Evidence-Guided Practice: Integrating the Science and Art of Social Work

Abstract

Social work educators and practitioners have had an ongoing debate whether the profession is primarily a science or an art. The pendulum has swung back and forth, with the current tilt toward scientific explanations and formulations. Evidence-based practice is the most symbolic manifestation of this tilt. The authors propose an alternative approach to practice that integrates, rather than separates, the art and science traditions. Evidence-guided practice incorporates research findings, theoretical constructs, and a repertoire of professional competencies and skills consistent with the profession's values and ethics and the individual social worker's distinctive style. Major assumptions, as well as challenges, associated with the model are identified. A case example illustrates major concepts of the model.

Making Research Count: What Australian Social Work Researchers Think

“…A consistent theme is the value of practicebased knowledge, where professional action is guided by "nonscientific" or experiential knowledge (Gitterman & Knight, 2013;Trevithick, 2008). But with evidence-based practice gathering momentum, there is increasing pressure on social workers to base their practice on sound "best available" research evidence in the interests of accountability, efficiency, and effectiveness in social service provision (Pope, Rollins, Chaumba, & Risler, 2011).…”

Engaging Social Work Practitioners in Research: Challenges and Opportunities

“…Some of the manuals are very helpful; our task is to place manuals in the hands of autonomous functioning professionals to use in a flexible and creative manner rather than to dictate their practice. Practitioners should be encouraged to use manuals to guide their practice, but to also to trust their own practice experiences and wisdom, to "go with the flow" and follow client leads (Gitterman & Knight, 2013). Professionals must integrate theoretical and empirical knowledge with their unique and individual styles of helping.…”

Applying Evidence-Based Practice in Group Work at an Alternative High School

“…EBP encourages social workers to commit to the best interests of their clients by seeking out and employing the most empirically supported approaches as opposed to the more traditional approaches (Gitterman & Knight, 2013) such as "authority-based" methods (Grambrill, 1999). EBP also encourages social workers to constantly learn as the field changes (Gitterman & Knight, 2013). The innate value of EBP is in the accumulation of experiences by practitioners and the reintegration of these experiences into practice (Edmond et al, 2006).…”

“…In particular, experimental designs are not responsive to the complex and diverse settings, which are also often in flux, most often served by the profession (Gray & McDonald, 2006). Some further argue that by focusing only on well-defined and quantifiable variables of a client rather than viewing the client as a whole person, providers can only offer temporary solutions that do not solve the core issue (Gitterman & Knight, 2013). Thus, many believe social workers should use qualitative methods, rather than experimental methods, to address the diverse needs of the clients receiving social work services (Addis, Wade, & Hatgis, 1999).…”

“…EBP is considered to be a linearized problem-solving model and commonly criticized for oversimplifying real-world problems that are embedded in a larger social context (Gitterman & Knight, 2013). In fact, social workers note concerns that widespread practice of evidence-based treatment will limit and delay the development of new theories and alternative interventions (Addis et al, 1999).…”