2011 reflection essay on a social work research placement
As part of my social work undergraduate training, I was required to complete two unpaid placements of 600 hours. One a frontline practice placement, the other a research placement.
I completed my research placement in 2011, within my University’s student counselling service.
Alongside the organisation-based placement research work, students must also meet academic requirements of the accompanying university subject. One of the assessment requirements for the research placement subject was an essay outlining:
- major personal and professional development achieved as a result of this placement
- achievement in regard to integration of theory and practice.
This post contains my 2011 reflection essay about my research placement. All the new knowledge and experience I have accumulated in the 14 years since I wrote this essay means it is fun and interesting to read these reflections. In particular, I am conscious of the similarities and differences in my writing style, the way I relate to and communicate with colleagues and supervisors, ways I prefer to be supervised, response to uncertainty in my work, and self-care strategies.
The essay I submitted
Within the present paper I will outline the major personal and professional developments I have achieved as a result of my current placement. I will also incorporate into this discussion my achievements in regard to integrations of theory and practice. Examples from my placement experience will be utilised in order to highlight my achievements. During my placement at Access and Counselling, Student Services Charles Sturt University (CSU), I feel that I have achieved personal and professional development in four key areas:
- Use of Supervision
- Research Ethics
- Qualitative & Quantitative Methodologies
- Reflection in Practice
Supervision plays an important function within social work practice and is particularly useful for social work students (Cleak & Wilson, 2007). From the very beginning, my field educators and I considered supervision to be pivotal to my placement being a meaningful one. We took the standpoint that supervision has many functions that serve not only the professional development of the student, but that of the field educators as well, leading to better outcomes for the placement agency. Each of my learning goals and learning outcomes incorporated some aspect of supervision; highlighting the extent to which the appreciation of regular and fluid supervision permeated the placement.
In terms of integration of theory in to practice, we allowed our supervision sessions to be guided by the course materials, including academic literature, and ultimately we developed an approach to supervision which at times suited our own styles, and at other times challenged them (Beddoe, 2000).
On both of my placements I have had extensive experiences in the three functions of supervision: educational, administrative, and supportive (Cleak & Wilson, 2007). However, this placement stands out for me because I was fortunate to have two field educators who are both social work trained and have very different learning styles. One of which I identified very closely to (abstract conceptualisation), the other challenged me to development my communication skills and to appreciate the various perspectives with which the same situation may be viewed (Kolb, 1984). I appreciated having the combination of administrative and supportive supervision I received from my onsite supervisor, and the combination of educational and supportive supervision I received from my off-site primary supervisor.
Throughout the social work course we familiarise ourselves with the Australian Associations of Social Workers (AASW) Code of Ethics (COE) (2010). This placement has allowed me the opportunity to apply for ethics for research with human participants through the Humanities and Social Sciences Ethics Committee, CSU. This was an invaluable process as a young social work researcher. Not only did it provide me the opportunity to compare and contrast the AASE COE with the expectation of a university ethics committee, it has given me greater insight in to ethical obligations of researchers. I feel I now have an improved ability to review research critically in terms of research with human participants, and what the philosophical arguments for and against ethics applications are (Cleak & Wilson, 2007). Since performing the research on my placement I have been involved in consultation with colleagues in my workplace for the development of ethics applications for various empirical research projects.
Therefore, I have seen the value of this learning goal not only within my placement in terms of performing social work research with professional integrity, but also in terms of the value it has provided me as a social work trained researcher within a multidisciplinary university research centre.
Further, the process of applying for ethics has aided the development of my skills in consultation and reflective practice. The process involved numerous meetings and phone calls with various stakeholders within the university and with the chair of the Humanities and Social Sciences Committee.
Applying for ethics during this placement challenged me to ensure that I had reason to ask the questions I intended to ask, and the insight necessary to describe how the responses would be utilised. The process requires the capacity to critically review questionnaire items and how potential respondents will perceive them. I liken this aspect of the ethical consideration in research to critical practice within social work.
The questionnaire that I devised during my placement utilised a mixed qualitative and quantitative methodology. I feel that I have developed my skills in qualitative analysis, particularly relation to thematic analysis of data (Engel & Schutt, 2009) and in the appreciation of the ability of qualitative data to value-add to a research report. A mixed methods design fits nicely with social work research that is contextualised within a government organisation. It allows for the traditional managerial and neo-liberal techniques to evidence-based practice to be ticked off (Pease, 2009), whilst providing the social space for the uniqueness of each individual and their unique concerns and beliefs.
