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Evidence and practitioners' knowledge: some comments on a current discussion
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
2017 (English)In: Therapeutic Communities: International Journal for Therapeutic and Supportive Organizations, ISSN 0964-1866, E-ISSN 2052-4730, Vol. 38, no 3, p. 193-198Article in journal (Refereed) Published
Abstract [en]

Purpose - The purpose of this paper is to give a pedagogics-based contribution to the discussion about evidence-based practice (EBP) and its implementation, with substance abuse treatment as an area of interest. Design/methodology/approach - The paper takes its starting point in two different ways of looking at knowledge - as a product or as a process - and from there, the implications regarding the therapeutic encounter, staff training, and evaluation are examined. Findings - The reasoning reveals the importance of process thinking when it comes to developing the work field in a more comprehensive way. Originality/value- By the pedagogics-based view on EBP the paper illuminates aspects that may broaden a further discussion.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2017. Vol. 38, no 3, p. 193-198
Keywords [en]
Education, Therapeutic communities, Evidence-based practice, Reflective practice, Formative evaluation, Training
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-79218DOI: 10.1108/TC-01-2017-0003ISI: 000449005300010Scopus ID: 2-s2.0-85028772921OAI: oai:DiVA.org:lnu-79218DiVA, id: diva2:1270884
Available from: 2018-12-14 Created: 2018-12-14 Last updated: 2019-08-29Bibliographically approved

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Jenner, Håkan

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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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