Reflection on Foundational Research Methods

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Reflection on Foundational Research Methods

Debra Olson-Morrison, PhD, LCSW, RPT-S.

Assistant Professor of Social Work

Chair of the School of Social Sciences and Social Work Program Director

Avila University, Kansas City, Missouri

Dr. Mary Kinyanjui, acclaimed researcher and scholar from Kenya currently serving as Activist in Residence for the Buchanan Initiative for Peace and Nonviolence at Avila University, recently spoke to the students enrolled in my Research Methods for Social Workers class. Dr. Kinyanjui is a qualitative researcher. Her life’s work centers on empowering women and children in Africa through telling the stories held dear by the communities. It is through these stories that she assists the participants in embracing their strengths and talents to strengthen economic and educational mobility. The research data encompass many forms – interview narratives, stories, songs, and dances. By deeply listening to and observing the people in the community, she moves between the roles of researcher and active participant in the social change process. Although she did not label herself as such, I would classify her as a participatory action researcher.

“PAR focuses on social change that promotes democracy and challenges inequality; is context-specific, often targeted on the needs of a particular group; is an iterative cycle of research, action and reflection; and often seeks to ‘liberate’ participants to have a greater awareness of their situation in order to take action.” (Institute of Development Studies , 2022)

Generalist curriculum in social work research aims to teach students the fundamentals, so students can engage in “research-informed practice and practice informed research” (Council on Social Work Education, 2022). I have taught this class since 2007 and have come to terms with teaching western standards for research rooted in evidence-based quantitative methods to demonstrate intervention effectiveness. However, I believe Dr. Kinyanui’s lesson about using the research process for empowerment, activism, and community building reflects the heart and soul of social work values, and the inherent power of social work research.

References

Council on Social Work Education (2022). 2022 educational policy and accreditation standards.

Retrieved from https://www.cswe.org/accreditation/accreditation-process/epas-

handbook/

Participatory Action Research . (2022, November 21). Institute of Development Studies (2022)

Retrieved from https://www.participatorymethods.org/glossary/participatory-action-

research

Written by Debra Olson-Morrison, PhD, LCSW, RPT-S.

Assistant Professor of Social Work

Chair of the School of Social Sciences and Social Work Program Director

Avila University

Kansas City, Missouri

Since the Association of Social Work Boards (ASWB) released data that revealed major difference in pass rate outcomes based on race/ethnicity, gender, and age, NASW-MO has been involved in conversations nationally and within the state about equity. At this time, testing is built into the Missouri licensing system, and required by Missouri law. There are also conversations about the data and information itself, the context of the assessment, and other issues that it highlights.

As NASW-MO’s current move towards equity regarding “the test,” we are offering our excellent Licensure Exam Preparation Course for free to any and everyone on March 16^th. This is only one step. We continue engaging in conversations with universities and colleges, students and social workers, those who have passed, failed, and struggled with the test, and of course, the deep biases of our profession.

The issue of testing itself intersects with the developing of the Interstate Licensure Compact, licensure itself and billing, professionalism and protection of the public, gatekeeping, the reimbursement and salary rates of social workers, entrance exams (and lack thereof) into schools of social work, and the requirements of other professions.

I have heard my colleagues of color express grave concerns about the haste with which many wish to respond to these inequities, acting as one of them put it “out of guilt” and thus risking unintended consequences.

When NASW-MO moves on this issue, we do not want to be moving thoughtlessly, recklessly, or in ways that will only serve to further harm the communities most impacted by the biases of our profession. Please continue to reach out to NASW-MO with your concerns, stories, and questions.