Engaging Students in Social Work Research Education

Better Engaging Social Science Graduate Students in Introductory Research Methods Courses: A Class Activity

“…And yet, despite the importance of research as an essential component of advancing social science, it is often the curricula content most fraught with student resistance (Adam et al 2004, Cameron & Este 2008. This paper addresses the research opposition found within the field of social work; however, much of the literature relates generally to social sciences and professional practice wherein human interactions are examined.…”

“…Often graduate students in social work appear uninterested in research or do not (yet) fully understand how it connects to practice settings (Jenson 2007, Harder 2010, particularly if they view themselves as 'clinicians' or direct practitioners (Roberts 1989, Cameron & Este 2008. This attitude contributes to students being characterised as 'research reluctant' (Epstein 1987, Secret et al 2003 and demonstrating increased anxiety around research and statistical content (Unrau & Grinnell 2005).…”

“…In order to lessen anxiety and apprehension commonly associated with research methods courses, and increase the knowledge and skills needed to acquire and assess appropriate interventions for practice, graduate social science programmes need to be more creative in engaging students in research methods and the implementation of EBP (Cameron & Este 2008, Grady 2010. Students need to understand research methods in order to be critical consumers and producers of research, and evaluate their own practice (Moore & Avant 2008).…”

Characteristics of the Process of Culture Development Project Activities (Culture of Social Engineering) at the Future Bachelors of Social Work

“…In works of group of researchers (Agronina, Nikitina, 2011;Cameron, Este, 2008;Koprowska, 2010;Kulichenko, 1997;Lishman, 2009;Medvedeva, 1999;Nikitina et al, 2015;Pozdnyakov, 2007;Welbourne et al, 2007) different parts (essential components) of professional culture of a social work specialists were investigated (in particular, professional communication, ethical and psychological-pedagogical culture of a social worker, gerontology, professional legal culture of a social work specialist, management and research culture of a social work specialist), and also methods (technologies) of these types of culture formation in the period of future social work bachelor`s professional training at University were identified (Anderson, 2002;Postlethwait, 2012;Valeyeva et al, 2016;Wilks, Spivey, 2010;Zakharchuk, 2006;Zhdanova, 2013).…”

Advancing Social Work Practice Research Education – An Innovative, Experiential Pedagogical Approach

“…To accomplish these goals, Hardcastle and Bisman (2003) describe three primary models for teaching research content in social work education: (1) the Educated Consumer of Research (emphasis on teaching critical thinking skills and for helping students to acquire capabilities to analyze social work research literature); (2) Practitioner Scientist (focus on teaching students to become research scientists, to approach intervention as a research endeavor, and to see research as an opportunity for social science knowledge building); and (3) Research as Practice Methodology (focus on critical thinking and an appropriate use of research methodologies to be a better, more capable practitioner). Cameron and Este (2008) suggested two activities to enhance research education at the graduate social work level: (a) the integration of practice-based research into research education and (b) put an emphasis on the importance of research in promoting http://ijhe.sciedupress.com Acknowledgements I whole heartedly thank all my students for their active participation in class and field activities and their openness in sharing their ideas and professional experiences, as well as their struggles and successes in learning practice-based research. The project was supported by the Touro College Graduate School of Social Work.…”