social work research field

Social Work Research Methods That Drive the Practice

Social workers advocate for the well-being of individuals, families and communities. But how do social workers know what interventions are needed to help an individual? How do they assess whether a treatment plan is working? What do social workers use to write evidence-based policy?

Social work involves research-informed practice and practice-informed research. At every level, social workers need to know objective facts about the populations they serve, the efficacy of their interventions and the likelihood that their policies will improve lives. A variety of social work research methods make that possible.

Data-Driven Work

Data is a collection of facts used for reference and analysis. In a field as broad as social work, data comes in many forms.

Quantitative vs. Qualitative

As with any research, social work research involves both quantitative and qualitative studies.

Quantitative Research

Answers to questions like these can help social workers know about the populations they serve — or hope to serve in the future.

• How many students currently receive reduced-price school lunches in the local school district?
• How many hours per week does a specific individual consume digital media?
• How frequently did community members access a specific medical service last year?

Quantitative data — facts that can be measured and expressed numerically — are crucial for social work.

Quantitative research has advantages for social scientists. Such research can be more generalizable to large populations, as it uses specific sampling methods and lends itself to large datasets. It can provide important descriptive statistics about a specific population. Furthermore, by operationalizing variables, it can help social workers easily compare similar datasets with one another.

Qualitative Research

Qualitative data — facts that cannot be measured or expressed in terms of mere numbers or counts — offer rich insights into individuals, groups and societies. It can be collected via interviews and observations.

• What attitudes do students have toward the reduced-price school lunch program?
• What strategies do individuals use to moderate their weekly digital media consumption?
• What factors made community members more or less likely to access a specific medical service last year?

Qualitative research can thereby provide a textured view of social contexts and systems that may not have been possible with quantitative methods. Plus, it may even suggest new lines of inquiry for social work research.

Mixed Methods Research

Combining quantitative and qualitative methods into a single study is known as mixed methods research. This form of research has gained popularity in the study of social sciences, according to a 2019 report in the academic journal Theory and Society. Since quantitative and qualitative methods answer different questions, merging them into a single study can balance the limitations of each and potentially produce more in-depth findings.

However, mixed methods research is not without its drawbacks. Combining research methods increases the complexity of a study and generally requires a higher level of expertise to collect, analyze and interpret the data. It also requires a greater level of effort, time and often money.

The Importance of Research Design

Data-driven practice plays an essential role in social work. Unlike philanthropists and altruistic volunteers, social workers are obligated to operate from a scientific knowledge base.

To know whether their programs are effective, social workers must conduct research to determine results, aggregate those results into comprehensible data, analyze and interpret their findings, and use evidence to justify next steps.

Employing the proper design ensures that any evidence obtained during research enables social workers to reliably answer their research questions.

Research Methods in Social Work

The various social work research methods have specific benefits and limitations determined by context. Common research methods include surveys, program evaluations, needs assessments, randomized controlled trials, descriptive studies and single-system designs.

Surveys involve a hypothesis and a series of questions in order to test that hypothesis. Social work researchers will send out a survey, receive responses, aggregate the results, analyze the data, and form conclusions based on trends.

Surveys are one of the most common research methods social workers use — and for good reason. They tend to be relatively simple and are usually affordable. However, surveys generally require large participant groups, and self-reports from survey respondents are not always reliable.

Program Evaluations

Social workers ally with all sorts of programs: after-school programs, government initiatives, nonprofit projects and private programs, for example.

Crucially, social workers must evaluate a program’s effectiveness in order to determine whether the program is meeting its goals and what improvements can be made to better serve the program’s target population.

Evidence-based programming helps everyone save money and time, and comparing programs with one another can help social workers make decisions about how to structure new initiatives. Evaluating programs becomes complicated, however, when programs have multiple goal metrics, some of which may be vague or difficult to assess (e.g., “we aim to promote the well-being of our community”).

Needs Assessments

Social workers use needs assessments to identify services and necessities that a population lacks access to.

Common social work populations that researchers may perform needs assessments on include:

• People in a specific income group
• Everyone in a specific geographic region
• A specific ethnic group
• People in a specific age group

In the field, a social worker may use a combination of methods (e.g., surveys and descriptive studies) to learn more about a specific population or program. Social workers look for gaps between the actual context and a population’s or individual’s “wants” or desires.

For example, a social worker could conduct a needs assessment with an individual with cancer trying to navigate the complex medical-industrial system. The social worker may ask the client questions about the number of hours they spend scheduling doctor’s appointments, commuting and managing their many medications. After learning more about the specific client needs, the social worker can identify opportunities for improvements in an updated care plan.

In policy and program development, social workers conduct needs assessments to determine where and how to effect change on a much larger scale. Integral to social work at all levels, needs assessments reveal crucial information about a population’s needs to researchers, policymakers and other stakeholders. Needs assessments may fall short, however, in revealing the root causes of those needs (e.g., structural racism).

Randomized Controlled Trials

Randomized controlled trials are studies in which a randomly selected group is subjected to a variable (e.g., a specific stimulus or treatment) and a control group is not. Social workers then measure and compare the results of the randomized group with the control group in order to glean insights about the effectiveness of a particular intervention or treatment.

Randomized controlled trials are easily reproducible and highly measurable. They’re useful when results are easily quantifiable. However, this method is less helpful when results are not easily quantifiable (i.e., when rich data such as narratives and on-the-ground observations are needed).

Descriptive Studies

Descriptive studies immerse the researcher in another context or culture to study specific participant practices or ways of living. Descriptive studies, including descriptive ethnographic studies, may overlap with and include other research methods:

• Informant interviews
• Census data
• Observation

By using descriptive studies, researchers may glean a richer, deeper understanding of a nuanced culture or group on-site. The main limitations of this research method are that it tends to be time-consuming and expensive.

Single-System Designs

Unlike most medical studies, which involve testing a drug or treatment on two groups — an experimental group that receives the drug/treatment and a control group that does not — single-system designs allow researchers to study just one group (e.g., an individual or family).

Single-system designs typically entail studying a single group over a long period of time and may involve assessing the group’s response to multiple variables.

For example, consider a study on how media consumption affects a person’s mood. One way to test a hypothesis that consuming media correlates with low mood would be to observe two groups: a control group (no media) and an experimental group (two hours of media per day). When employing a single-system design, however, researchers would observe a single participant as they watch two hours of media per day for one week and then four hours per day of media the next week.

These designs allow researchers to test multiple variables over a longer period of time. However, similar to descriptive studies, single-system designs can be fairly time-consuming and costly.

Learn More About Social Work Research Methods

Social workers have the opportunity to improve the social environment by advocating for the vulnerable — including children, older adults and people with disabilities — and facilitating and developing resources and programs.

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From M.S.W. to LCSW: Understanding Your Career Path as a Social Worker

How Palliative Care Social Workers Support Patients With Terminal Illnesses

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MVS Open Press, Foundations of Social Work Research

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Open Social Work, Graduate Research Methods in Social Work: A Project-Based Approach

Routledge, Research for Social Workers: An Introduction to Methods

SAGE Publications, Research Methods for Social Work: A Problem-Based Approach

Theory and Society, Mixed Methods Research: What It Is and What It Could Be

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How to become a research social worker

• How to become a research sw
• What is a research social worker
• What do research social worker do
• Salary and outlook

When people think about social work, research social work is probably not one of the first fields that comes to mind. Nevertheless, research social work actually plays an important role as its findings can dictate not only governmental policy, but also political reform as well as the allocation of funding. 

Research social workers need to be methodical, objective, and thorough in their research. As with any other field of research, the goal is not to confirm what you hope to be true, but rather figure out what is true. 

For example, suppose that a city program offers a $1 million grant to a local community led organization. Before that money can be spent, the grant stipulates that a study must be completed to find out what groups in the community need the most support. 

In this case, although the research social worker might have pre-existing ideas about how the money should be spent, it is their job to put their personal beliefs aside and complete an objective study of the community to determine where resources are lacking. 

The preceding example illustrates a case where a research social worker may be polling hundreds of thousands or people, looking at economic and housing data, and otherwise compiling a macro-view of the community. Research social work can also exist at the micro-level. 

Individual research 

Participatory research refers to research whereby a social worker integrates themselves with a person or family in order to understand the problems they face and, more broadly, what community resources are missing or inadequate. There are both advantages and disadvantages to this “micro-view” participatory research. 

Advantages 

• It’s possible to gain a very detailed view of a single person’s life and how they interact with the community. Much can be learned that would not otherwise reveal itself through a high level poll or questionnaire. 
• Due to the trust that can form between a community member and a research social worker, the “subject” may reveal more than they would with a questionnaire. 

Disadvantages 

• Participatory research is time consuming and resource heavy. For example, if a research social worker spends two days with a family, that’s time that they could have otherwise spent gathering data from hundreds or thousands of community members via more efficient means. 
• It can become very difficult to remain objective as participatory research can lead the researcher to believe that one family’s problems are the most pressing, even if data strongly indicates that other groups are in greater need. 
• Relationships can form between the social worker and the subject. While these are not necessarily negative, they may lead to biases in data collection which wouldn’t otherwise be prevalent with more impersonal research methods. 

Ultimately both macro and micro (participatory) research have a role to play in data gathering. Throughout their careers a research social worker will most likely conduct both kinds of research, and everything in between.

How research social workers need to conduct themselves 

In terms of participatory research it is important for a research social worker to take into account multiple voices from the community. So even if a research social believes they know which groups are most at risk they still need to conduct wide ranging interviews and remain objectively open to the answers that they receive. This really touches upon a key facet of research social work: objectivity. Being open to what the data is saying regardless of whether it confirms or denies existing views held by the research social worker. 

Also, it’s important to realize that research social workers may not be able to divulge the purpose of their research as they’re carrying it out. If participants knew the reason that the social worker was conducting a study they may be biased in how they present themselves or answer the social worker’s inquiries. This can actually prove frustrating for research social workers as they may not be able to answer even the most basic questions about what they’re doing. 

Why social work research is important 

We’ve covered why social research is important in regard to determining needs within a community and how that research can help to allocate funding to the proper areas. But research social work is also important in determining the efficacy of programs that have been implemented in the community. For example, research social workers can, 

• Administer before and after surveys to determine how the implementation of a new program has benefitted (or not benefitted) the community. 
• They may also conduct individual interviews with community members to find out how they feel about new programs. More specifically, these interviews may also be a chance to learn exactly how community members are benefitting from a program and also their thoughts on how it can be improved. 

Research social work is very important in that it helps to determine what programs are needed in a community and after the programs are created it is research social workers who measure their efficacy. 

While a “regular” social worker may spend their life seeing the trees (dealing with individual cases) it is the research social worker’s goal to see the forest. That is, understand the broader macro environment and the role that community programs play in it. 

Educational requirements to become a research social worker 

Most candidates should only consider taking a degree from a CSWE ( Council on Social Work Education ) accredited institution. Educational institutions without this accreditation may lack a rigorous teaching approach and degree holders from non-CSWE universities may find it more difficult to locate a good job. 

Research social work typically requires a candidate to have a Ph.D. as they will be expected to have a comprehensive understanding of statistics and how to compile the data that they collect. Thus research social work typically requires a large commitment in terms of schooling. 

In some cases, however, a social worker with a masters degree may be able to find work in the research field. Typically this person will handle assignments like distributing questionnaires and doing other data collection tasks in the neighborhood. A Ph.D. social worker will then compile that data and present the findings to local and federal government officials, among others. 

Why research social work can be difficult

One of the primary difficulties associated with social work research is that the social research worker’s role isn’t actually to help, but rather to study and gather data. This is not to suggest that the social worker must be robotic and ignore all problems, however, their role isn’t to solve but to observe. A research social worker may suggest that a “regular” social worker get involved but that’s typically the extent of what they can do. 

It can also be difficult doing participatory research, getting to know a subject or a family over the course of a day or two and then having to leave that family and move on. A normal social worker may stay with a family for months or even years, and enjoy a greater reward as that family’s situation improves. 

