how to research in social work

Social Work Research Methods That Drive the Practice

Social workers advocate for the well-being of individuals, families and communities. But how do social workers know what interventions are needed to help an individual? How do they assess whether a treatment plan is working? What do social workers use to write evidence-based policy?

Social work involves research-informed practice and practice-informed research. At every level, social workers need to know objective facts about the populations they serve, the efficacy of their interventions and the likelihood that their policies will improve lives. A variety of social work research methods make that possible.

Data-Driven Work

Data is a collection of facts used for reference and analysis. In a field as broad as social work, data comes in many forms.

Quantitative vs. Qualitative

As with any research, social work research involves both quantitative and qualitative studies.

Quantitative Research

Answers to questions like these can help social workers know about the populations they serve — or hope to serve in the future.

• How many students currently receive reduced-price school lunches in the local school district?
• How many hours per week does a specific individual consume digital media?
• How frequently did community members access a specific medical service last year?

Quantitative data — facts that can be measured and expressed numerically — are crucial for social work.

Quantitative research has advantages for social scientists. Such research can be more generalizable to large populations, as it uses specific sampling methods and lends itself to large datasets. It can provide important descriptive statistics about a specific population. Furthermore, by operationalizing variables, it can help social workers easily compare similar datasets with one another.

Qualitative Research

Qualitative data — facts that cannot be measured or expressed in terms of mere numbers or counts — offer rich insights into individuals, groups and societies. It can be collected via interviews and observations.

• What attitudes do students have toward the reduced-price school lunch program?
• What strategies do individuals use to moderate their weekly digital media consumption?
• What factors made community members more or less likely to access a specific medical service last year?

Qualitative research can thereby provide a textured view of social contexts and systems that may not have been possible with quantitative methods. Plus, it may even suggest new lines of inquiry for social work research.

Mixed Methods Research

Combining quantitative and qualitative methods into a single study is known as mixed methods research. This form of research has gained popularity in the study of social sciences, according to a 2019 report in the academic journal Theory and Society. Since quantitative and qualitative methods answer different questions, merging them into a single study can balance the limitations of each and potentially produce more in-depth findings.

However, mixed methods research is not without its drawbacks. Combining research methods increases the complexity of a study and generally requires a higher level of expertise to collect, analyze and interpret the data. It also requires a greater level of effort, time and often money.

The Importance of Research Design

Data-driven practice plays an essential role in social work. Unlike philanthropists and altruistic volunteers, social workers are obligated to operate from a scientific knowledge base.

To know whether their programs are effective, social workers must conduct research to determine results, aggregate those results into comprehensible data, analyze and interpret their findings, and use evidence to justify next steps.

Employing the proper design ensures that any evidence obtained during research enables social workers to reliably answer their research questions.

Research Methods in Social Work

The various social work research methods have specific benefits and limitations determined by context. Common research methods include surveys, program evaluations, needs assessments, randomized controlled trials, descriptive studies and single-system designs.

Surveys involve a hypothesis and a series of questions in order to test that hypothesis. Social work researchers will send out a survey, receive responses, aggregate the results, analyze the data, and form conclusions based on trends.

Surveys are one of the most common research methods social workers use — and for good reason. They tend to be relatively simple and are usually affordable. However, surveys generally require large participant groups, and self-reports from survey respondents are not always reliable.

Program Evaluations

Social workers ally with all sorts of programs: after-school programs, government initiatives, nonprofit projects and private programs, for example.

Crucially, social workers must evaluate a program’s effectiveness in order to determine whether the program is meeting its goals and what improvements can be made to better serve the program’s target population.

Evidence-based programming helps everyone save money and time, and comparing programs with one another can help social workers make decisions about how to structure new initiatives. Evaluating programs becomes complicated, however, when programs have multiple goal metrics, some of which may be vague or difficult to assess (e.g., “we aim to promote the well-being of our community”).

Needs Assessments

Social workers use needs assessments to identify services and necessities that a population lacks access to.

Common social work populations that researchers may perform needs assessments on include:

• People in a specific income group
• Everyone in a specific geographic region
• A specific ethnic group
• People in a specific age group

In the field, a social worker may use a combination of methods (e.g., surveys and descriptive studies) to learn more about a specific population or program. Social workers look for gaps between the actual context and a population’s or individual’s “wants” or desires.

For example, a social worker could conduct a needs assessment with an individual with cancer trying to navigate the complex medical-industrial system. The social worker may ask the client questions about the number of hours they spend scheduling doctor’s appointments, commuting and managing their many medications. After learning more about the specific client needs, the social worker can identify opportunities for improvements in an updated care plan.

In policy and program development, social workers conduct needs assessments to determine where and how to effect change on a much larger scale. Integral to social work at all levels, needs assessments reveal crucial information about a population’s needs to researchers, policymakers and other stakeholders. Needs assessments may fall short, however, in revealing the root causes of those needs (e.g., structural racism).

Randomized Controlled Trials

Randomized controlled trials are studies in which a randomly selected group is subjected to a variable (e.g., a specific stimulus or treatment) and a control group is not. Social workers then measure and compare the results of the randomized group with the control group in order to glean insights about the effectiveness of a particular intervention or treatment.

Randomized controlled trials are easily reproducible and highly measurable. They’re useful when results are easily quantifiable. However, this method is less helpful when results are not easily quantifiable (i.e., when rich data such as narratives and on-the-ground observations are needed).

Descriptive Studies

Descriptive studies immerse the researcher in another context or culture to study specific participant practices or ways of living. Descriptive studies, including descriptive ethnographic studies, may overlap with and include other research methods:

• Informant interviews
• Census data
• Observation

By using descriptive studies, researchers may glean a richer, deeper understanding of a nuanced culture or group on-site. The main limitations of this research method are that it tends to be time-consuming and expensive.

Single-System Designs

Unlike most medical studies, which involve testing a drug or treatment on two groups — an experimental group that receives the drug/treatment and a control group that does not — single-system designs allow researchers to study just one group (e.g., an individual or family).

Single-system designs typically entail studying a single group over a long period of time and may involve assessing the group’s response to multiple variables.

For example, consider a study on how media consumption affects a person’s mood. One way to test a hypothesis that consuming media correlates with low mood would be to observe two groups: a control group (no media) and an experimental group (two hours of media per day). When employing a single-system design, however, researchers would observe a single participant as they watch two hours of media per day for one week and then four hours per day of media the next week.

These designs allow researchers to test multiple variables over a longer period of time. However, similar to descriptive studies, single-system designs can be fairly time-consuming and costly.

Learn More About Social Work Research Methods

Social workers have the opportunity to improve the social environment by advocating for the vulnerable — including children, older adults and people with disabilities — and facilitating and developing resources and programs.

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From M.S.W. to LCSW: Understanding Your Career Path as a Social Worker

How Palliative Care Social Workers Support Patients With Terminal Illnesses

How to Become a Social Worker in Health Care

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MVS Open Press, Foundations of Social Work Research

Open Social Work Education, Scientific Inquiry in Social Work

Open Social Work, Graduate Research Methods in Social Work: A Project-Based Approach

Routledge, Research for Social Workers: An Introduction to Methods

SAGE Publications, Research Methods for Social Work: A Problem-Based Approach

Theory and Society, Mixed Methods Research: What It Is and What It Could Be

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How to become a research social worker

• How to become a research sw
• What is a research social worker
• What do research social worker do
• Salary and outlook

When people think about social work, research social work is probably not one of the first fields that comes to mind. Nevertheless, research social work actually plays an important role as its findings can dictate not only governmental policy, but also political reform as well as the allocation of funding. 

Research social workers need to be methodical, objective, and thorough in their research. As with any other field of research, the goal is not to confirm what you hope to be true, but rather figure out what is true. 

For example, suppose that a city program offers a $1 million grant to a local community led organization. Before that money can be spent, the grant stipulates that a study must be completed to find out what groups in the community need the most support. 

In this case, although the research social worker might have pre-existing ideas about how the money should be spent, it is their job to put their personal beliefs aside and complete an objective study of the community to determine where resources are lacking. 

The preceding example illustrates a case where a research social worker may be polling hundreds of thousands or people, looking at economic and housing data, and otherwise compiling a macro-view of the community. Research social work can also exist at the micro-level. 

Individual research 

Participatory research refers to research whereby a social worker integrates themselves with a person or family in order to understand the problems they face and, more broadly, what community resources are missing or inadequate. There are both advantages and disadvantages to this “micro-view” participatory research. 

Advantages 

• It’s possible to gain a very detailed view of a single person’s life and how they interact with the community. Much can be learned that would not otherwise reveal itself through a high level poll or questionnaire. 
• Due to the trust that can form between a community member and a research social worker, the “subject” may reveal more than they would with a questionnaire. 

Disadvantages 

• Participatory research is time consuming and resource heavy. For example, if a research social worker spends two days with a family, that’s time that they could have otherwise spent gathering data from hundreds or thousands of community members via more efficient means. 
• It can become very difficult to remain objective as participatory research can lead the researcher to believe that one family’s problems are the most pressing, even if data strongly indicates that other groups are in greater need. 
• Relationships can form between the social worker and the subject. While these are not necessarily negative, they may lead to biases in data collection which wouldn’t otherwise be prevalent with more impersonal research methods. 

Ultimately both macro and micro (participatory) research have a role to play in data gathering. Throughout their careers a research social worker will most likely conduct both kinds of research, and everything in between.

How research social workers need to conduct themselves 

In terms of participatory research it is important for a research social worker to take into account multiple voices from the community. So even if a research social believes they know which groups are most at risk they still need to conduct wide ranging interviews and remain objectively open to the answers that they receive. This really touches upon a key facet of research social work: objectivity. Being open to what the data is saying regardless of whether it confirms or denies existing views held by the research social worker. 

Also, it’s important to realize that research social workers may not be able to divulge the purpose of their research as they’re carrying it out. If participants knew the reason that the social worker was conducting a study they may be biased in how they present themselves or answer the social worker’s inquiries. This can actually prove frustrating for research social workers as they may not be able to answer even the most basic questions about what they’re doing. 

Why social work research is important 

We’ve covered why social research is important in regard to determining needs within a community and how that research can help to allocate funding to the proper areas. But research social work is also important in determining the efficacy of programs that have been implemented in the community. For example, research social workers can, 

• Administer before and after surveys to determine how the implementation of a new program has benefitted (or not benefitted) the community. 
• They may also conduct individual interviews with community members to find out how they feel about new programs. More specifically, these interviews may also be a chance to learn exactly how community members are benefitting from a program and also their thoughts on how it can be improved. 

Research social work is very important in that it helps to determine what programs are needed in a community and after the programs are created it is research social workers who measure their efficacy. 

While a “regular” social worker may spend their life seeing the trees (dealing with individual cases) it is the research social worker’s goal to see the forest. That is, understand the broader macro environment and the role that community programs play in it. 

Educational requirements to become a research social worker 

Most candidates should only consider taking a degree from a CSWE ( Council on Social Work Education ) accredited institution. Educational institutions without this accreditation may lack a rigorous teaching approach and degree holders from non-CSWE universities may find it more difficult to locate a good job. 

Research social work typically requires a candidate to have a Ph.D. as they will be expected to have a comprehensive understanding of statistics and how to compile the data that they collect. Thus research social work typically requires a large commitment in terms of schooling. 

In some cases, however, a social worker with a masters degree may be able to find work in the research field. Typically this person will handle assignments like distributing questionnaires and doing other data collection tasks in the neighborhood. A Ph.D. social worker will then compile that data and present the findings to local and federal government officials, among others. 

Why research social work can be difficult

One of the primary difficulties associated with social work research is that the social research worker’s role isn’t actually to help, but rather to study and gather data. This is not to suggest that the social worker must be robotic and ignore all problems, however, their role isn’t to solve but to observe. A research social worker may suggest that a “regular” social worker get involved but that’s typically the extent of what they can do. 

It can also be difficult doing participatory research, getting to know a subject or a family over the course of a day or two and then having to leave that family and move on. A normal social worker may stay with a family for months or even years, and enjoy a greater reward as that family’s situation improves. 

Thus social work research is suggested for those who understand their limited intervention role and are truly interested in data and devising the most effective ways to measure the efficacy of programs within the neighborhood. Research social workers can get their satisfaction from seeing community programs succeed, rather than working with individual subjects. 

Research social work career outlook 

It can be difficult to determine the career outlook specifically in regard to the research social worker. This is a very niche area of social work, all the more so since it typically requires a Ph.D. That being said, we can still gain valuable information by looking at overall trends for the social work field. 

The BLS (Bureau of Labor Statistics) estimates that from 2021 to 2031 there will be a 9 percent growth rate in the field of social work. In terms of actual numbers, 64,000 new social work jobs will be created by 2031. 

Research social worker salary  

Again, when it comes to determining the salary for a research social worker it’s difficult as there is little data available. That being the case we can still make a fairly good estimation of how much research social workers earn. 

According to HumanServicesEdu.org , “NASW found that a DSW or PhD can boost your earnings by around $17,000 over the baseline numbers you could expect with a bachelor’s.”

Overall we can see that research social workers tend  to earn more than other social workers and their job prospects are very good.

Frequently asked questions

A research social worker conducts research studies and evaluations to gather data and evidence related to social work practice and policies.

They use a range of research methods, such as surveys, interviews, focus groups, observation, or experimental designs, to answer research questions and test hypotheses.

A Bachelor’s degree in social work is the minimum requirement for most entry-level social work positions. However, many research social work positions require a Master’s degree in social work. Gain relevant work experience and develop research skills. You can also pursue a DSW or PhD to further your knowledge and expertise.

Research social workers need to be knowledgeable about different research methods, social policies, be able to analyze and interpret complex data.

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In This Article Expand or collapse the "in this article" section Social Work Research Methods

Introduction.

• History of Social Work Research Methods
• Feasibility Issues Influencing the Research Process
• Measurement Methods
• Existing Scales
• Group Experimental and Quasi-Experimental Designs for Evaluating Outcome
• Single-System Designs for Evaluating Outcome
• Program Evaluation
• Surveys and Sampling
• Introductory Statistics Texts
• Advanced Aspects of Inferential Statistics
• Qualitative Research Methods
• Qualitative Data Analysis
• Historical Research Methods
• Meta-Analysis and Systematic Reviews
• Research Ethics
• Culturally Competent Research Methods
• Teaching Social Work Research Methods

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• Community-Based Participatory Research
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• Evidence-based Social Work Practice: Finding Evidence
• Evidence-based Social Work Practice: Issues, Controversies, and Debates
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Social Work Research Methods by Allen Rubin LAST REVIEWED: 14 December 2009 LAST MODIFIED: 14 December 2009 DOI: 10.1093/obo/9780195389678-0008

Social work research means conducting an investigation in accordance with the scientific method. The aim of social work research is to build the social work knowledge base in order to solve practical problems in social work practice or social policy. Investigating phenomena in accordance with the scientific method requires maximal adherence to empirical principles, such as basing conclusions on observations that have been gathered in a systematic, comprehensive, and objective fashion. The resources in this entry discuss how to do that as well as how to utilize and teach research methods in social work. Other professions and disciplines commonly produce applied research that can guide social policy or social work practice. Yet no commonly accepted distinction exists at this time between social work research methods and research methods in allied fields relevant to social work. Consequently useful references pertaining to research methods in allied fields that can be applied to social work research are included in this entry.

This section includes basic textbooks that are used in courses on social work research methods. Considerable variation exists between textbooks on the broad topic of social work research methods. Some are comprehensive and delve into topics deeply and at a more advanced level than others. That variation is due in part to the different needs of instructors at the undergraduate and graduate levels of social work education. Most instructors at the undergraduate level prefer shorter and relatively simplified texts; however, some instructors teaching introductory master’s courses on research prefer such texts too. The texts in this section that might best fit their preferences are by Yegidis and Weinbach 2009 and Rubin and Babbie 2007 . The remaining books might fit the needs of instructors at both levels who prefer a more comprehensive and deeper coverage of research methods. Among them Rubin and Babbie 2008 is perhaps the most extensive and is often used at the doctoral level as well as the master’s and undergraduate levels. Also extensive are Drake and Jonson-Reid 2007 , Grinnell and Unrau 2007 , Kreuger and Neuman 2006 , and Thyer 2001 . What distinguishes Drake and Jonson-Reid 2007 is its heavy inclusion of statistical and Statistical Package for the Social Sciences (SPSS) content integrated with each chapter. Grinnell and Unrau 2007 and Thyer 2001 are unique in that they are edited volumes with different authors for each chapter. Kreuger and Neuman 2006 takes Neuman’s social sciences research text and adapts it to social work. The Practitioner’s Guide to Using Research for Evidence-based Practice ( Rubin 2007 ) emphasizes the critical appraisal of research, covering basic research methods content in a relatively simplified format for instructors who want to teach research methods as part of the evidence-based practice process instead of with the aim of teaching students how to produce research.

Drake, Brett, and Melissa Jonson-Reid. 2007. Social work research methods: From conceptualization to dissemination . Boston: Allyn and Bacon.

This introductory text is distinguished by its use of many evidence-based practice examples and its heavy coverage of statistical and computer analysis of data.

Grinnell, Richard M., and Yvonne A. Unrau, eds. 2007. Social work research and evaluation: Quantitative and qualitative approaches . 8th ed. New York: Oxford Univ. Press.

Contains chapters written by different authors, each focusing on a comprehensive range of social work research topics.

Kreuger, Larry W., and W. Lawrence Neuman. 2006. Social work research methods: Qualitative and quantitative applications . Boston: Pearson, Allyn, and Bacon.

An adaptation to social work of Neuman's social sciences research methods text. Its framework emphasizes comparing quantitative and qualitative approaches. Despite its title, quantitative methods receive more attention than qualitative methods, although it does contain considerable qualitative content.

Rubin, Allen. 2007. Practitioner’s guide to using research for evidence-based practice . Hoboken, NJ: Wiley.

