Evidence Based Practice Intervention SW 3810 Assessing and Using Evident in a Social Work Practice Competencies:

Jones 2

Analy e an e!"irical researc# "a"er$article t#at e%a!ines an intervention relevant to yo&r area o' social (ork "ractice or interest)

*or!&late a +&estion a,o&t a "ractice "ro,le! or concern relevant to yo&r "lace!ent$e!"loy!ent$area o' interest)

*ind a "eer-revie(ed article t#at descri,es an intervention t#at !ay ans(er yo&r +&estion)

.o( do activities$t#eory o' t#e "rogra! relate to t#e "ro,le!/ .o( does t#e intervention address t#e "ractice +&estion/ W#at does t#e researc# tell yo& o' e''ectiveness/ .o( do yo& kno( it0s valid/ Is t#e intervention co!"ati,le (it# clients in a c&lt&ral conte%t/ 1o t#e agencies #ave t#e reso&rces to i!"le!ent t#e interventions as designed/

Advantages and disadvantages o' &sing evidence-,ased "ractice in 'ield "lace!ent or social (ork "ractice in general)

Evidence Based Practice Intervention

Jones 3

A college ed&cation is so!et#ing t#at "eo"le #ave ,eg&n to take !ore serio&sly over t#e "ast several years) It is e%tre!ely di''ic&lt to 'ind a decent 2o, (it#o&t a degree) Wit# t#at said3 it s#o&ld co!e as no s&r"rise t#at !ore "eo"le are attending college) 4ne do(n'all to t#is increase is t#e 'ail&re o' college st&dents attending t#eir classes) I 'o&nd !ysel' asking3 5(#at ty"e o' intervention (o&ld #el" !otivate st&dents to co!"lete college/6 A'ter all3 it is college attendance t#at can deter!ine (#et#er a st&dent "asses or 'ails a co&rse) Eac# 'ail&re adds !ore and !ore ti!e onto a st&dent0s 5grad&ation clock6 or t#e a!o&nt o' ti!e it s#o&ld take 'or one to grad&ate (it# a degree) I 'o&nd a st&dy ,ased on t#e "ros o' college !entors and #o( t#ey can #el" !otivate st&dents to attend class) In 57#e E''ects o' St&dent 8oac#ing in 8ollege9 An Eval&ation o' a :ando!i ed E%"erien!ent in St&dent ;entoring63 t#e a&t#ors3 Eric P) Bettinger and :ac#el Baker disc&ss t#e e''ects o' coac#ing to st&dents over t#e co&rse o' t(o years) Inside7rack (as designed as a st&dent coac#ing service (#ic# rando!ly assigned a st&dent to a coac#) Bettinger and Baker (ere concerned over t#e lack o' college co!"letion in t#e United States3 es"ecially a'ter 'inding ot#er co&ntries #ad #ig#er co!"letion rates) W#ile t#e United States #as increased 2-3 "ercentage "oints3 co&ntries like t#e U< and *rance are reac#ing "ercentage "oints as #ig# as 1= >Bettinger and Baker3 ")1?) Bettinger and Baker decided t#at (it# t#e &se o' Inside7rack3 st&dents (o&ld ,e a,le to ,e !atc#ed to t#eir coac#es3 (#o (o&ld #el" "rioriti e st&dent0s st&dies3 "lan t#eir "at# to s&ccess3 and identi'y and overco!e ,arriers to st&dent0s acade!ic s&ccess >") 2?) 8oac#es also #ad to ,e 'a!iliar (it# t#e st&dent0s li'e o&tside o' sc#ool) 7#eir 5ot#er li'e6 co&ld "otentially ,e 'illed (it# t#ings t#at !ay s(ay a st&dent 'ro! t#eir s&ccess "at#) I ,elieve t#is is a very