Thus social work research is suggested for those who understand their limited intervention role and are truly interested in data and devising the most effective ways to measure the efficacy of programs within the neighborhood. Research social workers can get their satisfaction from seeing community programs succeed, rather than working with individual subjects. 

Research social work career outlook 

It can be difficult to determine the career outlook specifically in regard to the research social worker. This is a very niche area of social work, all the more so since it typically requires a Ph.D. That being said, we can still gain valuable information by looking at overall trends for the social work field. 

The BLS (Bureau of Labor Statistics) estimates that from 2021 to 2031 there will be a 9 percent growth rate in the field of social work. In terms of actual numbers, 64,000 new social work jobs will be created by 2031. 

Research social worker salary  

Again, when it comes to determining the salary for a research social worker it’s difficult as there is little data available. That being the case we can still make a fairly good estimation of how much research social workers earn. 

According to HumanServicesEdu.org , “NASW found that a DSW or PhD can boost your earnings by around $17,000 over the baseline numbers you could expect with a bachelor’s.”

Overall we can see that research social workers tend  to earn more than other social workers and their job prospects are very good.

Frequently asked questions

A research social worker conducts research studies and evaluations to gather data and evidence related to social work practice and policies.

They use a range of research methods, such as surveys, interviews, focus groups, observation, or experimental designs, to answer research questions and test hypotheses.

A Bachelor’s degree in social work is the minimum requirement for most entry-level social work positions. However, many research social work positions require a Master’s degree in social work. Gain relevant work experience and develop research skills. You can also pursue a DSW or PhD to further your knowledge and expertise.

Research social workers need to be knowledgeable about different research methods, social policies, be able to analyze and interpret complex data.

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In This Article Expand or collapse the "in this article" section Social Work Research Methods

Introduction.

• History of Social Work Research Methods
• Feasibility Issues Influencing the Research Process
• Measurement Methods
• Existing Scales
• Group Experimental and Quasi-Experimental Designs for Evaluating Outcome
• Single-System Designs for Evaluating Outcome
• Program Evaluation
• Surveys and Sampling
• Introductory Statistics Texts
• Advanced Aspects of Inferential Statistics
• Qualitative Research Methods
• Qualitative Data Analysis
• Historical Research Methods
• Meta-Analysis and Systematic Reviews
• Research Ethics
• Culturally Competent Research Methods
• Teaching Social Work Research Methods

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• Community-Based Participatory Research
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Social Work Research Methods by Allen Rubin LAST REVIEWED: 14 December 2009 LAST MODIFIED: 14 December 2009 DOI: 10.1093/obo/9780195389678-0008

Social work research means conducting an investigation in accordance with the scientific method. The aim of social work research is to build the social work knowledge base in order to solve practical problems in social work practice or social policy. Investigating phenomena in accordance with the scientific method requires maximal adherence to empirical principles, such as basing conclusions on observations that have been gathered in a systematic, comprehensive, and objective fashion. The resources in this entry discuss how to do that as well as how to utilize and teach research methods in social work. Other professions and disciplines commonly produce applied research that can guide social policy or social work practice. Yet no commonly accepted distinction exists at this time between social work research methods and research methods in allied fields relevant to social work. Consequently useful references pertaining to research methods in allied fields that can be applied to social work research are included in this entry.

This section includes basic textbooks that are used in courses on social work research methods. Considerable variation exists between textbooks on the broad topic of social work research methods. Some are comprehensive and delve into topics deeply and at a more advanced level than others. That variation is due in part to the different needs of instructors at the undergraduate and graduate levels of social work education. Most instructors at the undergraduate level prefer shorter and relatively simplified texts; however, some instructors teaching introductory master’s courses on research prefer such texts too. The texts in this section that might best fit their preferences are by Yegidis and Weinbach 2009 and Rubin and Babbie 2007 . The remaining books might fit the needs of instructors at both levels who prefer a more comprehensive and deeper coverage of research methods. Among them Rubin and Babbie 2008 is perhaps the most extensive and is often used at the doctoral level as well as the master’s and undergraduate levels. Also extensive are Drake and Jonson-Reid 2007 , Grinnell and Unrau 2007 , Kreuger and Neuman 2006 , and Thyer 2001 . What distinguishes Drake and Jonson-Reid 2007 is its heavy inclusion of statistical and Statistical Package for the Social Sciences (SPSS) content integrated with each chapter. Grinnell and Unrau 2007 and Thyer 2001 are unique in that they are edited volumes with different authors for each chapter. Kreuger and Neuman 2006 takes Neuman’s social sciences research text and adapts it to social work. The Practitioner’s Guide to Using Research for Evidence-based Practice ( Rubin 2007 ) emphasizes the critical appraisal of research, covering basic research methods content in a relatively simplified format for instructors who want to teach research methods as part of the evidence-based practice process instead of with the aim of teaching students how to produce research.

Drake, Brett, and Melissa Jonson-Reid. 2007. Social work research methods: From conceptualization to dissemination . Boston: Allyn and Bacon.

This introductory text is distinguished by its use of many evidence-based practice examples and its heavy coverage of statistical and computer analysis of data.

Grinnell, Richard M., and Yvonne A. Unrau, eds. 2007. Social work research and evaluation: Quantitative and qualitative approaches . 8th ed. New York: Oxford Univ. Press.

Contains chapters written by different authors, each focusing on a comprehensive range of social work research topics.

Kreuger, Larry W., and W. Lawrence Neuman. 2006. Social work research methods: Qualitative and quantitative applications . Boston: Pearson, Allyn, and Bacon.

An adaptation to social work of Neuman's social sciences research methods text. Its framework emphasizes comparing quantitative and qualitative approaches. Despite its title, quantitative methods receive more attention than qualitative methods, although it does contain considerable qualitative content.

Rubin, Allen. 2007. Practitioner’s guide to using research for evidence-based practice . Hoboken, NJ: Wiley.

This text focuses on understanding quantitative and qualitative research methods and designs for the purpose of appraising research as part of the evidence-based practice process. It also includes chapters on instruments for assessment and monitoring practice outcomes. It can be used at the graduate or undergraduate level.

Rubin, Allen, and Earl R. Babbie. 2007. Essential research methods for social work . Belmont, CA: Thomson Brooks Cole.

This is a shorter and less advanced version of Rubin and Babbie 2008 . It can be used for research methods courses at the undergraduate or master's levels of social work education.

Rubin, Allen, and Earl R. Babbie. Research Methods for Social Work . 6th ed. Belmont, CA: Thomson Brooks Cole, 2008.

This comprehensive text focuses on producing quantitative and qualitative research as well as utilizing such research as part of the evidence-based practice process. It is widely used for teaching research methods courses at the undergraduate, master’s, and doctoral levels of social work education.

Thyer, Bruce A., ed. 2001 The handbook of social work research methods . Thousand Oaks, CA: Sage.

This comprehensive compendium includes twenty-nine chapters written by esteemed leaders in social work research. It covers quantitative and qualitative methods as well as general issues.

Yegidis, Bonnie L., and Robert W. Weinbach. 2009. Research methods for social workers . 6th ed. Boston: Allyn and Bacon.

This introductory paperback text covers a broad range of social work research methods and does so in a briefer fashion than most lengthier, hardcover introductory research methods texts.

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Social work.

Social Work  is the premiere journal of the social work profession. Widely read by practitioners, faculty, and students, it is the official journal of NASW and is provided to all members as a membership benefit. Social Work is dedicated to improving practice and advancing knowledge in social work and social welfare.   

2021 Journal Impact Factor™: 2.855

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The Pursuit of Quality for Social Work Practice: Three Generations and Counting

Enola proctor.

Shanti K. Khinduka Distinguished Professor and director of the Center for Mental Health Services Research at Washington University in St. Louis

Social work addresses some of the most complex and intractable human and social problems: poverty, mental illness, addiction, homelessness, and child abuse. Our field may be distinct among professions for its efforts to ameliorate the toughest societal problems, experienced by society’s most vulnerable, while working from under-resourced institutions and settings. Members of our profession are underpaid, and most of our agencies lack the data infrastructure required for rigorous assessment and evaluation.

Moreover, social work confronts these challenges as it is ethically bound to deliver high-quality services. Policy and regulatory requirements increasingly demand that social work deliver and document the effectiveness of highest quality interventions and restrict reimbursement to those services that are documented as evidence based. Social work’s future, its very survival, depends on our ability to deliver services with a solid base of evidence and to document their effectiveness. In the words of the American Academy of Social Work and Social Welfare (AASWSW; n.d.) , social work seeks to “champion social progress powered by science.” The research community needs to support practice through innovative and rigorous science that advances the evidence for interventions to address social work’s grand challenges.

My work seeks to improve the quality of social work practice by pursuing answers to three questions:

• What interventions and services are most effective and thus should be delivered in social work practice?
• How do we measure the impact of those interventions and services? (That is, what outcomes do our interventions achieve?)
• How do we implement the highest quality interventions?

This paper describes this work, demonstrates the substantive and methodological progression across the three questions, assesses what we have learned, and forecasts a research agenda for what we still need to learn. Given Aaron Rosen’s role as my PhD mentor and our many years of collaboration, the paper also addresses the role of research mentoring in advancing our profession’s knowledge base.

What Interventions and Services Are Most Effective?

Answering the question “What services are effective?” requires rigorous testing of clearly specified interventions. The first paper I coauthored with Aaron Rosen—“Specifying the Treatment Process: The Basis for Effectiveness Research” ( Rosen & Proctor, 1978 )—provided a framework for evaluating intervention effectiveness. At that time, process and outcomes were jumbled and intertwined concepts. Social work interventions were rarely specified beyond theoretical orientation or level of focus: casework (or direct practice); group work; and macro practice, which included community, agency-level, and policy-focused practice. Moreover, interventions were not named, nor were their components clearly identified. We recognized that gross descriptions of interventions obstruct professional training, preclude fidelity assessment, and prevent accurate tests of effectiveness. Thus, in a series of papers, Rosen and I advocated that social work interventions be specified, clearly labeled, and operationally defined, measured, and tested.

Specifying Interventions

Such specification of interventions is essential to two professional responsibilities: professional education and demonstrating the effectiveness of the field’s interventions. Without specification, interventions cannot be taught. Social work education is all about equipping students with skills to deliver interventions, programs, services, administrative practices, and policies. Teaching interventions requires an ability to name, define, see them in action, measure their presence (or absence), assess the fidelity with which they are delivered, and give feedback to students on how to increase or refine the associated skills.

To advance testing the effectiveness of social work interventions, we drew distinctions between interventions and outcomes and proposed these two constructs as the foci for effectiveness research. We defined interventions as practitioner behaviors that can be volitionally manipulated by practitioners (used or not, varied in intensity and timing), that are defined in detail, can be reliably measured, and can be linked to specific identified outcomes ( Rosen & Proctor, 1978 ; Rosen & Proctor, 1981 ). This definition foreshadowed the development of treatment manuals, lists of specific evidence-based practices, and calls for monitoring intervention fidelity. Recognizing the variety of intervention types, and to advance their more precise definition and measurement, we proposed that interventions be distinguished in terms of their complexity. Interventive responses comprise discrete or single responses, such as affirmation, expression of empathy, or positive reinforcement. Interventive strategies comprise several different actions that are, together, linked to a designated outcome, such as motivational interviewing. Most complex are interventive programs , which are a variety of intervention actions organized and integrated as a total treatment package; collaborative care for depression or community assertive treatment are examples. To strengthen the professional knowledge base, we also called for social work effectiveness research to begin testing the optimal dose and sequencing of intervention components in relation to attainment of desired outcomes.

Advancing Intervention Effectiveness Research

Our “specifying paper” also was motivated by the paucity of literature at that time on actual social work interventions. Our literature review of 13 major social work journals over 5 years of published research revealed that only 15% of published social work research addressed interventions. About a third of studies described social problems, and about half explored factors associated with the problem ( Rosen, Proctor, & Staudt, 2003 ). Most troubling was our finding that only 3% of articles described the intervention or its components in sufficient detail for replication in either research or practice. Later, Fraser (2004) found intervention research to comprise only about one fourth of empirical studies in social work. Fortunately, our situation has improved. Intervention research is more frequent in social work publications, thanks largely to the publication policies of the Journal of the Society for Social Work and Research and Research on Social Work Practice .