This text focuses on understanding quantitative and qualitative research methods and designs for the purpose of appraising research as part of the evidence-based practice process. It also includes chapters on instruments for assessment and monitoring practice outcomes. It can be used at the graduate or undergraduate level.

Rubin, Allen, and Earl R. Babbie. 2007. Essential research methods for social work . Belmont, CA: Thomson Brooks Cole.

This is a shorter and less advanced version of Rubin and Babbie 2008 . It can be used for research methods courses at the undergraduate or master's levels of social work education.

Rubin, Allen, and Earl R. Babbie. Research Methods for Social Work . 6th ed. Belmont, CA: Thomson Brooks Cole, 2008.

This comprehensive text focuses on producing quantitative and qualitative research as well as utilizing such research as part of the evidence-based practice process. It is widely used for teaching research methods courses at the undergraduate, master’s, and doctoral levels of social work education.

Thyer, Bruce A., ed. 2001 The handbook of social work research methods . Thousand Oaks, CA: Sage.

This comprehensive compendium includes twenty-nine chapters written by esteemed leaders in social work research. It covers quantitative and qualitative methods as well as general issues.

Yegidis, Bonnie L., and Robert W. Weinbach. 2009. Research methods for social workers . 6th ed. Boston: Allyn and Bacon.

This introductory paperback text covers a broad range of social work research methods and does so in a briefer fashion than most lengthier, hardcover introductory research methods texts.

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Foundations of Social Work Research

(4 reviews)

Rebecca L. Mauldin

Copyright Year: 2020

ISBN 13: 9781648169915

Publisher: Mavs Open Press

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by LaToya Smith-Jones, Adjunct Professor, University of Texas at Arlington on 3/26/24

The textbook covers various topics that are familiar to the Social Work profession. There are relatable examples given within the book, which allow Social Work students to understand discussions through the lens of an actual practitioner. Each... read more

Comprehensiveness rating: 5 see less

The textbook covers various topics that are familiar to the Social Work profession. There are relatable examples given within the book, which allow Social Work students to understand discussions through the lens of an actual practitioner. Each section provides an area where research vocabulary is listed and reviewed, as well as examples to deepen the understanding of the vocabulary used.

Content Accuracy rating: 5

The information presented in the textbook is presented with accuracy. Bias was not noticed within the text.

Relevance/Longevity rating: 5

The information presented within the textbook was up-to-date. Classical studies were also included in the textbook. The classical studies allow the students to understand the historical influence regarding the research process.

Clarity rating: 5

The textbook provides examples and a separate vocabulary section in order to understand the jargon and technical terminology. individuals who do not have a research background will be able to comprehend the information written.

Consistency rating: 5

The textbook is consistent regarding terminology and framework. Each section builds upon the previous section.

Modularity rating: 5

Each section is broken up according to the topic of the chapter. Each chapter is broken up in sections, which allows for an easier read.

Organization/Structure/Flow rating: 5

The chapters are presented in a logical and clear fashion. The information presented within the textbook builds upon itself. Students are first introduced to background information regarding the topic and then they are given information regarding the application of the information shared.

Interface rating: 5

There were not any interface issues.

Grammatical Errors rating: 5

There were not any grammatical errors noted.

Cultural Relevance rating: 5

Information within the text was inclusive and included examples of various ethnicities and backgrounds.

The textbook is excellent to use for students who do not have a research background. The manner in which the information is presented and laid out assists with aiding students' understanding.

Reviewed by Quentin Maynard, Assistant Professor, University of Southern Indiana on 11/30/22

This text covers topics that social work students need to understand to be consumers of research. The author and contributors include current real work examples to help emphasize the different topics. Integrating the chapter on Real World Research... read more

This text covers topics that social work students need to understand to be consumers of research. The author and contributors include current real work examples to help emphasize the different topics. Integrating the chapter on Real World Research throughout the text might help emphasize to students that engaging in research is necessary to our profession, even as practitioners.

The content was accurate and error-free.

The content of the text was up-to-date and included information relevant to social work research. Since the main author solicited contributions from colleagues at their institution, updates and changes would likely be relatively straightforward.

The book seemed accessible for individuals with limited research experience. Key words were defined in the text and included in a glossary at the end of each section and the text.

The text was consistent in style and organization. Chapter subsections have specific learning objectives allowing students to know what will be covered in each chapter. Doing this reduces bloat and increases clarity for readers.

The text did not appear to be structured in a way that was overwhelming or difficult to follow.

The structure of the book was logical.

The digital pdf and the online versions of the text were intuitive and easy to navigate. I did not notice any issues with the interface in either format.

No writing or grammar errors noted.

The text is culturally sensitive. It includes a content advisory at the beginning of each chapter which allows students to be aware of specific topics (e.g., racism, sexism, and poverty) discussed or mentioned in the chapter. While this text was adapted for students at a specific university, the authors include topics that reach much farther than that audience. The examples included cover a diverse set of people and situations.

This is a comprehensive text that allows students the opportunity to learn how to be consumers of social work research. While practice evaluation might not be the scope of this text, other than the chapter on Real World Research, including discussions about how students might apply the concepts of each chapter in social work practice. The structure of the book allows students to see the research that their professors are engaging in and might make research more accessible to social work students and practitioners

Reviewed by Matt Walsh, Assistant Professor of Social Work, Marian University on 12/30/21

This textbook covers all the aspects of research you would expect for an introduction to social work research. It uses classic examples of past research to highlight the importance of ethics in research. It also does a good job of discussing... read more

This textbook covers all the aspects of research you would expect for an introduction to social work research. It uses classic examples of past research to highlight the importance of ethics in research. It also does a good job of discussing both quantitative and qualitative research as well as single system designs and program evaluation. My one critique as someone who does qualitative research is that it mentions the importance of trustworthiness and rigor in qualitative research but does not mention how a research can achieve this. However, it does go into other elements like coding and it would not be hard to provide student with supplemental materials about memoing or peer debriefing as examples and to be fair, it is hard to put everything in just one chapter.

All components are accurately described and well-written. The glossary at the end of each section is helpful for key words. The text appears to be error-free and unbiased.

There are links to recent examples which highlights the real world aspect of research.

This text is clear in its description of research and its major components. Certain aspects like causality get a little advanced for a introduction to research book but there are good visual to aid in students' understanding of some of the more complicated concepts. (Please note that I am reviewing this with BSW students in mind, MSW students may not find some of these sections as overwhelming as I suspect my students might).

The book is very well structured and consistent throughout.

The text is well structured and organized as a whole and in terms of each chapter and each section with the chapters.

The topics follow the order of most other foundational research books I have seen and have a logical flow to them.

I did not find any interface issues.

I could not see any grammatical errors.

There are good examples throughout that display an effort to have inclusivity, diversity, and equity in this text.

I feel like this book would provide students with a good understanding about research and could be used interchangeably with other foundational/introduction books on the market, especially if the professor is familiar with teaching research and has already established a good foundation (quizzes, lecture slides, assignments, activities, etc.).

Reviewed by Vivian Miller, Assistant Professor in Social Work, Bowling Green State University on 1/5/21

The text Foundations of Social Work Research covers social work research comprehensively and appropriately. Across twelve chapters, the author begins by introducing research, the science behind research and how this translates to the profession of... read more

The text Foundations of Social Work Research covers social work research comprehensively and appropriately. Across twelve chapters, the author begins by introducing research, the science behind research and how this translates to the profession of social work, and the importance of understanding research as it applies to social work practice across all system levels. In addition to comprehensive chapters, the text contains a glossary, practice behavior indices, bibliography, derivative notes, and links by each chapter.

This text is an accurate text that is error free. This text is extremely well-written and includes real-life examples, drawing on written contributions from social work faculty across practice settings and populations, as well as students at the masters and doctoral levels.

Much of research methods and the process is overall static, however the author does an incredible job to provide timely, relevant, and applicable examples throughout the text to ensure that this version will not be obsolete within a short period of time.

This text is clearly written and is easy to move through. This text contains chapters and sub-chapters. I’d recommend this book for a higher-level undergraduate program or graduate program (e.g., MSW), as there is technical terminology used. Additionally, the author provides a glossary at the back of the text, hyperlinked to each chapter on the web-version. Moreover, there are definitions highlighted at center page throughout the text.

This text is very consistent. Chapters build on one another and are written in clear order.

The use of subheadings throughout allows this text to be separated into smaller reading sections. For instance, if an instructor wanted to assign reading for “Probability sampling,” this topic can be readily extracted from the full text. A student can understand this topic area despite being separated from the text as context is provided to the reader in each sub-chapter. The use of bolded words, images, examples, and hyperlinks throughout make the text easy to separate and digest.

This text is very well-organized and moves through each section in a step-wise process building on each previous content area.

There are no interface issues in the text. Images display well, as well as key takeaway and glossary charts throughout each chapter.

The text contains no grammatical errors.

This text is culturally sensitive. Examples across all system levels (e.g., micro, messo, and macro) are inclusive of a variety of races, ethnicities, and backgrounds.

Highly recommend this text for a Social Work research course.

Table of Contents

• Chapter One: Introduction to research
• Chapter Two: Linking methods with theory
• Chapter Three: Ethics in social work research
• Chapter Four: Design and causality
• Chapter Five: Defining and measuring concepts
• Chapter Six: Sampling
• Chapter Seven: Survey research
• Chapter Eight: Experimental design
• Chapter Nine: Unique features of qualitative research
• Chapter Ten: Unobtrusive research
• Chapter Eleven: Real-world research
• Chapter Twelve: Reporting research

Ancillary Material

About the book.

This textbook was created to provide an introduction to research methods for BSW and MSW students, with particular emphasis on research and practice relevant to students at the University of Texas at Arlington. It provides an introduction to social work students to help evaluate research for evidence-based practice and design social work research projects. It can be used with its companion, A Guidebook for Social Work Literature Reviews and Research Questions by Rebecca L. Mauldin and Matthew DeCarlo, or as a stand-alone textbook.

About the Contributors

Rebecca L. Mauldin , Ph.D

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1 1. Science and social work

Chapter outline.

• How do social workers know what to do? (12 minute read time)
• The scientific method (16 minute read time)
• Evidence-based practice (11 minute read time)
• Social work research (10 minute read time)

Content warning: Examples in this chapter contain references to school discipline, child abuse, food insecurity, homelessness, poverty and anti-poverty stigma, anti-vaccination pseudoscience, autism, trauma and PTSD, mental health stigma, susto and culture-bound syndromes, gender-based discrimination at work, homelessness, psychiatric hospitalizations, substance use, and mandatory treatment.

1.1 How do social workers know what to do?

Learning objectives.

Learners will be able to…

• Reflect on how we, as social workers, make decisions
• Differentiate between micro-, meso-, and macro-level analysis
• Describe the concept of intuition, its purpose in social work, and its limitations
• Identify specific errors in thinking and reasoning

What would you do?

Case 1: Imagine you are a clinical social worker at a children’s mental health agency. One day, you receive a referral from your town’s middle school about a client who often skips school, gets into fights, and is disruptive in class. The school has suspended him and met with the parents on multiple occasions, who say they practice strict discipline at home. Yet the client’s behavior has worsened. When you arrive at the school to meet with your client, who is also a gifted artist, you notice he seems to have bruises on his legs, has difficulty maintaining eye contact, and appears distracted. Despite this, he spends the hour painting and drawing, during which time you are able to observe him.

• Given your observations of your client’s strengths and challenges, what intervention would you select, and how could you determine its effectiveness?

Case 2: Imagine you are a social worker working in the midst of an urban food desert (a geographic area in which there is no grocery store that sells fresh food). As a result, many of your low-income clients either eat takeout, or rely on food from the dollar store or a convenience store. You are becoming concerned about your clients’ health, as many of them are obese and say they are unable to buy fresh food. Your clients tell you that they have to rely on food pantries because convenience stores are expensive and often don’t have the right kinds of food for their families. You have spent the past month building a coalition of community members to lobby your city council. The coalition includes individuals from non-profit agencies, religious groups, and healthcare workers.

• How should this group address the impact of food deserts in your community?  What intervention(s) do you suggest?  How would you determine whether your intervention was effective?

Case 3: You are a social worker working at a public policy center whose work focuses on the issue of homelessness. Your city is seeking a large federal grant to address this growing problem and has hired you as a consultant to work on the grant proposal. After interviewing individuals who are homeless and conducting a needs assessment in collaboration with local social service agencies, you meet with city council members to talk about potential opportunities for intervention. Local agencies want to spend the money to increase the capacity of existing shelters in the community. In addition, they want to create a transitional housing program at an unused apartment complex where people can reside upon leaving the shelter, and where they can gain independent living skills. On the other hand, homeless individuals you interview indicate that they would prefer to receive housing vouchers to rent an apartment in the community. They also fear the agencies running the shelter and transitional housing program would impose restrictions and unnecessary rules and regulations, thereby curbing their ability to freely live their lives. When you ask the agencies about these client concerns, they state that these clients need the structure and supervision provided by agency support workers.

• Which kind of program should your city choose to implement?  Which is most likely to be effective and why?

Assuming you’ve taken a social work course before, you will notice that these case studies cover different levels of analysis in the social ecosystem—micro, meso, and macro. At the micro-level , social workers examine the smallest levels of interaction; in some cases, just “the self” alone (e.g. the child in case one).

When social workers investigate groups and communities, such as our food desert in case 2, their inquiry is at the meso-level .

At the  macro-level , social workers examine social structures and institutions. Research at the macro-level examines large-scale patterns, including culture and government policy.

These three domains interact with one another, and it is common for a research project to address more than one level of analysis. For example, you may have a study about individuals at a case management agency (a micro-level study) that impacts the organization as a whole (meso-level) and incorporates policies and cultural issues (macro-level). Moreover, research that occurs on one level is likely to have multiple implications across domains.

How do social workers know what to do?

Welcome to social work research. This chapter begins with three problems that social workers might face in practice, and three questions about what a social worker should do next. If you haven’t already, spend a minute or two thinking about the three aforementioned cases and jot down some notes. How might you respond to each of these cases?

I assume it is unlikely you are an expert in the areas of children’s mental health, community responses to food deserts, and homelessness policy. Don’t worry, I’m not either. In fact, for many of you, this textbook will likely come at an early point in your graduate social work education, so it may seem unfair for me to ask you what the ‘right’ answers are. And to disappoint you further, this course will not teach you the ‘right’ answer to these questions. It will, however, teach you how to answer these questions for yourself, and to find the ‘right’ answer that works best in each unique situation.

Assuming you are not an experienced practitioner in the areas described above, you likely used intuition (Cheung, 2016). [1] when thinking about what you would do in each of these scenarios. Intuition is a “gut feeling” about what to think about and do, often based on personal experience. What we experience influences how we perceive the world. For example, if you’ve witnessed representations of trauma in your practice, personal life, or in movies or television, you may have perceived that the child in case one was being physically abused and that his behavior was a sign of trauma. As you think about problems such as those described above, you find that certain details stay with you and influence your thinking to a greater degree than others. Using past experiences, you apply seemingly relevant knowledge and make predictions about what might be true.

Over a social worker’s career, intuition evolves into practice   wisdom . Practice wisdom is the “learning by doing” that develops as a result of practice experience. For example, a clinical social worker may have a “feel” for why certain clients would be a good fit to join a particular therapy group. This idea may be informed by direct experience with similar situations, reflections on previous experiences, and any consultation they receive from colleagues and/or supervisors. This “feel” that social workers get for their practice is a useful and valid source of knowledge and decision-makin – do not discount it.

On the other hand, intuitive thinking can be prone to a number of errors. We are all limited in terms of what we know and experience. One’s economic, social, and cultural background will shape intuition, and acting on your intuition may not work in a different sociocultural context. Because you cannot learn everything there is to know before you start your career as a social worker, it is important to learn how to understand and use social science to help you make sense of the world and to help you make sound, reasoned, and well-thought out decisions.

Social workers must learn how to take their intuition and deepen or challenge it by engaging with scientific literature. Similarly, social work researchers engage in research to make certain their interventions are effective and efficient (see Section 1.4 for more information). Both of these processes–consuming and producing research–inform the social justice mission of social work. That’s why the Council on Social Work Education (CSWE), who accredits the MSW program you are in, requires that you engage in social science.

Competency 4: Engage In Practice-informed Research and Research-informed Practice Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers: • 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; and • use and translate research evidence to inform and improve practice, policy, and service delivery. (CSWE, 2015). [2]

Errors in thinking

We all rely on mental shortcuts to help us figure out what to do in a practice situation. All people, including you and me, must train our minds to be aware of predictable flaws in thinking, termed cognitive biases . Here is a link to the Wikipedia entry on cognitive biases, as well as an interactive list . As you can see, there are many types of biases that can results in irrational conclusions.

The most important error in thinking for social scientists to be aware of is the concept of confirmation bias . Confirmation bias involves observing and analyzing information in a way that confirms what you already believe to be true. We all arrive at each moment with a set of personal beliefs, experiences, and worldviews that have been developed and ingrained over time. These patterns of thought inform our intuitions, primarily in an unconscious manner. Confirmation bias occurs when our mind ignores or manipulates information to avoid challenging what we already believe to be true.

In our second case study, we are trying to figure out how to help people who receive SNAP (sometimes referred to as Food Stamps) who live in a food desert. Let’s say we have arrived at a policy solution and are now lobbying the city council to implement it. There are many who have negative beliefs about people who are “on welfare.”  These people may believe individuals who receive social welfare benefits spend their money irresponsibly, are too lazy to get a job, and manipulate the system to maintain or increase their government payout.

Those espousing this belief may point to an example such as Louis Cuff , who bought steak and lobster with his SNAP benefits and resold them for a profit. However, they are falling prey to assuming that one person’s bad behavior reflects upon an entire group of people. City council members who hold these beliefs may ignore the truth about the client population—that people experiencing poverty usually spend their money responsibly and that they genuinely need help accessing fresh and healthy food. In this way, confirmation bias often makes people less capable of empathizing with one another because they have difficulty accepting alternative perspectives.

