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SW 400W – Research Methods in Social Work
README 2!
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) v ariables, 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!!!
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
- 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.
- 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.
- 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.
- 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.
- Instruments can be very easy to follow, in part, because they are arranged in an aesthetically pleasing way. They just look neat! Or, instruments can be truly an unmitigated disaster, leaving the respondent woefully confused and the data it collected entirely useless. Or, most often they may fall somewhere in-between. Indeed, can you remember a multiple choice test (A SURVEY!) that was so poorly written that it stands out in your memory even today? Since respondents are typically left alone to complete surveys, appearance can either facilitate or hinder communication. So the first step toward writing a useful survey tool is ensuring that respondents find it inviting, readable, comprehendible, and useful. Now that I gave you a significant part of the answer to this question, what else does Royse say about the instrument’s appearance? Why is it important? What impact might good/bad instruments have on data collected, and the overall research project in general?
- There are many ways “ instrument bias ” can sneak into instrumentation and resultant data collection. What is it? What are some causes? What are some examples? And how does it affect the research quality?
Recommended content : o Adequately defines instrument bias; o Adequately discusses sources of bias in instrument construction; o Provides adequate examples- either actual (in an actual survey) or hypothetical (possibilities) -of bias; and o Adequately discusses its effect on research.
- Royse goes on to discuss other concerns in instrumentation: writing “ good ” survey questions, characteristics of “ bad ” survey questions, and “ pitfalls ” he says to avoid. What points does he make under each?
Recommended content : o Adequately summarizes Royse’s recommendations for each- good and bad questions and pitfalls.
Research Sampling
- As part of the observation process, we need to select a specific group of folks to study. And who we select depends largely on our research purpose/questions. But before we select research subjects, we must understand basic concepts and procedures or what we call sampling theory. Now then, define “ population ” and “ sample ,” provide example of each, and compare and contrast them.
Recommended content : o Adequately defines each term; o Includes adequate example for each; and o Adequately compares/contrasts the two concepts.
- Sampling theorists also have noted that sample size matters. Define sample size and discuss why it is important when drawing a study group? For example, what happens to a sample’s “representativeness” relative to the parent population when sample size increases? Decreases?
Recommended content : o Adequately defines each term; and o Adequately discusses the effects of change in sample size on research results.
- What do we mean by sampling units and sampling frame? When are they used? Why are they important to sample processes?
Recommended content : o Adequately defines each term; and o Provides adequate examples when each is used.
- What is sample bias and how does it impact research results?
Recommended content : o Adequately defines the term; and o Adequately explains how it can potentially impact research.
- 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.
- 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
- 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 20 th^ Century! So, discuss the term “ observation .” What does it mean to you?
- 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.
- 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.
- 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
- 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.
- 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.
- 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.
- 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
- 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 data^2 ; socioeconomic data^3 ; and study specific data.^4
WS #3A-2- Measures-Variables and their Operational Definitions
- 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!
“ Concept ” column. Please provide only one concept per category. In addition, ideas for these concepts may/will come from prior worksheets. Next, determine a corresponding variable (“VAR”) for each concept that you could directly measure using your data collection instrument. For example, I could list “ gender ” as a “demographic concept,” and could then ask for the respondent’s biological sex as the corresponding measurable variable because this is directly measurable through self-report and confirmable through direct observation of the respondent. Or, while “ income ” could be my socioeconomic concept, “the number of dollars earned each month” could be directly quantified (i.e., observed) so “family monthly salary” might be my corresponding variable because this is directly measurable in U.S. Dollars. Remember:
a. You need only one selection in each category; b. You must adequately justify your choices; and c. Gender and income are my demographic VARs so you must select others!
Once you have selected your VARs, give some thought to their “ level of measurement. ” Then I ask that you analyze diversity issues about which you as the researcher must remain mindful. Finally, please “ operationalize ” each variable by discussing the various measurement tasks / details: " How ", " When ", " Where ", and by " Whom ". Be sure to study your notes, Royse, and the ESW about the operationalization process in research since this is where many folks have consistently lost lots of points over the years. In the remaining WS #3B worksheets 3- you will further refine these variables.
- Repeat #34 above for a socioeconomic variable.
- Repeat #34 above for your practice intervention X (from Module 2).
- Repeat #34 above for your proximal client outcome Yp (also from Module 2).
NOTE: You must repeat #34 above for each of the 9 factors in your environmental scanning exercise from Module
2. Further, to demonstrate your new variable measurement research competency, you must discuss for each factor your measurement strategy in the WA #3 section “ Overview of environmental scanning factors .” You are free to choose the level of measurement for each factor, however.
WS #3A-3- Measures-Nominal Demographic Variable
- WS#3B-3 is where we develop our nominal demographic measure VAR 1 listed in WS #3B-2. Please first define “ nominal measures ” generally in the box to the far left. Be sure to discuss what makes these measures “nominal” and not “ordinal” or “interval/ratio” level measures. Be sure to provide 1 example not included in your research, and explain why your example is a nominal measure rather than ordinal or interval/ratio.
- Then, transfer VAR 1 from Item 34 of WS #3B-2. REMEMBER : Do not use gender/sex as this was my example, and age won’t work since measuring it nominally generally is not useful. Please note that your demographic variable choice must have at least 5 category values (see footnote 1).
- Now then, since variables can be measured using some form of a “question” that is posed to the client, how would you phrase the actual variable question of your hypothetical survey tool? Be thorough and refer to Royse recommendations for question wording.
- Finally, for this nominal demographic variable, what would you use for variable categories? Remember my class examples and note the minimum required number of attributes: between 5-8.
WS #3A-4: Measures-Ordinal Socioeconomic Variable
- Do this same thing for the ordinal measures: define them generally and provide an example that will not be covered in 43-45 below.
- Is this a “ Program Evaluation ” or “ Practice Assessment ” design?
- 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.
- Now explain the design’s internal procedures. How it will work? What are the steps? What relevant processes are involved?
- Is your design assignment qualitative or quantitative? Why?
- 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.
- 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.
- 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?
- 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?
- Considering the specific research design and sampling procedures you have been assigned, summarize them here and be mindful of their ethical implications!
- 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.
- Now then, if they participate, what are: (a) 2 benefits; (b) 2 risks; and 2 discomforts (e.g., emotional discomfort)?
- 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?
- Here we will summarize ethical considerations staff will face given the procedures they will follow.
- 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!
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!