Research Priorities

Social work faces important and formidable challenges as it advances research on intervention effectiveness. The practitioner who searches the literature or various intervention lists can find more than 500 practices that are named or that are shown to have evidence from rigorous trials that passes a bar to qualify as evidence-based practices. However, our profession still lacks any organized compendium or taxonomy of interventions that are employed in or found to be effective for social work practice. Existing lists of evidence-based practices, although necessary, are insufficient for social work for several reasons. First, as a 2015 National Academies Institute of Medicine (IOM) report—“Psychosocial Interventions for Mental and Substance Use Disorders: A Framework for Establishing Evidence-Based Standards” ( IOM, 2015 )—concluded, too few evidence-based practices have been found to be appropriate for low-resource settings or acceptable to minority groups. Second, existing interventions do not adequately reflect the breadth of social work practice. We have too few evidence-based interventions that can inform effective community organization, case management, referral practice, resource development, administrative practice, or policy. Noting that there is far less literature on evidence-based practices relevant to organizational, community, and policy practice, a social work task force responding to the 2015 IOM report recommended that this gap be a target of our educational and research efforts ( National Task Force on Evidence-Based Practice in Social Work, 2016 ). And finally, our field—along with other professions that deliver psychosocial interventions—lacks the kinds of procedure codes that can identify the specific interventions we deliver. Documenting social work activities in agency records is increasingly essential for quality assurance and third-party reimbursement.

Future Directions: Research to Advance Evidence on Interventions

Social work has critically important research needs. Our field needs to advance the evidence base on what interventions work for social work populations, practices, and settings. Responding to the 2015 IOM report, the National Task Force on Evidence-Based Practice in Social Work (2016) identified as a social work priority the development and testing of evidence-based practices relevant to organizational, community, and policy practice. As we advance our intervention effectiveness research, we must respond to the challenge of determining the key mechanisms of change ( National Institute of Mental Health, 2016 ) and identify key modifiable components of packaged interventions ( Rosen & Proctor, 1978 ). We need to explore the optimal dosage, ordering, or adapted bundling of intervention elements and advance robust, feasible ways to measure and increase fidelity ( Jaccard, 2016 ). We also need to conduct research on which interventions are most appropriate, acceptable, and effective with various client groups ( Zayas, 2003 ; Videka, 2003 ).

Documenting the Impact of Interventions: Specifying and Measuring Outcomes

Outcomes are key to documenting the impact of social work interventions. My 1978 “specifying” paper with Rosen emphasized that the effectiveness of social work practice could not be adequately evaluated without clear specification and measurement of various types of outcomes. In that paper, we argued that the profession cannot rely only on an assertion of effectiveness. The field must also calibrate, calculate, and communicate its impact.

The nursing profession’s highly successful campaign, based on outcomes research, positioned that field to claim that “nurses save lives.” Nurse staffing ratios were associated with in-hospital and 30-day mortality, independent of patient characteristics, hospital characteristics, or medical treatment ( Person et al., 2004 ). In contrast, social work has often described—sometimes advertised—itself as the low-cost profession. The claim of “cheapest service” may have some strategic advantage in turf competition with other professions. But social work can do better. Our research base can and should demonstrate the value of our work by naming and quantifying the outcomes—the added value of social work interventions.

As a start to this work—a beginning step in compiling evidence about the impact of social work interventions—our team set out to identify the outcomes associated with social work practice. We felt that identifying and naming outcomes is essential for conveying what social work is about. Moreover, outcomes should serve as the focus for evaluating the effectiveness of social work interventions.

We produced two taxonomies of outcomes reflected in published evaluations of social work interventions ( Proctor, Rosen, & Rhee, 2002 ; Rosen, Proctor, & Staudt, 2003 ). They included such outcomes as change in clients’ social functioning, resource procurement, problem or symptom reduction, and safety. They exemplify the importance of naming and measuring what our profession can contribute to society. Although social work’s growing body of effectiveness research typically reports outcomes of the interventions being tested, the literature has not, in the intervening 20 years, addressed the collective set of outcomes for our field.

Fortunately, the Grand Challenges for Social Work (AASWSW, n.d.) now provide a framework for communicating social work’s goals. They reflect social work’s added value: improving individual and family well-being, strengthening social fabric, and helping to create a more just society. The Grand Challenges for Social Work include ensuring healthy development for all youth, closing the health gap, stopping family violence, advancing long and productive lives, eradicating social isolation, ending homelessness, creating social responses to a changing environment, harnessing technology for social good, promoting smart decarceration, reducing extreme economic inequality, building financial capability for all, and achieving equal opportunity and justice ( AASWSW, n.d. ).

These important goals appropriately reflect much of what we are all about in social work, and our entire field has been galvanized—energized by the power of these grand challenges. However, the grand challenges require setting specific benchmarks—targets that reflect how far our professional actions can expect to take us, or in some areas, how far we have come in meeting the challenge.

For the past decade, care delivery systems and payment reforms have required measures for tracking performance. Quality measures have become critical tools for all service providers and organizations ( IOM, 2015 ). The IOM defines quality of care as “the degree to which … services for individuals and populations increase the likelihood of desired … outcomes and are consistent with current professional knowledge” ( Lohr, 1990 , p. 21). Quality measures are important at multiple levels of service delivery: at the client level, at the practitioner level, at the organization level, and at the policy level. The National Quality Forum has established five criteria for quality measures: They should address (a) the most important, (b) the most scientifically valid, (c) the most feasible or least burdensome, (d) the most usable, and (e) the most harmonious set of measures ( IOM, 2015 .) Quality measures have been advanced by accrediting groups (e.g., the Joint Commission of the National Committee for Quality Assurance), professional societies, and federal agencies, including the U.S. Department of Health and Human Services. However, quality measures are lacking for key areas of social work practice, including mental health and substance-use treatment. And of the 55 nationally endorsed measures related to mental health and substance use, only two address a psychosocial intervention. Measures used for accreditation and certification purposes often reflect structural capabilities of organizations and their resource use, not the infrastructure required to deliver high-quality services ( IOM, 2015 ). I am not aware of any quality measure developed by our own professional societies or agreed upon across our field.

Future Directions: Research on Quality Monitoring and Measure Development

Although social work as a field lacks a strong tradition of measuring and assessing quality ( Megivern et al., 2007 ; McMillen et al., 2005 ; Proctor, Powell, & McMillen, 2012 ), social work’s role in the quality workforce is becoming better understood ( McMillen & Raffol, 2016 ). The small number of established and endorsed quality measures reflects both limitations in the evidence for effective interventions and challenges in obtaining the detailed information necessary to support quality measurement ( IOM, 2015 ). According to the National Task Force on Evidence-Based Practice in Social Work (2016) , developing quality measures to capture use of evidence-based interventions is essential for the survival of social work practice in many settings. The task force recommends that social work organizations develop relevant and viable quality measures and that social workers actively influence the implementation of quality measures in their practice settings.

How to Implement Evidence-Based Care

A third and more recent focus of my work addresses this question: How do we implement evidence-based care in agencies and communities? Despite our progress in developing proven interventions, most clients—whether served by social workers or other providers—do not receive evidence-based care. A growing number of studies are assessing the extent to which clients—in specific settings or communities—receive evidence-based interventions. Kohl, Schurer, and Bellamy (2009) examined quality in a core area of social work: training for parents at risk for child maltreatment. The team examined the parent services and their level of empirical support in community agencies, staffed largely by master’s-level social workers. Of 35 identified treatment programs offered to families, only 11% were “well-established empirically supported interventions,” with another 20% containing some hallmarks of empirically supported interventions ( Kohl et al., 2009 ). This study reveals a sizable implementation gap, with most of the programs delivered lacking scientific validation.

Similar quality gaps are apparent in other settings where social workers deliver services. Studies show that only 19.3% of school mental health professionals and 36.8% of community mental health professionals working in Virginia’s schools and community mental health centers report using any evidence-based substance-abuse prevention programs ( Evans, Koch, Brady, Meszaros, & Sadler, 2013 ). In mental health, where social workers have long delivered the bulk of services, only 40% to 50% of people with mental disorders receive any treatment ( Kessler, Chiu, Demler, Merikangas, & Walters, 2005 ; Merikangas et al., 2011 ), and of those receiving treatment, a fraction receive what could be considered “quality” treatment ( Wang, Demler, & Kessler, 2002 ; Wang et al., 2005 ). These and other studies indicate that, despite progress in developing proven interventions, most clients do not receive evidence-based care. In light of the growth of evidence-based practice, this fact is troubling evidence that testing interventions and publishing the findings is not sufficient to improve quality.

So, how do we get these interventions in place? What is needed to enable social workers to deliver, and clients to receive, high-quality care? In addition to developing and testing evidence-based interventions, what else is needed to improve the quality of social work practice? My work has focused on advancing quality of services through two paths.

Making Effective Interventions Accessible to Providers: Intervention Reviews and Taxonomies

First, we have advocated that research evidence be synthesized and made available to front-line practitioners. In a research-active field where new knowledge is constantly produced, practitioners should not be expected to rely on journal publications alone for information about effective approaches to achieve desired outcomes. Mastering a rapidly expanding professional evidence base has been characterized as a nearly unachievable challenge for practitioners ( Greenfield, 2017 ). Reviews should critique and clarify the intervention’s effectiveness as tested in specific settings, populations, and contexts, answering the question, “What works where, and with whom?” Even more valuable are studies of comparative effectiveness—those that answer, “Which intervention approach works better, where, and when?”

Taxonomies of clearly and consistently labeled interventions will enhance their accessibility and the usefulness of research reports and systematic reviews. A pre-requisite is the consistent naming of interventions. A persistent challenge is the wide variation in names or labels for interventive procedures and programs. Our professional activities are the basis for our societal sanction, and they must be capable of being accurately labeled and documented if we are to describe what our profession “does” to advance social welfare. Increasingly, and in short order, that documentation will be in electronic records that are scrutinized by third parties for purposes of reimbursement and assessment of value toward outcome attainment.

How should intervention research and reviews be organized? Currently, several websites provide lists of evidence-based practices, some with links, citations, or information about dissemination and implementation organizations that provide training and facilitation to adopters. Practitioners and administrators find such lists helpful but often note the challenge in determining which are most appropriate for their needs. In the words of one agency leader, “The drug companies are great at presenting [intervention information] in a very easy form to use. We don’t have people coming and saying, ‘Ah, let me tell you about the best evidence-based practice for cognitive behavioral therapy for depression,’” ( Proctor et al., 2007 , p. 483). We have called for the field to devise decision aids for practitioners to enhance access to the best available empirical knowledge about interventions ( Proctor et al., 2002 ; Proctor & Rosen, 2008 ; Rosen et al., 2003 ). We proposed that intervention taxonomies be organized around outcomes pursued in social work practice, and we developed such a taxonomy based on eight domains of outcomes—those most frequently tested in social work journals. Given the field’s progress in identifying its grand challenges, its associated outcomes could well serve as the organizing focus, with research-tested interventions listed for each challenge. Compiling the interventions, programs, and services that are shown—through research—to help achieve one of the challenges would surely advance our field.

We further urged profession-wide efforts to develop social work practice guidelines from intervention taxonomies ( Rosen et al., 2003 ). Practice guidelines are systematically compiled, critiqued, and organized statements about the effectiveness of interventions that are organized in a way to help practitioners select and use the most effective and appropriate approaches for addressing client problems and pursuing desired outcomes.

At that time, we proposed that our published taxonomy of social work interventions could provide a beginning architecture for social work guidelines ( Rosen et al., 2003 ). In 2000, we organized a conference for thought leaders in social work practice. This talented group wrestled with and formulated recommendations for tackling the professional, research, and training requisites to developing social work practice guidelines to enable researchers to access and apply the best available knowledge about interventions ( Rosen et al., 2003 ). Fifteen years later, however, the need remains for social work to synthesize its intervention research. Psychology and psychiatry, along with most fields of medical practice, have developed practice guidelines. Although their acceptance and adherence is fraught with challenges, guidelines make evidence more accessible and enable quality monitoring. Yet, guidelines still do not exist for social work.

