, Associate Professor of Social Work, University of Tennessee
More details
Series
Language
English
Place of publication
New York
United States
Target group
College/higher education
Professional and scholarly
Illustrations
7 line-cuts
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 20 mm
Weight
602 gr
ISBN-13
978-0-19-537390-5 (9780195373905)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Michael Kelly | James Raines | Susan Stone
School Social Work: An Evidence-Informed Framework for Practice
An Evidence-Informed Framework for Practice
Book
05/2014
Oxford University Press Inc
€56.20
Shipment within 15-20 days
Michael S. Kelly | James C. Raines | Susan Stone
School Social Work
An Evidence-Informed Framework for Practice
E-Book
02/2010
1st Edition
OUP eBook
€29.99
Available for download
Michael S. Kelly | James C. Raines | Susan Stone
School Social Work
An Evidence-Informed Framework for Practice
E-Book
02/2010
1st Edition
OUP eBook
€29.99
Available for download
Persons
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, School of Social Welfare, University of California at Berkeley.
Andy Frey, PhD, is Associate Professor of Social Work, University of Louisville.
James C. Raines, PhD, is Associate Professor of Social Work, Illinois State University.
Susan Stone, PhD, is Associate Professor, School of Social Welfare, University of California at Berkeley.
Andy Frey, PhD, is Associate Professor of Social Work, University of Louisville.
Author
Assistant Professor of Social WorkAssistant Professor of Social Work, Loyola University of Chicago, Oak Park, Illinois
Associate Professor of Social WorkAssociate Professor of Social Work, Illinois State University, Bloomington, Illinois
Associate ProfessorAssociate Professor, School of Social Welfare, University of California at Berkeley, Berkeley, California
Associate Professor of Social WorkAssociate Professor of Social Work, University of Louisville, Louisville, Kentucky
Content
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
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