Evidence Based Practice Intervention

Jones @

i!"ortant as"ect o' a coac#0s 2o,) I' t#ey are 2&st taking in in'or!ation regarding a st&dent0s ca!"&s li'e3 t#ey co&ld easily !iss so!et#ing very vital a,o&t t#eir o''-ca!"&s li'e) In t#is st&dy3 t#ere (ere t(o gro&"s9 t#e coac#ed and t#e non-coac#ed st&dents) Bettinger and Baker 'o&nd t#at retention and co!"letion rates (ere al(ays greater in t#eir coac#ed gro&"s) A'ter si% !ont#s3 coac#ed st&dents (ere =)2 "ercentage "oints !ore likely to still ,e enrolled t#an t#e non-coac#ed st&dents) By t#e end o' t#e 12 !ont#s "eriod3 t#e coac#ed gro&" reac#ed =)3 "ercentage "oint3 and ,y 18 !ont#s3 @)3 "ercentage "oints) 4nce t#e st&dy ca!e to an end at t(enty-'o&r !ont#s3 t#ere (as still a 3)@ "ercentage "oint treat!ent e''ect 'ro! t#eir coac#ing) 7#ere #ad ,een so!e ,arriers to t#is st&dy3 s&c# as 'inancial ,arriers and li+&idity constraints or st&dents0 incentives) 7#ese o'ten 'oc&s on 5identi'ying t#e e''ects o' additional 'inancial aid on st&dents0 "ersistence and grad&ation >") @?) Inside7rack #ad also "roven t#at it "rovided st&dents (it# a "ositive e%"erience) 8ollege !entors#i" #as ele!ents o' acade!ic "re"aration3 in'or!ation gat#ering3 and social integration >")@?) 7#ese t#ree t#ings are vital in a st&dent0s li'e ,eca&se t#ey #ave to ,e a,le to do all o' t#ese t#ings once t#ey enter t#e real (orld and are #ired into a 2o, ,ased on t#eir degree) Bettinger and Baker also 'elt t#at t#is st&dy co&ld ,e t#e 5n&dge6 t#at !any st&dents need to stay on track and co!"lete college in a ti!ely !anner) 4'ten ti!es st&dents e%"erience 'eelings o' se"aration and e%cl&sion3 (#ic# !ig#t contri,&te to dro"-o&t rates) By ena,ling a st&dent to reac# o&t to coac#es3 (e #ave allo(ed t#e! to o"en &" aro&nd t#e! and disc&ss t#eir 'eelings a,o&t sc#ool and ot#er as"ects o' li'e) I 'eel like an intervention like t#is !ig#t ,e a,le to #el" decrease college3 and "er#a"s even #ig# sc#ool3 dro"-o&t rates) 7#e activities o' t#is "rogra! related to t#e "ro,le! ,y #aving !entors kee" ta,s o' college st&dents) 7#e lack o' class attendance (as incredi,ly lo(3 "lacing a lag on college

Evidence Based Practice Intervention

Jones =

co!"letion) Inside7rack allo(ed coac#es to call t#eir st&dents reg&larly and t#eir sessions (ere !ade to ,e 5individ&ali ed and 'oc&sed on s&ccess in sc#ool6 >")10?) I 'eel it is i!"ortant to "ersonali e sessions so t#at st&dents !ay 'eel !ore co!'orta,le a,o&t o"ening &") Also3 it solidi'ies a st&dent-co&nselor relations#i"3 ,&ilding tr&st and 'eelings o' (ort#) By revie(ing Inside7rack3 I (as a,le to 'or!&late an ans(er to !y "ractice +&estion9 (#at kind o' intervention #el"s st&dents co!"lete college/ In order to s(ay st&dents to stay in sc#ool and attend classes3 t#e coac#es enco&raged "ersistence and co!"letion ,y #el"ing st&dents 'ind (ays to overco!e ,ot# acade!ic and 5real-li'e6 ,arriers as (ell as identi'y strategies 'or s&ccess >")10?) 7#e co!,ination o' co&nseling st&dents (it# sc#ool and ot#er li'e stressors !ade a great i!"act on t#e st&dents) W#et#er one is in sc#ool or not3 #aving so!eone coac# yo& and c#eer 'ro! t#e sidelines (ill al(ays ,oost yo&r sel'-estee!) A'ter st&dying t#e researc# regarding Inside7rack3 it see!s t#e e''ectiveness o' t#e intervention #as #ad no signi'icant di''erence ,et(een t#e coac#ed and non-coac#ed st&dents) 1ata s#o(s t#at at t#e 12 !ont# retention3 "ersistence rates 'or coac#ed st&dents (ere @8)8A and non-coac#ed (ere @3)=A) .o(ever3 i' I #ad t#e o"tion to re"licate t#is st&dy in !y agency3 I (o&ld) I also 'eel t#at t#is st&dy (o&ld ,e "ossi,le to re"licate) Bettinger and Baker (ere not ,iased in t#eir researc# at all3 and #ad Inside7rack r&nning in all ty"es o' sc#ools (it# all ty"es o' st&dents) Pre"aring a rando! sa!"le !ig#t ,e easier t#an i' t#is st&dy (as cond&cted (it# solely (#ite !en) 7#e !ore s"eci'ic t#e st&dy3 t#e !ore di''ic&lt it !ay ,e to re"licate) 4verall3 I (as "leased (it# !y 'indings and a! #a""y to see t#at t#is intervention (orked o&t in !y 'avor) Even t#o&g# t#ere (ere no signi'icant di''erences ,et(een t#e t(o gro&"s o' st&dents3 it is still a start to get st&dents on t#eir "at# to s&ccess)

