COLUMBIA UNIVERSITY SCHOOL OF SCHOOL WORK



CLINICAL RESEARCH: USING EVIDENCE IN CLINICAL DECISION MAKING (44501.005)Spring Quarter 2017Mondays 1:30 – 4.20 p.m.Instructor: Leyla Ismayilova, PhDEmail: leyla@uchicago.eduTel: 773-834-0401Office:SSA, E-2Office Hours: Mondays, 12:00 – 1:00 pm Course DescriptionThe overall goal of Clinical Research course is to provide students with an understanding of how research is used to evaluate social work practice. The course also seeks to foster the development of critical and analytical skills for assessing and translating knowledge about effective social work interventions into real-world practice situations. The course is designed to provide students with an overview of the methods, concepts, and principles of practice evaluation research in order to become practitioners who can engage in self-directed evaluation of their own practice and to make meaningful contributions to program evaluation efforts. The course will expand students’ empirical knowledge, capacity for critical assessment, and research skill development in the generation, analysis, and use of information during each phase of the assessment and intervention process. Students will learn: 1) sound assessment procedures to identify and clarify the problem for intervention; 2) the ongoing evaluation of practice as it occurs.Building on principles of social scientific inquiry and basic research methodology covered in Introduction to Social Work Research, this course will reinforce and extend understanding of a scientific, analytic approach for social workers in advanced clinical practice so that they may build knowledge for practice and evaluate their service delivery. In addition, a systematic approach to knowledge building and evaluation of service delivery relevant to the advanced clinical practice method is reinforced and enhanced by other advance curriculum areas, including required advanced Clinical Practice courses; field of practice platform courses; and advanced practice electives. Students are expected to draw on previously acquired knowledge from prior research and clinical coursework regarding problem formulation, measurement, and research design as they learn to formulate and analyze research questions for clinical practice. Strict adherence to ethical standards of scientific inquiry will be emphasized, with particular attention to protecting and promoting the well-being of vulnerable and oppressed populations.Students will be expected to demonstrate competency in “process evaluation” by engaging in ongoing qualitative assessment and monitoring as an essential part of the intervention. Furthermore, students will be expected to construct, critically assess, and adapt qualitative and quantitative tools for “outcome evaluation” involving monitoring and evaluation of client progress in reaching their goals. Such tools include various types of individualized and standardized measures, such as individualized rating scales, logs, observational measures, and rapid assessment instruments. Students will be expected to demonstrate competence in the critical examination and development of tools, within an agency context, either to assess unmet client or agency needs or evaluate clinical practice. These tools will include developing skill in designing a single-system evaluation for use with a single client, or client system, such as a couple or family, to assess clinical progress over time; and designing an original and “well-crafted” questionnaire for use with a small group of clients or clinicians engaged in a common clinical purpose. Examples of a common clinical purpose include clients participating in a therapeutic or support group or agency clinicians providing feedback about unmet needs or underutilized interventions for a particular group of clients. Finally, students will be introduced to software for statistical analysis and graphing of data from single-system designs and questionnaires. Students will apply one or more of these tools in a final evaluation project which will be conducted, whenever possible, within a specific clinical context from their field placement settings. The final project will address the planning, design, and execution of the evaluation, including data collection and analysis, as well as the reporting and application of findings to influence practice decisions.Course ContentThe role of theory (social work, social science, programmatic) in guiding accountable social work practice; The history, steps, and rationale for Evidence-Based Practice (EBP) and how EBP relates to the ethical practice of social work and practice evaluation; Qualitative assessment of competing issues to choose target(s) for interventionMeasurementReview of reliability and validity Wording items for single cases versus for small-group questionnaires Measurement reactivityUse of multiple measures and perspectivesSelecting measures of client change, including Behavioral observationsQualitative