Professional Learning in Family Support Social Work in Sweden

Abstract

The integration of evidence-based practice (EBP) in human service organizations has increased during the last decade. Providing the best possible treatment by applying research and considering the client’s specific needs, EBP is recommended for human service organizations. However, due to its oftentimes manual-based format, critics claim that EBP is a result of increased focus on cost-efficiency, control, and standardization of work. Different conceptualizations of EBP appear to prevail, highlighting the need for more studies that investigate different perspectives and experiences (e.g., that of professionals). In this study, focus group interviews were conducted with family support social workers (n = 19) in Sweden who are trained and active in the evidence-based model Family Check-Up (FCU). Participants reported that FCU promotes professional learning and development, especially experiential learning. Those interviewed felt that research/evidence provided a certain “weight” to the therapeutic situation, so that they were not merely treating patients based on their own opinions. Further, FCU was described as empowering and developmental, with an encouraging, reflective, and reinforcing client-related approach. However, to enable these kinds of positive outcomes of EBP, organizations must provide sufficient time and resources devoted to the practical application of EBP.

Swedish parents' satisfaction and experience of facilitators and barriers with Family Check‐up: A mixed methods study

“…It is important to integrate parent reflections about the therapeutic process as a facilitator with other sources of information about preferences and feasibility in implementation planning. While brief in terms of family contact, FCU places a demand on organizational resources in terms of establishing an implementation plan, fidelity monitoring and allocating time for professionals' reflective practice (Mauricio, Rudo‐Stern, Dishion et al ., 2018; Ryding, 2020; Ryding & Wernersson, 2019). Agencies need to determine which families would benefit most from FCU.…”

“…Provider understanding and preferences about evidence‐based practice can play a significant role. The term “evidence‐based” is often misunderstood (Ryding, 2020; Ryding & Wernersson, 2019). Practitioners can have different understandings of what evidence‐based means, including a process, a product, a philosophy, or merely adherence to a manual (Chonody & Teater, 2018; Gibbs, 2003 in Mullen, Shlonsky, Bledsoe & Bellamy, 2005).…”

“…Having been established as an evidence‐based parent support method in a Swedish context, the next step for scaling‐up is to acquire evidence for the method's feasibility in practice. For example, from the provider perspective, FCU has been found to promote professional development through the integration research‐based and experiential knowledge (Ryding, 2020). Providers also describe the client‐centered character of FCU as empowering and contributing to a sense of security in the professional role (Ryding, 2020; Ryding & Wernersson, 2019).…”

“…For example, from the provider perspective, FCU has been found to promote professional development through the integration research‐based and experiential knowledge (Ryding, 2020). Providers also describe the client‐centered character of FCU as empowering and contributing to a sense of security in the professional role (Ryding, 2020; Ryding & Wernersson, 2019). Little is known about parent perspectives after participation in FCU.…”

“…Provider understanding and preferences about evidence-based practice can play a significant role. The term "evidence-based" is often misunderstood (Ryding, 2020;Ryding & Wernersson, 2019). parenting programs includes a parent satisfaction measure (Bjørknes & Ortiz-Barreda, 2021).…”