Teaching research methods to social work students in India and Australia: reflections and recommendations

This paper draws on the reflections of two social work educators who have, for many years taught research methods to undergraduate and postgraduate social work students in India and Australia. The intent is to suggest measures for enhancing the quality of social work research education. The reflections are embedded in a social justice and human rights framework, privileging the educators’ unique social and cultural contexts and their commitment to engage with indigenous knowledge. The authors recommend effective social work research education requires the educator to draw on a deep understanding of their own context, as well as globally accepted research traditions. Particularly, we encourage research teachers to adopt student-centred approaches that emphasise a broad ‘research mindedness’ (in their students and themselves), building students’ practical capacities and confidence to become effective, research informed practitioners; capable of contributing to their own communities and to the social work profession more broadly.     

The impact of quantitative research in social work

The importance of quantitative research in the social sciences generally and social work specifically has been highlighted in recent years, in both an international and a British context. Consensus opinion in the UK is that quantitative work is the ‘poor relation’ in social work research, leading to a number of initiatives. However, Sharland’s UK work involves interviews with academics, representing consensus opinion. We have little independent measures of their accuracy. This paper is the first to focus on the academic impact of quantitative research in social work developing measurable outcomes. It focuses on three leading British-based generic journals over a 10-year period, encapsulating 1490 original articles. Impact is measured through three indices: Google Scholar and Web of Science Citations, and downloads. These provide measures of ‘revealed preference’ in relation to individual scholars’ impact (though to use them for a particular methodology is novel), whose particular qualities, strengths and limitations are noted. Contrary to received opinion of quantitative work as the ‘poor relation’ of social work research, findings show that it is not significantly disadvantaged relative to qualitative work in its ‘reach’ as measured by citations and downloads. The implications of this, including caveats and nuances, are discussed.     

An empirical assessment of writing and research proficiency in HBCU social work students

ABSTRACT

Lack of proficiency in writing and research among social work students has increasingly concerned social work educators and practitioners. Given the significance of written communication with clients and emphasis on evidence-based practice in the field of social work, it is critical to assess students’ competence in both writing and research. However, deficit-based approaches to assessing writing and research competence have disadvantaged students at historically black colleges and universities (HBCUs). This pilot study aims to assess writing and research proficiency of HBCU master’s of social work (MSW) students through empirical analysis of their capstone papers and surveys from educators to provide implications for developing a writing and research manual for social work programs at HBCUs. Ten capstone papers were randomly selected and qualitatively analyzed; nine faculty and one field supervisor completed the survey, and their respondents were analyzed using cross-case analysis. Analyses of the capstone papers identified two themes for writing and research domains, respectively: (1) weakness in developing statements and lack of knowledge of writing style and (2) plagiarism and lack of understanding of research structure. Moreover, analyses of the surveys revealed four themes regarding assessment of writing and research skills among students struggling with basic writing mechanics, indicating that HBCU MSW students may have potential and capacity for learning, as evidenced by their ideas and critical thinking skills. These findings suggest both teaching- and research-oriented programs could employ the proposed writing and research assessment manual, as well as a writing and research lab/center for improving writing and research skills among their students.     

Integrating welfare economics in social work curriculum: a Malaysian case

This paper makes a case for why welfare economics should be integrated and taught in social work courses, taking Malaysia a case in point. This is mainly a conceptual paper and secondary data are used to further support the arguments. Commencement of professional social work in Malaysia dates to 1946, to address the socio-economic problems of the Malaysians and migrants at that time. Social workers need a multi-pronged approach that is crucial to address the human problems that includes psychological, social, political, cultural and economic at micro and macro levels. Most of the problems referred to the social workers stem from poverty, unemployment, low access to material resources and corrupt governance practices coupled with unjust economic policies. Keeping in view the diverse economic needs and strengths of the clients referred to social workers, it is necessary that social workers are equipped with appropriate skills that include broader understanding about political economy. This paper argued that integration of welfare economics in the social work curricula is an urgent need considering the Malaysian economic development, austerity measures and the proactive role that social work as a human rights profession could play in the Malaysian society.     