and quantitative logsIndividualized “self-anchored” scalesStandardized instruments for rapid assessment Critical appraisal of empirically supported treatments and best practices Client self-monitoring and clinician monitoring To assess targeted problem at baseline as well as changes during intervention and at follow-upTo maintain fidelity and integrity of practice intervention over timeDesign options for core practice evaluation methodsQualitative, quantitative, visual, and statistical analysis of dataCourse ObjectivesBy the completion of this course, students are expected to demonstrate:An understanding of the importance of evaluating clinical practice in social work, including strengths and limitations;Knowledge and skills in accessing, critiquing, and utilizing empirical research to formulate practice-related research questions and evaluate client outcomes;An appreciation of the importance of racial, ethnic, and cultural diversity andoppression within the context of conducting evaluation of social work practice;Comprehension and adherence to ethical standards of scientific inquiry, including those in the NASW Code of Ethics and university/agency Institutional Review Boards, especially with regard to the well-being of vulnerable and oppressed clients;Skill in clinical assessment and specification of client problems and goals;An ability to operationalize client problems and goals;An understanding of the steps involved in evaluating 1) an individual clinical case and 2) a small group of clients or clinicians engaged in a common clinical purpose, such as a support group or clinicians’ assessments of unmet client or clinical needs; An ability to select or develop measurement tools appropriate for use with 1) a specific client and their client system; and 2) a group of clients or clinicians;Proper choice of evaluation design options;Critical selection of intervention method/s appropriate for use with specific clientproblems/issues and systems;Collection of data and the use of actual data (primary or secondary) whenever feasible; Skill in documenting and analyzing the effects of social work intervention;Ability to appropriately and effectively apply evaluation findings to practice;Ability to report clinical findings to clients and to a larger audience of practitioners.Note: We will adhere to University and School policies regarding accommodations for students with disabilities, religious holidays, incomplete work, plagiarism, and students' evaluations of the course and its instruction, as stated in the SSA/University of Chicago Student Handbook. Except when an "incomplete" grade will be granted, the final grade will be lowered if absence from class is excessive (i.e. more than two classes including any excused absence). Students with disabilities are strongly encouraged to follow University procedures to ensure that necessary accommodations are made at the beginning of the semester.Course FormatThis is an advanced level course designed with strong emphasis on lectures, class discussions, group exercises, class presentations, and computer lab sessions. Audiovisual tapes may occasionally be used to supplement the class lectures.Student EvaluationThe written assignments, in-class presentation and quizzes are designed to assist you in: (a) integrating course material with field work content, (b) developing skills in differential assessment and intervention, and (c) integrating research concepts, theory, and practice.? ??? It is expected that student's assignments and class participation will reflect an understanding of both required and independent readings and critical thinking. Assignments are due at the beginning of class on the stated dates.?All written assignments should be submitted electronically via Chalk. Grades will be lowered for failure to follow directions from the syllabus and the specific assignments. An “incomplete” grade must be requested in advance and will be granted only in extraordinary circumstances.?The grade value of assignments is as follows:Assignments ValueQuizzes 20 pointsMid-term paper: Evaluation Proposal 30 points Final paper: Evaluation / Self-monitoring Findings 30 pointsClass Presentation10 pointsClass Attendance and participation in class activities 10 points 100 points totalThe grade for Class Attendance and Participation will be based upon promptness, attendance, and the quality and quantity of class participation. This does not mean that excessive participation, such as monopolization during class discussions, will be valued. For full credit in this area, I will look for a reasonable level of quality participation, beyond formally required class presentations. This will include your willingness to share during class discussions with your colleagues: 1) perceptions, feedbacks and questions from assigned readings; 2) measures and empirical clinical research from independent literature searches you conduct; and 3) case material and issues from your