Qualitative in Social Work - Research Paper Example

Qualitative Research in Social Work A. What types of knowledge are there and how do they relate to social work practice? There are several types of knowledge that form as bases for the practice of social work. To organize them, one could classify them into informal and formal types, two categories with their respective subcategories. This knowledge classification, which can be considered thematic, is partly informed by Pawson et al’s work (2003) where informal knowledge pertains to the knowledge derived from personal experience, whereas formal knowledge are generated by academic research or organizations that provide such information. Informal Knowledge Practitioner Knowledge According to Pawson et al. (pp.49), practitioner knowledge is “acquired directly through the practice of social caring and the distillation of collective wisdom at many points through media such as education and training, requesting and receiving advice, attending team meetings and case conferences and comparing notes.” Based on this definition, it is easy to determine that this type of knowledge is obtained largely on the initiative of the social worker. This begins with education as the practitioner begins specializing through the content learned at school being acquainted with theories from literature and the knowledge of experts. Thereafter, the practitioner acquires personal knowledge based from experience derived from social work practice. This could be in the form of insight and wisdom as the practitioner learns from practice, in the workplace and with peers. According to Matthews and Crawford (2011, pp.24), this knowledge is related to a varied skill set such as gut feel, instinct, empathy, innate gift and intuition, among others that is beyond scientific explanation but nonetheless contribute meaningfully to effective social work practice. Service User Knowledge Service user knowledge pertains to the information contributed by the service users – those who are able to live the experience firsthand. The importance lies on the perspective. Knowledge by the service provider is different from the knowledge of those using the services. The social worker – as the service provider – approaches the social work from service provider perspective or as someone who must undertake tasks and assume responsibilities. The service user, however, contributes knowledge based from their needs and requirements, something that social workers cannot personally experience unless they were actually placed in the same situation. Aside from the perspective, the amount and type of knowledge contributed by service users are determined by their aspirations: the social worker aims to provide care and support while the service users is based on his or her needs as well as wishes (Matthews & Crawford, pp.27). Carer Knowledge Carer knowledge is a specific type of knowledge, one that is derived from providing care to another dependent individual. It is assumed that this leads to knowledge and wisdom that inform social work. According to Knott and Scragg (2013), relying on the usual procedures usually leaves carers and service users angry and frustrated because carer knowledge underpins the carer’s confidence in his or her practice. Carer knowledge could be considered to be related to practitioner knowledge in the sense that it is gained through day-to-day practice and is typified by personal and contextual experience. Formal Knowledge Policy Community Knowledge This type of knowledge is derived from policy networks, which includes but is not limited to governmental bodies, commissions and even think-thanks. As such, the information is created by a variety of sources such as legal experts, politicians, public servants, academics, scholars, experts and service users, among others (Matthews & Crawford, pp.33). The knowledge, therefore, could be in the form of regulation, rules, guidelines, articles, whitepapers or statutes. A case in point involves the publishing of The Protection of Children in England. This was authored by Lord Laming in response to the death of Peter Connelly, who died after repeated abuse in 2007. The published paper led to a series of social work reforms to British policy, particularly on the area of supervision. The information created in the process depicts the policy community knowledge that can guide social workers in their task. Organisational Knowledge This knowledge involves the information obtained by organizations as they administer, evaluate and govern social care. It is generated by those who lead social care agencies. According to Matthews & Crawford (pp.35), there is an interplay between this knowledge and policy community knowledge but that it is differentiated by the fact that it puts into practice guidance issued by policymakers as a form of national policy. Research Knowledge Generated by academic investigations, this type of knowledge is at the core of the close link between research and social work. This is within the principle that a “scientific” social work is informed by research, guiding its activities and outcomes (Matthews & Crawford, pp.35). The reason for this is that the body of research knowledge contains all that has worked in the past, including the best practices and models that articulated the transition from theory into practice. The extant body of literature on social work, including its numerous findings, involves empirical evidences that confirm authoritative knowledge. Today, there is a focus on research knowledge in social work not only for the purpose of enhancing the field but also: 1) to capture and co-produce knowledge about good practice; and, to communicate knowledge, evidence and innovation (Matthews & Crawford, pp.36). B) Why is evidence important in social work? Essentially, social work is a scientific discipline. For this reason, it relies on evidence in its activities and outcomes or necessitates evidence-based