The Use of Case Records in Research

1952 ◽  
Vol 33 (2) ◽  
pp. 71-76
Author(s):  
Hilde Landenberger Hochwald

It can be stated that case records probably will be more useful for research if the research objectives are conceived within the same frame of reference as that used by the worker in writing the records for purposes of treatment. The research objectives may deal with characteristics of persons or of situations revealed in treatment, or with the dynamics of treatment itself. The adequacy, validity, and representativeness of case records need to be appraised in relation to specific research objectives, through study of function, policies, and procedures of the agency in which they originate. The analysis of the problems and processes involved in the use of case records of social agencies for research purposes leads to the conclusion that this type of research requires a combination of skills in research and the professional practice of social work.

1998 ◽  
Vol 1 (1) ◽  
pp. 55-70
Author(s):  
Suzanne Hume ◽  
Pierangela Benvenuti ◽  
Domenica Gristina ◽  
Mario Riege

2021 ◽  
Author(s):  
Donna McAuliffe

The social work, health and human services sectors employ a variety of professionals to provide care to people. There is an increasing need for practitioners to be skilled in ethical decision making as the professional practice context becomes more complex and concerned with risk management. Interprofessional Ethics explores the ethical frameworks, policies and procedures of professional practice for multidisciplinary teams in health, government and community-based workplaces. The second edition includes content on criminology, environmental practice, youth work practice, the intersection of law and ethics, and cultural content, including non-Western philosophies and Indigenous worldviews. New 'Through the eyes of a practitioner' boxes provide insight into the professional experiences of practitioners in the field, while reflection points and links to further readings encourage students to think critically about the content. Interprofessional Ethics encourages readers to better understand the perspectives, approaches and values of others, preparing them to work within collaborative teams.


Author(s):  
John Chandler ◽  
Elisabeth Berg ◽  
Marion Ellison ◽  
Jim Barry

This chapter discusses the contemporary position of social work in the United Kingdom, and in particular the challenges to what is seen as a managerial-technicist version of social work. The chapter begins with focus on the situation from the 1990s to the present day in which this version of social work takes root and flourishes. The discussion then concentrates on three different routes away from a managerial-technicist social work: the first, reconfiguring professional practice in the direction of evaluation in practice, the second ‘reclaiming social work’ on the Hackney relationship-based model and the third ‘reclaiming social work’ in a more radical, highly politicised way. Special attention is devoted to a discussion about how much autonomy the social workers have in different models, but also what kind of autonomy and for what purpose.


Author(s):  
Rubens Ramón Méndez

Cuando el Trabajo Social comenzó a sistematizarse y a organizarse a partir de Mary Richmond, se proponía como un programa de investigación distinto dentro de las Ciencias Sociales (Lakatos, 1999). Distinto porque toma los planteos teóricos dados en las Ciencias Sociales desde �las circunstancias históricamente determinadas y existencialmente posicionadas; creando nuevas perspectivas sobre esos planteos teóricos� (Méndez, 2006) y porque con su práctica profesional, evalúa y muestra el problema de las consecuencias efectivas y potenciales de la utilización de los conocimientos (Dewey, 1967) en la construcción de las prácticas sociales (discursivas o no discursivas).Presentar la emergencia de un discurso propio de las personas y documentar lo real de las prácticas sociales, mostrar cómo es que a algunos enunciados que no son en sí mismos ni verdaderos ni falsos, se les otorgan el �estatuto de verdad�; es lo que hace que el Trabajo Social deba ser vigilado y desarmado en sus efectos.Si el discurso no es el medio por lo que se establecen las luchas en esta sociedad de discursos; sino que es por el discurso, por lo que se lucha. Si el discurso es �aquel poder del que quiere uno adueñarse� (Foucault, 1983), las Ciencias Sociales no podían dejar al azar el discurso del Trabajo Social.When Social Work became systematized and organized after Mary Richmond, it was described as a different research program within the social sciences (Lakatos, 1999). It was different because it considered the theoretical propositions in the social sciences from �historically determined and existentially positioned circumstances, thereby creating new perspectives on those theoretical propositions� (Méndez, 2006) and because through professional practice Social Work assesses and highlights the problem of the real and potential consequences of the use of knowledge in the construction of social practices (Dewey, 1967), whether discursive or non-discursive.As Social Work presents the emergence of people�s own discourse and documents the reality of social practices while it also presents statements which are neither true nor false as necessary truths, Social Work should be watched and disarmed in its consequences.Discourse is not the means through which fights are established in our discourse society; it is discourse that is fought about. If discourse is �that power we wish to get hold of� (Foucault, 1983), then the social sciences should not ignore the discourse of Social Work.


2020 ◽  
Vol 63 (6) ◽  
pp. 746-752
Author(s):  
Antonio López Peláez ◽  
Chaime Marcuello-Servós ◽  
Joaquín Castillo de Mesa ◽  
Patricia Almaguer Kalixto

In this article, we present the results of a strategy to disseminate best social work practices during periods of social lockdown in Spain, in a climate characterised by post-truth, misinformation and fake news. Social work is challenged with the task of delivering reliable and quality information aimed at building a better society. At the time of writing, Spain was one of the countries most affected by COVID-19, with one of the highest numbers of deaths per million inhabitants in the world. With the population in lockdown, our strategy was to design a series of innovative web seminars on both the subject and the procedures involved in social work, with the aim of sharing information and best practices to counter disinformation campaigns on social media. The results show the growing demand – both by citizens in general and students and professionals in particular – for reliable information in the field of professional practice. One of the priorities of digital social work must be to disseminate its results in the digital environment.


2019 ◽  
pp. 154134461986594 ◽  
Author(s):  
Thecla Damianakis ◽  
Betty Barrett ◽  
Beth Archer-Kuhn ◽  
Patricia Samson ◽  
Sumaiya Matin ◽  
...  

Transformative learning captures the process by which students engage in their learning, experience a change in perspective, of themselves or society, and then enact their new understanding. The purpose of this 4-year, four-cohort study was to identify the transformative learning experiences of Master of Social Work students and specific student engagement strategies they felt made a difference in preparing them for professional practice. Six focus groups ( n = 40) were conducted using established focus group methodology. All focus groups were audio recorded, professionally transcribed verbatim, and subject to qualitative content analysis. Students identified six themes in student engagement strategies that facilitated their transformative learning, including transformative aspects of the curriculum, experiences with peers, qualities in their relationships with faculty that fostered critical reflection, a sense of identity, and mentoring. This study will help educators better identify teaching strategies to engage students in their personal and professional transformative learning.


1981 ◽  
Vol 6 (2) ◽  
pp. 74-77
Author(s):  
Ruth B. Purtilo

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