Building bridges through Building bridges through researchresearch

Making connections between Making connections between ‘theory’ and ‘practice’, ‘the ‘theory’ and ‘practice’, ‘the

academy’ and ‘the field’academy’ and ‘the field’JSWEC 9-11 July 2008, Homerton College, Cambridge, UKJSWEC 9-11 July 2008, Homerton College, Cambridge, UK

PresenterPresenter

Heather D’Cruz, BSW, MSW, PhD, Visiting Leverhulme Heather D’Cruz, BSW, MSW, PhD, Visiting Leverhulme Fellow at Salford University, Institute for Health and Social Fellow at Salford University, Institute for Health and Social Care Research (November 2007-July 2008), and Senior Care Research (November 2007-July 2008), and Senior Lecturer in Social Work, Deakin University, Victoria, Lecturer in Social Work, Deakin University, Victoria, AustraliaAustralia

I acknowledge my collaborators: Philip Gillingham, I acknowledge my collaborators: Philip Gillingham, Sebastian Melendez, and participating practitioners from Sebastian Melendez, and participating practitioners from Glastonbury Child and Family Services, MacKillop Family Glastonbury Child and Family Services, MacKillop Family Services and the Department for Human Services, Services and the Department for Human Services, Geelong, Victoria, Australia who are unable to be here Geelong, Victoria, Australia who are unable to be here today.today.

Aims of this presentation (1)Aims of this presentation (1)

To present unanticipated benefits of a To present unanticipated benefits of a research project beyond those directly research project beyond those directly associated with the research aims.associated with the research aims.

Aims of this presentation (2)Aims of this presentation (2)

To demonstrate the place of research in To demonstrate the place of research in practice, the generation of knowledge for practice, the generation of knowledge for practice through relationships between practice through relationships between researchers and practitioners, and the ways researchers and practitioners, and the ways in which new knowledge and perspectives in which new knowledge and perspectives can become new practices.can become new practices.

Aims of this presentation (3)Aims of this presentation (3)

To discuss how collaborative research To discuss how collaborative research processes and emphasis on dialogue processes and emphasis on dialogue facilitated building bridges between ‘theory’ facilitated building bridges between ‘theory’ and ‘practice’, and ‘the academy’ and ‘the and ‘practice’, and ‘the academy’ and ‘the field’.field’.

Background (1)Background (1)

apparent conceptual and practical apparent conceptual and practical boundaries between ‘theory’ and ‘practice’.boundaries between ‘theory’ and ‘practice’.

implicit distinctions that associate ‘theory’ implicit distinctions that associate ‘theory’ with ‘the academy’, and ‘practice’ with ‘the with ‘the academy’, and ‘practice’ with ‘the field’.field’.

Background (2)Background (2)

ongoing scholarly work to investigate the ongoing scholarly work to investigate the ways in which these boundaries may be ways in which these boundaries may be crossed to achieve ‘more effective practice’ crossed to achieve ‘more effective practice’ and ‘more relevant theory’, andand ‘more relevant theory’, and

constructive relationships between social constructive relationships between social workers in different spaces constituted as workers in different spaces constituted as ‘the academy’ and ‘the field’ ‘the academy’ and ‘the field’ (eg Fook 1996, 1999, 2000; (eg Fook 1996, 1999, 2000;

Camilleri 1996, 1999; Gould 2004; Healy, 2005; Wenger 2008).Camilleri 1996, 1999; Gould 2004; Healy, 2005; Wenger 2008).

This presentation …This presentation …

… … discusses a collaborative research discusses a collaborative research project involving ‘practitioners’ in child and project involving ‘practitioners’ in child and family welfare and child protection in family welfare and child protection in Geelong, Victoria, Australia, and Geelong, Victoria, Australia, and ‘academics’ from Deakin University, ‘academics’ from Deakin University, Geelong, Victoria, Australia.Geelong, Victoria, Australia.

Research AimsResearch Aims

to explore an alternative child protection to explore an alternative child protection practice repertoire by investigating with practice repertoire by investigating with practitioners, the appropriateness of practitioners, the appropriateness of engaging with concepts from social engaging with concepts from social constructionism within risk assessment constructionism within risk assessment frameworks.frameworks.