practice in order to be legitimate and effective. According to Smith (2004, pp.26), this constitutes a principle wherein practice involves the exploration of different sources of evidence as well as the variations in the relationships between evidence, policy and practice. There are specific arguments that for evidence-based practice and some of them are cited below. Social workers are professionals who are expected to act and make decisions based on solid foundations. For this purpose, evidence is necessary. This is analogous to a medical practitioner who is trusted based on his expertise, knowledge and ability to articulate and apply information especially those that have worked. It is also important to note that that there are more and more scenarios that require social workers to demonstrate and justify decisions and actions based on evidences. These variables constitute the expectation of professionalism in the field of social work where practitioners must make judgments that could have critical impact on the lives of people. Moreover, evidence is also required as social workers must work within the so-called interprofessional environment where the worker is expected to demonstrate to service users and to his peers not just within but to those from other agencies the reason behind actions, plans and strategies (Matthews & Crawford, pp.6). Today, it is already given for social workers to display an ability to build and rationalize activities and plans based on evidence. The public and other stakeholders consider this capability as critical in giving respect and trust to social work. In addition, social workers are also increasingly called to present information and formal knowledge before organizations and governmental agencies such as policymakers, courts or committees composed of lawmakers. Taylor (2013) was able to contextualize this when he explained the process by which practitioners make decisions and judgment within an effective framework such as the holistic model. He stated that effective social workers tend to have holistic perspective on situations and that they are able to navigate a complex patchwork of information based from sources that include: laws, regulations and policies; organizational function and the type of service offered; values, standards, principles; knowledge, research, theory and skills; social workers role; past, present and future events and prospects (Taylor, pp.68). The above variables indicate a wide range of information that can only be derived with accumulated evidences that must be parsed in order to contribute in forming sound decisions and actions. Social work also entails ethical dimensions. This is an important consideration why the practice must ideally be informed by evidences. This can be demonstrated in the interaction between carers and service users, who – for their part - are affected by the decisions or actions made by the practitioner. For instance, an ethical issue arises once an action to change the provision of care to a service user without any research that addresses the impact of the changes, including the risks entailed in the process. According to Matthews and Crawford (pp.7), it is immoral for social workers to change something in the user’s life without any clear idea about the outcome or whether the change will improve of lead to the deterioration of the user’s condition. Finally, the importance of evidence-based social work can also be demonstrated in the social worker’s need for research or in the importance of research in the field of social work in general. Smith explained that a critical component cementing the position of the social worker as a professional practitioner rests on the concept of expertise. This is the “ability to lay claim to and control a body of specialist knowledge, which in turn legitimates” his position (Smith, pp.30). Research becomes critical in this discourse in the focus for evidence-based practice. Within this context, it is widely recognized that professional practice is founded on sound knowledge derived from credible methodologies. Smith (pp.34) argued that when evidences derived from research are used, they could address three critical issues in social work: 1) the need to practice in uncertain and complex contexts while the possibility and desirability of knowledge are also called into question; 2) the challenge in providing value-based service in highly technocratised environment; and, 3) the need to maintain credibility in an environment typified by increased transparency and accountability. C) Describe what is meant by qualitative research. In order to explain qualitative research, one could turn to several authors’ definitions since the body of academic literature is quite comprehensive in this area. For a more systematic approach – since there are various definitions that approach the subject from different views and fields – the description of qualitative research could be undertaken according to themes. First, there is the social work or sociological theme. Academic investigations in sociology are extensive and qualitative method of inquiry is a popular tool. Secondly, one could also describe the qualitative type of research according to the methods used. The need to identify qualitative research definitions and conceptual frameworks in the context of social work is important because of the following factors as outlined by Fortune, Reid and Miller (pp.126-127): Research is required as a form of informant in social work wherein practitioners and service users rely on sound judgments and perspectives on the part of practitioners; Qualitative research in social work is similar to direct engagement with service users in the sense that the activity requires empathy that must be balanced with an objective and skillful analytical stance; Research, like social work, is usually done in natural setting, necessitating the need to view informants and research participants within