Errors in reasoning

Because the human mind is prone to errors, when anyone makes a statement about what is true or what should be done in a given situation, errors in logic may abound. Think back to the case studies at the beginning of this section. You most likely had some ideas about what to do in each case. Below are some of the most common logical fallacies and the ways in which they may negatively influence a social worker:

• Making hasty generalization : when a person draws conclusions before having enough information. A social worker may apply lessons from a handful of clients to an entire population of people (see Louis Cuff , above). It is important to examine the scientific literature in order to avoid this.
• Confusing correlation with causation : when one concludes that because two things are correlated (as one changes, the other changes), they must be causally related. As an example, a social worker might observe both an increase in the minimum wage and higher unemployment in certain areas of the city. However, just because two things changed at the same time does not mean they are causally related. Social workers should explore other factors that might impact causality.
• Going down a slippery slope : when a person concludes that we should not do something because something far worse will happen if we do so. For example, a social worker may seek to increase a client’s opportunity to choose their own activities, but face opposition from those who believe it will lead to clients making unreasonable demands. Clearly, this is nonsense. Changes that foster self-determination are unlikely to result in client revolt. Social workers should be skeptical of arguments opposing small changes because one argues that radical changes are inevitable.
• Appealing to authority : when a person draws a conclusion by appealing to the authority of an expert or reputable individual, rather than through the strength of the claim. You have likely encountered individuals who believe they are correct because another in a position of authority told them so. Instead, we should work to build a reflective and critical approach to practice that questions authority.
• Hopping on the bandwagon : when a person draws a conclusion consistent with popular belief. Just because something is popular does not mean it is correct. Fashionable ideas come and go. Social workers should engage with trendy ideas but must ground their work in scientific evidence rather than popular opinion.
• Using a straw man : when a person does not represent their opponent’s position fairly or with sufficient depth. For example, a social worker advocating for a new group home may depict homeowners that are opposed to clients living in their neighborhood as individuals concerned only with their property values. However, this may not be the case. Social workers should instead engage deeply with all sides of an issue and represent them accurately.

Key Takeaways

• Social work research occurs at the micro-, meso-, and macro-level.
• Intuition is a powerful, though limited, source of information when making decisions.
• All human thought is subject to errors in thinking and reasoning.
• Scientific inquiry accounts for cognitive biases by applying an organized, logical way of observing and theorizing about the world.
• Think about a social work topic you might want to study this semester as part of a research project. How do individuals commit specific errors in logic or reasoning when discussing a specific topic (e.g. Louis Cuff)? How can using scientific evidence help you combat popular myths that are based on erroneous thinking?
• Reflect on the strengths and limitations of your personal experiences as a way to guide your work with diverse populations. Describe an instance when your intuition may have resulted in biased or misguided thinking or behavior in a social work practice situation.

1.2 The scientific method

Learning objectives.

• Define science and social science
• Describe the differences between objective and subjective truth(s)
• Identify how qualitative and quantitative data are analyzed differently and how they can be used together
• Delineate the features of science that distinguish it from pseudoscience

If I asked you to draw a picture of science, what would you draw?  My guess is it would be something from a chemistry or biology classroom, like a microscope or a beaker. Maybe something from a science fiction movie. All social workers use scientific thinking in their practice. However, social workers have a unique understanding of what science means, one that is (not surprisingly) more open to the unexpected and human side of the social world.

Science and not-science

In social work, science is a way of ‘knowing’ that attempts to systematically collect and categorize facts or truths. A key word here is systematically –conducting science is a deliberate process. Scientists gather information about facts in a way that is organized and intentional, and usually follows a set of predetermined steps. Social work is not a science, but social work is informed by social science ; the science of humanity, social interactions, and social structures. In other words, social work research uses organized and intentional procedures to uncover facts or truths about the social world. And social workers rely on social scientific research to promote change.

Science can also be thought of in terms of its impostor, pseudoscience. Pseudoscience refers to beliefs about the social world that are unsupported by scientific evidence. These claims are often presented as though they are based on science. But once researchers test them scientifically, they are demonstrated to be false. A scientifically uninformed social work practitioner using pseudoscience may recommend any number of ineffective, misguided, or harmful interventions. Pseudoscience often relies on information and scholarship that has not been reviewed by experts or offers a selective and biased reading of reviewed literature.

An example of pseudoscience comes from anti-vaccination activists. Despite overwhelming scientific consensus that vaccines do not cause autism, a very vocal minority of people continue to believe that they do. Anti-vaccination advocates present their information as based in science, as seen here at Green Med Info . The author of this website shares real abstracts from scientific journal articles and studies but will only provide information on articles that show the potential dangers of vaccines, without showing any research that prevents the positive and safe side of vaccines. Green Med Info is an example of confirmation bias, as all data presented on the website supports what the pseudo-scientific researcher believes to be true. For more information on assessing causal relationships, consult Chapter 6 , where we discuss causality in detail.

The values and practices associated with the scientific method work to overcome common errors in thinking (such as confirmation bias). First, the scientific method uses established techniques from the literature to determine the likelihood of something being true or false. The research process often cites these techniques, reasons for their use, and how researchers came to the decision to use said techniques. However, each technique comes with its own strengths and limitations. Rigorous science is about making the best choice, being open about your process, and allowing others to check your work. It is important to remember that there is no “perfect” study – all research has limitations because all scientific methods come with limitations.

Skepticism and debate

Unfortunately, the “perfect” researcher does not exist. Scientists are human, so they are subject to error and bias, such as gravitating toward fashionable ideas and thinking their work is more important than others’ work. Theories and concepts fade in and out of use and may be tossed aside when new evidence challenges their truth. Part of the challenge in your research projects will be finding what you believe about an issue, rather than summarizing what others think about the topic. Good science, just like good social work practice, is authentic. When I see students present their research projects, those that are the strongest deliver both passionate and informed arguments about their topic area.

Good science is also open to ongoing questioning. Scientists are fundamentally skeptical. As such, they are likely to pursue alternative explanations. They might question the design of a study or replicate it to see if it works in another context. Scientists debate what is true until they arrive at a majority consensus. If you’ve ever heard that 97% of climate scientists agree that global warming is due to human activity [3] or that 99% of economists agree that tariffs make the economy worse [4] , you are seeing this sociology of science in action. This skepticism will help to catch situations in which scientists who make the oh-so-human mistakes in thinking and reasoning reviewed in Section 1.1.

Skepticism also helps to identify unethical scientists, as with Andrew Wakefield’s study linking the MMR vaccination and autism. When other researchers looked at his data, they found that he had altered the data to match his own conclusions and sought to benefit financially from the ensuing panic about vaccination (Godlee, Smith, & Marcovitch, 2011). [5] This highlights another key value in science: openness.

Through the use of publications and presentations, scientists share the methods used to gather and analyze data. The trend towards open science has also prompted researchers to share data as well. This in turn enables other researchers to re-run, replicate, and validate analyses and results. A major barrier to openness in science is the paywall. When you’ve searched online for a journal article (we will review search techniques in Chapter 3), you have likely run into the $25-$50 price tag. Don’t despair – your university should subscribe to these journals. However, the push towards openness in science means that more researchers are sharing their work in open access journals, which are free for people to access (like this textbook!). These open access journals do not require a university subscription to view.

Openness also means engaging the broader public about your study. Social work researchers conduct studies to help people, and part of scientific work is making sure your study has an impact. For example, it is likely that many of the authors publishing in scientific journals are on Twitter or other social media platforms, relaying the importance of study findings. They may create content for popular media, including newspapers, websites, blogs, or podcasts. It may lead to training for agency workers or public administrators. Regrettably, academic researchers have a reputation for being aloof and disengaged from the public conversation. However, this reputation is slowly changing with the trend towards public scholarship and engagement. For example, see this recent section of the Journal of the Society of Social Work and Research on public impact scholarship .

Science supported by empirical data

Pseudoscience is often doctored up to look like science, but the surety with which its advocates speak is not backed up by empirical data. Empirical data refers to information about the social world gathered and analyzed through scientific observation or experimentation. Theory is also an important part of science, as we will discuss in Chapter 5 . However, theories must be supported by empirical data–evidence that what we think is true really exists in the world.

There are two types of empirical data that social workers should become familiar with. Quantitative data refers to numbers and  qualitative data usually refers to word data (like a transcript of an interview) but can also refer to pictures, performances, and other means of expressing oneself. Researchers use specific methods designed to analyze each type of data. Together, these are known as research methods , or the methods researchers use to examine empirical data.

Objective truth

In our vaccine example, scientists have conducted many studies tracking children who were vaccinated to look for future diagnoses of autism (see Taylor et al. 2014 for a review). This is an example of using quantitative data to determine whether there is a causal relationship between vaccination and autism. By examining the number of people who develop autism after vaccinations and controlling for all of the other possible causes, researchers can determine the likelihood of whether vaccinations cause changes in the brain that are eventually diagnosed as autism.

In this case, the use of quantitative data is a good fit for disproving myths about the dangers of vaccination. When researchers analyze quantitative data, they are trying to establish an objective truth. An objective truth is always true, regardless of context. Generally speaking, researchers seeking to establish objective truth tend to use quantitative data because they believe numbers don’t lie. If repeated statistical analyses don’t show a relationship between two variables, like vaccines and autism, that relationship almost certainly does not exist. By boiling everything down to numbers, we can minimize the biases and logical errors that human researchers bring to the scientific process. That said, the interpretation of those numbers is always up for debate. That process can be subjective.

This approach to finding truth probably sounds similar to something you heard in your middle school science classes. When you learned about gravitational force or the mitochondria of a cell, you were learning about the theories and observations that make up our understanding of the physical world. We assume that gravity is real and that the mitochondria of a cell are real. Mitochondria are easy to spot with a powerful microscope and we can observe and theorize about their function in a cell. The gravitational force is invisible, but clearly apparent from observable facts, such as watching an apple fall. If we were unable to perceive mitochondria or gravity, they would still be there, doing their thing, because they exist independent of our observation of them.

Let’s consider a social work example. Scientific research has established that children who are subjected to severely traumatic experiences are more likely to be diagnosed with a mental health disorder (e.g., Mahoney, Karatzias, & Hutton, 2019). [6] A diagnosis of post-traumatic stress disorder (PTSD) is considered objective, and may refer to a mental health issue that exists independent of the individual observing it and is highly similar in its presentation across clients. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5, 2017) [7] identifies a group of criteria which is based on unbiased, neutral client observations. These criteria are based in research, and render an objective diagnosis more likely to be valid and reliable. Through the clinician’s observations and the client’s description of their symptoms, an objective determination of a mental health diagnosis can be made.

Subjective truth(s)

For those of you skeptics, you may ask yourself: but does a diagnosis tell a client’s whole story? No. It does not tell you what the client thinks and feels about their diagnosis, for example. Receiving a diagnosis of PTSD may be a relief for a client. The diagnosis may suggest the words to describe their experiences. In addition, this diagnosis may provide a direction for therapeutic work, as there are evidence-based interventions clinicians can use with each diagnosis. On the other hand, a client may feel shame and view the diagnosis as a label, defining them in a negative way and limiting their potential (Barsky, 2015). [8]

Imagine if we surveyed people with PTSD to see how they interpreted their diagnosis. Objectively, we could determine whether more people said the diagnosis was, overall, a positive or negative event for them. However, it is unlikely that the experience of receiving a diagnosis was either completely positive or completely negative. In social work, we know that a client’s thoughts and emotions are rarely binary, either/or situations. Clients likely feel a mix of positive and negative thoughts and emotions during the diagnostic process. These messy bits are subjective truths , or the thoughts and feelings that arise as people interpret and make meaning of situations. Uniquely, looking for subjective truths can help us see the contradictory and multi-faceted nature of people’s thoughts, and qualitative data allows us to avoid oversimplifying them into negative and positive feelings that could be counted, as in quantitative data. It is the role of a researcher, just like a practitioner, to seek to understand things from the perspective of the client. Unlike with objective truth, this will not lead to a general sense of what is true for everyone, but rather what is true for that one person.

Subjective truths are best expressed through qualitative data, or through the use of words (not numbers). For example, we might invite a client to tell us how they felt after they were first diagnosed, after they spoke with family, and over the course of the therapeutic process. While it may look different from what we normally think of as science (e.g. pharmaceutical studies), these stories are indeed a rich source of data for scientific analysis. However, it is impossible to analyze what this client said without also considering the sociocultural context in which they live. For example, the concept of PTSD is generated from Western thought and philosophy. How might people from other cultures understand trauma differently?

In the DSM-5 classification of mental health disorders, there is a list of culture-bound syndromes which appear only in certain cultures. For example,  susto describes a unique cluster of symptoms experienced by Latin Americans after a traumatic event (Nogueira, Mari, & Razzouk, 2015). [9]   Susto involves more physical symptoms than a traditional PTSD diagnosis. Indeed, many of these syndromes do not fit within a Western conceptualization of mental health because they differentiate less between the mind and body. To a Western scientist, susto may seem less real than PTSD. To someone from Latin America, their symptoms may not fit neatly into the PTSD framework developed in Western nations . Science has historically privileged knowledge from the United States and other nations in the West and Global North , marking them as objectively true. The objectivity of Western science as universally applicable to all cultures has been increasingly called into question as science has become less dominated by white males, and interaction between cultures and groups becomes broadly more democratic. Clearly, what is true depends in part on the context in which it is observed.

In this way, social scientists have a unique task. People are both objects and subjects. Objectively, you could quantify how tall a person is, what car they drive, how many adverse childhood experiences they had, or their score on a PTSD checklist. Subjectively, you could understand how a person made sense of a traumatic incident or how it contributed to certain patterns in thinking, negative feelings, or opportunities for growth, for example. It is this added dimension that renders social science unique to natural science, which focuses almost exclusively on quantitative data and objective truth. For this reason, this book is divided between projects using qualitative data and quantitative data.

There is no “better” or “more true” way of approaching social science. Instead, the methods a researcher chooses should match the question they ask. If you want to answer, “do vaccines cause autism?” you should choose methods appropriate to answer that question. It seeks an objective truth–one that is true for everyone, regardless of context. Studies like these use quantitative data and statistical analyses to test mathematical relationships between variables. If, on the other hand, you wanted to know “what does a diagnosis of PTSD mean to clients?” you should collect qualitative data and seek subjective truths. You will gather stories and experiences from clients and interpret them in a way that best represents their unique and shared truths. Where there is consensus, you will report that. Where there is contradiction, you will report that as well.

Mixed methods

In this textbook, we will treat quantitative and qualitative research methods separately. However, it is important to remember that a project can include both approaches. A mixed methods study, which we will discuss more in chapter 6, requires thinking through a more complicated project that includes at least one quantitative component, one qualitative component, and a plan to incorporate both approaches together. As a result, mixed methods projects may require more time for conceptualization, data collection, and analysis.

Finding patterns

Regardless of whether you are seeking objective or subjective truths, research and scientific inquiry aim to find and explain patterns. Most of the time, a pattern will not explain every single person’s experience, a fact about social science that is both fascinating and frustrating. Even individuals who do not know each other can create patterns that persist over time. Those new to social science may find these patterns frustrating because they may believe that the patterns describing their sex, age, or some other facet of their lives don’t represent their experience. It’s true. A pattern can exist among your cohort without your individual participation in it. There is diversity within diversity.

Let’s consider some specific examples. You probably wouldn’t be surprised to learn that a person’s social class background has an impact on their educational attainment and achievement. You may be surprised to learn that people select romantic partners that have similar educational attainment, which in turn, impacts their children’s educational attainment (Eika, Mogstad, & Zafar, 2019). [10] . People who have graduated college pair off with other college graduates, as so forth. This, in turn, reinforces existing inequalities, stratifying society by those who have the opportunity to complete college and those who don’t.

People who object to these findings tend to cite evidence from their own personal experience. However, the problem with this response is that objecting to a social pattern on the grounds that it doesn’t match one’s individual experience misses the point about patterns. Patterns don’t perfectly predict what will happen to an individual person. Yet, they are a reasonable guide that, when systematically observed, can help guide social work thought and action. When we don’t investigate these patterns scientifically, we are subject to developing stereotypes, biases, and other harmful beliefs.

A final note on qualitative and quantitative methods

There is not one superior way to find patterns that help us understand the world. As we will learn about in Chapter 5 , there are multiple philosophical, theoretical, and methodological ways to approach scientific truth. Qualitative methods aim to provide an in-depth understanding of a relatively small number of cases. They also provide a voice for the client. Quantitative methods offer less depth on each case but can say more about broad patterns because they typically focus on a much larger number of cases. A researcher should approach the process of scientific inquiry by formulating a clear research question and using the methodological tools best suited to that question.

Believe it or not, there are still significant methodological battles being waged in the academic literature on objective vs. subjective social science. Usually, quantitative methods are viewed as “more scientific” and qualitative methods are viewed as “less scientific.”  Part of this battle is historical. As the social sciences developed, they were compared with the natural sciences, especially physics, which rely on mathematics and statistics to come to a truth. It is a hotly debated topic whether social science should adopt the philosophical assumptions of the natural sciences—with its emphasis on prediction, mathematics, and objectivity—or use a different set of tools—contextual understanding, language, and subjectivity—to find scientific truth.

You are fortunate to be in a profession that values multiple scientific ways of knowing. The qualitative/quantitative debate is fueled by researchers who may prefer one approach over another, either because their own research questions are better suited to one particular approach or because they happened to have been trained in one specific method. In this textbook, we’ll operate from the perspective that qualitative and quantitative methods are complementary rather than competing. While these two methodological approaches certainly differ, the main point is that they simply have different goals, strengths, and weaknesses. A social work researcher should select the method(s) that best match(es) the question they are asking.

• Social work is informed by science.
• Social science is concerned with both objective and subjective knowledge.
• Social science research aims to understand patterns in the social world.
• Social scientists use both qualitative and quantitative methods, which, while different, are often complementary.

