Political behavior inside and outside the lab: Bringing political research to the real world.

The book concludes with a discussion of the real-world implications of pursuing a politics of listening. Does the expectation to fairly consider the inputs of others apply equally to members of a minority or marginalized group as it does to the relatively powerful and privileged members of society? Chapter 7 explains how to pursue the ideal of uptake and a politics of listening while remaining sensitive to the non-ideal conditions of the present. The chapter draws on political behavior research to show that people are capable of meeting the demands of citizenship laid out in this book. Nonetheless, this chapter also defends the practical value of the ideal of uptake, even when our efforts to attain it fall short. Discussing what to do when listening and uptake are consistently denied or beyond our reach, the chapter concludes by considering the critical value of ideal theory in a non-ideal world.

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Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World? Edited by Carol T. Nixon & Denine A. Northrup. Sage, Thousand Oaks CA, 1997. pp. 306. £16.60 (pb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963098222918 ◽

1998 ◽

Vol 39 (6) ◽

pp. 935-936

Author(s):

Anne Worrall-Davies

Keyword(s):

Mental Health ◽

Mental Health Services ◽

Health Services ◽

Real World ◽

The Real

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Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

Perspectives on Administration and Supervision ◽

10.1044/aas20.3.100 ◽

2010 ◽

Vol 20 (3) ◽

pp. 100-105 ◽

Cited By ~ 3

Author(s):

Anne K. Bothe

Keyword(s):

Clinical Education ◽

Real World ◽

Evidence Based Practice ◽

Communication Disorders ◽

University Faculty ◽

Evidence Based ◽

Speech Language Pathology ◽

Basic Principles ◽

The Real ◽

Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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