James W Drisko
Datos Biográficos
| ID | 4443280 |
|---|---|
| NOMBRE | James W Drisko |
| NOMBRES | James W |
| APELLIDO | Drisko |
| FIRMA | DRISKO J W |
| AFILIACIONES | Smith College |
| ORCID | 0000-0003-4188-858X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAS | 47 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1978 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Routine Outcome Monitoring With Feedback
Routine outcome monitoring [ROM] with collaborative client feedback helps improve outcomes and reduce drops outs in psychotherapy. ROM with feedback involves session by session monitoring of client progress using standardized measures, and may include measurement of the therapeutic alliance. Results are shared with the client and yield moderate improvement with clients whose progress is not on track. ROM is used in many countries but has not, as …
Transferability and Generalization in Qualitative Research
This article examines the development of the concept of transferability in qualitative research and how it is similar to and different from generalization. Transferability is a process of abstraction used to apply information drawn from specific persons, settings, and eras to others that have not been directly studied. The concept of transferability has been minimally discussed in the social science and social work literature. The more widely use…
AIgiarism
What Is Plagiarism, How to Identify It, and How to Educate to Avoid It
Plagiarism is a continuing and growing concern in higher education and in academic publishing. Educating to avoid plagiarism requires ongoing efforts at all levels and clear policies that explain the several types of plagiarism and potential consequences when it is found. Identifying plagiarism requires complex judgments and is not a simple matter of using plagiarism detection software. Both social work programs and journals should establish clea…
Incorporating Evidence-Based Practice Into Informed Consent Practice
This conceptual article argues that evidence-based practice (EBP) is best understood as a component of the informed consent process preceding treatment. The legally mandated informed consent/consent to treat process requires that professionals disclose to clients the nature of services along with potential risks, benefits, and alternatives. Informed consent is a long-standing part of professional practice ethics with over a century of legal prece…
Multiple ways of knowing
Educational Policy and Accreditation Standards (EPAS) 2015 add new research requirements focusing on multiple ways of knowing and culturally informed approaches to knowledge building. These new requirements link to indigenous ways of knowing that orient the worldviews of many non-Western cultures. This article identifies key issues that distinguish culturally informed approaches to knowledge building from Western approaches. It provides an overvi…
Is Individual Child Play Therapy Effective
This article reports a systematic review of the effectiveness of individual child play therapy with children aged 4–12 on several different presenting concerns. From over 5,000 citations, 180 studies were reviewed in detail and 17 met the inclusion criteria. A wide range of results on different concerns were revealed, with effect sizes ranging from d = –0.04 to g = 3.63, though most ranged from .35 to .80. Across most concerns, play therapy was a…
Let’s Clearly Distinguish Evidence-based Practice and Empirically Supported Treatments
Evidence based practice [EBP] has had a strong influence on social work practice, research, and education. EBP is a multi-step process for health care decision making which includes relevant research findings in treatment planning together with the client’s preferences and clinical expertise. An empirically supported treatments [EST] is a designation for treatments for a given disorder that have met specific standards for research quality. ESTs a…
How Prepared Are MSW Graduates for Doctoral Research? Views of PhD Research Faculty
This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skill…
Active Collaboration with Clients
Evidence-based practice (EBP) is a widely recognized concept in contemporary social work practice. However, recent studies have shown that social workers do not understand EBP correctly. Standardized administrative approaches to implementing EBP have led to confusion about its core practice decision-making process. This collaborative process is the heart of EBP in direct social work practice. This article explores the EBP process and addresses a …
Learning Research through an Individual MSW Thesis
This article begins with a brief history of the thesis as a part of MSW education in the United States. The merits and challenges of completing a master’s thesis are detailed, with a focus on its role in engaging students in active learning. The concept of active learning is defined and applied to an analysis of how the thesis promotes higher-order learning. Active learning also fits well with the learning styles of millennial students. Several c…
Content Analysis
This book offers an overview of the variation within content analysis, along with detailed descriptions of three approaches found in the contemporary literature: basic content analysis, interpretive content analysis, and qualitative content analysis. This book provides an inclusive and carefully differentiated examination of contemporary content analysis research purposes and methods. Chapter 1 examines the conceptual base and history of content …
