Hugh McLaughlin – författare

Hugh McLaughlin is Professor of Social Work and Head of Faculty Research Degrees at Manchester Metropolitan University, UK. He has written and edited a range of books on social work practice and research.Barbra Teater taught on Social Work courses at the University of Bath and University of Bristol, UK, before assuming her current position as Professor of Social Work, MSW Program Director at the College of Staten Island, City University of New York, USA. She is the bestselling author of An Introduction to Social Work Theories and Practice 2nd edition (2014) and Contemporary Social Work Practice (2014).

Providing a user-friendly introduction to Social Work research, this textbook will demystify the most important concepts and show why it is important to embrace evidence-informed practice (EIP). In the face of complex and demanding work, it is crucial not to focus solely on the concept of evidence-based practice but to make use of all the evidence at your disposal and allow this evidence to inform your decisions. This book champions the integration of service user and carer knowledge, along with practitioners’ wisdom and the best research evidence to make a difference for service users.Containing helpful examples of how to apply EIP to practice encounters, as well as a range of further reading and activities to help you to critically reflect on your experience, this book explores how EIP can be used to enhance your effectiveness as a Social Work practitioner, professional and social scientist.Chapters in this textbook explore themes and skills you will need to consider and develop in your practice, including:• Identifying, assessing, and critiquing difference types of ‘evidence’ • Understanding what constitutes research knowledge• Ethical issues in practice and research• Implementation of evidence-informed practice and evaluating your practice• Interprofessional practice and creating evidence-informed culturesWritten by experts in the field, this text is essential reading for all Social Work students and qualified practitioners.

This book forms part of the Social Work Skills in Practice series. The series focuses on key social work skills required for working with children and adult service users, families and carers. The books offer both theoretical and evidence-informed knowledge, alongside the application of skills relevant for day-to-day social work practice.  They are an invaluable resource for pre-qualifying students, newly-qualified social workers, academics teaching and researching in the field, as well as social work practitioners, including practice educators, pursuing continuous professional development.

'This book is an excellent introduction to the subject for social work students and social workers. It sets out in a very accessible style the ways in which social workers can develop understanding of key features of, and practical ways to make use of, Evidence-Informed Practice, within a real appreciation of the social work role and its values. I would advise all social work students and social workers to read it.'Professor Brian Littlechild PhD, Research Lead, Department of Nursing and Social Work, University of Hertfordshire, UK

Hugh McLaughlin is Professor of Social Work and Head of Faculty Research Degrees at Manchester Metropolitan University, UK. He has written and edited a range of books on social work practice and research.Barbra Teater taught on Social Work courses at the University of Bath and University of Bristol, UK, before assuming her current position as Professor of Social Work, MSW Program Director at the College of Staten Island, City University of New York, USA. She is the bestselling author of An Introduction to Social Work Theories and Practice 2nd edition (2014) and Contemporary Social Work Practice (2014).

Providing a user-friendly introduction to Social Work research, this textbook will demystify the most important concepts and show why it is important to embrace evidence-informed practice (EIP). In the face of complex and demanding work, it is crucial not to focus solely on the concept of evidence-based practice but to make use of all the evidence at your disposal and allow this evidence to inform your decisions. This book champions the integration of service user and carer knowledge, along with practitioners’ wisdom and the best research evidence to make a difference for service users.Containing helpful examples of how to apply EIP to practice encounters, as well as a range of further reading and activities to help you to critically reflect on your experience, this book explores how EIP can be used to enhance your effectiveness as a Social Work practitioner, professional and social scientist.Chapters in this textbook explore themes and skills you will need to consider and develop in your practice, including:• Identifying, assessing, and critiquing difference types of ‘evidence’ • Understanding what constitutes research knowledge• Ethical issues in practice and research• Implementation of evidence-informed practice and evaluating your practice• Interprofessional practice and creating evidence-informed culturesWritten by experts in the field, this text is essential reading for all Social Work students and qualified practitioners.

This book forms part of the Social Work Skills in Practice series. The series focuses on key social work skills required for working with children and adult service users, families and carers. The books offer both theoretical and evidence-informed knowledge, alongside the application of skills relevant for day-to-day social work practice.  They are an invaluable resource for pre-qualifying students, newly-qualified social workers, academics teaching and researching in the field, as well as social work practitioners, including practice educators, pursuing continuous professional development.

''This book is an excellent introduction to the subject for social work students and social workers. It sets out in a very accessible style the ways in which social workers can develop understanding of key features of, and practical ways to make use of, Evidence-Informed Practice, within a real appreciation of the social work role and its values. I would advise all social work students and social workers to read it.''Professor Brian Littlechild PhD, Research Lead, Department of Nursing and Social Work, University of Hertfordshire, UK

Worldwide, there has been a growth in service user involvement in education and research in recent years. This handbook is the first book which identifies what is happening in different regions of the world to provide different countries and client groups with the opportunity to learn from each other.

The book is divided into five sections: Section One examines service user involvement in context exploring theoretical issues which underpin service user involvement. In Section Two we focus on the state of service user involvement in human services education and research across the globe including examples of innovative practice, but also identifying examples of where it is not happening and why. Section Three offers more detailed examination of such involvement in a wide range of professional education learning settings. Section Four focuses on the involvement of service users in research involving a wide range of service user groups and situations. Lastly, Section Five explores future challenges for education and research to ensure involvement remains meaningful.

The book includes forty-eight chapters, including seventeen case-studies, from all regions of the world, this is the first book to both highlight the subject’s methodological and theoretical issues and give practical examples in education and research for those wishing to engage in this field.

It will be of interest to all service users, scholars and students of social work, nursing, occupational therapy, and other human service subjects.

