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• W1498647890 abstract "A prominent theme of the past week's news (7/2/95) was the connection between personal experience and public policy. Daniel Schor, NPR's (National Public Radio) leading news analyzer explored this relationship using Texas' Governor George Bush and South Carolina's Senator Jesse Helms. Bush decided to eliminate treatment programs for drugs because he had stopped drinking without anyone's help by will power alone. If he could it everyone else could, hence, no need for treatment programs. Bush's values of self reliance and use of economic resources appear to have informed his decision. Jesse Helms proposed to use the money from AIDS research, because of the disgusting, abnormal things do to invest in heart research. Helms values on Gays and Lesbians and his heart trouble factored that decision. Schor linked Bush's and Helms' policy decisions to their personal experiences. He wrapped this up with they ought to give science a chance. Meaning their decisions ought to be informed by empirical findings. Practitioners in professional education are taught and expected to use research knowledge as the basis for practice decisions; certainly different than the personal and political values used by Bush and Helms. But not quite. Aaron Rosen's (1994) scholarly investigation of knowledge used by practitioners demonstrated that Value based assertions were the most frequently used rational to inform clinical or direct (p.568) Initially the investigators found it puzzling that only a negligible use of personal (p.571) served as the base for practice decisions. Rosen explained this result as an artifact of his research design. There was a six week training program Systematic Planned Practice (SPP) for workers that focused on concepts and procedure where the importance of good supporting rational for all treatment decisions were stressed and theory and empirical evidence were viewed as preferred when available, to reliance on personal experiences only. (p. 571). In his view this emphasis discouraged workers from using their own experiences. Katherine Dunlap's (1993) history of research in social work education (1915-1991) optimistically noted that there was emerging evidence (scholarly writings) that practitioners did use knowledge based reasoning. She summarized the research with a set of significant recommendations for radical change in the research curriculum and in the teaching of research. In this editors view the recommendations contradict the optimism and tend to support Rosen's findings. There is cumulative evidence that the preparation of professionals to use knowledge (research) to inform practice appears to be unsuccessful. The profession has a long history of calls and frequent reform efforts to integrate scientific research and practice. Dissatisfaction with the scientific paradigm and the professions inability to reach the objective of persuading helping professionals to use knowledge for decision making has strengthened interest in other perspectives. The voices of Postmodernism., a paradigm for inquiry and ways of reasoning about practice, have multiplied and increased in volume. Recently a dean of a school of social work said that the journal symbolized a paradigmatic shift. While it might be wonderful to think so, I believe rather than a shift, which suggests displacement, it is a recognition that narrative inquiry is a parallel form of reasoning that can strengthen the" @default.
• W1498647890 created "2016-06-24" @default.
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• W1498647890 date "2014-06-12" @default.
• W1498647890 modified "2023-09-23" @default.
• W1498647890 title "FROM STORY TO POLICY" @default.
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