Backward Planning

1
Backward Planning

• Have core set of social work skills (i.e.,
  engagement, forming relationships, assessment,
  case planning)
• Critical thinking skills
• Transparency of what is done to what effect
• Know how to access resources
• Know how to critique info
• Confident
• Skills to carry out EBPs
• Comfort with ignorance and uncertainty
• Able to evaluate own practice

2
General Recommendations

• Upfront training on EBP. Learn the basic model
  and philosophy of EBP in the early stages and
  then reinforce throughout curriculum.
• Be creative is how you structure classes across
  content areas.
• Train adjuncts in EBP
• Require EBP for licensure or use it as an
  incentive for continuing ed.

3
General Recommendations

• Identify evidence-based teaching methods (i.e.,
  what methods of instruction are most effective?).
• Identify evidence-based supervisory methods
  (one-way mirror).
• Evaluate student outcomes in practice and field
  and obtain tools for this

4
General Recommendations

• Pull out particular areas of EBP (and other
  curricula areas) that can be web-based so it can
  be delivered outside of class.
• Respect the resistance to EBP. See the big
  picture. Examine valuable cautions.
• EBP to combat EBPs
• Establish EBP Institute

5
Assignments

• Planned repetition. Process of EBP is
  repetitive, but this should be explained up
  front. Level of -complexity increases over time.
  Start with basic EBP model and then integrate
  with 4 in later classes.
• Assign different aspects of the treatment process
  (i.e., assessment, intervention, evaluation).
• For repeaters, use turnitin.com or portfolios
  at exit.
• Require summative project for field practicum

6
Practice

• Train students in specific EBPs
• Debate about whether it should be required as
  part of competencies
• Integration of evidence into practice is not
  automatic. Need to figure out how to bring in
  the person.
• Clinical decision-making skills need to be taught
• Culture
• Preferences
• Presence of co-occurring problems
• Model the complexity in assignments
• Rationale behind course of action move beyond
  best evidence
• Self-reflection and self-awareness are critical
• Power dynamic must be addressed
• Informed consent is key, but need to model HOW to
  inform clients

7
Teaching EBP

• Socratic method as a way to develop critical
  thinking
• Clearinghouse for syllabi across curricula areas
• Possibly whole curricula
• Posted on CSWE or other website.

8
Theory Integration

• Incorporate into the EBP process, especially at
  the question-posing and integration phases.
  Examples in 5 EPAS areas
• HBSE explanatory theories
• Foundations of practice Practice theories
• Policy theories of org change
• Research Consumers of research
• Field Theory and EBP with real clients

9
Culture Diversity

• How are interventions applicable? Not?
• Ask the question Is this appropriate?
• Saying I dont know

10
Practitioner-Client Collaboration

• Teach how
• Find resources
• Open to possibility youre wrong
• When do you know it doesnt work?
• Apply critical lens to EBPs
• Model how to deal with uncertainty?