Views of Evidence-Based Practice Among Faculty in Master of Social Work Programs: A National Survey

The emerging discourse about the science of social work has urged doctoral social work programs to reexamine assumptions about conducting research and responding to new expectations for scholarship. This article examines three promising models to guide scientific research in social work (evidence-based practice, team science, and multi- and transdisciplinary models). We first conducted a systematic review of social work publications (1985–2016) and found a notable increase in publications that discussed either research-informed or evidence-based practice or multidisciplinary approaches, but not team science or transdisciplinary approaches. Next, we engaged in a comparative analysis of each model’s purpose, number of researchers, and breadth of disciplinary focus. Finally, we completed an exploratory assessment of PhD program websites to identify the presence of these models. Information provided on these websites followed a similar pattern as noted in the publications. Implications of these models for doctoral education in the 21st century are discussed.

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Integrating Substance Use Disorder Education at an Urban Historically Black College and University: Development of a Social Work Addiction Training Curriculum

Urban Social Work ◽

10.1891/2474-8684.1.1.65 ◽

2017 ◽

Vol 1 (1) ◽

pp. 65-81

Author(s):

Anthony T. Estreet

Keyword(s):

Substance Use ◽

Social Work ◽

Substance Use Disorders ◽

Clinical Social Work ◽

Black College ◽

Work Addiction ◽

Master Of Social Work ◽

College And University ◽

Work Programs ◽

Social Work Programs

Substance use disorders continue to have adverse consequences for a significant number of individuals and families. Despite the increasing need for behavioral health clinical social work practitioners trained to effectively work with this population, social work programs continue to lag behind in providing courses, which will adequately address this need. According to the Council of Social Work Education, approximately 4.7% of accredited social work programs had one or more required course offerings related to addressing substance use disorders. The purpose of this article is to address the identified gap by describing the development of a content-specific curriculum related to addressing substance use disorders while also providing a working framework for other Master of Social Work programs to consider.

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The state of substance use education in Master of Social Work programs: A content analysis of course listings and faculty profiles

Substance Abuse ◽

10.1080/08897077.2018.1550466 ◽

2019 ◽

Vol 40 (2) ◽

pp. 194-200

Author(s):

Dane Minnick

Keyword(s):

Substance Use ◽

Content Analysis ◽

Social Work ◽

The State ◽

Master Of Social Work ◽

Work Programs ◽

Social Work Programs

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Building Strong Clinicians: Education Strategies to Promote Interest and Readiness for Evidence-Based Practice

Families in Society The Journal of Contemporary Social Services ◽

10.1606/1044-3894.2017.7 ◽

2017 ◽

Vol 98 (1) ◽

pp. 35-43 ◽

Cited By ~ 5

Author(s):

Elisabeth Cannata ◽

Dana B. Marlowe

Keyword(s):

Social Work ◽

Course Design ◽

Evidence Based Practice ◽

Positive Impact ◽

Evidence Based ◽

Master Of Social Work ◽

Design Elements ◽

Evidence Based Treatments ◽

Msw Students ◽

Behavioral Health System

The challenges of including evidence-based practice (EBP) and evidence-based treatments (EBTs) in social work education continue to be discussed in the literature. As the behavioral health system moves toward greater practitioner accountability and expanded implementation of EBTs, it becomes increasingly important to prepare students for this type of practice. A successful provider-developed curriculum, designed to prepare students for extensive EBT job opportunities in Connecticut, was disseminated to local graduate schools through a faculty fellowship. This article discusses provider and faculty perspectives about course design elements that contributed to its effectiveness, as well as how the course was subsequently adapted to online learning for Master of Social Work (MSW) students, with evidence of positive impact on clinician development.

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