Competency 4
Engage in Practice-Informed Research and Research-Informed Practice
Practice Behaviors
- Use practice experience and theory to inform scientific inquiry and research.
- Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
- Use and translate research evidence to inform and improve practice, policy and service delivery.
Engaging in practice-informed research and research-informed practice means that I will intentionally work to back up any intervention methods I use with clients or client families by research as to recognize the dignity and worth of each person. In becoming an ethical social worker, I will strive to apply critical thinking to research findings to determine the best intervention methods for different clients and client families. I will engage in conferences and workshops to expand my knowledge and grow my competence in different areas. Lastly, I will conduct research regularly to stay current with the best research-informed practice methods to use with clients and client families.
Evidence 1 (Class):
For my Research Methods class, I was able to work with some of my classmates to conduct research and write a research paper on a specified topic. The research question that my group chose was “How do educational programs and vocational programs affect recidivism rates?” Through the research of this topic we hoped to expand our knowledge about recidivism rates in relation to educational and vocational programs within inmates. To view the full research proposal, click here.
Evidence 2 (Field):
At my practicum agency, DFCS in Catoosa County, I was able to research different policies that have recently taken affect at the agency and discuss with my field instructor what implementing those policies looked like in the agency. One policy that I looked at was the Family First Preservation Services Act. I was able to learn how they are trying to move to a more trauma-informed intervention method when working with clients and client families as they are seeing the benefit that this has when working with clients and client families due to research that has been done. To read the journal entry that I wrote about the Family First Preservation Services Act, click here.
Evidence 3 (Additional):
I had the opportunity to go to an EAGALA (Equine Assisted Growth and Learning Association) Conference on February 26-29. This conference looks into the research behind why Equine Assisted Psychotherapy works and has many break out sessions and lectures to go to. They also do live demonstrations of Equine Assisted Psychotherapy with horses and individuals from the audience. I was able to learn about trauma and the research behind how it affects a person as well as intervention methods that can be used to combat this. I wrote a reaction in my weekly journal and discussed this with my field instructor. To read the full journal article, click here.
Skills Used:
For this competency, I used organization skills, research skills, active listening skills, critical thinking skills, and communication skills.
Knowledge Used:
For this competency, I was able to use knowledge learned from classes such as Social Welfare Issues and Policies and Research Methods to critically think and do research regarding intervention methods and policies. I was also able to gain experience from the presenters at the EAGALA conference and the people I talked with at the conference regarding intervention methods that are effective and backed by research. I was able to use my field instructor to gain knowledge about how specific intervention methods work into my practicum agency and how research has shown these intervention methods to be effective.
Values Present:
For this competency, the value of service was present as I am learning about and using research in practice to help clients more effectively. The value of dignity and worth of a person was also present as I am intentionally working to become more competent because each and every client is worthy of getting the best service possible. Lastly, the value of competence was present as I realize the importance of research-informed practice and practice-informed research and am actively working to grow more competent in many areas.
Cognitive Processes Used:
For this competency, I had to know and learn about different research-informed methods that work well with clients. I had to discuss different research-informed practice methods with my field instructor and also research different methods. I was able to develop a greater understanding of more research-informed practice methods through EAGALA and practice-informed research through categorizing the research done for my Research Methods class. I had to compose the findings of this research into a research paper.
Affective Processes Used:
For this competency, I was able to attend an EAGALA conference and enjoy learning and networking with other individuals participating in Equine Assisted Psychotherapy. I was also able to search and get more understanding on educational/vocational programs for inmates and how those affect recidivism rates. I was able to recognize how different policies work within agencies and see how they are integrated into how the agency runs through this trauma-informed model.
Theoretical Foundation:
Automatic Believing. This theory states that people initially believe everything they read or hear, however, then after the fact people think critically and determine whether what they saw or heard is true or not. As social workers, we are trained to not believe everything we hear or see, but rather to do research and be intentional to use intervention methods that are backed up by research rather than initially believing that an intervention method will work without having the research to back it up. It is important as social workers to integrate practice-informed research and research-informed practice into our work with clients and client families.