field placement, outside reading, or other sources.Presentations: Students will be required to make one class presentation of their projects. Students will have a choice of presenting their mid-term evaluation proposals or final results of their projects. Students who miss presentations by classmates will have 2 points deducted from their final grade for each day of presentations missed.Quizzes: To better facilitate students’ understanding of this course and prepare for the SW license exam, students are expected to take two quizzes given throughout the semester. Quizzes will include multiple-choice questions related to the assigned readings and lectures.?Percentage and Letter Grading Scale: 95-100=A83-87.4=B73-77.4=C90-94.9=A-80-82.9=B-70-72.9=C-87.5-89.9=B+77.5-79.9=C+Below 70=Failing.Required Texts:Rubin, A. and J. Bellamy (2012). Practitioner’s Guide to Using Research for Evidence Based Practice. 2nd Edition. Hoboken, NJ: John Wiley & Sons, Inc.Bloom, M. & Britner, P.A. (2012). Client-Centered Evaluation: New Models for Helping Professionals. Boston: Allyn & Bacon.Other required readings can be retrieved from the Chalk site or will be available on reserve at the SSA library. SESSION OUTLINE AND READING LISTNote: Articles are available for download on the Chalk siteWEEK 1Overview of the Course. Introduction to Evidence-Based Practice and Practice Evaluation. Locating the Evidence. Integrating evaluation and practice Arguments for and against evaluation Similarities and differences between evaluation and researchOverview of the steps involved in practice evaluationA first run through the single-subject approachPractice wisdom vs. evidence-based knowledgeIn-class Activity: Introducing EBP to an agency.REQUIRED READINGS:*Go to the Evidence-based Behavioral Practice Project /EBBP website (training.html), register for the training portal, and complete two modules EBBP Process Module and Search for Evidence Module. *Gibbs, L., & Gambrill, E. (2002).? Evidence-based practice: Counterarguments to objections.? Research on Social Work Practice, 12(3), 452-476.Rubin, A. & Bellamy (2012). Practitioner's Guide to Using Research for Evidence-Based Practice. Chapter 1: Introduction to Evidence-Based Practice Chapter 2: Steps in EBP ProcessWEEK 2Moving Beyond Empathy and Rapport: Empirically Supported Interventions. Assessing the Quality of EvidenceHierarchy of EvidenceCritical selection of interventionsCampbell and Cochrane Collaborations The Campbell Collaboration (C2): Systematic Reviews for psychosocial, behavioral, and educational interventions Use of manual-based treatments with empirical evidence of effectivenessSystematic Reviews and Meta AnalysesIn-class Activity: Review of systematic reviews, practice guidelines, and treatment manuals in small groupsREQUIRED READINGS:*: Complete the following modules:Systematic Review ModuleCritical Appraisal ModuleRubin, A. & Bellamy (2012). Practitioner's Guide to Using Research for Evidence-Based Practice. *Chapter 3: Research Hierarchies *Chapter 4: Criteria for Inferring Effectiveness Chapter 8: Critially Appraising Systematic Review and Meta-Analyses *Review one systematic review of your choice: Bisson J, Andrew M (2009) Psychological treatment of post-traumatic stress disorder (PTSD). Systematic Review. The Cochrane Collaboration. JohnWiley & Sons, Ltd.Jones C, Hacker D, Cormac I, Meaden A, Irving CB (2012). Cognitive behavioural therapy versus other psychosocial treatments for schizophrenia. Systematic Review. The Cochrane Collaboration. JohnWiley & Sons, Ltd.De Silva MJ, Cooper S, Li HL, Lund C, Patel V (2013). Effect of psychosocial interventions on social functioning in depression and schizophrenia: meta-analysis. British Journal of Psychiatry, 202:253-260.Lilienfeld, S. O. (2007). Psychological treatments that cause harm. Perspectives on Psychological Science, 2(1), 53-70.Recommended readings:Greenhalgh, T. (1997). How to read a paper: Papers that summarise other papers (systematic reviews and meta-analyses). British Medical Journal, 315(7109), 672-675.WEEK 3Assessment and Research Tools Incorporating different approaches within interviewing, assessment, and intervention. Attention to race, gender, ethnicity, power and life historyIn-class activity: Assessing a client using SCID (Structured Clinical Interview for DSM Disorders).REQUIRED READINGS:Find a systematic review, best model, or practice guidelines pertinent for one of two clients (brother or sister) from the Prince of Tides movie. Be prepared to discuss in class why the chosen intervention is the most appropriate for this client. To conduct the search, use online databases presented in class (Campbell Collaboration library, Cochrane Collaboration library, SAMHSA’s National Registry of Evidence-based Programs and Practices, etc). Link to watch The Prince of Tides movie for free.??? Do not download it. Just hit "Play"?otherwise the site will request payment.?