Examine a pseudoscientific claim you’ve heard on the news or in conversation with others. Why do you consider it to be pseudoscientific? What empirical data can you find from a quick internet search that would demonstrate it lacks truth?

• Consider a topic you might want to study this semester as part of a research project. Provide a few examples of objective and subjective truths about the topic, even if you aren’t completely certain they are correct. Identify how objective and subjective truths differ.

1.3 Evidence-based practice

• Explain how social workers produce and consume research as part of practice
• Review the process of evidence-based practice and how social workers apply research knowledge with clients and groups

“Why am I in this class?”

“When will I ever use this information?”

While students aren’t always so direct, I would wager a guess that these questions are on the mind of almost every student in a research methods class. And they are valid and important questions to ask!  While it may seem strange, the answer is that you will probably use these skills often. Social workers engage with research on a daily basis by consuming it through popular media, social work education, and advanced training. They also often contribute to research projects, adding new scientific information to what we know. As professors, we also sometimes hear from field supervisors who say that research competencies are unimportant in their setting. One might wonder how these organizations measure program outcomes, report the impact of their program to board members or funding agencies, or create new interventions grounded in social theory and empirical evidence.

Social workers as research consumers

Whether you know it or not, your life is impacted by research every day. Many of our laws, social policies, and court proceedings are grounded in some degree of empirical research and evidence (Jenkins & Kroll-Smith, 1996). [11] That’s not to say that all laws and social policies are good or make sense. But you can’t have an informed opinion about any of them without understanding where they come from, how they were formed, and what their evidence base is. In order to be effective practitioners across micro, meso, and macro domains, social workers need to understand the root causes and policy solutions to social problems their clients are experiencing.

A recent lawsuit against Walmart provides an example of social science research in action. A sociologist named Professor William Bielby was enlisted by plaintiffs to conduct an analysis of Walmart’s personnel policies in order to support their claim that Walmart engages in gender discriminatory practices. Bielby’s analysis shows that Walmart’s compensation and promotion decisions may indeed have been vulnerable to gender bias. In June 2011, the United States Supreme Court decided against allowing the case to proceed as a class-action lawsuit ( Wal-Mart Stores, Inc. v. Dukes , 2011). [12] While a class-action suit was not pursued in this case, consider the impact that such a suit against one of our nation’s largest employers could have had on companies, their employees, and even consumers around the country. [13]

A social worker might learn about this lawsuit through popular media, news media websites or television programs. Social science knowledge allows a social worker to apply a critical eye towards new information, regardless of the source. Unfortunately, popular media does not always report on scientific findings accurately. A social worker armed with scientific knowledge would be able to search for, read, and interpret the original study as well as other information that might challenge or support the study. As social work graduate students, you should be comfortable in your information literacy abilities, and your advocacy and practice should be grounded in these skills. Chapters 2, 3, and 4 of this textbook focus on information literacy , or how to understand what we already know about a topic and contribute to that body of knowledge.

When social workers consume research, they are usually doing so to inform their practice. Clinical social workers are required by a state licensing board to complete continuing education classes in order to remain informed on the latest information in their field. On the macro side, social workers at public policy think tanks consume information to inform advocacy and public awareness campaigns. Regardless of the role of the social worker, practice must be informed by research.

Evidence-based practice

Consuming research is the first component of evidence-based practice (EBP). Drisko and Grady (2015) [14] present EBP as a process composed of “four equally weighted parts: 1) current client needs and situation, (2) the best relevant research evidence, (3) client values and preferences, and (4) the clinician’s expertise” (p. 275). It is not simply “doing what the literature says,” but is rather a process by which practitioners examine the literature, client, self, and context to inform interventions with clients and systems (McNeese & Thyer, 2004). [15] It is a collaboration between social worker, client, and context. As we discussed in Section 1.2, the patterns discovered by scientific research are not applicable to all situations. Instead, we rely on our critical thinking skills to apply scientific knowledge to real-world situations.

The bedrock of EBP is a proper assessment of the client or client system. Once we have a solid understanding of what the issue is, we can evaluate the literature to determine whether there are any interventions that have been shown to treat the issue, and if so, which have been shown to be the most effective. You will learn those skills in the next few chapters. Once we know what our options are, we should be upfront with clients about each option, what the interventions look like, and what the expected outcome will be. Once we have client feedback, we use our expertise and practice wisdom to make an informed decision about how to move forward.

If this sounds familiar, it’s the same approach a doctor, physical therapist, or other health professional would use. This highlights a common critique of EBP: it is too focused on micro-level, clinical social work practice. Not every social worker is a clinical social worker. While there is a large body of literature on EBP for clinical practice, the same concepts apply to other social work roles as well. A social work manager should endeavor to be familiar with evidence-based management styles, and a social work policy advocate should argue for evidence-based policies.

In agency-based social work practice, EBP can take on a different role due to the complexities of the grant funding process. Funders naturally require agencies to demonstrate that their practice is effective. Agencies are almost always required to document that they are achieving the outcomes they intended. However, funders sometimes require agencies to choose from a limited list of interventions determined to be evidence-based practices. Not included in this model are clinical expertise and client values, which are key components of EBP and the therapeutic process. According to some funders, EBP is not a process conducted by a practitioner but instead consists of a list of interventions. Similar dynamics are at play in private clinical practice, in which insurance companies may specify the modality of therapy offered. For example, insurance companies may favor short-term, solution-focused therapy which minimizes cost. But what happens when someone has an idea for a new kind of intervention?  How do new approaches get “on the list” of EBPs of grant funders?

Social workers as research producers

Innovation in social work is incredibly important. Social workers work on wicked problems for their careers. For those of you who have practice experience, you may have had an idea of how to better approach a practice situation. That is another reason you are here in a research methods class. You (really!) will have bright ideas about what to do in practice. Sam Tsemberis relates an “ Aha! ” moment from his practice in this Ted talk on homelessness . While a faculty member at the New York University School of Medicine, he noticed a problem with people cycling in and out of the local psychiatric hospital wards. Clients would arrive in psychiatric crisis, stabilize under medical supervision in the hospital, and end up back at the hospital in psychiatric crisis shortly after discharge.

When he asked the clients what their issues were, they said they were unable to participate in homelessness programs because they were not always compliant with medication for their mental health diagnosis and they continued to use drugs and alcohol. The housing supports offered by the city government required abstinence and medication compliance before one was deemed “ready” for housing. For these clients, the problem was a homelessness service system that was unable to meet clients where they were–ready for housing, but not ready for abstinence and psychiatric medication. As a result, chronically homeless clients were cycling in and out of psychiatric crises, moving back and forth from the hospital to the street.

The solution that Sam Tsemberis implemented and popularized is called Housing First , and is an approach to homelessness prevention that starts by, you guessed it, providing people with housing first and foremost. Tsemberis’s model addresses chronic homelessness in people with co-occurring disorders (those who have a diagnosis of a substance use and mental health disorder). The Housing First model states that housing is a human right: clients should not be denied their right to housing based on substance use or mental health diagnoses.

In Housing First programs, clients are provided housing as soon as possible. The Housing First agency provides wraparound treatment from an interdisciplinary team, including social workers, nurses, psychiatrists, and former clients who are in recovery. Over the past few decades, this program has gone from a single program in New York City to the program of choice for federal, state, and local governments seeking to address homelessness in their communities.

The main idea behind Housing First is that once clients have a residence of their own, they are better able to engage in mental health and substance use treatment. While this approach may seem logical to you, it is the opposite of the traditional homelessness treatment model. The traditional approach began with the client abstaining from drug and alcohol use and taking prescribed medication. Only after clients achieved these goals were they offered group housing. If the client remained sober and medication compliant, they could then graduate towards less restrictive individual housing.

Conducting and disseminating research allows practitioners to establish an evidence base for their innovation or intervention, and to argue that it is more effective than the alternatives, and should therefore be implemented more broadly. For example, by comparing clients who were served through Housing First with those receiving traditional services, Tsemberis could establish that Housing First was more effective at keeping people housed and at addressing mental health and substance use goals. Starting first with smaller studies and graduating to larger ones, Housing First built a reputation as an effective approach to addressing homelessness. When President Bush created the Collaborative Initiative to Help End Chronic Homelessness in 2003, Housing First was used in a majority of the interventions and its effectiveness was demonstrated on a national scale. In 2007, it was acknowledged as an evidence-based practice in the Substance Abuse and Mental Health Services Administration’s (SAMHSA) EBP resource center. [16]

We suggest browsing around the SAMHSA EBP Resource Center and looking for interventions on topics that interest you. Other sources of evidence-based practices include the Cochrane Reviews digital library  and Campbell Collaboration . In the next few chapters, we will talk more about how to search for and locate literature about clinical interventions. The use of systematic reviews , meta-analyses , and randomized controlled trials are particularly important in this regard, types of research we will describe more in Chapter 3 and Chapter 4.

So why share the story of Housing First? Well, we want you to think about what you hope to contribute to our knowledge of social work practice. What is your bright idea and how can it change the world? Practitioners innovate all the time, often incorporating those innovations into their agency’s approach and mission. Using scientific research methods, agency-based social workers can demonstrate to policymakers and other social workers that their innovations should be more widely used. Without this wellspring of new ideas, social services would not be able to adapt to the changing needs of their communities. Social workers in agency-based practice may also participate in research projects taking place at their agency. Partnerships between schools of social work and agencies are a common way of testing and implementing innovations in social work. In such a case, all parties receive an advantage: clinicians receive specialized training, clients receive additional services, agencies gain prestige, and researchers can illustrate the effectiveness of an intervention.

Evidence-based practice highlights the unique perspective that social work brings to research. Social work both “holds” and critiques evidence. With regard to the former, “holding” evidence refers to the fact that the field of social work values scientific information. The Housing First example demonstrates how this interplay between valuing and critiquing science works–first by critiquing existing research and conducting research to establish a new approach to a problem. It also demonstrates the importance of listening to your target population and privileging their understanding and perception of the issue. While their understanding is not the result of scientific inquiry, it is deeply informed through years of direct experience with the issue and embedded within the relevant cultural and historical context. Although science often searches for the “one true answer,” social work researchers must remain humble about the degree to which we can really know, and must begin to engage with other ways of knowing that may originate from clients and communities.

See the video  below for an example of how “one true answer” about a population can often oversimplify things and overstate how much we know about how to intervene in a given situation.

Cultural Humility: People, Principles and Practices – Part 1 of 4 by Vivian Chavez is adapted under a Creative Commons license: Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0) http://creativecommons.org/licenses/b…

While you may not become a scientist in the sense of wearing a lab coat and using a microscope, social workers must understand science in order to engage in ethical practice. In this section, we reviewed ways in which research is a part of social work practice, including:

• Determining the best intervention for a client or system
• Ensuring existing services are accomplishing their goals
• Satisfying requirements to receive funding from private agencies and government grants
• Testing a new idea and demonstrating that it should be more widely implemented

Using a social work practice situation that you have experienced, walk through the four steps of the evidence-based practice process and how they informed your decision-making. Reflect on some of the difficulties applying EBP in the real world.

• Talk with a social worker about how he or she produces and consumes research as part of practice. Consider asking them about articles that changed their practice or helped them think about a problem in a new way. They may talk more about a training or a book, rather than academic journal articles. Reflect on your personal career goals and how research will fit into your future practice.

1.4 Social work research

• Differentiate between formal and informal research roles
• Describe common barriers to engaging with social work research
• Identify alternative ways of thinking about research methods

Formal and informal research roles

I’ve been teaching research methods for six years and have found that many students struggle to see the connection between research and social work practice. First of all, it’s important to mention that social work researchers exist!  The authors of this textbook are social work researchers across university, government, and non-profit institutions. Matt and Cory are researchers at universities, focusing on disability policy, wellness & mental health, and intimate partner violence. Dalia is a behavioral health researcher at RTI International, a nonprofit research institute, where she studies the opioid epidemic. Kate is a researcher at the Joint Legislative Audit and Review Commission in Virginia, where she studies policies related to criminal justice. The career path for social workers in formal research roles is bright and diverse, as we each bring a unique perspective with our ethical and theoretical orientation.

Formal research results in written products like journal articles, government reports, or policy briefs. To get a sense of formal research roles in social work, consider asking a professor about their research. You can also browse around the top journals in social work: Trauma, Violence & Abuse , Child Maltreatment , Child Abuse & Neglect , Social Service Review , Family Relations , Journal of Social Policy , Social Policy & Administration , Research on Social Work Practice , Health & Social Care in the Community , Health & Social Work , British Journal of Social Work , Child & Family Social Work , International Journal of Social Welfare , Qualitative Social Work , Children & Youth Services Review , Social Work , Social Work in Health Care , Journal of Social Work Practice , International Social Work , Affilia Journal of Women and Social Work , and Clinical Social Work Journal .  Additionally, the websites to most government agencies, foundations, think tanks, and advocacy groups contain formal research often conducted by social workers.

But let’s be clear, studies show that most social work students are not interested in becoming social work researchers who publish journal articles or research reports (DeCarlo et al., 2019; Earley, 2014). [17] Once you enter post-graduate practice, you will need to apply your formal research skills to the informal research conducted by practitioners and agencies every day. Every time you are asking who, what, when, where and why, you are conducting informal research. Informal research can be more involved. Social workers may be surprised when they are asked to engage in research projects such as needs assessments, community scans, program and policy evaluations, and single system designs, to name a few. Macro-oriented students may have to conduct research on programs and policies as part of advocacy or administration. I cannot tell you the number former students who have contacted me looking for research resources or wanting to “pick my brain” about research they are doing as part of their employment.

Research for action

Regardless of whether a social worker conducts formal research that results in journal articles or informal research that is used within an agency, all social work research is distinctive in that it is active (Engel & Schutt, 2016). [18] We want our results to be used to effect social change. Sometimes this means using findings to change how clients receive services. Sometimes it means using findings to show the benefits of programs or policies. Sometimes it means using findings to speak with those oppressed and marginalized persons who have been left out of the policy creation process. Additionally, it can mean using research as the mode with which to engage a constituency to address a social justice issue. All of these research activities differ; however, the one consistent ingredient is that these activities move us towards social and economic justice.

Student anxieties and beliefs about research

Unfortunately, students generally arrive in research methods classes with a mixture of dread, fear, and frustration. If you attend any given social work education conference, there is probably a presentation on how to better engage students in research. There is an entire body of academic research that verifies what any research professor knows to be true. Honestly, this is why the authors of this textbook started this project. We want to make research more enjoyable and engaging for students. Generally, we have found some common myths and misconceptions get in the way of student success in research. Let’s see if any of these match with what you are thinking.

I’m never going to use this crap!

Students who tell me that research methods is not useful to them are saying something important. As a student scholar, your most valuable asset is your time. You give your time to the subjects you consider important to you and for your career. Because most social workers don’t become researchers or practitioner-researchers, students may feel that a research methods class is a waste of time. Our discussion of evidence-based practice and the ways in which social workers use research in practice brought home the idea that social workers play an important role in creating and disseminating new knowledge about social services.

On a more immediate level, learning about research methods and completing an individual research project allow students to focus in on a specific topic. This class is an invitation to conduct an independent study on a social work topic of interest to you. In this book, you will learn how to understand and apply the scientific method to that topic. Not only that, but the skills you learn in literature search and review will help you in every class in your MSW program.

Research is only for super-smart people

Research methods involves a lot of terminology that may be entirely new to social work students. Other domains of social work, such as practice, are easier to apply your intuition towards. You understand how to be an empathetic person, and your experiences in life can help guide you through a practice situation or even a theoretical or conceptual question. Research may seem like a totally new area in which you have no previous experience. In research methods there can be “wrong” answers. Depending on your research question, some approaches to data analysis or measurement, for example, may not help you find the correct answer.

The fear is entirely understandable. Research is not straightforward. As Figure 1.1 shows, it is a process that is non-linear, involving multiple revisions, wrong turns, and dead ends before you figure out the best question and research approach. You may have to go back to chapters after having read them or even peek ahead at chapters your class hasn’t covered yet.

Moreover, research is something you learn by doing…and stumbling a few times. It’s an iterative process, or one that requires many tries to get right. There isn’t a shortcut for learning research, but if you follow along with the exercises in this book, you can break down a student research project and accomplish it piece by piece. No one just knows research. It’s something you pick up by doing it, reflecting on the experiences and results, redoing your work, and revising it in consultation with your professor and peers. Research involves exploration, risk taking, and a willingness to say, “Let’s see what we will find!”

Research is designed to suck the joy from my life

We’ve talked already about the arcane research terminology, so I won’t go into it again here. But students sometimes perceive research methods as boring. Practice knowledge and even theory are fun to learn because they are easy to apply and provide insights into the world around you. Research just seems like its own weirdly shaped and ill-fitting puzzle piece.

I completely understand where this perspective comes from and hope there are a few things you will take away from this course that aren’t boring to you. In the first section of this textbook, you will learn how to take any topic and learn what is known about it. It may seem trivial, but this is actually a superpower. Your social work education will teach you basic knowledge that can be applied to nearly all social work practice situations as well as some applied material applicable to specific social work practice situations. However, no education will provide you with everything you need to know. And certainly, no professor can tell you what will be discovered over the next few decades of your practice. Our work on literature reviews in the next few chapters will help you increase your skills and knowledge to become a strong social work student and practitioner. Following that, our exploration of research methods will help you understand how theories, practice models, and techniques you learn in other classes are created and tested scientifically. Like a colorful puzzle, you’ll see how all of the pieces fit together.

Get out of your own way

Together, these misconceptions and myths can create a self-fulfilling prophecy for students. If you believe research is boring, you won’t find it interesting. If you believe research is hard, you will struggle more with assignments. If you believe research is useless, you won’t see its utility. If you’re afraid that you will make mistakes, then you won’t want to try. While we certainly acknowledge that students aren’t going to love research as much as we do (we spent over a year writing this book, so we like it a lot!), we suggest reframing how you think about research using the following touchstones:

• All social workers rely on social science research to engage in competent practice.
• No one  already knows research. It’s something I’ll learn through practice. And it’s challenging for everyone, not just me.
• Research is relevant to me because it allows me to figure out what is known about any topic I want to study.
• If the topic I choose to study is important to me, I will be more interested in exploring research to help me understand it further.