The 2015 IOM report, “Psychosocial Interventions for Mental and Substance Use Disorders: A Framework for Establishing Evidence-Based Standards,” includes a conclusion that information on the effectiveness of psychosocial interventions is not routinely available to service consumers, providers, and payers, nor is it synthesized. That 2015 IOM report called for systematic reviews to inform clinical guidelines for psychosocial interventions. This report defined psychosocial interventions broadly, encompassing “interpersonal or informational activities, techniques, or strategies that target biological, behavioral, cognitive, emotional, interpersonal, social, or environmental factors with the aim of reducing symptoms and improving functioning or well-being” ( IOM, 2015 , p. 5). These interventions are social work’s domain; they are delivered in the very settings where social workers dominate (behavioral health, schools, criminal justice, child welfare, and immigrant services); and they encompass populations across the entire lifespan within all sociodemographic groups and vulnerable populations. Accordingly, the National Task Force on Evidence Based Practice in Social Work (2016) has recommended the conduct of more systematic reviews of the evidence supporting social work interventions.

If systematic reviews are to lead to guidelines for evidence-based psychosocial interventions, social work needs to be at the table, and social work research must provide the foundation. Whether social work develops its own guidelines or helps lead the development of profession-independent guidelines as recommended by the IOM committee, guidelines need to be detailed enough to guide practice. That is, they need to be accompanied by treatment manuals and informed by research that details the effect of moderator variables and contextual factors reflecting diverse clientele, social determinants of health, and setting resource challenges. The IOM report “Clinical Practice Guidelines We Can Trust” sets criteria for guideline development processes ( IOM, 2011 ). Moreover, social work systematic reviews of research and any associated evidence-based guidelines need to be organized around meaningful taxonomies.

Advancing the Science of Implementation

As a second path to ensuring the delivery of high-quality care, my research has focused on advancing the science of implementation. Implementation research seeks to inform how to deliver evidence-based interventions, programs, and policies into real-world settings so their benefits can be realized and sustained. The ultimate aim of implementation research is building a base of evidence about the most effective processes and strategies for improving service delivery. Implementation research builds upon effectiveness research then seeks to discover how to use specific implementation strategies and move those interventions into specific settings, extending their availability, reach, and benefits to clients and communities. Accordingly, implementation strategies must address the challenges of the service system (e.g., specialty mental health, schools, criminal justice system, health settings) and practice settings (e.g., community agency, national employee assistance programs, office-based practice), and the human capital challenge of staff training and support.

In an approach that echoes themes in an early paper, “Specifying the Treatment Process—The Basis for Effectiveness Research” ( Rosen & Proctor, 1978 ), my work once again tackled the challenge of specifying a heretofore vague process—this time, not the intervention process, but the implementation process. As a first step, our team developed a taxonomy of implementation outcomes ( Proctor et al., 2011 ), which enable a direct test of whether or not a given intervention is adopted and delivered. Although it is overlooked in other types of research, implementation science focuses on this distinct type of outcome. Explicit examination of implementation outcomes is key to an important research distinction. Often, evaluations yield disappointing results about an intervention, showing that the expected and desired outcomes are not attained. This might mean that the intervention was not effective. However, just as likely, it could mean that the intervention was not actually delivered, or it was not delivered with fidelity. Implementation outcomes help identify the roadblocks on the way to intervention adoption and delivery.

Our 2011 taxonomy of implementation outcomes ( Proctor et al., 2011 ), became the framework for two national repositories of measures for implementation research: the Seattle Implementation Research Collaborative ( Lewis et al., 2015 ) and the National Institutes of Health GEM measures database ( Rabin et al., 2012 ). These repositories of implementation outcomes seek to harmonize and increase the rigor of measurement in implementation science.

We also have developed taxonomies of implementation strategies ( Powell et al., 2012 ; Powell et al., 2015 ; Waltz et al., 2014 , 2015) . Implementation strategies are interventions for system change—how organizations, communities, and providers can learn to deliver new and more effective practices ( Powell et al., 2012 ).

A conversation with a key practice leader stimulated my interest in implementation strategies. Shortly after our school endorsed an MSW curriculum emphasizing evidence-based practices, a pioneering CEO of a major social service agency in St. Louis met with me and asked,

Enola Proctor, I get the importance of delivering evidence based practices. My organization delivers over 20 programs and interventions, and I believe only a handful of them are really evidence based. I want to decrease our provision of ineffective care, and increase our delivery of evidence-based practices. But how? What are the evidence-based ways I, as an agency director, can transform my agency so that we can deliver evidence-based practices?

That agency director was asking a question of how . He was asking for evidence-based implementation strategies. Moving effective programs and practices into routine care settings requires the skillful use of implementation strategies, defined as systematic “methods or techniques used to enhance the adoption, implementation, and sustainability of a clinical program or practice into routine service” ( Proctor et al., 2013 , p. 2).

This question has shaped my work for the past 15 years, as well as the research priorities of several funding agencies, including the National Institutes of Health, the Agency for Healthcare Research and Quality, the Patient-Centered Outcomes Research Institute, and the World Health Organization. Indeed, a National Institutes of Health program announcement—Dissemination and Implementation Research in Health ( National Institutes of Health, 2016 )—identified the discovery of effective implementation strategies as a primary purpose of implementation science. To date, the implementation science literature cannot yet answer that important question, but we are making progress.

To identify implementation strategies, our teams first turned to the literature—a literature that we found to be scattered across a wide range of journals and disciplines. Most articles were not empirical, and most articles used widely differing terms to characterize implementation strategies. We conducted a structured literature review to generate common nomenclature and a taxonomy of implementation strategies. That review yielded 63 distinct implementation strategies, which fell into six groupings: planning, educating, financing, restructuring, managing quality, and attending to policy context ( Powell et al., 2012 ).

Our team refined that compilation, using Delphi techniques and concept mapping to develop conceptually distinct categories of implementation strategies ( Powell et al., 2015 ; Waltz et al., 2014 ). The refined compilation of 73 discrete implementation strategies was then further organized into nine clusters:

• changing agency infrastructure,
• using financial strategies,
• supporting clinicians,
• providing interactive assistance,
• training and educating stakeholders,
• adapting and tailoring interventions to context,
• developing stakeholder relationships,
• using evaluative and iterative strategies, and
• engaging consumers.

These taxonomies of implementation strategies position the field for more robust research on implementation processes. The language used to describe implementation strategies has not yet “gelled” and has been described as a “Tower of Babel” ( McKibbon et al., 2010 ). Therefore, we also developed guidelines for reporting the components of strategies ( Proctor et al., 2013 ) so researchers and implementers would have more behaviorally specific information about what a strategy is, who does it, when, and for how long. The value of such reporting guidelines is illustrated in the work of Gold and colleagues (2016) .

What have we learned, through our own program of research on implementation strategies—the “how to” of improving practice? First, we have been able to identify from practice-based evidence the implementation strategies used most often. Using novel activity logs to track implementation strategies, Bunger and colleagues (2017) found that strategies such as quality improvement tools, using data experts, providing supervision, and sending clinical reminders were frequently used to facilitate delivery of behavioral health interventions within a child-welfare setting and were perceived by agency leadership as contributing to project success.

Second, reflecting the complexity of quality improvement processes, we have learned that there is no magic bullet ( Powell, Proctor, & Glass, 2013 ). Our study of U.S. Department of Veterans Affairs clinics working to implement evidence-based HIV treatment found that implementers used an average of 25 (plus or minus 14) different implementation strategies ( Rogal, et al., 2017 ). Moreover, the number of implementation strategies used was positively associated with the number of new treatment starts. These findings suggest that implementing new interventions requires considerable effort and resources.

To advance our understanding of the effectiveness of implementation strategies, our teams have conducted a systematic review ( Powell et al., 2013 ), tested specific strategies, and captured practice-based evidence from on-the-ground implementers. Testing the effectiveness of implementation strategies has been identified as a top research priority by the IOM (2009) . In work with Charles Glisson in St. Louis, our 15-agency-based randomized clinical trial found that an organizational-focused intervention—the attachment, regulatory, and competency model—improved agency culture and climate, stimulated more clinicians to enroll in evidence-based-practice training, and boosted clinical effect sizes of various evidence-based practices ( Glisson, Williams, Hemmelgarn, Proctor, & Green, 2016a , 2016b ). And in a hospital critical care unit, the implementation strategies of developing a team, selecting and using champions, provider education sessions, and audit and feedback helped increase team adherence to phlebotomy guidelines ( Steffen et al., in press ).

We are also learning about the value of different strategies. Experts in implementation science and implementation practice identified as most important the strategies of “use evaluate and iterative approaches” and “train and educate stakeholders.” Reported as less helpful were such strategies as “access new funding streams” and “remind clinicians of practices to use” ( Waltz et al., 2015 ). Successful implementers in Veterans Affairs clinics relied more heavily on such strategies as “change physical structures and equipment” and “facilitate relay of clinical data to providers” than did less successful implementers ( Rogal et al., 2017 ).

Many strategies have yet to be investigated empirically, as has the role of dissemination and implementation organizations—organizations that function to promote, provide information about, provide training in, and scale up specific treatments. Most evidence-based practices used in behavioral health, including most listed on the Substance Abuse and Mental Health Services Administration National Registry of Promising and Effective Practices, are disseminated and distributed by dissemination and implementation organizations. Unlike drugs and devices, psychosocial interventions have no Federal Drug Administration-like delivery system. Kreuter and Casey (2012) urge better understanding and use of the intervention “delivery system,” or mechanisms to bring treatment discoveries to the attention of practitioners and into use in practice settings.

Implementation strategies have been shown to boost clinical effectiveness ( Glisson et al., 2010 ), reduce staff turnover ( Aarons, Sommerfield, Hect, Silvosky, & Chaffin, 2009 ) and help reduce disparities in care ( Balicer et al., 2015 ).

Future directions: Research on implementation strategies

My work in implementation science has helped build intellectual capital for the rapidly growing field of dissemination and implementation science, leading teams to distinguish, clearly define, develop taxonomies, and stimulate more systematic work to advance the conceptual, linguistic, and methodological clarity in the field. Yet, we continue to lack understanding of many issues. What strategies are used in usual implementation practice, by whom, for which empirically supported interventions? What strategies are effective in which organizational and policy contexts? Which strategies are effective in attaining which specific implementation outcomes? For example, are the strategies that are effective for initial adoption also effective for scale up, spread, and sustained use of interventions? Social workers have the skill set for roles as implementation facilitators, and refining packages of implementation strategies that are effective in social service and behavioral health settings could boost the visibility, scale, and impact of our work.

The Third Generation and Counting

Social work faces grand, often daunting challenges. We need to develop a more robust base of evidence about the effectiveness of interventions and make that evidence more relevant, accessible, and applicable to social work practitioners, whether they work in communities, agencies, policy arenas, or a host of novel settings. We need to advance measurement-based care so our value as a field is recognized. We need to know how to bring proven interventions to scale for population-level impact. We need to discover ways to build capacity of social service agencies and the communities in which they reside. And we need to learn how to sustain advances in care once we achieve them ( Proctor et al., 2015 ). Our challenges are indeed grand, far outstripping our resources.

So how dare we speak of a quality quest? Does it not seem audacious to seek the highest standards in caring for the most vulnerable, especially in an era when we face a new political climate that threatens vulnerable groups and promises to strip resources from health and social services? Members of our profession are underpaid, and most of our agencies lack the data infrastructure required for assessment and evaluation. Quality may be an audacious goal, but as social workers we can pursue no less. By virtue of our code of ethics, our commitment to equity, and our skills in intervening on multiple levels of systems and communities, social workers are ideally suited for advancing quality.

Who will conduct the needed research? Who will pioneer its translation to improving practice? Social work practice can be only as strong as its research base; the responsibility for developing that base, and hence improve practice, is lodged within social work research.