the social work perspective, one that focuses on the client-environment interface; The aspect in qualitative method that describe individual cases is aligned with the social work injunction to individualize assessment, treatment and evaluation in order to effectively address service users’ unique needs and situations; Social work’s tools such as interviews, hypotheses development, evidence-based practice and interactions with clients, among others are also complementary with qualitative research methodologies. The above variables underscore the need to view the qualitative framework as logical social work tool, necessary in obtaining knowledge that can inform a practice that involve human lives and personal experiences. Based from this information, one could use Filstead’s definition of what qualitative research is all about: that, it is “firsthand involvement with the social world.” This short definition covered a comprehensive area that fits within the social work practice. One identifies that reference to “firsthand involvement”. This indicates an investigation that requires the researcher to experience and interact personally with the subject of the study being conducted within the social world. Commenting on this particular aspect, Goldstein (2001, pp.103) pointed out the researcher is not a detached observer but, instead, he is involved, playing an active part in the event that he is researching. Tutty, Rothery and Grinnell (1996, pp.4) further expanded this explanation stating that based on Filstead’s framework, qualitative research is: the study of people in their natural environments, as they go about their daily lives. It tries to understand how people live, how they talk and behave, and what captivates and distresses them and, most importantly, it strives to understand the meaning of people’s words and behaviours have for them.” One of the most concise and generally encompassing frameworks that describe qualitative research according to the research tools it employs was the one proposed by Denzin and Lincoln’s (1994), which states that qualitative research is: Multi method in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative research study things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts – that describe the routine and problematic moments and meaning in individuals’ lives. (Denzin & Lincoln, pp.2) What this means is that all the data were gathered from the various sources. This is best demonstrated in the importance of the review of literature in qualitative research. Instead of a simple overview of what has been written or studied, there is an emphasis on prior works, what others have researched and found to be true, effective or working with respect to investigations regarding processes and outcomes. De Vaus (2002, pp.18) argued that empirical evidences from the corpus of literature can yield an efficient framework that not only guides but confirm or validate the objectives and findings of new qualitative studies since they articulate both theories and realities that can serve as additional evidences to support arguments and to corroborate findings and interpretations. Finally, it is important to remember the qualitative research is a process wherein researchers – through the use of various qualitative methodologies – attempt to understand phenomena in order to address a problem and to contribute to the accumulated knowledge on the subject for the purpose of enriching theory, insight and the establishment of facts. D) Describe what is meant by quantitative research. Qualitative research is an approach to academic inquiry that involves the counting and assignation of values to units of attention or observations for purposes of quantifying exact information by relying on mathematical analysis in the generated research findings (Thyer,2009, pp.610). Its utility to social work rests not only in quantifying variables but also in the measurement of the relationships between them. This particular method could be used as a standalone research approach but it is also employed to complement qualitative research because of its ability cover the weaknesses of the latter, particularly in eliminating extraneous findings and observations that result from plain observation and experience of a phenomenon. According to Webber (2011, pp.187), quantitative research is less popular in the field of social work research compared to qualitative method of inquiry because the ethos seems to fit less easily with the social work value base. However, he argued that there are instances where the primacy of evidence is critical and that quantitative findings are seen as more authoritative. To demonstrate the quantitative framework within this context, one could cite the combination of qualitative and quantitative within a mixed or hybrid methodology that many in the social work field prefer. Miller (quoted in Johnson et al., 1997, pp.120) stressed that this model’s adherence to a form of minimal realist ontology makes it effective wherein: social reality is ‘One’ but can be accessed by different methods separately or working in conjunction, or social reality is multiple in nature and can ONLY be accessed through mixed methods. Present day attempts to couch mixed methods within some broad notion of pragmatism are not satisfactory. The mixed method, which highlights the relevance of quantitative research is based on the principle of convergence, where the compiled data and analyses results in better quality as well as confidence on and validity of the research results. When qualitative research focuses on the whole picture and observation, quantitative research focus on generating exact data and structure in the way the researcher conduct experiments, surveys and other form of investigations. E) Discuss theories of reflection and why this might be useful for a social worker. In order to explain the importance reflection and its theories in relation to social work, it is critical