What is it about?
This article deals with the discussion about evidence-based practice in psychology, pedagogy, and (special) education. First, it discusses the argumentation in favour of as well as against evidence-based practice. Then it develops a scale that can be used for weighing in how far 'hard' scientific evidence is possible for a particular treatment or intervention in psychology, pedagogy, and special education.
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Why is it important?
More and more, the demand for evidence-based practice (EBP) in the field of psychology, pedagogy, and (special) education wins ground, especially in times when economical crisis and an ageing population cut budgets down. Whether or not, or to what degree and how, one should work evidence-based in these and related fields is an issue with important practical consequences.
Perspectives
I think this article gives a good overview of the discussion about evidence-based practice, as well as a new perspective on the discussion.
Agnes Tellings
Behavioural Science Institute, Radboud University
Read the Original
This page is a summary of: Evidence-Based Practice in the social sciences? A scale of causality, interventions, and possibilities for scientific proof, Theory & Psychology, August 2017, SAGE Publications,
DOI: 10.1177/0959354317726876.
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