Use of translational research and implementation science to increase access and utilization of evidence based practices among human service organizations, utilization focused evaluation, solution focused casework practices, anti-racist practice, identifying and addressing micro- and macro-organizational obstacles to service access for resource-poor populations.
Dr. Gretchen Rymarchyk earned her BA in Psychology with a minor in Biology from Hofstra University; her MSW with a concentration in Child Welfare from Syracuse University; and her PhD in Program Evaluation and Planning/Policy Analysis and Management, with minors in Organizational Behavior and Human Development and Family Studies, from Cornell University.
Dr. Rymarchyk developed a training program for human service workers in solution focused approaches to casework, and has been invited to train in numerous counties throughout upstate NY. She has consulted nationally on various aspects of program evaluation, helping organizations put together concept maps, logic models, research instruments, analysis protocols, and training curricula. Her current research focus is the utilization of translational research and implementation science to elucidate ways that small, underfunded service agencies can select, access, implement, and sustain evidence based practices.
Dr. Rymarchyk teaches to empower students to “perceive social, political, and economic contradictions and to take action against the oppressive elements of reality” at the individual, institutional, and societal levels (Friere, 2006, p.35). For Social Work students, the development of critical thinking skills, professional judgment, and mastery of field are foundational to an anti-oppressive practice. Toward that end, she incorporates six elements into each of her courses: critical self-reflection; understanding the roles of culture, of relationship, and of ethics; media literacy, and critical feedback. In her diverse roles as direct practice Social Worker, teacher, researcher, and student she has learned that the difference between the lifelong worker and the lifelong learner is the attention and intentionality that the learner gives to these six elements.
Friere, P. (2006). Pedagogy of the Oppressed, 30th Anniversary Edition. New York, NY: Continuum International Publishing Group, Inc.