If my greatest challenge is pursuing this quest, my greatest joy is in mentoring the next generation for this work. My research mentoring has always been guided by the view that the ultimate purpose of research in the helping professions is the production and systemization of knowledge for use by practitioners ( Rosen & Proctor, 1978 ). For 27 years, the National Institute of Mental Health has supported training in mental health services research based in the Center for Mental Health Services Research ( Hasche, Perron, & Proctor, 2009 ; Proctor & McMillen, 2008 ). And, with colleague John Landsverk, we are launching my sixth year leading the Implementation Research Institute, a training program for implementation science supported by the National Institute of Mental Health ( Proctor et al., 2013 ). We have trained more than 50 social work, psychology, anthropology, and physician researchers in implementation science for mental health. With three more cohorts to go, we are working to assess what works in research training for implementation science. Using bibliometric analysis, we have learned that intensive training and mentoring increases research productivity in the form of published papers and grants that address how to implement evidence-based care in mental health and addictions. And, through use of social network analysis, we have learned that every “dose” of mentoring increases scholarly collaboration when measured two years later ( Luke, Baumann, Carothers, Landsverk, & Proctor, 2016 ).

As his student, I was privileged to learn lessons in mentoring from Aaron Rosen. He treated his students as colleagues, he invited them in to work on the most challenging of questions, and he pursued his work with joy. When he treated me as a colleague, I felt empowered. When he invited me to work with him on the field’s most vexing challenges, I felt inspired. And as he worked with joy, I learned that work pursued with joy doesn’t feel like work at all. And now the third, fourth, and fifth generations of social work researchers are pursuing tough challenges and the quality quest for social work practice. May seasoned and junior researchers work collegially and with joy, tackling the profession’s toughest research challenges, including the quest for high-quality social work services.

Acknowledgments

Preparation of this paper was supported by IRI (5R25MH0809160), Washington University ICTS (2UL1 TR000448-08), Center for Mental Health Services Research, Washington University in St. Louis, and the Center for Dissemination and Implementation, Institute for Public Health, Washington University in St. Louis.

This invited article is based on the 2017 Aaron Rosen Lecture presented by Enola Proctor at the Society for Social Work and Research 21st Annual Conference—“Ensure Healthy Development for All Youth”—held January 11–15, 2017, in New Orleans, LA. The annual Aaron Rosen Lecture features distinguished scholars who have accumulated a body of significant and innovative scholarship relevant to practice, the research base for practice, or effective utilization of research in practice.

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So why is research important to social work?

As social workers, we train to be able to see the multitude of invisible lines within the systems that hold our lives together, or divide us. We learn to recognize the disconnects, and to help our clients figure out how to reconnect the dots. We view the world through a lens of person-in-environment, that is to say, we seek to understand the context in which our clients live.

The social sciences have an inherent obligation not only to keep abreast of current relevant research, but also to be competent enough to apply new treatments and insights within their practice. Social workers are truly dedicated professionals who have to complete a minimum number of continuing education credits to continue practicing. We don’t get to pick and choose the individuals we help, which is why we have to constantly develop our cultural competencies to identify the strengths of those we are helping. So, research is important to social work because it helps us be effective!

According to the NASW, research in social work helps us:

• Assess the needs and resources of people in their environments
• Evaluate the effectiveness of social work services in meeting peoples needs
• Demonstrate relative costs and benefits of social work services
• Advance professional education in light of changing contexts for practice
• Understand the impact of legislation and social policy on the clients and communities we serve (Retrieved from http://www.socialworkpolicy.org/research)

I still do not know what my research question will be for my senior thesis, but I am beginning to pare down some topics that interest me such as:

• Effects of childhood trauma
• The school-to-prison pipeline
• Trauma-informed therapies within prisons
• Effectiveness of prison diversion programs

8 thoughts on “ So why is research important to social work? ”

try explaining in detail

article quite informing for an amateur in research

In doing any of interventions;evidence based is needed. Not intuition,you need to do assessment of the problem before intervention.Then again you need to to evaluation on the service you provided if has positive impact to your client.

It is a very informative piece of work

try explaining in detail the points listed as to where the nexus between Research and Social work lie

are there means to conduct dual research projects with your institutions?

Akulu muziika zithu zonse ap tisamachiteso kuvutika iyayi 😏😏

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Social Work Research Topics & Tips on Finding and Distinguishing Good Ones

Updated 01 Jul 2024

Social work research is the systematic investigation of problems pertaining to the social work field. Alternatively, it can be defined as the application of research methods for addressing/solving problems confronted by social workers in their practice.

Major research areas include studying concepts, theories, principles, underlying methods, employees’ skills and their interaction with individuals and groups as well as internal processes, functioning principles within social entities. For a more specific selection of social work research topics, go to the appropriate section within this article.

Social work is ultimately focused on practical application, hence, the ultimate goal of social work research is understanding the efficacy of various intervention methods aimed at alleviating the conditions of people suffering from social deprivation – this highlights the importance presented by both the field and its associated research. For such difficult topics, you may ask yourself "can I pay someone to write my research paper " - and our professional team is here to help you.

Signs of Good Research Topics

Of all social work research questions, how could one distinguish the ones holding the greatest value or potential? Considering these signs could increase the chances of picking higher quality or more productive social work topics:

• Chosen topics are backed up by one or more published studies by research teams from the US or from abroad with solid article-related citation metrics, typically published in prestigious peer-reviewed academic journals (journals with high impact factor).
• Social work research topics in question are related to practice – theoretical research is very important, but nothing beats practical knowledge and efficient practical intervention methods and strategies. However, this aspect might depend on other circumstances as well (for students, for instance, theoretical topics are fairly acceptable). To ensure a successful research proposal in the field of social work, consider utilizing research proposal writing services .
• Social work research topics are breaking certain stereotypes. People are inclined towards topics that break preconceived notions – such topics naturally receive greater attention. If they bring solid evidence and reasonable arguments while providing/promising real benefits, such topics can simply revolutionize the field.
• Chosen social work research topics match current trends. Don’t understand us wrong – not everything that is trendy deserves attention (many things are overhyped). However, trends do have a sound reason for emerging (there is normally value behind the forces driving them). Moreover, delving into a field/topic that has only been recently established often gives significant advantages (career-wise). So watch out for trends in your research field closely, but always scrutinize them for what they are worth.

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Where Can You Find Perfect Topics?

When exploring education research topics or searching for social worker research topics, it might prove useful to follow a few proven strategies (which are equally valid for many other occasions):

• Skim through your study literature (e.g. handbooks, course notes) – this is material you already studied, but going through it might help you to systematically visualize all studied topics or subtopics (these can suggest new ideas).
• Brainstorming. Access your knowledge base – chances are you have a few interesting topics stored in mind that you’d like to explore in greater detail.
• Browse through published article titles in social work journals or, even better, study newsletters/highlights on journal websites. Alternatively, one could search on platforms aggregating field-related news from multiple journals.– while some articles/topics might be overly complicated or specific, these still offer an immense choice.
• Browse online for ready research topics for a custom research paper from our  research paper writing service  – skimming through such lists would bombard you with topics of appropriate complexity and scope /broadness or would inspire new related ideas (e.g. by combining elements from different topics).

Yet another way to pick a good topic is to get research paper writing help from our professional writers – they would manage all aspects, including that of choosing an original and solid topic (obviously, you might be willing to confirm it, before proceeding with your writing project).

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100 Social Work Research Topics

Below is a comprehensive social work research topics list to help get you started with your project.

50 Controversial Research Topics

• Group therapy vs individual therapy for increasing autistic children adaptability
• Impact on parents having children with autism spectrum disorder.
• Role play vs group discussion efficiency in increasing knowledge regarding drug abuse among high-school students.
• Addressing the stigma associated with depression.
• Measures to counteract condemning stereotypes with regard to depression (explaining and highlighting the biological mechanisms underlying it)
• Identifying individuals with suicide predisposition serving in military units.
• Life events role in PTSD onset in veterans.
• Strategies to prevent PTSD onset in US army veterans.
• Social inclusion measures for war veterans.
• Most efficient strategies for suicide prevention in academic setting.
• Categories are most vulnerable to drug abuse.
• Most efficient educational measures to prevent future drug abuse in children
• Myths about substance abuse among adolescents.
• Family support importance for alcohol addicts rehabilitation.
• Workaholics – new type of addicts. Impact on personal and family lives.
• Mental retardation in Alzheimer’s disease – how to cope with it as a family member?
• Promoting integration for children with Down syndrome.
• General considerations for working with children with developmental disabilities.
• Educating society with regard to dyslexic children (all target groups could be considered: parents, classmates, teachers, etc.)
• Dyslexia cases combined with ADHD – how to approach it?
• Dismounting common myths about dyslexia.
• Counteracting bullying aimed at dyslexic children.
• Early intervention benefits to address language difficulties in case of dyslexic children.
• What role should educators, parents, schools, mental health centers, private practice have in addressing dyslexia?
• Key prerequisites for building resilience to adverse life events in children
• Strategies for building resilience in welfare workers.
• Who is responsible for developing resilience in social workers?
• Self-help guidelines for social workers to become resilient.
• Most common problems encountered by LGBT youth in US schools.
• Arming LGBT individuals with coping strategies to face discrimination.
• The situation with juvenile delinquents across various US states.
• Rationale behind separating juvenile delinquents from adult delinquents.
• Factors contributing to high youth incarceration rate in certain US states (Wyoming, Nebraska, South Dakota).
• Most efficient reeducation strategies for juvenile delinquents.
• Society inclusion measures for people that served in prison.
• Coping with the stigma of having served in prison.
• Attitudes of welfare workers towards incarcerated individuals.
• Attitudes of correctional officers towards mental health of incarcerated individuals.
• Gender differences relevance when working with incarcerated people.
• Factors increasing the risk of recidivism in released prisoners.
• Incarceration impacts on parent-child relationships.
• Incarceration effects on mental health.
• Social inclusion role and family support in preventing recidivism by former prisoners.
• Circumstances associated with the highest risk of becoming a human trafficking victim.
• Ethical rules important when working with human trafficking victims.
• Trauma characteristic depiction for human trafficking victims.
• What is considered neglecting a child in child welfare?
• Prerequisites of a safe childhood and a functional family.
• Dealing with child abuse in orphanages.
• Types of child maltreatment/abuse.

50 Hot Research Topics for Social Work Students

• Difference in approaching children vs adolescents suffering from domestic violence.
• Success stories in preventing child abuse in certain regions/states.
• Strategies to encourage women to report domestic violence cases.
• Damage to families with ongoing domestic violence.
• Healing steps for victims of domestic violence.
• Effects of child neglect on later academic performance and career.
• Removing a child from a setting – when is it justified?
• Guidelines on providing testimony in court as a social worker
• Peculiarities of social work in health care assistance.
• Grief counseling for families that lost a loved one.
• Understanding the symptoms of grief.
• Risk factors for dangerous grief.
• Conduct/communication rules with persons in grief.
• Types of elder abuse. Which are the most common ones?
• Predictors of elder abuse (related to relationships within families, financial, status).
• The integrative concept of human services.
• The utility of mentoring programs in social care.
• Work with elders experiencing cognitive impairment.
• Peculiarities of working with immigrants in social care.
• Considerations for working with HIV positive people.
• Social research topics about homeless people.
• Primary factors contributing to homelessness.
• Challenges faced by social care assistants in working with sexually exploited clients belonging to the opposite gender.
• Meeting unique needs of sexually exploited children.
• Compassion fatigue experienced by welfare worker.
• Challenges experienced by single parents and support strategies
• Problem of getting medical help when belonging to vulnerable categories
• Is there place for spirituality in welfare worker?
• Religious beliefs obstructing welfare worker.
• Support strategies for low-income families having children with impaired development.
• Retrospective views and youth opinions on foster care facilities they have gone through.
• Key wishes/demands expressed by foster care facility residents
• Strategies employed by welfare worker to avoid burnout.
• Importance of building emotional intelligence as welfare worker.
• Discussing sexual health with mentally ill or retarded clients.
• Spirituality and faith as an essential element in many addiction rehabilitation programs.
• Attitude towards older people among welfare workers.
• Factors responsible for reluctance to benefit from mental health services among certain population groups.
• Differences in working with adolescent and adult drug abusers.
• Factors affecting foster youth that impact their higher education retention rate.
• Language barrier as an obstructing factor for minorities in benefiting from mental health services.
• Cultural competence as social work research topic
• Pre and post birth assistance to surrogate mothers. Evaluating impact on mental health.
• Challenges and issues arising in families with adoptive children.
• Play therapy interventions effectiveness in school-based counseling.
• Mental health in hemodialysis patients and corresponding support strategies.
• Importance presented by recreational activities for patients with Alzheimer’s.
• Intimacy impact on the outcome of group therapy practices for alcohol addiction.
• Mental health care outcomes in pedophilia victims.
• Alternative practices in social work.

