This study examined the extent to which evidence-based practices (EBPs) are taught in North American Masters of Social Work (MSW) curricula. A web-based survey distributed through the National Association of Deans and Directors and a similar Canadian listserv facilitated exploration of which EBPs are taught, what faculty positions teach them, in what size programs, geographic areas, and other factors, as well as the barriers and implications of doing so. Fifty-eight program deans and directors responded to the survey. While the majority of programs reported teaching at least one EBP and developing EBP skill sets, challenges to curriculum integration were noted. Ideological, definitional, and practical concerns emerge as constraints to teaching EBPs, with MSW program leaders identifying faculty-related barriers as a primary constraining factor. This article presents the study and its implications for academic and practice settings.

Family members and professionals in a Substance Abuse and Mental Health Services Administration Children's Mental Health Systems of Care Initiative in Houston, Texas conducted a participatory evaluation to examine wraparound implementation. Results guided systematic, theory-based program revisions. By focusing through empirically derived frameworks for implementation, the evaluation team identified and generated useful data sources to support and improve wraparound provision. Despite working with a more diverse population in which youth displayed more severe behaviors than in similar grants, after 18 months more families received service and outcomes improved as fidelity scores advanced above the national mean.