Jim Raines | California State University, Monterey Bay (original) (raw)

Papers by Jim Raines

Research paper thumbnail of Empirically Supported Tier 2 Interventions

School Social Work, 2010

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Research paper thumbnail of Extinguishing the Fires Within: Treating Juvenile Firesetters

Families in Society: The Journal of Contemporary Social Services, 1994

Children younger than 18 set approximately 60% of the incendiary fires in large cities. The autho... more Children younger than 18 set approximately 60% of the incendiary fires in large cities. The authors review the history of psychological explanations for firesetting and examine the current research regarding this phenomenon. The authors also review treatment approaches for juvenile firesetters, including behavior modification, psychodynamic therapy, family approaches, cognitive therapy, and group work. Critical considerations for effective treat' ment, including bereavement and disfigurement, are presented. Clinical examples are provided throughout the article.

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Research paper thumbnail of Analyze the Predicament

Ethical Decision-Making in School Mental Health

Analyzing the ethical predicament begins with identifying the primary client. This chapter differ... more Analyzing the ethical predicament begins with identifying the primary client. This chapter differentiates the primary client from other participants, such as supplicants, targets, beneficiaries, and consultees. This chapter also identifies important nonclient stakeholders, including school administrators, teachers, other mental health professionals, other students, and community members. It provides eight types of organizational power that stakeholders can wield, including legitimate, reward, coercive, expert, referent, information, affiliation, and group power. It recommends determining the ethical values in conflict and the competing ethical principles involved. It recommends that mental health professionals provide an ethical orientation at the outset of the relationship and understand the differences between informed consent, informed assent, passive consent, and informed dissent.

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Research paper thumbnail of Manage Clinical Concerns

Ethical Decision-Making in School Mental Health, 2021

Managing clinical concerns is a reminder that the therapeutic relationship is important throughou... more Managing clinical concerns is a reminder that the therapeutic relationship is important throughout an ethical crisis. This chapter focuses two kinds of threat assessment: suicidal threats and threats against others. It encourages mental health professionals to help students grow through the crisis and to take a developmental approach to shared decision-making while being aware of the risk factors that impair adolescent cognition. It recommends using Vygotsky’s zone of proximal development and cultural sensitivity when addressing ethical issues. Clinicians are warned about ethnocentric reactions to child discipline and to pay attention to power dynamics when working with minority families. It ends with guidance about how to create a welcome space to discuss clinician-client differences, especially due to intersectionality.

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Research paper thumbnail of Knowing Yourself and Your Professional Responsibilities

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Reflecting on the Process

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Implementing the Decision

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Identify Courses of Action

Ethical Decision-Making in School Mental Health

Identifying courses of action warns mental health professionals not to be caught in false dilemma... more Identifying courses of action warns mental health professionals not to be caught in false dilemmas where only polar options are available. This chapter suggests using the “rule of three” to ensure that least three courses of action are ascertained. Next, it recommends considering the consequences of each possible course of action. To evaluate each of the alternatives, professionals should consider the moral values involved and responsibilities to multiple stakeholders. Based on the moral development of the students involved, professionals should involve them in collaborative decision-making and treat students as partners in the ethical process.

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Research paper thumbnail of An Evidence-Informed Process for School Social Workers

Oxford University Press eBooks, Jan 8, 2010

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Research paper thumbnail of Evidence-Based Practice in School Mental Health: Addressing DSM-5 disorders in schools

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Research paper thumbnail of Evidence-Based Practice in School Mental Health: Addressing DSM-5 Disorders in Schools. Second Edition. SSWAA Workshop Series

Oxford University Press eBooks, Apr 16, 2019

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Research paper thumbnail of Investigating the Evidence

Oxford University Press eBooks, Apr 24, 2008

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Research paper thumbnail of Evidence-Based Practice in School Social Work: A Process in Perspective

Children & schools, Apr 1, 2004

The author discusses five stages of EBP using school-based examples. Drawing a parallel between r... more The author discusses five stages of EBP using school-based examples. Drawing a parallel between research and practice, the author addresses how to evaluate effectiveness using a person-in-environment approach. The author puts EBP into perspective by placing it ...

