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Extra resources for Developing Practice Guidelines for Social Work Intervention: Issues, Methods, and Research Agenda
Coupled with earlier work (Fraser et al. 1991; Glisson 1995), these data—and findings from Reid and Fortune (chapter 4, this volume)— suggest that social work has a base of research knowledge that could contribute to the development of practice guidelines. But the findings suggest also that social work research is disproportionately focused on explanation. Control knowledge, which focuses on the effectiveness and efficacy of interventions, is developed in slightly more than one in four studies.
Division 12 Task Force of the American Psychological Association. (1998). Update on empirically validated therapies: II. Clinical Psychologist, 51, 3–16. Eddy, J. , Dishion, T. , and Stoolmiller, M. (1998). The analysis of intervention change in children and families: Methodological and conceptual issues embedded in intervention studies. Journal of Abnormal Child Psychology, 26 (1), 53–69. Fraser, M. W. (1994). Scholarship and research in social Work: Emerging challenges. Journal of Education in Social Work, 30, 252–266.
In short, the exigencies of research lead to findings that practitioners are unlikely to use. 31 32 PRECURSORS OF GUIDELINES PRACTICE GUIDELINES AND CROSS-CULTURAL INTERVENTION RESEARCH: WHITHER CONSTRUCT VALIDITY? The capacity of social work research to inform the development of practice guidelines rests not just with increasing the number of studies that test interventions but also with increasing the sensitivity of research to the day-to-day exigencies of practice. This will involve measuring techniques that enhance change, matching change strategies and measures to risk mechanisms, assessing change continuously, controlling reactivity, and interpreting findings in the context of method variance.