Decolonizing Social Work Research Education: Reflections from India and Australia

2020 ◽  
pp. 73-81
Author(s):  
Ilango Ponnuswami ◽  
Nonie Harris
Keyword(s):  
Social Work ◽  
Research Education ◽  
Social Work Research

Next generation social work research education: fostering transdisciplinary readiness

2017 ◽  
Vol 20 (6) ◽  
pp. 907-920 ◽  
Author(s):  
Paula S. Nurius ◽  
Susan P. Kemp ◽  
Stefan Köngeter ◽  
Sarah Gehlert
Keyword(s):  
Social Work ◽  
Next Generation ◽  
Research Education ◽  
Social Work Research

All Awareness and No Action: Can Social Work Leverage Creative Arts’ Potential?

2017 ◽  
Vol 29 (6) ◽  
pp. 708-720
Author(s):  
Raphael Travis
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Creative Arts ◽  
Short Term ◽  
Research Education ◽  
Social Work Research ◽  
The Arts ◽  
Explicit Recognition

Social work is grounded with an emphasis on promoting the well-being being of individuals and families with an explicit recognition of how the environment plays a significant role in the unfolding of well-being. Unfortunately, the profession’s commitment to maintaining the infrastructure for social work research, education, and practice that helps students and professionals focus on the environmental forces that create, contribute to, and address problems of the living sometimes feels superficial. These trends have made it difficult to realize the effectiveness and promise of integrating creative arts into social work practice. The present article discusses how social work efforts with creative arts will have limited influence if their context, underlying assumptions, and framing are misaligned with the experiential realities of clients; if gatekeeping is too rigid or biased to effectively grow the arts-based infrastructure; and if the underlying assumptions that define well-being outcomes are proportionately narrow, deficit oriented, and short-term focused.

SECONDARY ANALYSIS IN SOCIAL WORK RESEARCH EDUCATION: PAST, PRESENT, AND FUTURE PROMISE

2006 ◽  
Vol 42 (3) ◽  
pp. 543-560 ◽  
Author(s):  
Esther Sales ◽  
Sara Lichtenwalter ◽  
Antonio Fevola
Keyword(s):  
Social Work ◽  
Secondary Analysis ◽  
Research Education ◽  
Social Work Research

Social Work Research, Education, and Practice

2020 ◽  
pp. 165-172
Author(s):  
Melvin Delgado
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Primary Source ◽  
The State ◽  
Research Education ◽  
Education Practice ◽  
Social Work Research ◽  
Unique Position ◽  
Central Tenet ◽  
Work Education

This chapter provides readers with a list of suggestions of how social work education, practice, and research will need to be transformed in order to achieve social justice when the state is a primary source of violence. Social work’s social justice approach requires that it be addressed across the entire intervention and lifespan spectrum, occupying a central role in our education. This broad reach is a blessing and curse from an educational standpoint. It is a blessing because social justice is integral to our mission and its importance reaches all aspects of social work. It is a curse by requiring that practice have this as a central tenet, ruffling feathers in our work with other professions not sharing this value stance. Social work is in a unique position to move a social justice agenda during this challenging period in our history. We must, however, guard against “good” deeds going astray and causing more harm than good.

Engaging Students in Social Work Research Education

2008 ◽  
Vol 27 (4) ◽  
pp. 390-406 ◽  
Author(s):  
Pamela J. Cameron ◽  
David C. Este
Keyword(s):  
Social Work ◽  
Research Education ◽  
Social Work Research

scholarly journals Emotional intelligence as a part of critical reflection in social work practice and research

2021 ◽  
pp. 147332502110247
Author(s):  
Mari D Herland
Keyword(s):  
Emotional Intelligence ◽  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Work Practice ◽  
Social Work Practice ◽  
Emotional Reactions ◽  
Social Work Research ◽  
Emotional Aspects

Social workers often experience higher levels of burnout compared with other healthcare professionals. The capacity to manage one’s own emotional reactions efficiently, frequently in complex care settings, is central to the role of social workers. This article highlights the complexity of emotions in social work research and practice by exploring the perspective of emotional intelligence. The article is both theoretical and empirical, based on reflections from a qualitative longitudinal study interviewing fathers with behavioural and criminal backgrounds, all in their 40 s. The analysis contains an exploration of the researcher position that illuminates the reflective, emotional aspects that took place within this interview process. Three overall themes emerged – first: Recognising emotional complexity; second: Reflecting on emotional themes; and third: Exploring my own prejudices and preconceptions. The findings apply to both theoretical and practical social work, addressing the need to understand emotions as a central part of critical reflection and reflexivity. The argument is that emotions have the potential to expand awareness of one’s own preconceptions, related to normative societal views. This form of analytical awareness entails identifying and paying attention to one’s own, sometimes embodied, emotional triggers.

Calling Social Work to the Movement for Educational Justice

2020 ◽  
Author(s):  
Annahita Ball
Keyword(s):  
Social Work ◽  
Youth Development ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Valuable Insight ◽  
Educational Justice ◽  
Social Work Research ◽  
Conditions For Learning ◽  
History Of

Abstract The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students.

scholarly journals Doctoral research amidst the Covid-19 pandemic: Researcher reflections on practice, relationships, and unexpected intimacy

2021 ◽  
Vol 20 (1-2) ◽  
pp. 570-578
Author(s):  
Luke Ray Campbell
Keyword(s):  
Social Work ◽  
Participant Recruitment ◽  
Digital Platforms ◽  
Face To Face ◽  
Social Work Research ◽  
Doctoral Research ◽  
University Of Edinburgh ◽  
Interpretive Method ◽  
The University ◽  
Radical Shift

Responding to the Special Issue call by the Qualitative Social Work: Research and Practice Journal, this article reflects on the challenges faced by a Social Work doctoral student at the University of Edinburgh (Scotland) during the Covid-19 outbreak. Having already commenced their fieldwork through a series of Freirean-style dialogical interviews via Biographical Narrative Interpretive Method (B.I.N.M.), the nationwide-lockdown demanded a drastic deviation from the intended in-person face-to-face interviews with lone parent participants. Significant academic consideration had already been given to the researcher’s existing academic, professional, and social relationships to north and northwest Edinburgh - the geographical focus within the study - via a process of reflexivity prior to commencing the interviews, yet the shift from discussions in neutral venues (e.g. community centres and public cafes) to dialogues conducted exclusively via digital platforms brought about a radical shift in interpersonal dynamics as both researcher and participant were exposed to each other’s homes, families, and other aspects of domestic life. The change in circumstances bore major implications not only for participant recruitment, but also created an unexpected intimacy within the interviewer-interviewee relationships.

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