I have developed my understanding of the various practical and conceptual limitations of various aspects of empirical and quantitative research. I feel that I have a greater understanding and level of comfort in the application of critical theories to social work research. In particular, I have developed a greater appreciation for the application of feminist and post-modern approaches to research. For instance, I was particularly struck by the literature on women students’ consumption of alcohol. The research has shown that female students feel the pressure to keep up with male students, but often are subject to criticism when perceived to be engaging in ‘male’ activities such as being loud and drunk.
Finally, and perhaps most pertinently, I feel that I have come a long way in my ability to actively use reflection in my day-to-day practice. I believe that an ability to practice social work in a reflective manner relies in many ways upon the individual social worker to know their own strengths and areas of development. I have had great support during my placement and have made a conscious effort to engage in activities that will ultimately enhance my professional resilience (Fink-Simnick, 2007). Personally, I ensure that I take the time to consider my emotional responses to a situation before responding immediately and am engage in supervision to extend my capacity to do so (Fink-Simnick, 2007). During my first placement I discovered that I respond well to physical exercise in the morning and so have kept up this practice throughout this placement. I also ensure that I take lunch in the tearoom and try not to sit at the computer for longer than an hour without some kind of break.
Whilst on placement, there was an event with a staff member at my placement agency that fostered my ability to manage conflict. I was able to navigate through this initially uncomfortable situation thanks to three key factors. Firstly, my personal skills to be straightforward about concerns that I have allowed me to name the issue that I had early on without allowing the situation to deteriorate further. Secondly, I had field educators who were willing to problem-solve and directly address a situation that may have been easier to avoid in terms of agency politics. Thirdly, I gave myself time to process what the event was, why I felt that it was a problem, how the other person may have perceived the situation, and what potential outcomes could be achieved (Fink-Simnick, 2007). Although it was uncomfortable to think about interacting with this staff member again after the event, we were speaking again within a couple of weeks.
One of my strengths is that I am well organised and driven. However, throughout this placement I have not only learnt the importance of being prepared within social work practice, but the importance of the capacity to embrace change. This too could be considered a philosophy that fosters professional resilience. It also allows you to learn from other people and to have experiences you might otherwise be closed-off to. I was able to achieve all of my learning goals and I have completed the placement feeling confident and happy about my performance. I felt that both of my field educators, and the agency management, considered my research project to be worthwhile, and more importantly, that there is an intention of continuity of this line of enquiry, and in the application of the research findings. I also feel confident in my capacity to engage other agency staff and felt welcome in the agency context. Each of the outlined achievements discussed within this paper have contributed to the positive experience I have had on placement and will act as foundations for further development in future social work practice.
Where I am now
Fourteen years on, I am a mid-career researcher working at an independent Government research agency. I have previously held academic roles at three Australian university’s, all in different cities. My subject matter expertise is in trauma, mental health and intimate partner violence. I am currently leading a large capability building project for practitioners supporting the mental health of children and young people. I have published 22 peer-reviewed journal articles and 12 practitioner-focused practice guides and papers. I have presented at national and international conferences, published book chapters, and contributed to a variety of industry magazines. I have been co-investigator on several competitive industry and Government grant projects.
Having refined my research skills and my subject matter expertise, my professional development goals now relate to people and project management. Later this month I start an executive leadership and management course. I wonder what future Jaz in the year 2039, another 14 years on, will be up to.
Related posts and publications
Managing uncertainty in professional practice (Practice guide)
References
Australian Association of Social Workers (AASW). (2010). Code of Ethics. Canberra: Australian Association of Social Workers.
Beddoe, E. (2000). The Supervisory Relationship. In L. Cooper, & L. Briggs, Fieldwork in Human Services (pp. 41-53). St Leonards: Allen & Unwin.
Cleak, H., & Wilson, J. (2007). Making the Most of Field Placement. South Melbourne: Thomson.
Engel, R. J., & Schutt, R. K. (2009). The Practice of Research in Social Work (2nd ed.). Thousand Oaks: SAGE.
Fink-Simnick, E. (2007). Fostering a Sense of Professional Resilience: Six simple strategies. The New Social Worker , 24-25.
Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs: Prentice Hall.
Pease, B. (2009). From Evidence-Based Practice to Critical Knowledge in Post-Positivist Social Work. In J. Allan, L. Briskman, & B. Pease, Critical Social Work (2nd ed., pp. 45-57). Crows Nest: Allen & Unwin.
Images
1. Nick Morrison on Unsplash
2. Mimi Thian on Unsplash
3. Chris Montgomery on Unsplash