Evidence Based Practice Intervention

Jones B

I "ersonally 'elt t#at (riting !y "a"er on an evidence ,ased "ractice intervention (as one o' t#e !ore di''ic&lt assign!ents given to &s in t#e co&rse) I did learn a lot a,o&t (ays to researc# and 'ind articles as (ell as (ays in (#ic# to inter"ret interventions3 ,&t I a! not "artic&larly 'ond o' researc#) It is so!et#ing t#at does not a""eal to !e3 t#o&g# I #ave a great a!o&nt o' res"ect 'or t#ose (#o do en2oy it) 7#is assign!ent did test !e greatly3 ,&t I ca!e to a""reciate t#e 'inal o&tco!e once all t#e data (as "&t toget#er) I 'elt I (as a,le to !eet !ost o' t#e co!"etencies o' t#is "a"er) I c#ose !y to"ic on e''ects o' st&dent coac#ing in college ,eca&se at t#at "oint in ti!e3 I (as not (orking in t#e 'ield3 and I 'elt t#at t#is to"ic a,o&t college (as !ore relevant) I 'or!&lated a +&estion a,o&t a concern I #ad in regards to t#e large n&!,er o' college st&dents 'ailing to attend t#eir classes9 (#at ty"e o' intervention (o&ld #el" !otivate st&dents to co!"lete college/ A'ter !any #o&rs o' researc#3 I ca!e &"on an article t#at disc&ssed t#e "ros o' college !entors and #o( t#ey can #el" !otivate st&dents to attend college) I disc&ssed t#e activities o' t#is "rogra! relating to t#is "ro,le! ,eca&se t#e st&dents #ad !entors t#at ke"t ta,s o' t#e! reg&larly) 7#is article on st&dent coac#ing in college (as a,le to ans(er !y +&estion I #ad "revio&sly 'or!&lated in regards to #o( to get st&dents to attend classes !ore reg&larly) .o(ever3 t#e researc# did not 'ind any signi'icant di''erences ,et(een t#e coac#ed and t#e noncoac#ed st&dents3 !aking t#e e''ectiveness o' t#e intervention see! !ore like a stretc#) I t#ink I co&ld #ave talked '&rt#er a,o&t validity o' t#e article in !y "a"er) I do not t#ink I (ent into !&c# detail a,o&t validity like I "ro,a,ly s#o&ld #ave) I did address t#at t#e intervention (as cond&cted (it# solely (#ite !en3 so i!"le!enting t#is intervention in ot#er c&lt&ral conte%ts !ig#t end (it# di''erent res&lts) I ,elieve t#e !ore s"eci'ic t#e st&dy3 t#e !ore di''ic&lt it (o&ld ,e to re"licate) Castly3 I t#ink I co&ld #ave incor"orated !ore advantages and disadvantages o'

Evidence Based Practice Intervention

Jones D

t#e intervention into !y "a"er) I only incl&ded one reason 'or eac#3 and a'ter all t#at researc#3 I 'eel like I s#o&ld #ave ,een a,le to co!e &" (it# !ore)