Practitioner's Guide to Using Research for Evidence-Informed Practice. Allen Rubin

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      1 Suppose Intervention A appears to be the most effective way to engage Cuban American parents in the family component of a substance abuse treatment program for adolescents in Miami. You administer a similar program for first-generation Mexican American teens in Laredo, Texas, and wonder whether Intervention A might be the most effective way to engage their parents in your family component. Formulate four EIP questions pertaining to your concern, each of which implies a different type of research hierarchy.

      2 A husband and wife come to you for marital therapy. The wife complains that the husband is abusive to her and their children. The husband disagrees. He argues that his behavior is just a normal and acceptable reaction to his wife's provocations. The wife adamantly denies that she provokes his behavior and insists that it is abusive. Thus, each has a different view of social reality. As their therapist, you have your own view of their social reality. Explain why each of you can have your own separate takes on social reality without that necessarily implying that there is no such thing as an objective social reality that is worth attempting to assess in an objective fashion. Explain why rejecting the view of an objective social reality in this example would be illogical and potentially harmful.

      1 Norcross, J. C., Beutler, L. E., & Levant, R. F. (Eds.). (2006). Evidence-based practices in mental health: Debate and dialogue on the fundamental questions. American Psychological Association.

      2 Sokal, A., & Bricmont, J. (1998). Fashionable nonsense: Postmodern intellectuals' abuse of science. Picador.