Leseprobe
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Science and Pseudoscience in Social Work Practice
Bruce A. Thyer, Monica G. Pignotti
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Geisteswissenschaften, Kunst, Musik / Pädagogik
Beschreibung
"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
Kundenbewertungen
clinical assessment, pseudoscientific practices, trauma, TFT, critical thinking, young children, developmental disabilities, Thought Field Therapy, adolescents, social work practice, evidence-based practice, science