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School Social WorkAn Evidence-Informed Framework for Practice$
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Michael S. Kelly, James C. Raines, Susan Stone, and Andy Frey

Print publication date: 2010

Print ISBN-13: 9780195373905

Published to Oxford Scholarship Online: May 2010

DOI: 10.1093/acprof:oso/9780195373905.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 16 October 2021

An Evidence-Informed Process for School Social Workers

An Evidence-Informed Process for School Social Workers

(p.42) 3 An Evidence-Informed Process for School Social Workers
School Social Work

James C. Raines

Susan Stone

Andy Frey

Oxford University Press

This chapter argues that evidence-informed school social work practitioners adopt a process of lifelong learning that involves regularly posing questions of direct practical importance to clients; engaging in a search for the best available evidence privileging the school-based prevention and intervention research and contemporary education frameworks; and taking appropriate action in a transparent collaboration that is in concert with children's, teachers', and parents' goals and preferences. Many times, this will involve deciding with them to implement the most empirically validated treatment available, but only after the school social worker and child, teacher, or parent have joined in the evidence-informed practice (EIP) process outlined in this chapter.

Keywords:   school social workers, evidence-informed practice, social work practice, social workers

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