Using Groups to Advance Social Work Practice-Based Research

Abstract

A discussion about the importance of research for social work practitioners and the nature of academic-practitioner partnerships set the scene in this article for a discussion about an innovative academic-practitioner partnership. This partnership, aimed at strengthening research mindedness and research activity in social service settings, has been fuelled by a belief in the power of groups to achieve what individuals cannot. The authors reflect on the range of inputs and synergistic group processes that allowed for a series of outcomes that would not have been possible within an individualized initiative. In conclusion, lessons learned from the use of groups to advance practice-based research are outlined.

The Writing Series Project: A Model for Supporting Social Work Clinicians in Health Settings to Disseminate Practice Knowledge

“…To date, only two articles on writing groups for social workers could be located (Adler et al, 1993;Fouché & Lunt, 2009), however, two others describe similar initiatives that provided training and support for empirical research projects with social workers in the United Kingdom (Powell & Orme, 2011;Shaw & Lunt, 2011). These groups experienced a number of challenges.…”

“…These groups experienced a number of challenges. Some of these related to the group process and group members' competing work priorities (Fouché & Lunt, 2009). Employers generally did not allow time within the workday for group members to engage in research and writing, and workloads were not adjusted according to group members' involvement in the group (Adler et al, 1993;Fouché & Lunt, 2009).…”

“…Some of these related to the group process and group members' competing work priorities (Fouché & Lunt, 2009). Employers generally did not allow time within the workday for group members to engage in research and writing, and workloads were not adjusted according to group members' involvement in the group (Adler et al, 1993;Fouché & Lunt, 2009). When work time was allotted-supported by grant funding-employees were also expected to match work hours with their own personal time (Shaw & Lunt, 2011).…”

“…When work time was allotted-supported by grant funding-employees were also expected to match work hours with their own personal time (Shaw & Lunt, 2011). Practical support related to accessing literature and ethics applications was limited (Fouché & Lunt, 2009). This was compounded, in Fouché and Lunt's (2009) study, by misunderstandings about the role of research mentoring and the group mentoring process.…”

“…Practical support related to accessing literature and ethics applications was limited (Fouché & Lunt, 2009). This was compounded, in Fouché and Lunt's (2009) study, by misunderstandings about the role of research mentoring and the group mentoring process. However, both Fouché and Lunt (2009) and Adler et al (1993) found that their groups had benefits.…”