Chapter 78 – Francis Gahan (D5SOP17)

Introduction

The terms ‘clinical’, ‘academic’ and even ‘practice-based’ research might conjure up notions of rigour, procedure, strict protocol and strategy that one may need to adhere to in the pursuit of knowledge or to provide solutions to social problems. And in certain contexts this can be the case: research often strives for objectivity and applies procedures or tests to validate a hypothesis or develop an understanding about a particular issue. As a student setting out on a career in social care, one might easily consider the worlds of ‘research’ and ‘practice’ to be two very distinct concepts, each adhering to their own set of rules and following their own protocol. Research might be thought of as something separate from the world of social care and a job that can only be carried out by people who are highly skilled or professionally trained in its application.

However, through the academic and practice experiences of social care training, it becomes possible to apply the principles and philosophies that underpin ‘research’ both to the research task itself and also to the work that happens in social care. In fact, it could be argued that the social care worker, rather than the academic researcher, is better placed to undertake practice research. This type of research can subsequently influence the standards of practice itself. This can be due to our need for ‘intimate’ knowledge of the lives of service users and of the processes involved in social care work, allowing the social care worker to apply a more collaborative approach at all stages of the research.

Research and Social Care Education

As part of academic training, students may undertake a ‘research methods’ module to give them the skills and knowledge required to undertake meaningful research. It can also provide them with a foundation on which to write a final-year or postgraduate research dissertation. This may involve learning about which methodology is appropriate to carry out a research project. They will learn about whether a qualitative or quantitative methodology is the most suitable approach to answer their research question or to test their hypothesis. They will also likely to learn whether their research is best suited to a mixed methods approach. Subsequently, they will learn which method of data collection is best to use in certain research situations.

They will learn sampling procedures (how to choose participants), how to create a survey or interview schedule and the relevant interviewing and data management techniques required to produce valid and reliable research. Another important aspect of research is the fair and ethical treatment of participants of the research, so students will develop knowledge of ‘research ethics’: how to manage information appropriately and confidentially and ensure that the risk of harm to participants in the research is minimised.

With reflection, it becomes apparent that, while learning the appropriate knowledge and skills to carry out both quantitative and qualitative social research, there is far more to researching than just knowing and applying the appropriate strategies or methods to a particular research project or problem. The principles of research are not solely for the purposes of the ‘strategy’ or the ‘method’. Rather, they can also be construed as attitudes and values that are inherent to us as social care workers, due to the nature of our daily work. Research values and attitudes are based on a desire to garner information and to use such information for a purpose. Thus, it can be contended that the work of the social care practitioner and the values of research itself are inextricably intertwined. This is due to the often inquisitive or investigative nature of the work we do. In practice, there is the need to be ever-inquiring. There must also exist a perpetual pursuit of knowledge to enable us to work more effectively and for the betterment of the individual(s) we are caring for or supporting. This can be something that occurs not only in macro-level practice – in which we might, for example, be researching methods and models of best practice – but also at the ‘micro’ and ‘relational’ levels with those we work with. Thus, the importance of being able to participate in and lead research becomes obvious in the work we do.

Research Principles and Social Care Practice

In order to support a service user in their situation, during a particular stage of their life or within whatever social care context we are involved, social care workers must continuously engage with research. Inherent in the work is that we must find out about service users, their likes, their fears, their past, their hopes and dreams for the future, their medical, social and family histories, their dietary requirements, behavioural supports and so on. This process of finding out is arguably research in and of itself and crucial to the support of individuals in our care. This information provides the basis on which we, in partnership with service users, help them to make decisions about supports or about interventions required in certain situations.

The inquiry that we engage in as social care workers usually begins with us meeting the service user(s) for the first time. This, for the student on practice placement, can be a good time to consider how principles of research can be used to influence practice.

In this initial process of relationship-building, we may begin to ask questions of the service user about their life, their likes, dislikes and other questions that may help us to build a trusting, respectful relationship on which our support of the individual can be based and from which it can grow. It is important that, based on principles of consent, we seek permission to read any relevant files or care plans belonging to the service user. Information such as this can provide the data required to work more effectively, carefully and respectfully with the individual or group. This type of information-seeking is not fundamentally reliant on a specific process or framework of research.

It does, however, espouse the same attitudes, values, ethical principles and the desire to discover information that will inform the judgements and decisions that are made in the support of and in the collaboration with those that we support.

The initial stage of developing a strong relationship with and a good understanding of the skills, desires and needs of the individual or group is crucial to the ongoing support of the service user. However, our inquiring, questioning or curious attitude does not end there. Social care work is such that we must constantly be aware of the changing needs of individuals and groups. In practice, this occurs through an ongoing awareness of the individual’s progress, requests, behaviours and emotions. This information can be seen as the data that we gather from our observations and questions. Changes to any of these can be recorded in daily logs and filed as part of an information system. Furthermore, these changes may be discussed at team meetings, key working sessions, quarterly or annual reviews, safeguarding meetings, family or case conferences, and sometimes these discussions will be in consultation with multi-disciplinary professionals.

Practice-Based Research

It can be contended that practice-based research is highly compatible with social care work as a means of producing an evidence base to inform practice. Practice research is considered a ‘bottom up’ approach to research and it occurs as part of our everyday work. Flyvberg (2001) suggests that no one person can provide the answers or true insights into a particular phenomenon, thus practice research emphasises the input of all stakeholders in the research process. One of the central tenets of practice research is the concept of ‘evidence based practice’. Summerskill (2005) suggests that evidence-based practice requires that decisions about care are based on the best available current, valid and relevant evidence. These decisions should be made by those receiving care, informed by the tacit and explicit knowledge of those providing care, within the context of available resources. Practice research can take the form of action research, community-based research, small-scale research projects and case studies, for example. These forms of research rely heavily on the principles of involvement of all stakeholders, as outlined earlier, and the social care work is central to facilitating this type of research.to implement changes in the programme if necessary.

