Search results for ‘Subject term:"social work education"’ Sort:
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Epistemological siblings: seven reasons to teach ethnography in social work education
- Authors:
- GILLINGHAM Philip, SMITH Yvonne
- Journal article citation:
- British Journal of Social Work, 50(7), 2020, pp.2233-2251.
- Publisher:
- Oxford University Press
Ethnographic studies of people at the margins of society, struggling with complex and intertwined personal and social problems, have provided useful insights to social work students and practitioners. Similarly, ethnographic studies of social work practice have provided deeper understandings of how professionals work with individuals, groups and organizations. It has been argued that, given the similarities in the skills required to be an ethnographer and a professional social worker, ethnography should be included in social work curricula, both as an approach to research and as a way to enhance practice skills. The main contribution of this article is to extend this argument using the novel approach of exploring the similarities and divergences between the epistemological approaches of ethnography and social work, in terms of how knowledge is sought, constructed and critically questioned. (Edited publisher abstract)
Authorship credit: a national study of social work educators' beliefs
- Authors:
- APGAR Dawn Hall, CONGRESS Elaine
- Journal article citation:
- Journal of Social Work Education, 41(1), Winter 2005, pp.101-112.
- Publisher:
- Council on Social Work Education
Examines decisions by US social work educators about authorship order and educators’ views on other authorship issues. Results indicate the writing of the manuscript was viewed as the most important task in making decisions about authorship order. Most believed that a written agreement is helpful before beginning research to decide authorship order. Gender and prior authorship experience were found to be significantly related to some social work educators’ beliefs.
The kinds and quality of social work research in UK universities: a summary
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 10p.
- Place of publication:
- London
This report is part of a programme of work by SCIE, the Scottish Institute for Excellence in Social Work Education and the Economic and Social Research Council to develop evidence-based social care by strengthening one of its core disciplines: social work research. The report proposes a framework for assessing the nature and quality of social work research in universities in the UK, and provides a reference point for building research capacity in social work.
The kinds and quality of social work research in UK universities
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, SHAW Ian, NORTON Matthew
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 70p., bibliog.
- Place of publication:
- London
This report is part of a programme of work by SCIE, the Scottish Institute for Excellence in Social Work Education and the Economic and Social Research Council to develop evidence-based social care by strengthening one of its core disciplines: social work research. The report proposes a framework for assessing the nature and quality of social work research in universities in the UK, and provides a reference point for building research capacity in social work.
Photo-voices from the classroom: photovoice as a creative learning methodology in social work education
- Author:
- MALKA Menny
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.4-20.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Studies have demonstrated the need for innovative and creative teaching methodologies in the field of social work education; some have pointed to the photovoice model of qualitative research in the social work classroom as a model that embodies these criteria. This paper presents implementations of the photovoice model used in three different courses for social work students: 1) International Social Work; 2) Community Work; 3) Orientation to Social Work. The paper presents four different examples, demonstrating photovoice’s potential as a creative tool in student learning processes. These examples are discussed with reference to the value of creativity in the social work education framework: facilitating the internalization of the values, professional goals, modes of action of the social work; and phenomenological examination of social realities, in a way that allows the student to “freeze” certain moments in the learning experience, and to critically examine different interpretations and meanings of these realities. (Edited publisher abstract)
The helpful brain? Translations of neuroscience into social work
- Author:
- GIBSON Margaret F.
- Journal article citation:
- British Journal of Social Work, 51(7), 2021, pp.2665-2679.
- Publisher:
- Oxford University Press
What do the many translations of ‘the brain’ from the domain of neuroscience offer to social work researchers? Drawing upon disability studies and critical social work, this article examines trends and tensions across ‘neuro’ writing in social work journals and summarises some commonly recommended practices. Neuroscientific discourse has undeniable cultural influence and offers distinctive forms of evidence to social workers. Social work scholars have strategically translated neuroscience findings to access greater disciplinary status, to counter neo-liberal onslaughts on public services, to communicate on inter-disciplinary teams and to address calls for ‘new’ scholarship. At the same time, many writers readily acknowledge that they use neuroscience to justify or even revive well-established social work practices and theories. A unidirectional strategy of translation across disciplines comes with inherent risks of reinforcing hierarchy, ignoring social difference and undermining the value of social work research and practice. Neurodiversity discourse offers one example of ‘neuro’ argumentation where social justice and neuroscience have intertwined and may present an opportunity for a different type of social work translation. Social workers should be prepared to engage with neuroscience but must do so in ways that consistently reinforce social justice commitments and include a wide array of perspectives. (Edited publisher abstract)
Using simulation as an investigative methodology in researching competencies of clinical social work practice: a scoping review
- Authors:
- ASAKURA Kenta, et al
- Journal article citation:
- Clinical Social Work Journal, 49(2), 2021, pp.231-243.
