Evidence Based Practice Examples

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Examples of Evidence-based practices and their use in school social work School social workers often intervene in a wide range of student issues. Interventions may also involve contexts outside the school-setting (e.g., family). To identify the most appropriate approach and intervention to meet the presenting problem at hand, school social workers may turn to a variety of sources in order to determine the most appropriate strategy (see resources at the end of the chapter). This section illustrates examples of evidence-based practices and their use in schools employing issues relating to academic and behavioral problems, as these are two common issues in which school social workers are asked to intervene. Pertinent factors guiding selection…show more content…
For instance, the Family Check-Up model, designed to enhance parenting skills as they relate to academic learning, has proven to be effective with a wide range of students across the middle to high school years (e.g., Stormshak et al., 2009). Cultural factors must be taken into account when developing any academic plans for students and those involving their families. For instance, families are less likely to adhere to the requirements and expectations of any intervention plan when expectations are incongruent with the family’s cultural assumptions. Diverse cultural assumptions and patterns should also not be viewed as a hindrance as in the case of students who come from collectivist rather than individualist cultures. In such instances, interventions should encourage extended family members to take a more active role in the student’s learning plan (Clay,…show more content…
Cognitive behavioral programs often involve three components: (a) information on the basis of anger, (b) information on techniques to manage behaviors, and (c) facilitating the application of techniques (Humphrey & Brooks, 2008). The delivery of these components may take varying forms for different age groups. Kindergarten-aged children have shown success with the program called “Creating a New Generation of Peacemakers” (Allen, 2009). Program lessons revolve around a puppet called “kind and caring dog” that lacks effective conflict-resolution skills. In the program, various scenarios are presented to the children who then seek to help “kind and caring dog” resolve conflicts with techniques they have learned through the program (Allen, 2009). For older students, such as youth aged 13-14 years, programs involving group discussions (e.g., what anger is, how it is triggered) and exercises (e.g., a log recording anger-inducing situations and their successful management, relaxation techniques, and self-talk) have proven to be successful in reducing behavioral problems (e.g., Humphrey & Brooks,

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