The purpose of this chapter is to describe and illustrate methods that generate theory and knowledge about problems, policy and practice in social work. In describing methods that generate theory and knowledge, I will present examples of methods that social workers apply in social work. These examples will demonstrate methods that contribute to understanding social issues (problems), provide direction for social change (policy, programs, and interventions), and contribute to the process and outcome evaluations of interventions. I intend to highlight knowledge and theory that I believe direct practitioners, program developers, and policy makers find useful, and I will point out the characteristics of studies that make translation to the field difficult if not impossible. Occasionally I use examples from allied disciplines, but for the most part the examples are from social work.

In addition, I will address other methods that generate knowledge besides formal research methods. These methods include the collective wisdom of practitioners and the testimony and knowledge claims of person involved in social movements, including knowledge that the International Federation of Social Workers calls indigenous (IFSW, 2008). Some researchers and policy makers believe that these are not legitimate sources of knowledge because they do not adhere to their idea of what constitutes knowledge and science. From a pragmatic point of view, these sources of knowledge are a major and inextricable part of social work practice and therefore any review of methods for theory and knowledge building would be incomplete if they are ignored.

Besides common sense and pragmatism, the rationale for the inclusion of these diverse sources of knowledge as contributors to social work knowledge base is the view that the evidence base of practice is composed of four cornerstones. These cornerstones are research and theory, practice wisdom, service users’ perspectives, and practitioners personal experiences and personal and professional values (Gilgun, 2005c). The ideas of reflective practice are infused in this understanding of evidence-based practice. The implications of this definition of evidence-based practice are only at their beginning stages of exploration. This present chapter is a step in that direction.