How Academic Social Workers Negotiate Their Direct Practice Skills and Qualitative Research Techniques.

Abstract

The field of social work has been invested in assessing the alignment between direct practice skills and qualitative research techniques. Nevertheless, some of the debates surrounding this relationship have not been attended to recently-and less so in empirical ways. This qualitative study aimed to assess the relationship between practice and research skills with the goal of enhancing training in our field. Twenty academic social workers who conduct qualitative research participated in semistructured interviews. Thirteen were female, 13 were White, 11 had a doctoral degree, and their ages ranged from 27 to 65 years. Autoethnography and constructivist grounded theory approaches guided the analysis. Findings were contained in three themes: transferable techniques, bidirectional benefits, and pedagogical possibilities. Data underscore the role of reflexivity and boundaries in forging spaces amenable to appropriate data collection. Findings also supported a nuanced assessment of how qualitative research in social work may deliver benefits to both researcher and interviewee. Respondents suggest guidelines to ensure that training opportunities are ethically sound and consistent with social work values. Findings from this study may inform innovative enrichment opportunities for the field of social work across both research and practice.