Mapping Social Work Students' Perceptions of the Research Process: A Qualitative Follow-Up Study

Abstract

The purpose of this qualitative follow-up study was to gain a better understanding of how social work research students' thoughts, feelings, and actions evolve during the course of a 15-week research course. Using a sample of 111 BSW and MSW social work research students and qualitative data collected at two time points concerning their current research experiences, the findings revealed a variation in the temporal process of students' thoughts, feelings, and actions about research. For many students their experience in research culminated in greater confidence, increased knowledge and skills, and appreciation of the value of research for social work practice. Internal and external obstacles and supports affected how well social work students navigated the research process. These findings have important implications for social work education and practice. Effectively engaging students in research can have long-term positive effects on achieving CSWE and NASW initiatives for the integration of research into professional practice.

Research Practicum: An Experiential Model for Social Work Research

“…Although some social work scholars have focused exclusively on the value of pedagogical approaches that provide experiential opportunities for students to apply research skills, others have elaborated more clearly on other specific dimensions of learning that influence the success of experiential approaches (Blakemore & Howard, 2015;Maschi et al, 2007;Maschi, Probst, & Bradley, 2009). Blakemore and Howard (2015), for instance, identified specific cognitive skills, including critical thinking, creative thinking, and strategic thinking that research focused programs can foster.…”

“…Others have highlighted the potential for research curricula to not only influence the cognitive aspects of learning but also impact the affective aspects, such as attitudes and emotions (Holley et al, 2007). Adopting pedagogical approaches that consider attitudes and emotions have the potential to address social work students' tendency toward being more averse to research than other disciplines (Adam, Zosky, & Unrau, 2004;Fair, 2007;Maschi et al, 2009). Indeed, one review indicated that the challenges of teaching research to social work students included students' lack of enthusiasm, high anxiety, perceived lack of importance, negative attitudes, and a disconnect between research and practice (Cameron & Este, 2008).…”

“…Aversion to research has been noted to be more prevalent in human services/social work in comparison with other disciplines (Adam et al, 2004;Fair, 2007;Green, Bretzin, Leininger, & Stauffer, 2003). Maschi et al (2009), for example, asserted that research focused courses or experiential research learning programs influence students' attitudes toward and interest in research and the anxiety they feel toward the research process. Several scholars who examined social work students' attitudes about research have highlighted tendencies toward aversion and apprehension, still others have identified and described factors that contribute to social work students' interest in learning about research (Bolin, Lee, GlenMaye, & Yoon, 2012;Kranke, Brown, Atia, & Knotts, 2015).…”

“…This approach resonates with research by Whipple et al (2015), who underscored how BSW students increased their competency in research skills by engaging in authentic research activities. Other social work scholars suggest that experiential approaches to teaching research, which emphasize the behavioral or skills dimensions of learning, are equally important to those that focus on cognitive and affective dimensions (Maschi et al, 2007;Maschi et al, 2009). To this end, Maschi et al (2007) urged social work educators to recognize the affective, cognitive, and experiential dimensions of learning that are relevant to learning research skills and the interrelatedness of these dimensions.…”

The experiences of social work students on social work research

“…Etkili uygulamalar açısından sosyal hizmet araştırmalarının sosyal hizmet bilimi ve mesleği açısından bu denli önemli olması sosyal hizmet lisans eğitiminde verilen araştırma derslerinin işlevselliğini, niteliğini ve sosyal hizmet öğrencilerinin bu derslerle ilgili deneyimleri ve geri bildirimlerini gündeme getirmektedir. 15 haftalık araştırma dersi sırasında sosyal hizmet öğrencilerinin düşünceleri, duyguları ve eylemlerinin süreç içinde nasıl değiştiğini anlamaya çalışan bir izleme çalışmasında birçok öğrenci için araştırma deneyiminin daha büyük bir güvenle sonuçlandığı, öğrencilerin bilgi ve becerilerinin arttığı ve sosyal hizmet uygulamaları için araştırmanın değerinin öğrenciler tarafından anlaşıldığı sonucuna ulaşılmıştır (Maschi, Probst ve Bradley, 2009). Sosyal hizmet öğrencilerinin araştırma dersindeki duygu, düşünce ve araştırma süreciyle ilgili memnuniyetlerini keşfetme amacı taşıyan bir başka araştırmada da sosyal hizmet öğrencilerinin araştırma süreciyle ilgili olumsuz duygu ve düşüncele-rin (anksiyete vb.)…”