Barriers to the Use of Evidence-Supported Programs to Address School Violence

Cawood, N. D.

doi:10.1093/cs/32.3.143

Cited by 10 publications

(5 citation statements)

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“…Also the lack of authority for practitioners to make changes in practice was also listed as prominent barriers. These findings are consistent with other studies of its kind (Newman, Papadopoulos, & Sigsworth, 1998;Thyer 2004;Manuel, Mullen, Fang, Bellamy, & Bledsoe, 2009;Cawood 2010;Lee 2015;and Lundren et al, 2012).…”

Section: Discussionsupporting

confidence: 92%

“…Some practitioner's inability to work with computers during EBP implementation and insufficient time at work to apply EBP was also cited as barriers. It was rated as the top barrier in this study, which is consistent with other studies conducted in similar social work settings (Manuel, Mullen, Fang, Bellamy, & Bledsoe, 2009;Cawood 2010;Mel Gray, Joy, Plath, & Webb 2012).…”

Section: Discussionsupporting

confidence: 90%

“…For practitioners that do have access to recently published journals, the lag time between generations of research findings and publications results in evidence can reach several years and is not necessarily useful for current practice (Thyer, 2004). Manuel, Mullen, Fang, Bellamy, & Bledsoe (2009) study identified additional barriers including resistance from the school board and/or parents and a lack of staff support for the process (Cawood, 2010). Lundgren et al, (2012) added that there may also be client resistance and non-participation, staff turnover, incomplete cultural/language accomodation.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Identifying Barriers to implementing the DSM-5 in the diagnosis process of Autism Spectrum Disorder in two Arab countries .

khalaf

2022

Egyptian Journal of Social Work

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School social work practitioners provide important social services in one of the most critical settings in social work. The role requires practitioners to be fully aware of ongoing changes and updates within the profession, as it relates to problems and phenomena in a school community. At the beginning of the current millennium, evidencebased social work practice emerged. It emphasized the importance of preparing practitioners to make appropriate decisions for professional interventions with clients. The purpose of the study reported was to identify the social workers' perceptions of barriers to implementing evidence-based practice (EBP) in school of social work settings in two Arab countries. In their descriptive cross-sectional study, the author examined a survey sample of 80 Social Workers in school social work settings in Egypt and Qatar. Findings from this study indicated to barriers within four main categories: Practitioners; organizational; clients; and the nature of EBP process. Additionally, the author suggests some strategies for overcoming the identified barriers. KEYWORDS: Evidence-Based Practice -School Social Work Settings -Arab countries Introduction:School Social Work is a particular branch of the social work profession that attempts to assist all students as they move through the formal education system. This often involves the use of treatments to assist all students to achieve social and emotional adjustment. It also provides them and their families with additional support services.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Identifying Barriers to implementing the DSM-5 in the diagnosis process of Autism Spectrum Disorder in two Arab countries .

khalaf

2022

Egyptian Journal of Social Work

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“…In most agencies computers facilitate that administrative work. Given these types of compliance burdens, it is not difficult to understand how practitioners feel overtaxed, alienated from the motives that attracted them to the field, and unavailable to the prospect of incorporating EBP into their work routines (Berger, Otto-Salaj, Stoffel, Hernandez-Meier, & Gromoske, 2009;Cawood, 2010;Morago, 2010). In point of fact copious amounts of data are being gathered according to standardized objective criteria as bits (or bytes) of information about practitioners' caseloads.…”

Section: Teaching the Ebp Process In Social Work Educationmentioning

confidence: 99%

Using Principles of Practice-Based Research to Teach Evidence-Based Practice in Social Work

Jaynes

2014

Journal of Evidence-Based Social Work

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Social work educators are in a good position to encourage the uptake of evidence-based practice more widely throughout the profession. Despite increasing attention being paid to it within professional literature, it seems to be making inroads to practice only very slowly. This article interprets that slow uptake as a function of confusion about the definition and scope of evidence-based practice, and also as an expression of the distance between the practice and research communities within the profession. Practice-based research is introduced as a framework that responds to both of these concerns. Finally the importance of social work education as a catalyst of evidence-based practice is articulated and the five-step evidence-based practice process is explicated with considerations from practice-based research incorporated along with pedagogical implications.

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“…Despite the large body of literature and registries listing evidence-based YVP programs, practices, and policies, communities struggle to implement them in a coordinated manner and on a large-enough scale to realize community-level impacts. Barriers to implementation include the absence of a unifying philosophy and local data, the challenge of selecting a program within a theory of change, the use of untested programs, and challenges in implementing programs with fidelity (Cawood, 2010). LHDs, schools, juvenile justice centers, and other sectors often select and implement strategies in silos to address YV with the populations they serve.…”

mentioning

confidence: 99%

Supporting Local Health Departments to Lead Multisectoral Youth Violence Prevention Efforts

Dymnicki

Katz

Young

et al. 2020

Health Promotion Practice

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This article examines organizational-level outcomes achieved during a technical assistance (TA) initiative designed to increase the capacity of local health departments (LHDs) to prevent youth violence (YV) via a multisectoral approach. This effort was designed to address the knowledge gap regarding how to provide effective TA to LHDs, specifically in YV. Twelve communities with high rates of YV were selected to participate using a multistage process. TA provided to LHD representatives (and other community partners) included monthly calls with TA specialists, group online learning events, community-of-practice calls, and access to an online portal offering additional resources. Data sources were used to determine the extent to which communities achieved the initiative’s intended outcomes, including increased infrastructure to support youth violence prevention (YVP) at LHDs and the creation of community-wide violence prevention plans. Data sources included an online TA tracking system, annual semistructured group interviews, and point-of-contact surveys. While results indicated variation in TA uptake across sites, several target outcomes were achieved including increased representation and engagement of diverse perspectives in local YVP efforts and strengthened infrastructure and integration of YVP at LHDs. Findings highlight the importance of supporting LHDs to align YVP work with other priorities and funded activities, building a larger role for leadership in providing organizational support for YV, supporting the development of multisector coalitions or partnerships to decrease silos among different sectors focused on similar populations or communities. Implications from this initiative suggest that LHDs can be supported to convene local, multisector YVP efforts, which can be sustained if local YVP infrastructure is enhanced.

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Barriers to the Use of Evidence-Supported Programs to Address School Violence

Cited by 10 publications

References 0 publications

Identifying Barriers to implementing the DSM-5 in the diagnosis process of Autism Spectrum Disorder in two Arab countries .

Identifying Barriers to implementing the DSM-5 in the diagnosis process of Autism Spectrum Disorder in two Arab countries .

Using Principles of Practice-Based Research to Teach Evidence-Based Practice in Social Work

Supporting Local Health Departments to Lead Multisectoral Youth Violence Prevention Efforts

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