The Implementation of Mental Health Evidence Based Practices from the Educator, Clinician and Researcher Perspective

Stanhope, Victoria; Tuchman, Ellen

doi:10.1007/s10615-010-0309-y

Cited by 24 publications

(16 citation statements)

References 44 publications

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“…This is because they had co-morbid disorders and other confounding circumstances that did not meet the narrow preconditions of the researchers. Of course real-world agencies can't operate under similarly circumscribed conditions, so practitioners often perceive very little real-world relevance in such protocols (Horsfall, Cleary, & Hunt, 2011;Stanhope, Tuchman, & Sinclair, 2011).…”

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confidence: 99%

“…The goal of increasing the uptake of EBP among practicing social workers requires change within the profession that is "profound" (Stanhope et al, 2011) and "radical" (Gambrill, 2007). It will require a shift from business as usual within many target systems: Funders and regulators, agency operations, individual orientation to practice, and professional education.…”

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confidence: 99%

“…Social work programs are heterogeneous in many ways and these authors found that programs specializing in a clinical as opposed to a generalist focus had more EBP content in their curriculums. Similarly, others have noted that the difference between programs housed in large research-oriented universities and those within smaller liberal arts campuses may be an important variable consider when measuring the uptake of EBP in social work education (Springer, 2007;Stanhope et al, 2011). The point has also been raised that whatever their hesitations, social work programs universally will be under growing pressure to adopt EBP principles into their teaching because of the demand from the wider environment (Soydan, 2007).…”

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confidence: 99%

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Using Principles of Practice-Based Research to Teach Evidence-Based Practice in Social Work

Jaynes

2014

Journal of Evidence-Based Social Work

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Social work educators are in a good position to encourage the uptake of evidence-based practice more widely throughout the profession. Despite increasing attention being paid to it within professional literature, it seems to be making inroads to practice only very slowly. This article interprets that slow uptake as a function of confusion about the definition and scope of evidence-based practice, and also as an expression of the distance between the practice and research communities within the profession. Practice-based research is introduced as a framework that responds to both of these concerns. Finally the importance of social work education as a catalyst of evidence-based practice is articulated and the five-step evidence-based practice process is explicated with considerations from practice-based research incorporated along with pedagogical implications.

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confidence: 99%

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confidence: 99%

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Using Principles of Practice-Based Research to Teach Evidence-Based Practice in Social Work

Jaynes

2014

Journal of Evidence-Based Social Work

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“…Three primary areas of evidence-based practice include a skilled clinician, research evidence, and the consideration of the clients' values, decisions, and preferences in the treatment plan. Stanhope, Tuchman, and Sinclair (2011) note community based mental health is recognized as using Evidence Based Practice more so than any other area of social work practice. The concern of limited mental health services supports the need to use research evidence to target treatment areas.…”

Section: Context For Social Work In Mental Health Servicesmentioning

confidence: 99%

“…The concern of limited mental health services supports the need to use research evidence to target treatment areas. They argue that treatment supported by research is ethically crucial for clinicians to practice (Stanhope, Tuchman & Sinclair, 2011).…”

Section: Context For Social Work In Mental Health Servicesmentioning

confidence: 99%

The importance of trauma-informed practice and how it links to social work practice in the field of mental health

Bishop¹

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What Motivates Mental Health Clinicians-in-Training to Implement Evidence-Based Assessment? A Survey of Social Work Trainees

Лушин

Becker‐Haimes

Mandell

et al. 2019

Adm Policy Ment Health

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Mental health clinicians do not consistently use evidence-based assessment (EBA), a critical component of accurate case conceptualization and treatment planning. The present study used the Unified Theory of Behavior to examine determinants of intentions to use EBA in clinical practice among a sample of Masters' level social work trainees (N = 241). Social norms had the largest effect on intentions to use EBA. Injunctive norms in reference to respected colleagues accounted for the most variance in EBA intentions. Findings differed for respondents over 29 years of age vs. younger respondents. Implications for implementation strategies and further research are discussed.

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The Implementation of Mental Health Evidence Based Practices from the Educator, Clinician and Researcher Perspective

Cited by 24 publications

References 44 publications

Using Principles of Practice-Based Research to Teach Evidence-Based Practice in Social Work

Using Principles of Practice-Based Research to Teach Evidence-Based Practice in Social Work

The importance of trauma-informed practice and how it links to social work practice in the field of mental health

What Motivates Mental Health Clinicians-in-Training to Implement Evidence-Based Assessment? A Survey of Social Work Trainees

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