1

jThe University of Texas at Arlington School of Social WorkSOCW 6315: Advanced Community Practice ( On-line Course)Fall 2012

Instructor: Shing Pang, PhD, LMSWTelephone Number: 817-688-6913Email Address: pangsam@uta.eduOffice Hours: By appointment only

Please note that I reserve the right to make changes in the syllabus during the course of the semester as I see fit. Any changes that deviate from this syllabus would be announced to you beforehand.

Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Statement Regarding the Requirements of the content area of Social Work Practice: Social work practice content is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments. Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and assets;collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

I. a. Catalogue Description of Course Content: Focuses on topics, issues, and skills for mobilizing neighborhoods, communities, and client groups to solve collective human problems. Content includes the politics of empowerment, mobilizing coalitions, locating resources, and mediating conflict.

I. b. Expanded Description of Course Content: This course examines community practice, its theory and needed skills beyond the material you have learned in SOCW 5306 and SOCW 6371, both of which (or their equivalents for advanced standing students) are prerequisites for this course. In particular, students are expected to already have community assessment skills. This course is an options course for all students pursuing the Community and Administrative Practice specialization. Students typically spend substantial effort and out-of-class time preparing for the main course requirement, the community project. Emphasis will be placed on oppressed groups, social justice, and cultural competence throughout the course.

II. Student Learning Outcomes:At the completion of this course, students will be able to:

1. Critically analyze and apply a variety of community theories to practice in social work

2

2. Synthesize knowledge about the group and individual processes required to produce community change3. Build on generalist skills in community assessment to develop an evidence-informed intervention strategy/case study that applies and evaluates community practice strategies at all levels, including work at the community, neighborhood, and task-group levels, in order to enhanceclient and community well-being4. Demonstrate an understanding of collaboratives in community practice, and build upon them5. Analyze the political aspects of human service delivery6. Demonstrate skills and values relating to empowerment-based social work practice, taking into account the impact of client characteristics, cultural competency, oppression, and social justice in community practice7. Assess professional knowledge, skills, experiences, and reactions in order to promote self- awareness and life-long learning

Outcomes will be measured by academic performance on course assignments.

III. Requirements: Prerequisite: SOCW 6371 or concurrent enrollment.

IV. Required Textbook: Homan, M. (2011). Promoting Community Change, (5th ed,). Belmont, CA: Brooks/Cole.

V. Tentative Course Outline/Topics and Readings

Session(week)

Topic Assignments

18/27

Introduction to Community Change: Theories, Values, Oppression, and SocialWorkers

NOTE: This on-line course will be activated on BLACKBOARD on8/26, at noon.Text, ch. 1: Understanding the challenge to changeText, ch. 2: Theoretical frameworks for community change

Jennings, L. B., Parra-Median, D.M., Messias, D. K. H., & LcLoughlin, K. (2006). Toward a critical social theory of youth 2

9/3Community Practice and Social Work Practitioners

Text, ch. 3: Relating community change to professional practiceText, ch. 4: Putting yourself in the picture

Witkin & Altshculd, (1995). Needs Assessment. In Witkin, B. & Altshuld, J., Planning and Conducting Needs Assessments. (Parts A & B)Thousand Oaks, CA: Sage, 101-185.

Chaskin, R.J., Brown, P. & Venkatesh, S. (2001). Appendix A: Core Case Study3

9/10Different Types of Communities, Functions, Needs, Assessments

Text, ch. 5: Knowing your community

49/17

Power: Origins, Building Power, Credibility, and Responsibilities

Text, ch. 6: Power

Pippard, J. L., Bjorklund, R.W., (2003). Identifying essential techniques for social work community practice. Journal of Community Practice, 11(4), 101-116.

3

59/24

Planning for change Text, ch. 7: Powerful planning

Community attendance paper due this week. Due date no later than 9/30 at 5pm. Each day that it is late will be off one letter grade.6

10/1Community Planning,Evaluation, and Evidence- informed Practice

Text, ch. 8: People-The most powerful resource

710/8

Midterm Exam Midterm Exam on Blackboard. Fifty to sixty multiple choice questions on Blackboard. Open book. You have exactly 1.5 hour to finish the exam. You can take the exam anytime on the week of 10/8 to 10/14. The exam must be taken by 10/14, at 5pm.