*Tuerk, P., Brady, K. T., & Grubaugh, A. L. (2009). Clinical case discussion: Combat PTSD and substance use disorders.?Journal of addiction medicine, 3(4), 189-193.*Corcoran J. and Walsh J. (2010). Clinical Assessment and Diagnosis in Social Work Practice. Chapter 10: Depression Chapter 11: Substance Use (Focus primarily on the assessment and measurement instruments described in Appendix at the end of each chapter) *Jordan C. & Franklin, C. (2015). Clinical Assessment for Social Workers. Quantitative and Qualitative Methods. (4th Edition). Chapter 2: Linking Assessment and InterventionChambless, D. L. & Holton, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7-18. WEEK 4Treatment Objectives: Deciding on a Target for InterventionThe interview as a focused clinical assessment methodProblem identification and formulationFormulating questions from practiceSetting measurable goalsChoosing, implementing, and monitoring the interventionIn-class activity: Reviewing treatment planners and setting treatment objectives (Jongsma, A.E., Jr., Peterson, L.M., Bruce T.J. (2014). The complete adult psychotherapy treatment planner. New York: Wiley, 4th ed.)REQUIRED READINGS:Assess your client’s problem using SCID interview or any other standardized assessment tool. Be prepared to discuss the results of assessment in class. Feel free to share copies of the assessment tool with the rest of the class.*Bloom and Britner (2012)Chapter 2: Conceptualization: Naming what we see in the client situation.*Shonin, E., Van Gordon, W., & Griffiths, M. D. (2014). Cognitive behavioral therapy (CBT) and meditation awareness training (MAT) for the treatment of co-occurring schizophrenia and pathological gambling: A case study.?International Journal of Mental Health and Addiction,?12(2), 181-196.*Chorpita, B.F., Becker, K.D., & Daleiden, E.L. (2007). Understanding the common elements of evidence-based practice: Misconceptions and clinical examples. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 647-652.Brophy, G. (2000). Social Work Treatment of Sleep Disturbance in a 5-Year-Old Boy: A Single-Case Evaluation. Research in Social Work Practice, 10(6), 748-758.Lau, A. (2006). Making the case for selective and directed cultural adaptations of evidence-based treatments: examples from parent training. Clinical Psychology, 13(4), 295-310.*Grinnell R. & Unrau Y.?(2007). Social Work Research and Evaluation: Foundations of Evidence-Based Practice (8th Edition). Part IVBecoming a Culturally Sensitive Researcher WEEK 5Measurement tools I: Basic Principles & Using standardized measures Measuring Change: What are we looking for in a measure? Review of basic measurement principles Reliability, validity, reactivity, utility, directness, and sensitivity to change Use of multiple measures Standardized instruments for rapid assessment Selecting Standardized Measures for Clinical Planning, Assessment, Monitoring, and EvaluationThe ETS Test Collection (testcoll)In-class Exercise: Reviewing standardized instruments. IN-CLASS QUIZ REQUIRED READINGS:*Bloom and Brittner (2012). Chapter 3: The issues: Measurement theory: Validity, reliability, error messages, sustainabilityChapter 8: Standardized rating scales. *Berkowitz, S. J., Stover, C. S., & Marans, S. R. (2011). The child and family traumatic stress intervention: Secondary prevention for youth at risk of developing PTSD.?Journal of Child Psychology and Psychiatry,?52(6), 676-685.*Rubin, A. & Bellamy (2012). Practitioner's Guide to Using Research for Evidence-Based Practice. Chapter 11: Critically Appraising and Selecting Assessment Instruments *Fonagy, P., Target, M., Cottrell, D., Phillips, J., & Kurtz, Z. (2002). Chapter 1: Introduction and review of outcome methodology: The importance of outcome measurement (pp. 1-41). In What Works for Whom?: A Critical Review of Treatments for Children and Adolescents. New York: Guilford. Download at excerpts/fonagy.pdf[Focus primarily on Levels of Outcome Measurement pp. 5-13]Jordan C. & Franklin, C. (2015). Clinical Assessment for Social Workers. Chapter 3: Quantitative Clinical Assessment Methods Chapter 4: Standardized Assessment Measures Recommended reading: Minton M.E. & Barron C.R. (2008). Spousal Bereavement Assessment: A Review of Bereavement-Specific Measures. Journal of Gerontological Nursing, 34(8), 34.WEEK 6 Measurement tools II: Developing your own instruments Types of measurement tools, their strengths and limitationsObservational MeasuresIndividualized or "Self-Anchored" Rating ScalesGoal Attainment ScalingClient logsCollecting baseline SSE data and questionnaire dataDeveloping a measurement and recording planCoping with methodological and practical limitations;Self-management strategies and creating less stressful conditions for participants and researcher in the course of data collection.Ethical issues around collecting information from clients belonging to different race, gender, ethnicity, sexual orientation, religion, physical or mental