Research Methods in Social Work, Lecture notes of Social Work

Download Research Methods in Social Work and more Lecture notes Social Work in PDF only on Docsity! SW 400W – Research Methods in Social Work README2! MODULE 3 The Proposal’s Methods LEARNING TASKS & GOALS This semester we discovered that “observation” is fundamental to empirical processes as modeled in the wheel of science, the scientific method, and the generalist intervention model. Indeed, early social workers used structured observation in their work like Ms. Anna I. Grosser and the Children’s Bureau who developed the “Baby Thermometer” to measure national infant mortality rates. This pioneering work led to policy changes (SW 460!) and an eventual 24% drop in rates nationwide. We learned that observation is the first step on the inductive side of the wheel of science; and the last step in deduction. We learned that theories are borne of observation and developed inductively; and that once created theories are used deductively to develop testable hypotheses that guide measurement, observation, and analyses. But perhaps most importantly, we studied how structured scientific observation is the foundation for evidence-based generalist social work practice and human service programming. So it is only fitting that Module 3 covers the science behind careful, methodological (i.e., “scientific”) observation as practiced by social workers for over a century. WS #3 - Basic Concepts This 5-page worksheet lays foundation for Module 3 work. This series introduces you to many research concepts and processes that arguably are at the core of both research and evidence-based practice. To assist you, I divide these core concepts into five sections: (a) variables, their measurement, and instrumentation; (b) research sampling; (c) research designs; and (d) research ethics. My aim is to orient you to these important terms and prepare you to make the complex, yet crucial methodological decisions practitioners face when planning their research strategy in professional practice. WS #3A – Variables & Instrumentation This 5-page worksheet series introduces you to concepts, variables, measurement, and instrumentation. Specifically, you will explore: (a) how researchers carefully choose concepts and their measures (e.g., variable choices); (b) how researchers go about measuring them (their eventual operationalization); and (c) how researchers build actual data collection instruments for their projects. WS #3B – The Project’s Sampling Method This worksheet helps you apply concepts learned in WS #3A above as you develop your proposal’s sampling strategy in order to develop a viable study group. Here your work is in the context of either a program evaluation or practice assessment, but I will have more to day here later. This is social work research in action!!! MODULE 3 – README2! Page 2 WS #3C - The Project’s Design Similarly, this worksheet helps you apply an assigned research design to answer one of your research questions from Module 1. The idea is to help you learn to discuss this design intelligently, and explain how it would generate actual data on a study sample if you were to actually implement this research project. And it is from these collected data that researchers would eventually test hypotheses created in Module 2 in order to answer program or practice research questions (Ropes #1 or 2). WS #3D – The Project’s Ethics Compliance Review This final worksheet concludes your proposal by guiding you through an ethics review of your planned research to ensure that it protects client participants on several levels. Summary As before, to complete Module #3 you will consult our text, various reference and source materials, and the web to gather facts and viewpoints. These tasks require that you locate, analyze, synthesize, evaluate, and cite appropriately primary/secondary print and electronic source materials. As you write Module 3 assignments, always use complete sentences and attend to writing fundamentals (syntax, diction, grammar, punctuation, spelling, organizational, flow, wordiness, technical voice). I want you to again use your peer editing buddy, the MSUM Write Site (if required), and me prior to my review. Preparing to write WA #3… WS #3-Basic Concepts Variables and their Measurement 1. Now let’s start to apply our new knowledge. First, two major terms in this last Module that are related are “concepts” and “variables.” Please define each and discuss how their relationship. Recommended content: o Adequately defines each concepts individually; and o Adequately discusses how they are related in research. 2. Another two major terms are “independent” and “dependent” variables, and their connection comes partly from causality. Please define each and discuss their association. Recommended content: o Adequately defines each concepts individually; and o Adequately discusses how they are related in research. 3. Still another two major and highly related terms are “operationalization” and “operational definitions.” Please define each and discuss how they are related. Recommended content: o Adequately defines each concepts individually; and o Adequately discusses how they are related in research. 