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The social work profession continues to diminish its own economic value through its curricular and practical detachment from creativity. Since the profession’s inception, the combined practices of business, education, and social services was used to create social work’s first innovation through creativity, Hull House; the first settlement house in Chicago.

The profession has strayed away from its creative roots, and has struggled to develop new research and innovations. As the emerging complexities of society intensify the need for radical and incremental solutions, it is imperative that future social workers practice, learn and apply their creativity to address such issues. The profession has yet to examine the economic impact creativity has when integrated into social work curriculums.

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This research will provide the initial knowledge and foundation for future research to deepen the social work community’s knowledge and understanding on the economic impact creativity has in social work curriculums. Future research will also increase the available amount of quantitative and qualitative findings on social work, creativity, and new attitudes and impacts on its relationship.

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The purpose of this research is to identify if an economic impact on students exists when creativity is integrated into social work curriculums compared to students in the traditional curriculum without creativity. The research findings will present if an economic impact exists, the level of impact, and the type of impact.

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Business: an organization engaged in the manufacturing, economic activities of goods, or provision of services to consumers in exchange for monetary gains.
Economics: a social science that analyzes the production, consumption and allocation of goods and services.
Education: the facilitated process of teaching and learning to acquire knowledge.
Creativity: the practice of generating radical and incremental ideas.
Innovation: the implementation of an idea that improves an existing process, product or service.
Social Work: an academic discipline, and practice-based helping profession that promotes social development, equality, and change with individuals, families, groups, and communities.

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The practice and promotion of creativity in businesses has been studied by psychologists for many years. The amount of available empirical studies and literature is vast. Additionally, such findings continue to point the economic value creativity brings to companies compared to those without support for it. However, literature for both education and social work severely lacks research on the integration of creativity into its industry. In the case for social work, practices and techniques remain stagnant and limits its own opportunity to adapt in technological advancements in society, and globalized economic trends. As a result, new research to examine the impact integrating creativity into social work curriculums for future practitioners should be considered to continue the advancement of the social work profession.

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What impact does learning creativity have on social work students’ attitudes towards their education, income, and occupation?

What impact does learning creativity have on social work students’ attitudes towards their direct practice and the overall social work profession?

What impact does learning creativity have on social work students’ attitudes towards their experience, and recommendation for future students in the new curriculum?

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A social work curriculum that integrates creativity is needed to eliminate the barriers social workers will experience when providing direct service to clients, and organizations. Without the integration of creativity into social work curriculums, our profession will not advance its social purpose and capabilities, and its economic value in a global and digitizing society.

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In an ever-changing world where socio-political and psycho-economic variables and events influence the delivery of human services, the necessity for social workers to integrate their creativity into macro-constructs and systems is imperative. With related sub-professions in social work such as military social work, school social work, and clinical social work, practitioners innovate the social work profession into specializations for specific populations and needs. Through this, new specialized social workers can be trained and employed, and available research on specific populations and needs can increase. However, regardless of specialization, on-going challenges that the profession addresses include stigmas on identity, controversial nature of legislation, prevalence of mental illnesses, and growing disparity between the rich and poor.

Despite historical practices of advocacy, empowerment, and treatment continuing to combat these challenges, the need to discover new methods and practices is critical. To foster the sustainable generation of radical and incremental ideas, colleges and universities should integrate the available knowledge on creativity into social work curriculums.

Students will be able to advance their creative development in lieu of their social work practice to produce effective solutions and services for compromised individuals, families, groups, and communities. Beyond their ability to enhance their practice and outcomes, this research study examines the economic impact creativity has when integrated into social work curriculums.

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Introduction and Brief Overview: Voice Thread

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Introduction and Brief Overview: Voice Thread

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Stock Investor & Community Partnerships Associate

Ed.D, Creativity and Innovation Student in Drexel University

EDUC 815
Winter Term '17
swc52@drexel.edu