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Research paper thumbnail of A Retrospective Chronicle of the Midwest School Social Work Council: Its Vision and Influence after Forty Years

School Social Work Journal, 2008

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Research paper thumbnail of Know Yourself and Your Responsibilities

Ethical Decision-Making in School Mental Health

Knowing yourself and your responsibilities requires that you understand your ethical assumptions ... more Knowing yourself and your responsibilities requires that you understand your ethical assumptions and frameworks. This chapter identifies four major ethical theories that inform professional codes of ethics: deontology, consequentialism, ethics of care, and virtue ethics. It also provides a typology for the mental health professional’s use of self that includes (a) negative underinvolvement, (b) positive underinvolvement, (c) positive overinvolvement, and (d) negative overinvolvement. It ties each of these positions to the use of a hierarchy of professional influence, ranging from persuasion, leverage, inducement, and threat to compulsion. It also addresses the professional responsibilities of school-based mental health providers in regards to federal legislation, self-care, and their respective codes of ethics. It ends with a set of ethical guidelines and exercises for reflection.

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Research paper thumbnail of Seek Consultation

Ethical Decision-Making in School Mental Health

Seeking consultation commences with the recognition that seeking consultation is itself an ethica... more Seeking consultation commences with the recognition that seeking consultation is itself an ethical duty to the client. The chapter recommends three types of consultation, including ethical consultation, clinical consultation, and legal consultation. Ethical consultation occurs best when it is regularly scheduled, part of an ongoing relationship, and nurtures the professional’s own ethical growth. Clinical consultation can be used for ongoing supervision, understanding the connection between emotional and academic problems, staying current with clinical theory and interventions, recognizing the need for self-care, and managing clinical concerns. Legal consultation can assist with understanding constitutional rights of due process and equal protection, federal statutes such as the Every Student Succeeds Act or Individuals with Disabilities Act, state statutes, administrative regulations, and case law, such as the Tarasoff duty to protect and Jaffee v. Redmond. It ends with a discussio...

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Research paper thumbnail of Implement the Decision

Ethical Decision-Making in School Mental Health, 2021

Implementing the decision begins by double-checking that the course of action that is chosen pass... more Implementing the decision begins by double-checking that the course of action that is chosen passes six ethical tests prior to enactment. The chapter focuses on six final checks: the Golden Rule, fiduciary responsibility, justice and fairness, publicity, universality, and mitigation of harm. It recommends that mental health professionals be prepared to justify the decision by managing criticism. Criticism can be assuaged by emphasizing protection of the client, a focus on the present, and the positive outcomes achieved. It recommends that clinicians document their ethical decision-making process and use established parameters to justify their decision.

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Research paper thumbnail of Comprar Evidence-Based Practice in School Mental Health | James C Raines | 9780195366266 | Oxford University Press

Tienda online donde Comprar Evidence-Based Practice in School Mental Health al precio 26,38 € de ... more Tienda online donde Comprar Evidence-Based Practice in School Mental Health al precio 26,38 € de James C Raines, tienda de Libros de Medicina, Libros de Epidemiologia, Salud Publica y Estadistica - Salud Publica

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Research paper thumbnail of Social Work Practice with Learning Disabled Children

Children & Schools, 1989

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Research paper thumbnail of Managing Clinical Concerns

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Empirically Supported Tier 2 Interventions

School Social Work, 2010

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Research paper thumbnail of Extinguishing the Fires Within: Treating Juvenile Firesetters

Families in Society: The Journal of Contemporary Social Services, 1994

Children younger than 18 set approximately 60% of the incendiary fires in large cities. The autho... more Children younger than 18 set approximately 60% of the incendiary fires in large cities. The authors review the history of psychological explanations for firesetting and examine the current research regarding this phenomenon. The authors also review treatment approaches for juvenile firesetters, including behavior modification, psychodynamic therapy, family approaches, cognitive therapy, and group work. Critical considerations for effective treat' ment, including bereavement and disfigurement, are presented. Clinical examples are provided throughout the article.

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Research paper thumbnail of Analyze the Predicament

Ethical Decision-Making in School Mental Health

Analyzing the ethical predicament begins with identifying the primary client. This chapter differ... more Analyzing the ethical predicament begins with identifying the primary client. This chapter differentiates the primary client from other participants, such as supplicants, targets, beneficiaries, and consultees. This chapter also identifies important nonclient stakeholders, including school administrators, teachers, other mental health professionals, other students, and community members. It provides eight types of organizational power that stakeholders can wield, including legitimate, reward, coercive, expert, referent, information, affiliation, and group power. It recommends determining the ethical values in conflict and the competing ethical principles involved. It recommends that mental health professionals provide an ethical orientation at the outset of the relationship and understand the differences between informed consent, informed assent, passive consent, and informed dissent.

