Contributing to Research: Why It Matters to Me as a Social Worker, Educator, and Speaker
Recently, I had the honor of publishing a peer-reviewed article examining how mental health concepts are taught and discussed in undergraduate social work education. The article explores the degree to which mental health is integrated into undergraduate social work curricula and what that means for the preparation of future practitioners entering the field. At its core, the research asks an important question: Are we truly preparing social work students to understand, recognize, and respond to mental health concerns in the communities they will serve?
Publishing this work, in part, signifies the importance of and my commitment to contributing to research. Research isn’t just something academics do in a quiet office somewhere (although that would be nice). When done well, it shapes classrooms, informs clinical practice, strengthens policy, and improves lives holistically. As a social worker, professor, and professional speaker who facilitates workshops on mental health, ethics, identity, and professional sustainability, research is how I stay grounded in the work and accountable to the communities I serve.
My Relationship with Conducting Research
I will unashamedly admit that I have not always appreciated the role of conducting research. As an undergraduate and graduate social work student, my heart was set on becoming a clinician. While I respected the role of research, I was definitely more aligned with research-informed practice than practice-informed research. It was not until I was introduced to qualitative research in my doctoral program that my passion for conducting research unfolded.
Qualitative research, finding meaning in the subjectivity of lived experience, allows for complexity, nuance, and deeper insight that cannot be fully demonstrated by numbers (and no, this is not a dig on quantitative research; for everything there is time and place). My social justice orientation felt a perfect harmony with qualitative research. My evocative autoethnographic dissertation on achievement was life-changing for me and cleared the way to the grounded theory research I am currently conducting on how Black women conceptualize and make meaning of achievement.
The research I conduct not only informs the continuing education and professional development workshops I facilitate, but it also informs my pedagogy, which is why I am so proud of my most recent publication.
How Research Shapes Every Workshop I Facilitate
People sometimes assume that workshop facilitations or keynote talks simply share personal insights or professional stories. While I include personal and professional insights in every presentation to build connections and bring concepts to life, I can confidently say that every workshop I offer starts with research. Whether I’m facilitating sessions on burnout, rest, and sustainability among helping professionals, achievement and critical self-reflection among high achievers, or ethical decision-making in social work, I spend time reviewing literature, identifying emerging themes, and examining current scholarship.
Engaging in research-informed practice helps me to stay credible, challenge the status quo, and connect research to real life. When I am working with clinicians, agency leaders, executives, and high-performing professionals, my goal is to advance knowledge, not reiterate basic concepts. Staying abreast with evidence-based research that reflects current thinking in the field allows me to help participants see concepts from a new perspective. Additionally, research (especially qualitative research) pushes us to rethink long-held assumptions about workplace culture, mental health support, or professional boundaries by naming phenomena that we often experience but go widely unnoticed or unspoken (which is why I have dedicated my continuing education courses to share new perspectives on often overlooked and underdiscussed topics). Ultimately, my professional development workshops on mental health and workplace wellbeing resonate with audiences because they’re grounded in scholarship but delivered with relatability.
Paying It Forward: Research With My Students
Now that I’ve gotten significantly off focus from discussing my most recent publication, let’s circle back so I can share what also makes this publication so special: it is my first publication with one of my students!
The coauthor and I began conducting this research during her sophomore year as an undergraduate social work student. I recruited her at the end of her freshman year and, for the next two years, we conducted the literature review, built the survey instrument, distributed the survey, analyzed results, and presented the findings in state and national conferences. We submitted the article for publication by the time she graduated with her Bachelor of Social Work degree.
While I am so proud of my (now former) student and all that she accomplished (because let’s admit it, a peer-reviewed publication is no easy feat), this is also a full-circle moment for me because it was my graduate research professor who gave me my start in academia. I mentioned earlier that as an undergraduate and graduate social work student, I had very limited interest in conducting research. In my final year as a graduate student, my research professor gave me an opportunity that was not offered to many other students. Not without hesitation, I eventually accepted the offer, which led to post-graduate research and receiving my first invitation to teach in higher education. Initially, I said no but, spoiler alert, three months later I said yes. Fast forward ten years and an invitation to teach full-time (to which I also initially declined), I am now a tenured social work professor at a PWI (primarily white institution).
We never know where the research journey may take us, but one invitation from a professor who saw something in me changed the trajectory of my life. I’m not saying that I necessarily have the power to do the same, but who is to say I won’t? Research has changed my life; why shouldn’t it change others?
Final thoughts and Call to Action
As an educator and reformed researcher, I can attest that research shouldn’t feel like something reserved for senior scholars or people with decades of experience. Students deserve opportunities to see themselves as knowledge producers, too, because they are. Research is not just about publishing articles. It’s about mentoring the next generation of thinkers, practitioners, and leaders who will continue pushing the field forward.
Social work is a practice profession, but it is also an intellectual discipline. As social workers, we are called to engage in practice-informed research and research-informed practice. When practitioners contribute to research, our practice becomes more informed, our teaching becomes more relevant, and our policies become more inclusive. If we truly want better outcomes for the people we serve, we have to keep asking better questions, searching for honest answers, and sharing results in tangible ways with those most impacted.
If you are a social worker, educator, or helping professional, I want to encourage you to stay curious. Read research. Question assumptions. Collaborate with colleagues. Mentor students who are interested in exploring new ideas. And if your organization is looking for workshops or keynote speaking on mental health, ethics, or professional sustainability, I would love to partner with you. My trainings translate research into practical tools that professionals can immediately apply in their work. You can book your free consultation here. I look forward to connecting!
Frequently Asked Questions
Why is research important in social work?
Research helps social workers make informed decisions about interventions, policies, and professional practices. It strengthens the evidence base for the field and ensures that services are grounded in data rather than assumptions.
Do practitioners need to conduct research to contribute to the field?
Not necessarily. Practitioners can contribute by engaging with research, applying evidence-based practices, participating in studies, or collaborating with academic researchers.
How does research improve professional development workshops?
Research ensures that workshop content reflects current knowledge and best practices. When facilitators integrate scholarship into trainings, participants receive information that is both credible and applicable.
Can students participate in research projects?
Absolutely! Involving students in research helps them develop critical thinking skills, understand the research process, and build confidence as emerging professionals.
How can organizations bring research-informed training to their teams?
Organizations can partner with professional speakers and workshop facilitators who integrate research into their training programs. This approach ensures that professional development is both engaging and grounded in evidence.
