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This brief provides an overview of the emerging field of Electronic Therapy, E-Therapy, with a specific focus on alcohol and substance abuse. Understanding barriers that prevent individuals from seeking necessary mental health treatment is at the center of the development and analysis of practice models of care. Geographic location, transportation, language barriers and other situations contribute to difficulties in obtaining adequate treatment for mental illness. E-Therapy eliminates these barriers by administering counseling and mental health services through audio or audiovisual means. This brief examines E-Therapy best practices as they apply to alcohol and substance abuse intervention and prevention. JOHN S. WODARSKI, Ph.D., M.S.S.W., is a Professor of Social Work at the University of Tennessee College of Social Work. He also serves as a Senior Research Scientist with the University of Tennessee Children's Mental Health Services Research Center. Dr. Wodarski received his B.S. degree from Florida State University, the M.S.S.W degree from the University of Tennessee, and the Ph. D. from Washington University in Saint Louis. From 1993-2000 he served as the Janet B. Wattles Research Professor and Director for the Research Center and Doctoral Program of the State University of New York at Buffalo. His main interests include Child and Adolescent Health Behavior, including research on violence, substance abuse, depression, sexuality and employment. Dr. Wodarski's research experiences include multiple funded projects which form the basis for his knowledge of the use of peer structures to facilitate learning. He is currently serving as the Principal Investigator on three SAMHSA-funded grants: 'HIV/AIDS and Substance Abuse Primary Prevention in Minority Adolescents,' 'HIV/AIDS Primary Prevention Program with Caribbean Youth,' and 'The Expanded Care Coordination through the Use of Health Information Technology.' SARAH CURTIS, M.S.S.W, L.M.S.W., received her master's degree from the University of Tennessee in May 2012. She has extensive experience in sexuality education and joined The University of Tennessee Children's Mental Health Services Research Center to work with the HIV/AIDS and Substance Abuse Primary Prevention in Minority Adolescents projects. She has collaborated with Dr. Wodarski on several journal publications.

"The book fully integrates evidence based practice methodology into the heart of the text, rather than in a single chapter. In addition to presenting the key concepts needed for the research methods text, the book helps students not only understand the research process, but it also equips them with the skills needed to a) evaluate studies b) translate relevant behavioral science into practice principles and implement evaluation procedures in their daily practice. The book begins with an introduction and rationale for using evidence based practice and the basic roles of an evidence based practitioner. Next the book covers evaluating research into practice generalizations. Then the authors cover designs for evaluation of practice, traditional designs, application of statistical techniques in evaluation of practice and advanced statistical techniques in social work research. Next the book covers the research process in preparing for research, developing and formulating quality proposals, developing management information systems for Human Services and emerging trends and issues"--

Children and adolescents -- Evidence-based interventions in social work: a practitioner's manual -- Developmental disabilities -- Conduct disorder -- Attention-deficit/hyperactivity (ADHD) -- Oppositional defiant disorder -- Enuresis and encopresis -- Separation anxiety disorder -- Bulimia nervosa -- Anorexia nervosa -- Adults -- Generalized anxiety disorder (GAD) -- Alcohol abuse -- Poly-substance abuse -- Schizophrenia -- Major depressive disorder and dysthymic disorder -- Bipolar disorder -- Panic disorder with agoraphobia -- Specific and social phobias -- Obsessive-compulsive disorder -- Post-traumatic stress disorder -- Borderline personality disorder -- Brief cases -- Teen pregnancy -- Opiate abuse -- Poly-substance abuse in teenagers -- Child sexual abuse -- Teen pregnancy -- Teenage sexual abuse -- Oppositional defiant disorder -- Antisocial personality disorder -- Physical disability 1 -- Physical disability 2 -- Domestic violence

The last decade has witnessed growing efforts among schools of social work to improve their stature through research productivity. Research centers play a significant role in this quest through the provision of the following: a personalized approach to securing funding, grants seminars, grant and management critiques, a personalized system of networking, and provision of other types of support. Guidelines for the initiation and management of social work research centers are provided and discussed in relation to the author's experiences in directing research efforts in a variety of administrative roles and contexts.

This article presents data from the evaluation of a multicomponent intervention to change the research productivity at 1 of the 50 largest universities in the country. The components include development of a more adequate information exchange system, a systematic approach to securing funds, grants seminars, indirect cost returns, unplanned research expenditures, and other support activities. The creation and maintenance of a positive culture for research, especially as pertinent to schools of social work, is emphasized.