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Cover -- Half Title -- Series -- Title Page -- Copyright Page -- Dedication -- Brief Contents -- Contents -- Preface -- Acknowledgments -- About the Author -- Chapter 1: THE CONTEXT OF SOCIAL WORK RESEARCH -- THE FUNCTIONS OF RESEARCH IN SOCIAL WORK -- Promoting Science as a Way of Knowing -- Increasing Accountability -- Enhancing Communication -- Enhancing Access to Scarce Resources -- CONTROVERSIES IN THE HISTORY OF SOCIAL WORK RESEARCH -- Historical Controversy 1: Is Social Work a Profession? -- Historical Controversy 2: Do Social Workers Use Research? -- Historical Controversy 3: Is Research Relevant to Social Work? -- The Emergence of Logical Positivism -- Interpretivism: The Alternative to Positivism -- A Comparison of Positivist and Interpretivist Research -- Lessons Learned from the Controversies -- THE PROFESSIONAL MANDATE -- National Association of Social Workers -- Council on Social Work Education -- TRENDS THAT SUPPORT RESEARCH UTILIZATION -- The Internet -- Government Performance and Results Act -- Evidence-Based Practice -- RESEARCH IN PROFESSIONAL SOCIAL WORK PRACTICE -- Lifelong Learning -- Research Opportunities for Entry-Level Social Workers -- CONCLUSION -- MAIN POINTS -- EXERCISES -- Chapter 2: THE POLITICS AND ETHICS OF SOCIAL WORK RESEARCH -- SOCIAL WORK RESEARCH: THE MEANS TO SOCIAL JUSTICE -- FUNDING FOR SOCIAL WORK RESEARCH -- Research Priorities: What's Hot, What's Not -- THE ETHICS OF RESEARCH -- Rules of Ethical Conduct -- Institutional Review Boards (IRBs) -- Informed Consent -- Assent -- Privacy -- Incentives for Participation -- Confidentiality and Anonymity -- THE ETHICS OF INTERNET RESEARCH -- CONCLUSION -- MAIN POINTS -- EXERCISES -- Chapter 3: RESEARCH PROBLEMS AND RESEARCH QUESTIONS -- UNDERSTANDING THE RESEARCH PROCESS -- IDENTIFYING THE RESEARCH PROBLEM -- Defining the Real Problem

Intervention with rural clients requires an emphasis on certain qualities of practice. The value systems of rural clients indicate a practice stance that reflects authenticity, sensitivity to hierarchy in the treatment relationship, modification of language, and a belief in clients' resources and capabilities.

"Science is a way of thinking about and investigating the accuracy of assumptions about the world. It is a process for solving problems in which we learn from our mistakes. Social work has a long history of social reform and helping efforts. Let us continue this by paying attention to the important message of this book. --Eileen Gambrill, PhD, School of Social Welfare University of California at Berkeley (From the Foreword) Although many psychosocial interventions used in social work practice have strong research evidence supporting their efficacy, a surprising number do not, potentially resulting in harmful outcomes. In this book, the authors cast a critical eye on the reality of commonly used scientific and pseudoscientific practices in social work today. Stressing the need for separating research-based practices from those not supported by adequate levels of evidence, they examine the scientific and pseudoscientific bases for popular social work interventions used in a variety of treatment settings. The text examines the misuse of legitimate research and describes how social work education training can and should discourage pseudoscience. The concluding chapter describes pathways through which social work practice can become more firmly grounded in contemporary scientific research. This engaging book is intended for courses in critical thinking and evidence-based practice and is a valuable resource for all social work students and practitioners. Key Features: Promotes critical thinking regarding the evidence-based research--or lack thereof--behind a variety of social work interventions Written by renowned social work educators Addresses the history and characteristics of pseudoscience Examines pseudoscience practices in assessment and work with children, adolescents, adults, and individuals with developmental difficulties.