Integrating Visual Thinking Strategies in Social Work Education: Opportunities for the Future?

Abstract

Pedagogy associated with engaging with the arts in social work education is a developing area of exploration and research. This conceptual article explores the potential use of Visual Thinking Strategies (VTS), which is a methodology where students look at artwork and discuss with peers. It draws on some existing literature on visual thinking or a similar pedagogical approach to stimulate thought and debate on the use of the methodology in contemporary social work education. The links discovered between VTS, critical inquiry and visual literacy highlight the relevance, and the potential of this methodology to contribute to student learning outcomes in direct practice social work courses through connecting skills-based competency with cognitive processes, such as critical inquiry and creativity. Engaging social work students in VTS can advance skills in observing, processing and communicating reasoning to peers in situations of ambiguity, which are critical for assessment and decision making in their future professional practice. There is a potential for students to engage with VTS in inter-professional education with medical, nursing and allied health students to facilitate communication and collaborative problem-solving. The article identifies the need for research to evaluate the use of VTS in the context of art-based pedagogies in social work.