Read also: Get excellent grades with the help of online research paper maker. 

Found Topic But No Time For Writing?

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Grand Challenges for Social Work identify 12 top social problems facing America

Washington, D.C .—From mass incarceration, climate change, and an aging population to immigration, mental illness and rising income inequality, the most pressing issues facing America have something fundamental in common: the social factor. As a call to action on these and other urgent problems, the American Academy of Social Work and Social Welfare is launching the Grand Challenges for Social Work . The Grand Challenges will promote innovation, collaboration, and expansion of proven, evidence-based programs to create meaningful, measurable progress on solving these and other urgent social problems within a decade. The official launch of the Grand Challenges for Social Work takes place today at the opening plenary session of the Society for Social Work and Research 20 th Anniversary Annual Conference in Washington, D.C. with the UW School of Social Work Dean and SSWR President Edwina Uehara.

“Social factors contribute more mightily to the individual condition of people than any other single factor: more than disease, the environment, genetics, or technology,” said Richard P. Barth , President of AASWSW and the dean, University of Maryland School of Social Work. “Understanding and improving the way that social factors interact with other forces is critical to our future. This is why we say, ‘social is fundamental,’ and why the Grand Challenges for Social Work are so needed to drive social progress that is powered by science.” The SSWR conference includes more than 50 presentations from leading researchers and experts from around the country related to the 12 Grand Challenges.

Watch the Grand Challenges for Social Work video here .

Together, the 12 Grand Challenge s for Social Work  define a bold, science-based social agenda that promotes individual and family well-being, a stronger social fabric, and a just society that fights exclusion and marginalization, creates a sense of belonging, and offers pathways for social and economic progress. Here is a description of the underlying problems, strategies, and goals of each of the 12 Grand Challenges for Social Work:

• Close the health gap. More than 60 million Americans have inadequate access to basic health care while also enduring the effects of discrimination, poverty, and dangerous environments that accelerate higher rates of illness. Innovative and evidence-based social strategies can improve health care and lead to broad gains in the health of our entire society.
• Ensure healthy development for all youth . Each year, more than six million young people receive treatment for severe mental, emotional, or behavioral problems. Strong evidence shows us how to prevent many behavioral health problems before they emerge.
• Stop family violence. Assaults by parents, intimate partners, and adult children frequently result in serious injury and even death. Proven interventions can prevent abuse, identify abuse sooner, break the cycle of violence, or find safe alternatives.
• Advance long and productive lives. Throughout the lifespan, fuller engagement in education and paid and unpaid productive activities can generate a wealth of benefits, including better health and well-being, greater financial security, and a more vital society.
• Eradicate social isolation. Social isolation is a silent killer, as dangerous to health as smoking. Our challenge is to educate the public on this health hazard, encourage health and human service professionals to address social isolation, and promote effective ways to deepen social connections and community for people of all ages.
• End homelessness. During the course of a year, nearly 1.5 million Americans will experience homelessness for at least one night. Our challenge is to expand proven approaches that have worked in communities across the country, develop new service innovations and technologies, and adopt policies that promote affordable housing and basic income security.
• Create social responses to a changing environment. Climate change and urban development threaten health, undermine coping, and deepen existing social and environmental inequities. A changing global environment requires transformative social responses: new partnerships, deep engagement with local communities, and innovations to strengthen individual and collective assets.
• Harness technology for social good. Innovative applications of new digital technology present opportunities for social and human services to reach more people with greater impact, to more strategically target social spending, speed up the development of effective programs, and bring a wider array of help to more individuals and communities.
• Promote smart decarcerationn. The United States has the world’s largest proportion of people behind bars. Our challenge is to develop a proactive, comprehensive, evidence-based “smart decarceration” strategy that will dramatically reduce the number of people who are imprisoned and enable the nation to embrace a more effective and just approach to public safety.
• Build financial capability for all. Nearly half of all American households are financially insecure, without adequate savings to meet basic living expenses for three months. We can significantly reduce economic hardship and the debilitating effects of poverty by adopting social policies that bolster lifelong income generation and safe retirement accounts; expand workforce training and re-training; and provide financial literacy and access to quality affordable financial services.
• Reduce extreme economic inequality. The top 1 percent owns nearly half of the total wealth in the United States, while one in five children live in poverty. We can correct the broad inequality of wealth and income through a variety of innovative means related to wages and tax benefits associated with capital gains, retirement accounts, and home ownership.
• Achieve equal opportunity and justice . Historic and current prejudice and injustice bars access to success in education and employment. Addressing racial and social injustices, deconstructing stereotypes, dismantling inequality, exposing unfair practices, and accepting the super diversity of the population will advance this challenge.

Building bridges within and beyond social work The Grand Challenges for Social Work create an opportunity for social work researchers and practitioners to collaborate widely with each other and with many other fields and disciplines, including health care, law enforcement, education, civil rights, technology, and climate science.

“For young people who are interested in making a big impact in the world, and who care deeply about social justice, these Grand Challenges are going to be very appealing,” said Darla Spence Coffey, PhD, President and CEO of the Council on Social Work Education and a member of the Grand Challenges National Advisory Board.

The UW School of Social Work played a critical role in the development of the Grand Challenges for Social Work initiative. In 2012, the School co-sponsored a conference on Bainbridge Island, Washington, with several national organizations and schools of social work. It was there that Dean Uehara and faculty from the University of Washington proposed the idea of a Grand Challenges effort to capture the public’s imagination, mobilize the profession, and spur breakthroughs in social work science, practice and research.

• Boston University Libraries

Open Access for Social Work Research

• Directories and Indexes
• Subject Guides for Your Research

Open Access (OA) means that full text or dataset of the work deposited is freely accessible to the world via the web. Open Access also democratizes information by ensuring that all in the field and globally have access to the same information instead of it being kept private by publishers or paywalls. 

Things are starting to change which is exciting! Now, 90% of scholarly publishers worldwide now allow some version of the documents they publish to be made available.

This guide lists other open access resources relevant to the field of social work for conducting research.

• Open Social Work : A collaborative project that addresses open education and open access projects and initiatives in social work.
• Unpaywall : Unpaywall finds the kind of articles you'd see in peer-reviewed scholarly journals like Science or PLOS One, plus pre-publication versions of similar work from preprint repositories like arXiv. 

• Next: Directories and Indexes >>
• Last Updated: Sep 16, 2024 2:56 PM
• URL: https://library.bu.edu/c.php?g=1425086

225 Social Work Research Topics For College Students – Ideas for College Students

Social work is an important job that helps improve people’s lives, families, and communities. Research is a key part of social work studies. It allows you to look deeply into social issues, understand different views, and contribute to the growing knowledge in this field. 

Picking the right research topic can be tough. That’s why we’ve made a list of 225 interesting social work research topics. These topics cover many areas, such as child welfare, mental health, addiction, community development, and social justice. 

This list is meant to give you ideas, make you think critically, and provide knowledge to help make a real difference in social work.

Importance of Choosing a Relevant Topic

Table of Contents

Picking a good research topic is super important for a few reasons. First, it makes sure your research fits with current issues and trends in social work. By choosing a topic that deals with challenges happening now or builds on existing knowledge, you can contribute to ongoing talks and help develop effective solutions and rules.

Also, a good topic increases the chances that your research findings will be helpful to social workers, policymakers, and communities. Social work directly impacts people’s lives, and by researching important matters, you can potentially create positive change and inform decision-making.

Furthermore, a well-chosen topic can keep you motivated and involved throughout the research process. When you are truly interested and passionate about the subject, you are more likely to approach the research with enthusiasm and hard work, leading to better results.

It is also important to consider if there are enough resources and data available for your chosen topic. Selecting a topic with plenty of existing writings, reliable data sources, and people to research can make the process smoother and increase the credibility of your findings.

Moreover, a good topic can open up opportunities to collaborate with organizations, agencies, or communities actively working in that area, providing opportunities to apply your research and further explore the subject matter.

Recommended Readings: “ Data Communication And Networking Micro Project Topics: Amazing Guide! “.

Top 225 Social Work Research Topics For College Students

Here is the list of the top 225 social work research topics for college students according to different categories; take a look.

Child Well-being

• How foster care affects child growth
• Adoption and its effect on families
• Ways to prevent child abuse
• Role of social workers in child protection services
• Struggles faced by children in foster care
• Importance of keeping families together
• Impact of parental imprisonment on children
• Strengths of kinship care arrangements
• Role of social workers in addressing child poverty
• Helping strategies for children with special needs

Mental Health

      11. How common is depression in teens, and how to treat it

• If cognitive-behavioral therapy works for anxiety issues
• How trauma impacts mental health
• Social workers’ role in suicide prevention
• Reducing stigma around mental illness
• Culturally appropriate mental health services
• Substance abuse treatment and recovery programs
• Impact of social media on mental health
• Addressing the mental health needs of LGBTQ+ individuals
• If group therapy is effective for mental health conditions

Elderly Care

      21. Challenges faced by caregivers of older adults

• Impact of loneliness on the elderly
• Addressing elder abuse and neglect
• Role of social workers in long-term care facilities
• Promoting independent living for older adults
• End-of-life care and advance directives
• Caring for those with Alzheimer’s and dementia
• Retirement planning and financial security for seniors
• Benefits of intergenerational programs
• Strategies for aging in place

Disability Services

      31. Accessibility and inclusion for disabled individuals

• Job opportunities and challenges for the disabled
• How assistive tech impacts daily living
• Social workers’ role in special education settings
• Advocating for disability rights and awareness
• Housing and community living options for the disabled
• Transition planning for youth with disabilities
• Mental health needs of the disabled
• Inclusive recreation and leisure activities
• Disability and intersectionality (race, gender, economic status)

Substance Abuse

      41. If harm reduction approaches are effective

• Addressing the opioid epidemic
• Social workers’ role in addiction treatment centers
• Relapse prevention strategies
• How substance abuse impacts families
• Culturally responsive substance abuse interventions
• Role of peer support groups in recovery
• Addressing co-occurring substance abuse and mental health issues
• Prevention strategies for teen substance abuse
• Impact of harm reduction policies on public health

Community Development

      51. Strategies for community empowerment and engagement

• Social workers’ role in urban renewal projects
• Addressing food insecurity and food deserts
• Community-based participatory research methods
• Sustainable development and environmental justice
• Promoting social cohesion and inclusion in diverse communities
• Addressing gentrification and displacement
• Social workers’ role in disaster relief and recovery
• Impact of community-based organizations
• Addressing homelessness and housing insecurity

Criminal Justice

      61. If restorative justice practices are effective

• Social Workers’ role in the juvenile justice System
• Prisoner re-entry and reducing repeat offenses
• Impact of incarceration on families and communities
• Addressing racial disparities in criminal justice
• Victim support services and victim-centered approaches
• Diversion programs and alternatives to incarceration
• Needs of incarcerated individuals with mental health issues
• Restorative justice practices in schools
• Impact of criminal records on jobs and housing

Immigration and Refugees

      71. Integration challenges for immigrants and refugees

• Social workers’ role in refugee resettlement programs
• Addressing the needs of undocumented immigrants
• Cultural competence when working with immigrants/refugees
• Impact of immigration policies on families and communities
• Addressing trauma and mental health needs of refugees
• Language barriers and service access for immigrants
• Immigrant and refugee youth: Challenges and opportunities
• Promoting inclusion and combating discrimination
• Social workers’ role in immigration detention centers

