Crafting usable knowledge.
Current emphasis on evaluating interventions does not address the problems of dissemination and utilization of these interventions, particularly in complex settings such as schools. Research on interventions is of value, but its generalizability to specific contexts is limited. Further, little is known about actual use of empirically supported interventions in practice settings. These concerns suggest the following: (a) There is a need to examine the dissemination process, including practitioner education and the development of a consumer information mindset by researchers; (b) guidance about selecting interventions would benefit from a systematic problem-solving orientation; and (c) research training and methodology need to be augmented with strategies and techniques suitable for developing an empirical approach to practice. These issues are addressed with specific examples drawn from school-based practice.
Rosenfield
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Department of Counseling and Personnel Services, University of Maryland, 3214 Benjamin Building, College Park, MD 20742, USA. sr47@umail.umd.edu
D002648:Child; D004059:Diffusion of Innovation; D004493:Education; D006801:Humans; D010043:Outcome and Process Assessment, Health Care; D011588:Psychology, Educational; D012106:Research; D014481:United States