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Research paper thumbnail of Manage Clinical Concerns

Ethical Decision-Making in School Mental Health, 2021

Managing clinical concerns is a reminder that the therapeutic relationship is important throughou... more Managing clinical concerns is a reminder that the therapeutic relationship is important throughout an ethical crisis. This chapter focuses two kinds of threat assessment: suicidal threats and threats against others. It encourages mental health professionals to help students grow through the crisis and to take a developmental approach to shared decision-making while being aware of the risk factors that impair adolescent cognition. It recommends using Vygotsky’s zone of proximal development and cultural sensitivity when addressing ethical issues. Clinicians are warned about ethnocentric reactions to child discipline and to pay attention to power dynamics when working with minority families. It ends with guidance about how to create a welcome space to discuss clinician-client differences, especially due to intersectionality.

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Research paper thumbnail of Knowing Yourself and Your Professional Responsibilities

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Reflecting on the Process

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Implementing the Decision

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Identify Courses of Action

Ethical Decision-Making in School Mental Health

Identifying courses of action warns mental health professionals not to be caught in false dilemma... more Identifying courses of action warns mental health professionals not to be caught in false dilemmas where only polar options are available. This chapter suggests using the “rule of three” to ensure that least three courses of action are ascertained. Next, it recommends considering the consequences of each possible course of action. To evaluate each of the alternatives, professionals should consider the moral values involved and responsibilities to multiple stakeholders. Based on the moral development of the students involved, professionals should involve them in collaborative decision-making and treat students as partners in the ethical process.

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Research paper thumbnail of An Evidence-Informed Process for School Social Workers

Oxford University Press eBooks, Jan 8, 2010

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Research paper thumbnail of Evidence-Based Practice in School Mental Health: Addressing DSM-5 disorders in schools

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Research paper thumbnail of Evidence-Based Practice in School Mental Health: Addressing DSM-5 Disorders in Schools. Second Edition. SSWAA Workshop Series

Oxford University Press eBooks, Apr 16, 2019

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Research paper thumbnail of Investigating the Evidence

Oxford University Press eBooks, Apr 24, 2008

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Research paper thumbnail of Evidence-Based Practice in School Social Work: A Process in Perspective

Children & schools, Apr 1, 2004

The author discusses five stages of EBP using school-based examples. Drawing a parallel between r... more The author discusses five stages of EBP using school-based examples. Drawing a parallel between research and practice, the author addresses how to evaluate effectiveness using a person-in-environment approach. The author puts EBP into perspective by placing it ...

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Research paper thumbnail of A Retrospective Chronicle of the Midwest School Social Work Council: Its Vision and Influence after Forty Years

School Social Work Journal, 2008

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Research paper thumbnail of Know Yourself and Your Responsibilities

Ethical Decision-Making in School Mental Health

Knowing yourself and your responsibilities requires that you understand your ethical assumptions ... more Knowing yourself and your responsibilities requires that you understand your ethical assumptions and frameworks. This chapter identifies four major ethical theories that inform professional codes of ethics: deontology, consequentialism, ethics of care, and virtue ethics. It also provides a typology for the mental health professional’s use of self that includes (a) negative underinvolvement, (b) positive underinvolvement, (c) positive overinvolvement, and (d) negative overinvolvement. It ties each of these positions to the use of a hierarchy of professional influence, ranging from persuasion, leverage, inducement, and threat to compulsion. It also addresses the professional responsibilities of school-based mental health providers in regards to federal legislation, self-care, and their respective codes of ethics. It ends with a set of ethical guidelines and exercises for reflection.

