The perceptions of social workers about barriers to implementing Evidence-Based Practice in School Social Work settings in two Arab countries | ||||
| Egyptian Journal of Social Work | ||||
| Article 5, Volume 14, Issue 1 - Serial Number 14, June 2022, Page 105-120 PDF (328.95 K) | ||||
| Document Type: Methodological Articles | ||||
| DOI: 10.21608/ejsw.2019.10423.1048 | ||||
 View on SCiNiTO | ||||
| Author | ||||
mohamed abdelhakim khalaf  
| ||||
| Helwan University | ||||
| Abstract | ||||
| School social work practitioners provide important social services in one of the most critical settings in social work. The role requires practitioners to be fully aware of ongoing changes and updates within the profession, as it relates to problems and phenomena in a school community. At the beginning of the current millennium, evidence-based social work practice emerged. It emphasized the importance of preparing practitioners to make appropriate decisions for professional interventions with clients. The purpose of the study reported was to identify the social workers’ perceptions of barriers to implementing evidence-based practice (EBP) in school of social work settings in two Arab countries. In their descriptive cross-sectional study, the author examined a survey sample of 80 Social Workers in school social work settings in Egypt and Qatar. Findings from this study indicated to barriers within four main categories: Practitioners; organizational; clients; and the nature of EBP process. Additionally, the author suggests some strategies for overcoming the identified barriers. | ||||
| Keywords | ||||
| Evidence-Based Practice; School Social Work Settings - Arab countries | ||||
|
Statistics Article View: 257 PDF Download: 530 |
||||
