Theorizing practice research in social work

Abstract

The article focuses on theories, defi nitions, interests, possibilities and barriers in practice research in social work. It points out that both practice and research will be infl uenced by participating in and developing practice research. -and that both parts must and will learn from the process. To elaborate and defi ne practice research in social work, it is necessary to consider connected approaches and theories. The article will show that practice research is both connected to and can use the theoretical frames of Actual science and Mode 2 knowledge production. To understand and develop research closely connected to practice it is necessary to defi ne it in three different ways: practice research, practitioner research and user-controlled research. Examples from different Nordic approaches connected to these defi nitions will be presented. Although practice and research both need to develop practice research they do at the same time have different interests which will challenge both parts. Practice research must be looked upon as both an area of collaboration and a meeting point for different stakeholders: users, social workers, administrative management/organizers, politicians and researchers. It is stated that practice research at the same time need to break down barriers between the stakeholders, and to be aware not to combine them totally as differencies and dilemmas are a part of practice research and should remain so.

Evidence in Practice : On Knowledge Use and Learning in Social Work

“…It is challenging to study cases in a "naturalistic" societal setting, such as social work, especially when a research process is initiated exclusively from a researcher's point of view (Uggerhøj 2011(Uggerhøj , 2012. Nowotny et al (2003, p. 181) argue that knowledge is highly reflexive and that research no longer can be characterized as an "objective" investigation of the natural or social world; instead research has become a dialogic process between the researchers and the research subjects.…”

“…respondent validation) (Aagaard Nielsen & Svensson 2006), which enabled rapid correction of misunderstandings and reduced the risk of research bias (Eikeland 2006). Second, the joint discussions of what had been observed served as stimuli for workplace learning (Uggerhøj 2011).…”

Advancing Social Work Practice Research Education – An Innovative, Experiential Pedagogical Approach

“…The interest ranges from a focus on specifying models of practice research (practitioner oriented, method oriented, democratic and generative model), (Julkunen, 2011), to exploring the process of building bridges between practice and research (Uggerhøj, 2011a(Uggerhøj, , 2011b, and to understanding the role of human service organizations in building "knowledge sharing systems" to support evidence-informed practice and in promoting practice-based research (Austin, 2012, p.2). Practice-based research is defined as the practitioner's "use of research-inspired principles, designs and information gathering techniques, within existing forms of practice to answer questions that emerge from practice in ways that inform practice" (Epstein, 2001, p. 17).…”

“…There has been much skepticism about the utility of academic research in social work and it stems from attempts by researchers to maintain research as an academic field independent of practice (Uggerhøj, 2011a). The relationship between research and practice and professional social work identity remained unclear for many social work students.…”

A Framework for Teaching Practice-Based Research With a Focus on Service Users

“…The issues range from a focus on specifying models of practice research (practitioner oriented, method oriented, democratic and the generative), (Julkunen, 2011;Marthinsen & Julkunen, 2012), to exploring the process of negotiating relationships between research and practice (Uggerhøj, 2011a(Uggerhøj, , 2011b, to using data-mining methods with the administrative and case records of human service organizations (Epstein, 2010(Epstein, , 2011, to the changing relationship between university and practice-based research, to the need to raise standards in practice research (Shaw & Lunt, 2011. In addition to the attention given to processes and methodologies, there is also a call for more thinking about the role of human service organizations in building knowledgesharing systems to support evidence-informed practice and in promoting practice-based research (Austin, Dal Santo, & Lee, 2012).…”