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Research paper thumbnail of Seek Consultation

Ethical Decision-Making in School Mental Health

Seeking consultation commences with the recognition that seeking consultation is itself an ethica... more Seeking consultation commences with the recognition that seeking consultation is itself an ethical duty to the client. The chapter recommends three types of consultation, including ethical consultation, clinical consultation, and legal consultation. Ethical consultation occurs best when it is regularly scheduled, part of an ongoing relationship, and nurtures the professional’s own ethical growth. Clinical consultation can be used for ongoing supervision, understanding the connection between emotional and academic problems, staying current with clinical theory and interventions, recognizing the need for self-care, and managing clinical concerns. Legal consultation can assist with understanding constitutional rights of due process and equal protection, federal statutes such as the Every Student Succeeds Act or Individuals with Disabilities Act, state statutes, administrative regulations, and case law, such as the Tarasoff duty to protect and Jaffee v. Redmond. It ends with a discussio...

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Research paper thumbnail of Implement the Decision

Ethical Decision-Making in School Mental Health, 2021

Implementing the decision begins by double-checking that the course of action that is chosen pass... more Implementing the decision begins by double-checking that the course of action that is chosen passes six ethical tests prior to enactment. The chapter focuses on six final checks: the Golden Rule, fiduciary responsibility, justice and fairness, publicity, universality, and mitigation of harm. It recommends that mental health professionals be prepared to justify the decision by managing criticism. Criticism can be assuaged by emphasizing protection of the client, a focus on the present, and the positive outcomes achieved. It recommends that clinicians document their ethical decision-making process and use established parameters to justify their decision.

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Research paper thumbnail of Comprar Evidence-Based Practice in School Mental Health | James C Raines | 9780195366266 | Oxford University Press

Tienda online donde Comprar Evidence-Based Practice in School Mental Health al precio 26,38 € de ... more Tienda online donde Comprar Evidence-Based Practice in School Mental Health al precio 26,38 € de James C Raines, tienda de Libros de Medicina, Libros de Epidemiologia, Salud Publica y Estadistica - Salud Publica

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Research paper thumbnail of Social Work Practice with Learning Disabled Children

Children & Schools, 1989

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Research paper thumbnail of Managing Clinical Concerns

Ethical Decision Making in School Mental Health, 2010

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Research paper thumbnail of Forgotten Beginnings Raines Social Work 1999

Social Work

Letter to the Editor of NASW's Social Work Journal arguing that social work did NOT begin in 1898... more Letter to the Editor of NASW's Social Work Journal arguing that social work did NOT begin in 1898 as stated in the journal, but 25 years before when National Connference of Charities & Corrections met in May of 1874, or when the first book, Phases of Charity, was published in 1877 or when the first journal, Lend a Hand, was published in 1886, or the first Settlement Houses were established in the U.S. in 1887 and 1889.

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Research paper thumbnail of School Social Work and Group Work: Ethical Guidelines

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Research paper thumbnail of School Social Work Association of America Racial and Ethnic Disproportionality in School Discipline

SSWAA Webste (www.sswaa.org), 2017

Position paper approved by the SSWAA Delegate Assembly in 2017 on racial and ethnic disproportion... more Position paper approved by the SSWAA Delegate Assembly in 2017 on racial and ethnic disproportionality in school discipline

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Research paper thumbnail of SSWAA Resolution Statement: A Trauma-Informed Approach to Students with Emotional Disturbance School Social Work Association of America Resolution Statement A Trauma-Informed Approach to Students with Emotional Disturbance

SSWAA Website, 2017

The School Social Work Association of America endorses the position that all students who have be... more The School Social Work Association of America endorses the position that all students who have behavioral problems that interfere with their ability to learn in the general education classroom have the right to be evaluated for the services and disciplinary protections of students who are considered to have an emotional disturbance (ED) under the provisions of IDEIA 2004 or Section 504. When the Education for All Handicapped Children Act was passed in 1975, the criteria for the disability category, emotionally disturbed deliberately excluded children labeled socially maladjusted. This term was never defined in the legislation nor in the most recent regulations issued by the Department of Education in 2006. This situation has created confusion and controversy for more than forty years. Research shows that the distinction has primarily been used to deny services to children who have broken school rules. Those states that make the distinction have significantly lower placement rates for ED than states that do not make the distinction. Currently, less than 1% of the estimated 5% of children with emotional/behavioral disorders are served under the Individuals with Disabilities Education Act. It should be noted that African American and Native American students are more likely to be labeled with emotional disturbance, while Latina/o and Asian students are underrepresented among this disability category. Some experts have tried to differentiate between the two categories based on volition-those who were emotionally disturbed were viewed as driven by their own emotional problems while those who were socially maladjusted were viewed as deliberately choosing to engage in acts of delinquency. This distinction is untenable for three reasons. One is that both interpersonal theory and communication theory see all behavior as communicative. Secondly, these theories form the basis for completing functional behavioral assessments by which schools are mandated to determine the purpose of a child's misbehavior regardless of diagnosis. Third, a trauma-informed approach considers a student's experience of their social-cultural context as well as the effects of implicit bias. For students of color, these perceptions of "social maladjustment" and emotional disturbance may be further complicated by racial bias and lack of cultural competence in the assessment and identification process. Thus, the behavior of African American children may be perceived as more severe; while the behavior of Latina/o children may be viewed from a "cultural deficit" perspective and not defined as an "emotional disturbance." The law specifically allows that children who are deemed socially maladjusted are eligible for services if they are also emotionally disturbed. Most children who are socially maladjusted exhibit many of the characteristics of an emotional disturbance, including: an inability to build or maintain satisfactory interpersonal relationships; inappropriate types of behavior or feelings; a general, pervasive mood of unhappiness or depression; and a tendency to develop physical symptoms, pains, or fears, associated with personal or school problems.

