This study examined the psychometric properties of the Evidence-Based Practice Questionnaire (EBPQ). The 24-item EBPQ was developed to measure health professionals' attitudes toward, knowledge of, and use of evidence-based practice (EBP). A confirmatory factor analysis was performed on the EBPQ given to a random sample of National Association of Social Work members (N = 167). The coefficient alpha of the EBPQ was .93. The study supported a 23-item 3-factor model with acceptable model fit indices (χ² = 469.04; RMSEA = .081; SRMR = .068; CFI = .900). This study suggests a slightly modified EBPQ may be a useful tool to assess social workers' attitudes toward, knowledge of, and use of EBP.

Older adults who live in residential neighborhoods adjacent to college and university campuses have a unique experience that makes them vulnerable to marginalization and displacement. As these neighborhoods become increasingly dominated by college students living in rental properties, older adults find themselves in the minority in a neighborhood where they have lived for many years. In addition, these neighborhoods are attractive to universities, city governments, and private companies for their development potential, which can result in gentrification. A year-long ethnographic study of a campus-adjacent neighborhood in a small US college town that is home to a medium-sized public university sheds light on the relationships between members of 5 stakeholder groups that have a vested interest in the neighborhood. The study highlights the need for additional research on different types of neighborhoods and their effects on aging in place in addition to outlining social work interventions in campus-adjacent neighborhoods that are designed to enhance these intergenerational spaces.

Social workers have a historic commitment to neighborhood organizing and community planning. One place where social work expertise is needed are neighborhoods adjacent to a college or university campus. These neighborhoods are home to diverse groups of residents who share a common place, but not the same degree of attachment to that place or the same sense of community. Despite the increased interest in universitycommunity relations, there is relatively little empirical research on intergroup relations in campus-adjacent neighborhoods. This year-long ethnographic study centered on a campus-adjacent neighborhood in a small Appalachian college town in the US that is home to a mid-size public university. The study included members of five stakeholder groups in order to understand intergroup neighborhood relations and their relationship to larger institutional dynamics. The research design included semi-structured interviews, a series of focus groups, and a small Photovoice project. Textual data were analyzed in a two-step process, first using a modified holistic method, followed by a more in-depth analysis using tabular, graphic and other tools. Findings clustered in three areas: the dynamics of intergroup relations, ghettoization and studentification (a term used in the UK) and collective efficacy. The study's findings illustrate the importance of understanding the larger community context to make sense of intergroup relations in residential neighborhoods, particularly those dominated by large institutions. In addition, the study helps to reaffirm social work's historic commitment to neighborhood organizing and community planning as a means of resolving neighborhood tensions.

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