Social Work Education and Avoidable Ignorance

Gambrill, Eileen

doi:10.1080/10437797.2014.916937

Cited by 22 publications

(10 citation statements)

References 47 publications

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“…Social work faculty members are crucial to the dissemination of EBPs; however, given dissention about the role and importance of EBPs in social work literature (Adams, Matto, & LeCroy, 2009;Gambrill, 2003;Gambrill, 2014;Hartman, 1990), it is likely that these characteristics also vary across individual faculty members and social work educational programs. Furthermore, little is known about what pedagogical strategies best move EBPs from faculty knowledge to student fieldwork practice and later practitioners' professional practice.…”

Section: Barriers To Ebp In Social Workmentioning

confidence: 97%

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Ogden

Vinjamuri

Kahn

2016

Journal of Social Service Research

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Section: Barriers To Ebp In Social Workmentioning

confidence: 97%

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Ogden

Vinjamuri

Kahn

2016

Journal of Social Service Research

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“…Such courses were largely focused on teaching students about the DSM-necessary knowledge for mental health practice, but one requiring robust critique as well as coverage of alternative views such as those discussed in other chapters of this book. This is but one example of the unfortunate promotion of "avoidable ignorance" (Gambrill 2014) in social work education programs.…”

Section: The Context Of Clinical Decision-making: Mezzo Level Factorsmentioning

confidence: 98%

Making Assessment Decisions: Macro, Mezzo, and Micro Perspectives

Lacasse

Gambrill

2015

Critical Thinking in Clinical Assessment and Diagnosis

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This chapter addresses potential barriers to good clinical decision-making, found at all levels of practice. It begins with decision-making at the micro-level-that is, at the level of the individual clinician, who faces a series of decisions with each new case: how to frame problems, what outcomes to pursue, when to stop collecting information, what risks to take, what criteria to use to select practice methods, and how to evaluate progress. The flexible and diverse nature of clinical practice, while allowing for consideration of specific client needs, also leaves room for many kinds of error. These errors can be avoided, or at least minimized, by the use of evidenceinformed assessment practices as outlined in the chapter. At the mezzo-level, requirements of the practice setting (such as mission and funding source) can shape and constrain the way assessment takes place; the media, professional literature, and structure of professional training also exert a powerful influence. Macro-level influences include the widespread medicalization of human behavior; the pharmaceutical companies and managed care institutions comprising the "biomedical industrial complex;" and entities such as the National Institute of Mental Health, the American Psychiatric Association, and the welfare and legal systems. The chapter concludes by urging students to consider the biases that may be inherent in the information on which they base their decisions, as well as how the environment they work in may affect their ability to make sound clinical decisions.

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“…In this paper, we are particularly concerned with the social work profession, which aims to promote 'social change and development, social cohesion, and the empowerment and liberation of people' (IFSW/IASSW, 2014). The extent to which social work education should support or challenge psychiatric diagnosis is open to question and varies in different contexts (Gambrill, 2014). For example, in the USA, social work students 'are taught how to diagnose using the DSM-5 [APA 2013]'; something which Carol Tosone (2016, p.109) notes may be in direct conflict with the profession's commitment to strengths-based assessment.…”

Section: Professional Expertisementioning

confidence: 99%

Professional education and Mad Studies: learning and teaching about service users’ understandings of mental and emotional distress

Newman

Boxall

Jury

et al. 2019

Disability & Society

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This paper considers the inclusion of mental health service users' experiences and perspectives in professional education classrooms. After brief introductions to the authors' backgrounds, the paper discusses professional expertise and knowledge and the accreditation of professional education courses. It then goes on to explore service users' understandings of mental and emotional distress and the development of Mad Studies which, at first sight, may appear incompatible with professional education courses. Discussion then turns to the development and trial of a living experience learning resource, which portrays the first author's knowledge and understanding of having voices. The paper concludes by arguing for the inclusion of Mad Studies knowledges in professional education classrooms. POINTS OF INTEREST 1. This paper is about including mental health service users' experiences and knowledges in professional education classrooms. 2. The paper discusses service users' own understandings of mental and emotional distress and the international development of Mad Studies-cooperative study of mental health service users' experiential knowledges. 3. It also describes how we produced a learning resource (video film) which portrays the first author's understanding of having or hearing voices. 4. The learning resource was used in research with seven first year social work students and we found that the students' understandings of mental illness changed after viewing the resource. 5. Mad Studies offers mental health service users hope and the possibility of change. It is important therefore that Mad Studies knowledges are included in professional education.

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Social Work Education and Avoidable Ignorance

Cited by 22 publications

References 47 publications

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Making Assessment Decisions: Macro, Mezzo, and Micro Perspectives

Professional education and Mad Studies: learning and teaching about service users’ understandings of mental and emotional distress

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