Competency 4: Engage in practice-informed research and research-informed practice
As a social worker, I understand quantitative as well as qualitative research methods and their respective roles in advancing a science of social work and evaluating their practice. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. I will use my practice experience to inform scientific inquiry as well as use research evidence to inform practice.
4.1 Critically review current research on evidence-based and contemporary based practices to improve practice, policy, and programs.
Course Evidence: During my School Social Work Core Concepts class, I had the opportunity to select a major educational diagnosis, review research on that diagnosis, and discuss how it impacts a students academic and social/emotional functioning within their education. Additionally, I was able to review interventions that are culturally informed and share the outcomes. In reviewing the literature, it identifies several anxiety interventions such as Cognitive Behavior Therapy which is an evidenced based practice utilized to assist with anxiety disorder. To view this intervention, please reference page two. To view the entire document, please click here.
4.2: Conduct and disseminate research that responds to social work practice needs and uses ethical, culturally informed, anti-racist, and anti-oppressive strategies to advance the purposes of social work.
Field Evidence: Throughout my field experience, I conducted pre and post surveys in order to reflect upon ways that could better serve populations that I was working with. In order to disseminate needs with the students in group, these surveys were conducted in order to gain more strategies to assist populations in the future and what I could do the next time in order to make it even more beneficial for them throughout our weekly sessions together. This assessment gives students a chance to be seen and heard, regardless of their ethical or cultural background. Please view the following pre-group assessment: EBE Small Group Pre-Assessment.
Skills Used: The skills utilized throughout this competency were oral and written communication, documentation, as well as time management.
Knowledge Used: Knowledge was drawn from courses such as School Social Work Emphasis I and School Social Work Core Concepts while completing this competency. Additionally, peer reviewed academic research, mental health, and evidence-based interventions within the school system, policies and practices were also present within this competency.
Values Present: Human dignity is present throughout this competency as it is an essential part of our humanity and our fundamental right as human beings. It is demonstrated throughout this competency as it gives us the right to be respected and to have our basic needs met. Additionally, the value of social justice was present as the ultimate goal throughout the competency was to improve policy and services for students and families.
Cognitive Processes Used: Research practices and knowledge gathered from laws and policies were demonstrated throughout this competency. Reviewing past and current policies assisted in developing new plans.
Affective Processes Used: Throughout this competency, research, observation, and reviewing were all affective processes utilized.
Theoretical Foundation: Source Credibility: This theory entails who we, as humans, are most likely to believe. When conducting research, it is imperative to use scholarly and credible sources in the field in which you are researching.