Lance believes that loving and guileless relationships are at the heart of social justice and human flourishing. His lifelong professional quest is to embody this philosophy in his teaching and scholarship. Lance enjoys helping students find their strengths to discover the importance of their contribution to social work. In his research, he is seeking to understand educational, training, and supervisory processes that strengthen student and practitioner competency in clinical practice with families and couples. His research also consists of understanding the developmental need of marginalized families.
Peterson, L. T., Roberson, J. Love , N. (2023). An ethical framework for simulation-based pedagogy: A strengths-based, anti-oppressive, and intersectional approach. Social Work Education. https://doi-org.ezproxy.stthomas.edu/10.1080/02615479.2023.2270622
Peterson, L. T., Gricus, M. (2022). A qualitative exploratory study of family inclusion in Assertive Community Treatment: Challenges and possibilities. Families in Society: A Journal of Contemporary Social Services , Online First. https://doi.org/10.1177/10443894221074670
Peterson, L. T., & Lundquist, M. (2021). Competency as outcome and process through transformative learning experiences. Journal of Teaching in Social Work, 41(4), 373-388. https://doi.org/10.1080/08841233.2021.1946234
Peterson, L. T., Murphy, K., Grandt, S., & Vizina Roubal, J., (2019). Noticing and attending to relational process: A dialogical analysis of MSW student competency development in relational therapy. Social Work Education, 16, 1-17. https://doi.org/10.1080/02615479.2019.1700224
Peterson, L. T. (2018). Becoming competent to teach competence: Learning and teaching relational process. Reflections: Narratives of Professional Helping, 24(3), 17-27. https://reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections/article/view/1638