An experience based model for practice learning

Social work education in Australia is responding to the changing social, political and economic contexts in which social work is practised. The Bachelor of Social Work program at the University of Newcastle, Australia, aims to educate competent social workers able to deal effectively with the changing challenges of the work environment. This is achieved through an experience based model of social work education. This paper, presented at the 2nd international conference of the Journal of Practice Teaching in Health and Social Work in London in April 2003, provides an overview of some social work education issues in Australia. The experience based learning model employed at the University of Newcastle is described and discussed in relation to social work field education

Evidence-based practice: current issues and future directions

Evidence-based practice approaches continue to increase in popularity in health and human service contexts in Australia and internationally. As social workers face pressures to evidence practice and justify outcomes, the limitations in applying an evidence-based practice approach to social work are confronted. The present paper identifies the features of evidence-based practice and notes the potential benefits and limitations of this approach in social work. Debates surrounding the nature of social work interventions, effectiveness and evidence are reviewed. The current context and climate influencing the use of research and other evidence in social work are discussed. The paper also considers the position of qualitative, interpretive and critical reflective approaches in relation to evidence-based practice. Issues for the future of evidence-based practice in social work are identified, including the need for the profession to examine more closely the relationship between critical reflective and evidence-based approaches to practice

Organizational processes supporting evidence-based practice

A case study is used to illustrate the implementation of evidence-based practice (EBP) as an organizational change process. EBP implementation is presented as a systemic process reliant on executive leadership and organizational culture. Qualitative findings suggest that effective EBP implementation requires engagement of staff across the organization. Strategies for staff engagement are identified, including the development of communities of practice. A model for organizational analysis is presented to assist preparation for EBP implementation

International policy perspectives on independence in old age

The promotion of independence in old age has become a common principle in aging policies internationally. The term independence, however, has a variety of meanings that are shaped by social, political and economic contexts and the values and attitudes toward older people. Interpretations of independence affect the ways in which policies are translated into strategies and services. The promotion of independence features prominently in the aging policies of the United Nations and the World Health Organization but does not fit well with the cultural values and social contexts of some countries. A comparison of aging policies in four countries-Australia, Denmark, India, and United Kingdom-found that the principle of promoting independence is not universally adopted. The author proposes that the profile and meaning of independence in policy is shaped by values surrounding individual, family, and social responsibilities. Consideration is given to the limitations and culturally bound nature of independence as a policy principle

School-based program for young children with disruptive behaviours: Two-year follow-up

Got It! is an early intervention programme for children with emerging conduct problems offered to families in schools. This article builds on prior research and reports on outcomes and experiences for a cohort of participants two years after programme completion. Strengths and Difficulties Questionnaire (SDQ) child conduct scores were obtained pre-intervention, and at three post-intervention time-points, and were used to map children's behaviour trajectories. Whilst statistically significant two-year post-intervention improvement was not found for the whole sample, qualitative parent interviews produced insights into experiences of children in different behaviour trajectory groups, including sustained improvement, no improvement and fluctuating child behaviour. The findings provide a better understanding of the role that Got It! can play in assisting families with young children with conduct concerns. The targeted group intervention appears to have a lasting impact for children who maintain a shift from the abnormal to normal behaviour bands. For the group of children who began and remained in the abnormal or borderline bands, however, Got It! also had a role to play in linking families with specialist follow-up services. The integration of Got It! within schools and the value of professional development and consultation for teachers is also indicated

Support for evidence-based practice in a human service organization

Developing evidence-based or research-informed approaches to practice in human services requires research-oriented cultures in organizations. One feature of this is frontline staff that are engaged with and supportive of evidence-based practice (EBP) approaches. This paper reports on a study of staff support for EBP in an organization where senior management made a commitment to EBP. Utilizing several measures of support for EBP, including two standardized scales, the study found strong support for EBP. Findings indicate that, in this organization, being female, having higher qualifications, and being at a higher level in the organization are associated with greater support for EBP and that years employed in the organization is negatively correlated with support for EBP

Supporting women after domestic violence (book review)

Review of: Supporting Women After Domestic Violence. Hilary Abrahams. London and Philadelphia, Jessica Kingsley Publishers, 2007. 156pp., ISBN 9781843104315

Implementing evidence-based practice: An organisational perspective

Qualitative findings on how evidence-based practice (EBP) is conceptualised and implemented in an Australian human service organisation are presented. The paper examines the application and relevance of the five-step decision-making model of EBP to the organisational context and also the position of standardised ‘evidence-based programmes’ in relation to EBP decision making. The case study has shown that the five-step model of EBP decision making is relevant to a human service organisational context, but that some modifications of the model would enhance its applicability and utility. First, it is proposed that the five-step model would be better conceived systemically to reflect the relational and contextual processes impacting on practice decision making in the teams and organisations in which social workers practise, rather than being confined to individual, clinical decision making. Second, a cyclic model is offered in order to capture a process of ongoing critical reflection, evidence gathering and programme modification as organisations develop and refine programmes to address priorities and improve client outcomes in complex and dynamic environments