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Research paper thumbnail of School Social Work Association of America Position Paper A Public Health Approach to School Safety & Violence Prevention

SSWAA Website (www.sswaa.org), 2018

Position Paper approved by SSWAA Delegate Assembly in 2018 on a public health approach to school ... more Position Paper approved by SSWAA Delegate Assembly in 2018 on a public health approach to school violence prevention.

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Research paper thumbnail of School Social Work Association of America Position Paper Charter Schools

SSWAA website (www.sswaa.org), 2017

Position paper approved by the SSWAA Delegate Assembly in 2017 on charter schools.

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Research paper thumbnail of School Social Work Association of America Position Paper Supervision of School Social Workers

SSWAA Website (www.sswaa.org), 2017

Position paper approved by the SSWAA Delegate Assembly in 2017 about the appropriate supervision ... more Position paper approved by the SSWAA Delegate Assembly in 2017 about the appropriate supervision of school social workers.

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Research paper thumbnail of School Social Work Association of America Position Paper School-Based Mental Health Providers

SSWAA website (www.sswaa.org), 2018

Position paper approved by the SSWAA Delegate Assembly in 2018 about school-based mental health p... more Position paper approved by the SSWAA Delegate Assembly in 2018 about school-based mental health providers.

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Research paper thumbnail of Structured Guide for Team Assessment of Self-Harming Youth School Social Work Association of America Practice Tool Structured Guide for Team Assessment of Self-Harming Youth

Evidence-based practice in school mental health: Addressing DSM-5 disorders in schools, 2019

This guide is the appendix for the last chapter of Evidence-Based Practice in School Mental Healt... more This guide is the appendix for the last chapter of Evidence-Based Practice in School Mental Health: Addressing DSM-5 disorders in schools. It uses a team-based approach to risk assessment for youth who may be a danger to self or others.

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Research paper thumbnail of Implications of Race to the Top grants on evaluation of school social workers

Editorial about U.S. Department of Education grants and personnel evaluations for school social w... more Editorial about U.S. Department of Education grants and personnel evaluations for school social workers.

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Research paper thumbnail of The development of a national school social work practice model.

Editorial about the new national school social work practice model developed for the School Socia... more Editorial about the new national school social work practice model developed for the School Social Work Association of America.

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Research paper thumbnail of Facing Our Dark Side

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Research paper thumbnail of Gnostics & Other Know-It-Alls

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Research paper thumbnail of Hope for the Hopeless

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Research paper thumbnail of J.R.R. Tolkien

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Research paper thumbnail of Power of Prayer

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Research paper thumbnail of Spiritual Assessment

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Research paper thumbnail of Spiritual Tree Exercise

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Research paper thumbnail of Title TOC Preface Ethical Decision Making in School Mental Health Raines Dibble

Ethical Decision Making in School Mental Health, 2021

This document offers a preview/pre-print of our 2nd edition of Ethical Decision Making in School ... more This document offers a preview/pre-print of our 2nd edition of Ethical Decision Making in School Mental Health. The new edition follows the updating of all of the Codes of Ethics for school mental health professionals, over 300 new references, an additional chapter on ethical recordkeeping, an updated appendix of U.S. Supreme Court cases related to student civil rights, and an expanded glossary.

