School of Nursing, Midwifery and Social Work
Research, Knowledge and Theory for Social
Work
MA Social Work
(Professional Practice)
Sept 2010 – March 2012
Introduction
The aim of this module is to begin the process of questioning knowledge, research and
theory with a view to engaging students in key theoretical questioning and skills which will
support practice and question the nature of societal change and how this impacts upon
individuals, groups, families and communities. It is hoped that this module raises
understanding of social theory and sociology and how this relates to the individuals / families
you will work with. It seeks to question the development and presentation of knowledge
through the domains of research, knowledge, theory and practice. It also seeks to allow
opportunity for you to understand key theoretical perspectives in the understanding of
individual, families and communities. New learning and skills will also be developed.
The assessment for this module is by two 3000 word assignments that demonstrate a critical
reflection of research articles. Both will demonstrate student’s ability to critically evaluate
research and understand its relevance to practice
Programme/Module staff
Alison Coleman
(Programme Leader /Senior Lecturer in Social Work, University of
Salford) a.r.coleman@salford.ac.uk Tel; 0161 295 2389
Jill Murphy (Module Leader CRK&T / Lecturer in Social Work University of Salford)
j.murphy1@salford.ac.uk Tel:
Karen Mills (Module co-ordinator, University of Hertfordshire) k.mills@herts.ac.uk Tel:
07539 222 921
Aims of the Module
The aims of the module are:

To enable students to critically analyse knowledge, research and theory for social
work research and practice.

To develop the concept of the 'critical practitioner'.

To promote an understanding of the complexities surrounding methodology and the
conduct of research.

To develop the concept of evidence based practice and the critical debate around
the notion of what constitutes evidence and knowledge in social research
The module will pose questions about the nature of knowledge, how it is viewed,
categorized and defined. Some questions to be considered are:

What assumptions are being made, that is, what are the intellectual starting points for
the thinking within the research?

What set of questions are being asked?

In asking these questions, what concepts are being used?

What methods are being used to find out about the world?

What answers or solutions or explanations are given to the questions asked?

How does such questioning help social work?
Learning Outcomes
By the end of the module students should be able to:

Critically understand and demonstrate types of knowledge and their relationship to
professional practice.

Critically evaluate research and it’s implications for professional practice.

Critically understand the nature of evidence based practice and its relationship to
research.

Critically consider the relationship between knowledge, research, theory and practice
and be able to consider the implications for practice.

Understand social theory and sociological concepts and their relevance to social
work practice.

Develop the concept of evidence based practice and the critical debate around the
notions of what constitutes evidence in social research
Transferable/Key Skills and other attributes
By the end of the module students should be able to:

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Demonstrate their understanding of the centrality of research and knowledge to the
social work task and the range of communication tools used within social work
Demonstrate their developing skills in group work and communication with social
work colleagues via working collaboratively as a group to produce presentations
using a variety of formats (e.g. written, verbal, PowerPoint presentation)
Demonstrate their developing skills in communication in a presentation setting
Engage effectively with competence and confidence with a range of communication
skills



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Compile and present a portfolio of evidence
Utilise independently pro-active strategies to plan and manage group activity.
Critically evaluate the outcomes of the planning process and actions taken.
Demonstrate independent skills in critical self-analysis, required for continuing
personal and professional development.
Use a wide range of information technology confidently and competently.
Demonstrate skilful and imaginative use of IT to carry out tasks.
Competently and confidently assess, manage and critically analyse their personal
and professional development
Students will also develop key skills in:
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The collection and management of information from a variety of sources.
Communication skills.
Working in teams collaboratively.
Report construction and writing.
Independent research.
Presentations.
Module Content
The module curriculum focuses upon the development of research mindedness and
evidence based practice. Students will have been introduced to these concepts earlier in the
programme (EP&PD, ILS) but will now have the opportunity to develop their understanding
and knowledge as required as a Masters Level student.
The module runs concurrently with practice based activity and the module Work Based
Project. Students will be expected to draw on their placement and work based experience to
explore the evidence base for practice. The assessed review of a published article will focus
upon an area of practice
There are three broad areas of curriculum taught within this module:
The Social Work Curriculum
 Social Theory Research Methods and Approaches
 Values and Ethics
Development of Social work Skills
 Communication Skills
 Group work Skills
Work Based Learning Curriculum
 Managing own learning
 Learning agreements and action planning
 Evaluation strategies
 Portfolio development and personal and professional development
 Collection and management of information from a variety of sources