Building Bridges: Process (1)Building Bridges: Process (1)

Methodology: theory, ethics and methodMethodology: theory, ethics and method Knowledge/powerKnowledge/power Interpretive and situated meaning Interpretive and situated meaning (D’Cruz et al. (D’Cruz et al.

2004, 2007, in press)2004, 2007, in press)

Collaborative practice Collaborative practice (D’Cruz and Gillingham 2005)(D’Cruz and Gillingham 2005)

Dialogue as method Dialogue as method (D’Cruz et al. 2005, in press)(D’Cruz et al. 2005, in press)

Building Bridges: Process (2)Building Bridges: Process (2)

5 focus groups in a workshop format – first 5 focus groups in a workshop format – first and fifth half-day, second, third and fourth, and fifth half-day, second, third and fourth, full-day.full-day.

The second, third and fourth workshops The second, third and fourth workshops explored the three dimensions of the explored the three dimensions of the alternative approach: (1) theories of alternative approach: (1) theories of knowledge and power, (2) professional knowledge and power, (2) professional roles, and (3) practice skills, respectively.roles, and (3) practice skills, respectively.

Building Bridges: Process (3)Building Bridges: Process (3)

Materials sent out as reading/preparation: Materials sent out as reading/preparation: The definitions, semi-structured questions The definitions, semi-structured questions and related readings were mailed to and related readings were mailed to participants before each workshop to allow participants before each workshop to allow them time to consider and critically engage them time to consider and critically engage with the materials.with the materials.

Building Bridges: Process (4)Building Bridges: Process (4)

Dialogue during the workshops – use of Dialogue during the workshops – use of electronic white board or transparencies electronic white board or transparencies which could be written on during discussions which could be written on during discussions and displayed, plus note-taking.and displayed, plus note-taking.

Building Bridges: Outcomes (1)Building Bridges: Outcomes (1)

Conference involvement (Conference involvement (D’Cruz, Gillingham, Christoe and D’Cruz, Gillingham, Christoe and

Cuff 2002)Cuff 2002) – presentation included video of – presentation included video of participants. DVD of entire presentation for participants. DVD of entire presentation for all research participants.all research participants.

Reports on research process and outcomes at Reports on research process and outcomes at the completion of each year the completion of each year (D’Cruz and collaborators, (D’Cruz and collaborators,

2002, 2003)2002, 2003)

Building Bridges: Outcomes (2)Building Bridges: Outcomes (2)

Practice development forum (2004 - 2006 Practice development forum (2004 - 2006 inclusive)inclusive)

Reports on the process and outcomes of the Reports on the process and outcomes of the practice development forum at the end of practice development forum at the end of each year each year (D’Cruz and collaborators (2005, 2006)(D’Cruz and collaborators (2005, 2006)

Building Bridges: Outcomes (3)Building Bridges: Outcomes (3)

Publications and questions of ‘collaboration’ Publications and questions of ‘collaboration’ between the ‘academy’ and the ‘field’between the ‘academy’ and the ‘field’

Different imperatives (outcomes and Different imperatives (outcomes and processes)processes)

Differences in communication: ‘writing’ and Differences in communication: ‘writing’ and ‘talking’‘talking’

Identity, location and knowledge-workIdentity, location and knowledge-work

ReflectionsReflections

What does ‘collaboration’ mean?What does ‘collaboration’ mean? How to maintain relationships between ‘the How to maintain relationships between ‘the

academy’ and ‘the field’ with little or no academy’ and ‘the field’ with little or no resourcing and within different imperatives?resourcing and within different imperatives?

How to maintain relationships, processes How to maintain relationships, processes and structures when contexts and people and structures when contexts and people change?change?

ConclusionsConclusions

This presentation has critically engaged with This presentation has critically engaged with unanticipated outcomes of research beyond unanticipated outcomes of research beyond the expected aims including ‘collaborative’ the expected aims including ‘collaborative’ processes and relationships between ‘the processes and relationships between ‘the academy’ and ‘the field’ in a small Australian academy’ and ‘the field’ in a small Australian regional town.regional town.

Any questions?Any questions?