A National Content Analysis of PhD Program Objectives, Structures, and Curricula
The Group for the Advancement of Doctoral Education (GADE) promotes excellence in PhD education in Social Work. GADE’s 2013 Quality Guidelines for PhD Programs heavily emphasize preparation for research. Little is known, however, about the details of the contemporary social work PhD program structure and curriculum. Several prior surveys have examined doctoral curriculum requirements, though none was completed in the past 20 years. This content a…
Preparing PhD-Level Clinical Social Work Practitioners for the 21st Century
Social work doctoral programs are not adequately preparing students to educate future clinical practitioners. Social work is predominantly a practice profession. Social work’s PhD programs must continue the education of excellent researchers while also educating for excellence in practice, teaching, field liaison, and the supervision of practice. Nevertheless, The Group for the Advancement of Doctoral Education in Social Work (GADE) and the socia…
Holistic Competence and Its Assessment
The author examines holistic competence and its assessment as defined in the Council for Social Work Education (CSWE’s)-EPAS 2015. Draft 3 of CSWE’s EPAS 2015 requires the use of a holistic competency model by accredited BSW and MSW social work programs. The model is an efficient way to assess student competence and overall program outcomes. Yet, this model, based on human resource concepts, is largely unfamiliar in the United States and is discu…
The Common Factors Model
The common factors model advances the view that client, relationship, and clinician factors account for a greater proportion of therapeutic change than do specific techniques or types of therapy. In this era of evidence-based practice, in which specific techniques are heavily emphasized, this updated review of the common factors model focuses attention on other components of therapeutic change, including the client's contribution, the therapeutic…
The Evidence Base for Psychodynamic Psychotherapy
In this article, the authors provide background on evidence-based practice and then summarize the evidence base for short-term and long-term psychodynamic psychotherapies. The research included conforms to the hierarchy of evidence promoted by the evidence-based practice movement. Experimental research on psychodynamic psychotherapy reveals these therapies have generally moderate to large effect sizes for depressive disorders, anxiety disorders, …
Frontline Worker Perceptions of the Empowerment Process in Community-Based Agencies
Although many in the social work profession have written about empowerment, few have offered a description of the empowerment process from the perspective of clients and workers in high-risk communities. This qualitative study presents a model of empowerment practice from the perspective of frontline workers, the challenges they faced, and the strategies they used to deal with these challenges. Interviews with 28 family support specialists, socia…
Intermittent Psychotherapy
This paper details a model of intermittent psychotherapy defined as a sequence of time-limited psychotherapies over an extended period of time. The model emphasizes the importance of relationship, careful assessment of short-and long-term client needs, focused work in successive stages, attention to termination while maintaining connection, and planned follow-up contact. To support the intermittent model, a new conceptualization of termination is…
How clinical social workers evaluate practice
This study sought to determine how psychodynamically oriented clinical social workers formulate problems, monitor progress, and evaluate change in their own words. Drawing from a purposive national sample of 29 clinicians, this qualitative study found strong engagement in empirically grounded practice evaluation. Problems formulation was portrayed as a complex, challenging process that may take some time; monitoring of progress and summative eval…
Conceptualizing clinical practice evaluation
This article examines how practice evaluation and psychotherapy research have been conceptualized and enacted in social work and closely allied fields over the past 100 years. Four distinct periods are identified, each with a different professional focus, and specific educational and fiscal challenges; Several questions regarding the fit between social work's person‐in‐environment perspective and both past and present approaches to practice evalu…
Introduction
Strengthening Qualitative Studies and Reports
This article examines six criteria for conducting qualitative research and evaluating qualitative research reports in social work: (1) identification of the chosen philosophy/epistemology, (2) identification of audience and objectives, (3) specification of the study method, (4) identification of biases, (5) maintenance of social work ethics, and (6) assurance of consistency between conclusions and study philosophy, objectives, and presented data.…
Personality and gender differences
An empirical study of dichotomous personality differences distinguishing social work clinicians and researchers is reported. The personality differences were confirmed. Several gender differences were also confirmed. However, these differences were weakpredictors of research attitudes compared to terminal degree. Implications for practice and education are offered
