Competency 4: Engage in Practice-Informed Research and Research-Informed Practice
Engage in Practice-Informed Research and Research-Informed Practice
I have made it my goal to exhibit a strong level of respect for and engagement with practice-informed research, as well as research-informed practice. The field of social work has evolved and integrated several aspects of evidence-based practices and research findings. As a practicing professional, it is crucial that I gain knowledge about the existing research methods, that I actively include the education received by this research in my work, and that I continuously gather updated research findings throughout my future professional years. Over the course of the past two years, I have aimed to incorporate the value of competence and service as I utilized my skills in research and my knowledge about how to analyze and communicate existing evidence-based practices. I have used these skills to try to be competent and deliver quality service, as the social work values expect. I have integrated the information I have learned into action as I have researched the topic of freshman needs within a school system, various alternative interventions for youth dealing with anxiety, and effective means to address the issue of employee burnout in hospice workers. It has been at the forefront of my endeavors to thoroughly deliver competent work by using practice-informed research and research-informed practice.
PRACTICE BEHAVIORS:
4A: Engage in a review of contemporary best practices.
Academic Evidence: As a part of the Clinical II course this year, I was asked to record a pseudo group therapy session. For this session, I wanted to explain the basic concepts of Cognitive Behavioural Therapy to teenagers (cognitive level: application). In order to do this, I wanted to research some common best practices for explaining CBT to children and teenagers. I gathered three mental health website articles which helped me to understand some best practices for constructing group therapy sessions which address CBT for teenagers. I received new ideas which will be useful and effective as I implement them into my group therapy plans. Attached is the CBT explanation script and points which I compiled and used in my video: Explaining CBT to Youth.
Field Evidence: During my practicum, I decided to research best practices which addressed the issue of bullying in schools. I came across a program called Olweus, which is a widely-used anti-bullying program for school systems. This program trains teachers and school faculties in effective macro and micro methods which can be implemented to address bullying. I wrote up a review and reflection on the reading I had completed, and shared this information with my field supervisor. Throughout this process, I was able to incorporate my knowledge of systems theory as it applies to youth and the school system. Furthermore, I aimed to emphasize the value of services and social justice as I learned about the experiences of various students within the educational system, along with needs they might have which relate to the topic of bullying. Here is a link to the journal entry where I reflect on this experience:Journal Feb 1.
Other Evidence: At the suggestion of my practicum supervisor, I reviewed sections of writings by professionals who discuss best practices as it applies to students who are struggling academically. These readings–“Motivating Underachievers” by Coil and “Study Strategies Made Easy” by Davis–analyze the various causes for why some students might be failing courses or are unable to be focused in the classroom. The books provide straightforward advice for professionals who work with these students, along with tools which might help these students to become more organized and goal-minded. A portion of these chapters emphasize Behavioral Theory as it applies to motivation towards completing tasks if there is an understandable reward at the end of each task. Throughout my time reading these books, I developed another angle to approach a specific population within the school system, thus expanding on my knowledge towards honoring the dignity and worth of all students. Attached are a few of the pages which I found helpful to show to students and scanned copies for them to take with them: Learning and Goal Setting.
4B: Conduct research that responds to social work practice needs.
Academic Evidence: In the Advanced Administration course, I joined a group of students as we aimed to address the needs of young people who are dealing with depression and anxiety. Various children and youth struggle to find effective tools in dealing with their anxiety and depression. I conducted a literature research review to understand what means of interventions exist which are evidence-based and unique to the topics of concern. In this search, I came across adventure and outdoor therapy, which integrates existing therapeutic strategies with that of outdoor activities. Existing research has found that this incorporation of adventure with the evidence-based practices commonly-used to deal with anxiety and depression can be effective. In this research, I aimed to focus on expanding quality service to clients and protecting the dignity and worth of individuals. Here is an attachment to the final project which included the research and explains the program: Final Assignment Angel, Christensen, Wood-2.
Field Evidence: In my practicum setting, I discussed the potential need for freshmen students to have older mentors who will help support them with the high school counselor. In order to gather useful information, we distributed surveys (cognitive level: synthesis) to several juniors and seniors at Gordon Lee High School. These surveys included questions which provided space for students to reflect and share their thoughts about what help they wished they had received as freshmen. Also, these surveys requested student input on the idea of implementing a mentorship. I compiled the survey responses and evaluated the data to identify and explain trends in the responses of these students. I communicated the information through a document (Mentorship Feedback) which I shared with my supervisor and the school counselor.
Other Evidence: At my practicum, the high school counselor approached me with a need which she recognized. As a major participant in the college decision-making process for students, the high school counselor observed that many seniors are unsure of how to go about choosing a college major. In response to this situation, I decided to research the various articles and resources which exist to help individuals navigate the decision of choosing a college major. I used my skills of organization and written communication to structure the information I gathered into a powerpoint presentation to help the high school seniors learn and understand helpful tips about picking a major in their college endeavors. Attached I have the notes for a slide-by-slide presentation: College Majors Presentation Outline.