Social Workers Writing for Publication: The Story of a Practice and Academic Partnership

Gordon, Jean; Rixon, Andrew; Cooper, Barry

doi:10.1080/09503153.2016.1215416

Cited by 4 publications

(3 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Practitionerresearchers can bridge the research-practice 'disconnect' (Teater 2017) given their knowledge of what questions to ask, yet they often lack training, confidence and the structural support to carve time from busy workplaces. When practitioners are supported to engage with research it can increase professional skills, reflective learning and critical skills (Dahlberg and McCaig 2010;Newman and McNamara 2016), whilst building learning organisations and stronger professional identities (Boddy, Daly, and Munch 2012;Gordon, Rixon, and Cooper 2017).…”

Section: Discussionmentioning

confidence: 99%

“…It was important that the SWTP continued to offer support beyond initial injections of funding, particularly as known barriers to practitioner research include a lack of confidence, training, and support (Hardwick and Worsley 2011;Gordon, Rixon, and Cooper 2017). Brief written and video summaries were posted online to support practitioners, e.g.…”

Section: Nurturing Practitioner Researchmentioning

confidence: 99%

“…In addition to improving outcomes, research activity can help to build learning organisations, in which a spirit of inquiry is encouraged. This can strengthen social workers' professional identity and the standing of the profession more widely (Boddy, Daly, and Munch 2012;Dahlberg and McCaig 2010;Gordon, Rixon, and Cooper 2017). Rasmussen (2011, 31) found that bringing practitioners and academic writers together facilitated mutual learning.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Promoting Practitioner Research through a Social Work Teaching Partnership

Buck¹,

Whiteside

Newman³

et al. 2022

Practice

View full text Add to dashboard Cite

Research is critical for effective and innovative social work practice, yet social workers do not always have time to engage with research and there are limited accounts of how practitioners can undertake research in practical and meaningful terms (Mitchell, Lunt, and Shaw 2010). Using a reflective, storytelling methodology (Beresford 2016), which centres experiential knowledge, we describe how one regional social work teaching partnership nurtured practitioner research over a three-year period. We introduce a regionally administrated 'hub', that connected social workers and academics and supported the development of seventeen research teams. The studies that resulted, focused on a range of important issues including child protection, young people in transition to adult services, adults in community and residential settings, lived experience-led provision, and social work education. In terms of limitations, our reflections are descriptive and illuminative, rather than critical, our findings are also not representative but rather reflect a snapshot of practice. Despite limitations, this commentary reveals the feasibility and value of proactively nurturing practitioner research and offers a blueprint for cultivating similar initiatives in other regions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Nurturing Practitioner Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Promoting Practitioner Research through a Social Work Teaching Partnership

Buck¹,

Whiteside

Newman³

et al. 2022

Practice

View full text Add to dashboard Cite

show abstract

Truly Listening to Accounts of Mental Health Act Assessments: Reflections on my Practice

Blakley

2023

The British Journal of Social Work

View full text Add to dashboard Cite

This article draws upon the experience of the author whilst undertaking a qualitative research study exploring service user experiences of being assessed for detention to a mental health hospital. Doing research as a social work practitioner is a growing area and a common motivation is to improve practice. This article brings a different way of reporting research, which is embedded in the reflective tradition of social work. It explores practitioner research and insider/outsider perspectives. Through reflection, the author examines in depth two participants’ narratives, how this impacted her as a mental health social worker and the changes in her practice. These assessments are complex pieces of social work with involuntary service users in a pressured setting and are a challenging area for practitioners to improve service user experiences.

show abstract