Research That Matters (January 17 - 20, 2008)

Background & Purpose: Very little research funding has targeted the examination of ways to disseminate and implement effective treatments into community-based settings. Recently, with increased emphasis on evidence-based practice in social work practice and education, questions about dissemination and implementation (D&I) of efficacious and effective interventions have moved to the forefront. D&I research is an excellent fit with the values and skill set of social work practitioners and researchers. The purpose of this paper is to discuss the state of the science on dissemination and implementation research and implications on social work practice and research.

Methods: Data was gathered through two primary sources: 1) a review of psychological and social work literature (PsychInfo, Social Work Abstracts) using the search terms dissemination, diffusion, and technology transfer, and 2) NIH publications (program announcements, conference materials). In addition, the authors consulted with several researchers involved in dissemination and implementation research to aid in interpretation of findings.

Results: First, results of the literature review revealed inconsistent use of terminology describing D&I research, including differences within and across disciplines. Second, the theoretical foundation for D&I research has been based primarily on Roger's diffusion of innovations model (2003) and more recently with an offshoot of this model developed by Glasgow and colleagues (1999). Although other theories are mentioned sporadically throughout the literature, including Social Exchange Theory (Emerson), Social Marketing Theory (Kotler) and Social Cognitive Theory (Bandura), thorough examination of D&I processes through a theoretical lens is lacking. Third, current structural challenges exist which impede the progression of D&I research, including a lack of federal, state and local funding, unresolved tension between practitioners and researchers in relation to use of evidence-based findings and the utility of research agendas, and a lack of acceptance of quasi-experimental designs and qualitative research methods as sources of legitimate evidence.

Conclusions & Implications for Social Work: These findings have broad implications for social work research, practice, and education. First, echoing the call of Brekke, Ell, and Palinkas (2007), social work as a profession must acknowledge the unique skill-set that make us ideal leaders in D&I research. Unfortunately, few social workers become involved in intervention research. Thus, social work education curriculum must emphasize training new workers in D&I research, including appropriate theoretical and research methods (e.g., participatory research), and components of organizational structure that may make dissemination more feasible. Second, social workers should utilize D&I funding mechanisms at the federal level to conduct dissemination activities and dialogue with local and state policymakers regarding community-based funding for evidence-based treatment. Finally, researchers, educators, and leaders within the social service community should work more closely to foster practitioner/researcher collaborations.