Evidence Based Practice in School Mental Health

Oxford University Press, 2008年4月11日 - 368 頁
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Though recent legislation embedded with the No Child Left Behind Act and the Individuals with Disabilities Improvement Act mandates the use of evidence in school-based practice to demonstrate positive outcomes for all students, school social workers - especially those long out of school - often lack the conceptual tools to locate, evaluate, and apply evidence in order to demonstrate the effectiveness of their work. The first of its kind tailored specifically to this audience, this SSAAA Workshop title guides school professionals in infusing research throughout their daily practice. It shows school service providers a pragmatic approach to informing every major practice decision with the appropriate research so that students receive the best possible services. This includes how to use research to make reliable and valid assessments, how to use research to choose the best intervention, and how to do research to evaluate progress. Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process. Chapters detail the nuts and bolts of EBP, explaining how to ask a relevant, answerable question; where to search for evidence; how to appraise the literature and avoid the pitfalls of web based information; how to adapt and apply the evidence in a developmentally and culturally sensitive way; and how to evaluate the results. Detailed examples along the way, including sample spreadsheets practitioners can easily adapt to evaluate their students' progress, bring accountability within reach for school professionals who struggle to find the time, resources, and support sufficient to apply the best evidence to their schools.


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Definitely Doable

用戶評語  - School Social Worker - Borders

Raines has written a practical approach to evidence-based practice for school-based practitioners who are crunched for time and money. 閱讀評論全文


Definition and Process
Chapter 3 Creating Answerable Questions
Chapter 4 Investigating the Evidence
Chapter 5 Appraising the Evidence
Chapter 6 Adapting and Applying the Evidence
Chapter 7 Evaluating Group Outcomes Using Descriptive Designs
Chapter 8 Evaluating Individual Outcomes Using SingleSubject Designs
Chapter 9 Ethics for EvidenceBased Practice
Chapter 10 Systemic Change
Internet Resources for EvidenceBased Practice
Annotated Bibliography on Empirically Supported Interventions
Ten Threats to Internal Validity

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第 282 頁 - Relevant evidence" means evidence having any tendency to make the existence of any fact that is of consequence to the determination of the action more probable or less probable than it would be without the evidence.
第 6 頁 - If scientific, technical, or other specialized knowledge will assist the trier of fact to understand the evidence or to determine a fact in issue, a witness qualified as an expert by knowledge, skill, experience, training, or education, may testify thereto in the form of an opinion or otherwise...
第 199 頁 - Act to assure that all handicapped children have available to them ... a free appropriate public education which emphasizes special education and related services designed to meet their unique needs...
第 28 頁 - Evidence-based medicine (EBM) has been defined as: 'the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients.
第 5 頁 - The social worker should critically examine, and keep current with emerging knowledge relevant to social work.
第 48 頁 - transition services" means a coordinated set of activities for a student with a disability that — (A) is designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation...
第 252 頁 - Organizations conducting studies for, or on behalf of, educational agencies or institutions for the purpose of developing, validating, or administering predictive tests, administering student aid programs, and improving instruction, if...
第 251 頁 - ... other school officials, including teachers within the educational institution or local educational agency who have been determined by such agency or institution to have legitimate educational interests; (B) officials of other schools or school systems in which the student seeks or intends to enroll, upon condition that the student's parents be notified of the transfer, receive a copy of the record if desired, and have an opportunity for a hearing to challenge the content...
第 48 頁 - Include instruction, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.
第 251 頁 - Secretary, to challenge the content of such student's education records, in order to insure that the records are not inaccurate, misleading, or otherwise in violation of the privacy or other rights of students, and to provide an opportunity for the correction or deletion of any such inaccurate, misleading, or otherwise inappropriate data contained therein and to insert into such records a written explanation of the parents respecting the content of such records.