Irwin Epstein and Stephen A. Kapp
This entry reviews agency-based research and the unique demands created by the organizational context where this activity resides. Three primary stakeholder groups are identified: administrators and program managers, supervisors, and direct service workers and clinicians. Possible uses of agency-based research by each of the respective stakeholder groups are described. Finally, the role of service consumers in agency-based research is discussed.
Implementation research seeks to inform how to deliver evidence-based interventions, programs, and policies in real-world settings so their benefits can be realized and sustained. The ultimate aim of implementation research is building a base of evidence about the most effective processes and strategies for improving service delivery. Implementation research builds upon effectiveness research and then seeks to discover how to use specific implementation strategies and move those interventions into specific settings, extending their availability, reach, and benefits to clients and communities. This entry provides an overview of implementation research as a component of research translation and defines key terms, including implementation outcomes and implementation strategies, as well as an overview of guiding theories and models and methodological issues including variable measurement, research design, and stakeholder engagement.
Jennifer L. Magnabosco
Throughout history, measuring outcomes has been a goal and priority in the human services. This entry chronicles the history of outcomes measurement in the human services in the United States and discusses present-day outcome measurement activities as well as trends and some of the key areas for outcomes measurement in several human service domains.
Rosalyn M. Bertram
This entry presents frameworks for implementing effective services. When service organizations understand and work through implementation frameworks, programs can achieve targeted fidelity and client outcomes in a sustainable manner while enhancing practitioner competence and confidence, and improving organizational culture and climate. These frameworks should be but are not yet infused throughout social work curricula. They provide a practical and conceptual bridge for supporting effective delivery of evidence-based or empirically informed practices.
Supervision of students and practitioners has been important to social work since its earliest evolution as a recognized profession. Central to the process is the idea of one professional with more knowledge, skill, and experience guiding the practice and development of another with less. The four content areas of supervision usually include direct practice, professional impact, job management, and continued learning. There are a number of supervision models, and most emphasize a positive supervisor–supervisee working relationship, a parallel process, and the importance of cultural competency. The emergence of Evidence-Based Practices and Trauma-Informed Practices has also influenced supervision. The contemporary context of social work supervision offers both opportunities and challenges to clinical supervision.