Promoting practitioner research through a social work teaching partnership
Authors
Buck, GillianWhiteside, Nicola
Newman, Andrea
Jones, Helen
Stanley, Selwyn
Feather, Julie
Millard, Wayne
Affiliation
University of Chester; Cheshire and Merseyside Social Work Teaching Partnership; Liverpool John Moores University; Warrington Borough Council; Edge Hill UniversityPublication Date
2022-09-29
Metadata
Show full item recordAbstract
Research is critical for effective and innovative social work practice, yet social workers do not always have time to engage with research and there are limited accounts of how practitioners can undertake research in practical and meaningful terms (Mitchell, Lunt, and Shaw 2010). Using a reflective, storytelling methodology (Beresford 2016), which centres experiential knowledge, we describe how one regional social work teaching partnership nurtured practitioner research over a three-year period. We introduce a regionally administrated ‘hub’, that connected social workers and academics and supported the development of seventeen research teams. The studies that resulted, focused on a range of important issues including child protection, young people in transition to adult services, adults in community and residential settings, lived experience-led provision, and social work education. In terms of limitations, our reflections are descriptive and illuminative, rather than critical, our findings are also not representative but rather reflect a snapshot of practice. Despite limitations, this commentary reveals the feasibility and value of proactively nurturing practitioner research and offers a blueprint for cultivating similar initiatives in other regions.Citation
Buck, G., Whiteside, N., Newman, A., Jones, H., Stanley, S., Feather, J., & Millard, W. (2023). Promoting practitioner research through a social work teaching partnership. Practice., 35(1), 57-73. https://doi.org/10.1080/09503153.2022.2128324Publisher
Taylor & FrancisJournal
PracticeAdditional Links
https://www.tandfonline.com/doi/full/10.1080/09503153.2022.2128324Type
ArticleDescription
This is an Accepted Manuscript of an article published by Taylor & Francis in Practice on 29/09/2022, available online: https://doi.org/10.1080/09503153.2022.2128324ISSN
0950-3153EISSN
1742-4909ae974a485f413a2113503eed53cd6c53
10.1080/09503153.2022.2128324
Scopus Count
Collections
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 International