Q methodology in social work research

This article examines Q methodology as an empirical method for use in social work research. Q methodology applies statistical analysis to the qualitative study of human subjectivity such as attitudes, beliefs, feelings and opinions. Q methodology is effective for obtaining data from small samples, and it offers respondents a concise and valid way of expressing their viewpoints with minimal researcher interference. The article provides an overview of Q methodology and presents an actual example of a small‐scale Q study to facilitate a better understanding of the method. We conclude that Q methodology is especially suitable in social work research with respondents who may have difficulties in expressing themselves when more conventional research methods are used. Q methodology is an efficient tool in research involving the exploration and comparison of different points of view.     

Participatory action research in local development: an opportunity for social work

Even if related to the seminal work of Kurt Lewin dating back to 1946, participatory approaches like action research still represent a relevant theoretical and practical set of methodologies for social work and research. In this article, after a brief overview of this methodological approach, the use of this paradigm in social work is explored, with a special focus on the development of symbolic and material resources within local communities. The processes and forms of involvement are examined with regard to the Italian experience of local development. An application of the participatory methodology stemming from a phenomenological approach proposed by Achille Ardigò, a well-known Italian sociologist, is employed. Following these premises, a procedural model enhancing the development of social groups is considered as the building block of community development. Short examples are provided. It is concluded that, in the process of local development, the symbolic and the immaterial dimensions need to be stimulated, as well as the material and the infrastructural ones. In order to achieve this, correct tools are needed.     

Service users and carers’ involvement in social work education: lessons from an English case study

Within the larger context of the search to improve social work practice in Europe, this article presents a case study of a UK innovation in social work education with the potential to radically change social work practice. Following governmental requirements, Anglia Ruskin University has introduced systematic involvement of service users and carers in the training of a new undergraduate degree since September 2003. The conceptual and value base, the structure, staffing, and main activities are outlined; the main achievements and obstacles are highlighted. Mindful of the danger of slipping into tokenistic involvement, the project has included an action research evaluation component exploring the views of all the project's stakeholders thus establishing the project as an evidence-based educational innovation. The findings highlight the value of service users and carers’ involvement on the qualifying social work degree, of the action research design of the evaluation, and the steps needed for the cultural change required for such an involvement to become more comprehensive and embedded in the degree.     

International social work practicum in India

The present study discusses the process of organising social work placements in India for two Australian students and presents the students' and the field education coordinator's reflections on practicum experiences in the school and hospital setting. Several steps need to be taken to plan and implement international placements. Undertaking a practicum in another unknown culture is as challenging as it is rewarding. Cross-cultural comparative dimensions naturally emerge in our thinking, feeling and doing, and help us appreciate what we have in our own country. Learning occurs both within and outside the practicum. Positive mental attitude, psychological make up, an open mind, planning and preparation do help. However, overseas placements have their own quota of surprises. Any student aspiring to undertake an international practicum should be prepared to face some unexpected situations as they unfold. Overall, effective learning did occur and horizons did expand.     

Transmigration and urban social work: towards a research agenda

Many Western European countries, and especially the larger cities within these countries, are making a transition towards super-diversity. This shift towards super-diversity is also characterised by a growth of the phenomenon of transmigration, whereby people frequently move back and forth across borders. The social life of transmigrants is not only oriented towards their country of residence, but also consists of complex networks beyond boundaries. Transmigrants constantly shift between different modus operandi and between different visible and invisible, local and global networks. Many transmigrants face a high risk of social vulnerability and are overrepresented in the client population of urban social services. Although much research has been done on transmigration on the one hand, and on international social work on the other hand, the effect of transmigration on social workers and on social work practice is still under-investigated. Based on social work research in Brussels and Antwerp, the authors research the challenges transmigration poses to social work. They demonstrate that there is a difference in perspective between the translocal and transnational lives of transmigrants on the one hand versus the locally rooted practices of social workers on the other hand. Using this analysis as a springboard, they identify a number of avenues for additional inquiry in this field.     

