Bridging the Gap between Research and Practice: A Discussion about How to Integrate Evidence-Based Interventions in Clinical Practice Through Education

Authors

  • Hanni Flaherty Yeshiva University

DOI:

https://doi.org/10.1921/jpts.v17i2.1302

Abstract

The benefits of incorporating evidence-based interventions (EBI) in mental health settings are well documented. However, many mental health settings continue not to adopt or implement evidence-based interventions despite the benefits EBIs offer providers. This formula creates a gap between research and practice, which needs to be addressed. Evidence-based practice and interventions are defined, and facilitating factors are described in detail and is followed by a clinical case example to provide further insight. Implications for social work education, research, and practice are also discussed. The chasm between research and practice, will begin to close as practitioners’ concerns are addressed through education.

Author Biography

Hanni Flaherty, Yeshiva University

Hanni Flaherty, PhD, LCSW is an Assistant Professor in the Wurzweiler School of Social Work at Yeshiva University where she teaches both practice and research. She has completed her PhD and MSW at New York University Silver School of Social Work. Prior to returning to NYU for her PhD, Dr. Flaherty practiced clinical social work for over 10 years specializing in adolescent high-risk behaviors. Dr. Flaherty’s research interests are in the areas of clinical social work practice with a focus on innovation implementation and social work education. Dr. Flaherty’s academic training, research and years of clinical social work experience has uniquely positioned her to be an effective teacher of social work education and a researcher informed by her rich clinical experience.

 

Published

2020-07-07

How to Cite

Flaherty, H. (2020). Bridging the Gap between Research and Practice: A Discussion about How to Integrate Evidence-Based Interventions in Clinical Practice Through Education. The Journal of Practice Teaching and Learning, 17(2), 25-41. https://doi.org/10.1921/jpts.v17i2.1302

Issue

Section

Articles