Time‐limited therapy with children
Transferability and Generalization in Qualitative Research
This article examines the development of the concept of transferability in qualitative research and how it is similar to and different from generalization. Transferability is a process of abstraction used to apply information drawn from specific persons, settings, and eras to others that have not been directly studied. The concept of transferability has been minimally discussed in the social science and social work literature. The more widely use…
How clinical social workers evaluate practice
This study sought to determine how psychodynamically oriented clinical social workers formulate problems, monitor progress, and evaluate change in their own words. Drawing from a purposive national sample of 29 clinicians, this qualitative study found strong engagement in empirically grounded practice evaluation. Problems formulation was portrayed as a complex, challenging process that may take some time; monitoring of progress and summative eval…
Holistic Competence and Its Assessment
The author examines holistic competence and its assessment as defined in the Council for Social Work Education (CSWE’s)-EPAS 2015. Draft 3 of CSWE’s EPAS 2015 requires the use of a holistic competency model by accredited BSW and MSW social work programs. The model is an efficient way to assess student competence and overall program outcomes. Yet, this model, based on human resource concepts, is largely unfamiliar in the United States and is discu…
A National Content Analysis of PhD Program Objectives, Structures, and Curricula
The Group for the Advancement of Doctoral Education (GADE) promotes excellence in PhD education in Social Work. GADE’s 2013 Quality Guidelines for PhD Programs heavily emphasize preparation for research. Little is known, however, about the details of the contemporary social work PhD program structure and curriculum. Several prior surveys have examined doctoral curriculum requirements, though none was completed in the past 20 years. This content a…
Frontline Worker Perceptions of the Empowerment Process in Community-Based Agencies
Although many in the social work profession have written about empowerment, few have offered a description of the empowerment process from the perspective of clients and workers in high-risk communities. This qualitative study presents a model of empowerment practice from the perspective of frontline workers, the challenges they faced, and the strategies they used to deal with these challenges. Interviews with 28 family support specialists, socia…
The Common Factors Model
The common factors model advances the view that client, relationship, and clinician factors account for a greater proportion of therapeutic change than do specific techniques or types of therapy. In this era of evidence-based practice, in which specific techniques are heavily emphasized, this updated review of the common factors model focuses attention on other components of therapeutic change, including the client's contribution, the therapeutic…
Conceptualizing clinical practice evaluation
This article examines how practice evaluation and psychotherapy research have been conceptualized and enacted in social work and closely allied fields over the past 100 years. Four distinct periods are identified, each with a different professional focus, and specific educational and fiscal challenges; Several questions regarding the fit between social work's person‐in‐environment perspective and both past and present approaches to practice evalu…
Personality and gender differences
An empirical study of dichotomous personality differences distinguishing social work clinicians and researchers is reported. The personality differences were confirmed. Several gender differences were also confirmed. However, these differences were weakpredictors of research attitudes compared to terminal degree. Implications for practice and education are offered
Is Individual Child Play Therapy Effective
This article reports a systematic review of the effectiveness of individual child play therapy with children aged 4–12 on several different presenting concerns. From over 5,000 citations, 180 studies were reviewed in detail and 17 met the inclusion criteria. A wide range of results on different concerns were revealed, with effect sizes ranging from d = –0.04 to g = 3.63, though most ranged from .35 to .80. Across most concerns, play therapy was a…
Active Collaboration with Clients
Evidence-based practice (EBP) is a widely recognized concept in contemporary social work practice. However, recent studies have shown that social workers do not understand EBP correctly. Standardized administrative approaches to implementing EBP have led to confusion about its core practice decision-making process. This collaborative process is the heart of EBP in direct social work practice. This article explores the EBP process and addresses a …
Preparing PhD-Level Clinical Social Work Practitioners for the 21st Century
Social work doctoral programs are not adequately preparing students to educate future clinical practitioners. Social work is predominantly a practice profession. Social work’s PhD programs must continue the education of excellent researchers while also educating for excellence in practice, teaching, field liaison, and the supervision of practice. Nevertheless, The Group for the Advancement of Doctoral Education in Social Work (GADE) and the socia…
