Sponsored by the California Evidence- Based Clearinghouse for Child Welfare

1. Linking University Curriculum with Research Charles Wilson, MSSW, Executive Director of Chadwick Center The Sam and Rose Stein Chair on Child Protection Rady Children’s Hospital-San Diego Sponsored by the California Evidence- Based Clearinghouse for Child Welfare www.cachildwelfareclearinghouse.org

2. Traditional Choices in Social Work Education • Direct Services vs. Community Organization • Clinical Track vs. Administration and Planning Track • Micro vs. Macro • Practice vs. Research • Culture: Why bother to learn about research

3. Definition of Empirically Based Practice • A type of intervention in which the professional social worker uses research as a practice and problem solving tool; collects data systematically to monitor the intervention; specifies problems, techniques, and outcomes in measurable terms; and systematically evaluates the effectiveness of the intervention used. The Social Work Dictionary Robert Barker, DSW, ACSW NASW Press 1999

4. Evidence Based Social Work “Professional judgments and behaviors should be guided by two interdependent principals: • When ever possible, practice should be grounded on prior findings that demonstrate empirically…that they are likely to produce predictable, beneficial, and effective results. • Every clients system, over time should be evaluated” Evidence Based Practice Manual Oxford University Press 2004 Albert Roberts, PhD Kenneth Yeager, PhD, LISW

5. Why Have EBP’s Not Been Embraced by Universities? • Tradition in the field and acculturation of faculty and community practitioners and administrators • View of clinical social work intervention as primarily an art vs. a science. • Few practitioners were trained in the use of proven treatments or protocols. • Empirical support has not traditionally been a criteria practitioners use in practice selection. • Primary reliance on previous training and clinical experience rather than new scientific breakthroughs for treatment selection. • Lack of peer accountability. • Lack of institutional role models. • Resistance to the notion of structured protocols or standardized procedures. • Lack of accountability for outcomes. Payment for time spent rather than outcomes achieved. • Because the consumers of their services did not demand it.

6. Why Have EBP’s Not Spread Widely in the U.S.? • Poor connection between research and practice • Segregation of researchers and clinicians, and research and practice classes in primary training programs. • Some researchers can’t seem to say anything works or apply it to the real world. • Research findings are always overly qualified to the point of seeming to be useless or not applicable to many clients. • Not enough outcome research with commonly used interventions. • Little effectiveness research. • No or ineffective dissemination efforts by developers of EBP’s. • Inadequate continuing education system. • Lack of demand for EBP’s by consumers of services

7. Innovators Early Majority Late Majority Early Adopters Traditionalists Understanding Adoption of Innovation

8. Waiting Room Sign at School of Social Work trained at this school are: Ben Saunders MUSC

9. Opportunities to Connect Research and Practice Through Education • Link between real practice questions and research • Link between research evidence and policy and resource investment • Link between evidence and practice Selection of practices CEBC • The science of organizational change and practice implementation, and the real world of service delivery

10. CEBC Website: www.cachildwelfareclearinghouse.org

11. Image What if the workforce came already aware of the latest evidence, had the analytical skills and interest to seek out new research-supported practices as they emerge, had the skills needed to separate the wheat from the chaff, and had the knowledge and ability to lead the change effort needed to apply what is learned. Who can we turn to help achieve this dream?

12. Linking Evidence Based Practices to University Education • Evidence Based Practice supports the university mission to build and spread new knowledge, to pass the accumulated knowledge and wisdom to the next generation, and to help lead the movement that will transform the practice environment resulting in improved education and improved services….. And ultimately healthier people and communities.