Students should be intentional about managing any anxiety coming from a research project. Here are some suggestions:

• Talk to your professor if you are feeling lost. We like students!
• Talk to a librarian if you are having trouble finding information about your topic.
• Seek support from your peers or mentors.

The structure of this textbook

The textbook is divided into five parts. In the first part (Chapters 1-4), we will review how to orient your research proposal to a specific question you want to answer and review the literature to see what we know about it. Student research projects come with special limitations, as you don’t have many resources, so our chapters are designed to help you think through those limitations and think of a project that is doable. In the second part (Chapters 5-8), we will bring in theory, causality, ethics to help you conceptualize your research project and what you hope to achieve. By the end of the second part, you will create a quantitative and qualitative research question. Parts 3 and 4 will walk you through how to conduct quantitative and qualitative research, respectively. These parts run through how to recruit people to participate in your study, what to ask them, and how to interpret the results of what they say. Finally, the last part of the textbook reviews how to connect research and practice. For some, that will mean completing program evaluations as part of agency-based practice. For others, it will mean consuming research as part of continuing education as a practitioner. We hope you enjoy reading this book as much as we enjoyed writing it!

If you are still figuring out how to navigate the book using your internet browser, consider watching our tutorial [LINK NEEDED]. Also, the exercises in each chapter offer you an opportunity to apply what you wrote to your own research project, so consider completing these as you read.

• Social workers engage in formal and informal research production as part of practice.
• If you feel anxious, bored, or overwhelmed by research, you are not alone!
• Becoming more familiar with research methods will help you become a better scholar and social work practitioner.
• With your peers, explore your feelings towards your research methods classes. Describe some themes that come up during your conversations. Identify which issues can be addressed by your professor and which can be addressed by students.
• Browse social work journals and identify an article of interest to you. Look up the author’s biography or curriculum vitae on their personal website or the website of their university.
• Cheung, J. C. S. (2016). Researching practice wisdom in social work. Journal of Social Intervention: Theory and Practice ,  25 (3), 24-38. ↵
• For more on the CSWE accreditation standards see https://www.cswe.org/CSWE/media/AccredidationPDFs/2015-epas-and-glossary_1.pdf and the EPAS index in this book. ↵
• See: https://climate.nasa.gov/faq/17/do-scientists-agree-on-climate-change/ ↵
• See: http://www.igmchicago.org/surveys/import-duties ↵
• Godlee   F. ,  Smith   J. , & Marcovitch   H . (2011) Wakefield’s article linking MMR vaccine and autism was fraudulent. British medical journal, 342 , 64-66. ↵
• Mahoney, A., Karatzias, T., & Hutton, P. (2019). A systematic review and meta-analysis of group treatments for adults with symptoms associated with complex post-traumatic stress disorder.  Journal of affective disorders ,  243 , 305-321. ↵
• American Psychiatric Association. (2017). Diagnostic and statistical manual of mental disorders (5th ed.) . Washington, DC ↵
• Barsky, A. (2015). DSM-5 and the ethics of diagnosis. New social worker . Retrieved from: https://www.socialworker.com/feature-articles/ethics-articles/dsm-5-and-ethics-of-diagnosis/ ↵
• Nogueira, B. L., Mari, J. D. J., & Razzouk, D. (2015). Culture-bound syndromes in Spanish speaking Latin America: the case of Nervios, Susto and Ataques de Nervios. Archives of Clinical Psychiatry (São Paulo), 42( 6), 171-178. ↵
• Eika, L., Mogstad, M., & Zafar, B. (2019). Educational assortative mating and household income inequality. Journal of Political Economy, 127 (6), 2795-2835. ↵
• Jenkins, P. J., & Kroll-Smith, S. (Eds.). (1996). Witnessing for sociology: Sociologists in court . Westport, CT: Praeger. ↵
• Wal-Mart  Stores, Inc. v. Dukes , 564 U.S. (2011). The American Sociological Association (ASA) subsequently filed an amicus brief in support of what would be the class of individuals claiming gender discrimination. You can read the brief at http://asanet.org/images/press/docs/pdf/Amicus_Brief_Wal-Mart_v Dukes_et_al.pdf.  For other recent amicus briefs filed by the ASA, see  http://asanet.org/about/amicus_briefs.cfm . ↵
• Want to know more about the suit against Walmart or about Bielby’s analysis for the case? Check out the following source: Hart, M., & Secunda, P. M. (2009). A matter of context: Social framework evidence in employment discrimination class actions. Fordham Law Review ,  78 , 37-70. (2009). A matter of context: Social framework evidence in employment discrimination class action.  Fordham Law Review, 78 , 37–70. Retrieved from:  http://www.fordhamlawreview.org/assets/pdfs/Vol_78/Hart_Secunda_October_2009.pdf ↵
• Drisko, J. W., & Grady, M. D. (2015). Evidence-based practice in social work: A contemporary perspective. Clinical Social Work Journal ,  43 (3), 274-282. ↵
• McNeece, C. A., & Thyer, B. A. (2004). Evidence-based practice and social work. Journal of evidence-based social work ,  1 (1), 7-25. ↵
• Substance Abuse and Mental Health Services Administration (2007). Pathways' housing first program . Retrieved from:https://www.samhsa.gov/homelessness-programs-resources/hpr-resources/housing-first-supports-recovery ↵
• DeCarlo, M. P., Schoppelrey, S., Crenshaw, C., Secret, M. C., & Stewart, M. (2020, January 1). Open educational resources and graduate social work students: Cost, outcomes, use, and perceptions. https://doi.org/10.31235/osf.io/k4ytd; Earley, M. A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19 (3), 242-253. ↵
• Engel, R. J. & Schutt, R. K. (2016) The practice of research in social work (4th edition) . Washington, DC: Sage Publications ↵

examining the smallest levels of interaction, usually individuals

examining interaction between groups and within communities

examining social structures and institutions

a “gut feeling” about what to do based on previous experience

“learning by doing” that guides social work intervention and increases over time

predictable flaws in thinking

observing and analyzing information in a way that agrees with what you already think is true and excludes other alternatives

a way of knowing that attempts to systematically collect and categorize facts or truths

the science of humanity, social interactions, and social structures

claims about the world that appear scientific but are incompatible with the values and practices of science

information about the social world gathered and analyzed through scientific observation or experimentation

numerical data

data derived from analysis of texts. Usually, this is word data (like a conversation or journal entry) but can also include performances, pictures, and other means of expressing ideas.

the methods researchers use to examine empirical data

a single truth, observed without bias, that is universally applicable

one truth among many, bound within a social and cultural context

a process composed of "four equally weighted parts: 1) current client needs and situation, (2) the best relevant research evidence, (3) client values and preferences, and (4) the clinician’s expertise" (Drisko & Grady, 2015, p. 275)

a study that combines raw data from multiple quantitative studies and analyzes the pooled data using statistics

Graduate research methods in social work Copyright © 2020 by Matthew DeCarlo, Cory Cummings, Kate Agnelli is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Practice research methods in social work: Processes, applications and implications for social service organisations

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Bowen McBeath, Michael J Austin, Sarah Carnochan, Emmeline Chuang, Practice research methods in social work: Processes, applications and implications for social service organisations, The British Journal of Social Work , Volume 52, Issue 6, September 2022, Pages 3328–3346, https://doi.org/10.1093/bjsw/bcab246

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Although social work research is commonly rooted within social service settings, it can be difficult for social work researchers and practitioners to develop and sustain participatory studies that specifically promote knowledge sharing and service improvement involving organisational practice. One participatory approach is practice research (PR), which involves social work researchers and practitioners collaborating to define, understand and try to improve the delivery of health and social care services and organisational structures and processes. The two goals of this commentary are to introduce essential methods and approaches to PR and to identify points of connection involving PR and social service organisational studies. Our specific focus on PR in statutory, voluntary and private social service organisations reflects efforts to connect practice, theory and qualitative and quantitative research methods to develop and share organisationally-situated knowledge.

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Social Work: Research Overview

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Welcome to Social Work Research!

Welcome to the Social Work: Research Guide Overview!

In this guide, there will be basics on information you will need to power through your research endeavors. Each of the tabs will include links to full guides, walkthroughs, and tutorials for more in-depth information. You also will have access to your subject librarian to answer questions, inquiries, and provide you with other resources that might not be listed here*. 

*This guide will be ever evolving so make sure to check back periodically on updating and changing information as more things come along

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The Evolution of a Social Work Researcher

By: Melissa B. South, BASW, and Carolyn Bartick Ericson, PhD, LCSW-C

Research is a critical tool for all social workers. The process of becoming a researcher should start during social work education. This article will discuss, from the perspective of an undergraduate social work student and her professor, the transformation from classroom research student to actual researcher during the field practicum experience. The field site was a child protective services agency, and the student carried out a program evaluation. Here, we describe the process of this evaluation, as well as the results.

The Practicum Student

    As for all students, the word “research” seems daunting and overwhelming. At least I felt exactly this way. I transferred into a four-year university from a community college where research was rarely spoken about. My first semester was when it seemed as if research blind-sided me. I completed my first required research class with a “B,” but not forgetting the confusion, tears, and late nights trying to figure out whether the population I was studying even existed. I was so relieved it was over, but I knew research would be a part of my life, as a social worker, forever.

    I made it through two more semesters, and I became somewhat more comfortable with words such as “quantitative,” “qualitative,” “validity,” and “reliability.” My internship with Child Protective Services had brought up the idea to my professor of my refining and continuing their program evaluation. I was so intimidated by the thought of doing research on my own. I informed my professor that I was horrible at research and that I was scared of doing this. My professor gave me time to think about what I wanted to do but reassured me that she would help me along the way.

    It took me two weeks to figure out if this would be the right choice. I weighed all the options and thought about the hard work that would go into completing this research. I wanted it to be done well, and I wanted to give the agency clear results. I was still not sure if I was cut out for the job. When it was time to schedule classes, I quit making excuses and registered for the independent research class.

    During winter break, I completed the literature review and waited for the semester to begin. At my first meeting with my professor, I was given a timeline. My stress level was up by the end of our meeting, because time was a major issue. I needed to complete a proposal for the Review Board for Protection of Human Subjects, and I could not start the actual research until I had its approval. I needed to construct a consent form, work on the questionnaire, and make time to select participants. I had so many questions, and I was scared that there was not enough time to complete this project. It took the Review Board many weeks to review my proposal. The board wrote back with suggestions and concerns, to which I immediately replied. A few more weeks went by, and they approved my research proposal. It was time to begin.

    In the beginning, my professor wanted me to do face-to-face interviews, but because of time constraints, telephone interviews became my only way of completing the questionnaires. I began organizing telephone numbers, continuing to work on my literature review, and hoping that I would have enough time to finish the research. The end of the semester had drawn near, and I had called everyone on my list. My sample size was important. I wanted to give the best results. I enjoyed getting feedback from the participants and saw how empowering this was for them.

    I began working on the results of my paper, and I was getting excited. I could not believe that I was almost done and that I actually got feedback. When I had completed the entire paper and e-mailed it to my professor, I did feel relief, but I also felt sad. I wished I had more time to do more research! I wanted my agency to know more about its services, and I finally saw the importance of research in the field of social work. Although I was afraid at first, I learned that research is nothing to be afraid of and that it has a deep impact on all people within our communities.

The Professor

    A course in social work research methods is required of all undergraduate social work students. It also appears to have become required for me to teach research. Entering my doctoral program after 20 years as a clinical practitioner, I did not foresee becoming the designated research professor. Life takes many unexpected twists and turns, however, and I have taught research throughout my academic career. Interestingly, my route has been similar to the student who co-wrote this article, in that she and I have both developed from being somewhat reluctant to passionate about research.

    Much of my passion has come from teaching students who enter research with significant hesitation. As I work with them to learn the new “language” of research, I am amazed at how many of them grow from being terrified to dedicated to the pursuit of social work research. I did not actually have Melissa as a research student, as I came to my current university after she had completed the course. As her faculty field liaison, I needed to encourage and support research in her field placement.

    Students’ carrying out research projects in field is often even more challenging than their completing the research methods course. As the content from their practice and policy courses should come to life, such should be the case with research content. Often, the field instructors are just as intimidated as the students, not recognizing opportunities that often abound in the field for research or feeling confident to support the students’ research.

    Melissa’s field placement was in a Child Protective Services unit in a Department of Social Services (DSS). Her field instructor and the administration were eager to get feedback from recipients of the services. Since the recipients are typically mandated to receive these services, it can be difficult to engage them in an evaluative process. Palmer, Maiter, and Manji (2006) in their research of 61 parents receiving child protective services highlighted the importance of asking these families about their experiences. Many of their participants had positive as well as negative reactions. It is critical to know how to appropriately address the needs of these service recipients if social workers are to adequately address the issue of child maltreatment. Alpert (2005), in conducting a review of research on the experience of parents whose children have been placed in foster care, emphasized the need to get information directly from parents, not just the caseworkers.

    Since the agency, the student, and I agreed strongly that it is critical to get feedback from the recipients in order to improve services, we developed a plan. Melissa would complete a survey from a population of those who had received services in the last 12 months. The agency had mailed a survey earlier with little response. Melissa would contact people, identifying herself as a social work student, and request their help in evaluating the services rendered. As an instructor, I knew I was asking her to complete a difficult task. Not only was she a new researcher, but she was going to be calling people who may be very angry about being designated recipients of child protective services. It is my job to empower and support students to do whatever may enhance the lives of service recipients, so we moved forward.

The Process

    The ultimate goal of the child protective services system is to guarantee the long-term well-being of children within their families whenever possible (McCroskey & Meezan, 1998). Child protective service workers want to do their best for the children and families they serve. Program and service evaluations can tell workers if they are accomplishing the goals meant to help their families and children (Child Welfare Information Gateway, 2006).

    Evaluating services on an individual agency level can be empowering to service recipients and service providers and help to bring accountability to agencies. Program evaluations can help individual agencies identify problems within worker-client involvement, understand and improve services, provide a framework for the achievements of the workers, and being accountable (Innovation Network, Inc., 1990). The Program Evaluation Division (1998) suggested that external and internal evaluations can help to focus on the appropriateness of individual child protective service agencies’ decisions, rather than just focusing on the compliance with regulations and laws.

    Child protective service workers use interventions and social work skills to protect children while fostering a strong family. The social work profession encourages evaluating practices to monitor services and evaluate the progress toward goal attainment. Social workers also bear an ethical obligation to evaluate the services they are providing. Social workers must determine whether clients are benefiting from services and whether goals are being met. Evaluation also lets agencies know the impact that services have on families and brings accountability to the agency.

    Over a one-month period, an attempt was made to reach 203 families by telephone to participate in the questionnaire. Of 203 families, 109 were either disconnected, wrong numbers, or there was no number available. Seventy-one of the families did not answer the phone or did not have time to complete the questionnaire. Six of these families did not want to participate in the questionnaire and were “not interested.” Out of 203, 17 of these families participated in the questionnaire.

    This research cannot be generalized to other populations because of such a small number of participants, and also only one agency participated. Time was a limitation to this study, and if more time had been available, then more of the families may have been reached. The lack of time, disconnected numbers, wrong numbers, and unavailable numbers were major limitations to this study. Negative societal views of Child Protective Services may have also limited participation in this study.

The Product

    The results of this study showed some consistency in answers. Eight of the 17 respondents rated the overall quality of services as good, and two rated it as very good. Eight respondents changed their overall opinion of CPS after being recipients of services. All but one of these was in a more positive direction. Families who did participate took the questionnaire very seriously and wanted to give feedback to the agency. Out of 23 families that were contacted, 17 people did want to participate. This may show that families are willing to take part in surveys that involve such a sensitive subject and is promising for future attempts at contacting families. Cultural competence was specifically important, and being aware of the differences among this diverse population that the agency serves is an important part of this research. Child Protective Services involves a very sensitive subject and population. This research gives families a chance to voice their opinions of the services that they were provided and to bring accountability to the agency. It can also help the agency better serve families within the community, because direct feedback is from the families involved in the cases. The agency can see the positive and negative effects of the services it provided while staying true to social work values and ethics. Agencies can only know the effectiveness of their services by going directly to the people their services affect.

    When first involved with CPS, families may feel that their rights are pulled from them, and “self-determination” seems like a distant phrase. This research empowered clients. The clients who did participate were surprised that they were being called and really took the questions seriously. To know that their opinion mattered and brought accountability to the agency empowered the clients to speak on such a touchy subject. When given the chance to speak out and advocate for themselves, clients meet the challenge. When students are given the opportunity to carry out meaningful research they, too, can meet the challenge!

Alpert, L. (2005). Research review: Parents’ service experience—A missing element in research on foster care case outcomes. Child and Family Social Work, 10, 361-366.

Innovation Network, Inc. (1990). Transforming evaluation for social change: Evaluation workbook. Logic Model and Evaluation Training Materials, 2.

McCroskey, J., & Meezan, W. (1998). Family-centered services: Approaches and effectiveness. The future of children. Retrieved September 6, 2006 from JSTOR.

Palmer, S., Maiter, S., & Manji, S. (2006). Effective intervention in child protective services: Learning from parents. Children and Youth Services Review, 28, 812-824.

Program Evaluation Division. (1998). Child protective services. Retrieved December 10, 2006 from http://www.auditor.leg.state.mn.us/ped/1998/cps98.htm.

Virginia Department of Social Services. (2005). Virginia CPS manual. Retrieved April 2, 2007 from http://www. ss.virginia.gov/family/cps/policy.html.    

Melissa B. South, BASW, started her educational path at Rappahanock Community College and graduated in 2005. Her drive to advocate for youth in her community set the career path to transfer to Christopher Newport University and major in social work, leading to her May 2007 graduation. She is employed with Northern Neck-Middle Peninsula Community Services Board.