4. Based on your studies thus far, what is measurement, and how does it relate to operational definitions? Indeed they too are related but can you explain why? Recommended content: o Adequately defines each term individually; and o Adequately discusses how they are related in research. MODULE 3 – README2! Page 5 16. What do we mean by non-probability sampling? What makes certain sampling methods non-probable? What specific non-probable sampling strategies does Royse present? And under what circumstances would we use non-probability samples? Recommended content: o Adequately defines the term; o Adequately discusses why certain sampling methods are “non-probable;” o Provides an adequate overview of each type that Royse provides in his text; and o Adequately discusses situations when we might use each. 17. What do we mean by probability sampling? What makes certain sampling methods probable? What specific probable sampling strategies does Royse present? And under what circumstances would we want to use probability samples? Recommended content: o Adequately defines the term; o Adequately discusses why certain sampling methods are “probable;” o Provides an adequate overview of each type that Royse provides in his text; and o Adequately discusses situations when we might use each. Research Designs 18. We have used this term routinely this semester! Indeed, I began this Module overview with the concept, and even presented an example of social workers practicing scientific observation at the turn of the 20th Century! So, discuss the term “observation.” What does it mean to you? 19. What does Royse say about the general notion of “research design?” What is its role in the wheel of science? And what is its role in the scientific method? Recommended content: a. Adequately defines the term; b. Adequately discusses its role in both directions of the wheel of science (i.e., inductive & deductive); and c. Provides an adequate overview of its role in the scientific method. 20. I remember when my daughters Annie and Sara were wee tots, we would play for hours taking things from one box and stacking them very neatly into another for absolutely no reason other than to have “fun!” And it occurred to me that this exercise might help here. If designs were all placed together in one big box, and we had nothing else to do with our time, we could take them out one at a time and put them in one of two smaller containers. And these containers could be labeled: qualitative container and quantitative container. This way we could better understand each design relative to the others in the same box. Moreover, we could compare these same designs to those in the other container. So let’s start by differentiating between the two boxes of designs. What are some specific designs in each box? What is unique to each box of designs? And how do the designs in one box differ from those in the other? And under what research conditions might we use specific designs from each box? Recommended content: a. Adequately defines qualitative and quantitative designs; b. Adequately discusses how each type is similar and different; and c. Adequately illustrates situations when each could be used in research. 21. Now let’s do the same thing over, but only slightly differently. Here we will take the designs from our main box, and move them one at a time to one of three smaller containers labeled: exploratory container, descriptive container, and explanatory container. Now let’s differentiate between the 3 boxes. What are some specific MODULE 3 – README2! Page 6 designs in each box? What is unique to each box of designs? How do the designs in each box differ from those in other boxes? And in what research conditions might we use some specific methods in each box? Recommended content: a. Adequately defines exploratory, descriptive, and explanatory designs; b. Adequately discusses how each type is similar and different; and c. Adequately illustrates situations when each could be used in research. 22. Now then, what are single subject/systems designs (SSD)? When do we use them? What research question (Rope?) do they answer? What type of data do they produce? What are some specific examples of SSD? Recommended content: a. Adequately defines SSD designs; b. Adequately provides/explains Royse’s examples; and c. Adequately illustrates situations when each could be used in research. 23. What are pre-experimental group comparison designs? What are some specific design types? When would we use this type of design? Recommended content: a. Adequately defines pre-experimental group comparison designs; b. Adequately provides/explains Royse’s examples; and c. Adequately illustrates situations when each could be used in research. 24. What are quasi-experimental designs? What are some specific design types? When would we use this design? Recommended content: a. Adequately defines quasi-experimental designs; b. Adequately provides/explains Royse’s examples; and c. Adequately illustrates situations when each could be used in research. 25. What are experimental designs? What are some specific design types? When would we use this type of design? Recommended content: a. Adequately defines experimental designs; b. Adequately provides/explains Royse’s examples; and c. Adequately illustrates situations when each could be used in research. Research Ethics 26. After reading Royse, explain in your own words the history of research ethics internationally and here in the U.S. Be sure to include significant events and discuss their impact on the evolution of research ethics. Recommended content: a. Adequately presents international history of research ethics; and b. Adequately presents U.S. history of research ethics. 27. Explain what Royse means by ethical guidelines. Discuss their role in social work research. 28. Now discuss the specific guidelines that Royse notes in the context of social work research. Recommended content: a. Adequately discusses each of the four guidelines. MODULE 3 – README2! Page 7 29. As you answer this question please be sure that your response goes beyond just defining each (deception, denial of treatment, and compensation) to include how they relate to research ethics. Recommended content: a. Adequately defines and discusses deception in research; b. Adequately defines and discusses denial of treatment in research; and c. Adequately defines and discusses compensation in research. 30. Please do the same for research with vulnerable populations. First define the concept then explain ethical issues inherent in conducting research with such groups. Recommended content: a. Adequately provides examples of vulnerable populations; b. Adequately discusses why identified groups are considered “vulnerable;” and c. Adequately discusses ethical requirements when conducting research with vulnerable populations. 