Policy Press
9 Cultural exchange and EBP implementation
Abstract
I think that in the community mental health sectors, so many of the clients we serve have multiple diagnoses, multiple problems, multiple risk factors and so much of the research seems focused on more single diagnoses, single risk factors, so I continue to think that it’s important for researchers to do what they’re doing but continue this trend of moving towards real-world situations and trying to find alternative methods of researching in real-world environments, or else the gulf between researchers and practitioners will continue. Practitioners will get research that is too removed from the clientele that they serve and just not be that impressed with it, and vice versa. I know researchers who view practitioners as not caring just one way or another about actual evidence will get frustrated. So I think there has been some great experience now with the federal system of care grants that have gone out and some of the other grant making processes where folks are learning more about how to do research and what outcomes are like and make it applicable to folks on the front line working in real community-based clinics. (Mental health services director)
Conceptual models of evidence use in policy and practice acknowledge that the URE to make or support decisions is often a collective and interactive endeavor rather than an activity performed by any one individual decision maker (Traynor et al, 2014; Edelstein, 2016). This collective endeavor involves the utilization of social capital (Spillane et al, 2001; Honig and Coburn, 2008), social networks (Foster-Fishman et al, 2001; Valente et al, 2015), a common language (Kothari et al, 2011), and the exchange of knowledge or information between researchers and practitioners and within networks of practitioners (Lomas, 2000; Mitton et al, 2007; Nutley et al, 2007).
Abstract
I think that in the community mental health sectors, so many of the clients we serve have multiple diagnoses, multiple problems, multiple risk factors and so much of the research seems focused on more single diagnoses, single risk factors, so I continue to think that it’s important for researchers to do what they’re doing but continue this trend of moving towards real-world situations and trying to find alternative methods of researching in real-world environments, or else the gulf between researchers and practitioners will continue. Practitioners will get research that is too removed from the clientele that they serve and just not be that impressed with it, and vice versa. I know researchers who view practitioners as not caring just one way or another about actual evidence will get frustrated. So I think there has been some great experience now with the federal system of care grants that have gone out and some of the other grant making processes where folks are learning more about how to do research and what outcomes are like and make it applicable to folks on the front line working in real community-based clinics. (Mental health services director)
Conceptual models of evidence use in policy and practice acknowledge that the URE to make or support decisions is often a collective and interactive endeavor rather than an activity performed by any one individual decision maker (Traynor et al, 2014; Edelstein, 2016). This collective endeavor involves the utilization of social capital (Spillane et al, 2001; Honig and Coburn, 2008), social networks (Foster-Fishman et al, 2001; Valente et al, 2015), a common language (Kothari et al, 2011), and the exchange of knowledge or information between researchers and practitioners and within networks of practitioners (Lomas, 2000; Mitton et al, 2007; Nutley et al, 2007).
Chapters in this book
- Front Matter i
- Contents v
- Tables and figures vi
- Abbreviations vii
- Preface ix
- Introduction 1
- The need for evidence-based practice 15
- Understanding and reducing the gap 33
- EBP implementation in child welfare and child mental health 59
- Social networks and EBP implementation 75
- Use of research evidence and EBP implementation 99
- Local models of EBP implementation 119
- Research–practice–policy partnerships 139
- Cultural exchange and EBP implementation 169
- A transactional model of implementing EBP 189
- References 201
- Index 235
Chapters in this book
- Front Matter i
- Contents v
- Tables and figures vi
- Abbreviations vii
- Preface ix
- Introduction 1
- The need for evidence-based practice 15
- Understanding and reducing the gap 33
- EBP implementation in child welfare and child mental health 59
- Social networks and EBP implementation 75
- Use of research evidence and EBP implementation 99
- Local models of EBP implementation 119
- Research–practice–policy partnerships 139
- Cultural exchange and EBP implementation 169
- A transactional model of implementing EBP 189
- References 201
- Index 235