Carolyn Bartick Ericson, Ph.D., LCSW-C, is an associate professor and chair of the Department of Community Engagement and Social Work at Christopher Newport University in Newport News, VA. She has been a clinical social worker for 30 years and taught undergraduate and graduate social work courses for 14 years. She has published several research articles; however, this is her first with a student co-author.

All material published on this website Copyright 1994-2023 White Hat Communications. All rights reserved. Please contact the publisher for permission to reproduce or reprint any materials on this site. Opinions expressed on this site are the opinions of the writer and do not necessarily represent the views of the publisher. As an Amazon Associate, we earn from qualifying purchases.

199+ Social Work Research Topics [Updated 2024]

In the vast and dynamic field of social work, research plays a pivotal role in shaping interventions, policies, and practices. Social work research is not just an academic pursuit but a powerful tool for effecting positive change in communities. As aspiring researchers delve into this realm, the journey begins with a crucial decision – selecting the right social work research topic.

In this blog, we will explore the significance of choosing the right social work research topics, provide insights into the selection process, highlight popular research areas, discuss emerging trends, offer tips for conducting research, and share valuable resources for social work researchers.

Significance of Choosing the Right Social Work Research Topics

Table of Contents

Impact on Research Quality

The choice of a research topic significantly influences the quality and relevance of the research conducted. A well-chosen topic enhances the researcher’s ability to contribute meaningfully to the existing body of knowledge in social work.

Alignment with Personal Interests and Goals

Selecting a topic aligned with personal interests and career goals fosters a sense of passion and commitment. This alignment not only sustains the researcher’s enthusiasm throughout the process but also increases the likelihood of producing impactful research.

Contribution to the Field of Social Work

The right research topic has the potential to contribute to the broader field of social work by addressing pressing issues, proposing innovative solutions, and advancing our understanding of complex social dynamics.

How to Select Social Work Research Topics?

• Understanding the Scope of Social Work: Social work is a multifaceted discipline that encompasses various domains such as mental health, child welfare, community development, and more. Prospective researchers should explore the diverse scopes within social work to identify areas that resonate with their interests and expertise.
• Identifying Personal Interests and Passion: Passion fuels research endeavors. Researchers should reflect on their personal experiences, values, and interests to identify areas within social work that evoke a strong sense of commitment.
• Considering Relevance to Current Social Issues: Social work research gains significance when it addresses current societal challenges. Researchers should evaluate potential topics based on their relevance to contemporary issues, ensuring that the findings can contribute meaningfully to ongoing dialogues and efforts for social change.

199+ Social Work Research Topics: Category-Wise

Mental health and social work.

• The impact of community support on mental health outcomes.
• Examining the effectiveness of mindfulness-based interventions in social work.
• Exploring stigma surrounding mental health in diverse populations.
• Integrating technology in mental health counseling: Challenges and opportunities.
• The role of social work in preventing suicide and self-harm.

Diversity and Inclusion in Social Work

• LGBTQ+ inclusivity in social work practice.
• Addressing microaggressions and bias in social work interactions.
• Promoting cultural competence in social work education.
• Exploring challenges faced by immigrants and refugees in accessing social services.
• Intersectionality in social work: Understanding and addressing multiple identities.

Social Work and Community Development

• Evaluating the impact of community gardens on neighborhood well-being.
• The role of social workers in disaster response and recovery.
• Strategies for combating homelessness and housing insecurity.
• Assessing the effectiveness of community-based participatory research in social work.
• Social work’s contribution to sustainable community development.

Social Work and Child Welfare

• Investigating the long-term outcomes of children in foster care.
• The impact of parental substance abuse on child welfare.
• Exploring cultural competence in child welfare services.
• Innovative approaches to supporting kinship care families.
• Assessing the effectiveness of early intervention programs for at-risk children.

Global Perspectives in Social Work Research

• Cross-cultural perspectives on social work ethics.
• Human rights and social work: An international comparison.
• The role of social work in addressing global health disparities.
• Social work responses to forced migration and refugee crises.
• Comparative analysis of social work systems in different countries.

Technology and Social Work

• Ethical considerations in the use of artificial intelligence in social work.
• Online therapy and its implications for the future of social work.
• Integrating telehealth in social work practice: Challenges and benefits.
• Cyberbullying and the role of social workers in prevention and intervention.
• The impact of social media on social work advocacy.

Policy and Advocacy in Social Work

• Analyzing the impact of welfare reform on vulnerable populations.
• Social work advocacy for criminal justice reform.
• The role of social workers in shaping healthcare policies.
• Addressing disparities in access to education through social work policy.
• Environmental justice and the role of social work in sustainability.

Substance Abuse and Addiction in Social Work

• Harm reduction strategies in social work practice.
• Supporting families affected by substance abuse: A social work perspective.
• Exploring the intersection of trauma and addiction in social work.
• Assessing the effectiveness of drug prevention programs in schools.
• The role of social workers in opioid addiction treatment.

Gerontology and Aging in Social Work

• Aging in place: Examining the role of social work in supporting seniors at home.
• Social isolation and mental health in the elderly population.
• Addressing elder abuse: Strategies for prevention and intervention.
• Palliative care and the role of social workers in end-of-life care.
• The impact of dementia on families and the role of social work support.

Education and Social Work

• The role of school social workers in addressing student mental health.
• Inclusive education: Social work interventions for students with disabilities.
• Bullying prevention programs in schools: A social work perspective.
• Examining the impact of teacher-student relationships on academic outcomes.
• Social work support for students experiencing homelessness.

Human Trafficking and Exploitation

• Human trafficking prevention and intervention strategies in social work.
• The role of social workers in supporting survivors of human trafficking.
• Addressing labor exploitation through social work advocacy.
• Intersectionality and human trafficking: A comprehensive approach.
• Assessing the effectiveness of anti-trafficking policies and programs.

Family Dynamics and Social Work

• Impact of divorce and separation on children: Social work interventions.
• Foster care reunification: Challenges and success factors.
• LGBTQ+ parenting and the role of social work in family support.
• Domestic violence prevention programs: A social work perspective.
• Blended families: Navigating challenges and fostering resilience.

Health and Healthcare Disparities

• Social determinants of health and their impact on vulnerable populations.
• Access to healthcare for underserved communities: A social work perspective.
• The role of social workers in supporting individuals with chronic illnesses.
• Reducing health disparities among racial and ethnic minorities through social work interventions.
• Palliative care and the psychosocial aspects of terminal illness.

Human Rights and Social Work

• Social work advocacy for LGBTQ+ rights.
• Promoting gender equality through social work initiatives.
• Indigenous rights and the role of social workers in reconciliation.
• Advocacy for the rights of people with disabilities: A social work perspective.
• Social work responses to human rights violations and social justice issues.

Disability and Inclusion

• Social work interventions for children with developmental disabilities.
• The impact of inclusive employment programs on individuals with disabilities.
• Accessibility and social work advocacy for people with physical disabilities.
• Autism spectrum disorder: Social work support for individuals and families.
• Inclusive recreation programs: Enhancing the lives of people with disabilities.

Veterans and Military Social Work

• Post-traumatic stress disorder (PTSD) and the role of social workers in veteran support.
• Social work interventions for military families experiencing deployment stress.
• Transitioning from military to civilian life: Challenges and opportunities.
• The impact of substance abuse on veterans and social work prevention strategies.
• Access to mental health services for veterans: A social work perspective.

Community Mental Health Programs

• Evaluating the effectiveness of community mental health clinics.
• Peer support programs in community mental health: A social work approach.
• Social work interventions for reducing stigma around mental illness in communities.
• Integrating mental health into primary care settings through collaborative care approaches.
• Social workers’ roles in school-based mental health initiatives.

Immigration and Social Work

• Social work responds to populations of immigrants and refugees’ mental health issues.
• The effect of immigration laws on social service accessibility.
• Community integration and social work support for immigrants.
• Advocacy for immigrant rights: A social work perspective.
• Family reunification and the role of social workers in immigration processes.

Social Work in Rural Communities

• Access to healthcare in rural communities: Social work interventions.
• Substance abuse prevention in rural settings: Challenges and solutions.
• Community development strategies for promoting rural well-being.
• Addressing mental health disparities in rural populations: A social work approach.
• Social work support for families facing economic challenges in rural areas.

Trauma-Informed Social Work Practice

• Integrating trauma-informed care into social work practice.
• Addressing childhood trauma through school-based interventions.
• Trauma-focused therapies and their application in social work.
• Vicarious trauma and self-care strategies for social workers.
• The role of social workers in supporting survivors of sexual assault.

Social Work in Schools

• School-based bullying prevention programs: A social work perspective.
• Social work interventions for students with learning disabilities.
• The impact of school social workers on academic success.
• Mental health support for at-risk youth in school settings.
• The role of social workers in addressing the school-to-prison pipeline.

Criminal Justice and Social Work

• Reentry programs for formerly incarcerated individuals: A social work approach.
• Juvenile justice and the role of social workers in rehabilitation.
• Addressing racial disparities in the criminal justice system: A social work perspective.
• The impact of incarceration on families and social work support.

Community-Based Participatory Research (CBPR)

• Principles and applications of community-based participatory research in social work.
• Engaging communities in the research process: A CBPR approach.
• Evaluating the outcomes of community-based interventions using CBPR.
• Challenges and opportunities in implementing CBPR in diverse settings.
• Empowering communities through CBPR: Case studies and best practices.

Social Work and Environmental Justice

• Climate change and its impact on vulnerable populations: A social work perspective.
• Environmental justice and community organizing: Social work interventions.
• Sustainable community development and the role of social workers.
• Access to clean water and sanitation: A social work advocacy approach.
• Indigenous perspectives on environmental justice: A social work lens.

Human Services Administration

• Leadership styles in human services administration: A social work perspective.
• The role of technology in improving human services delivery.
• Strategies for effective human services program evaluation.
• Addressing burnout and promoting self-care in human services organizations.
• Social work ethics and decision-making in human services administration.

Social Work and Artificial Intelligence

• Applications of AI in social work practice: Opportunities and challenges.
• The role of chatbots in mental health support: A social work perspective.
• Bias and fairness in algorithmic decision-making in social work.
• Human-AI collaboration in social work: Enhancing service delivery.

Crisis Intervention and Social Work

• Social work responses to natural disasters: Lessons learned and best practices.
• Crisis intervention strategies for individuals experiencing acute trauma.
• The role of social workers in emergency shelters and disaster recovery.
• Trauma-informed care in crisis intervention: A social work approach.
• Collaborative approaches to crisis intervention in community settings.

Social Work in the LGBTQ+ Community

• LGBTQ+ youth homelessness: Social work interventions and prevention.
• Supporting transgender and non-binary individuals in social work practice.
• Mental health disparities in the LGBTQ+ community: A social work perspective.
• LGBTQ+ inclusive policies in social service organizations.
• Social work advocacy for LGBTQ+ rights and equal access to services.

Social Work and Aging

• Aging in place: Social work interventions for promoting independence.
• Social work support for individuals with Alzheimer’s disease and their families.
• End-of-life decision-making and the role of social workers.
• Social isolation among older adults: Strategies for prevention and intervention.
• Exploring innovative housing models for aging populations.

Faith-Based Social Work

• The intersection of faith and social work: Ethical considerations.
• Faith-based organizations in community development: A social work perspective.
• Pastoral care and counseling: Social work support in religious communities.
• Addressing religious discrimination in social work practice.
• Interfaith dialogue and its role in fostering social cohesion: A social work approach.

Social Work in Substance Use Prevention

• Social work interventions for preventing substance use among adolescents.
• The impact of early childhood experiences on later substance use: A social work perspective.
• Prevention programs targeting high-risk populations: A social work approach.
• Social work support for families affected by parental substance use.
• Community-based strategies for preventing opioid misuse: A social work lens.

Global Mental Health and Social Work

• Cultural considerations in global mental health: A social work approach.
• Collaborative approaches to addressing mental health stigma globally.
• The role of social workers in disaster mental health response internationally.
• Integrating traditional healing practices into global mental health interventions.
• Comparative analysis of mental health policies and services worldwide.

Social Work and Human-Animal Interaction

• Animal-assisted therapy in social work practice: Applications and benefits.
• The role of therapy animals in reducing stress and promoting well-being.
• Animal cruelty prevention and the role of social workers.
• The impact of pet ownership on mental health: A social work perspective.
• Ethical considerations in incorporating animals into social work interventions.

Refugee Mental Health and Social Work

• Trauma-informed approaches in working with refugee populations.
• Social work support for refugee children in educational settings.
• Addressing mental health disparities among refugee communities.
• Cultural competence in providing mental health services to refugees.
• Resettlement challenges and social work interventions for refugees.

Community Resilience and Social Work

• Building community resilience in the face of adversity: A social work perspective.
• Social work interventions for promoting resilience in vulnerable populations.
• Resilience-based mental health programs in schools: A social work approach.
• The role of social workers in disaster resilience planning.
• Collective trauma and community healing: A social work lens.

Technology and Social Work Ethics

• Ethical considerations in the use of social media in social work practice.
• Privacy and confidentiality in the age of digital record-keeping.
• Ensuring equity in access to technology-based interventions: A social work approach.
• Social work responses to cyberbullying: Prevention and intervention strategies.
• Ethical guidelines for the use of virtual reality in social work practice.

Social Work in Sports

• Sports-based youth development programs: A social work perspective.
• The role of social workers in promoting mental health in athletes.
• Addressing substance use and performance-enhancing drugs in sports: A social work lens.
• Inclusive sports programs for individuals with disabilities: A social work approach.
• Social work interventions for preventing and addressing sports-related violence.

Social Work in the Arts

• Arts-based interventions in social work practice: Applications and outcomes.
• The role of creative expression in trauma recovery: A social work perspective.
• Using theater and performance arts in social work education and therapy.
• Arts programs for at-risk youth: A social work approach.
• The impact of the arts on community well-being: A social work lens.

Social Work and Foster Care Adoption

• Social work interventions for successful foster care reunification.
• Addressing the unique needs of LGBTQ+ youth in foster care.
• The impact of foster care placement on child development: A social work perspective.
• Post-adoption support services: A social work approach.
• Cultural competence in transracial and transcultural foster care and adoption.

Social Work in the Gig Economy

• The Role of Social Work in Addressing Mental Health Challenges in the Gig Economy
• Exploring Social Work Strategies for Supporting Gig Workers’ Financial Stability
• Gig Economy and Social Work Advocacy: Ensuring Fair Labor Practices
• Navigating Occupational Hazards: Social Work Interventions in Gig Work Environments
• Social Work’s Contribution to Promoting Work-Life Balance in the Gig Economy

Emerging Trends in Social Work Research

• The Impact of Technology on Social Work Practice: Examine how technology is influencing social work practices and service delivery, considering both advantages and ethical considerations.
• Ethical Considerations in the Use of Technology in Social Work Research: Discuss the ethical challenges associated with the integration of technology in social work research and propose guidelines for responsible use.
• Cross-Cultural Studies in Social Work: Explore the significance of cross-cultural studies in social work research, promoting a deeper understanding of diverse cultural contexts.
• Addressing Global Social Issues through Research: Investigate how social work research can contribute to addressing global social challenges, such as poverty, migration, and climate change.

Tips for Conducting Social Work Research

Developing a Research Question

Craft a research question for social work research topics that is clear, concise, and aligns with the chosen social work research topic. The question should guide the research process and contribute meaningfully to the existing literature.

Choosing Appropriate Research Methods

Select research methods that align with the nature of the research question and the goals of the study. Consider whether qualitative, quantitative, or mixed-methods approaches are most suitable for addressing the research objectives.

Ethical Considerations in Social Work Research

Prioritize ethical considerations throughout the research process. Ensure informed consent, confidentiality, and respect for the dignity and rights of research participants.

Resources for Social Work Researchers

Journals and Publications

Explore reputable social work journals and publications to stay updated on the latest research, methodologies, and findings. Examples include the “Journal of Social Work” and the “British Journal of Social Work.”

Professional Organizations

Joining professional organizations such as the National Association of Social Workers (NASW) provides access to valuable resources, networking opportunities, and conferences that enhance a researcher’s knowledge and skills.

Online Databases and Research Tools

Utilize online databases like PubMed , Social Work Abstracts, and Google Scholar to access a wide range of social work research articles. Additionally, familiarize yourself with research tools and software that can streamline the research process.

In conclusion, the journey of selecting the social work research topics is a crucial step that requires thoughtful consideration and reflection. The chosen topic should align with personal interests, address current social issues, and contribute meaningfully to the field of social work. 

As researchers embark on this journey, they have the opportunity to explore diverse areas, from mental health and child welfare to emerging trends in technology and global perspectives. 

By following ethical guidelines, employing appropriate research methods, and leveraging valuable resources, social work researchers can make significant contributions to improving the well-being of individuals and communities.

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So why is research important to social work?

As social workers, we train to be able to see the multitude of invisible lines within the systems that hold our lives together, or divide us. We learn to recognize the disconnects, and to help our clients figure out how to reconnect the dots. We view the world through a lens of person-in-environment, that is to say, we seek to understand the context in which our clients live.

The social sciences have an inherent obligation not only to keep abreast of current relevant research, but also to be competent enough to apply new treatments and insights within their practice. Social workers are truly dedicated professionals who have to complete a minimum number of continuing education credits to continue practicing. We don’t get to pick and choose the individuals we help, which is why we have to constantly develop our cultural competencies to identify the strengths of those we are helping. So, research is important to social work because it helps us be effective!