Health Care

      81. Addressing health disparities and social factors affecting health

• Social workers’ role in hospitals
• Patient advocacy and navigating healthcare systems
• Chronic illness management and support services
• Addressing the needs of underserved populations in healthcare
• End-of-life care and palliative services
• Mental health needs of healthcare professionals
• Promoting health literacy and patient education
• COVID-19 impact on vulnerable groups
• Telehealth and its implications for social work

School Social Work

      91. Addressing bullying and school violence

• Supporting students with special needs
• Promoting a positive school environment
• How poverty impacts student achievement
• Trauma-informed practices in schools
• Supporting LGBTQ+ students and inclusive environments
• Addressing students’ mental health needs
• Dropout prevention and intervention
• Promoting social-emotional learning in schools
• Collaboration between school social workers and other staff

Human Services

      101. Addressing homelessness and housing insecurity

• Social workers’ role in domestic violence shelters
• Poverty reduction and economic empowerment programs
• Addressing the needs of veterans and families
• Natural disaster impact on vulnerable groups
• Promoting financial literacy and self-sufficiency
• Addressing food insecurity and hunger
• Social workers’ role in crisis intervention and emergencies
• Addressing the needs of the developmentally disabled

Social Policy

      111.     Analyzing the impact of social welfare policies

• Social workers’ role in policy advocacy and lobbying
• Addressing income inequality and wealth gaps
• Evaluating the effectiveness of social programs
• Ethics in Social Policy Development
• Comparing social welfare systems across countries
• Climate change impact on vulnerable groups
• Social workers’ role in sustainable development
• Impact of austerity measures on social services
• Addressing the digital divide and technology access

Human Rights

      121.     Addressing human trafficking and modern slavery

• Social workers’ role in promoting human rights
• Addressing the needs of refugees and displaced persons
• Promoting the rights of indigenous communities
• Addressing gender-based violence and discrimination
• Promoting the rights of LGBTQ+ individuals
• Impact of armed conflicts on civilians
• Promoting children’s rights and protection
• Environmental degradation impact on human rights
• Social workers promoting human rights education

Aging and Elderly Care

      131.     Addressing ageism and promoting positive aging

• Social workers’ role in long-term care facilities
• Promoting aging in place and community services
• Addressing the needs of caregivers for the elderly
• Financial security and retirement planning for seniors
• Addressing loneliness among the elderly
• Promoting intergenerational activities
• Addressing dementia and Alzheimer’s impact
• Promoting advance care planning and end-of-life care

Family and Marriage Counseling

      141.     Addressing domestic violence and partner violence

• Social workers’ role in family/marriage counseling
• Divorce impact on children and families
• Promoting healthy family communication and conflict resolution
• Addressing the needs of blended and non-traditional families
• Promoting positive co-parenting strategies
• Addiction impact on families
• Promoting financial stability for families
• Addressing the needs of military families
• Promoting family resilience and coping

Diversity and Social Justice

      151.     Addressing racial/ethnic disparities in social services

• Promoting cultural competence in social work
• Addressing discrimination and promoting inclusion
• Promoting social justice and human rights
• Addressing the needs of LGBTQ+ individuals and families
• Promoting intersectional approaches to social work
• Addressing systemic oppression and marginalization impact
• Promoting diversity and inclusion in social work education
• Addressing the needs of the disabled
• Anti-racist and anti-oppressive social work

Community Mental Health

      161.     Addressing trauma’s impact on communities

• Social workers’ role in community mental health centers
• Promoting mental health literacy and reducing stigma
• Addressing the mental health needs of specific groups
• Promoting community-based mental health services
• Poverty and social factors impact mental health
• Promoting peer support and self-help for mental health
• Addressing youth and teen mental health needs
• Promoting mental health in schools and education
• COVID-19 impact on community mental health

Addictions and Substance Abuse

      171.     Addressing the opioid crisis and overdose prevention

• Social workers’ role in addiction treatment and recovery
• Promoting harm reduction for substance abuse
• Substance abuse impact on families and communities
• Culturally responsive addiction services
• Co-occurring substance abuse and mental health issues
• Promoting peer support in addiction recovery
• Unique needs of women and substance abuse
• Substance abuse prevention and early intervention
• Impact of cannabis legalization

Social Work with Children & Youth

      181.    Addressing adverse childhood experiences (ACEs)

• Social workers’ role in child welfare and protection
• Promoting positive youth development and resilience
• Addressing the needs of youth in juvenile justice
• Promoting educational success and closing achievement gaps
• Addressing bullying and school violence impact
• Promoting youth empowerment and leadership
• Addressing the needs of LGBTQ+ youth
• Promoting family engagement and support
• Technology and social media impact on youth

Human Behavior & Social Environment

      191.     Poverty and socioeconomic status impact

• Promoting resilience and coping strategies
• Addressing trauma and adverse experiences impact
• Promoting positive identity and self-esteem
• Discrimination and oppression impact
• Promoting social support and community connections
• Environmental factors impact human behavior
• Promoting positive aging and life transitions
• Technology and social media impact
• Promoting cultural competence and humility

Social Work Practice & Ethics

      201.     Addressing ethical dilemmas in practice

• Promoting self-care and preventing burnout
• Social media and technology impact on practice
• Promoting evidence-based practice
• Addressing interdisciplinary collaboration challenges
• Promoting culturally responsive practice
• Addressing vicarious trauma and compassion fatigue
• Social justice and human rights in practice
• COVID-19 impact on social work practice
• Promoting professional development

International Social Work 

      211.     Addressing global poverty and inequality

• Promoting sustainable development & environmental justice
• Armed conflicts and humanitarian crises impact
• Promoting human rights and global social justice
• Promoting community development and empowerment
• Globalization and migration impact
• Cultural competence in international social work
• Promoting international collaboration

Research & Evaluation

      221.     Promoting evidence-based practice

• Developing assessment tools and measures
• Evaluating the effectiveness of interventions
• Challenges in community-based participatory research
• Promoting mixed methods in research

These topics cover a wide range of social work issues, allowing for in-depth exploration and analysis within specific niches.

Tips for Selecting a Research Topic

Picking a topic for research is an important first step. Your topic should be something you truly care about and want to explore deeply. Here are some tips for choosing an engaging and meaningful social work research topic:

Find Areas You Really Like

Make a list of the social issues or groups of people that you are most interested in. Think about personal experiences, volunteer work, internships, or classes that made you curious and want to learn more. Having a real interest will keep you motivated throughout the whole research process.

Look at Current Information

Look through recent journals, books, and reliable websites related to your interests. Note any gaps in knowledge or questions that come up from the existing information. These gaps can point you toward relevant research topics.

Consider Real-World Impact

Choose a topic that has the potential to inform policies, practices, or ways to help that can create positive social change. Research that can be applied in real-world situations is especially valuable in social work.

Make Sure Data Exists

Ensure there is enough data available to support an in-depth study of your chosen topic. This may include access to case studies, survey data, records, or people to participate in your research.

Narrow Your Focus

While social issues are often very broad and complex, a focused research topic is easier to manage and allows for deeper exploration. Narrow your topic to a specific population, geographic area, or part of the larger issue.

Get Input from Others

Talk to professors, professionals in the field, or experienced researchers for their insights and suggestions on potential topics. Their expertise can help you refine your ideas and identify promising areas for research.

Think About Ethics

As a social worker, it’s important to consider the ethical impacts of your research, such as protecting participants’ rights and well-being, addressing potential biases, and being sensitive to cultural differences.

Be Flexible

While it’s important to have a clear research focus, be open to adjusting your topic as you learn more from reading materials or encounter new perspectives during the research process.

Choosing a well-defined and meaningful research topic is the base for producing valuable social work research that can add to knowledge and drive positive change.

Social work covers a wide range of issues and groups of people, making it a rich and diverse area for research. The 225 topics listed here are just a small part of the many important areas ready for exploration. 

From child well-being and mental health to criminal justice and human rights, each topic offers a chance to examine complex societal challenges deeply and contribute to developing impactful solutions. 

As students start their research journeys, they have the potential to uncover new insights, challenge existing ways of thinking, and ultimately improve the lives of individuals, families, and communities. 

With genuine interest, hard work, and a commitment to ethical and rigorous research, social work students can make meaningful contributions that drive positive change in our constantly changing world.

How do I know if a research topic is relevant to social work?

A relevant research topic in social work addresses current societal issues, aligns with the goals of social work practice, and contributes to the advancement of knowledge in the field.

What are some examples of social work research topics related to social justice?

Examples include investigating disparities in access to healthcare, analyzing the impact of systemic racism on marginalized communities, and evaluating policies aimed at promoting social equity.

How can I narrow down a broad research topic in social work?

You can narrow down a broad research topic by focusing on a specific population, geographic location, or aspect of the issue. Conducting a literature review can also help identify gaps and areas for further exploration.

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Types of Social Work

Social workers are found in every facet of community life, including schools, hospitals, mental health clinics, senior centers, elected office, private practices, prisons, military, corporations, and in numerous public and private agencies.

Some social workers help clients who face a disability or a life-threatening disease or a social problem, such as inadequate housing, unemployment, or substance abuse. Social workers also assist families that have serious domestic conflicts, sometimes involving child or spousal abuse.

Some social workers conduct research, advocate for improved services, engage in systems design or are involved in planning or policy development. Many social workers specialize in serving a particular population or working in a specific setting.

Administration and Management

Social work administrators are proactive leaders in public and private agencies that provide services to clients. Many elements of this area of social work practice are common to administration in other organizations. However, administration and management also require knowledge about social policy and the delivery of social services, vision for future planning, an understanding of human behavior, and commitment to social work ethics and values.

Download Administration and Management Social Work infographic (JPG format)

Advocacy & Community Organizing

Advocacy is one of the keystones of social work practice. Social work advocates champion the rights of individuals and communities with the goal of achieving social justice. Community organizing and advocacy work with the power of numbers—many people thinking, working, and acting together—to counterbalance wealthy and powerful groups and the means they have to protect and extend themselves. 

Historically, community organizing and social work were responses to the many forces that created inequality in our society. They remain as necessary and effective as ever today.

Download Advocacy and Community Organization infographic (JPG format)

Social workers link older adults with services that help them live independently and with dignity, thereby maximizing their quality of life and participation in society. Social work with older adults focuses on the physical, psychological, social, and economic aspects of daily living.

Download Aging Social Work infographic (JPG format)

Child Welfare

Child welfare social workers serve some of the most vulnerable children, youths, and families. Social workers specialize in building on the strengths of families and helping them to provide a safe and nurturing environment for children and youths. 

However, when families are unable to do this, social workers must intervene to protect the children from harm. Child welfare social workers ensure that children and youths who have experienced abuse or neglect are supported through a range of services.

Developmental Disabilities

Social workers also help parents of children with developmental disabilities understand their legal rights. They help parents learn to be advocates and find special services that enable their children to be as independent as possible.

Download Developmental Disabilities Social Work infographic (JPG format)

Health Care

Since the early 1900s, professionally trained social workers have helped people deal with personal and social factors that affect health and wellness. Some health care social workers are in direct services and concentrate on individuals, families, and small groups. 

Others work in settings where the focus is on planning, administration, and policy. In the health care setting, social workers may conduct research, develop programs, and administer social work and other departments.

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International Social Work

The functions of social work in international development are diverse. They include direct services in communities, refugee camps, orphanages, hospitals, and schools, as well as supporting the efforts of national governments, intergovernmental organizations, and non-governmental organizations to enhance social well-being.

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• Meet Athena Viscusi, LCSW, of Doctors Without Borders

Justice and Corrections

Social workers who work in justice and corrections can be found in courts, rape crisis centers, police departments, and correctional facilities.

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Mental Health and Clinical Social Work

Clinical social workers are one of the nation’s largest groups of providers of mental health services. They provide mental health services in both urban and rural settings, where they may be the only licensed provider of mental health services available.

