Evidence and practitioners’ knowledge: some comments on a current discussion

Abstract

Purpose The purpose of this paper is to give a pedagogics-based contribution to the discussion about evidence-based practice (EBP) and its implementation, with substance abuse treatment as an area of interest. Design/methodology/approach The paper takes its starting point in two different ways of looking at knowledge – as a product or as a process – and from there, the implications regarding the therapeutic encounter, staff training, and evaluation are examined. Findings The reasoning reveals the importance of process thinking when it comes to developing the work field in a more comprehensive way. Originality/value By the pedagogics-based view on EBP the paper illuminates aspects that may broaden a further discussion.