Time‐limited therapy with children
Personality and gender differences
An empirical study of dichotomous personality differences distinguishing social work clinicians and researchers is reported. The personality differences were confirmed. Several gender differences were also confirmed. However, these differences were weakpredictors of research attitudes compared to terminal degree. Implications for practice and education are offered
Strengthening Qualitative Studies and Reports
This article examines six criteria for conducting qualitative research and evaluating qualitative research reports in social work: (1) identification of the chosen philosophy/epistemology, (2) identification of audience and objectives, (3) specification of the study method, (4) identification of biases, (5) maintenance of social work ethics, and (6) assurance of consistency between conclusions and study philosophy, objectives, and presented data.…
Conceptualizing clinical practice evaluation
This article examines how practice evaluation and psychotherapy research have been conceptualized and enacted in social work and closely allied fields over the past 100 years. Four distinct periods are identified, each with a different professional focus, and specific educational and fiscal challenges; Several questions regarding the fit between social work's person‐in‐environment perspective and both past and present approaches to practice evalu…
Introduction
How clinical social workers evaluate practice
This study sought to determine how psychodynamically oriented clinical social workers formulate problems, monitor progress, and evaluate change in their own words. Drawing from a purposive national sample of 29 clinicians, this qualitative study found strong engagement in empirically grounded practice evaluation. Problems formulation was portrayed as a complex, challenging process that may take some time; monitoring of progress and summative eval…
Intermittent Psychotherapy
This paper details a model of intermittent psychotherapy defined as a sequence of time-limited psychotherapies over an extended period of time. The model emphasizes the importance of relationship, careful assessment of short-and long-term client needs, focused work in successive stages, attention to termination while maintaining connection, and planned follow-up contact. To support the intermittent model, a new conceptualization of termination is…
Frontline Worker Perceptions of the Empowerment Process in Community-Based Agencies
Although many in the social work profession have written about empowerment, few have offered a description of the empowerment process from the perspective of clients and workers in high-risk communities. This qualitative study presents a model of empowerment practice from the perspective of frontline workers, the challenges they faced, and the strategies they used to deal with these challenges. Interviews with 28 family support specialists, socia…
The Evidence Base for Psychodynamic Psychotherapy
In this article, the authors provide background on evidence-based practice and then summarize the evidence base for short-term and long-term psychodynamic psychotherapies. The research included conforms to the hierarchy of evidence promoted by the evidence-based practice movement. Experimental research on psychodynamic psychotherapy reveals these therapies have generally moderate to large effect sizes for depressive disorders, anxiety disorders, …
The Common Factors Model
The common factors model advances the view that client, relationship, and clinician factors account for a greater proportion of therapeutic change than do specific techniques or types of therapy. In this era of evidence-based practice, in which specific techniques are heavily emphasized, this updated review of the common factors model focuses attention on other components of therapeutic change, including the client's contribution, the therapeutic…
Content Analysis
This book offers an overview of the variation within content analysis, along with detailed descriptions of three approaches found in the contemporary literature: basic content analysis, interpretive content analysis, and qualitative content analysis. This book provides an inclusive and carefully differentiated examination of contemporary content analysis research purposes and methods. Chapter 1 examines the conceptual base and history of content …
A National Content Analysis of PhD Program Objectives, Structures, and Curricula
The Group for the Advancement of Doctoral Education (GADE) promotes excellence in PhD education in Social Work. GADE’s 2013 Quality Guidelines for PhD Programs heavily emphasize preparation for research. Little is known, however, about the details of the contemporary social work PhD program structure and curriculum. Several prior surveys have examined doctoral curriculum requirements, though none was completed in the past 20 years. This content a…
Preparing PhD-Level Clinical Social Work Practitioners for the 21st Century
Social work doctoral programs are not adequately preparing students to educate future clinical practitioners. Social work is predominantly a practice profession. Social work’s PhD programs must continue the education of excellent researchers while also educating for excellence in practice, teaching, field liaison, and the supervision of practice. Nevertheless, The Group for the Advancement of Doctoral Education in Social Work (GADE) and the socia…