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Research paper thumbnail of EVIDENCE-BASED PRACTICE IN SCHOOL MENTAL HEALTH

Evidence-based practice in school mental health, 2008

This book explains the nuts and bolts on infusing research throughout school-based practice follo... more This book explains the nuts and bolts on infusing research throughout school-based practice following guidelines set forth by the U.S. Department of Education. In clear, step-by-step detail, it provides the conceptual tools needed to locate, evaluate, and apply evidence to demonstrate positive outcomes for students. It offers a pragmatic approach to informing practice decisions with appropriate research to ensure that students receive the best service

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Research paper thumbnail of Epigenetics and Mental Health by Raines 2019

Evidence-Based Practice in School Mental Health, 2019

This excerpt argues that the science of epigenetics demonstrates that a biopsychosocial approach ... more This excerpt argues that the science of epigenetics demonstrates that a biopsychosocial approach to assessment does not consist of three separate domains, but rather three interconnected and circular domains that are inextricably tied together. It argues that mental health practitioners can no longer just take a person-in-environment approach to assessment, they must now take an environment-in-person approach due to the changes that childhood trauma inflicts on the phenotype.

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Research paper thumbnail of RE-AIM Public Health Approach to School Mental Health by Raines 2019

Evidence-Based Practice in School Mental Health, 2019

This excerpt from Evidence-Based Practice in School Mental Health explains the RE-AIM framework f... more This excerpt from Evidence-Based Practice in School Mental Health explains the RE-AIM framework for a public health approach to mental health in schools. RE-AIM is an implementation science approach to translating evidence-based programs on a larger scale. It stands for Reach, Effectiveness, Adoption, Implementation, and Maintenance

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Research paper thumbnail of Preface to EBP School Mental Health: Addressing DSM-5 Disorders in Schools by J. C. Raines (Editor) (2019).

Evidence-Based Practice in School Mental Health, 2019

The preface provides eight reasons that make this book is unique among books about child and adol... more The preface provides eight reasons that make this book is unique among books about child and adolescent mental health disorders. First, chapter authors provide the prevalence of the DSM-5 disorder among school-age children, 5-18 years old. Second, chapter author describe the changes made since the DSM-IV TR. Third, chapter authors address the problem of differential diagnosis. Fourth, chapter authors describe how to screen for students as part of a school-wide positive behavior intervention and support system. Fifth, chapter authors identify how to employ interventions using a multi-tiered system of supports framework. Sixth, chapter authors discuss how to collaborate with others (teachers, parents, school administrators, and community providers) in the student's milieu. Seventh, chapter authors provide a real-life case example of a student with the disorder. Finally, chapter authors provide an up-to-date list of web resources.

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Research paper thumbnail of Evaluating Qualitative Research Studies Raines 2011

Evaluating Qualitative Research Studies, 2011

This chapter addresses how to evaluate qualitative research studies by examining the literature r... more This chapter addresses how to evaluate qualitative research studies by examining the literature review, rationale, ethics, data collection, rigor, data analysis, discussion, and limitations.

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Research paper thumbnail of Chapter 10 Systemic Change Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 10 describes the mechanisms necessary for organizational change to support evidence-based... more Chapter 10 describes the mechanisms necessary for organizational change to support evidence-based practice in school mental health. It describes a six-part process that includes (1) exploration, (2) installation, (3) initial implementation, (4) full operation, (5) adaptation, and (6) sustainability.

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Research paper thumbnail of Chapter 9 Ethics for Evidence-based Practice Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 9 addresses ethical issues related to evidence-based practice, including informed consent... more Chapter 9 addresses ethical issues related to evidence-based practice, including informed consent, informed assent, mature minors, emancipated minors, emergency care, state-mandated situations (such as reproductive health or substance use), and no-consent needed situations (such as school-wide screenings).

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Research paper thumbnail of Chapter 8 Evaluating Individual Outcomes Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 8 discusses how to establish a baseline of academic achievement or functional performance... more Chapter 8 discusses how to establish a baseline of academic achievement or functional performance prior to creating an annual measurable goal. It addresses how to monitor progress and use single-subject research designs.

