Photovoice As a Tool for Evaluating a Trauma Focused Certificate Program through the Eyes of MSW Students

Background and Purpose:

Few social work educators have utilized photovoice methodology as a tool for evaluating MSW courses and programs. The use of photovoice, an innovative participatory action research methodology, gives individuals the opportunity to explore and define for themselves, through photography and narration, the everyday reality of their lives and their perceptions about the world. Limited research exists that explores the viewpoint of MSW students regarding specific components of course work or educational programs that promote learning and educational development.

This paper helps to address this gap in the literature by exploring perceptions of MSW students enrolled in a Graduate Certificate program with a Trauma-Informed Care focus, known as the NKU-Child, Adolescent, and Transition-age (CAT) Youth Program. MSW students identified key program components that promoted learning and professional development through the lens of photovoice. MSW students participated in a gallery showing to promote dialogue among faculty, administrators, and staff regarding their experiences in the CAT Program.

Methods:

Photovoice methodology was employed in this study. MSW were given cameras and asked to capture photographs of CAT Program components that were most useful. A total of nine focus groups were conducted with thirty-three students enrolled in the CAT Program Participants discussed their photographs with the researcher during an audio-recorded interview. Each interview was transcribed verbatim. Constant comparative analysis was employed to analyze the data. Qualitative analysis software Nvivo9 was utilized to assist in data reduction and for the generation of themes across the data. 

Findings:

Data analysis revealed several effective components to the CAT Program, including the overall program curriculum, seminar speakers and trainings, financial support provided to the MSW students, peer and faculty support, and field placement. Many of the MSW students captured pictures of materials used within the curriculum, revealing the many skills they have gained over the course of the program. The majority of the students also expressed an appreciation for the supportive environment of the program nurtured by the faculty and staff members involved, as well as the support from their peers.  The data analysis also revealed how certain aspects of the CAT Program provided the MSW students with great encouragement and influenced their personal growth. With regards to this component, one MSW student took a picture of their resume, stating, “The CAT Program helped enhance my resume.”

Conclusion and Implications:

The use of photovoice with MSW students offered unique perspectives through photography and allowed for expression of feelings and experiences within the CAT program. The analyses yielded important information about specific program components that promoted professional learning and development for the MSW students. For example, students captured pictures of textbooks and other reading materials used within their CAT Program elective courses, pictures of various guest speakers and trainers that exposed a number of interdisciplinary topics related to trauma with the CAT population, and pictures presenting the positive and productive environment of their field placements and how they can apply their experiences to trauma-informed care within their future careers as practitioners.