School of Nursing, Midwifery and Social Work

School of Nursing, Midwifery and Social Work

Research, Knowledge and Theory for Social Work

MA Social Work

(Professional Practice)

Sept 2010 – March 2012

Introduction

The aim of this module is to begin the process of questioning knowledge, research and theory with a view to engaging students in key theoretical questioning and skills which will support practice and question the nature of societal change and how this impacts upon individuals, groups, families and communities. It is hoped that this module raises understanding of social theory and sociology and how this relates to the individuals / families you will work with. It seeks to question the development and presentation of knowledge through the domains of research, knowledge, theory and practice. It also seeks to allow opportunity for you to understand key theoretical perspectives in the understanding of individual, families and communities. New learning and skills will also be developed.

The assessment for this module is by two 3000 word assignments that demonstrate a critical reflection of research articles. Both will demonstrate student’s ability to critically evaluate research and understand its relevance to practice

Programme/Module staff

Alison Coleman (Programme Leader /Senior Lecturer in Social Work, University of Salford) Tel; 0161 295 2389

Jill Murphy (Module Leader CRK&T / Lecturer in Social Work University of Salford) Tel:

Karen Mills (Module co-ordinator, University of Hertfordshire) Tel: 07539 222 921

Aims of the Module

The aims of the module are:

·  To enable students to critically analyse knowledge, research and theory for social work research and practice.

·  To develop the concept of the 'critical practitioner'.

·  To promote an understanding of the complexities surrounding methodology and the conduct of research.

·  To develop the concept of evidence based practice and the critical debate around the notion of what constitutes evidence and knowledge in social research

The module will pose questions about the nature of knowledge, how it is viewed, categorized and defined. Some questions to be considered are:

·  What assumptions are being made, that is, what are the intellectual starting points for the thinking within the research?

·  What set of questions are being asked?

·  In asking these questions, what concepts are being used?

·  What methods are being used to find out about the world?

·  What answers or solutions or explanations are given to the questions asked?

·  How does such questioning help social work?

Learning Outcomes

By the end of the module students should be able to:

·  Critically understand and demonstrate types of knowledge and their relationship to professional practice.

·  Critically evaluate research and it’s implications for professional practice.

·  Critically understand the nature of evidence based practice and its relationship to research.

·  Critically consider the relationship between knowledge, research, theory and practice and be able to consider the implications for practice.

·  Understand social theory and sociological concepts and their relevance to social work practice.

·  Develop the concept of evidence based practice and the critical debate around the notions of what constitutes evidence in social research

Transferable/Key Skills and other attributes

By the end of the module students should be able to:

·  Demonstrate their understanding of the centrality of research and knowledge to the social work task and the range of communication tools used within social work

·  Demonstrate their developing skills in group work and communication with social work colleagues via working collaboratively as a group to produce presentations using a variety of formats (e.g. written, verbal, PowerPoint presentation)

·  Demonstrate their developing skills in communication in a presentation setting

·  Engage effectively with competence and confidence with a range of communication skills

·  Compile and present a portfolio of evidence

·  Utilise independently pro-active strategies to plan and manage group activity.

·  Critically evaluate the outcomes of the planning process and actions taken.

·  Demonstrate independent skills in critical self-analysis, required for continuing personal and professional development.

·  Use a wide range of information technology confidently and competently.

·  Demonstrate skilful and imaginative use of IT to carry out tasks.

·  Competently and confidently assess, manage and critically analyse their personal and professional development

Students will also develop key skills in:

·  The collection and management of information from a variety of sources.

·  Communication skills.

·  Working in teams collaboratively.

·  Report construction and writing.

·  Independent research.

·  Presentations.

Module Content

The module curriculum focuses upon the development of research mindedness and evidence based practice. Students will have been introduced to these concepts earlier in the programme (EP&PD, ILS) but will now have the opportunity to develop their understanding and knowledge as required as a Masters Level student.