31. This is a reiteration of your answers to a similar question in WS#1A. I asked you to review the NASW Code of Ethics in WS#1A as it pertains to research so that you would be prepared to provide reviews of ethical issues in subsequent WSs. And I now ask that you do this again here so that you can see the contextual relevance of the NASW Code of Ethics to social work research, and your specific project. 32. What is an IRB? What is their history? Who uses them? What is their process? What is their role in research? Recommended content: a. Adequately discusses the purpose of an IRB; b. Adequately discusses the history of IRBs. c. Adequately explains who typically uses/benefits from them; d. Adequately explains the IRB process; and e. Adequately explains the role of IRBs in research. WS #3A-1- Data Collection Instrument Example 33. REMEMBER DON’T FREAK: We are not actually building a survey tool, but learning the process in order to practice requisite instrumentation skills and competencies. Though we will not build a data collection tool, if you did it might look something like this! So all you need to do for WS#3B-1 is: a. Imagine your human service program and mock “practice service” (X: from prior worksheets); b. Imagine your “proximal program/caseload client outcome” (Yp: from prior worksheets); and c. Study the remaining sections and their constituent variables. While you need not do anything else for WS #3B-1, please note that many (but certainly not all) research instruments typically focus on three broad data collection categories: Demographic data2; socioeconomic data3; and study specific data.4 WS #3A-2- Measures-Variables and their Operational Definitions 34. Now then, think back to our Module 2 class discussion in which we studied “concepts” and “variables” in the context of hypothesis testing. Remember that we said they are related? Well, here you will learn how this plays out in measurement. As you can see, this worksheet lists 4 conceptual categories: Demographic, Socioeconomic, Intervention X, and Client Outcome Yp. Now, for each of the four categories, think first of a specific concept of interest that would be meaningful to your research proposal. Then list each concept in the corresponding 2 Statistics describing individuals, populations, or segments of populations like age, sex, race/ethnicity, household/family composition, social situation, etc. 3 Economic/sociological measures like occupation, work patterns/experience, income, education, social position, for example, that make-up one’s SES. 4 Measures unique to your project that others will not measure, for example, I may measure high school mentoring and truancy rates but not you! MODULE 3 – README2! Page 10 58. Is this a “Program Evaluation” or “Practice Assessment” design? 59. Now explain why this is the best choice among all design alternatives. Please do not say: “because Ginther said so!” Rather, make a cogent argument for using the assigned design. 60. Now explain the design’s internal procedures. How it will work? What are the steps? What relevant processes are involved? 61. Is your design assignment qualitative or quantitative? Why? 62. What are salient ethical and diversity issues? Be sure to reference the NASW Code of Ethics when writing your response, and reference the Code when building your WA. 63. And what are 2 strengths and 2 weaknesses of your design? Consult Royse and other resources as needed as I have several good ones on reserve (e.g., other research texts). And be sure to explain why each is used (i.e., “…is a strength because….”). WS #3D – Ethics Compliance Review Now we will begin conducting our own ethical review of our proposed research. And we would do this in preparation for our required IRB review had we actually planned to implement our project. Coincidently, as Royse notes, this would also be the content of an informed consent letter that you would send to research participants should the proposed project be implemented. As you respond to these questions be sure to reflect on Royse, NASW, and your own sense of morality. Now then, let’s get to the specifics. 64. First, how will you recruit folks? If you will study vulnerable populations, from whom will you also seek consent in addition to the actual participants? 65. And what if they refuse to participate? What must they do to inform you of this decision? How will you respond? What will you say? How will you communicate this to them? Will their refusal affect service eligibility? 66. Considering the specific research design and sampling procedures you have been assigned, summarize them here and be mindful of their ethical implications! 67. When clients choose to participate, what will you expect them to do? Come to your office? Allow you into their home? Complete a survey? Keep a diary? Attend regular meeting? These are a few examples of what might be expected of research/client participants, but be sure to be inclusive in your response. 68. Now then, if they participate, what are: (a) 2 benefits; (b) 2 risks; and 2 discomforts (e.g., emotional discomfort)? 69. As researchers gather considerable amounts of personal data, how will you protect the information you gather? What does Royse suggest? Who will be part of data management? How will you ensure they understand research ethics and will abide by study rules governing data protection? Will you file stuff? Will you destroy (i.e., shred, burn) materials after the study? 70. Here we will summarize ethical considerations staff will face given the procedures they will follow. 