to outline the social worker’s role and responsibilities. By doing so, one understands why this area is necessary in achieving success, efficacy and efficiency in social work practice. The main function of social workers is founded on the idea that their work intervenes with and impacts the life, welfare and well-being of service users, including the communities they serve. In undertaking their tasks and responsibilities, social workers must make decisions, judgment and plans that require the identification and evaluation of issues and other information that would help ensure they are successful. The nature of this position prompted many researchers to define social work as a complex, interpretive and value-based process (Gibbs & Gambrill, 2002). These characteristics are widely seen to necessitate critical reflection. For example, in drafting a plan of intervention that requires a budget from the government, it is easy to relegate the interest of service users below political considerations because they have the stronger voice in the issue. According to Gray and Webb (2008, pp.177), critical reflection allows social workers to overcome the challenge and adopt a stronger position to influence policymakers with persuasive arguments based on sound and information and evidences. Here, critical reflection is considered paramount in understanding the context, background and implications of policy and actions on stakeholders. It is crucial in making informed judgments and decisions that could make a difference in an environment that is characterized by different agenda. Another theory that argue for critical reflection or reflective practice was posited by Lishman (2007), which essentially held that it is critical in professionalizing social work amidst current questions to practitioners’ authority and infallibility. The author stressed that it is part of the imperative to making social work more accountable through a continuous scrutiny of the principles and methodologies used in practice (Lishman, pp.363). This ongoing scrutiny is supposedly the cornerstone of critical reflection that ensures practitioners do what they say instead merely saying what has be done. This, in effect, eliminates the gap between theory and practice, which is considered the primary factor that undermine social work from the perspective of the public. F) Describe theories of learning and indicate what you feel these theories tell you about your learning style. There are a number of learning theories that could best define learning style of students. I would like to identify two of these, which I think I am most exposed to. These are: experiential learning and the basic or conventional learning theory. I found that the basic learning style is informed by cognitive theory and educational theories such as pedagogy. Usually the conventional learning theory varies according to the teaching style but it is, nonetheless, formalized and attempts to address what Dunn and Dunn (1999) called four perceptual strengths, namely: visual, auditory, tactual and kinesthetic. It classifies learners according to their ability to receive and process information delivered through these four variables. For example, as a learner I might not be able to excel or process knowledge as effectively in field work and research than in classroom lecture because I found that I am more receptive to information coursed through visual and kinesthetic knowledge transfer. Personally, I feel that I respond more to what I could actually see and feel rather than hearing or reading about new information. This brings me to another learning theory, the experiential learning model. The experiential theory is anchored on experience as the primary driver in the learning process. The theory is informed by at least six arguments: 1. Learning is more effective when understood as a process and a continuing reconstruction of experience; 2. All learning is relearning and, therefore, facilitated by a process that takes into account the learner’s beliefs, ideas and perspective; 3. Learning needs to resolve the conflict entailed in the dialectically opposed modes of adaptation to the world, which involve constantly moving to and from reflection, action, feeling and thinking; 4. As a holistic process, learning is not merely an outcome of human cognition but also involve the functioning of the total person; 5. Learning occurs in the event of synergistic interaction between an individual and his environment; and, 6. Learning is also a process of creating knowledge (Kolb & Kolb, 2005, pp.2). Based from the above factors, I found that my learning style is more attuned to experiential learning model. It explains my preference for involvement and participation and how I could derive better insights into actual situations and practice rather than hearing about knowledge and experience secondhand. PATCH 2: LITERATURE REVIEW There is a comprehensive body of literature on contemporary social work, particularly in the context of social worker experience with respect to modern practice. This review notes emergent models that could inform new and more effective approaches to social work. Particularly, there is the position that reform should follow the inclusive orientation wherein primary stakeholders such as young service users must be included in decision making. One of the most important work on this theme include Caroline Leeson’s (2007) work that identified a model wherein young people could contribute to policymaking as competent rights holders. The author assumed that they could actively participate in the process through strategic activities integrated in their lives such as games and craft activities. The idea is to investigate, determine and establish the role of these people in informing decisions with respect to their actual needs as service users. The study involved simulation of these activities and a series of interviews involving four young subjects. The