810/15

Resources: development, contribution, fund-raising, donors

Text, ch. 9: Raising other resourcesText, ch. 10: Getting the word out

910/22

Developing Alliances,Networks, Collaboratives, and Partnerships

Text, ch. 11: Building the organized effortText, ch. 12: Taking action – Strategies and tacticsMizrahi, T. & Rosenthal, B. (2001). Complexities of coalition building: Leaders’ successes, strategies, struggles, and solutions. Social Work, 46(1), pp. 63-78.

Knickmeyer, L., Hopkins, K., Meyer, M. (2003). Exploring collaboration among urban neighborhood associations. Journal of Community Practice, 11/2, 13-26.

1010/29

Communities/neighborhoods as settings for change

Text, ch. 13: Enhancing the quality of neighborhoodsWong, Y. I., Park, J. M., Nemon, H. (2006). Homeless service delivery in the context of continuum of care. Administration in Social Work, 30(1). 67-94.

1111/5

Politics of human service delivery (Interagency

politics, turfism, building community strengths.)

Text, ch. 14: Increasing the effectiveness of established,formal organizationsText, ch. 15: Lobbying for change

1211/12

Final Paper Due date Final Community Project Due. Due no later than 11/18, 2012 at 5pm.Each day that it is late will be off one letter grade.

1311/19

Presentation Due date Powerpoint Presentations posted on Blackboard no later than 11/25/2012 at 5pm. Each day that it is late will be off one letter grade.

4

1411/26

Final Exam Final Exam on Blackboard. Fifty to sixty multiple choice questions on Blackboard. Open book. You have exactly 1.5 hour sto finish the exam. You can take the exam anytime on the week of 11/26 to 12/2. The exam must be taken by 12/2, at 5pm.

5

V. Descriptions of major assignments and examinations with due dates:

Six course requirements result in 1000 possible points, as indicated below.

Assignment 1: A paper on attendance at grassroots city council meeting, including theoretical models.Due Date: No later than February 17th, by 5pm via Blackboard.Total points: 150

Midterm examDue Date: No later than March 2nd, by 5pm via Blackboard.Total points: 250

Assignment 2: Community project paper.Due Date: No later than April 13th, 2012 at 5pm via Blackboard.Total points. 250 points.

Assignment 3: Presentation of Community project paper.Due Date: No later than April 27th, 2012 at 5pm via Blackboard.Total points. 50 points.

Final ExamDue Date: No later than March 2nd, by 5pm via Blackboard.Total points: 250 points.

Participation in weekly discussions on Blackboard.Total Points: 50

Grade Assignment:900 to 1000 points A800 to 899.9 points B700 to 799.9 points C600 to 699.9 points DBelow 600 points F

ANY INCOMPLETED ASSIGNMENTS OR EXAMS RESULTS IN A AUTOMATIC GRADE OF “F” FOR THE COURSE.

6

VI. Descriptions of major assignments and examinations with due dates:

Six course requirements result in 1000 possible points, as indicated below.

1.Attendance at a Grassroots Organizing Meeting or Interagency Collaboration Meeting Paper (student learning outcomes 1, 2, 5, 6, 7).

Students will attend one city council meeting, and then write a paper (APA format) that integrates theories and values learned in class. In this paper, student will also write about community practice theory and the roles of a community practitioner. The purpose is to improve student knowledge of theory so that it can be used to analyze and be applied to the Community Project/Case Study. At least three theories/models and related social worker roles must be described. Maximum Length: No more than 10 pages, double-spaced with APA formatting. 150 points. There will be a separate guideline for this paper to be emailed to all of you.

