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School Social WorkAn Evidence-Informed Framework for Practice$
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Michael S. Kelly, James C. Raines, Susan Stone, and Andy Frey

Print publication date: 2010

Print ISBN-13: 9780195373905

Published to Oxford Scholarship Online: May 2010

DOI: 10.1093/acprof:oso/9780195373905.001.0001

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An Evidence-Informed Process for School Social Workers

An Evidence-Informed Process for School Social Workers

Chapter:
(p.42) 3 An Evidence-Informed Process for School Social Workers
Source:
School Social Work
Author(s):

James C. Raines

Susan Stone

Andy Frey

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195373905.003.0003

This chapter argues that evidence-informed school social work practitioners adopt a process of lifelong learning that involves regularly posing questions of direct practical importance to clients; engaging in a search for the best available evidence privileging the school-based prevention and intervention research and contemporary education frameworks; and taking appropriate action in a transparent collaboration that is in concert with children's, teachers', and parents' goals and preferences. Many times, this will involve deciding with them to implement the most empirically validated treatment available, but only after the school social worker and child, teacher, or parent have joined in the evidence-informed practice (EIP) process outlined in this chapter.

Keywords:   school social workers, evidence-informed practice, social work practice, social workers

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