Holistic Competence and Its Assessment
The author examines holistic competence and its assessment as defined in the Council for Social Work Education (CSWE’s)-EPAS 2015. Draft 3 of CSWE’s EPAS 2015 requires the use of a holistic competency model by accredited BSW and MSW social work programs. The model is an efficient way to assess student competence and overall program outcomes. Yet, this model, based on human resource concepts, is largely unfamiliar in the United States and is discu…
Active Collaboration with Clients
Evidence-based practice (EBP) is a widely recognized concept in contemporary social work practice. However, recent studies have shown that social workers do not understand EBP correctly. Standardized administrative approaches to implementing EBP have led to confusion about its core practice decision-making process. This collaborative process is the heart of EBP in direct social work practice. This article explores the EBP process and addresses a …
Learning Research through an Individual MSW Thesis
This article begins with a brief history of the thesis as a part of MSW education in the United States. The merits and challenges of completing a master’s thesis are detailed, with a focus on its role in engaging students in active learning. The concept of active learning is defined and applied to an analysis of how the thesis promotes higher-order learning. Active learning also fits well with the learning styles of millennial students. Several c…
How Prepared Are MSW Graduates for Doctoral Research? Views of PhD Research Faculty
This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skill…
Multiple ways of knowing
Educational Policy and Accreditation Standards (EPAS) 2015 add new research requirements focusing on multiple ways of knowing and culturally informed approaches to knowledge building. These new requirements link to indigenous ways of knowing that orient the worldviews of many non-Western cultures. This article identifies key issues that distinguish culturally informed approaches to knowledge building from Western approaches. It provides an overvi…
Is Individual Child Play Therapy Effective
This article reports a systematic review of the effectiveness of individual child play therapy with children aged 4–12 on several different presenting concerns. From over 5,000 citations, 180 studies were reviewed in detail and 17 met the inclusion criteria. A wide range of results on different concerns were revealed, with effect sizes ranging from d = –0.04 to g = 3.63, though most ranged from .35 to .80. Across most concerns, play therapy was a…
Let’s Clearly Distinguish Evidence-based Practice and Empirically Supported Treatments
Evidence based practice [EBP] has had a strong influence on social work practice, research, and education. EBP is a multi-step process for health care decision making which includes relevant research findings in treatment planning together with the client’s preferences and clinical expertise. An empirically supported treatments [EST] is a designation for treatments for a given disorder that have met specific standards for research quality. ESTs a…
Incorporating Evidence-Based Practice Into Informed Consent Practice
This conceptual article argues that evidence-based practice (EBP) is best understood as a component of the informed consent process preceding treatment. The legally mandated informed consent/consent to treat process requires that professionals disclose to clients the nature of services along with potential risks, benefits, and alternatives. Informed consent is a long-standing part of professional practice ethics with over a century of legal prece…
What Is Plagiarism, How to Identify It, and How to Educate to Avoid It
Plagiarism is a continuing and growing concern in higher education and in academic publishing. Educating to avoid plagiarism requires ongoing efforts at all levels and clear policies that explain the several types of plagiarism and potential consequences when it is found. Identifying plagiarism requires complex judgments and is not a simple matter of using plagiarism detection software. Both social work programs and journals should establish clea…
Transferability and Generalization in Qualitative Research
This article examines the development of the concept of transferability in qualitative research and how it is similar to and different from generalization. Transferability is a process of abstraction used to apply information drawn from specific persons, settings, and eras to others that have not been directly studied. The concept of transferability has been minimally discussed in the social science and social work literature. The more widely use…
AIgiarism
Routine Outcome Monitoring With Feedback
Routine outcome monitoring [ROM] with collaborative client feedback helps improve outcomes and reduce drops outs in psychotherapy. ROM with feedback involves session by session monitoring of client progress using standardized measures, and may include measurement of the therapeutic alliance. Results are shared with the client and yield moderate improvement with clients whose progress is not on track. ROM is used in many countries but has not, as …
Psychology (24 obras) · Medicine (16 obras) · Political science (15 obras) · Social Work (15 obras) · Sociology (14 obras) · Social Work Education and Practice (12 obras) · Computer Science (10 obras) · Engineering ethics (9 obras) · Medical education (9 obras) · Engineering (8 obras)