71. And finally, who will the respondent/anyone else contact should they develop any questions or concerns? Be thorough in your response but do not prove any personal information of any kind! MODULE 3 – README2! Page 11 Composing WA #3… WA #3 –The Proposal’s Methods WS #3 helped you develop "The Methods" section of your research proposal by guiding you through crucial choices social workers make as they integrate research methods into their practice. In WA #3 you will formally narrate WS #3. WA #3 requires you to analyze, synthesize, and evaluate this final course content. WA #3 further requires that you locate, read, analyze, evaluate, synthesize, integrate, and cite appropriately and ethically primary /secondary literary sources. In developing WA #3 you must follow our discipline's writing conventions and processes such as original invention, organization, drafting, revising, and editing. And please remember that each of our papers must be in APA format (see the Owl at Purdue link on our class web page). You must also use correct grammar and mechanics, and attend to paper focus, organization, development, clarity, and professional voice. Finally, you must consult with me to produce this product, and do let me know of any questions. As you write this assignment, attend to WA #3 outline requirements! Pretend like you are writing a technical document in your licensed practice (e.g., client history, case note, case record summary, administrative report, report to your Board of Directors, a court report, a grant) and your success / professional reputation depend on producing a quality document! IMPORTANT NOTE: We do not turn in WA #3 separately for a draft grade (see below). Composing WA FINAL… WA FINAL –The Research Proposal Once you complete WA #3, and before submitting your work for a grade, you must formally merge all three module sections into one major research proposal with contiguous sections. Once you are satisfied with your project proposal (i.e., have met all requirements established below), you will submit it for final grading no later than Study Day. Instructional notes from the Final Paper Outline Core Paper 1. In this final draft we will merge all of our individual drafts into one major proposal. To do this, start by revising WA #1 & #2 as indicated by my grading of these drafts. Then merge them into one major paper as indicated in the WA #3 outline. I will only grade merged papers, and my grading will focus on your WA #3 section. 2. PROCESS: After merging the above two drafts, add WA #3 as the third section under the subheading “The Proposal’s Methods." Please use the outline subheadings in exactly the order and format presented (e.g., bold, italics, & left justified). I require this because section ordering reflects a larger methodical thought process that will organize your thinking, and by extension your paper. Besides, most technical professional documents impose strict organization requirements on the writer so this is great practice! MODULE 3 – README2! Page 12 3. NOTE! INCOMPLETE FINAL PAPERS (lacking WA #1 & #2) WILL NOT BE REVIEWED BUT RETURNED UNGRADED. 4. The WA #3 section draft must be at least 12 pages. 5. The entire final draft must have sequential page numbers, excluding the reference list 6. All core sections are taken exactly from our WS. 7. So I can grade your technical writing, all work must be in narrative format (i.e., no bullets, lists, etc.). 8. Your professional/technical writing score reflects the basic writing problems observed (syntax, diction, grammar, punctuation, spelling, organization, paragraph structure, flow, wordiness, voice). 9. Since I use symbols to communicate my edits to you about ways to strength your work, see our Edit Notation sheet located under Unit 1 of our class web page-Notes. 10. Since I will be grading many assignments, this and indeed all drafts must be printed in a single-sided format. This facilitates page-turning thereby making my grading more efficient. And efficient grading means I can return graded assignments to you more quickly! Papers printed in two-page printing format will be returned to the author for reprinting before grading. 11. Any evidence of Plagiarism = "F" for the assignment. Further, the student found to have plagiarized must automatically provide all past assignments for review to ensure they reflect original work. Failure to produce all past work will result in an “F” in the class or the rewriting of all prior work using a new topic. 12. Never end a page with just a heading/subheading at the bottom without text following that header. This suggests harried formatting with inadequate attention to detail in your technical piece. 13. Assignment cover sheets enable me to consistently and fairly grade your work; and fairness and consistency becomes challenging given my sheer volume of reading across all my classes. Therefore, all written work submitted for a grade MUST INCLUDE THE APPROPRIATE COVER SHEET (e.g., RARP, Final drafts, etc.). When they do not, submissions will not be read, but returned to the student for the correct cover. 14. No direct quotations in any WA! I only want to grade your words! 15. DUE DATE: See all due dates on our class notes page, and the Late Assignment Policy on our class web page. Reference List 16. Ensure that your formal "Reference List” starts on a separate page that you will include at the end of this merged final document (see 17 below). 17. All 16 references on this separate page will be in APA (6th ed.) format, alphabetical, and contiguous. 18. Popular magazine articles, newspapers, or other non-academic sources can be cited in your work, but will not count among our required “academic/scholarly” references in item 17 above. 19. You are free to add other citations, but they must be academic references (e.g., social work abstract research & practice articles, other encyclopedias, or web sites in the ".gov"/ ".edu" domains). 20. Only ".edu" or ".gov" web domains. I must PREAPPROVE all others before use to avoid point deduction. 21. Please do not cite class notes or this professor as such recognition is flattering but not necessary. Now, Sit back and reflect on what you have done!!