- Publisher:
- Springer
- Place of publication:
- New York
This article reports a scoping review designed to synthesize current literature that used simulation as an investigative methodology (simulation-based research; SBR) in researching practice competencies in clinical social work. Following Arksey and O’Malley’s scoping review framework, 24 articles were included in this scoping review. The majority of articles reported SBR studies conducted in Canada and the U.S. and were published in the last 10 years, signifying that this is a burgeoning area of research in clinical social work. Areas of clinical competencies included professional decision-making (33%), the role of cognition and emotion (21%), attending to culture and diversity (21%), and others, such as supervision skills (8%). Using qualitative (46%), quantitative (42%), and mixed methods (13%) in research design, more than half of the SBR studies reported in the selected articles used live actors (54%) to simulate a realistic practice situation for research. Selected articles also offered both benefits and limitations of SBR in social work. We offer suggestions for when to use SBR for research on clinical social work practice and strengthening a collaboration between clinicians and researchers in advancing practice-informed research. (Edited publisher abstract)
Photovoice: integrating course-based research in undergraduate and graduate social work education
- Authors:
- MONTEBLANCO Adelle Dora, MOYA Eva M.
- Journal article citation:
- British Journal of Social Work, 51(2), 2021, pp.712-732.
- Publisher:
- Oxford University Press
Research skills are vital to students’ professional careers and must be cultivated in the social work curriculum. While students and faculty may hesitate to participate in a course-based research project, the authors believe that the Photovoice method is easily adapted to a variety of class and student needs. Photovoice is a field-oriented and qualitative research method that visually documents and communicates community assets and needs. The first purpose of this article is to offer Photovoice as a potential model for instructors to implement a course-based research project. The second purpose is to quantitatively assess changes in students’ reported confidence in social work topics and research activities. Data revealed that the students reported increased confidence in the majority of the content and research evaluated; content examples include economic justice and determinants of social inequalities; research examples include analysing data for patterns and identifying the limitations of research methods. The data illustrate the pedagogical power of Photovoice. (Edited publisher abstract)
Is theory development essential for the social work dissertation?
- Authors:
- AKESSON Bree, BRAGANZA Morgan, ROOT Jennifer
- Journal article citation:
- Social Work Education (The International Journal), 37(2), 2018, pp.209-222.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Grounded theory methodology (GTM) is a popular methodology used in social work dissertation research. GTM entails the development of theory ‘grounded in’ and generated from data systematically gathered and analysed through qualitative methods. But little is known of its theory development and relationship to social work education at the doctoral level. In this article, we reflect on contemporary usage of GTM with respect to the state of theory development in social work education by reviewing a sample of Canadian social work doctoral dissertations that utilise GTM, identifying if and how theory was developed. Our analysis draws from a broader review of GTM research published as social work doctoral dissertations in Canada using the Qualitative Research Quality Checklist (QRQC). The findings indicate that almost half of the dissertations in the sample did not contribute to theory development, and for many, theory development was not the intention. This raises a question about whether theory development when utilising GTM is essential in social work dissertation research, and perhaps, whether the focus should be on exploring a social work issue rather than generating theory. The paper concludes with considerations for social work educators in regards to research methodology, epistemology, and theory. (Edited publisher abstract)
Teaching research in social work: capacity and challenge
- Authors:
- MACINTYRE Gillian, PAUL Sally
- Journal article citation:
- British Journal of Social Work, 43(4), 2013, pp.685-702.
- Publisher:
- Oxford University Press
This paper presents the findings of an audit of research teaching in UK-qualifying social work education. The audit was part of a wider ESRC-funded study that provides baseline data for setting progress objectives towards building research capacity in the discipline and profession. This paper offers observations from the audit, based on a survey of undergraduate and postgraduate (Masters) qualifying social work programmes across all four countries, with in-depth enquiry into a smaller sample from each. The survey examined what research methods were taught, how, where, when and by whom. Most importantly, it considered why these choices were made, and the challenges and possibilities were presented for building research capacity and research-mindedness at qualifying level. The audit highlighted a range of factors that contributed to the marginalisation of research teaching. These included not only lack of time, staff skill and resource, but also more fundamental reservations and resistance on the part of educators, students and practitioners towards engaging with research. It is suggested that at the heart of such ambivalence lies a fundamental debate about the nature of the social work discipline, and the relationship between research and practice.