author was able to identify insights with regards to the issues, needs and challenges in the relationship between carers and young clients. This underpinned its utility to both theorizing and practice, particularly for practitioners and policymakers so that more meaningful reform could be undertaken. Other works evidence-based theorizing support this such as Oliver’s (2010) research that reported how children - in their interaction with social workers are inhibited - by several procedures and tasks that prevent them from being heard and respected. This situation is found to adversely affect the outcome of service provided. It contextualized the situation on a smaller setting since the same problem is present in the relationship between young people and policy makers. This type of studies are able to articulate issues concerning young people better because of the included evidences and insights that are familiar to practitioners. Corby, Millar and Young’s (1994) earlier study confirms the argument for greater voice on the part of young service users. This was revealed in how the parental engagement is able to encourage their children’s participation in resolving conflicts and challenges to child protection work. In addition, the study was also able to highlight the limited participation of parents and, by extension, their children in the decision-making process. The authors contributed to the call for reform with the position that policies should based on a model of “realism” where decisions and judgments both on policy and practitioner levels are based on actual needs of the service users. More recent work, such as the study by Balen et al. (2006), cited the supposed trend where policymaking is increasingly focusing on children or young people’s active participation in decisions concerning their welfare. The key development in the context of the Leeson’s empowerment theme, according to the study, is “recognition”. Authors, experts, politicians, legal figures, social workers and academics recognize the necessity to empower children as active agents in decision making. But the problem was putting this into practice. The insight offered by the study indicates that the “recognition” appears to be mere rhetoric since young people are still marginalized and disenfranchised in the current social policy environment (Balen et al., pp.29). In looking forward to build on Leeson’s position about policy reform and the inclusion of young people as active participants in policy making, one could turn to several investigations that aim to construct viable strategies and models. A case in point is Dalrymple’s (2006) work on building and pursuing effective youth advocacy specifically to change social policy. The study did not only outline perspectives and insights that could lead to meaningful policy change but it also put the principle in practice where the ideal advocacy involved inputs from young stakeholders. There are also studies were effective in documenting successful models of young people empowerment in social work and the ideal social policies in action (Bridgman, 2004). There are also those that chronicle the negative effects of the exclusion of young people, parents and other service users in policymaking (Antilla & Uusitalo, 1998; Duchak, 2014). All these academic investigations yield insights that support Leeson’s research objectives and findings. They outlined evidences and data that must inform future social policies involving young service users. All in all the body of prior works that are related to Leeson’s investigation provided sound evidences that established the validity of her findings. The authors of these studies followed various methodologies and procedures that could stand or is open to scrutiny, underpinning their validity. Each of these has clear and detailed research rationalization that helped to outline factors by which their respective findings could be evaluated and validated against. Ultimately, Leeson wanted to inform future policymaking, one that would be effective and meaningful for the most important stakeholder in the issue, the young clients. As shown in this review, the corpus of literature firmly supports her research objective. PATCH 3: Reflective Report In preparing the patchwork text assignment, my initial objective was to conduct research and reflect on the information I came across throughout the process in order to demonstrate an understanding of social work and the many issues involved in professional practice. As I finished the tasks beginning with the first Patch on to this point where I am composing the reflections of what I have learned so far, I realized that I have learned well beyond my expected learning goals. First, I would like to cite how I have realized all the learning outcomes in this task. The entire patchwork involved a comprehensive range of information beginning from theory, practice, to criticism and reflection. There was also the focus on emerging and contemporary issues in social work and how these are related to the role of social workers, the trajectory developments of social work practice and the challenges that require attention on the part of practitioners for ideal outcomes. These information and insights required some time for me to parse and process. There were several instances when I had to conduct a research to obtain information that was not material to the tasks. I found myself doing it out of instinct and curiosity because issues and themes were compelling to me at this point as a learner, one who has just completed studying an important social work text. I felt that there was a need for information in order for me to imbibe data and facts in their correct context. I would like to cite the case of Peter Connelly, which I came across as I was writing about social policy change and reform. I was drawn to finding out more about the case even when it was no longer necessary for me to gather more information because