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Practice Evaluation Strategies Among Social Workers: Why an Evidence-Informed Dual-Process Theory Still Matters.

Abstract Practice evaluation strategies range in style from the formal-analytic tools of single-subject designs, rapid assessment instruments, algorithmic steps in evidence-informed 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 article is to provide practice researchers in social work with an evidence-informed theory that is capable of explaining both how and why social workers use practice evaluation strategies to self-monitor the effectiveness of their interventions in terms of client change. The author delineates the theoretical contours and consequences of what is called dual-process theory. Drawing on evidence-informed advances in the cognitive and social neurosciences, the author identifies among everyday social workers a theoretically stable, informal-interactive tool preference that is a cognitively necessary, sufficient, and stand-alone preference that requires neither the supplementation nor balance of formal-analytic tools. The author's delineation of dual-process theory represents a theoretical contribution in the century-old attempt to understand how and why social workers evaluate their practice the way they do.
PMID
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Authors

Mayor MeshTerms
Keywords

Evaluation research

evidence-informed theory

practice research

social workers

Journal Title journal of evidence-informed social work
Publication Year Start




PMID- 28898168
OWN - NLM
STAT- Publisher
DA  - 20170912
LR  - 20170912
IS  - 2376-1415 (Electronic)
IS  - 2376-1407 (Linking)
DP  - 2017 Sep 12
TI  - Practice Evaluation Strategies Among Social Workers: Why an Evidence-Informed
      Dual-Process Theory Still Matters.
PG  - 1-20
LID - 10.1080/23761407.2017.1367344 [doi]
AB  - Practice evaluation strategies range in style from the formal-analytic tools of
      single-subject designs, rapid assessment instruments, algorithmic steps in
      evidence-informed 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 article is
      to provide practice researchers in social work with an evidence-informed theory
      that is capable of explaining both how and why social workers use practice
      evaluation strategies to self-monitor the effectiveness of their interventions in
      terms of client change. The author delineates the theoretical contours and
      consequences of what is called dual-process theory. Drawing on evidence-informed 
      advances in the cognitive and social neurosciences, the author identifies among
      everyday social workers a theoretically stable, informal-interactive tool
      preference that is a cognitively necessary, sufficient, and stand-alone
      preference that requires neither the supplementation nor balance of
      formal-analytic tools. The author's delineation of dual-process theory represents
      a theoretical contribution in the century-old attempt to understand how and why
      social workers evaluate their practice the way they do.
FAU - Davis, Thomas D
AU  - Davis TD
AD  - a School of Social Work , California State University , San Bernardino ,
      California , USA.
LA  - eng
PT  - Journal Article
DEP - 20170912
PL  - United States
TA  - J Evid Inf Soc Work
JT  - Journal of evidence-informed social work
JID - 101651013
OTO - NOTNLM
OT  - Evaluation research
OT  - evidence-informed theory
OT  - practice research
OT  - social workers
EDAT- 2017/09/13 06:00
MHDA- 2017/09/13 06:00
CRDT- 2017/09/13 06:00
AID - 10.1080/23761407.2017.1367344 [doi]
PST - aheadofprint
SO  - J Evid Inf Soc Work. 2017 Sep 12:1-20. doi: 10.1080/23761407.2017.1367344.