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Evidence –based practice / Utilising research in practice
Information Technology to search for evidence
Reflective processes
Presentations
Content from within these three areas have been integrated to create a coherent module
curriculum.
Each session in this module offers students the opportunity to undertake a ‘peer review’ of a
journal article. Verbal presentations will be made within small groups and peer feedback
provided in written form.
Curriculum
Session
Number
and Date
Session Title
Session Content

1.
(am) Introduction to the
module


09.03.2011
(pm) Roots of Knowledge
Karen Mills


To give students an overview of the
module content and assessment.
Including introduction to student
contribution and peer to peer learning
To link the teaching with the placement
experience
To examine the knowledge base which
underpins SW theory and research
including
o Sources of evidence and their
reliability
o Epistemology and the search for
knowledge
o Shibboleths in the research
process
What is Social Theory and why is it
important for Social Work
An examination of key theories relating to
Social Work practice (with an emphasis on
child poverty). Students will examine the
knowledge base underpinning key
theories.
o Poverty Class and underclass
o Poverty vs. Social Exclusion
o Agency and self efficacy
2.
21.03.2011
Theory, Knowledge and
their Influence on Practice
(1)
Karen Mills
(am) Theory, Knowledge
and their Influence on
Practice (2)
Julia Warrener

3.
22.03.2011
(pm) Student Presentations
– whole group
In your action learning group, identify the key
philosophies, traditions and paradigms
associated with research and knowledge
generation. Prepare a 10 minute power point
presentation to be presented to the whole
student group and included in your portfolio
outlining:
o The key paradigms of knowledge
and research
o How each paradigm shapes our
understanding of knowledge and the
world
o Examine how paradigms contribute
to social work practice?

An examination of the theory of post
modernism as it relates to Social Work
practice. Students will critically review
application of theory in the practice context

Student presentation – peer review of
journal article x 2
This session will examine
o qualitative data gathering
o communication skills in the
research context
o research with vulnerable people
o data analysis
4.
28.03.2011
From Research to
Practice (1) Qualitative
Data Gathering

5.
06.04.2011
(am) Lies, Damned Lies
and Statistics
Karen Mills and Maria
Ansbro
An examination of data, data gathering and its
differential interpretation. This session
emphasises the impact of data in Social Work
Practice
(pm) Student Presentations
– whole group
6.
13.05.2011
Ideology, Politics and
Policy
Identify a sociological theory and apply it to
your understanding of family breakdown.
Prepare a 10 minute PowerPoint presentation
to the whole student group to be included in
your portfolio, on how the theory helps explain /
understand family breakdown and implications
for social work practice.
 Student presentation – peer review of
journal article x 2
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
7.
20.05.2011
Ethics in Research
Brian Littlechild

Student presentation – peer review of
journal article x 2


SW values and research
Commissioning of research – the potential
for bias inherent in the process
Power in the research process
Personal bias
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8.
10.06.2011
This session will examine the ways
knowledge is influenced by:
o Culture
o Political ideology
Students will examine the validity of
research outcomes with this in mind
From Research to
Practice (2) Multisystemic Therapy
Maria Ansbro

(pm) Student Presentations
– whole group
In your group, identify an evaluative research
tool and prepare a 10 minute power point
presentation for the whole student group and
Approaching this topic from the
perspective of Multi-systemic Therapy this
session will explore
o The evidence base for the
intervention
o The methods by which large
scale initiatives are assessed
o What works - Interventions for
children with complex needs
included in your portfolio on the tools strengths,
limitations and relevance to social work
research.
9.
17.06.2011
10.
24.06.2011
From Research to
Practice (3) Substance
misuse
(am) From Research to
Practice (4) Research and
Contemporary Policy

Student presentation – peer review of
journal article x 2

Using the example of Substance Misuse
Interventions this session will examine the
evidence base for treatment.
This session examines the extent to which
policy initiatives are guided by research
knowledge and Social Theory in key areas such
as:
Family intervention projects
Kinship care
Sure Start
(pm) Student Presentations
– whole group
11.
08.07.2011
From Research to
Practice (5) Children’s
Services
Working within groups identify a piece of
knowledge (e.g. research / theory) which has
contributed significantly to contemporary social
work practice. Prepare a 10 minute PowerPoint
presentation to the whole student group which
you will include in your portfolio, and take the
following into consideration
o Rationale for selection of theory /
research
o Outline the ‘knowledge’ it is
claiming to present
o Outline the ‘knowledge’ it is
rejecting / contesting
o Analyse its contribution to social
work practice
 Student presentation – peer review of
journal article


