Abstract
In reviewing the research engagement and impact literature with colleagues, I found that publications to date have focused mainly on descriptions of assessment tools, templates and frameworks as well as reported impact case studies. There has not been so much focus on the values and competencies necessary for effective and emotionally safe engagement; yet this is one of the most important aspects of the work of a social researcher seeking to make a real impact through research. Researchers are dealing with increasingly complex and sensitive problems such as the ones explored in this book. It is one thing to have a theoretical framework to guide practice but quite another thing altogether to know how to put the framework into practice. Effective practice depends on having the competencies and capabilities to engage with people, work to their and your own strengths and share your findings and experiences with people who will help to enable or facilitate wider change. This chapter brings together the lessons from the various chapters of the book to present a strengths-based engagement and impact framework to guide practice, highlight the underpinning qualities and competencies required by researchers and suggest training packages to foster such competencies.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Bibliography
Banerjee, P., & Puri, A. (2018). Enhancing health and transforming lives through optimism attitude model (OAM): Panacea in 21st century. London: The Academy of Business and Retail Management. Retrieved December 2, 2018, from https://search-proquest-com.elibrary.jcu.edu.au/docview/2089762146?accountid=16285.
Crum, A. J., Leibowitz, K. A., & Verghese, A. (2017). Making mindset matter. British Medical Journal, 356, j674. Retrieved December 4, 2018, from https://www.bmj.com/content/356/bmj.j674.
Finniss, D. G., Kaptchuk, T. J., Miller, F., & Benedetti, F. (2010). Placebo effects: Biological, clinical and ethical advances. Lancet, 375(9715), 686. Retrieved December 6, 2018, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2832199/.
Foundation for Young Australians. (2017). The New Work Mindset. 7 new job clusters to help young people navigate the new work order. Report. Retrieved December 14, 2018, from https://www.fya.org.au/wp-content/uploads/2016/11/The-New-Work-Mindset.pdf.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218.
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1–53. Retrieved December 14, 2018, from http://peplab.web.unc.edu/files/2018/11/fredricskonAESP2013.pdf.
Geia, L. K., Hayes, B., & Usher, K. (2011). A strengths based approach to Australian Aboriginal childrearing practices is the answer to better outcomes in Aboriginal family and child health. Collegian, 18(3), 99–100.
Hammond, W. (2010). Principles of strength-based practice. Resiliency Initiatives, 12(2), 1–7. Retrieved December 9, 2018, from http://www.ayscbc.org/Principles%20of%20Strength-2.pdf.
Heyeres, M., Tsey, K., Yang, Y., Yan, L., & Jiang, H. (2018). The characteristics and reporting quality of research impact case studies: A systematic review. Evaluation and Program Planning, 73, 10–23. https://doi.org/10.1016/j.evalprogplan.2018.11.002.
Kinchin, I., McCalman, J., Bainbridge, R., Tsey, K., & Watkin Lui, F. (2017). Does Indigenous health research have impact? A systematic review of reviews. International Journal for Equity in Health, 16. https://doi.org/10.1186/s12939-017-0548-4.
Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29(6), 891–909. Retrieved December 14, 2018, from https://www.sciencedirect.com/science/article/pii/S0140197106000479.
Peters, G. B. (2017). What is so wicked about wicked problems? A conceptual analysis and research program. Policy and Society, 36(3), 385–396.
Prince, J., Jeffrey, N., Baird, L., Kingsburra, S., & Tipiloura, B. (2018). Stories from community: How suicide rates fell in two Indigenous communities. Canberra: Aboriginal & Torres Strait Islander Healing Foundation.
Richie, B. (2018). Challenges incarcerated women face as they return to their communities: Findings from life history interviews. In D. Hatton & A. Fisher (Eds.) Women prisoners and health justice: Perspectives, issues and advocacy for an international hidden population. (pp. 23–44). Florida: CRC Press.
Tsey, K., Lui, S. M. (Carrie), Heyeres, M., Yan, L., & Pryce, J. (2018). Developing soft skills: Exploring the feasibility of an Australian well-being program for health managers and leaders in Timor-Leste. SAGE Open, 8(4), 1–13. https://doi.org/10.1177/2158244018811404.
Tsey, K., Patterson, D., Whiteside, M., Baird, L., Baird, B., & Tsey, K. (2004). A microanalysis of a participatory action research process with a rural Aboriginal men’s health group. Australian Journal of Primary Health, 10(1), 64–71. Retrieved December 12, 2018, from http://www.publish.csiro.au/py/PY04009.
Tugade, M. M., Fredrickson, B. L., & Feldman Barrett, L. (2004). Psychological resilience and positive emotional granularity: Examining the benefits of positive emotions on coping and health. Journal of Personality, 72(6), 1161–1190.
Wardale, D. (2013). Towards a model of effective group facilitation. Leadership & Organization Development Journal, 34(2), 112–129. Retrieved December 12, 2018, from https://www-emeraldinsight-com.elibrary.jcu.edu.au/doi/full/10.1108/01437731311321896.
Whiteside, M., Bould, E., Tsey, K., Venville, A., Cadet-James, Y., & Morris, M. E. (2017). Promoting twenty-first-century student competencies: A wellbeing approach. Australian Social Work, 70(3), 324–336. https://doi.org/10.1080/0312407X.2016.1263351.
Wilkinson, M. (2012). The secrets of facilitation: The SMART guide to getting results with groups. New York: John Wiley & Sons. Retrieved December 12, 2018, from https://ebookcentral.proquest.com/lib/jcu/detail.action?docID=234198.
Yan, L., Yinghong, Y., Lui, S. M., Whiteside, M., & Tsey, K. (2018). Teaching “soft skills” to university students in China: The feasibility of an Australian approach. Educational Studies, 1–17. https://doi.org/10.1080/03055698.2018.1446328.
Zuchowski, I., Miles, D., Gair, S., & Tsey, K. (2019). Social work research with industry: A systematic literature review of engagement and impact. The British Journal of Social Work, 1–26. https://doi.org/10.1093/bjsw/bcz015.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Tsey, K. (2019). Conclusion: A Strengths-Based Framework for Research Engagement and Impact. In: Working on Wicked Problems. Adis, Cham. https://doi.org/10.1007/978-3-030-22325-0_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-22325-0_11
Published:
Publisher Name: Adis, Cham
Print ISBN: 978-3-030-22323-6
Online ISBN: 978-3-030-22325-0
eBook Packages: MedicineMedicine (R0)