Learning pattern of social work students: a longitudinal study

Research on learning patterns of social work students is scare. This longitudinal study addresses this issue by employing mixed methods of quantitative and qualitative study design to understand the learning pattern of students throughout their undergraduate social work studies. Six rounds of quantitative data collected by structured questionnaires and four rounds of qualitative data collected by focus group interviews have been conducted at an interval of every 6 months to track the learning pattern and to evaluate the continuous impacts of social work education on students. Results indicate that although students’ evaluation on the curriculum was positive and with significant difference in mean scores, paired sample t-tests found no significant difference between time 1 and 6 of all outcome variables. With regard to students’ change in attitude, acquisition of knowledge and skills, results indicate a ‘U-shape’ trend and a fluctuating learning pattern with a rebound in different outcome variables toward the end of the three-year study. Qualitative data echoes the findings and reveals that students go through the confused freshman stage, to disillusioned in practicum and finally with enriching experience upon graduation. The paper discusses meanings and implications of student learning pattern to social work education.     

Spatial approaches to social work – theoretical foundations and implications for practice and research

ABSTRACT

Spatial approaches have inspired and grounded the social sciences and social geography already for a longer time. Beyond these models, the theory discourse on social work developed innovative concepts and models of socio-spatial approaches. They set a special focus on aspects of individual and social development, the concept of acquirement and emancipatory approaches to spatial design. For interventions, special methods for socio-spatial analyses were developed. This article reflects the main approaches of this theory discourse and asks for its key implications for social work practice and research.     

Attitudes of social work students towards older people

Demographic ageing is a challenge for many countries. Even though Turkey has a relatively younger demographic composition, the proportion of the older people (65+) within the population is rapidly increasing. Within this framework, older people are becoming more important clients for both social work students and social workers in Turkey. This study aims to reveal the attitudes of social work students towards older people and determine the various factors that affect their views on older persons. In the scope of the project, Kogan's Attitude Towards Old People Scale was applied to 419 social work undergraduate students at a university located in Central Anatolia. The findings showed that social work students scored a mean of 130.96 and they generally had positive attitudes towards older people. The correlation between year of study, gender and age was not statistically significant. However, having lived mostly in urban areas was positively correlated with the mean Kogan scores and this finding was found to be statistically significant. Exposure to personal contact with older people at both the personal and professional levels was influential in shaping attitudes about the older people.     

Pedagogy of international social work: a comparative study in the USA,UK, and Georgia

The social work profession worldwide has been increasingly influenced by globalization and its effects on social issues that require social workers to be responsive and knowledgeable in addressing them. In recent years there has been an increased emphasis on the internationalization of the social work profession and education. With limited examples of international social-work-teaching methods discussed in the literature, there is also a lack of information obtained directly from students on methods of instruction that they most prefer and find beneficial. This collaborative, comparative project examined students' perceptions of methods that make teaching international social work successful at three universities in the United States, United Kingdom, and Georgia. While there were different preferences for content- and process-driven approaches in teaching, students' common interest was in gaining practice examples and exposure to real-life practice of international social work in their own and other countries. The findings suggest that international social work education needs to be more experiential and practice-based.     

Retraining programmes in social work: career considerations,factors influencing the decision to study social work and professional preferences among students

The current study sought to examine the differences between retraining programme (RP) students in social work (SW) and mainstream programme (MP) students regarding career considerations, factors influencing the decision to study SW and professional preferences. RPs are similar to fast-track training programmes known in the UK, as they offer graduates from other disciplines a qualification in SW. This study was conducted among 125 SW students in Israel: 56 in the RP, where studying SW was their secondary choice (after graduating in a different academic discipline) and 69 MP students for whom SW was their first choice for a profession. Both groups were examined in their final year of studies. When choosing their profession, RP students attributed greater importance to considerations such as personal development, satisfaction and interest in treating people, while for MP students, working conditions were more important. In addition, RP students also preferred to engage in individual therapy and policy practice. Furthermore, there were several differences between the groups’ preferences regarding types of populations, services and sectors. Correlations were found between various preferences of populations, services and fieldwork training. Lastly, a higher percentage of RP students compared to MP students had expressed their intention to work as social workers once they complete their studies.     