According to the NASW, research in social work helps us:

• Assess the needs and resources of people in their environments
• Evaluate the effectiveness of social work services in meeting peoples needs
• Demonstrate relative costs and benefits of social work services
• Advance professional education in light of changing contexts for practice
• Understand the impact of legislation and social policy on the clients and communities we serve (Retrieved from http://www.socialworkpolicy.org/research)

I still do not know what my research question will be for my senior thesis, but I am beginning to pare down some topics that interest me such as:

• Effects of childhood trauma
• The school-to-prison pipeline
• Trauma-informed therapies within prisons
• Effectiveness of prison diversion programs

8 thoughts on “ So why is research important to social work? ”

try explaining in detail

article quite informing for an amateur in research

In doing any of interventions;evidence based is needed. Not intuition,you need to do assessment of the problem before intervention.Then again you need to to evaluation on the service you provided if has positive impact to your client.

It is a very informative piece of work

try explaining in detail the points listed as to where the nexus between Research and Social work lie

are there means to conduct dual research projects with your institutions?

Akulu muziika zithu zonse ap tisamachiteso kuvutika iyayi 😏😏

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Field Educator: A Scholarly Journal from the Simmons University School of Social Work

• ISSN 2165-3038
• How to Submit
• Current Issue
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• Integrating Practice Research into Social Work Field Education
• Volume 11.1 | Spring 2021 |
• Field Scholar |

Social work field education is considered a key element of social work education. While many field education placements traditionally have focused on teaching practice-based skills and integrating theory into practice, it is also critical to incorporate research into social work practice and field education. This article discusses how practice research can be integrated into social work field education by drawing upon a training module designed for this purpose by the Transforming the Field Education Landscape (TFEL) partnership. Implications and recommendations for practice research and field educators are provided.

Keywords : field education; practice research; social work; practicum/internship

Field education, also referred to as the signature pedagogy of social work (Council on Social Work Education, 2015), commonly accompanies coursework to enable students to connect classroom theory with practice in professional “on-the-ground” experiences (Bogo & Sewell, 2019). While field placements, practica, and internships are utilized in various disciplines, they play a critical role in social work by preparing students to provide effective services in various settings (Bogo, 2010). Within the social work field education domain, traditional student placements have tended to adopt one-on-one tutoring, role modelling, and mentoring of students by field instructors (Ayala et al., 2018; Bogo, 2010). While this model has been and is currently one of the most prominent models of social work field education, many authors have commented on how the traditional model of social work field education is becoming increasingly difficult to sustain (Ayala & Drolet, 2014; Ayala et al., 2018; Bellinger, 2010; Drolet, 2020).

Considering these observations, Ayala and colleagues (2018) interviewed Canadian field coordinators about addressing existing challenges within social work field education. They compiled several promising and wise practices that potentially could be used to move the state of social work field education from crisis to sustainability. These practices included designing and implementing alternative placement models and enhancing training of field instructors and faculty liaisons. In considering these promising practices suggested by Ayala and colleagues, the Transforming the Field Education Landscape (TFEL) partnership initiated the development of a field instructor training module for the Canadian Association for Social Work Education (CASWE). The training module focuses on creating strategies to assist field instructors in integrating practice research into social work field education. In combination with attempting to give field instructors the tools and knowledge needed to incorporate practice research within their workplace context, the module also seeks to bridge the gap between research and practice, and to demonstrate how these can be understood as parallel processes. Drawing from a literature review and consultations with TFEL members, the module has been developed further into an online course for students, social work educators and researchers, and other social work professionals. The online course is designed to share knowledge and understanding of practice research in order to strengthen the role of practice research in social work field education.

Transforming the Field Education Landscape (TFEL) Partnership

To date, there has been a disconnect between research and social work practice (Drolet & Harriman, 2020). Traditional formal research approaches are often viewed as being inapplicable to social work practice and inaccessible to social work students and practitioners (Driessens et al., 2011; Fook et al., 2011; Shannon, 2013). There is a need to rethink traditional approaches to teaching research in order to provide practical, hands-on learning opportunities that engage students (Benson & Blackman, 2003; Freymond et al., 2014; Trevisan, 2002). The Transforming the Field Education Landscape (TFEL) partnership aims to better prepare the next generation of social workers in Canada by creating training and mentoring opportunities for students, developing and mobilizing innovative and promising field education practices, and improving the integration of research and practice in field education (Drolet, 2020). This article is based on the findings of a literature review conducted on practice research and social work field education. The findings of the review informed the development of a practice research training module that was designed to better integrate practice research in social work field education. By creating multiple online training modules on practice research for diverse audiences including field instructors, students, social work educators, and researchers, the TFEL partnership aims to build capacity for bridging the gap between research and practice in field education. We hope that this article will invoke a sense of curiosity on practice research and provide information on how practice research can be integrated into social work field education.

Bringing Practice Research and Social Work Field Education Together

In recent years, many social work scholars have described how the profession requires incorporating a greater understanding of research into social work practice (Teater, 2017). Despite good intentions and the pursuit of the “social good,” social work can often lack accurate measurements of effective practice (Cabassa, 2016). Considering these shortcomings, social work must develop more intervention research that emerges from practice in order to maintain competency and proficiency (Fortune et al., 2010). Researchers and practitioners alike are witnessing the need, if the profession is to move forward, for social work research no longer to remain in the profession’s background, but to be incorporated into practice and emerge in an inseparable and interdependent manner (Webber & Carr, 2015, pp. 3–21). Often, research and practice are viewed as distinct and separate elements of the profession. Yet it is becoming increasingly evident that research and practice are both more effective when they function as collaborative processes.

In response to the need to incorporate research more effectively into social work practice, some educational institutions, workplaces, and practitioners have utilized a collaborative research process termed “practice research” to bridge the gap between research and practice. As new social work practitioners are educated and prepared for professional practice, it is of utmost importance that they are prepared to carry out their duties to the best of their abilities, generate new knowledge, and enhance practice strategies. By utilizing practice research in social work field education, social work students and practitioners will be better prepared to harness curiosity and research collaboratively to improve practice. We believe the profession of social work, through integrating practice research, will advance research-informed practice and practice-informed research.

For many social work practitioners and students, the thought of research can elicit feelings of anxiety, dread, and confusion (Wahler, 2019). However, when research is viewed as a regular part of daily practice, feelings of comfort and excitement about new opportunities can emerge. When closely examined, research and practice strategies can be considered parallel processes. Within both traditional practice and research settings, questions are raised, answers are pursued, and knowledge is discovered and developed. These parallel processes of research and practice have been expanded upon in detail through the development of the “Research As Daily Practice” philosophy created by Sally St. George, Dan Wulff, and Karl Tomm (St. George et al., 2015).

“Research As Daily Practice”

For many years, social work clinicians and educators Dan Wulff and Sally St. George have been advocating the notion of “Research As Daily Practice” (St. George, et al., 2015). Their work has identified how research and clinical practice overlap and share similar steps, procedures, and strategies. The core of their philosophy is the belief that “practitioners are researchers because they use inquiring processes to make quality decisions in their daily practice (gathering data, organizing the data to better explain phenomena, constructing a plan of action, implementing the plan, observing the effects, gathering more data)” (St. George et al., 2015, p. 5). When social work practitioners perceive themselves as active investigators and knowledge developers in practice, research becomes the tool to improve practice and push the profession forward. We believe that adopting a research-informed approach to practice, such as viewing research as a part of daily practice, is crucial for effective practice and practice research utilization within social work field education.

Defining Practice Research

The term “practice research” is used across disciplines to explain the negotiated process between practice (service providers and service users) and research (researchers and educators) working collaboratively to understand and address challenges, develop new knowledge on a subject matter, and address existing gaps between research and practice (Fisher et al., 2016). At the core of practice research is a focus on learning, sharing, and seeking to understand individual, group, and organizational environments (Joubert & Webber, 2020). While the methods through which practice research can be carried out vary, effective practice research involves pursuing curiosity about practice through collaborative means (Austin & Isokuortti, 2016). These elements of curiosity and collaboration are essential to both practice research and field education. Curiosity can be a catalyst to seeking and developing promising strategies to meet practice needs. When multiple parties with different perspectives can harness their curiosity, a critical examination of practice can often occur, which can lead to the “development of new ideas in the light of experience” (Austin & Isokuortti, 2016, p. 11).

While curiosity is a cornerstone of effective practice research, it is through collaboration that practice research becomes increasingly valuable. Practice research is often conducted through collaborative partnerships by a range of stakeholders to enhance understanding of practice issues and enrich practice strategies (Fouché, 2016). At a fundamental level, practice research is the process through which ideas, problems, or concepts found in practice are expounded upon through a research undertaking. When utilizing practice research, collaborators can pursue knowledge through informal or formal research designs, with the central premise being that the research generat knowledge to improve practice.

Practice Research Operationalized

In seeking to implement practice research in a social work setting, it is important to note that there is not one overarching methodology or formula that will work in every context. Instead, effective practice research methods tend to emerge organically through researchers’ and practitioners’ strategic collaborations based on their practice context and research questions. Effective methods are typically based on a research question that emerges from a practice issue. These methods must be conducted in a mutually beneficial process for all the collaborators involved in the practice research setting.

For those seeking more direction in designing a practice research study, Miller (2019) outlines a process in which the practitioners and researchers (“enablers”) work together to compile an effective agency report that follows a rigid methodological approach. In their approach, the enabler and the practitioners work collaboratively to identify an issue to investigate, discuss the issue, and narrow down a specific research question that meets the needs of the practice agency. The practitioner is supported in the data collection process by the enabler. The enabler usually will take the lead in data analysis, with direction from the practitioners, to ensure that the data accurately addresses the research question. The results typically culminate in some change to practice in the agency (Miller, 2019, pp. 682–683).

One of Miller’s (2019) strengths in this example is that the author presents the researcher as an enabler and enhancer of practice. While suggesting roles within the research process such as “enabler” and “enhancer” can be beneficial in highlighting where students may be able to utilize practice research within field education, these labels must be used judiciously, so as not to separate the elements of practice and research. Such a separation may create an insider/outsider argument, such as questioning who the real researcher might be. It is important to remember that practice research includes the notion that research can be conducted through inquiry at all levels of practice through a methodological research process. Miller’s example shows the importance of viewing the research and practice partnership as a method to increase practice competencies and to discover critical areas for further research. While this approach may be beneficial for some to follow, others may prefer a less formal process that invites cocreating a practice research framework based upon the practice setting and the investigators available.

Practice Research on a Continuum

To assist practitioners and students in implementing practice research in field education, we have outlined the multiple continual stages and central themes that we believe the practice research process can contain. This process is illustrated below in Figure 1.

While we believe that these themes and stages can help organize and implement practice research within the field education context, we also accept that it is valuable to see practice research as on a continuum. Viewing practice research on a continuum allows for the notion that research is continually growing, evolving, and changing over time. This means that practice researchers can be in multiple stages at any given time, and that the research process can be continually renegotiated and improved to better meet the research and practice objectives. As we have identified multiple themes that students and field instructors may find to represent their current process, we also propose that curiosity, reflection, and collaboration are three central themes that must be present for effective practice research to be conducted. We have confidence that students and field instructors can create their own practice research projects collaboratively through utilizing this framework of practice research on a continuum. This framework may be beneficial for simplifying the practice research process, which can allow for both students and field instructors to identify important research questions and the proper strategies needed for investigation. We also recognize the importance of integrating practice research activities in field learning agreement contracts, integration seminars, assignments, and readings.

Recommendations and Implications for Integrating Practice Research into Social Work Field Education

The curiosity that drives inquiry and investigation forms the foundation of integrating research in field education (St. George et al., 2015). For practice research to be integrated successfully into social work field education, the research must be relevant and based on local practice topics that are meaningful, important, and appropriate for investigation. When considering integrating practice research into field education, it must be ensured that the research meets the needs of the agency, practitioners, and service users. This calls for attention with respect to caseloads, organizational patterns, and practice outcomes. These patterns can become more evident through discussions at staff meetings and case conferences, highlighting agency needs for further investigation. At this point in the process, field educators and students can commit to collaborate in the investigation of emerging curiosities and challenges. Any practice research agenda must include agency workers and respect practitioners’ time, and can either be planned out ahead of time or be a spontaneous response to an emerging need. These steps can help incorporate the utilization of practice research within social work field education.

Curiosity is but one quality motivating practice research. Walsh et al. (2019) also found that attitudes towards research, comfort level, the time involved, and interpersonal/relational factors also influence how enthusiastically students approach research. Thus, practice research is more than a cognitive exercise. Practical considerations need to be factored into any agency-based research: length of the practicum, time availability with the supervisor, and available practical resources. For this reason, it is helpful to think of practice research on a continuum so that all students can benefit from integrating research and theory into their practice.

The impetus for practice research initiatives can start in the curriculum and teaching of the social work research course. Rather than being a distant, esoteric topic, social work research courses can be designed “closer to home” where they have greater personal significance to students. Research also can be taught to create “habits of the mind” that have relevance in everyday life. Students can become disciplined to discern valid and reliable information critically, rather than accepting any opinion that catches their attention. Research does not have to be a practice that is overly formal and hard to reach. We need to bring research to the student instead of bringing the student to research. Similarly, research conducted within field education placements provides an opportunity to bring research closer to the field for agencies and field instructors.

A Continuing Need for Collaboration

In keeping with this project, field education can be transformed through joint training initiatives (Drolet & Harriman, 2020), such as between social work programs, faculty liaisons, field instructors, social work educators, students, service users, and agencies. To achieve this transformation, we need to enhance students’ knowledge and skills and build research capacity through partnered research endeavors (Drolet & Harriman, 2020, p. 4). One of the ways that this has been considered within our current context is through the creation of a practice research training module for the field instructor training hosted by the Canadian Association of Social Work Education (CASWE). This specific module introduces field instructors to practice research, demonstrates how practice research may be used in field education, and invites field instructors to consider utilizing practice research alongside their students within their practice context. In combination with this field instructor training module, we also created an open-access practice research course that can be accessed by students, educators, field instructors, and other social work professionals interested in learning more about practice research and how it can be used within field education. In building capacity for practice research, there is value in encouraging social work educational programs and field agencies to develop more sustainable field education models and promote multidirectional exchanges of knowledge on innovations and promising practices. As it is with practice research, collaboration is a key element in the incorporation of practice research into social work field education.

Points of Consideration for Social Work Field Education Programs

As field education programs and placements consider integrating practice research into their contexts, there are several considerations that require examination. These considerations include:

• incorporating into research courses at least one project involving practice research that echoes a field situation;
• offering field instructors in-service training and workshops on using practice research in their agencies;
• clearly demonstrating how research and practice activities are parallel processes;
• developing strategies to help students and field instructors to become more comfortable and competent in developing and undertaking practice research in field education placements;
• designing learning contract agreements that incorporate, at a minimum, at least one research/practice initiative;
• facilitating the integration of research and theory into practice; and
• evaluating how practice research is adopted in the field, what challenges emerge, and how to maximize the use of practice research in field education.

Gaps and Areas of Future Research

While we have been able to identify multiple ways to integrate practice research into social work field education, we also acknowledge that the incorporation of practice research into field education is in the early stages. As we move forward with this initiative, we need to examine the various configurations of field education across Canada and internationally to identify promising practices for incorporating practice research into field education. To accomplish this, we must become aware of the challenges impacting students, field instructors, and agencies, and consider them in our approaches. As research moves forward, there is a need to expand on the suggestions in this article and demonstrate how practice research can be utilized in different types of social work field education placements and contexts.

The authors would like to acknowledge the Social Science and Humanities Research Council Partnership Grant for providing financial support to the TFEL partnership.

Austin, M. J., & Isokuortti, N. (2016). A framework for teaching practice-based research with a focus on service users. Journal of Teaching in Social Work, 36 (1), 11–32. https://doi.org/10.1080/08841233.2016.1129931

Ayala, J., & Drolet, J. (2014). Special issue on social work field education. Currents: Scholarship in the Human Services, 13 (1), 1–4. https://journalhosting.ucalgary.ca/index.php/currents/article/view/15948

Ayala, J., Drolet, J., Fulton, A., Hewson, J., Letkemann, L., Baynton, M., Elliot, G., Judge-Stasiak, A., Blaug, C., Tetrault, G., & Schweizer, E. (2018). Restructuring social work field education in 21 st century Canada. Canadian Social Work Review, 35 (2), 45–66.

Bellinger, A. (2010). Studying the landscape: Practice learning from social work reconsidered. Social Work Education: The International Journal, 29 (6), 599–615. https://doi.org/10.1080/02615470903508743

Benson, A., & Blackman, D. (2003). Can research methods ever be interesting? Active Learning in Higher Education, 4 (1), 39–55. https://doi.org/10.1177%2F1469787403004001004

Bogo, M. (2010). Achieving competence in social work through field education. University of Toronto Press.

Bogo, M., & Sewell, K. M. (2019). Introduction to the special issue on field education of students. Clinical Social Work Journal, 47 , 1–4. https://doi.org/10.1007/s10615-018-0696-z

Cabassa, L. J. (2016). Implementation science: Why it matters for the future of social work. Journal of Social Work Education , 52 (sup1), S38–S50. https://doi.org/10.1080/10437797.2016.1174648

Council on Social Work Education. (2015). Report of the CSWE summit on field education 2014. CSWE.

Driessens, K., Saurama, E., & Fargion, S. (2011). Research with social workers to improve their social interventions. European Journal of Social Work, 14 (1), 71–88. https://doi.org/10.1080/13691457.2010.516629

Drolet, J. (2020). A new partnership: Transforming the field education landscape: Intersections of research and practice in Canadian social work field education. Field Educator , 10 (1), 1–18. https://fieldeducator.simmons.edu/article/transforming-the-field-education-landscape/

Drolet, J., & Harriman, K. (2020). A conversation on a new Canadian social work field education and research collaboration initiative. Field Educator, 10 (1), 1-7. https://fieldeducator.simmons.edu/article/a-conversation-on-a-new-canadian-social-work-field-education-and-research-collaboration-initiative

Fisher, M., Austin, M. J., Julkunen, I., Sim, T., Uggerhøj, L., & Isokuortti, N. (2016). Practice research. Oxford Bibliographies Online Datasets . https://doi.org/10.1093/obo/9780195389678-0232

Fook, J., Johannessen, A., & Psoinos, M. (2011). Partnership in practice research: A Norwegian experience. Social Work & Society, 9 (1), 29–44.