Clinical and Academic Research

It is unlikely that social care workers, by the nature of their professional role, will participate in or lead clinical research per se. However, some social care workers may decide to further their study in related disciplines such as psychology or psychiatric-based practices, taking their knowledge-hungry and inquisitive attitudes with them. Clinical psychology and psychiatry, for example, integrate scientific enquiry, knowledge and theory as a basis for understanding and are heavily dependent on research. They involve rigid research methods and research is carried out ‘on’ people with the focus of understanding more about health, disease or dysfunction, for example, and can strive towards finding or improving new treatments or increasing levels of a person’s care.

Social care workers will have an understanding of the application of clinical research, as training often provides modules in clinical and abnormal psychology as part of professional qualification. These modules give learners an understanding of psychological and psychiatric disorders and the current means of diagnosing these disorders, which is important where service users in their care present with such issues. Students are made aware of the role of research in informing both theory and practice in abnormal and clinical psychology and the ethical considerations employed within related research practices. Social care workers will often find themselves working in multi-disciplinary teams alongside medical professionals, psychologists and psychiatrists. These disciplines, the knowledge and theory on which they base their practice, are heavily reliant on clinical research to inform their diagnosis, interventions and the care of individuals. Therefore, social care workers must have knowledge of the type of research on which such disciplines rely.

It is imperative that social care workers engage in academic research in their training and education. Social care workers can immerse themselves in this type of research throughout their practice careers. Academic research, as a way of learning about individuals, groups and societies, begins with a student’s search for relevant literature, articles and research papers to inform them in their essay assignments and other college tasks. Writing a literature review of a particular social phenomenon, for example, involves following the steps that guide planning, organising, information gathering and writing. There will also be a guide in relation to referencing (e.g., the Harvard system) and/or creating a bibliography. Academic research is not confined to college learning. It is something that social care workers can involve themselves in throughout their careers, whether they work in practice or elsewhere.

Influencing Practice through Research

There are numerous ways in which social care workers can influence their own practice and the general practice of social care. For example, they could can disseminate a piece of work by submitting their research or academic paper to relevant social care journals in Ireland or internationally. They might also present their work at social care and/or related conferences such as the annual Social Care Ireland conference. They can influence the practice of their organisation by engaging in practice-based research and by encouraging others to engage with this philosophy.

Whatever the topic of interest, the type of research or the methodology involved, the research process involves similar steps. It is important that those undertaking a degree in social care develop the necessary knowledge, skills and attitudes required to participate in, develop and lead research for their own continuous professional development, to inform and improve the work they are involved in.

Participating in or Leading Research

As outlined above, a positive attitude to research in practice and an understanding of its benefits is an important aspect of what it means to be a social care worker. Social care workers must also be willing to participate as ‘research subjects’ where others are carrying out research that may be used to inform practice for the betterment of all stakeholders. Some of the skills that need to be developed in order to carry out, participate in or lead research are those associated with communication, motivation, organisation and management, relationship-building, delegation and motivation. As a student, you will hone your academic, writing and project management skills throughout your education and these skills will be useful in carrying out research throughout your career.

References

Burns, J. C., Cooke, D. Y., Schweidler, C., Bonilla, T. and Farris, T (2011) A Short Guide to Community Based Participatory Action Research. Advancement Project – Healthy City, Los Angeles. Available at: <https://hc-v6-static.s3.amazonaws.com/media/resources/tmp/cbpar.pdf>.

Emerald Group Publishing (2020) ‘How to … write a literature review’. Available at: <https://ulsites.ul.ie/ rwc/sites/default/files/rwc_how_to_write_a_literature_review_0.pdf>.

Flyberg, B. (2001) ‘Making social science matter: Why social inquiry fails and how it can succeed again’, Review of Radical Political Economics 37: 6-12. Available at: <https://www.researchgate.net/ publication/235951823_Making_Social_Science_Matter_Why_Social_Inquiry_Fails_and_How_it_Can_ Succeed_Again>.

Laurence, W. (2014) Social Research Methods: Qualitative and Quantitative Approaches: Pearson Education. Available at: http://letrunghieutvu.yolasite.com/resources/w-lawrence-neuman-social- research-methods_-qualitative-and-quantitative-approaches-pearson-education-limited-2013.pdf>.

National Committee for Research Ethics in the Social Sciences and the Humanities (2019). Guidelines for Research Ethics in the Social Sciences, Humanities, Law and Theology. Available at: <https://www.forskningsetikk.no/en/guidelines/social-sciences-humanities-law-and-theology/ guidelines-for-research-ethics-in-the-social-sciences-humanities-law-and-theology/>.

Smith, M. K. (1996) ‘What is action research and how do we do it?’, Encyclopaedia of Pedagogy and Informal Education <https://infed.org/mobi/action-research/>.

Summerskill, W. (2005) ‘Evidence-based practice and the individual’, The Lancet, 365(4): 13-17. Available at: <https://www.researchgate.net/publication/8090976_Evidence-based_practice_and_the_individual>.

Uggerhoj, L. (2011) ‘What is practice research in social work divisions’, Social Work & Society 9(1): 45-59.