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Mental Health and Substance Use Social Work

Social workers help individuals, families, and communities find ways to recover from substance use. They provide a much-needed ecological perspective to treatment that focuses on the client in relation to family and neighborhood environments, community support systems, cultural attitudes, and policies. 

Consequently, social workers trained in treating alcohol, tobacco, and other drug addictions can be found doing case management, group and individual therapy, family counseling, advocacy for jobs and housing needs, community resource development, education, and policy making.

Download Mental Health and Substance Use Social Work infographic (JPG format)

Occupational and Employee Assistance Program (EAP) Social Work

Occupational social workers help organizations re-engineer their structure and methods to improve efficiency, creativity, productivity, and morale. They may also work for a union and be involved in job counseling or organizing.

Download Occupational & Employment Assistance (EAP) Social Work infographic (JPG format)

Policy and Planning

Social workers analyze policies, programs, and regulations to see what is most effective. They identify social problems, study needs and related issues, conduct research, propose legislation, and suggest alternative approaches or new programs. They may foster coalitions of groups with similar interests and develop organizational networks.

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There is a natural progression in the careers of many social workers from activism to leadership. Increasingly social workers are holding elective offices from school boards to city and county governments, from state legislatures all the way to the U.S. House of Representatives and the Senate. Social workers also play leadership roles in local, state and federal agencies.

Download Politics Social Work infographic (JPG format)

Public Welfare

Social work in public welfare entails planning, administering, and financing programs, training and supervising staff, and setting and evaluating standards and criteria for service delivery. Public welfare offers many challenges that require creative thinking and leadership from professional social workers.

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Social workers in research typically tend to be academics with postgraduate degrees in social work. Research provides the framework for effective practice. Although considered an art by some, social work is also a science based on evidence.

Download Social Work Research infographic (JPG format)

School Social Work

School social workers act as the connection for school, home, and community services to help children with emotional, developmental, and educational needs. Most school social workers practice in public and private schools, although a small percentage may work in social services agencies or other service sites such as a preschool program or residential treatment center for children who are emotionally disturbed.

Download School Social Work infographic (JPG format)

Explore the Social Work Profession

The field of social work is as diverse as the individuals, families, and communities we serve. Learn about career options, how to get started, licensing, and more.

Explore social work

Meet NASW Members

We interview NASW members in every issue of Social Work Advocates magazine.

Read stories about NASW members

Social Work Talks

Our guests discuss the rewards and challenges of their social work practice in a wide variety of practice areas.

Listen to Social Work Talks

Helps Starts Here is your source for professional advice, inspiring stories, and a social worker directory.

Visit HelpsStartsHere.org

Social Work

Field education.

Field education is the signature pedagogy used in social work education. The field experience is vital to developing social workers who are dedicated to the profession and its values. In addition to supporting the knowledge, value and skill base for generalist social work practice, the field experience fosters self-evaluation and a commitment to life-long professional growth. While students may gain experience in different settings through service-learning or volunteer experiences, structured field placement(s) in an approved social service agency is integral to social work degrees. In most cases, students will be under the direction of a supervisor in the agency who has earned a degree in social work that is accredited by the Council on Social Work Education in their field placements. 

The field placement is expected to expose students to a structured and supervised direct practice experience, thereby providing a vehicle for: (1) application of theory, integration of knowledge, (2) use of skills which will equip them as beginning generalist social workers, (3) increased self-awareness, and (4) development of professional comportment. In this planned and educationally directed, coordinated, and monitored experience, social work students participate in actual service delivery to client systems through casework, group-work, and/or community organization.

Please note that students do not make field placement arrangements independently of the Field Director. Do not initiate contact with an agency regarding placement without the Field Director's knowledge.

BASW Program Students

BASW students complete a 400 hour field placement, typically in their last semester. To further facilitate this learning experience, students must concurrently enroll in a field seminar class (SW 4340). Eligible students apply  for admission to the field placement (SW 4611)  in the long semester prior to their placement. Following a meeting with the Field Director, students interview with prospective placement agencies as requested. The Field Director negotiates the final placement of students with agencies. More information about BASW field education can be found in the BASW Field Education Manual  BASW field students are responsible for being familiar with all the information covered in this manual.

MSW Program Students

MSW students complete either 900 or 500 hours of field placement (depending on standard or advanced start); the hours are typically completed over a few semesters. Detailed information about MSW field education can be found in the MSW Field Education Manual . MSW field students are responsible for being familiar will all the information covered in this manual.

Field Placement Agencies

Students are usually excited about field experiences and eager to learn about possible options for placements. Placements are available in a variety of different fields of practice and populations. While agencies with current Memorandums of Agreement with the Social Work Program at TTU change from semester to semester, some agencies recently used for placements are listed here.

• Accolade Hospice
• Adult Protective Services
• Bair Foundation
• BCFS' Transition Ctr
• Carpenter's Church
• Catholic Charities
• Child Protective Services
• The Children's Home
• Communities in Schools
• Covenant Behavioral Health
• Foster in Texas
• Hospice of Lubbock
• Lubbock CRTC
• Lubbock Private Defenders
• Lutheran Social Services
• Montford Psychiatric Correctional Facility
• Office of Dispute Resolution
• Project CHAMPS
• Salvation Army
• Senior House Calls
• Silver Star
• Texas Boys Ranch
• Texas Department of State Health Services
• The Ranch at Dove Tree
• Voice of Hope
• Windmill Village

Contact TTU

UTA researcher advocates for sleep education

Wednesday, Sep 18, 2024 • Neph Rivera : contact

As a mental health professional, Christine Spadola has seen the power of sleep firsthand.

“As a practicing psychotherapist, I remember noticing how my clients’ mental health improved when they slept better. I also remember reflecting on how sleep health promotion was not a part of my graduate school training.”

But despite what a good night’s rest can do for both clients and the social workers who serve them, lessons in the benefits of sleep are not part of required social worker curricula, according to Dr. Spadola. It’s a fact that she wants to change.

“It is alarming to see data showing that social work students are not getting enough sleep. One of our goals was to educate social work students on sleep so they can promote sleep health among their clients as well as improve their own sleep habits.”

In new research funded by the American Academy of Sleep Medicine Foundation and published in the journal Social Sciences , a team led by Spadola examined the impact sleep education can have on students personally and professionally. Ninety social work students completed an online course designed to provide education on healthy sleep behaviors; stress the importance of referring clients to a primary care provider or sleep physician when needed; describe the impact sleep health can have on particular groups, such as children, substance-using populations and those experiencing homelessness; and provide evidence-based resources.

On average, participants showed an improvement in sleep knowledge, with more than 95% reporting that the training was helpful for their social work practice. They also demonstrated a significant improvement in their sleep quality after completing the educational module.

Spadola says that research findings like this are helping support the true impact good sleep health can have on a person.

“Research is now indicating a causal relationship between suboptimal sleep and mental health challenges, including depression and anxiety,” she said. “Research is essentially demonstrating how essential sleep is for mental health, and I hope behavioral health training programs start incorporating sleep health into the curricula.”

With additional research and advocacy, Spadola hopes to make sleep health training like this available to the public. She says that findings like these are just the first steps to making a bigger difference.

“We’re learning the importance of sleep, but we still have a long way to go. If social workers and the behavioral health workforce as a whole can help promote that message, it could go a long way to support population and mental health and even be a way to alleviate health disparities.”

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Social Research Methods

• September 2025
• September 2024

1 year full-time, 2 years part-time

Durham City

Course details

The MA in Social Research Methods has been designed to provide a broad-based practical grounding in research methods training across the social sciences with a specific focus on the research practices of a chosen field. You can choose to focus on social policy, criminology or sociology.

The course is one of a suite of methods-based postgraduate degrees delivered across the University. Successful completion provides wide-ranging opportunities for interdisciplinary study which can help you transition into enhanced careers in academia, the public sector, non-governmental organisations, charitable organisations, the business sector and more. Alternatively, it can serve as a stepping-stone into social science research.

You will look at the conceptual and practical underpinnings and implications of research, exploring a range of research techniques and the rationale behind them. The MA Social Research Methods will enable you to develop essential skills in both quantitative and qualitative work and to apply those skills to social research in your chosen field. Some combinations of modules (subject to availability) offer recognised training as part of the Northern Ireland and North East Doctoral Training Partnership.

The Department of Sociology is home to the Centre for Social Justice and Community Action and the Centre for Research into Violence and Abuse. As a student in the Department, your learning will be informed by the ongoing research carried out by experts from the research centres, many of whom are working at the forefront of their field.

Course structure

The course can be studied over 12 months (full-time) or 24 months (part-time).

Core modules:

Interdisciplinary Perspectives and Practices across Social Research introduces contemporary social scientific research from an interdisciplinary perspective. You will explore complex causation and how it is addressed methodologically across different disciplines. The module also introduces design strategies and different disciplinary practices, and considers ethical issues in the conduct of social research, including issues of power and equality.

Quantitative Methods and Analysis develops your knowledge, critical understanding and skills in quantitative data analysis. You will learn how to use statistical techniques for exploration and description of data sets and to make appropriate statistical inferences about associations between social phenomena.

Research Design and Process provides training in research design and an understanding of the research process to prepare you for the MA dissertation/PhD research and careers in social research. You will develop an understanding of how to formulate and design a research project, the ethical, political and organisational issues involved in social research, and the processes and stages involved in planning a research project.

Computational Social Science introduces the methodologies used in the rapidly changing landscape of computational social science, from machine learning and complex network analysis to simulation and visual and textual analysis. The module includes a working knowledge of several of the most widely used methods.

Qualitative Methods and Analysis equips you with the advanced knowledge and skills to understand, conceptualise and critically appraise qualitative social sciences research, including different approaches to research and design, and analysis of qualitative data. This module helps prepare you to carry out your own qualitative research projects.

The 15,000-word Dissertation gives you the opportunity to explore and write about a suitable subject of your choice under the guidance of a supervisor, and to use the techniques developed in the research modules. It enables you to demonstrate your capacity for independent thought, critical thinking and analysis.

Students also take one thematic 30 credit module , which in recent years has included a choice between modules in:

• Social Policy and Society
• Public Sociology: Theory and Practice
• Criminology: Theory and Critical Issues

In addition, students take an optional module from a range of specialist research modules, which in recent years have included:

• Participatory Action Research
• Advanced Ethnographic Research
• Multilevel Modelling
• Simulating Data in R
• Systematic Review
• Health Informatics and Clinical Intelligence

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Teaching is delivered via lectures to introduce key concepts, theories and debates; discussion-based seminars; interactive workshops; and practical sessions enabling you to learn to use computer software packages with support.

Your contact hours will be supplemented by a substantial element of independent learning, including further reading and research. You will have access to a variety of learning resources, including learning spaces in libraries and teaching rooms, computers, databases, journals and a wide range of textbooks.

All teaching staff are available for two allocated hours each week so you can access additional support. You will also be assigned a supervisor for your dissertation who will provide support through a series of individual tutoring meetings, dissertation workshops and forums.

The majority of the MA is assessed through coursework, and this takes a variety of forms depending on the modules studied. Assessment methods include written assignments, statistical/computer-based projects, reports, group and individual presentations and research proposals and analyses. The statistics modules may require you to complete specific analyses with more structured instructions.

The 15,000-word dissertation, carried out under the guidance of a supervisor, makes up one third of your credits.

Entry requirements

Normally a second class honours degree (2:1) or equivalent.

An undergraduate degree in social sciences is desirable but not compulsory and we welcome students with degrees in arts, humanities and science subjects. You should demonstrate clearly why you are interested in this programme in your personal statement.

Additional requirements

When submitting your online application, you will also need to provide:

• Current Transcript and Certificate (if possible)

English language requirements

Fees and funding

The tuition fees for 2025/26 academic year have not yet been finalised, they will be displayed here once approved.

The tuition fees shown are for one complete academic year of study, are set according to the academic year of entry, and remain the same throughout the duration of the programme for that cohort (unless otherwise stated) .

Please also check costs for colleges and accommodation .

Scholarships and Bursaries

We are committed to supporting the best students irrespective of financial circumstances and are delighted to offer a range of funding opportunities. 

Career opportunities

Department information.

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