Paula Allen-Meares

Teaching Evidence-Based Practice: Strategic and Pedagogical Recommendations for Schools of Social Work

Widespread adoption of pedagogical methods promoting evidence-based practice (EBP) could enhance the effectiveness of social work practice education. Schools of social work should ensure that faculty are trained in the methods of EBP; establish a committee responsible for tracking and implementing demonstrably effective instructional innovations related to EBP; provide continuing education courses that promote scientifically supported practices and that include a course devoted specifically to teaching the methods of EBP per se; reward faculty who model superior pedagogical skills in relation to EBP; provide extensive training in computerized bibliographic database searching and other information acquisition methods; incorporate problem-based instructional methods into all practice courses; employ skills-based in vivo assessments and other measures to ensure student-practitioner competency in EBP methods prior to graduation; emphasize specialty practice education to an unprecedented degree; and test for competence in specialty practice areas.

Grounding social work practice in theory: Ecosystems.

The authors discuss practice principles derived from ecosystems theory. These principles are useful for conducting assessments in social work. This perspective gives equal emphasis to person and environment. Formative theories and their contributions to ecosystems theory are discussed.

Collaboration at the Preservice Level Instructional and Evaluation Activities

Upon taking positions in the public schools, graduates of preservice preparation programs are expected to work together with a range of school-based professionals who share responsibility for the evaluation, identification, and instruction of pupils having mild learning and behavior problems, yet rarely are students in these various programs brought together at the preservice level to systematically study and practice the skills of collaboration. This paper presents a rationale for interdisciplinary instruction in collaboration at the preservice level and a series of validated instructional and evaluation activities designed to teach collaborative skills systematically throughout preservice programs in the school-based professions.

The social ecology of adolescent-initiated parent abuse: A review of the literature

This article provides an ecological framework for understanding adolescent-initiated parent abuse. We review research on adolescent-initiated parent abuse, identifying sociodemographic characteristics of perpetrators and victims (e.g., gender, age, race/ethnicity, and socioeconomic status [SES]). Bronfenbrenner’s [1] ecological systems theory is applied, which examines the risk and protective factors for adolescent-initiated parent abuse within micro- (maltreatment, domestic violence, parenting behavior and disciplinary strategies), meso- (peer influence), exo- (media influence), macro- (gender role socialization), and chronosystem (change in family structure) levels. Findings from our review suggest that older and White children are significantly more likely to abuse their parents. Females are selective in the target of their aggression, while males target family members in general. Mothers are significantly more likely to be abused than fathers. However, researchers also report variations in the association between SES and parent abuse. Domestic violence and child maltreatment are risk factors, while findings on parenting behavior and disciplinary strategies are mixed. Peer influence, exposure to media violence, gender role socialization, and change in family structure can potentially increase the risk of parent abuse. Practice and research implications are also discussed. An ecological systems framework allows for an examination of how various contexts interact and influence parent abuse behavior, and can provide needed directions for further research.

Using a Collaboratory Model to Translate Social Work Research into Practice and Policy

Objective: The purpose of this article was to examine how an initiative of 10 collaborative projects focused on children and youth have applied principles of participatory research, collaboratories, and technological solutions. Method: The study analyzed multiple forms of qualitative data, including semiannual formative evaluations and semistructured interviews of participating partners. Results: Both the collaborative method and the infusion of technology were central to the functioning of collaboratory projects and, ultimately, the translation from research to practice and policy. The community-based participatory nature of the research projects resulted in applicable findings that were credible with people affected by the issues studied. Conclusions: The present study suggests that when there is steadfast commitment on the part of a diverse group of partners, even simple applications of technology can make a difference.

Facilitating Interdisciplinary Collaboration on Behalf of Handicapped Children and Youth.

The authors owe a dept of thanks to those persons who served as participants in the April 1980 symposium on collaboration held at the University of Illinois : Tim Crowner, Chairman, Department of Special Education, Eastern Irlinois University; Susan Hutchison, Psychologist, Urbana School District, Urbana, Illinois; Lorna Idol-Maestas, Assistant Professor, Department of Special Education, University of Illinois; James Mahan, Superintendent, Champaign School District, Champaign, Illinois; Marjorie Monkman, Associate Professor, School of Social Work, University of Illinois; Ann Nevin, Associate Professor, Department of Special Education, Social Work and Social Services, University of Vermont; Patsy Pratt, Sixth Grade Teacher, Thomas Paine Elementary School, Urbana, lflinois; and Margarite Stallman, Speech and Language Therapist, Champaign School District, Champaign, lifinois. While the responsibility for educating handicapped children and youth should ideally be shared among instructional and support services personnel from many disciplines, the varying needs of handicapped students have typically been handled in isolation, with each professional working independently of and perhaps even at odds with others. It is the opinion of the authors that the process of collaboration is synergistic and that all students deserve the full benefit of pooled expertise. The lack of collaboration on behalf of handicapped students in particular has been highlighted since the passage of Public Law 94-142, which in effect mandates an interdisciplinary approach to educational planning, instruction, and evaluation. At present, however, there is iittle evidence that the quality of interaction among professionals has changed substantially ; rather, available data suggest that the shift to a collaborative process is a difficult one. The roles and responsibilities among members of multidisciplinary staffing teams across disciplines may be poorly understood (Fenton, Yoshida, Maxwell, & Kaufman, 1979). In these cases, valuable time and energy may be spent

Assessing Depression in Childhood and Adolescence: A Guide for Social Work Practice

Depression is relatively common in children and adolescents, and if left undetected and untreated, can have long-term negative consequences. Social workers providing services to families, children and adolescents need to understand the characteristics, and conduct developmentally appropriate assessments, of depressive symptoms. This paper provides a review of current literature related to the definition, prevalence, co-occurrence, and measurement of depression in childhood and adolescence. It also highlights relevant gender, race, and ethnic influences.

Cross-cultural therapeutic relationships: Entering the world of African Americans

Cross-cultural therapeutic relationships pose a challenge to practitioners trained in traditional modes of counseling. Because of the increasing numbers of minority groups requiring mental health services, professionals must adapt and alter their orientation to the engagement process. This article explores the therapeutic relationship with African Americans, from the perspective of helpers of similar and different racial backgrounds. A guiding theoretical framework, sociocultural dissonance, explains the difficulties encountered by minority individuals as they struggle to conform to the demands of a bicultural existence. The concept is also aptly applied to the varied relationships (African American client and practitioner; African American client/white practitioner), exhibiting the effects of social dissonance and potential mediating forces.

Criteria for Selecting Practice Theories: Working with Alcoholic Women

The authors analyze female alcoholics and consider the appropriateness of various theories for direct practice with this population. Criteria for the selection of theories to guide practice evolve from this analysis.

Independent Effects of Paternal Involvement and Maternal Mental Illness on Child Outcomes

Previous research suggests that serious maternal mental illness is associated with adverse youth outcomes. However, this research is of limited ability to inform appropriate social work and social policy responses for at least two reasons. First, it is based on samples that are not racially or ethnically diverse and that do not target low‐income families; second, it does not examine whether differences in the level of father involvement or the severity of maternal mental illness matter. This study involves a low‐income, racially and ethnically diverse sample of mothers with a serious mental illness and their 11–18‐year‐old children and examines parent effects on youths. Fathers were in contact but mostly were not live‐in parents. Structural equation modeling yields three key results: better maternal functioning and more paternal involvement predict better academic outcomes; less paternal involvement and more maternal health problems predict higher youth‐reported affiliative skills; and more paternal involvement predicts less youth‐reported problem behavior.