Rigor and Relevance in Social Work Science

Author(s):  
Lawrence A. Palinkas

Rigor and relevance are essential features of social work science. However, they are often misperceived as being in opposition to one another. Conducting social work research that is both rigorous and relevant requires changes in traditional perspectives, priorities, and practices. The chapter begins with a discussion of the definition and standards of rigor as practiced by scientists and of relevance as practiced by practitioners and policymakers. It then illustrates differences in priorities assigned to rigor and relevance when deciding the extent to which evidence-based practices should be implemented with fidelity or adapted to meet the needs of specific populations, agencies, and contexts, and suggests solutions for accommodating both priorities. The chapter then examines the challenges that must be addressed in bringing rigor and relevance together and how these challenges can be addressed through accommodation and negotiation.

Author(s):  
Tony Tripodi ◽  
Marina Lalayants

This entry reviews the state of social work research from the appearance of the social work research overview in the previous encyclopedia to the early 2010s. Social work research is defined, and its purposes, contents, training, location, and auspices are briefly discussed. Continuing issues and developments, as well as the emerging developments of evidence-based practice, practice-based research, cultural competence, and international social work research, are featured.


Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino

Most school administrators and teachers agree that they want to create learning environments that are safe for all children. However, recognizing that some dynamics within the school environment can feel unsafe to children who have experienced trauma, and changing them, is another matter. Uniform standards for creating trauma-informed environments and metrics for evaluating their success are currently lacking in the fields of education and social work. Chapter 8 provides a program evaluation strategy for trauma-informed school social workers to utilize in determining the success of their programs and to adapt programs as needed based on outcomes. The aim is to build and expand the literature on empirically supported and evidence-based practices in school settings. Logic models are presented, and resources for evaluating trauma-informed schools are provided.


2004 ◽  
Vol 29 (4) ◽  
pp. 259-261 ◽  
Author(s):  
J. L. Zlotnik ◽  
C. Galambos

Author(s):  
Michael S. Kelly ◽  
Marjorie C. Colindres

Task-centered practice is a social work technology designed to help clients and practitioners collaborate on specific, measurable, and achievable goals. It is designed to be brief (typically, 8–12 sessions) and can be used with individuals, couples, families, and groups in a wide variety of social work practice contexts. With nearly 40 years of practice and research arguing for its effectiveness, task-centered practice can rightfully claim to be one of social work’s original “evidence-based practices,” though the relative paucity of research on its effectiveness in this decade suggests that the approach itself may have become increasingly integrated into other brief social work technologies.


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