What brings me here? Integrating Evidence-Based and Critical-Reflective Approaches in Social Work Education

Margaret Pack

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    This article discusses some of the key debates in the literature about the benefits of practice-based research in the teaching of counselors and family therapists. The author proposes that practice-based research embedded activities places the emphasis back on the “critical” in critical reflection in counselor and family therapy education by evoking reflection on practice. Whilst the two approaches (practice-based research and critical reflection) are often considered as deriving from differing knowledge bases and epistemologies, the author argues that a synthesis between practice-based research and critical reflective paradigms is needed in counselor and family therapy education to bridge the divide between research and practice in day to day practice in a variety of contexts and organizational settings. Two examples are used to illustrate how practice-based research in teaching can inform critical reflection among undergraduate counseling and family therapy students. The implications are discussed with a rationale for a wider use of practice-based research methods including alternative research paradigms such as co-research and auto-ethnography, alongside critical reflective approaches.
    Original languageEnglish
    Pages (from-to)65-78
    Number of pages14
    JournalJournal of Systemic Therapies
    Volume32
    Issue number4
    DOIs
    Publication statusPublished - Dec 2013

    Fingerprint

    social work
    evidence
    education
    family therapy
    counselor
    paradigm
    Teaching
    epistemology
    therapist
    ethnography
    research method
    counseling
    student

    Cite this

    @article{67effebc38af45668414aa02991d64cc,
    title = "What brings me here? Integrating Evidence-Based and Critical-Reflective Approaches in Social Work Education",
    abstract = "This article discusses some of the key debates in the literature about the benefits of practice-based research in the teaching of counselors and family therapists. The author proposes that practice-based research embedded activities places the emphasis back on the “critical” in critical reflection in counselor and family therapy education by evoking reflection on practice. Whilst the two approaches (practice-based research and critical reflection) are often considered as deriving from differing knowledge bases and epistemologies, the author argues that a synthesis between practice-based research and critical reflective paradigms is needed in counselor and family therapy education to bridge the divide between research and practice in day to day practice in a variety of contexts and organizational settings. Two examples are used to illustrate how practice-based research in teaching can inform critical reflection among undergraduate counseling and family therapy students. The implications are discussed with a rationale for a wider use of practice-based research methods including alternative research paradigms such as co-research and auto-ethnography, alongside critical reflective approaches.",
    author = "Margaret Pack",
    year = "2013",
    month = "12",
    doi = "10.1521/jsyt.2013.32.4.65",
    language = "English",
    volume = "32",
    pages = "65--78",
    journal = "Journal of Systemic Therapies",
    issn = "1195-4396",
    publisher = "Guilford Publications",
    number = "4",

    }

    What brings me here? Integrating Evidence-Based and Critical-Reflective Approaches in Social Work Education. / Pack, Margaret.

    In: Journal of Systemic Therapies, Vol. 32, No. 4, 12.2013, p. 65-78.

    Research output: Contribution to journalArticleResearchpeer-review

    TY - JOUR

    T1 - What brings me here? Integrating Evidence-Based and Critical-Reflective Approaches in Social Work Education

    AU - Pack, Margaret

    PY - 2013/12

    Y1 - 2013/12

    N2 - This article discusses some of the key debates in the literature about the benefits of practice-based research in the teaching of counselors and family therapists. The author proposes that practice-based research embedded activities places the emphasis back on the “critical” in critical reflection in counselor and family therapy education by evoking reflection on practice. Whilst the two approaches (practice-based research and critical reflection) are often considered as deriving from differing knowledge bases and epistemologies, the author argues that a synthesis between practice-based research and critical reflective paradigms is needed in counselor and family therapy education to bridge the divide between research and practice in day to day practice in a variety of contexts and organizational settings. Two examples are used to illustrate how practice-based research in teaching can inform critical reflection among undergraduate counseling and family therapy students. The implications are discussed with a rationale for a wider use of practice-based research methods including alternative research paradigms such as co-research and auto-ethnography, alongside critical reflective approaches.

    AB - This article discusses some of the key debates in the literature about the benefits of practice-based research in the teaching of counselors and family therapists. The author proposes that practice-based research embedded activities places the emphasis back on the “critical” in critical reflection in counselor and family therapy education by evoking reflection on practice. Whilst the two approaches (practice-based research and critical reflection) are often considered as deriving from differing knowledge bases and epistemologies, the author argues that a synthesis between practice-based research and critical reflective paradigms is needed in counselor and family therapy education to bridge the divide between research and practice in day to day practice in a variety of contexts and organizational settings. Two examples are used to illustrate how practice-based research in teaching can inform critical reflection among undergraduate counseling and family therapy students. The implications are discussed with a rationale for a wider use of practice-based research methods including alternative research paradigms such as co-research and auto-ethnography, alongside critical reflective approaches.

    U2 - 10.1521/jsyt.2013.32.4.65

    DO - 10.1521/jsyt.2013.32.4.65

    M3 - Article

    VL - 32

    SP - 65

    EP - 78

    JO - Journal of Systemic Therapies

    JF - Journal of Systemic Therapies

    SN - 1195-4396

    IS - 4

    ER -