Service user research in social work and disability studies in the United Kingdom

In recent years, there has been growing interest in the involvement of service users in research as well as in research studies that are led by service users. Although this interest in service users’ roles in research has been evident in both social work and disability studies, the two research disciplines have remained remarkably separate in the United Kingdom. This paper examines the epistemological underpinnings of social work research and disability studies research and explores the tensions, possibilities and power dynamics of collaboration between the two research disciplines in the United Kingdom. It concludes by outlining possibilities for social model approaches to social work research.     

Social work for critical peace: a comparative approach to understanding social work and political conflict

ABSTRACT

This paper uses a case study approach to explore issues of social work policy and practice in three sites of political conflict in Europe: Northern Ireland; Bosnia and Herzegovina; and Cyprus. It begins with a review of the international literature on social work and political conflict and then discusses the strengths and limitations in engaging with comparative case study approaches. The authors explain how they view the writing of the paper as an intellectual encounter that helped establish the beginning stages of their comparative analysis. This starts with an analysis of the existing knowledge base about the three case studies that each share similar patterns of colonial histories, political and community conflict and the social work response. The second part of the paper extends this analysis to a critique of the impact of neo-liberal social and economic policies that often adversely impact upon the role of social workers in resolving conflict and building peace. The paper concludes with an appeal for social work to rediscover its rights-based role in working with victims and survivors of political conflict, what the authors describe as: ‘social work for critical peace’.     

Predicting empathy in helping professionals: comparison of social work and nursing students

There is a growing trend in social work to produce social work students who demonstrate empathy. Empathy levels in social work students are not well-researched, especially in comparison with students in other helping professions. This cross-sectional study explored the relationship between empathy, self-esteem, and work engagement in 472 undergraduate and graduate students in the helping professions. Comparisons between BSW, MSW, and nursing students found overall high levels of affective empathy. Graduate MSW and nursing students scored higher than BSW students on most empathy constructs, self-esteem, work engagement, and had more work and volunteer experiences. A hierarchical multiple regression model was used to assess predictors of comprehensive empathy. Significant predictors of comprehensive empathy, as measured by the Empathy Assessment Index, included volunteer experience, work engagement, and affective empathy. Demographic variables such as age, gender, ethnicity, and years of work were non-significant predictors. Different constructs of empathy emerged, and implications of how empathy is relevant to social work practice are discussed with recommendations for social work education.     

Outreach social work: from managing access to practices of accessibility

A recurring feature of outreach work is that outreach tries to reach people who are left without care and not effectively reached by existing services. In this article, we discuss the importance of outreach practices in the context of changes in society. We suggest that the pressure on the managing of access to social services is increasing along with the demand to avoid an unnecessary inflow, and make a distinction between a residual and structural approach to social work and social service delivery. In a residual approach, outreach social work can be seen as a strategy to manage access or as a strategy to link clients with appropriate services. In this sense, they ensure that people meet predefined criteria of social services. From a structural approach, however, the focus lies on how practices possibly contribute to the realization of human dignity in social interactions and might lead to a socio-political analysis of those situations in which social work intervenes. On a conceptual level, outreach practices thus appear as practices of accessibility. From this perspective, existing problem constructions and dynamics of inclusion and exclusion in social services but also more broadly in society might be questioned and ultimately changed.     

Support for gay and lesbian rights among social work students in Greece

This study explores social work students’ level of support for gay and lesbian rights. Respondents were all the students (N?=?460) attending classes in a Social Work Department in Greece. While students were generally supportive of gay and lesbian rights, a significant percentage believed that social workers should support gay and lesbian rights only when lesbians and gay men do not offend or upset others and their rights do not contradict the prevalent religion and societal values. Religiosity was an important correlate of students’ level of support for gay and lesbian rights. Findings are discussed in relation with social work education.