Discusison Post and responses Applied Methods

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School

Walden University *

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6301

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Sociology

Date

Jan 9, 2024

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WAYS OF KNOWING This course is ultimately about acquiring knowledge that can be applied to practice. As a social work professional, how do you know what you know? It can be difficult to pinpoint, particularly if you have years of experience in a given field. You might gather knowledge from a supervisor or a more seasoned colleague, from what has happened in the past, from intuition, or from logic, among other sources. All of these ways of knowing can inform the decisions and actions of a social work professional and feed into evidence- based practice (EBP). What EBP demands also, though, is “evidence,” meaning the documented findings of scientific research studies. In this Discussion, you explore different ways of knowing and their relationship to EBP in social work. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES To prepare:  Review the Learning Resources introducing the research process and evidence-based practice.  Consider the many ways of knowing and determine which way(s) you rely on most in your personal or professional life. BY DAY 4 Describe two different ways of knowing. Which of these do you rely on and why? Provide an example. Then, describe the danger of professionals relying on just one way of knowing. What might be a consequence of this reliance? BY DAY 6

Respond to two colleagues by explaining how their identified ways of knowing contribute to evidence-based practice (EBP). Also explain how EBP supported by science aligns with the NASW Code of Ethics values. Response: This week's literature highlighted the multiple and diverse ways knowledge is defined, gained, and applied in social work. Furthermore, social workers can utilize the various knowledge constructs in an interconnected and diverse population we work with daily. The population of individuals we interact with is wider than the micro, mezzo, and macro levels of interactions that social workers deal with in daily operations. In the ever-changing and complex nature of the social work practice, literature is an ever-changing and expanding domain. Social workers can utilize Prescriptive Knowledge to assist the patient and their clients in better well-being and functioning. Prescriptive knowledge, as highlighted by the text, allows social workers to know what is happening in the current moment or situation (Descriptive Knowledge) and can be correlated with the work that will probably be in the near or upcoming future ( Preceptive Knowledge) (Yegidis et al., 2018) . P erceptive knowledge is essential to social work because social workers often need to understand the client's preferences in treatment and outcomes. Still, it also allows social workers to understand that treatment or interventions that may have a high likelihood of success also allow for eliminating the less favorable treatment or outcome. According to the text, Perspective knowledge is an effective way for social workers to use their knowledge of current and future results to develop intervention styles and promote changes that will help the client. (Yegidis et al. 2018). For social workers to understand knowledge, we must often utilize a sense of logic . Social workers have to use logic in multiple different aspects of their job. According to the text, the social norm for this word would be "just makes sense" or "things are self-evident and logical" (Yegidis et al., 2018, p. 8). In social work practice, there are many examples in which logic was not often the best choice. These often lead to errors with some implications and not the most beneficial outcomes for clients. One illustration of societal standards would be the S cared Straight Program. While the principality in the structure of the Scared Straight program, on the whole, was "logical and common sense" oratory, there was clear evidence showing that it was not "logically" able to turn youths into better citizens. There are substantial issues with this program. There was not a basis for utilizing this program. Fear should not be a tactic to teach children to behave better, as shown in a study back in 1979 on progress in behavior modification.

(Ollendick et al., 1979) When I took a criminology class in my undergrad, we discussed the ethics and impact of this program. I do not nor will I ever believe that this is an effective means of teaching children not to commit crimes. Overall, I think there are different avenues in which you can teach children not to commit criminal misconduct. Obviously, not only was it traumatizing for children, but substantial evidence shows that it was highly ineffective for children to be yelled at and screamed at by prisoners. Studies like " Scared Straight and Other Juvenile Awareness Programs for Preventing Juvenile Delinquency: A Systematic Review" in 2013 showed that the program was more harmful than good to patients and clients. (Petrosino et al., 2013). Social workers must also be able to take knowledge through authority. Social workers can often have a multimodal team or multifaceted team of professionals. These professionals can include hospital staff (e.g., psychiatrists, physicians) but also through the law (i.e., police, judges). For social workers, relying on authority figures or people with more experience can benefit the client. In my life, authority and tradition are two critical fundamental aspects. To be good at what I do, I need consistency and stability in the traditions afforded to me by the state of Minnesota and the job I hold in the hospital network. It kept me in the authority of the ethical committees I work on daily. The communities I work in are not only steeped in traditional history when it comes to care for patients, community, and personal care but also my understanding of empathy. In my life, I enjoy practicing what I preach regarding mental health advocacy and interpersonal communication growth, along with personal identification with oneself. I have become more knowledgeable about my life as I've gotten older. Social work allows me to practice more traditional and interpersonal communication methods. I am the facilitator of my path. The authority of the mentors who have guided me to advocate for the traditional values and morals I have steadfastly believed in my youth have guided me on my adult journey. Knowledge can lead to multiple benefits and, with that, some significant downfalls. According to the weak readings, knowledge can lead to many different issues. In social work practice, knowledge can lead to one often misleading patients into improper diagnoses, maladaptive treatment plans, and, therefore, higher recidivism in their outcomes. Patients can also lack knowledge in diagnosis, SES, and other maladaptive outcomes for those involved in the misinformative intervention cycle. For illustration, this week's reading, knowledge of authority, can often mistakenly conclude that it must be true if someone started. This can often lead to incongruent testimonies, assumptions, and, more importantly, implicit biases. These implicit biases can lead to substantial issues with treatments for patients. These biases can often present themselves in the social worker not having the drive to get more experience due to their limited knowledge or perhaps a tendency to

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misconstrue wishful thinking of the patient's outcome to their interpretation of the reality in which the patient comes to be apart of in their situational placements in life. For more examples, incorrect application of knowledge can lead to stereotypical or stereotyping of individuals and clients. For example, a social club member who has never worked in an inpatient psychiatric ward may believe or tend to have a biopsy that individuals with mental health illnesses are violent and can't care for themself. Due to this notion, they might not be willing to work with this particular type of population or restrict themselves from doing so. A social worker might decline to work with this population instead of reaching out and becoming more educated on the topic. Resource:  Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). Pearson.  Tomas H. Ollendick (1979). Fear Reduction Techniques with Children, Progress in Behavior Modification, Volume 8.  Petrosino, A., Turpin‐Petrosino, C., Hollis‐Peel, M. E., & Lavenberg, J. G. (2013). Scared straight and other juvenile awareness programs for preventing juvenile delinquency: A systematic review. Campbell Systematic Reviews , 9 (1), 1–55. https://doi.org/10.4073/csr.2013.5 Reply Responses:

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