References (1)References (1) Camilleri, P. (1996) (Re)constructing Social Work : Exploring Social Work Through Text and Talk,

Avebury, Aldershot Camilleri, P. (1999) ‘Social work and its search for meaning: Theories, narratives and practices’, in

Pease, B. and Fook, J. (eds), Transforming Social Work Practice: Post-modern Critical Perspectives, St Leonards, Australia, Allen and Unwin, pp. 25–39

D’Cruz, H., Gillingham, P. and Melendez, S. (in press) ‘Exploring the possibilities of an expanded practice repertoire in child protection: an alternative conceptual approach’, Journal of Social Work (accepted 12 December 2007)

D’Cruz, H., Gillingham, P. and Melendez, S. (2007) ‘Reflexivity: A concept and its meanings for practitioners working with children and families, Critical Social Work, vol. 8, no. 1, http://www.uwindsor.ca/units/socialwork/critical.nsf/main/457F1A98E8E26324852573720061C3DB?OpenDocument

D’Cruz, H. (2006) in collaboration with representatives from the Department of Human Services, Barwon-South Western Region, Glastonbury Child and Family Services, and Mackillop Family Services and Bethany Community Support, Practice Development Forum end-of-project report 2005, Deakin University, Geelong, Victoria, Australia

References (2)References (2) D’Cruz, H. (2005) in collaboration with representatives from the Department of Human Services,

Barwon-SouthBarwon-South Western Region, Glastonbury Child and Family Services, and Mackillop Family Services and Bethany Community Support, Practice Development Forum end-of-project report, 2004, Deakin University, Geelong, Victoria, Australia

D’Cruz, H. and Gillingham, P. (2005) ‘“Building Bridges”: A Case Study of a Collaborative Research Process’, Journal of Progressive Human Services, vol. 16, no. 1, pp. 51-80

D’Cruz, H., Gillingham, P. and Melendez, S. (2004) ‘Exploring the Possibilities of an Expanded Practice Repertoire in Child Protection: An Overview of Outcomes of a Collaborative Study’, Global Social Work: Reclaiming Civil Society, Joint Conference of the International Federation of Social Workers and the International Association of Schools of Social Work, Adelaide, South Australia, 2-5 October, 2004

D’Cruz, H. (2003) in collaboration with representatives from the Department of Human Services, Barwon-South Western Region, Glastonbury Child and Family Services, and Mackillop Family Services, Research on Developing a Practice-Generated Approach to Policy Implementation: End of Project Report, Deakin University, Geelong, Victoria, Australia

D’Cruz, H., Gillingham, P., Christoe, D., and Cuff, C. (2002) ‘Building Bridges: a case study of collaborative research between “the academy” and “industry”, “government” and “non government”, “theory” and “practice” and other yet unknown possibilities’, Working Across Borders, Joint AASWWE/AASW (WA) Conference, 29 September - 2 October 2002, Perth, Western Australia

References (3)References (3) D’Cruz, H. (2002) in collaboration with representatives from the Department of Human Services,

Barwon-SouthBarwon-South Western Region, Glastonbury Child and Family Services, and Mackillop Family Services, Research on Developing a Practice-Generated Approach to Policy Implementation: End of Project Report, Deakin University, Geelong, Victoria, Australia

Fook, J. (ed.) (1996) The Reflective Researcher, St Leonards, Australia, Allen and Unwin Fook, J. (1999) ‘Critical reflectivity in education and practice’, in Pease, B. and Fook, J. (eds),

Transforming Social Work Practice: Postmodern Critical Perspectives, St Leonards, Australia, Allen and Unwin, pp. 195–208

Fook, J. (2000) ‘Deconstructing and constructing professional expertise’, in Fawcett, B., Featherstone, B., Fook, J. and Rossiter, A. (eds), Practice and Research in Social Work, London, Routledge

Gould, N. (2004) ‘Qualitative research and social work: The methodological repertoire in a practice-oriented discipline’, in Lovelock, R., Lyons, K. and Powell, J. (eds) Reflecting on Social Work – Discipline and Profession, Ashgate: Aldershot, UK, pp. 130-144

Healy, K. (2005) Social Work Theories in Context: Creating Frameworks for Practice, Palgrave MacMillan: Basingstoke

Wenger, E. (2008) ‘Communities of practice: a social discipline of learning’, Keynote Speech 1 to the 8th International PEPE Conference, Practical Learning: achieving excellence in the human services, Edinburgh International Conference Centre, Edinburgh, Scotland, 23 – 25 January 2008