abilities. In-Class Exercise: Pilot-testing an instrumentIn-Class Exercise: Crafting a questionnaire REQUIRED READINGS:Review a few standardized instruments pertinent to your clients/interests and choose one instrument that is the most appropriate for your client. Be prepared to explain your choice. Find an article describing or testing this instrument and be prepared to summarize and discuss it in class. Online databases and books listed below can assist you in searching for the instrument. Instruments for couples, families, and childrenCorcoran, K., and Fischer, J. (2013).?Measures for Clinical Practice and Research, Volume 1: Couples, Families, and Children.?Oxford University Press, USA.?Instruments for adultsCorcoran, K., and Fischer, J. (2013).?Measures for Clinical Practice and Research, Volume 2: Adults.?Oxford University Press, USA.*Rubin, A. & Bellamy (2012). Practitioner's Guide to Using Research for Evidence-Based Practice. Chapter 12: Monitoring Client Progress Bloom and Britner (2012). Chapter 6: Individualized Rating Scales (IRS) and Structured Logs *Chapter 7: Behavioral observations*Roach, A. T. & Elliott, S. N. (2005). Goal attainment scaling: An efficient and effective approach to monitoring student progress. Teaching Exceptional Children, 37(4), 8-17.*Orgnero, M. I., & Rodway, M. R. (1991). AIDS and social work treatment: A single-system analysis.?Health & Social Work,?16(2), 123-141. (Focus primarily on the description of instruments)WEEK 7Design Issues Involving Interventions and Questionnaire DataThe basic AB designThe withdrawal designs (ABA, ABAB, BAB)Multiple baseline designs and Multiple Target designsIn-class Activity: Reviewing studies and identifying types of designs REQUIRED READINGS:*: Randomized Controlled Trials ModuleRubin, A. & Bellamy, J. L. (2012). Practitioner’s Guide to Using Research for Evidence Based Practice. Chapters 5, 6, 7 (focus more on chapters 5 and 7) *Jensen C. (1994). Psychosocial treatment of depression in women: nine single-subject evaluations. Research on Social Work Practice, 4(3):267-282. Hunter JA, Ram N, Ryback R (2008). Use of Satiation Therapy in the Treatment of Adolescent-Manifest Sexual Interest in Male Children: A Single-Case, Repeated Measures Design. Clinical Case Studies, 7(1):54-74.MID-TERM PAPER DUEWEEK 8Analysis of Evaluation Findings: Basic principles of data analysis Using Excel for statistical analysis and to graph resultsREQUIRED READINGS:*Rubin, A. (2012). Statistics for Evidence-Based Practice and Evaluation: Research, Statistics, & Program Evaluation. (3rd Edition)Chapter 19 Applications to Single-System Evaluation *Bloom and Britner (2012). Chapter 4: Graphing: the Basics; Exceptions to the RulesChapter 14: Analysis of Data: A systematic and Holistic ApproachNorcross, J.C., Hogan, T.P., & Koocher, G.P.,?Maggio L.A.?(2016). Clinician's Guide to Evidence-Based Practices: Behavioral Health and Addictions (2nd Edition). Chapter 6: Reading and Interpreting the Research: Numbers and Measures*Bradshaw, W., & Roseborough, D. (2004). Evaluating the effectiveness of cognitive-behavioral treatment of residual symptoms and impairment in schizophrenia.?Research on Social Work Practice,?14(2), 112-120.Cardaciotto, L., & Herbert, J. D. (2005). Cognitive behavior therapy for social anxiety disorder in the context of Asperger's syndrome: a single-subject report. Cognitive and Behavioral Practice,?11(1): 75-81.Dixon MR., Jackson JW., Small SL. et al (2009).Creating?single-subject design?graphs in Microsoft ExcelTM 2007. Journal of Applied Behavioral Analysis, 42(2): 277–293. (if unfamiliar how to create graphs in Excel).WEEK 9Data Analysis LabDeciding if your client changed: A guide to clinical decision-making Results by inspection Clinical vs. statistical significance Reporting the results and presenting your findingsIn-class activity: Data Analysis Lab - students work on analyzing data for their final projects. IN-CLASS QUIZ REQUIRED READINGS:*Bloom and Britner (2012). ??????????? Chapter 15: Decision MakingMullane, J. Corkum, P. (2006). Case Series: Evaluation of a Behavioral Sleep Intervention for Three Children with Attention-Deficit/Hyperactivity Disorder and Dyssomnia. Journal of Attention Disorders, 10 (2), 217-227.Norcross, J.C., Hogan, T.P., & Koocher, G.P.,?Maggio L.A.?(2016). Clinician's Guide to Evidence-Based Practices: Behavioral Health and Addictions (2nd Edition). Chapter 8: Translating Research into PracticeChapter 9: Integrating the Patient and the Clinician with the ResearchWEEK 10Student Presentations and Course Wrap-upFINAL PAPER DUEMid-term Paper: Evaluation Proposal1.????Assessment. Select a client (current, past or hypothetical) and provide a brief but comprehensive assessment of the client’s problem. Include only necessary background information (e.g., client’s socio-demographic characteristics such as race, socioeconomic status, insurance status, sexual orientation, and legal aspects of treatment--voluntary, involuntary, court-ordered) and focus primarily on the assessment of client’s problem. 