Building action focused research in social care organisations

Sanders, Jackie; Munford, Robyn

doi:10.1080/09650790701833071

Cited by 10 publications

(6 citation statements)

References 31 publications

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“…However, there remain challenges for newly qualified and more experienced social workers in both utilising and conducting research in practice (Corby, 2006; Orme and Powell, 2007; Sanders and Mumford, 2008). For example, the rationale for practitioner research is not recognised by managers who remain ‘… very focussed on service delivery goals and didn’t see social workers as having valid research activities to pursue’ (Beddoe, 2011: 564).…”

Section: Resultsmentioning

confidence: 99%

Teaching qualitative research and participatory practices in neoliberal times

Newman

McNamara

2016

Qualitative Social Work

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Dialogue between those interested or engaged in qualitative research and practitioners is essential if practice is to respond effectively to the increasing needs of service users. However, this statement is underpinned by two linked assumptions-that the world of the practitioner and that of the researcher are separate, and that there is a policy audience receptive to qualitatively informed professional practice. This paper begins by questioning these assumptions, recognising that neoliberal managerialism remains dominant and is resistant to qualitatively inspired practice, determined that practitioners are 'siloed' into skills or competence-based approaches in the name of accountability, value for money and 'outcomes' consistent with neoliberal ideology. We emphasise the shared values and commitments between social work practice and social work research which include the recognition that people may be encouraged to understand and transform their world through the constant interaction of theory and practice, a view we promote through our teaching. For example, social justice and other social work values are highlighted through participatory, anti-oppressive and feminist research and emphasised though critical, emancipatory approaches to research questions. We include recent vignettes, demonstrating this approach, in which students have used innovative research approaches, which have provided the possibility of fully integrating research into ongoing practice. Feedback from students and practitioners concludes that this becomes possible if research teaching encourages partnership between students, practitioners, service users and organisations.

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Section: Resultsmentioning

confidence: 99%

Teaching qualitative research and participatory practices in neoliberal times

Newman

McNamara

2016

Qualitative Social Work

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“…Critical reflection, positioned as a research methodology (Fook, 2011), enables the conceptualisation of practice experience in context and is recognised as an effective tool for collecting and engaging with information, developing knowledge and promoting change (Ruch et al, 2015). This action research (Munford & Sanders, 2008) allows researchers to become immersed in the study, working collaboratively with participants in a coconstructed research process (Morley, 2013). The authors, with extensive experience in reflective supervision, worked alongside experienced OT supervisors to explore and deepen reflective practice.…”

Section: Original Articlementioning

confidence: 99%

“Moving out of the safe zone”: Promoting learning communities and reflective supervision in a social work statutory child protection agency

Rankine

Thompson

2021

ANZSWJ

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INTRODUCTION: Social work supervision in statutory child protection settings is often confused with line management and has little focus on professional development, critical reflection and exploration of practice. Within Aotearoa New Zealand, the statutory child protection agency Oranga Tamariki (OT), is under considerable scrutiny regarding the management of risk, child abuse, and the over-representation of Ma ̄ori tamariki within the child welfare system. This article covers the first collection of findings from a larger supervision study.METHODS: Using critical reflection as the methodological lens, four experienced OT supervisors participated in a learning community where supervision recordings were brought to each meeting to improve reflective capacity, critical reflection and skills. Data were collected from the learning community and thematic analysis was undertaken to explore current supervision practice in OT.FINDINGS: The three themes generated from the learning community discussions were: supervisory skills/interventions; the structure of supervision; and working with emotion and trauma. These themes highlighted the significance of the learning community as a forum for supervisors to share their existing supervision practice together, “moving out of the safe zone” as they engaged in positive and constructive feedback with their colleagues in a supportive space.CONCLUSIONS: Reflective supervision, within statutory child protection, is essential for learning, critical reflection and cultivating robust decision making in social work practice. The creation and development of professional supervision spaces such as learning communities provide the basis for supervisors and supervisees to develop their skills and ensure accountable, anti-oppressive and ethical practice.

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“…The decision to follow an action research methodology was also influenced by the fact that the researcher in this instance was a steering group of individuals, who were very keen to see a model of occupational therapy practice implemented rather than to observe or understand the effect of its implementation. Also, on reconsideration of the aims of the research, a much more overtly collaborative interventionist approach (Sanders and Mumford 2008) to the research seemed appropriate.…”

Section: The Research Paradigmmentioning

confidence: 99%

Using Theory to Underpin an Integrated Occupational Therapy Service through the Canadian Model of Occupational Performance

Boniface

Fedden²,

Hurst³

et al. 2008

British Journal of Occupational Therapy

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The aim of this action research study was to embed the theoretical tenets of the Canadian Model of Occupational Performance and its structures in a way that was appropriate to, and would be used by, all staff within an integrated health and social care setting. The action research involved 10 phases of reflection and action, with data analysis occurring between the cycles. The findings showed the importance of taking time to embed theory before implementing model structures in order to prevent those structures, and particularly the paperwork, becoming superficial. In addition, the importance of using theoretical structures (models) flexibly and adapting them to particular services was identified. A more generally applicable finding was that occupational therapists can and should demonstrate their theory through their practice and that this can be done by using a model to illustrate their clinical and, more specifically, their conditional clinical reasoning (Mattingly and Fleming 1994). In addition, the demonstration of clinical reasoning proved vital in making the client-centred and occupational beliefs of the model overt. It was concluded that implementing theory and using occupation-based literature (Williams and Bannigan 2008) in this way can take a long time but is worthwhile because it provides a sound and strong base for the profession's identity.

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Building action focused research in social care organisations

Cited by 10 publications

References 31 publications

Teaching qualitative research and participatory practices in neoliberal times

Teaching qualitative research and participatory practices in neoliberal times

“Moving out of the safe zone”: Promoting learning communities and reflective supervision in a social work statutory child protection agency

Using Theory to Underpin an Integrated Occupational Therapy Service through the Canadian Model of Occupational Performance

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