(am) Service Users in the
Using the example of ‘outcome based
commissioning’ this session will explore
recent responses to early years
interventions in improving the life chances
of children including:
 Sure Start
 Intergenerational disadvantage
 Social Impact Bonds
Student presentation – peer review of
journal article x 2
12.
29.07.2011
Research Process


(pm) Essay Writer’s Corner
Examination of participatory and Action
Research methods and their potential in
adding to SW knowledge
Preparation for assessment
Opportunity to discuss the forthcoming
assignments for the module and ask questions
of the module leader.
Module Assessment
There are three components to the module assessment. All components of the module must
be passed.
1. The portfolio
2. Review of two research articles (Assessment 1) 50% of the final grade
3. Assignment (Assessment 2) 50% of the final grade
The Portfolio
Throughout the programme students will compile a portfolio to evidence their learning,
containing a section for each of the six modules. Each section will include some compulsory
items, and students will also be able to choose five other pieces of evidence relevant to their
own learning to demonstrate that they have met the learning outcomes & subject knowledge
requirements for each module.
It is the responsibility of students to decide which pieces of work cover the learning
outcomes & subject knowledge requirements for which they require evidence, and to ensure
that these are at the required standard. Appropriate evidence is likely to include material
from the taught sessions, from directed and independent study, from activities in the
student’s work base and from assessed practice placements.
The assessed written assignment for each module must be included in the relevant module
section to contribute to the evidence for the learning outcomes.
Evidence for modular
assessment can be from any point in the programme but must be included at the point of
assessment.
The practice elements of the portfolio will be submitted at the end of each Learning Block for
examination and assessed as Pass or Fail.
The assessed written assignment will be
marked and awarded a separate grade.
The student will complete an evidence grid to demonstrate their learning against the
Learning Outcomes for each module.
Learning Block 2- Portfolio Content
PART A – see WBP handbook
PART F – 60 DAY PLACEMENT (details within the WBP delivery pack)
PART G – CRK&T
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Four power point presentation transcripts
Five pieces of evidence drawn from taught sessions, independent study, group work
and/or work based evidence
Assessment1
Assessment 2
Assessment 1
Using an appropriate framework, critically evaluate two published research articles selected
from the four available options defined below.
Identified Research Articles
1. Beresford, P. Croft, S. Adshead, L (2008) ‘We Don’t See Her as a Social Worker’: A
service user case study of the importance of the Social Worker’s Relationship and
Humanity’. British Journal of Social Work 38, 1388 – 1407.
2.
Pithouse, A; Hall, C; Peckover, S and White, S (2009) ‘A Tale of Two CAFs: The
Impact of the Electronic Common Assessment Framework’. British Journal of Social
Work 39, 599 - 612
3. Nick Frost, N; Robinson, M, and Anning, A (2005) ‘Social workers in multidisciplinary
teams: issues and dilemmas for professional practice’ Child and Family Social Work
2005, 10, pp 187–196
4. Farmer, E (2010) ‘What Factors Relate to Good Outcomes in Kinship Care?’ British
Journal of Social Work 40, 426–444
Assignment 1
Marking Guidance

Each article has been selected because it contains a significant research component.
The articles can be found in the Learning Resource Centre Library at the University of
Hertfordshire, and online via Voyager.

A brief evaluation of the relevance for social workers of the ability to evaluate research
should be provided.

The choice of an appropriate framework to inform the evaluative process should be
identified. The framework’s source should be acknowledged and you should provide a
rationale for your choice which should concisely critically evaluate the framework’s
validity.

A clear focus on the research aspect of the articles should be sustained so that methods
and methodologies employed by the writers are critically evaluated. The topics of the
articles should be considered in relation to the validity of the findings and the
methods/methodology employed. You should also critically analyse the ‘knowledge’ the
research is presenting.

The two articles should be used as a means of juxtaposing differing elements relating to
the critical evaluation.