it constituted a small portion of the task. In this “research digression”, I learned more information about the case, particularly the horror and frustration that came with understanding the entire narrative of the death of a young boy who was senselessly killed when it could have been prevented. This episode gave me the perspective necessary to evaluate policymaking, the impact of the process and the role of social workers in instituting reform in addition to dealing with care issues. It also allowed me to contextualize the knowledge I have learned so that I have a thorough grasp of the issues, their dynamics and meanings. Aside from the knowledge and skill set that I have acquired and reacquired, I was also able to understand and even gain a degree of wisdom or instinct as I navigated the various information, issues and challenges entailed in social work practice. In completing the assignment, I could have merely cited concepts, themes and principles without thoroughly grasping what they mean. However, the complexity of patchwork tasks allowed me to dig deeper and exert more effort to understand each of these besides what were offered in the available sources such as the course text. It is analogous to gaining insight through experience. The research and the work required in the activity provided me with the tools and opportunity to understand the social work concepts better, from learning, theorizing to practice. Moreover, it also allowed putting social work process in practice – one that requires the practitioner to back actions and positions with sound evidence. Finally, I was able to determine the definition and relevance of professionalism to social work. As a learner, it was enlightening to finally understand how this concept is more than just being punctual and or being able to perform roles to the letter or according to the rules and standards. I have come to know professionalism as the impetus for the credibility behind social work in general. My understanding of the issues that lead some writers to identify the so-called crisis in social work, enabled me to also see professionalism as a solution to weaknesses and challenges in social practice. This is true, for example, in social work research, care interventions and overall interactions with service users. All in all, the patchwork tasks enabled me to go over what I have learned in previous lectures and the knowledge from source texts and contextualize them to my personal experience as a learner and social work practitioner. This entailed a critical reflection on my part, which is also aligned with the social worker values. Moreover, I believe the activity allowed me to better understand myself, my learning style, temperament and character so that I am best able to adapt my strengths in learning and social work practice in the future. Basing from Honey and Mumford’s learning style model, I was able to recognize how I can be classified as an Activist, Pragmatist and Reflector. The learning temperaments that define each of these learning styles allowed me to become more effective in learning new information as well as dealing with learning challenges. Particularly – in my awareness with respect to how I learn best –I feel that this is demonstrated in my preference for experiential learning. I learn by doing, constantly seeking to put theory into practice while complementing these with observation and reflection. Now, more than ever, I believe that I will become a good learner and good social worker in the future based on insights I gained from this activity. References Anttila, A. and Uusitalo, A., 1998. Contemporary marginalization and exclusion of young people - Whose reality counts? Noura Publications, 10, pp. 9-134. Balen, R., Blyth, E., Calabretto, H., Bridgman, R., 2004. 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Qualitative methodology: firsthand involvement with the social world. Chicago: Markham. Fortune, A., Reid, W., and Miller, R., 2013. Qualitative Research in Social Work. 2nd ed. New York: Columbia University Press. Gibbs, L. and Gambrill, E., 2002. Evidence-based practice: Counterarguments to objections. Research on Social Work Practice, 12(3), pp.452-476. Goldstein, E., 2001. Object relations theory and self psychology in social work practice. New York: Free Press. Gray, M. and Webb, S., 2008. Social Work Theories and Methods. London: SAGE. Johnson, B., Onwuegbuzie, A., and Turner, L., 2007. Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), pp.112-113. Knott, C. and Scragg, T., 2013. Reflective Practice in Social Work. London: Learning Matters. Kolb, D. and Kolb, A., 2005. The Kolb learning style inventory - Version 3.1, 2005 Technical Specifications. [online]. Available at: .[Accessed 10 December 2014]. Leeson, C., 2007. My life in care: experiences of non-participation in decision-making processes. Child and Family Social Work, 12(2007), pp.268-277. Lishman, J., 2007. Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory Second Edition. London: Jessica Kingsley Publishers. Matthews, I. and Crawford, K., 2011. Evidence-based Practice in Social Work. London: SAGE. Oliver, C., 2010. Children’s views and experiences of their contact with social workers: A focused review of the evidence. Children Workforce Development Council, June 2010. Pawson, R., Boaz, A., Grayson, L., and Barnes, C., 2003. Types and quality of knowledge in social care. Knowledge review 3. London: SCIE Payne. Smith, D., 2004. Social Work and Evidence-Based Practice. Philadelphia, PA: Jessica Kingsley Publishers. Taylor, B., 2013. Professional Decision Making and Risk in Social Work. London: SAGE. Thyer, B., 2009. The Handbook of Social Work Research Methods. London: SAGE. Tutty, L., Rothery, M., and Grinnell, R., 2007. Qualitative Research for Social Workers: Phases, Steps, & Tasks. Richmond, TX: Allyn & Bacon. Webber, M., 2011. Evidence-based Policy and Practice in Mental Health Social Work. London: SAGE. Read More