Worldwide, there has been a growth in service user involvement in education and research in recent years. This handbook is the first book which identifies what is happening in different regions of the world to provide different countries and client groups with the opportunity to learn from each other.

The book is divided into five sections: Section One examines service user involvement in context exploring theoretical issues which underpin service user involvement. In Section Two we focus on the state of service user involvement in human services education and research across the globe including examples of innovative practice, but also identifying examples of where it is not happening and why. Section Three offers more detailed examination of such involvement in a wide range of professional education learning settings. Section Four focuses on the involvement of service users in research involving a wide range of service user groups and situations. Lastly, Section Five explores future challenges for education and research to ensure involvement remains meaningful.

The book includes forty-eight chapters, including seventeen case-studies, from all regions of the world, this is the first book to both highlight the subject’s methodological and theoretical issues and give practical examples in education and research for those wishing to engage in this field.

It will be of interest to all service users, scholars and students of social work, nursing, occupational therapy, and other human service subjects.

In the second edition of this highly regarded book, Hugh McLaughlin shows how a research-minded perspective and an appreciation of evidence-based practice can lead students to achieve the highest level of individual and collective social work practice.

Topics covered include:

- How to assess, appraise and apply research

- The philosophy of research

- Improving the use of research in practice

- Interdisciplinary contributions to social work and social work research

Providing reflexive questions, practice examples and suggested reading throughout, this book is essential reading for all undergraduate students of social work. It will also be valuable reading for postgraduates and qualified social workers wishing to consolidate their understanding of social work research.

In 2006, Social Work Education produced the first special edition (vol. 25, no. 4) on service user and carer involvement in social work education, with all of the articles coming from the United Kingdom. In 2015, a mixed group of service users and social work academics wondered how, and if, the field had moved on since 2006. This publication confirms that it has.

Since 2006, service user and carer involvement in social work education has become embedded internationally – this book contains contributions from Australia, Israel, Italy, Norway, Slovenia, the Republic of Ireland and Sweden, as well as all four nations of the United Kingdom. Many of the contributions are jointly written with service users and carers, highlighting the innovative practices which challenge social work academics, students, social workers and managers to think how we can all benefit from learning with, and from, service users and carers. This book ably demonstrates that service users and carers can be effectively involved in social work curriculum planning, delivery, assessment and management. This is not to say that these issues are not without their tension, challenges or struggles, but working with these helps to ensure that the social workers and managers of the future can practice more effectively, meeting service user and carer priorities and needs.

The chapters in this book were originally published as a double special issue of Social Work Education.

In 2006, Social Work Education produced the first special edition (vol. 25, no. 4) on service user and carer involvement in social work education, with all of the articles coming from the United Kingdom. In 2015, a mixed group of service users and social work academics wondered how, and if, the field had moved on since 2006. This publication confirms that it has.

Since 2006, service user and carer involvement in social work education has become embedded internationally – this book contains contributions from Australia, Israel, Italy, Norway, Slovenia, the Republic of Ireland and Sweden, as well as all four nations of the United Kingdom. Many of the contributions are jointly written with service users and carers, highlighting the innovative practices which challenge social work academics, students, social workers and managers to think how we can all benefit from learning with, and from, service users and carers. This book ably demonstrates that service users and carers can be effectively involved in social work curriculum planning, delivery, assessment and management. This is not to say that these issues are not without their tension, challenges or struggles, but working with these helps to ensure that the social workers and managers of the future can practice more effectively, meeting service user and carer priorities and needs.

The chapters in this book were originally published as a double special issue of Social Work Education.

It is the first text to analyze the involvement of service users from the conception of a research idea to the finish of the project. The author critically considers why service users even bother getting involved, and goes on to explore ethical issues, covering key topics such as:

- the practice of service-user research; research conception, recruitment, training, development of research tools, data collection, analysis, writing up, dissemination and endings

- barriers to involvement and the limitations of service-user research, with

practical advice on how these can be addressed

- both sameness and difference in relation to involving young people in

research

- alternative futures for involving service users in research.

Using reflexive questions and practical examples to challenge the reader to consider his/her own position in relation to these issues, this book should occupy a central place on the shelves of all undergraduate health and social welfare students. It is also crucial reading for those studying postgraduate professional qualifications and research methods, and for practitioner researchers and policy staff considering the best ways of undertaking meaningful service user involvement.

In the second edition of this highly regarded book, Hugh McLaughlin shows how a research-minded perspective and an appreciation of evidence-based practice can lead students to achieve the highest level of individual and collective social work practice.

Topics covered include:

- How to assess, appraise and apply research

- The philosophy of research

- Improving the use of research in practice

- Interdisciplinary contributions to social work and social work research

Providing reflexive questions, practice examples and suggested reading throughout, this book is essential reading for all undergraduate students of social work. It will also be valuable reading for postgraduates and qualified social workers wishing to consolidate their understanding of social work research.

It is the first text to analyze the involvement of service users from the conception of a research idea to the finish of the project. The author critically considers why service users even bother getting involved, and goes on to explore ethical issues, covering key topics such as:

- the practice of service-user research; research conception, recruitment, training, development of research tools, data collection, analysis, writing up, dissemination and endings

- barriers to involvement and the limitations of service-user research, with

practical advice on how these can be addressed

- both sameness and difference in relation to involving young people in

research

- alternative futures for involving service users in research.

Using reflexive questions and practical examples to challenge the reader to consider his/her own position in relation to these issues, this book should occupy a central place on the shelves of all undergraduate health and social welfare students. It is also crucial reading for those studying postgraduate professional qualifications and research methods, and for practitioner researchers and policy staff considering the best ways of undertaking meaningful service user involvement.