It seems so easy to say that the focus of research in social work should be on building theory from practice. In one simple sentence we have linked and integrated these three major professional activities. Yet, like most endeavours in social work, if not life, it is easy to say, but not so easy to do. Take some of the common experiences with which most of us are familiar. Practitioners complain that the idea of research intimidates them. Researchers complain that practice is not evidence-based.

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... Students complain that textbook theory is too abstract, and that they learn most from field practice. Educators complain that students are more interested in being lectured to by current practitioners, rather than academics whose knowledge is seen to derive from books or research. We all have beefs against each other, in a profession in which it seems as if separate worlds vie for privilege and recognition. So how does this situation come about? Why the separation of, and competition between, the worlds of practice, research and theory? I want to begin my paper today by taking a critical look at some of the reasons we have found it difficult to integrate practice, research and theory in social work. I am going to be deliberately controversial, because I am hoping that by confronting some of our dearly held assumptions, structures and behaviours, we might begin to see a new way ahead. Perhaps, in locating these sticking points, we might begin to reformulate our thinking and practices so that research, theory and practice are integrated in the social work endeavour.