The module runs concurrently with practice based activity and the module Work Based Project. Students will be expected to draw on their placement and work based experience to explore the evidence base for practice. The assessed review of a published article will focus upon an area of practice

There are three broad areas of curriculum taught within this module:

The Social Work Curriculum

·  Social Theory Research Methods and Approaches

·  Values and Ethics

Development of Social work Skills

·  Communication Skills

·  Group work Skills

Work Based Learning Curriculum

·  Managing own learning

·  Learning agreements and action planning

·  Evaluation strategies

·  Portfolio development and personal and professional development

·  Collection and management of information from a variety of sources

·  Evidence –based practice / Utilising research in practice

·  Information Technology to search for evidence

·  Reflective processes

·  Presentations

Content from within these three areas have been integrated to create a coherent module curriculum.

Each session in this module offers students the opportunity to undertake a ‘peer review’ of a journal article. Verbal presentations will be made within small groups and peer feedback provided in written form.

Curriculum

Session Number and Date / Session Title / Session Content
1.
09.03.2011 / (am) Introduction to the module
(pm) Roots of Knowledge
Karen Mills / ·  To give students an overview of the module content and assessment.
·  Including introduction to student contribution and peer to peer learning
·  To link the teaching with the placement experience
·  To examine the knowledge base which underpins SW theory and research including
o  Sources of evidence and their reliability
o  Epistemology and the search for knowledge
o  Shibboleths in the research process
2.
21.03.2011 / Theory, Knowledge and their Influence on Practice (1)
Karen Mills / ·  What is Social Theory and why is it important for Social Work
·  An examination of key theories relating to Social Work practice (with an emphasis on child poverty). Students will examine the knowledge base underpinning key theories.
o  Poverty Class and underclass
o  Poverty vs. Social Exclusion
o  Agency and self efficacy
3.
22.03.2011 / (am) Theory, Knowledge and their Influence on Practice (2)
Julia Warrener
(pm) Student Presentations – whole group / ·  An examination of the theory of post modernism as it relates to Social Work practice. Students will critically review application of theory in the practice context
In your action learning group, identify the key philosophies, traditions and paradigms associated with research and knowledge generation. Prepare a 10 minute power point presentation to be presented to the whole student group and included in your portfolio outlining:
o  The key paradigms of knowledge and research
o  How each paradigm shapes our understanding of knowledge and the world
o  Examine how paradigms contribute to social work practice?
4.
28.03.2011 / From Research to Practice (1) Qualitative Data Gathering / ·  Student presentation – peer review of journal article x 2
·  This session will examine
o  qualitative data gathering
o  communication skills in the research context
o  research with vulnerable people
o  data analysis
5.
06.04.2011 / (am) Lies, Damned Lies and Statistics
Karen Mills and Maria Ansbro
(pm) Student Presentations – whole group / An examination of data, data gathering and its differential interpretation. This session emphasises the impact of data in Social Work Practice
Identify a sociological theory and apply it to your understanding of family breakdown. Prepare a 10 minute PowerPoint presentation to the whole student group to be included in your portfolio, on how the theory helps explain / understand family breakdown and implications for social work practice.
6.
13.05.2011 / Ideology, Politics and Policy / ·  Student presentation – peer review of journal article x 2
·  This session will examine the ways knowledge is influenced by:
o  Culture
o  Political ideology
·  Students will examine the validity of research outcomes with this in mind
7.
20.05.2011 / Ethics in Research
Brian Littlechild / ·  Student presentation – peer review of journal article x 2
·  SW values and research
·  Commissioning of research – the potential for bias inherent in the process
·  Power in the research process
·  Personal bias
8.
10.06.2011 / From Research to Practice (2) Multi-systemic Therapy
Maria Ansbro
(pm) Student Presentations – whole group / ·  Approaching this topic from the perspective of Multi-systemic Therapy this session will explore
o  The evidence base for the intervention
o  The methods by which large scale initiatives are assessed
o  What works - Interventions for children with complex needs
In your group, identify an evaluative research tool and prepare a 10 minute power point presentation for the whole student group and included in your portfolio on the tools strengths, limitations and relevance to social work research.
9.
17.06.2011 / From Research to Practice (3) Substance misuse / ·  Student presentation – peer review of journal article x 2
·  Using the example of Substance Misuse Interventions this session will examine the evidence base for treatment.
10.
24.06.2011 / (am) From Research to Practice (4) Research and Contemporary Policy
(pm) Student Presentations – whole group / This session examines the extent to which policy initiatives are guided by research knowledge and Social Theory in key areas such as:
Family intervention projects
Kinship care
Sure Start
Working within groups identify a piece of knowledge (e.g. research / theory) which has contributed significantly to contemporary social work practice. Prepare a 10 minute PowerPoint presentation to the whole student group which you will include in your portfolio, and take the following into consideration
o  Rationale for selection of theory / research
o  Outline the ‘knowledge’ it is claiming to present
o  Outline the ‘knowledge’ it is rejecting / contesting
o  Analyse its contribution to social work practice
11.
08.07.2011 / From Research to Practice (5) Children’s Services / ·  Student presentation – peer review of journal article
·  Using the example of ‘outcome based commissioning’ this session will explore recent responses to early years interventions in improving the life chances of children including:
·  Sure Start
·  Intergenerational disadvantage
·  Social Impact Bonds
12.
29.07.2011 / (am) Service Users in the Research Process
(pm) Essay Writer’s Corner / ·  Student presentation – peer review of journal article x 2
·  Examination of participatory and Action Research methods and their potential in adding to SW knowledge
·  Preparation for assessment
Opportunity to discuss the forthcoming assignments for the module and ask questions of the module leader.