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Research paper thumbnail of Chapter 7 Evaluating Group Outcomes Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 7 describes three types of evaluation designs, including (1) exploratory designs, (2) des... more Chapter 7 describes three types of evaluation designs, including (1) exploratory designs, (2) descriptive designs, and (3) explanatory designs. It identifies several possible data sources, including archival records, interviews, observations, tests, and self-anchored scaled questions. It cautions mental health professionals not confuse correlation with causation, or statistical significance with clinical significance.

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Research paper thumbnail of Chapter 6 Adapting and Applying the Evidence Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 6 describes the rationale for adapting empirically supported treatments before applying t... more Chapter 6 describes the rationale for adapting empirically supported treatments before applying them. It argues that interventions should be adapted to meet the client's developmental level, to demonstrate cultural sensitivity, and to meet contextual constraints (in a host environment). It suggests that treatment fidelity should be parameter around adaptations so that core elements are retained.

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Research paper thumbnail of Chapter 5 Appraising the Evidence Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 4 describes five types of research, including (1) instrument studies, (2) cohort studies,... more Chapter 4 describes five types of research, including (1) instrument studies, (2) cohort studies, (3) effectiveness studies, (4) quantitative surveys, and (5) qualitative studies. It discusses three criteria used in evidence-based practice, relevance, strength, and consistency.

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Research paper thumbnail of Fairbairn's Object Relations Theory & Social Work in Child Welfare

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Research paper thumbnail of Evaluating Qualitative Research Studies

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Research paper thumbnail of Ethical Decision Making in School Mental Health - Introduction

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Research paper thumbnail of Introduction EBP School Mental Health Raines

Evidence-based practice in school mental health: Addressing DSM-5 disorders in schools, 2019

This intro to the 2nd ed covers revised definition of school mental health providers, prevalence ... more This intro to the 2nd ed covers revised definition of school mental health providers, prevalence of youth mental health, changes to the DSM-5, esp. those related to children and adolescents, RDoC, eligibility for school-based treatment using IDEA or Section 504, mental health assessment, epigenetics, mental health intervention, RE-AIM, collaboration with others (teachers, parents, administrators, & community-based service providers), and evidence-based practice standards.

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Research paper thumbnail of Chapter 1 Introduction Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 1 describes five reasons for mental health professionals to engage in evidence-based prac... more Chapter 1 describes five reasons for mental health professionals to engage in evidence-based practice, including (1) ethical reasons, (2) legal reason, (3) clinical reasons, (4) educational reasons, and (5) economic reasons. Ethical reasons include staying competent in our field of practice and staying current with new methodologies. Legal reasons include both case law and federal legislation. Clinical reasons include meeting the standard of care, avoiding harm, and providing optimal treatment. Educational reasons include the fact that schools have become the default mental health agencies for children and youth. Economic reasons are the efficient usage of services within an environment of scarcity.

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Research paper thumbnail of Chapter 2 - Definition and process Raines

Evidence-based practice in school mental health: A primer, 2008

Introduction to the process of Evidence-based practice in school mental health. It describes a fi... more Introduction to the process of Evidence-based practice in school mental health. It describes a five-step process including (1) creating answerable questions, (2) investigating the evidence, (3) appraising the evidence, (4) adapting and applying the evidence, (5) evaluating the results.

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Research paper thumbnail of Chapter 3 Creating Answerable Questions Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 3 describes how to formulate five types of answerable questions. These include (1) assess... more Chapter 3 describes how to formulate five types of answerable questions. These include (1) assessment questions, (2) risk questions, (3) prevention questions, (4) description questions, and (5) intervention questions.

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Research paper thumbnail of School Social Work in the United States (Czech)

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Research paper thumbnail of Evidence-Based-Practice-Christian-Perspective_Raines_2016.pdf

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Research paper thumbnail of Chapter 4 - Investigating the Evidence Raines

Evidence-based practice in school mental health: A primer, 2008

Chapter 4 distinguishes between primary and secondary research and when to use each. It then addr... more Chapter 4 distinguishes between primary and secondary research and when to use each. It then addresses two critical issues: the hierarchy of evidence and scientific fairness. The hierarchy of evidence begins with clinical wisdom, qualitative case studies, posttest-only designs, pretest-posttest designs, quasi-experimental designs, randomized controlled trials, through metanalysis. The chapter then discusses how to conduct a Boolean search that combines the clinical question with rigorous research, client characteristics, and contextual constraints.

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