2.????Treatment Objectives. Select and describe briefly one of the problems/issues/behaviors you have contracted to work on with your client and transform that problem into treatment objective(s).??3.???Intervention. Provide a clear description of the intervention you are planning to use with your client/group to achieve the treatment objectives. Search the empirical treatment/intervention literature related to the client-specific problem and discuss if there is any research that supports the use of your intervention in this particular context or situation. It is important to include the intervention type/name and authors, key intervention components and strategies, evidence of intervention effectiveness compared to other treatment options and applicability to the client (issues related to age, ethnicity, gender identify, subpopulation). Based on the literature review, discuss why the selected intervention is most appropriate for your client and whether it is necessary to modify the intervention you are currently using with your client. 4. Outcomes and Measurement Instruments. List and operationally define the specific outcomes you think would be important to attain (so that others will understand it and will know when it is occurring). Remember: our clients, like all of us, seek not only symptomatic improvement, but improvement in subjective experiences of well-being and health. With regard to these outcomes, please address the following:? Provide a rationale as to why these outcomes are significant; ? Briefly discuss how your clients demographic characteristics might influence these outcomes;? Discuss how these outcomes might vary from the following perspectives: client, family, employer, service-provider (i.e. you). Also, are there any additional perspectives to consider when thinking about outcomes???????For each outcome, describe the measurement instrument/s you will use to monitor client change.??Provide an example for two of four instruments:an individualized rating scale (IRS), a rapid assessment instrument (RAI or a standardized scale), an?observational measure that you could use to measure change in this particular problem/issue, or a client log that could be used to monitor change in this particular problem/issue. Provide a discussion of strengths and weaknesses of these measures with regard to reliability, validity, and reactivity, and a brief rationale why you chose each of these measures. Attach a copy of both measures. 5.?Measurement plan. Indicate who will fill out the measure and discuss your rationale for this choice.? How often will the client(s) be filling out the measure(s)?? When and under what situation(s) will the client be filling out the measure(s)?? What steps have you taken to try to increase the consistency of data collection?Length: 1-1.5 single-spaced pages (12-font) (body of text) plus References and Appendixes. Include measurement instruments in Appendix. For citations in the text you can use Footnotes, Endnotes, Numbered or JAMA format. Please, use SCID interview or any other standardized tools to assess your client's problems. Use Treatment Planners to develop treatment objectives and Systematic Reviews, Meta-analyses or other sources to review interventions. Final paper: Evaluation FindingsIn the final paper provide a brief description of the client (or group) focusing primarily on the results of the evaluation study conducted with this client or group. If you can’t collect data from your client, you can use yourself as a client or monitor your own behavior as a therapist/clinician. Please, provide specific answers to the following sections:?I.?? Case Introduction?Briefly present client’s presenting problem, targeted outcomes and intervention.II.??Data Analysis & ResultsCollect and analyze the data for the single client or group.Use the Excel spreadsheets to conduct statistical analysis of client's data.Briefly describe the data analytical techniques.Present the results in a graph and/or table.Attach graphs and/or tables in the Appendix.III.??Interpretation and ConclusionsDescribe and interpret your main findings. What are the strengths and limitations of your findings?Describe how the results can inform clinical decisions for this client/group.??Be thoughtful and creative. Incorporate feedback from the mid-term paper and presentation. Support your statements and clinical decisions with literature. Use sources presented in class - SCID interview, Treatment Planners, Systematic Reviews, Meta-analyses and Practice guidelines.Length: 1 single-spaced page (12-font,?body of text) plus References and Appendixes. Include graphs and/or tables in Appendix. Final presentation should have similar structure as the final paper and be max 10 minutes in length. Use PowerPoint presentations and/or handouts. ................
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