2. Community Project/Case Study Paper (student learning outcomes 1-7)The major assignment for the course involves an individual or group community project that applies a community practice approach in a real-life situation. Students will write a paper describing the project they are involved with. The project and paper are to be in the format of a case study. The emphasis of the projects chosen for this assignment may involve a community evaluation, or another appropriate subject. The project can be fictional or real. In the past, I have found that a real project at an agency serves as a better exercise for this assignment. But a fictional one or one that you want to start would be adequate also.

When possible, the case study should include feedback from consumers or clients, but not a necessity. The instructor and students will work together to identify potential projects. It is expected that an identified contact person in the community will be identified and will serve as a mentor on the project, even if your project is fictional. The purpose is to improve students’ integration of theory, knowledge and practice skills. Students will form groups of 2 to 5 members for this project. 250 points.

3. Midterm Exam. Covers chapters 1 to 8. (Student learning outcomes 1-7) 250 points.

4. Final Exam. Covers chapters 9 to 15.. (Student learning outcomes 1-7) 250 points.

7

5. Class Presentation (student learning outcomes 1-7)

Near the end of the semester, students will present their Community Project/Case Study, Tying together class readings and discussions. The purpose is to improve the student’s integration of theory, knowledge and practice skills. Presentations are on-line, so students must use PowerPoint as an effective means of communication. You present as a group, with your group partners for your community project.

6.Discussion Forum Participation (student learning outcomes 1-7)Students will be graded on their level of weekly class participation. In the Blackboard course material, specific questions/assignments are asked of students. Each student must respond to each Forum as succinctly but thoroughly as possible. 50 points.

IX. Drop Policy: Refer student to university drop policy

8

X. Americans With Disabilities Act: The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitledAmericans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorizeddocumentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.

XI. Academic Integrity: It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents’ Rules and Regulations, Series 50101, Section 2.2)XII. Student Support Services Available: The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success.These programs include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

XIII. Final Review Week: A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabi. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. Classes are held as scheduled during this week and lectures and presentations may be given.

XIV. Librarian to Contact: John Dillard: 817-272-7518, dillard@uta.edu, room A-111

XV. E-Culture Policy:The University of Texas at Arlington has adopted the University email address as an official means

9

of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.

10

All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible forchecking their email regularly.

XVI. Make-up Exam Policy: as arranged by instructor

XVII. Grade Grievance Policy: Refer to University

Catalog XVIII. Bibliography.

Community Practice

Adams, P. & Nelson, K (Eds.) (1995). Reinventing human services: Community- and family-centered practice: Hawthorne, NY: Adline de Gruyter.Austin, Michael .J., & Lowe, Jane I (1994). Controversial Issues in Communities and Organizations.Needham Heights, MA: Allyn & Bacon.Biddle, W.W., & Biddle, L.J. (1965). The community development process: The rediscovery of local initiative. NY: Holt Rinehart & WinstonBiklen, Douglas P. (1983). Community organizing: Theory and practice. Englewood Cliffs NJ: PrenticeHallBobo, K., Kendall, J., Max, S., Bobo, K.A., Kendall J.A., (1996) Organizing For Social Change, (2nd ed.).Santa Ana, CA: Seven Locks PressBrager, Specht, & Torczyner (1987) Community Organizing. Columbia University Press.Brandwein, R. A. Toward the feminization of community and organization practice. Soc i al D e v e l op m ent I s s ue s 5(2/3), pp. 193.Brown, Michael J. (2006) Building Powerful Community Organizations: A Personal Guide to CreatingGroups That Can Solve Problems and Change the World, Boston: Long Haul PressBrown, P. (1995). "The Role of the Evaluator in Comprehensive Community Inititives." In _(Eds.) James P. McConnell, Anne C. Kubisch, Lisbeth B. Schorr, and Carol H. Weiss, New Approaches to Evaluating Community Initiatives: Concepts, Methods, and Contexts. Aspen Institute. Washington, D.C.Brueggemann, W. G. (1996). The practice of macro social work. Chicago: Nelson-Hall.Bruner, C., Bell, K., Brindis, C., Chang, H., and Scarbrough, W. (1993). Charting a Course: Assessing acommunity’s strengths and needs. Des Moines IA: Child and Family Policy Center.Bryson, J. (1995) Strategic planning for public and non-profit organizations, San Francisco: Jossy-BassBurch, Hobart A. (1996). Basic Social Policy and Planning, NY: HaworthBurt, M.R., Resnick, G., Matheson, N. (December 1992). Comprehensive services integration programs for at risk youth: Final Report, Washington DC: Urban Institute.Cary, L.J. (Ed) (1970) Community Development as a process. Columbia MO: U of Missouri Press.

