School Social Work: An Evidence-Informed Framework for Practice

by Michael Kelly MD, James Raines, Susan Stone Dnsc Cnm Facnm Faan, Andy Frey PhD

Overview

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.

Product Details

ISBN-13:	9780199357567
Publisher:	Oxford University Press, USA
Publication date:	04/28/2014
Edition description:	New Edition
Pages:	278
Product dimensions:	6.10(w) x 9.10(h) x 0.90(d)

About the Author

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.

Table of Contents

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

Editorial Reviews

"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 and examples 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

From the Publisher