Module Assessment

There are three components to the module assessment. All components of the module must be passed.

1.  The portfolio

2.  Review of two research articles (Assessment 1) 50% of the final grade

3.  Assignment (Assessment 2) 50% of the final grade

The Portfolio

Throughout the programme students will compile a portfolio to evidence their learning, containing a section for each of the six modules. Each section will include some compulsory items, and students will also be able to choose five other pieces of evidence relevant to their own learning to demonstrate that they have met the learning outcomes & subject knowledge requirements for each module.

It is the responsibility of students to decide which pieces of work cover the learning outcomes & subject knowledge requirements for which they require evidence, and to ensure that these are at the required standard. Appropriate evidence is likely to include material from the taught sessions, from directed and independent study, from activities in the student’s work base and from assessed practice placements.

The assessed written assignment for each module must be included in the relevant module section to contribute to the evidence for the learning outcomes. Evidence for modular assessment can be from any point in the programme but must be included at the point of assessment.

The practice elements of the portfolio will be submitted at the end of each Learning Block for examination and assessed as Pass or Fail. The assessed written assignment will be marked and awarded a separate grade.

The student will complete an evidence grid to demonstrate their learning against the Learning Outcomes for each module.

Learning Block 2- Portfolio Content

PART A – see WBP handbook

PART F – 60 DAY PLACEMENT (details within the WBP delivery pack)

PART G – CRK&T

·  Four power point presentation transcripts

·  Five pieces of evidence drawn from taught sessions, independent study, group work and/or work based evidence

·  Assessment1

·  Assessment 2

Assessment 1

Using an appropriate framework, critically evaluate two published research articles selected from the four available options defined below.

Identified Research Articles

1.  Beresford, P. Croft, S. Adshead, L (2008) ‘We Don’t See Her as a Social Worker’: A service user case study of the importance of the Social Worker’s Relationship and Humanity’. British Journal of Social Work 38, 1388 – 1407.

2.  Pithouse, A; Hall, C; Peckover, S and White, S (2009) ‘A Tale of Two CAFs: The Impact of the Electronic Common Assessment Framework’. British Journal of Social Work 39, 599 - 612

3.  Nick Frost, N; Robinson, M, and Anning, A (2005) ‘Social workers in multidisciplinary teams: issues and dilemmas for professional practice’ Child and Family Social Work 2005, 10, pp 187–196