11

Chess, W. A. & Norlin, J. M. (1991). The community as a social system, Ch. 15 in Human Behavior and the Social Environment: A social systems model. Boston: Allyn and Bacon, 395-422.C it y Li m its , Aug/Sep 93 (Special issue on Community Organizing). 72 pages, 40 Prince St., NY, NY10012Coley, S.M. & Scheinberg, C.A. (2000). Proposal writing, 2nd ed. Thousand Oaks, CA: Sage. Condeluci, A. (1995). Interdependence: The route to community (2nd ed.) Winter Park, FL: GR Press. Cummings, S. (1998). Left behind in Rosedale. Boulder CO: Westview (Based on the Rosedale section ofFt. Worth)

12

Delgado, Melvin. (1999). Community Social Work Practice in an Urban Context : The Potential of aCapacity-Enhancement Perspective. Oxford U. Press.Downing, John, Fasano, Rob, Friedland, Patricia A., McCullough, Michael F., Mizrahi, Terry, & Shapiro, Jeremy J. (eds) (1991). Computers for social change and community organizing. NY: HaworthEwalt, P. L. Freeman, E. M. & Poole, D. L. (Eds.) (1998). Community Building: Renewal, Well-Being, and Shared Responsibility. Washington DC: NASW Press.Fauri, D, Wernet, S. & Netting, F. (2000). Cases in Macro Social Work Practice. Boston: Allyn & Bacon.Fellin, P. (1995). The community and the social worker (2nd ed). Itasca: F.E. PeacockFisher, Robert (1994) Let the people decide: Neighborhood organizing in America. Boston: TwayneFisher, Robert & Kling, Joseph (eds) (1993). Mobilizing the community. Thousand Oaks, CA: SageGallegos, J. S., (1982). Planning and administering services for minority groups, in M. Austin & W.Hershey (Eds.), Handbook on Mental Health Administration, (pp. 87-105). San Francisco: Jossey-Bass.Gambrill, E. (1997). Working with organizations and communities, in Social work practice: A criticalthinker’s guide. (pp.591-613). New York: Oxford University Press.Garvin, C. D. & Fred M. Cox, (1987) "A History Of Community Organizing Since The Civil War WithSpecial Reference To Oppressed Communities," in F. M. Cox. Strategies of CommunityOrganization, Itasca, IL: F.E.Peacock, pp 26-63.Gibelman, M. (2003). Navigating human service organizations. Chicago: Lyceum.Gutierrez, L. M. & E. A. Lewis (1999). Empowering women of color. NY: Columbia U. PressHanna, M.G., & Robinson, B. (1994). Strategies for community empowerment. Lewiston, NY: EdwinMellen Press.Herbert J. Rubin, (2000) Renewing Hope: Within Neighborhoods of Despair. NY: SUNY PressHyde, C. (1989) A Feminist Model for Macro-Practice: Promises and Problems, Administration in SocialWork, 13(3&4), pp. 145-181.Johnson, J. L., & Grant, G. (Eds.) (2005). Community Practice (Casebook). Boston: Allyn & Bacon. Kahn, S. (1982) Organizing, N.Y.: McGraw Hill, pp. 1-19.Kettner, P. M., Moroney, R.M., & Martin, L. L. (1999) Designing and Managing Programs, SagePublications.Kieffer, C. (1984). Citizen empowerment: A developmental perspective. in J. Rappaport, C. Swift, & R.Hess (Eds), Studies in empowerment: toward understanding and action (pp. 9-36). NY: HaworthKirst-Ashman, K. K., and G. H. Hall (2001). Generalist practice with organizations and communities. 2ndEd. Chicago: Nelson HallKling, Joseph M. and Prudence S. Posner (1990). Dilemmas of Activism: Class, Community, and thePolitics of Local Mobilization. Philadelphia: Temple University PressKretzmann, J. P. & McKnight, J. L. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s Assets. Evanston IL: Center for Urban Affairs and PolicyResearch, Northwestern University.

