Name: School Social Work: An Evidence-Informed Framework for Practice (Evidence-Based Practices) (en Inglés)
Price: 202915.00 COP
Availability: InStock
Author: Michael Kelly; James Raines; Susan Stone; Andy Frey
ISBN: 9780199357567

portada School Social Work: An Evidence-Informed Framework for Practice (Evidence-Based Practices) (en Inglés)

Formato

Libro Físico

Editorial

Oxford Univ Pr

Autor

Michael Kelly; James Raines; Susan Stone; Andy Frey

Año

2014

Idioma

Inglés

N° páginas

292

Encuadernación

Tapa Blanda

ISBN13

9780199357567

Categorías

Organización y gestión educativa

School Social Work: An Evidence-Informed Framework for Practice (Evidence-Based Practices) (en Inglés)

Michael Kelly; James Raines; Susan Stone; Andy Frey (Autor) · Oxford Univ Pr · Tapa Blanda

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Reseña del libro "School Social Work: An Evidence-Informed Framework for Practice (Evidence-Based Practices) (en Inglés)"

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.