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eBay-Artikelnr.:196285572754
Artikelmerkmale
- Artikelzustand
- Book Title
- School Social Work: An Evidence-Informed
- ISBN
- 9780199357567
Über dieses Produkt
Product Identifiers
Publisher
Oxford University Press, Incorporated
ISBN-10
0199357560
ISBN-13
9780199357567
eBay Product ID (ePID)
201682328
Product Key Features
Number of Pages
288 Pages
Language
English
Publication Name
School Social Work: an Evidence-Informed Framework for Practice
Publication Year
2014
Subject
Social Work, Counseling / General
Type
Textbook
Subject Area
Social Science, Education
Series
Evidence-Based Practices Ser.
Format
Trade Paperback
Dimensions
Item Height
0.9 in
Item Weight
14.1 Oz
Item Length
9.1 in
Item Width
6.1 in
Additional Product Features
Reviews
"This book is one of the most helpful books I have read on effective practice in school mental health. While the book is written with an emphasis on school social work, it is relevant and timely for all disciplines concerned with mental health promotion and intervention with children, youth, and families. It scores in all realms-- from comprehensively reviewing relevant literature, to navigating the reader through key constructs, to presenting clear ideas and examples that can immediately be used to enhance training, practice, and research. The authors should be commended for this outstanding contribution, which sets a high bar for books that help to make evidence-based practice in the trenches (in this case in the schools) achievable." --Mark D. Weist, PhD, Professor and Director, Center for School Mental Health, University of Maryland School of Medicine "This text will become an instant classic for its scholarship and readability. Each chapter is filled with information for improving school social work practice using the available research evidence at every level of intervention. In this extraordinarily engaging practice book, Kelly and colleagues show practitioners the process for asking important questions about what constitutes effective school social work practice and provide specific strategies for practitioners to use when improving their practices." --Cynthia Franklin, PhD, Professor and Stiernberg/Spencer Family Professor in Mental Health, University of Texas at Austin School of Social Work "School Social Work is a timely and valuable resource for school social work students and practitioners. The authors of this book draw upon their extensive experience as school social work practitioners, educators, and scholars to provide practitioners and students with a process for bridging the gap between research and practice. Their chapter on iatrogenic effects is notable since this topic is rarely addressed in school social work practice texts." -David R. Dupper, PhD, Associate Professor of Social Work, University of Tennessee, "This book is one of the most helpful books I have read on effective practice in school mental health. While the book is written with an emphasis on school social work, it is relevant and timely for all disciplines concerned with mental health promotion and intervention with children, youth, and families. It scores in all realms-- from comprehensively reviewing relevant literature, to navigating the reader through key constructs, to presenting clear ideas andexamples that can immediately be used to enhance training, practice, and research. The authors should be commended for this outstanding contribution, which sets a high bar for books that help to makeevidence-based practice in the trenches (in this case in the schools) achievable." --Mark D. Weist, PhD, Professor and Director, Center for School Mental Health, University of Maryland School of Medicine"This text will become an instant classic for its scholarship and readability. Each chapter is filled with information for improving school social work practice using the available research evidence at every level of intervention. In this extraordinarily engaging practice book, Kelly and colleagues show practitioners the process for asking important questions about what constitutes effective school social work practice and provide specific strategies forpractitioners to use when improving their practices." --Cynthia Franklin, PhD, Professor and Stiernberg/Spencer Family Professor in Mental Health, University of Texas at Austin School of Social Work"School Social Work is a timely and valuable resource for school social work students and practitioners. The authors of this book draw upon their extensive experience as school social work practitioners, educators, and scholars to provide practitioners and students with a process for bridging the gap between research and practice. Their chapter on iatrogenic effects is notable since this topic is rarely addressed in school social work practice texts." -David R. Dupper, PhD, Associate Professor of Social Work, University of Tennessee, "This book is one of the most helpful books I have read on effective practice in school mental health. While the book is written with an emphasis on school social work, it is relevant and timely for all disciplines concerned with mental health promotion and intervention with children, youth, and families. It scores in all realms-- from comprehensively reviewing relevant literature, to navigating the reader through key constructs, to presenting clear ideas and examples that can immediately be used to enhance training, practice, and research. The authors should be commended for this outstanding contribution, which sets a high bar for books that help to make evidence-based practice in the trenches (in this case in the schools) achievable." --Mark D. Weist, PhD, Professor and Director, Center for School Mental Health, University of Maryland School of Medicine"This text will become an instant classic for its scholarship and readability. Each chapter is filled with information for improving school social work practice using the available research evidence at every level of intervention. In this extraordinarily engaging practice book, Kelly and colleagues show practitioners the process for asking important questions about what constitutes effective school social work practice and provide specific strategies for practitioners to use when improving their practices." --Cynthia Franklin, PhD, Professor and Stiernberg/Spencer Family Professor in Mental Health, University of Texas at Austin School of Social Work"School Social Work is a timely and valuable resource for school social work students and practitioners. The authors of this book draw upon their extensive experience as school social work practitioners, educators, and scholars to provide practitioners and students with a process for bridging the gap between research and practice. Their chapter on iatrogenic effects is notable since this topic is rarely addressed in school social work practice texts." -David R. Dupper, PhD, Associate Professor of Social Work, University of Tennessee
Dewey Edition
23
Illustrated
Yes
Dewey Decimal
371.7
Table Of Content
1. The Need for an Evidence-Informed Practice Approach in Schools2. Understanding and Narrowing the Research Knowledge-Practice Knowledge Gap3. An Evidence-Informed Process for School Social Workers4. Empirically-Supported Tier Two Interventions5. Parent Involvement6. Compliance7. Behavior Intervention Planning8. Helping Students Cope with their Parents' Divorce9. Preventing Bullying in Schools10. Empirically Supported Social Skills Interventions11. Helping Students with Anxiety in Schools12. Problems with ADHD in a School Setting13. Iatrogenic Interventions in Schools14. Lessons Learned from our Evidence-Informed Process and Final ReflectionsAppendicesNotesReferencesIndexes
Synopsis
School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically-validated treatments into controlling these forces. The forces that allow recording and analysis also permeate the environment producing interference, such as noise and artifact. The textbook discusses noise and artifact and the measures to avoid or suppress them. The textbook discusses interpretive principles and methods for translating electrophysiological information collected along a trajectory into an understanding of the trajectory's functional-anatomical location, as well as its optimal locationand direction. Forms included allow one to document observations, consult algorithms, and interpret data.Other discussions cover safe brain stimulation, correct interpretation of patient responses, procedures of targeted neurological examinations to assess patients' condition in response to stimulation and any surgical consequences, various aspects and limitations of image-based surgical planning, and principles governing use of electrode-guiding mechanical devic, School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically-validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention (micro- or macro-) are in school social work. This volume will acknowledge the complexity of applying EBP in schools, and offer a conceptual framework that addresses the real-world concerns of practitioners as they struggle to provide the best services to their school clients. School Social Work: An Evidence-Informed Framework for Practice synthesizes these important and exciting ideas in school social work practice. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice., School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks.
LC Classification Number
LB3013.4.S355 2014
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99,1% positive Bewertungen•14.5 Mio. Artikel verkauft
Angemeldet als gewerblicher Verkäufer
Verkäuferbewertungen (5'566'073)
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- s***u (1783)- Bewertung vom Käufer.Letzter MonatBestätigter KaufArrive before said time and in excellent condition and play very well.
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