13

Kusserow, Richard, (1991) Services integration: A twenty-year perspective. Washington DC: DHHS, Office of Inspector General.Kusserow, Richard, (1991). Services integration for families and children in crisis. Washington DC:DHHS, Office of Inspector General.Lee, J.A. (1994). The empowerment approach to social work practice. NY: Columbia U Press. Leeper Buss, Fran (Ed.) (1993) Forged Under the Sun/Forjada Bajo El Sol : The Life of Maria ElenaLucas. Ann Arbor: U of Michigan Press.Logan, John R & Rabrenovic, Gordana. Neighborhood associations: their issues, their allies, and their opponents. U r ban A ff a i r s Q ua r t e r l y 26:68-94 Sep '90Long, D. D., Tice, C. J., & Morrison, J.D., (2006). Macro social work practice: A strengths perspective.Monterey, CA: Brooks/ColeLyon, L. (1987) The community in urban society. Chicago: The Dorsey Press

14

Martinez-Brawley, E.E. (1990). Perspectives on the small community: Humanistic views for practitioners. Silever Spring, MD: NASW PressMarzke, C., and Both, D. (1994). Getting Started: Planning a comprehensive services initiative. DesMoines IA: Child and Family Policy Center.Masi, Dale A . (1981). Organizing for women: Issues, strategies, and services, Lexington, MA: Lexington Books.Mattaini's, (1993) Behavior Analysis and Community Practice: A Review, Research on Social WorkPractice, 3, #4, 420-47McKnight, J.L., & Kretzmann, J., Mapping community capacity. Evanston IL: Center for Urban Affairs and Policy Research, Northwestern University.Medoff, P & Sklar, H. (1994). Streets of Hope: The fall and rise of an urban neighborhood. Boston MA:South End Press.Meenaghan, T.M., Washington, R.O., & Ryan, R.M. (1982) Macro Practice in the Human Services. NY: The Free PressMizrahi, T. & Morrison, J. (1993) “Managing dynamic tensions in social change coalitions” inCommunity Organization and Social Administration. NY: HaworthMondros, J & Wilson, S. (1997) Organizing for empowerment. NY: Columbia Univ. Press. Murphy, P.W. & Cunningham, J.V., (2003). Organizing for Community Controlled Development:Renewing Civil Society. Thousand Oaks, CA: SageMyers, D. J. (1994). Communication technology and social movements: contributions of computer networks to activism, Social Science Computer Review 12(2) 250-260.Nyden, P., Figert, A., Shibley, M., & D. Burrows (1997). Building community. Thousand Oaks, CA: PineForge Press.Patton, M.Q. (1997) Utilization-Focused Evaluation: The New Century Text_. 3rd Ed. Thousand Oaks, CA: Sage Publications.Reitzes, Donald C. and Detrich Reitzes. (1987). The Alinsky Legacy: Alive and Kicking. Greenwich CT:JAI PressRheingold, H. (1993). The virtual community: Homesteading on the electronic frontier. Reading MA: Addison WesleyRichan, Willard C. (1991) Lobbying for social change. NY: HaworthRogers, M.B. (1990). Cold Anger. Texas A&M Press, Drawer C., College Station, TX 77843.Rosenthal, B. & Mizrahi, T. (1993) “Advantages of building coalitions” in Controversial issues in MacroPractice, Needham Heights, MA: Allyn & Bacon.Rosenthal, S. J., & Cairns, J. M. (1994).Child abuse prevention: The community as co-worker. Journal ofCommunity Practice, 1(4), 45-61.Rothman, J., Erlich, J. E., & Tropman, J. E. (1995). Strategies of Community Intervention (5th ed.).Itasca, IL: F.E. PeacockRousseau, Mary F. (1991). Community: The tie that binds. Lamham, MD: University Press of America. Rubin, Herbert J., & Rubin, Irene (1986). Community Organizing and development. Columbus, OH:MerrillSchoech, D. Cavalier A., & B. Hoover (1993) Using Technology to Change the Human Service DeliverySystem, Administration in Social Work. 17(2), 31-52.

