Competency Four
Engage in Practice-Informed Research and Research-Informed Practice
My entire practicum is a research project about the struggle of oppressed people that are dealing with the trauma of evictions and facing homelessness. I hope to continue working on research throughout my career as an LMSW and use that research to advocate for a policy change that will empower our clients.
Practice Behaviors
4.1: Engage in a review of contemporary best practices.
Academic Evidence: In my course School Social Work Emphasis II I was required to conduct a literature review and proposal of a school problem, I chose drugs and alcohol in schools. This has been a problem that for decades school boards and parents have been trying to address to lower the rates of students with drug and alcohol issues. I did research on best practices and the programs that have been used in the past, and also incorporated, based on the research, my recommendation for how to move forward. My paper can be viewed below.
Substance Abuse in Schools a Literature Review and Proposal for Action
4.2: Conduct research that responds to social work practice needs.
Field Evidence: While working with the EPI, I was able to conduct a literature review based on the research collected by Dr. Kristie Wilder and Elizabeth Riley as part of Southern’s research with the EPI. I used the qualitative interviews to analyze the themes and importance of collaboration with case management services AND a right to counsel. Please review my literature review below.
The Right to Counsel and Social Work for Those Affected by Housing Instability
Skills Used: Through completing my practicum and this competency in particular I was able to demonstrate my ability to synthesize data, and research to effectively communicate the success of the research project and EPI’s program.
Knowledge Presented: While fulfilling this competency, I was not able to take part directly in the research study. I was however able to use my analyzing and synthesizing abilities to translate the data along with my own personal research and show how successful the EPI has been with our clients. I was able to draw knowledge from School Social Work courses to put forward a proposal based on my research and best practices at eradicating substance abuse in schools.
Values Presented: When working with clients and other tasks during my time with the Eviction Prevention Initiative I demonstrated social work core values. I was able to demonstrate competence I did not overstep and work on the parts of the research I did not know how to do, instead, I took the data, conducted my own research, and translated this into a literature review documenting the success of having counsel and social service assistance wit the clients of the EPI. I also was able to demonstrate service through my research and express how important it is for clients facing eviction to not only have social work support but a right to counsel.
Cognitive Processes: While demonstrating this competency I used critiquing (evaluation domain) with every ethical dilemma I was faced with. I had to use evidence-based models, Reamer and Conrad’s Ethical Decision Making Model, and analyze the situation to make the best judgment for those involved. I also used producing (creation domain) when creating my own step-by-step guide to ethical decision-making to use with clients.
Affective Processes: Through evaluating (evaluation domain) the research data I was able to infer (evaluation domain) the benefits of having social work case management alongside a right to counsel with the clients of EPI. By doing this, it is more evidence that having these two crucial parts benefit the clients in finding adequate stable housing and restoring their self-sufficiency.
Theoretical Foundation: Focusing Effect Theory states that we, as humans, place more importance on some aspects more than others. This theory can be applied here because the research will allow for that importance to be placed on an important social justice issue of housing stability.