OVER-EMPHASISING RESEARCH IN SOCIAL WORK PRACTICE

By Mickey Skidmore, AMHSW, ACSW, FAASW

This month’s “Perspective” was inspired by content related in a Social Work Discovery podcast featuring a professional colleague Dr. George Turner  (WSU)

For the past four years I have been extremely fortunate to tutor the Integrated Project unit for WSU’s MSWQ Social Work program. And I am grateful for the invitation to do so again in the Spring semester of 2024. This is a capstone unit designed to showcase all of the student’s learning and skills acquired during the two-year MSW-Qualifying program. The course emphasises the integration of the three pillars of the Social Work profession: Research; Theory; and Practice, distinguishing itself from other allied health professions.

Despite my efforts to indoctrinate student’s in this underlying principle in preparation for their journey to begin their professional Social Work practice; the real-world experiences beyond the classroom reveal a noticeably different reality.

It has been a generally accepted practice in NSW health to highlight and emphases research as the key component or feature required to be considered for promotion or advancement in an employees awards level. The implication of such a statement is that the organisation prizes research over any other contribution to demonstrate or support professional advancement.

The SoSS of Western Sydney University has recently begun a reorganisation of sorts, gradually shifting to consolidate some of its casual academic staff in order to add increased permanent full-time positions. It is noteworthy however, that a decision has been made that only academics with a PhD or those willing to enrol in PhD program would be eligible for consideration for such a position. 

So, I want to be clear. I recognise the value of research. I believe it is crucial … important … even vital. I even understand that the political dance (process) in the world of academia achieves funding, accolades and prestige by promoting the necessity and advancement of ongoing research. There are however, other contributions that are also valid, important and worthwhile.

For those familiar with my historical writings, I have constantly acknowledged that research was not a primary interest in my Social Work practice. Thanks to the solid preparation of my Social Work educational foundation, I have been exposed to the basics of the framework and contours of the epidemiological process that constitutes what we have come to know as evidence-based practice. On a more practical basis, I know enough about research to be able to read an article in a professional journal and understand what it is attempting to convey regarding current theories, modalities and updated knowledge to inform our current practice.

As was pointed out in a podcast that I listened to, Social Work is widely recognised as a practice discipline, and this has been the pathway I have emphasised in my professional practice. For the past 40 years I have fine tuned my craft as a psychotherapist and clinician. I have been exposed to or engaged with well over 50 theoretical models, approaches or focused psychological strategies in an effort to enhance the development of a sound and broad knowledge base. And I have been fortunate to have amassed a wealth of clinical experiences in a range of mental health settings. I believe that these are also valued contributions that can and should be recognised as impactful to Social Work practice.

Somewhere around 30 years ago I also ventured into teaching as part of my professional practice. I am mindful and transparent when I have such opportunities that I never falsely represent myself as a formal or proper academic. I am quite clear that what I bring to the teaching space is 40yrs of clinical experience providing opportunities to offer real-life, practice examples of the theoretical knowledge being imparted in the course content — in hopes of making this more relatable to students. Again, I believe this is a useful and worthwhile contribution both to Social Work practice, as well as the teaching experience.

There are those who are less interested in practice and thrive in the realm of research and academia. The point of this editorial is to acknowledge that research is not the only contribution to the profession of Social Work that is valuable, prized or worthwhile. I do find it at least inconsistent and even potentially hypocritical to instil the integration of research, theory and practice as foundational principle in preparing students for Social Work practice only for this principle to be discarded following graduation.

It is already daunting and exhausting to contend with false attitudes, beliefs and misinformation that clearly imply a hierarchy where Social Workers are viewed as “less than” at the bottom; or relegating Social Workers to limited roles. But when our own profession directly or indirectly; intentionally or unintentionally begins to embrace a view that research is more precious or valued over other aspects of the profession we begin to mirror the process of differentiating within our own profession. 

What I so enjoy about the IP capstone unit is that it leaves the student with a powerful message to embark on their Social Work practice —  namely to create enough space in the conversation to emphasise the integration of the three pillars of the profession rather than suggest or imply that any one of them is more important or valuable than another. They all actually feed each other  —not circularly, but from all directions — constantly throughout the process. When we lose site of this, we undermine our own credibility as a professional discipline.

REFERENCES

  1. The Social Work Discovery Podcast (08 May 2019). Sexual Justice as Social Justice w/Dr.  George Turner, Western Sydney University.