Single-System Research Designs in Social Work Practice: A Bibliography From 1965 to 1990

Thyer, Bruce A.; Thyer, Kim Boynton

doi:10.1177/104973159200200108

Cited by 18 publications

(5 citation statements)

References 163 publications

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“…My definition of RBP was exemplified in the single-system design movement (Thyer & Thyer, 1992) in the 1970s and 1980s that was, in turn, rooted in Briar's early conception of the "practitioner-scientist" (Briar, 1979). In many respects, Briar's model anticipated the idealized EBP practitioner who conducts an extensive and critical assessment of prior research before selecting an intervention strategy.…”

Section: Underpinnings and Assumptions Of Practice-based Researchmentioning

confidence: 99%

Promoting Harmony Where There Is Commonly Conflict: Evidence-Informed Practice as an Integrative Strategy

Epstein

2009

Social Work in Health Care

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This article identifies dualisms in the continuing and sometimes acrimonious discourse concerning the relationship between social work practice and research. In so doing, it describes the epistemological assumptions of and differences between evidence-based practice, research-based practice, practice-based research, and reflective practice. In the spirit of the Hong Kong conference, the author extends McNeill's concept of "evidence-informed practice" to suggest a more inclusive and harmonious conception of practice-research integration. The article concludes by considering what such a model might look like.

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Section: Underpinnings and Assumptions Of Practice-based Researchmentioning

confidence: 99%

Promoting Harmony Where There Is Commonly Conflict: Evidence-Informed Practice as an Integrative Strategy

Epstein

2009

Social Work in Health Care

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“…This model faces opposition from various professional factions: the practice as art position, mistrust of quantification, and the fratricidal ideological and methodological divisions regarding the nature and construction of knowledge as well as its acquisition and verification. One position is for a positivist construction of knowledge and a quantified approach to its development and verification Fischer, 1993;Hudson, 1978Hudson, , 1982Ivanoff et al, 1994;Thyer, 1990). The other side contends that knowledge is more of a social construction and is best developed for practitioners by practitioners using qualitative, heuristic, and naturalistic methodologies (Heineman-Pieper, 1989;Rodwell, 1987;Tyson, 1995).…”

Section: Practitioner Scientist Modelmentioning

confidence: 99%

Innovations in teaching social work research

Hardcastle¹,

Bisman²

2003

Social Work Education

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This article reviews the innovations in teaching research in social work education, including conceptual material and specific examples. There is attention to the ideological differences inherent in research and its instruction, methodology/technology innovations, and integrative and group approaches, among other developments. Examination of three major models of research instruction and their assumptions about the purpose of research in social work is presented. Discussion about ethical codes and curricular guidelines for social work programs in the United States and theUnited Kingdom provides a framework to understand the importance of teaching and learning research for the social work profession.

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“…There is a dearth of research on the evaluation of groups through use of SSD methodology. This is a surprising finding in that SSDs as a method of evaluating practice have been reported in the litera-ture since the late 1960s (Thyer & Thyer, 1992). SSDs have also been advocated for the evaluation of practice in leading textbooks (Bloom, Fischer, & Orme, 1999;Tripodi, 1994) and selected research articles (Jayaratne, 1977;Kazi, Mantysaari, & Rostila, 1997;Mattaini, 1996).…”

Section: Ssd Group Evaluation Literaturementioning

confidence: 99%

A Data Visualization Procedure for the Evaluation of Group Treatment Outcomes Across Units of Analysis

Patterson

Basham

2002

Small Group Research

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This study presents a novel method for the collection and graphical representation of group evaluation data that enables the simultaneous display of outcomes across units of analysis. This method affords the researcher/practitioner improved options for simultaneously evaluating and comparing individual and group change over time. Data for this study are drawn from 10 experiential, group psychotherapy training groups that met on a weekly basis. A total of 185, second-year graduate social work students evaluated their satisfaction with their personal and group experience across eight dimensions. A multiple page Excel spreadsheet was developed for the collection, computation, and visual representation of scores from the evaluation instrument. Three-dimensional surface plots are used here to simultaneously represent individual and group outcomes. Surface plots provide a visual display of the topography of group and individual change over time. This data visualization method utilizes readily available technology to display group outcomes at multiple levels of analysis.

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Single-System Research Designs in Social Work Practice: A Bibliography From 1965 to 1990

Cited by 18 publications

References 163 publications

Promoting Harmony Where There Is Commonly Conflict: Evidence-Informed Practice as an Integrative Strategy

Promoting Harmony Where There Is Commonly Conflict: Evidence-Informed Practice as an Integrative Strategy

Innovations in teaching social work research

A Data Visualization Procedure for the Evaluation of Group Treatment Outcomes Across Units of Analysis

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