From Anxiety to Engagement: Transforming Social Work Research Education

초록

In this study, we explore the transformation of social work students from experiencing research anxiety to active engagement in research conducted within a mandatory course at a leading Canadian university. Traditionally, many social workers have perceived a distinct divide between practical social work and academic research, often viewing research methodologies as intimidating and unrelated to their professional responsibilities. The course was reformatted to help students view research as integral to effective social work and consider themselves as potential researchers. Grounded in critical pedagogy, disability justice, trauma-informed education, and anti-oppressive frameworks, this manuscript draws from detailed reflections on teaching strategies and extensive student feedback to propose ten principles aimed at fostering research-informed competencies among social work undergraduate students. These principles are designed to cultivate curiosity, mastery, and enjoyment in research, making this approach beneficial to social work students and anyone experiencing educational anxiety or resistance. This manuscript underscores the importance of transforming educational strategies to help students develop competencies that enhance their professional abilities and personal confidence in tackling new and challenging learning areas.

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