Introduction to the Module
Justifying decisions that affect people’s lives means that practice must be informed and defended with evidence and knowledge. This module therefore supports students in identifying and critically evaluating research as one of the most valid and reliable types of knowledge for social work practice. Students will develop an understanding of research processes and criteria for assessing the relevance and quality of research for professional practice as preparation for the Dissertation module.
This module has two primary objectives:
1) To promote the critical use of research in social work by equipping students with the capacity to locate and critically evaluate research studies, particularly in relation to vulnerable people and the efficacy of various related interventions and services;
2) To provide an informed understanding of the processes of reviewing social research and therefore to prepare students to undertake their dissertation research.
Module Objectives and Learning Outcomes
On completion of this module students should be able to:
- Critically evaluate knowledge and skills for practice, drawing on evidence from a range of sources in appraising interventions and service delivery with social work colleagues, other professionals, users of services and carers;
- Interpret and critically evaluate research methodology and findings and the evidence base for social work, integrating these into the application and implementation of successful social work interventions;
- Engage critically in the nature and application of social work knowledge, skills and values and on ethical research practice including the complex relationships between, and the value dilemmas inherent in, balancing rights, responsibility, freedom and authority and power;
- Demonstrate critical self-refection and reflexivity in relation to: use of self in the use of social work knowledge; theorising; the use of professional processes; in the application of ethically sound and value based social work practice; knowledge to inform practice; and research skills to support the evaluation of social work practice.
Outline Syllabus
The specific focus of this module is to support you in developing an understanding of the knowledge, process and skills needed to undertake research into social work practice.
The learning on this module is based on the following themes:
- Understanding research-informed practice in social work
- Finding and reviewing primary research
- The research process
- Using theory to frame and develop research
- Methodology and methods of collecting data
- Analysing data
- Ethics and reflection in research
- Evaluating research
- Research for practice
Information on the MSc Social Work dissertation
Students will conduct desk-based studies for their MSc Social Work dissertation. The Safeguarding: Research-Informed Practice module is therefore geared towards giving an understanding of secondary research processes that utilise data and findings from published research studies.
Learning and Teaching Strategy
The module teaching and learning strategy blends lecturer input, all-class discussion and small group work so that students are supported in understanding research processes. Each weekly session is designed to directly address one assessment criterion and therefore directly informs the two assignments. Workshop sessions will support students in completing their assignments.
Set reading
Reading will be set to complete before each week’s class – please see Blackboard and the Talis Aspire list for information. This will be a very valuable way to deepen your learning and get the maximum possible value from the sessions. The weekly reading will be directly relevant to assignments, which require in-text references to support points around research-informed practice, research design and critical appraisal.
Accessing tutorial support from the module team
You are warmly encouraged to email Katerina if you have questions or would like to book tutorial support for your learning. Tutorials often work best if you prepare a list of queries to cover during the meeting, which generally last up to 30 minutes.
Email support
Lecturers will endeavour to reply to emails as soon as possible within working hours, but please note that teaching and administrative duties may mean that responses are not immediate. During busy times, please allow up to five working days for a response.
Inclusive approach to Equality, Inclusion and Diversity in Learning and Teaching
As a School of Health and Social Care we are committed to actively and openly adopting, promoting and embedding a culture of equality, inclusion and diversity and in challenging all forms of discrimination and inequality. As health, social work and social care professionals we uphold the principles and practice of equality, inclusion and diversity into all aspect of our professional practice and through our professional and personal values. We promote equality, inclusion and diversity in respect of creating a fairer society. We value differences in society and promote positive action to support inclusion that contributes to developing an inclusive society overall. We have developed a set of principles to support approaches and strategies for embedding equality, inclusion and diversity (EID) into learning and teaching practices across the School of Health and Social Care (SHSC), within all programmes, modules and all teaching and learning events. We expect everyone to support and adhere to these in our principles and in our practice. Full details can be found in the Programme Handbook.
The Safeguarding: Research Informed Practice module supports students to use research evidence for analysing the various social, political, economic and cultural factors affecting the realisation of equality and inclusion at individual and structural levels. Discussions of primary research will focus on service user wellbeing, issues of vulnerability and the efficacy of various interventions and services.
