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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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The Need for an Evidence-Informed Practice Approach in Schools

The Need for an Evidence-Informed Practice Approach in Schools

Chapter:
(p.3) 1 The Need for an Evidence-Informed Practice Approach in Schools
Source:
School Social Work
Author(s):

James C. Raines

Susan Stone

Andy Frey

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195373905.003.0001

This chapter sets the stage for the remainder of the text by demonstrating that a chasm exists between the practice choices of school social workers and the research on school-based prevention and intervention, as well as contemporary education models developed to guide the organization and delivery of school social work and other support services (e.g. school psychology, behavior consultation, and school counseling). This gap is referred to as the knowledge—practice gap. The history of school social work, contemporary education models, and the knowledge—practice gap are discussed.

Keywords:   social work practice, social workers, knowledge-practice gap, school social work, education models

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