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Book Review: Fraser, M.W., Richman, J.M., Galinsky, M. J. & Day, S. H. Intervention Research: Developing Social Programs. New York: Oxford, 2009. 224 pp. $24.95 paperback, ISBN 978-0-19-532549-2)

One of the primary building blocks of evidence-based practice is a well-executed intervention research. Indeed, closing the gap between research and practice is predicated upon the accumulation of better evidence derived from intervention studies implemented in real-world systems of care. Intervention Research constitutes an important contribution to the literature, as the authors delineate the processes and objectives of intervention research in a comprehensive and accessible manner. The book is part of Oxford University Press’ Pocket Guide to Social Work Research Methods series and is intended for students, practitioners, and researchers who are interested in developing and testing new interventions. Intervention Research is organized primarily around five stages of research and concludes with a discussion of methodological challenges inherent to this work. In the first chapter, the authors provide an introduction to intervention research, including a definition of terms and scope. Intervention research is differentiated from evaluation research, as the former includes the conceptualization and refinement of novel change strategies as well as rigorous testing of processes and outcomes. Intervention is discussed as an intentional change strategy that is designed to alter behaviors, reduce risk, or improve outcomes by reducing vulnerability and bolstering protective factors at multiple levels. Intervention strategies are also referred to as programs throughout the text. The products of intervention research become the foundation for evidence-based practice; consequently, adequate attention is given to the strength of evidence of various research designs. The authors cite the typical hierarchy of evidence used by proponents of evidence-based practice, which lists (from strongest to weakest) meta-analyses and systematic reviews of multiple randomized controlled trials (RCT), RCT, cohort studies, case control studies, case series studies, cross-sectional studies and case reports, and expert opinion. Despite their acknowledgment of the importance of this hierarchy, they affirm the value of a wide range of methodological approaches, both quantitative and qualitative, and even assert that during the beginning stages of intervention research, the hierarchy may need to be inverted, placing greater emphasis on qualitative methods. The balance and flexibility with which the authors approach evaluative methods is a major strength of the book. There is a preliminary discussion regarding the distinction between efficacy trials that involve studying interventions under highly controlled conditions and effectiveness trials, in which interventions are implemented and studied under real-world conditions. This is followed by a brief discussion about the dynamic tension between fidelity and adaptation, wherein practitioners and researchers implementing evidence-based interventions face the challenge of preserving the integrity of interventions as they are empirically validated, while also evaluating whether they may need to be tailored to better suit the needs and characteristics of the target population. Chapter one concludes with descriptions of the Making Choices and School Success programs. Throughout the book, many examples are drawn from these programs as the tasks of intervention research are elucidated. Chapter two describes the purposes of intervention research and lays out a five-stage model of the process. It begins with a discussion of three interrelated purposes of intervention research, namely the development and refinement of interventions, the assessment of effectiveness of interventions, and using results to inform practice theory. They emphasize that none of these purposes can be achieved through a single study; thus, intervention research is characterized by a series of studies of varying levels of complexity and evaluative methods. Ultimately, intervention research is conceptualized as an iterative process in which elements of an intervention are developed and continually refined through a series of studies to achieve the greatest possible impact and reach in real-world care. Five fundamental steps of intervention research are suggested, including (a) specifying the problem and developing a program theory, (b) creating and revising program materials, (c) refining and confirming program components, (d) assessing effectiveness in a variety of settings and circumstances, and (e) disseminating findings and program materials. These steps provide the structure for the next four chapters and constitute a basic roadmap for intervention researchers. The development of problem and program theories is the focus of chapter three. In short, the authors assert that it is imperative for researchers to understand the biopsychosocial factors that contribute to problems (problem theory) and to match intervention strategies to specific proximal and distal outcomes to understand why a program succeeds or fails (program theory). In developing a problem theory, researchers must examine both protective and risk factors, attempt to understand the problem from multiple levels (i.e., micro–macro), and Research on Social Work Practice 20(3) 325-340 a The Author(s) 2010 Reprints and permission: sagepub.com/journalsPermissions.nav http://rswp.sagepub.com