Research from within: blurring boundaries and developing new methods

For many social scientists the transition from academic research to research within a policy and practice setting is riddled with theoretical difficulties. Research models and the role of the researcher have to be re-examined and re-defined. In discussing the work carried out within one Health Authority particular difficulties will be addressed and the need to develop new models emphasized.     

Centrelink: how social workers make a difference for young persons. A model of intervention

It is mandatory for social workers at Centrelink to interview and assess under 18-year-old youth who are applying for the ‘Unreasonable to Live at Home’ (UTLAH) rate of Youth Allowance. The aims of this research project were to identify and describe social work models of intervention when interviewing young persons who applied for UTLAH payments and to examine the way in which social workers developed a response to organisational and legislative changes. The qualitative research consisted of two components: field observations of social work interviews with claimants and an open-ended questionnaire completed by social workers after the observed interaction. The research confirmed the hypothesis that parts of a number of social work interventions could be combined and used to effectively assess and assist clients within the prescribed short-term approach. In addition, it supported the researchers' belief that social work models of intervention could be adapted to organisational and environmental changes. A potential challenge for social workers at Centrelink is to produce a brief social work model of intervention that is flexible enought to be used by professionals across sectors.     

Practice Learning and the Development of Students as Critical Practitioners—Some Findings from Research

This article reports some findings from an ESRC‐funded research project which has been examining the development of criticality in undergraduate students, taking social work and modern languages as contrasting disciplines. This twin‐track study aims to develop the conceptualisation of ‘criticality’ in the context of empirical research. This article examines the development of criticality in final year social work students, where the practice learning experience is predominant. The analysis is framed by the project's developing theoretical conceptualisation of criticality.     

Dilemmas in child care practice and the role for state sponsored social workers

Since the publication of Messages from Research (Department of Health, 1995) there has been intense and extensive debate about the limitations and implications of this summary for contemporary child care practice (Duxbury, 1997; Hughes, 1996; Parton, 1996; Littlechild, 1998; White, 1998). Unsurprisingly, in such a highly contentious arena, there is little consensus as to the appropriateness of the analysis or the recommendations contained in the report, particularly the overview to the research summaries. This short article seeks to add to the debate through the use of case study material to articulate social work practice dilemmas that the author has experienced; practice dilemmas that render problematic some of the assertions contained in Messages from Research. In doing so the author does not seek to undermine the importance of research for practice, as we seek to articulate an appropriate theoretical base for professional interventions in the lives of children and families, but to question whose interests are served by what can be seen as the selective representation of findings. As Stevenson (1991) states, we need to explore and understand what personal, professional and organisational processes may impede the implementation of research in practice within the child care arena. It might also behold us to ask what political or social processes may also impact on the way/s in which research for practice are 'produced' and/or 'consumed'. Overall, the author wishes to engage with, and stimulate further debate around, a core issue for practitioners and students as they explore the contemporary statutory social work role with children and their families.     

Preparing the next generation of researchers

This paper examines the needs of new and future social work researchers in the light of the overall aims of this particular project. The author is an aspiring ‘new’ researcher and will examine her own personal experience, to date, of being part of a postgraduate research programme in order to clarify how we might best ensure that the next generation of researchers can contribute to the strategy which is being developed. The paper reviews the author's experience of research training to test its adequacy in preparing the next generation to meet the demands required and in consideration of current professional develop ments around social work and social care. The paper will also consider who will be the members of this next generation and how the future agenda for the profession might potentially contribute to the development of a sound professional knowledge base and also influence the wider social science debate. The conclusions of this paper will draw together a number of key issues that have been highlighted so far and give a perspective on these which links values, knowledge and skills in ways which might usefully promote further debate and constructive resolution.     

Developing a social work curriculum on political conflict: findings from an IASSW-funded project

This paper presents the findings from an innovative project funded by the International Association of Schools of Social Work (IASSW) and undertaken by an international team of academics investigating the development of a global curriculum for social work in the context of political conflict. Coupled alongside the emerging research and literature on the subject, our small-scale survey findings indicate support for the need for social work educators to address political conflict more systematically within social work curricula at both undergraduate and post-qualifying levels of social work education. This paper illuminates the opportunities for creative pedagogy whilst also examining the threats and challenges permeating the realisation of such initiatives. In this way, the implementation of a proposed curriculum for political conflict is given meaning within the context of IASSW's Global Standards for social work education. Given the exploratory nature of this project, the authors do conclude that further research is warranted in regard to potential curriculum development and suggest using a comparative case study approach with more in-depth qualitative methods as a way to address this.     