Fortune, A. E., McCallion, P., & Briar-Lawson, K. (2010). Social work practice research for the twenty-first century . Columbia University Press.

Fouché, C. (2016). Practice research partnerships in social work: Making a difference. Aotearoa New Zealand Social Work , 28 (4), 118–119. https://doi.org/10.11157/anzswj-vol28iss4id291

Freymond, N., Morgenshtern, M., Duffie, M., Hong, L., Bugeja-Freitas, S., & Eulenberg, J. (2014). Mapping MSW research training. Journal of Teaching in Social Work, 34 (3), 248–268. https://doi.org/10.1080/08841233.2014.912998

Joubert, L. B., & Webber, M. (2020). The Routledge handbook of social work practice research . Routledge.

Miller, K. (2019). Practice research enabler: Enabling research in a social work practice context. Qualitative Social Work, 18 (4), 677–692. https://doi.org/10.1177/1473325017751038

Shannon, P. (2013). Value-based social work research: Strategies for connecting research to the mission of social work. Critical Social Work, 14 (1). https://doi.org/10.22329/csw.v14i1.5875

St. George, S., Wulff, D., & Tomm, K. (2015). Research as daily practice. Journal of Systemic Therapies, 34 (2), 3–14. https://doi.org/10.1007/978-3-319-15877-8_890-1

Teater, B. (2017). Social work research and its relevance to practice: “The gap between research and practice continues to be wide.” Journal of Social Sciences Research, 43 (5), 547–565. https://doi.org/10.1080/01488376.2017.1340393

Trevisan, M. S. (2002). Enhancing practical evaluation training through long-term evaluation projects. American Journal of Evaluation, 23 (1), 81–92. https://doi.org/10.1016/S1098-2140(01)00163-1

Wahler, E. (2019). Improving student receptivity to research by linking methods to practice skills . Journal of Teaching in Social Work, 39 (3), 248–259. https://doi.org/10.1080/08841233.2019.1611693

Walsh, C., Gulbrandsen, C., & Lorenzetti, L. (2019). Research practicum: An experiential model for social work research. Sage Open, 9 (2), 1–11. https://doi.org/10.1177/2158244019841922

Webber, M., & Carr, S. (2015). Applying research evidence in social work practice: Seeing beyond paradigms. In M. Webber (Ed.), Applying research evidence in social work practice . Palgrave Macmillan.

Dillon K. Traber, MSW University of Calgary Tara Collins, PhD Candidate University of Calgary Julie L. Drolet, PhD University of Calgary Diana J. Adamo, MSW Student University of Calgary Monica Franco, MSW Student University of Calgary Kristina M. Laban, MSW Student University of Calgary Sheri M. McConnell, PhD Memorial University of Newfoundland Ellen Mi, BSW Student University of Calgary Sally St. George, PhD University of Calgary Dan Wulff, PhD University of Calgary

© May 2021 Reprinting & reuse

Volume 11.1 | Spring 2021

Conversations.

• The Conversation: Dr. Melissa Reitmeier, Chair of the Council on Field Education

Field Scholar

• BSW Students in Field: Factors Contributing to the Internship Experience
• Preparing Students for Trauma Exposure in Field Education Settings
• Kudos: Dr. William Fisher retiring after a twenty-four-year career in Social Work Education
• Letter from the Editor
• Letter from the Editor: Back to the Future

Practice Digest

• Addressing Self-Care for Students and Field Educators with Mindfulness: A Collaborative Approach to Field Placement
• COVID-19: An Existential Crisis for Social Work Field Education
• Innovations to the Design and Delivery of Foundation Field Education Seminars
• Integrating Classroom and Field Assignments: Creating Comprehensive Assessment and Learning Opportunities

What We're Reading

• Recent Articles of Note

The Field Educator is published by the Simmons University School of Social Work. Learn more »

Current Volume

Field talks.

• Episode 3: Service User Perspectives in Social Work Education
• Supporting Students with Disabilities in Social Work Field Placements: What Is Being Done?
• Moving from Darkness to Light: Social Work Students’ Reflections on COVID-19 in Practice And the Future of the Profession
• Toward Understanding the Training Needs of Canadian Field Instructors
• Social Work Departmental Leadership Attitudes on Formal Mentorship: The Impact on Field Directors
• The Truth, Liberation, and Justice Project: Engaging Students in Conversations about Antiracism in Social Work

© 2024 Field Educator | Simmons School of Social Work, 300 The Fenway, Boston, MA 02115 | T: 617-521-3970 | F: 617-521-3980 | [email protected]

Social Work

“I wish there was some way I could help.” If you’ve ever seen a fellow human struggling or in crisis and wanted to connect them to the resources they need to start thriving, McDaniel’s Social Work major is for you. We’ll equip you with the knowledge, skills, and experience you need to make a difference.

The nationally accredited Social Work program at McDaniel College prepares you for entry-level, culturally sensitive, generalist practice with individuals, families, small groups, communities and organizations. You’ll be provided with the knowledge, skills, values and training needed to work effectively with vulnerable and at-risk populations. We offer multiple service-learning experiences throughout the Social Work curriculum.

Hands-on Helping

In your senior year, you’ll be placed in a human service agency under the supervision of a master’s level social worker two days a week for a two-semester internship. By the completion of the social work major, you’ll be capable of asserting leadership in the establishment, provision, and delivery of human services at the local, state, national, and international levels.

Future Career Paths

About 75 percent of all recent graduates are employed in social work or related human service jobs. Many also pursue graduate study at such institutions as the University of Maryland, Columbia University, University of Pennsylvania, New York University, and Catholic University.

Recent Internship Placements for Social Work Majors:

• Department of Social Services
• Carroll Lutheran Village
• Youth Services Bureau
• Family and Children Services
• Hopewell Cancer Support Center
• Carroll County (MD) Human Services Program

Distinctive Courses

Swk 2217 - sw & marginalized populations.

An overview of social work and social welfare in America with an emphasis on historical development and current institutional nature. The student will learn to identify social problems and analyze social welfare programs, especially at the federal level. International social welfare programs will also be analyzed. The main focus of the course is on the impact of social problems and social programs on marginalized populations. Students will become familiar with the NASW Code of Ethics and its application to social work generalist practice.

SWK 2225 - HBSE: Early to Late Adulthood

HBSE (Human Behavior and the Social Environment) courses examine the richness and diversity of the human experience over the life span from a person-in-environment perspective. Theoretical frameworks ranging from Freud to Feminism are examined. Functional and dysfunctional patterns of coping and adaptation are identified. SWK2225 focuses on the period between early and late adulthood. It can be taken before, after, or concurrently with SWK2214. Social issues such as domestic violence, substance abuse, and age-related dementia are explored within a sociohistorical context.

SWK 3349 - Methods of Social Work Research

This course provides an introduction to quantitative and qualitative research methodology within social work practice. Techniques of social research will be applied to the study of social work problems and programs. The evaluation of social work practice will be emphasized and ethical issues will be explored from a researcher’s perspective and students will critically examine existing research studies.

SWK 4422 - Social Work Practice with Families and Small Groups

This course is the third in the Social Work Practice sequence designed to enable students to work with families and small groups in a manner appropriate for a generalist social worker. Students will explore variations of family development and behavior in regard to diversity as well as maladaptive coping and adaptation patterns on the part of individuals within families and families in interaction with their environment. Critical thinking skills (predict, evaluate and explain) will also be emphasized.  Students will also be introduced to assessment concepts appropriate for a generalist social worker and will make recommendations for potential interventions/services for clients.

Senior Capstone

Emily Gebhart, a Social Work major from Sykesville, Md., whose capstone field placement took her to Paul’s Place, a community center providing programs, food, clothing, services and support to families and individuals in Southwest Baltimore.

Social Work Program Requirements

Keep in touch.

Tell us a little about yourself and we'll share updates & information. (We'll also make sure you don't miss any important deadlines.)

See Yourself Here

Take your first steps on the Hill! Visiting campus is one of the best ways to determine if McDaniel is right for you.

Accreditation and Licensure

The McDaniel College social work program is nationally accredited by the Council on Social Work Education. A BSW from McDaniel College meets the educational requirement for all U.S. jurisdictions that offer licensure at the bachelor social work level. To ascertain whether a particular jurisdiction offers licensure at the bachelor social work level and to learn about additional requirements, visit the Association of Social Work Board website: License Requirements for a Selected Jurisdiction

Department Faculty

Learn more about the faculty and staff behind this program.

Special Opportunities

Here are just a couple things that help make our program one of the best in Maryland.

The Private College Experience

McDaniel’s Social Work program is one of only two programs at private colleges in Maryland accredited by the Council on Social Work Education. Graduates of the program are eligible for licensure at the baccalaureate level in Maryland and in other states that have licensure for BSW.

Social Work Action Team

The Social Work Action Team (SWAT) gives students opportunities to organize community activities ranging from a Hunger and Homelessness Awareness campaign in the local community to the annual “Walk a Mile” fundraiser for the local Rape Crisis Intervention services. Students raised over $5,000 and won the County award in 2012.

Specialized Training

All Social Work majors at McDaniel are equipped with skills that will support them during field work and after graduation. In addition to their academic learning, they are trained in Mental Health First Aid (MHFA) and the administration of Narcan (used to treat narcotic overdoses). "I believe that the MHFA training provides a good foundation for understanding some of the mental health issues that people experience, as well as their subtle nature, and guidance on how to intervene," says Social Work Professor Cathy Orzolek-Kronner.

The McDaniel Commitment in Action

The McDaniel Commitment—a series of opportunities guaranteed to all students—provides enhanced mentoring and coaching, and ensures every undergraduate student completes at least two meaningful experiential learning opportunities.

Study Abroad

Internships

Social Work Alum Class of 2024: Amber Chenoweth Real-World Experiences

"My senior [Social Work] internship was with Frederick County Residential Crisis Services (RCS) at Sheppard Pratt, where I worked in tandem with the treatment coordinator to help facilitate assessments, treatment planning, and case management for our clients. I also had the opportunity to attend Common Ground on the Border during Jan Term, where we learned about the process of seeking asylum in the U.S., the state of the Border Patrol, and took trips into Mexico to see the conditions refugees lived in while awaiting their asylum decisions."

Alumni Spotlight Class of 2019: Wayne Young Jr. Social Work and Women’s Studies

Wayne Young Jr. ’19 truly made the most of his time on campus. He was a resident assistant and the founder of the McDaniel College Debate and Speech Club, among many other accomplishments. Now he’s headed to the University of Maryland School of Social Work with Advanced Standing and will graduating with his master’s in 2020.

Impressive Outcomes Ginger Bandeen ’00 Social Work and Technology

In her years as a social worker, Ginger Bandeen ’00 noticed there was a widening gap between data systems and social services that had to be filled. To do so, Bandeen founded Mission Driven Data to assist humanitarian organizations in utilizing their data in mission-specific ways.

Related Programs

Social Science Research Coordinator- Hybrid

🔍 School of Humanities and Sciences, Stanford, California, United States

The School of Humanities and Sciences (H&S) is the foundation of a liberal arts education at Stanford. The school encompasses 24 departments and 24 interdisciplinary programs. H&S is home to fundamental and applied research, where free, open, and critical inquiry is pursued across disciplines. As the university’s largest school, H&S serves as the foundation of a Stanford undergraduate education no matter which discipline students pursue as a major. Graduate students work alongside world-renowned faculty to pursue and shape foundational research that leads to breakthroughs and discoveries that shed new light on the past, influence the present, and shape the future. Together, faculty and students in H&S engage in inspirational teaching, learning, and research every day.

Among the first departments established at Stanford University, the Department of Psychology has a long-standing tradition of ground-breaking theoretical research that also has powerful impact in the real world. The department is ranked as one of the top psychology programs in the nation and has been a leading psychology department among American universities for decades. This extraordinary achievement was honored by the Smithsonian Institution in Washington D.C. in 2003.

Professor Jeanne Tsai’s lab is seeking a new full-time Research Coordinator. The RC will work closely with and report directly to Dr. Tsai, Director of the Stanford Culture and Emotion Lab.  The RC will primarily work on NSF-funded research related to cultural influences on affective virality on social media; however, the RC will also support other projects related to culture and emotion in the lab. The RC will assist in collecting, managing, and analyzing data; in developing study materials and measures; in maintaining detailed and organized research records; in submitting and renewing materials to the Institutional Review Board (IRB), and training undergraduates and other new researchers. “

This is a 100% FTE, 1- year fixed term, non-exempt position. This position will be based on the Stanford campus and will be considered for an option of telecommuting (hybrid of working on-site and off-site), subject to operational need.

If you believe that this opportunity is a match for your knowledge, skills and abilities, we encourage you to apply. Thank you for considering employment opportunities with the School of Humanities and Sciences.

CORE DUTIES:

• Prepare correspondence, documents and reports.
• Maintain and file forms and documents, including consent forms and master subject logs.
• Assist with the screening, recruiting, and obtaining consent of study participants. Perform telephone or in-person interviews to gather data, as needed. Schedule and/or call subjects for appointments.
• Prepare, distribute, administer and process questionnaires and tests, score test measurements and questionnaires, and code data for computer entry. Perform quantitative review of forms, tests, and other measurements for completeness and accuracy.
• Prepare data for input into statistical databases by typing, editing, and organizing data.
• Apply formulas and calculations to research data using basic statistical programs. Review and verify accuracy of database information and assist in making necessary corrections according to specific guidelines.
• Order and maintain equipment and supplies.
• Process study compensation payments and thank you letters to subjects upon completion of trial activities.
• Assist with post-study activities, as needed.

MINIMUM REQUIREMENTS:

Education & Experience:

Two year college degree and one year of relevant experience or an equivalent combination of experience, education, and training.

Knowledge, Skills and Abilities:

• General understanding of scientific theory and methods.
• General computer skills and ability to quickly learn and master computer programs.
• Ability to work under deadlines with general guidance.
• Excellent organizational skills and demonstrated ability to complete detailed work accurately.
• Effective oral and written communication skills.
• Ability to work with human study participants

Certifications and Licenses:

PHYSICAL REQUIREMENTS*:

• Frequently perform desk-based computer tasks, grasp lightly/fine manipulation, lift/carry/push/pull objects that weigh up to 10 pounds.
• Occasionally stand/walk, sit, use a telephone, writing by hand, and sort/file paperwork or parts.
• Rarely twist/bend/stoop/squat, kneel/crawl, rarely reach/work above shoulders, and operates foot and/or hand controls.

* - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of the job.

WORKING CONDITIONS:

• May be exposed to blood borne pathogens.
• May be required to work non-standard, extended or weekend hours in support of research work.

WORK STANDARDS:

• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu .

The expected pay range for this position is $24.04 to $34.13 per hour.  

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Why Stanford is for You

Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and  unique perks  empower you with:

●         Freedom to grow . We offer career development programs, tuition reimbursement, or audit a course. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.

●         A caring culture . We provide superb retirement plans, generous time-off, and family care resources.

●         A healthier you.  Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.

●         Discovery and fun.  Stroll through historic sculptures, trails, and museums.

●         Enviable resources . Enjoy free commuter programs, ridesharing incentives, discounts and more

The job duties listed are typical examples of work performed by positions in this job classifications and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources at [email protected]. For all other inquiries, please submit a contact form .

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Full-time
• Job Code: 4233
• Employee Status: Fixed-Term
• Requisition ID: 104311
• Work Arrangement : Hybrid Eligible

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 School of Humanities and Sciences, Stanford, California, United States

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Stanford's deep commitment to sustainability practices has earned us a Platinum rating and inspired a new school aimed at tackling climate change.

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Stanford's Innovative Medicines Accelerator is currently focused entirely on helping faculty generate and test new medicines that can slow the spread of COVID-19.

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Through rigorous research, model training programs and partnerships with educators worldwide, Stanford is pursuing equitable, accessible and effective learning for all.

Working Here We believe you matter as much as the work

I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

School of Engineering

I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

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Besides its contributions to science, health, and medicine, Stanford is also the home of pioneers across disciplines. Joining Stanford has been a great way to contribute to our society by supporting emerging leaders.

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I like working in a place where ideas matter. Working at Stanford means being part of a vibrant, international culture in addition to getting to do meaningful work.

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Getting Started We believe that you can love your job

Join Stanford in shaping a better tomorrow for your community, humanity and the planet we call home.

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6-Day International Workshop on Research Methods in Social Sciences

• 26 Aug 2024
• Dr. Ambedkar Auditorium (TT ground floor)
• School of Social Sciences and Languages

Photo Gallery

News Gallery

The 6-Day International Workshop on Research Methods in Social Sciences organised by the School of Social Sciences and Languages in association with SPARC-Govt of India is a comprehensive event designed to enhance the research capabilities of research scholars from the broad disciplines of Social Sciences and Commerce backgrounds, held from August 26th to August 31st, 2024. This workshop will bring together renowned experts and researchers with an aim to provide participants with a thorough understanding of contemporary research methods, equipping them with the skills necessary to conduct rigorous and impactful research. Each workshop day is focused on qualitative and quantitative research designs, econometrics, data collection techniques, data analysis methods, and the ethical considerations involved in conducting research. The sessions deal with hands-on training and group discussions, allowing research scholars to actively engage with the material and apply what they learned to real-world scenarios. Hands-on sessions in R, SPSS, Strata, Atlas.ti will be dealt with, enabling participants an opportunity to discuss and refine their methodologies under the guidance of resource persons. This interactive format will not only enhance their understanding but also foster collaboration among participating researchers. The workshop will conclude with a panel discussion on the future of Social Sciences research, where experts will emphasize the importance of innovative approaches and interdisciplinary research. Participants will leave the workshop with a deeper knowledge of research methods, new project ideas, and connections with fellow researchers that will last well beyond the event. The success of this workshop will underscore the ongoing need for such international collaborations in advancing research in the Social Sciences areas.

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