Evidence-Based Practice in Foster Parent Training and Support ...

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EBP in Foster Parent Training and SupportDefining Evidence-Based PracticeIt is important to think of EBP as a process of posing a question, searching for andevaluating the evidence, and applying the evidence within a client- or policy-specific context(Regehr, Stern, & Shlonsky, 2007). EBP blends current best evidence, community values andpreferences, and agency, societal, and political considerations in order to establish programs andpolicies that are effective and contextualized (Gambrill, 2003, 2006; Gray, 2001).The Quick reference guide assists practitioners with one important step in this process byoutlining the effectiveness of various models of foster parent training and support. Two thingsare important to note: 1) because this guide relies solely on practices that have been documentedin the peer-reviewed, published literature, some field practices may not be included, and 2) theeffectiveness of models presented in this guide may not have been developed for, or tested in, allpopulations of foster care youth. Practitioners wishing to utilize one of the models in this guideshould draw on their expertise to determine if a practice is appropriate for a given client andcontext.Evidence-Based Practice in Foster Parent TrainingTable A provides an overview of evidence based practices in foster parent training. Thetable gives the evidence-based rating for each model of foster parent training as well asempirically-based relationships among practices in foster parent training and key child welfareoutcomes. For reference, the levels of EBP for given practice models reflect the following(CEBC, 2008e):Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 167
EBP in Foster Parent Training and Support1 = Effective Practice: a practice which is well-supported by research that utilizesmultiple site replication and random assignment of participants to control and treatment groups;the practice’s intended effects (e.g., improvements in child behavior, parenting skills, etc.) havebeen sustained for at least one year.2 = Efficacious Practice: a practice which is well-supported by research that utilizesrandom assignment of participants to control and treatment groups: the practice’s intendedeffects have been sustained for at least six months.3 = Promising Practice: a practice which is supported by research that utilizes nonrandomizedcontrol and treatment groups; the intended effects of the practice have beendemonstrated.4 = Emerging Practice: a practice which is generally accepted in clinical practice asappropriate for use with children receiving services from child welfare or related systems andtheir parents/caregivers; no formal evaluations of the practice have been completed or theresearch base of this practice is descriptive or exploratory in nature (i.e., does not utilize controlgroups).Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 168
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