Practice Evaluation Strategies Among Clinical Social Workers: New Directions in Practice Research
Keywords
practice research, evaluation research, dual-process theory, social workers
Abstract
Objectives:
Practice evaluation strategies range in style from the formal-analytic tools of single-subject designs, rapid assessment instruments, algorithmic steps in evidence-based practice, and computer software applications, to the informal-interactive tools of clinical supervision, consultation with colleagues, use of client feedback, and clinical experience. The purpose of this study was to provide practice researchers in social work with a more complete understanding of how and why social workers evaluate their practice the way they do.
Methods:
Questions about practice evaluation strategies were posed to 12 licensed clinical social workers in a 3-hour focus group.
Findings:
Drawing on advances in the cognitive and social neurosciences, the study identified among clinical social workers an informal-interactive tool preference that displays itself as a cognitively necessary, sufficient, and stand-alone preference that required neither the supplementation nor balance of formal-analytic tools.
Conclusions:
New directions in social work practice research are required and delineated.
Original Publication Citation
Davis, T. D., Dennis, C. B. & Culbertson, S. (2015). Practice evaluation strategies among clinical social workers: New directions in practice research. Research on Social Work Practice, 25(6), 654-669.
BYU ScholarsArchive Citation
Davis, Thomas D.; Dennis, Cory B.; and Culberston, Susan E., "Practice Evaluation Strategies Among Clinical Social Workers: New Directions in Practice Research" (2015). Faculty Publications. 3045.
https://scholarsarchive.byu.edu/facpub/3045
Document Type
Peer-Reviewed Article
Publication Date
2015-07-02
Permanent URL
http://hdl.lib.byu.edu/1877/5859
Publisher
Research on Social Work Practice
Language
English
College
Family, Home, and Social Sciences
Department
Social Work
Copyright Status
© The Author(s) 2015
