Teaching a systematic and evidence-based approach in an ambivalent context: A case example from Israel

Lia Levin and Liat Hamama

Evaluation and Program Planning, 2013, vol. 36, issue 1, 136-144

Abstract: Systematically planned intervention (SPI) and evidence-based practice (EBP) have become widely known and influential concepts in Israeli social service administration and provision. Nevertheless, the lack of success in implementing SPI and EBP in the social work field has returned the discussion regarding its importance and development to social work scholars and educators. The following article presents a case example describing an attempt to build social workers’ capacity to use SPI and EBP among graduate (Master level) Israeli social work students in a university-based practical workshop. A detailed description of contextual considerations and manifestations, alongside main teaching challenges and responses, general assessment of the attainment of the workshop's goals, concluding comments, and recommendations for SPI and EBP capacity builders are offered.

Keywords: Systematically planned intervention; Evidence-based practice; Logic Models; Teaching; Social work education; Context (search for similar items in EconPapers)
Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:36:y:2013:i:1:p:136-144

DOI: 10.1016/j.evalprogplan.2012.09.004

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