Research in progress

This paper aims to reintroduce the Research in Progress section to the journal and to call for suitable contributions. The recent literature on research production and utilisation in social work is briefly reviewed. Summaries of research in progress, or longer contributions will be accepted from research workers, research students, social work teachers, practice teachers, academics in related disciplines, and from social work practitioners and managers.     

Promoting ergonomics in Algeria: activities of "the research and training laboratory" in the University of Oran

The growing need in Algeria to develop ergonomics knowledge and practice in industry was behind the initiative to develop a training and research project within the ergonomics laboratory at Oran University. Since 2005 the laboratory team is running an academic option master in work design and ergonomics. The evaluation of the academic master in 2010 revealed the acute need of the local industry for professional competences in ergonomic and work psychology. A professional training master program in "ergonomics & work psychology" was then developed in partnership with local industry, five European Universities and six Universities from three Maghreb countries. Research projects were initiated around the two training programs, in conjunction with a number of ergonomics dissemination and promotion activities. Preliminary results of the project are presented and discussed in relation to the local context, and in the light of similar cases in Industrially Developing Countries.     

Mothers and work–life balance: exploring the contradictions and complexities involved in work–family negotiation

This article presents data from a project exploring women's experiences of work and care. It focuses primarily on work–life balance as a problematic concept. Social and economic transformations across advanced post-industrial economies have resulted in concerns about how individuals manage their lives across the two spheres of work and family and achieve a work–life balance. Governments across the European Union have introduced various measures to address how families effectively combine care with paid work. Research within this area has tended to focus on work–life balance as an objective concept, which implies a static and fixed state fulfilled by particular criteria and measured quantitatively. Qualitative research on women's experiences reveals work–life balance as a fluctuating and intangible process. This article highlights the subjective and variable nature of work–life balance and questions taken-for-granted assumptions, exploring problems of definition and the differential coping strategies which women employ when negotiating the boundaries between work and family.     

The challenge of interdisciplinary collaboration in addressing the social determinants

The importance of professional disciplines working together to address the critical social and health issues facing society today cannot be overstated. Policy makers, service providers and researchers have long been calling for greater interdisciplinary collaboration. Despite this there has been little systemic analysis of the constraints involved in such collaboration. Far too often disciplines continue to work in silos. This paper aims to analyse the barriers to interdisciplinary collaboration through a case study of the relationship between social work and public health. These two disciplines have a lot more in common than might first appear. There is real potential for social work and public health to work together and enhance each other's efforts to address their common goal of greater social equality. However, this will require a genuine commitment from both disciplines to develop a shared political analysis, common language and a framework for action, which utilises their respective strengths.     

RECONCILING INDIGENOUS AND NON-INDIGENOUS KNOWLEDGES IN SOCIAL WORK EDUCATION: ACTION AND LEGITIMACY

This article describes an action research project undertaken in Australia to confront Eurocentrism in our social work curricula. Our aims, action, and reflections are discussed. Further, we explore the legitimacy of non-indigenous teachers taking action to reconcile indigenous knowledges in curricula. The findings have relevance for international social work education.     

Reflective Teaching in Social Work Education: Findings from a Participatory Action Research Study

This article describes a feminist-informed reflective teaching project enacted by a group of social work faculty at Texas State University–San Marcos. Utilizing Schon's notion of reflection-in-action, faculty formed a participatory action research group to implement reflective techniques to further their professional development as new teachers and better prepare social work students for practice in the social work profession. This project guided the participants in establishing academic identity through the creation of a supportive academic setting and peer collegiality. The group met monthly to share reflective teaching journals (RTJs), participate in intergroup dialogue, and engage in contemplative practices, such as meditation and visualization. Methods of data collection and analysis included content analysis of the intergroup dialogue sessions. Findings from the project reinforced Kolb's experiential learning cycle, in which new insights gained from reflection were integrated back into the classroom. This article presents these important insights and suggests replication of this project to promote reflective teaching in social work education and to help prepare new social work faculty for success in academia.     