The evaluative tool must be placed as an appendix in your portfolio.

There should be a clear and logical structure along with a style commensurate with M
level writing.
Assignment word length: 3000 words
Assignment Submission: 22.8.11
Assessment 2
Choose to answer one of the following questions
Question One
Identify and critically analyse in depth, how sociological perspectives provide an explanation
for child poverty.
Or
Question Two
Identify and critically analyse a key sociological perspective and its application to an aspect
of children and families social work practice
Assignment 2 Marking Guidance – Question One

Students must identify two sociological perspectives and/or theories which provide an
understanding and explanation for poverty within contemporary society.

Analysis of the perspectives must include discussion on the ‘knowledge base’ of
each perspective and/or theory, and analysis of competing forms of knowledge in the
explanation of poverty.

The analysis of sociological perspectives must relate to social work practice, with a
clear understanding of how such perspectives support or hinder professional practice
with vulnerable people.

There should be a clear and logical structure along with a style commensurate with M
level writing.
Assignment 2 Marking Guidance – Question Two

Students must identify in depth, a key sociological perspective and critically analyse
the key aspects of the perspective

Analysis of it’s application to children and families social work practice must be
provided with examples from professional practice

Demonstrate understanding of how sociological theory contributes to the
understanding of individual context and social work provision

There should be a clear and logical structure with a style commensurate with M level
writing
Assignment word length: 3000 words
Assignment Submission: 22.8.11
Marking Criteria

Demonstrate a critical analysis of the complexities surrounding methodology and
conduct of research.

Demonstrate a critical evaluation of the application of research knowledge and theory
to social work.

Demonstrate a critical understanding of evidence based practice and the debate
around the notion of what constitutes evidence and knowledge in social research.

Demonstrate evidence of extensive reading, ability to support the discussion with
academic literature and research.