15

Simmons, L. Organizing in hard times: Labor and Neighborhoods in Hartford. Philadelphia PA: TempleUniv Press.Simon, B. L. (1994). The empowerment tradition in American social work. NY: Columbia U. Press. Soriano, Fernando I. (1995). Conducting Needs Assessment. Thousand Oaks, CA: SageSpecht, H. & Courtney, M. (1994). Unfaithful Angels. NY: The Free PressStaples, L., (1984). Roots to Power: A manual for Grassroots Organizing. NY: PraegerStaples, L.H. (1990) "Powerful Ideas about Empowerment," Administration in Social Work. 14(2), pp. 29-41.

16

Stoecker, Randy. (1994). Defending Community: The Struggle for Alternative Development in Cedar- Riverside. Philadelphia: Temple University PressTropman, J. E., Erlich, J. L., and Rothman, J. (1995). Tactics and Techniques of Community Intervention(3rd Ed). Itasca, IL: F. E. PeacockTropman, J.E. (1996) Making meetings work. Thousands Oaks CA: Sage.Tropman, J.E. (1997). Successful Community Leadership: A Skills Guide for Volunteers andProfessionals. Washington, DC: NASW Press IncWarren, M. (2001). Dry Bones Rattling: Community Building to Revitalize American Democracy, Prinston NJ: Princeton University Press.Weil, M. (1996). Model building in community practice: An historical perspective. Journal of CommunityPractice. 3(3/4), 5-67.Wenocur, Stanley, Community organizing and urban planning: whose interests do professions serve?Journal of the American Planning Association. 57:497-501 Autumn '91Witkin, B.R. & J. W. Altschuld (1995). Planning and conducting needs assessment: A practical guide.Thousand Oaks, CA: Sage

Journals (Basic)Journal of Community Practice, Haworth PressAdministration in Social Work

Journals (Specialty)Journal of Technology in Human ServicesJournal of Social PolicySocial Development Issues

17

Evidence Based Practice Resources Description ofLink

URL

Evidence-based programs database http://alted-mh.org/ebpd/index.htmSAMHSA model programs http://prevention.samhsa.gov/NIDA prevention research

http://www.nida.nih.gov/drugpages/prevention.html NIDA's principles of effective drug abuse treatment

http://www.nida.nih.gov/PODAT/PODATIndex.html The Institute for the study of therapeutic changehttp://www.talkingcure.com/index.asp

California evidence-based clearinghouse for child welfare

http://www.cachildwelfareclearinghouse.org/

Social programs that work http://www.evidencebasedprograms.org/Traditional EBP model http://www2.uta.edu/ssw/trainasfa/ebpconcept.htmCRISP searchable database of federal grant awards

http://crisp.cit.nih.gov/crisp/crisp_query.generate_screenTraditional EBP model applied to child protective services

http://www2.uta.edu/ssw/trainasfa/ebptdprs.htm

SAMHSA tools to design effective prevention programs http://www.preventiondss.org/Proven principles of successful community developmentGuide to planning and evaluating health information outreach

http://www.mainstreet.org/content.aspx?

page=2358&section=2

http://nnlm.gov/evaluation/guide/

18

Behavioral health and risk assessment tools

http://riskcomparison.careforusall.com/youthviolencerisk.htmlLivable communities: An evaluation guide from AARP

http://assets.aarp.org/rgcenter/il/d18311_communities.pdfCommunity guide to helping America’s youth http://www.helpingamericasyouth.gov/Review of behavior change and health promotion theory http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdfChild abuse prevention network, Cornell U. http://child.cornell.edu/