Something new in old Europe?

This paper investigates whether EU research programmes have led to innovations in European social research. This is based on an assessment of a group of EU‐funded projects on the changing nature of work in Europe. EU‐funded projects have contributed to the creation of a European social space for European researchers, but at the cost of consolidating English as the lingua franca of European social research. Such projects tend to involve heterogeneous research actors and are oriented towards policy issues. To some extent they are therefore representative of a ‘Mode 2’ form of knowledge production. More clearly, they have ensured that social research about Europe is no longer simply comparative research. The new EU Sixth Framework Programme on RTD will undermine many of these achievements through its focus on conventional definitions of ‘excellence’ and the insistence on large‐scale research instruments.     

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.     

Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.     

Hospital social work in Sweden and the UK: Access to chances of physical health and well-being

In Swedish and UK practice, interest is developing in social work's contribution to tackling service users' unequal chances and experience of physical health. This is through alleviating disadvantaged social conditions such as relative poverty which service users face and which are associated with health inequalities. Ready access to social work services is an essential preliminary if service users are to gain the material and social resources services can provide, to alleviate their adverse social circumstances and thereby improve their health prospects. However, despite hospital social work's well-established position, its significance as an access point for services has tended to be marginalized. Drawing on a comparative account of Swedish and UK practice featuring two action research projects, we explore how hospital social work is a key point of access to services for service users experiencing profound disadvantage. We analyse major barriers to such access, notably the underfunded nature of hospital social work, discriminatory procedures, and unequal professional service user power relations. Nevertheless, the action research projects show how these barriers may be breached to some degree, enabling service users as patients and carers to access resources which contribute to more equal chances of health and well-being in ill-health.     

Paradox in professional practice—womens' views of social work A tri-national study in England,Germany and Italy

‘Paradox in Practice’ is an international comparative study which highlights some of the dilemmas and tensions inherent in social work practice presented by women working in three European countries. The paper is drawn from a longitudinal tri-national study which was undertaken between 1993 and 1996 by the social work departments of the University of Bournemouth, Dorset, England; the Fachhochschule Niederrhein in Monchengladbach, Germany; the University of Perugia in Umbria, Italy. The study was undertaken in two phases, the first a quantitative survey with one hundred participants in each country, the second qualitative interviews with twenty-five practitioners and ten experts in the social work field in each country.

Despite cultural, economic and political differences women appeared to face similar problems in their practice and the issues they raised are pertinent to the wider European debate on social work practice. The contribution of women to paid and unpaid care appears to have small impact on the organisation and design of care services except at the point of delivery. Priority setting and policy design appear still to be largely male domains in a female dominated profession. Where is women's voice given their significant role in underpinning social work services?

The wider study examined the profile of women engaged in social work practice in three European countries. In particular, the study examined the extent to which factors such as women's roles, caring and gender difference impacted upon work styles, practice and management in social work and on policy development in the personal social services in three European countries.     

Survivors of Woman Abuse

Abstract

The feminist social work and related literature on abused women has focused on women's processes of empowerment but has overlooked the question of women's movement from individual survival to collective resistance. In this feminist qualitative study, I explore the processes through which survivors of abuse by male partners become involved in collective action for social change. Using story telling as a research method, I interviewed 11 women about the processes, factors, insights, and events that prompted them to act collectively to address violence against women. I found that women's movement from individual survival to collective action entails significant changes in consciousness and subjectivity. Women's processes of conscientization are complex, contradictory and often painful because they involve political and psychic dimensions of subjectivity, protracted struggles with contradictions and conflict, and resistance to knowledge that threatens to unsettle relatively stable notions of identity. I suggest that feminist social work theory and practice must take into account three interrelated elements of women's transformative journeys: the discursive and material conditions that facilitate women's movement to collective action; the social, material and psychic costs of women's growth; and the multifaceted and difficult nature of women's journey in recognizing and naming abuse, making sense of their experiences, and acting on this knowledge to work for change. I recommend that feminist social work practice with survivors recognize that survivors can and do contribute to social change, and develop new, more inclusive liberatory models of working with survivors of abuse.