What Makes Social Work Students Implement Evidence-Based Practice Behaviors?

Shapira, Yaron; Enosh, Guy; Havron, Naomi

doi:10.1080/10437797.2016.1260507

Cited by 13 publications

(5 citation statements)

References 55 publications

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“…To summarize, the relationships between social workers’ decision-making processes and their perception societal expectations and norms can be viewed from the perspectives of tacit knowledge (Polanyi, 1966), worker’s reflexivity (D’Cruz, Gillingham, & Melendez, 2007; Schön, 1987), and evidence-based practice (Soydan & Palinkas, 2014; Shapira, Enosh, & Havron-Shapira, 2016). Our findings indicate that social workers tend to base their decisions on their perceptions of the social norms of their clients.…”

Section: Discussion and Applications To Practicementioning

confidence: 99%

Evaluating Child-Custody Recommendations of Israeli Arab Social Workers

Enosh

Nouman

Anabtawi

2016

Research on Social Work Practice

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Objectives: To evaluate Israeli Arab social workers' custody recommendations, given the unique cultural context in which they operate. Methods: The current study used an experimental-design embedded within a survey. Data regarding custody recommendations were collected from 137 Israeli Arab social workers. Results: Israeli Arab social workers tend to adhere to traditional norms and prefer mother's custody (odds ratio [OR] ¼ 3.74; effect size [ES] ¼ 0.73) over father's (OR ¼ 0.05; ES ¼ À1.65) and joint custody (OR ¼ 0.19; ES ¼ À0.91). Contrary to the hypothesis, males were not associated with father's custody, but female gender increased the chances for mother's custody (OR ¼ 1.27; ES ¼ 0.13). Parents' education level increased the chances for joint-custody recommendation (OR ¼ 1.69; ES ¼ 0.29). Conclusion: Traditional social norms have an impact on the social worker's decision. The relationships between social workers' decision-making processes and their perception societal expectations and norms can be viewed from the perspectives of tacit knowledge, worker's reflexivity, and evidence-based practice. We emphasize the importance of developing and assimilating relevant organizational mechanisms, supervision, and teaching curricula.

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Section: Discussion and Applications To Practicementioning

confidence: 99%

Evaluating Child-Custody Recommendations of Israeli Arab Social Workers

Enosh

Nouman

Anabtawi

2016

Research on Social Work Practice

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“…Knowledge and skill deficiencies have consistently emerged from studies as a key factor that prevents human and social service workers from establishing this practice (Ekeland et al, 2018; Finne, 2020; Goel et al, 2018; Grady et al, 2017; James et al, 2019; Lery et al, 2015; Scurlock-Evans & Upton, 2015; Shapira et al, 2017; van der Zwet et al, 2019; Wike et al, 2019). In recent years, educational institutions have increasingly aimed to accommodate RSIs and EBP by, for example, adjusting academic or fieldwork curricula (Bertram et al, 2014, 2018; Drisko & Grady, 2019; Mennen et al, 2018).…”

mentioning

confidence: 99%

Implementation Support Skills: Findings From a Systematic Integrative Review

Albers

Metz

Burke

et al. 2020

Research on Social Work Practice

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Purpose: Skills in selecting and designing strategies for implementing research-supported interventions (RSIs) within specific local contexts are important for progressing a wider RSI adoption and application in human and social services. This also applies to a particular role in implementation, the implementation support practitioner (ISP). This study examines which strategies have been reported as being used by ISPs across multiple bodies of research on implementation support and how these strategies were applied in concrete practice settings. Methods: A systematic integrative review was conducted. Data analysis utilized the Expert Recommendations for Implementing Change compilation of implementation strategies. Results: Studies reported on 18 implementation strategies commonly used by different ISPs, who require mastery in selecting, operationalizing, and detailing these. Two further strategies not included in the ERIC compilation could be identified. Discussion: Given the use of primarily more feasible implementation support strategies among ISPs, their potential as agents of change may be underutilized.

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“…The gap between research and practice is not unique to the L2 field; rather, it has been a long‐debated issue in other disciplines. Examples include engineering (Fraser et al., 2018), software engineering (Le Goues et al., 2018), social work (Shapira et al., 2017), management (Kulik, 2014), accounting (Woods & Higson, 1996), and education (Ball, 2012; Bevan, 2004; Korthagen, 2007; Levin, 2013). Among different research areas, education may be unique because it pertains to complex issues related to classroom teaching, and various stakeholders are involved in the educational system.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities

Sippel

Sato

2022

The Modern Language Journal

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This study investigated foreign language teachers' beliefs about the research-pedagogy link by focusing on research-oriented universities. Participants (N = 107) held different roles at their universities: graduate students (n = 17), full-time second language (L2) instructors (n = 69), and language program directors (n = 21). Data were collected via a survey that asked about participants' understanding and use of L2 research. Interview data were used to triangulate the survey results. The survey data were first subjected to exploratory factor analyses. ANOVAs were conducted for each extracted factor to compare the 3 roles. Multiple regression models were tested to identify predictors of participants' beliefs. The factor analysis resulted in a 5-factor solution: (a) usefulness of research, (b) researchers' engagement with teaching, (c) perceived institutional expectations, (d) engagement with research, and (e) trust in research and researchers. Instructors held different beliefs depending on their roles. Overall, program directors held more positive beliefs about L2 research than full-time L2 instructors, and full-time L2 instructors held more positive beliefs than graduate students. Regression models showed that L2 teaching qualification and L2 teacher training experience positively predicted participants' engagement with research. Suggestions for improving the research-pedagogy relationship are discussed.

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What Makes Social Work Students Implement Evidence-Based Practice Behaviors?

Cited by 13 publications

References 55 publications

Evaluating Child-Custody Recommendations of Israeli Arab Social Workers

Evaluating Child-Custody Recommendations of Israeli Arab Social Workers

Implementation Support Skills: Findings From a Systematic Integrative Review

Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities

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