Whose Evidence and for What Purpose?

Witkin, Stanley L.; Harrison, Warren

doi:10.1093/sw/46.4.293

Cited by 82 publications

(35 citation statements)

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“…These findings appear in other studies (CEBSS, 1998;McCrystal, 2000;Everitt, 2002). Even social workers who like the idea of EBP need considerable expertise in how to evaluate research design methodology and analysis (Witkin & Harrison, 2001).…”

supporting

confidence: 59%

Skills Support for Post‐Qualifying Education: Tailoring Programmes to Meet Student Needs

Rutter¹

2006

Social Work Education

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supporting

confidence: 59%

Skills Support for Post‐Qualifying Education: Tailoring Programmes to Meet Student Needs

Rutter¹

2006

Social Work Education

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“…EBP requires practitioners to be accountable to their clients and agency by keeping informed about current research on treatment efficacy and symptom etiology, educating clients about all their treatment options, and informing clients of which interventions practitioners are (or are not) capable of offering (Gambrill, 2003). EBP also challenges the social work profession to conduct research using well-defined scientific protocols that may be more prevalent insister professions (Witkin & Harrison, 2001).…”

Section: Benefits To Ebpmentioning

confidence: 99%

“…However, this places psychodynamic treatments at a disadvantage because elements of these treatments pose challenges to application of the scientific method and its research protocols (Fonagy et al, 2005). Witkin and Harrison (2001) pointed out that most EBP research follows the precept that a "practitioner [does] something to his/her clients" (p. 295). Typically, EBP research measures the actions of the practitioner and the efficacy of those actions.…”

Section: Issues To Consider With Ebpmentioning

confidence: 99%

“…As stated by Tanenbaum (2005), "Knowledge of the aggregate is simply not knowledge of the individual" (p. 167). In like view, Witkin and Harrison (2001) noted, "social work practice involves seeing people as much for their differences as for anything that links them to classifiable problems or diagnoses" (p. 294). The focus on the aggregate does little for the diverse populations whom social workers treat today, and works poorly in addressing the sociopolitical context of a client's inner and outer world.…”

Section: Dialoguing About Diversitymentioning

confidence: 99%

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Making Room for Dynamics in Evidence-Based Practice: The Role of Psychodynamic Theory in Client-Centered Approaches

Rozas

Grady

2011

Journal of Teaching in Social Work

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The move toward evidence-based practice has fortified, and continues to strengthen, the social work profession through accountability, greater support for social interventions, and linking research and practice. This article considers potential limitations in exclusively promoting evidence-based practice in social work programs and advocates for an integrative approach when teaching clinical practice to master of social work students. Such an approach includes using psychodynamic principles in an effort to teach social work students the importance of self-awareness, dialoguing about diversity issues, and the use of theory in case formulations. Implications for social work education are discussed.

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“…Fraser and Galinsky (1997) encourage the integration of ''local knowledge,'' influences from the person, family, and community that affect the problem. Witkin and Harrison (2001) propose that evidence needs to fit the social and psychological context of our clients, and that this needs to be negotiated between clients and the holders of power who legitimate the definitions of a problem.…”

Section: Imperfect Scientific Foundations Of Evidencementioning

confidence: 99%

Overrating or Dismissing the Value of Evidence-Based Practice: Consequences for Clinical Practice

2010

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Current implementation of the evidence based practice (EBP) model in social work has focused on empirical evidence from efficacy studies, with far less attention to practitioner judgment and client values. Among many clinical social workers the opposite is often true: clinical judgment supersedes the use of scientifically tested techniques. Clinicians may reject EBP as coming out of narrowly focused, possibly irrelevant research, and adherents of EBP run the risk of discounting psychotherapy techniques derived from practice experience or the vast diversity of client situations-both positions threaten our effectiveness. Reasserting clinical judgment and the centrality of clients' experience into EBP, while enhancing traditional psychotherapy with strong treatment-effectiveness evidence, will improve clinical social work practice, especially in addressing the wide array of human problems and suffering that clients present, especially in the context of globalization and cultural diversity.

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Whose Evidence and for What Purpose?

Cited by 82 publications

References 0 publications

Skills Support for Post‐Qualifying Education: Tailoring Programmes to Meet Student Needs

Skills Support for Post‐Qualifying Education: Tailoring Programmes to Meet Student Needs

Making Room for Dynamics in Evidence-Based Practice: The Role of Psychodynamic Theory in Client-Centered Approaches

Overrating or Dismissing the Value of Evidence-Based Practice: Consequences for Clinical Practice

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