Using Visual Methodology: Social Work Student’s Perceptions of Practice and the Impact on Practice Educators

Abstract

is a senior lecturer in social work. She is a registered social worker qualifying in 1995 and worked in various adult services prior to working independently as a practice educator and visiting lecturer. Bridget joined the UoC social work department two years ago. She retains a strong interest in developing practice learning and still undertakes practice educating. Bridget also is interested in promoting learning from service users and carers and the continuing professional development of social workers. Siobhan Maclean has been a registered social worker since 1990 and worked in multiple social work positions. She is honorary secretary for the International Federation of Social Workers (Europe). Siobhan works as an independent practice educator whilst also being the managing director of Kirwin Maclean Associates. Dr Victoria Ridgway is a Senior University Teaching Fellow and a registered adult nurse. She joined the University of Chester in 2003. She is responsible for leading and implementing institutional enhancement initiatives at local level as well as having a key role in promoting and sharing good practice in the Faculty, across the University and HE sector. She has expertise in the use of visual methodology.

‘It was kinda like D.I.Y closure’. Using Photovoice to capture the experiences of final year social work students graduating amidst the pandemic

“…Other studies identified in initial scoping reviews of the topic utilised similar photo-elicitation methods but with a sample of university or college students from other subjects; all indicated in their findings that photography based research methods were more effective than traditional methods, such as observation or interviews at engaging student participation ( Anderson, 2016 ; Patka et al, 2017 ). While these studies did demonstrate effectively the success of visual methods, their claims that this method was more successful than traditional research methods ( Anderson, 2016 ; Bailey-McHale et al, 2019 ; Morley et al, 2017 ) appear to be largely unproven as none of the researchers cite any comparable studies in order to properly critique and contrast the methods and their effectiveness in engaging students. This claim, while possible given the anecdotal evidence from respective researchers, participants and my own research experiences would benefit from further study with appropriate comparative assessment methods.…”

“…Bowers (2017) used Photovoice as a method of engaging social work students in critical reflection and found that using Photovoice allowed students to reflexively analyse and develop their professional identities and consider what that meant for their practice. In addition to Bowers (2017) study, I identified 7 other studies that utilised Photovoice with social work students with various research aims (Bailey-McHale et al, 2019; Bowers, 2017; Bromfield and Capous-Desyllas, 2017; Byrne et al, 2009; Chonody, 2018; Morley et al, 2017; Phillips and Bellinger, 2010; Walsh et al, 2015). Other studies identified in initial scoping reviews of the topic utilised similar photo-elicitation methods but with a sample of university or college students from other subjects; all indicated in their findings that photography based research methods were more effective than traditional methods, such as observation or interviews at engaging student participation (Anderson, 2016; Patka et al, 2017).…”

“…The study was designed with a view to working collaboratively with participants, following the principles set out in Participatory Action Methodology ( Liamputtong, 2008 ) and Photovoice ( Wang and Burris 1997 ) was selected as the primary data collection tool. Photovoice has been found to be an effective research method and teaching method for social work research and pedagogy ( Bailey-McHale et al, 2019 ; Chonody, 2018 ) because of its need for collaboration between participants and facilitator and its focus on reflexivity and anti-oppressive practice, all of which are essential skills for social workers to develop ( Jarldon, 2019 ). Once participants had captured their images, they wrote captions to accompany them and then presented them at a later focus group.…”