Abstract
ABSTRACTSocial work is embracing scientific inquiry as a guiding principle; however, scientific advancement has often outpaced modifications in the academic arena necessitating reenvisioning the curriculum. This article describes how a large western School of Social Work addressed the need to create a practice curriculum rooted in empirical evidence by adopting the evidence-based clinical decision-making intervention Managing and Adapting Practice. This evidence-informed framework includes components to guide the delivery, supervision, consultation, and quality management of children’s mental health services. The implementation included more than 1 year of planning, training of faculty members, and dissemination of the intervention to 250 students. This large-scale implementation was the first known of its kind. Processes, anticipated and unanticipated issues, and lessons learned are discussed.
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