Demonstrate ability to write according to the programme’s requirements in terms of
structure, grammar, spelling, punctuation and referencing.
Submitting the assignments
Students should submit a hard copy of their assignment, and also electronically via
StudyNet. The hard copy should be submitted as one part of the portfolio, which should be
handed in at the College Lane Campus by 4pm on the 22nd August. The Faculty of Health
and Human Sciences is introducing a new coursework drop off system for coursework
submission and this new process will be live by 22 August. The exact location of the drop
off centre and full instructions for coursework submission will be posted on StudyNet when
the system goes live. In order to generate a receipt for your coursework submission, you will
need to download a front sheet from StudyNet and staple this to the front sheet of your
coursework. You will also need to bring with you your Student ID card. By scanning the bar
code on the front sheet and scanning your ID card, the system will generate a receipt.
To submit via StudyNet, go into the module space, and click on “assignments” on the left
hand menu. Submit your project in the same way that you would make an attachment. The
project should be written as a “word” document, and the title of the document should be your
candidate number. Likewise, put your candidate number rather that your name on the
document, so that it can be marked anonymously.
Students should refer to the University of Salford Programme Handbook for regulations
regarding, for instance, late submission, plagiarism, and failure to observe rules regarding
the word count.
Suggested Initial Reading
Adams, R. Dominelli, L. Payne, M. (eds) (2002) Social Work : Themes, Issues & Critical
Debates, Palgrave, Basingstoke.
Bryman, A. (1988) Quantity and Quality in Social Research. Allen and Unwin, London.
Calhoun, C. Gerteis, J. Moody, J., Pfaff, S. and Virk, I. (eds) (2007) Classical Sociological
Theory, Blackwell, London.
Callinicos, A. (2007) Social Theory: An Historical Introduction. Polity. Cambridge.
Crossley, N. (2005) Key Concepts in Critical Social Theory. Sage. London.
Cuff,E.C. Sharrock,W.W. Francis,D.W (2002) Perspectives in Sociology, Routledge, London.
Delanty,G (1999) Social Theory in a Changing World, Polity, Cambridge.
Fuller, R. and Petch, A. (1995) Practitioner Research. The Reflexive Social Worker. OU
Press, Buckingham.
Glaser, B. and Strauss, A. (1967) The Discovery of Grounded Theory. Aldine, Chicago.
Gray,M. Webb,S. (2009) Social Work: Theories & Methods. Sage, London.
Gilbert, N. (1993) Researching Social Life. Sage, London.
Kumar, R. (2002) Research Methodology . Sage, London.
Layder,D. (2006) understanding Social Theory, Sage, London.
Locke, L.; Silverman, S. and Spirduso, W. (1998) Reading and Understanding Research.
Sage, London.
McLaughlin, H. (2007) Understanding Social Work Research.Sage,London.
McLaughlin, H (2009) What’s in a Name: ‘Client’, ‘Patient’, ‘Customer’, ‘Consumer’,
‘Expert by Experience’, ‘Service User’ - What’s Next? British Journal of Social Work 39,
1101–1117.
May,T. Powell,J. (2008) Situating Social Theory, Open University, Berkshire.
Mullaney,B. (2007) The New Structural Social Work, Oxford Press, Oxford.
O’Brien (2006) The Theory of Knowledge. Polity, Cambridge.
Oak, E. (2008) Social Work and Social Perspective. Palgrave MacMillan.
Parton, N. (1996) Social Theory, Social Change & Social Work. Routledge, London.
Sarantakos, S. (1998) Social Research, 2nd edition. Macmillan, Basingstoke.
Seidman, S. Alexander, J. (eds) (2001) The New Social Theory Reader, Routledge, London.
Seidman, S. (2008) Contested Knowledge: Social Theory Today. Blackwell. Oxford.
Silverman, D. (2000) Doing Qualitative Research. A Practical Handbook. Sage, London.
Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research. Grounded Theory
Procedures and Techniques. Sage, London.
Taylor, C.White, S (2000) Practising Reflexivity in Health & Welfare, Open University,
Buckingham.
Williams, M. and May, T. (1996) Introduction to the Philosophy of Social Research. UCL
Press, London.
Journals
Research Matters: a digest of research in Social Services
Research on Social Work.
British Journal of Social Work
Journal of Social Work Practice
Journal of Social Work Education
European Journal of Social Theory
Journal of Social Theory & Practice
Journal of Theory & Society
Journal of Theory, Society & Sexuality
Useful Websites
Centre for evidence – based social services [ www.ex.ac.uk/cebss/ ]
Department of health Research and development [www.doh.gov.uk/research ]
Sociological Research Online [www.socresonline.org.uk ]
Joesph Rowntree foundation [ www.jrf.org.uk ]
Social Sciences Information Gateway [www.sosig.ac.uk]
Critiquing Research, Knowledge and Theory for Social Work
Evidence Grid
Name……………………………………….
Number………………………………
Social Work Knowledge
CKR&T
Student
Evidence
Critically analyse types of
knowledge and their
relationship to professional
practice
Critically consider the
relationship between
knowledge, research, theory
and practice and consider
implications for social work
Understand social theory
concepts and their relevance
to social work practice and the
role of the social worker
Develop the concept of
evidence based practice and
the critical debate around the
notions of what constitutes
evidence in social research
Signed……………………………………………………………….
Name……………………………………….
Number………………………………
CKR&T
Social Work Knowledge
Student
Evidence
Accurately present analysis of
the main features of a range of
social theories
Understand research methods
and methodologies and
evaluate in terms of application
for social work practice
Critically understand and
analyse ethical issues in
research
Critically analyse evaluative
research frameworks
Critically understand and
analyse contrasting and
conflicting research paradigms
Critically review published
research
Discuss the implications and
relevance that research
knowledge has for application
to social work practice and
demonstrate how this may be
applied in critical practice
Signed……………………………………………………………….
Name……………………………………….
Number………………………………
CKR&T
Social Work Knowledge
Student
Evidence
Critically analyse and
evaluate how participatory
and emancipatory research
has a role in social work
practice.
Analyse how qualitative and
quantitative methods of data
collection offer evidence for
the development of social
work practice
Critically apply social
theories of discourse,
modernity, identity,
hegemony, agency and
class from a global
perspective within social
work practice
Signed……………………………………………………………….
Name……………………………………….
Number………………………………
CKR&T
Learning Outcome
Student
Evidence
Demonstrate an ability to
undertake independent
research
Critically review the nature of
evidence based practice and
its relationship to research
Critically explore different
forms of reflective writing to
inform professional
development and justify
approaches utilised.
Demonstrate the collection and
management of information
from a wide variety of sources
Critically monitor and evaluate
development plans/tools and
prioritise needs to sustain and
continue personal and
professional development.
Signed……………………………………………………………….