Assessment, Evidence-Guided Practice, and Practice Evaluation 63 of the numerous and complex transactions that clients have with their environment. Genograms depict a family’s history and patterns of behavior and communication and can be helpful to both clients and workers as they consider ways in which the past influences and is manifested in current chal- lenges that individuals and family members face. An ecomap contrasting two scenarios for a client, Mrs. Rivera, and her social environment appears in this chapter. 6. Evidence-Guided Practice: Practice Monitoring One aspect of evidence-guided practice is monitoring one’s practice. Our pref- erence for the term evidence-guided over evidence-based is reflected in this task. Social workers’ evaluation of their effectiveness begins with monitoring themselves and the process of their interactions with and interventions on behalf of clients. The Record of Service requires students to conduct an in-depth analysis of their efforts to help individuals, families, groups, and communities with a spe- cific life stressor. An example may be found in appendix B in the textbook. The Critical Incident Report allows students to examine in depth one inci- dent by breaking it down into specific transactions between clients, significant others in clients’ lives, and themselves. This detailed analysis requires students to apply relevant theory, knowledge, research, and practice concepts, values, and ethics to the incident. Students are then required to consider how this one incident relates to and reflects their practice overall. Appendix C in the book includes two different Critical Incident Reports. 7. Evidence-Guided Practice: Practice Evaluation Workers’ commitment to evidence-guided practice means that they con- sistently strive to assess the impact of their work with clients. Three meth- ods of evaluation are available to assist workers with this task. Each of these approaches has its benefits and limitations. These methods are not mutually exclusive when used in combination, workers may arrive at a more accurate estimate of their effectiveness. In its simplest form, a single-case/subject design relies upon workers and clients establishing a baseline of where clients are prior to the start of the inter- vention (phase A) and where they are during and at the end of the interven- tion (phase B). In many instances, clients supply information that is used to establish the baseline—the dependent measure—through self-anchored ratings and completion of one or more rapid assessment instruments (RAI). Depend- ing on the practice context, information collected from others in the client’s
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