Bringing Research to Life: Using Social Work Students in a Statewide Foster Care Census

Smith, Rhonda; Gore, Michele T.

doi:10.18084/1084-7219.11.2.78

Cited by 6 publications

(3 citation statements)

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“…For example, Holley et al (2007) established that including research projects in research classes increases students' confidence. Similarly, Lundahl's (2008) study confirmed that involvement in a research project increased student confidence and appreciation for research as related to practice as did Smith and Gore's (2006) study involving student involvement. Similarly, Morgenshtern et al (2011) found that social work student attitudes toward research improved positively after hands-on experiences.…”

Section: Discussion Commonalitiessupporting

confidence: 52%

Teaching qualitative methods to social workers: Four approaches

Munn

2015

Qualitative Social Work

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This teaching note draws on the experience of the author in teaching qualitative methods to social worker students across BSW, MSW, and doctoral levels using four different approaches. The approaches are (1) a single class session within general research class; (2) a one-semester doctoral-level class taught a research team; (3) study abroad using visual qualitative inquiry; and (4) project-based, completing a program evaluation. The four individual methods are examined. Some progress has been made in the single session format, and a suggestion for including experiential exercise is offered. Challenges and outcomes of the semester-long doctoral class are noted, including extensive time and labor burdens. The study abroad model includes specifics to teaching in another country such as allowing for reflection time to process the experience. Finally, details of the research project model indicate student responses and interactions with course work. The author describes commonalities and outcomes from all four approaches and explores some existing, though sparse, literature on teaching qualitative methods to social work students. The author, while acknowledging the limitations of these case studies, concludes that experiential learning methods are optimum and there are positive aspects to the team format when employed.

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Section: Discussion Commonalitiessupporting

confidence: 52%

Teaching qualitative methods to social workers: Four approaches

Munn

2015

Qualitative Social Work

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“…Although direct benefits of collaborative research to undergraduate students have been well documented, [22][23][24] benefits and challenges specific for social work faculty and students have only recently begun to be explored. 25,26 An early, exploratory study of social work faculty identified several key benefits, as well as risks of faculty-student collaboration, such as situations where the student performs all or most of the work but receives little to no credit. 27 In an effort to reduce risks, Barretta-Herman and Garrett 27 suggest that faculty-student collaborators utilize written agreements clarify expectations.…”

Section: • Collaborative Research: Benefits and Challengesmentioning

confidence: 99%

Collaborative Research

Mills-Dick

Hull

2011

Journal of Public Health Management and Practice

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Public health social work is committed to improving the health and well-being of individuals and communities. Collaborative partnerships can be a tremendous resource and valuable approach to meeting community needs. This article discusses the essential role of partnership and community learning through the case study of a student-faculty team engaged in collaborative research on homelessness in upstate New York in an effort to inform the development of a community affordable housing plan. The goals of the project were to (1) improve understanding of homelessness at the local level, (2) contribute to community planning efforts to end homelessness, and (3) enrich public health social work skills. This case study describes the various ways in which collaboration is cultivated and infused throughout the life of a project. The authors reflect on benefits and challenges of collaboration, and suggest considerations for designing collaborative research projects. This article discusses the impact faculty-student and college-community collaborative partnerships can have on expanding knowledge and enhancing community well-being.

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“…Since that time, with a growing emphasis on evidence-based practice, there has been an influx of articles offering specific models and methods for teaching research and supporting student participation in research (Dietz et al, 2004;Jacobson & Goheen, 2006;Rubin & Parrish, 2007b;Smith & Gore, 2006), but few if any explorations of the breadth and type of research education taking place across curricula and various levels of education.…”

Section: Journal Of Social Work Educationmentioning

confidence: 99%