Social Work 8810 - SW 4997 Portfolio



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Social Work 3810

CRN: 32073

Research Methods in Social Work I

Spring/Summer, 2012

May 7th – August 2nd

Revised for 2 editions

Sharonlyn Harrison Ph.D.

Wayne State University

(866) 764-8441

ac5014 @wayne.edu (preferred)

Office Hours: By appointment – either face to face or online

I. SCOPE AND PURPOSE OF COURSE

SW 3810 is the first of two courses that examine the basic concepts and methods of scientific inquiry used to build knowledge and evaluate impact of social work policy and practice. Course content includes (a) exploring the science of knowing, (b) understanding the steps in the research process and their interrelationships, (c) selecting the most appropriate research design and approaches used in social work research, (d) developing skills in problem formulation and measurement, (e) evaluating social work literature for its applicability in informing social work practice, and (f) critically examining ethical issues associated with conducting and applying social work research with culturally diverse, disenfranchised, and at-risk populations. Specific emphasis will be given to the use of practice knowledge to inform social work research and the use of research findings to inform social work practice.

II. LEARNING OUTCOMES

Upon completion of the course students should be able to:

1. Identify and explain the steps of the research process and their interrelationships

2. Describe the forms and uses of evaluation research methods

3. Use practice knowledge to identify research problems and design measurable research questions

4. Evaluate and apply the ethical issues associated with social work research as identified in the NASW Code of Ethics

5. Identify and address cultural and political issues that influence conducting research with diverse groups and the evaluation of practice outcomes

6. Evaluate the strengths and weaknesses of various research designs used to study social work interventions, social welfare programs, and public policies

7. Understand the relationship between developing operational definitions and quantifying variables

8. Describe the relationship between conceptual and operational definitions of variables including reliability and validity considerations salient to the measurement process

9. Describe the strengths and limitations of qualitative and quantitative research designs

10. Select appropriate data sources, sampling strategies and data collection methods to answer research questions

11. Identify published sources of research appropriate for the research question and population

12. Appraise and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom, to inform social work practice and research

13. Use research findings as an essential component for ongoing professional development by engaging in evidence-based social work practice

III. PERFORMANCE CRITERIA

Performance on graded individual and group assignments as well as participation in the online community serves as the basis for assessing achievement of the learning outcomes identified above. Grading criteria for the major written assignments include:

1. Substantive Content: Full and adequate response to each of the required sections and adequacy and unity of argument and presentation.

2. Technical Format: Soundness of technical writing, professional appearance, appropriate use of references (APA style), adherence to the prescribed format for submission of each assignment, appropriate use of grammar and punctuation, and the absence of typographical and spelling errors. Papers must be well written and carefully presented to receive a grade in the A range.

3. Terminology and Concepts: Adequate, full and appropriate use of evaluation research knowledge, resource and statistical terminology and concepts, command of materials to the extent that full understanding of the terms and concepts is conveyed.

IV. REQUIRED TEXT/MATERIALS

Rubin, A. & Babbie, E. 2nd Edition (2010). Essential research methods for social work. Belmont, CA: Wadsworth/Thompson Learning. (Required)

This text will be used in both SW 3810 and SW 4810 so you are advised against renting this text.

V. Role of the Student

The Wayne State University Statement of Obligations of Students and Faculty Members to the Teaching and Learning Process identifies the roles of students and instructors. Students can find this statement at the following WSU web address,

.

This course is a partnership between the instructor and the students. With such an arrangement come responsibilities of both parties. The general expectations are identified as follows:

Attendance: No scheduled meetings, either face to face or online, are required in this course. Small groups can choose for themselves if they would like to meet in person, at scheduled chat times, or in asynchronous discussions (meaning students do not need to be online at the same time).

Preparation: It is expected that the students will complete each reading assignment and be sufficiently prepared to apply the readings to discussion and assignments. Some activities require participation several times during the week. This participation will be necessary for students to be prepared for the next step of the week’s lesson.

Student Participation: Student participation is a central part of the design of the course. It is expected that students will actively participate in online discussions, exercises, and work teams. Students are expected to participate in the online class environment by, (a) contributing to discussions and small group exercises, (b) sharing their responses to course readings and issues and topics raised, and (c) asking questions. Students are to be sensitive to the amount that they are participating and should strive neither to dominate nor to avoid participation. On average, students should expect to log on to the course web page 3 to 4 times per week.

Communication: E-mail is the quickest way to reach me if you have questions between classes. I check e-mail typically twice a day during the week so you can expect a reply within 24 hours in most cases. In the event that there is an important message that all students need, I will send an e-mail as well as a message through the WSU Broadcast Message System. If you are registered for this service, you can get messages through e-mail, instant message or text message. To register, go to .

Assignments: It is expected that students will submit assignments on the day they are due before midnight. Assignments will either be posted to the discussion board or submitted through the assignment link, depending on the nature of the assignment. There will be no provisions for second submission of assignments.

Technology: This is an online course and requires that students have strong computer skills, updated software and adequate equipment. The course will use VoiceThread, so it is important that students have a means for recording responses for the discussions.

Academic Honesty and Plagiarism: The principle of honesty is recognized as fundamental to a scholarly community. Students are expected to honor this principle, and instructors are expected to take appropriate action when instances of academic dishonesty are discovered.

It is expected that students will work together in a shared learning environment. This can involve sharing ideas and working together to solve problems. However, individual assignments must be unique and reflect one’s own work.

Plagiarism refers to the use of “someone else’s words or specific terms, phrases or sentences, statistics in various forms, ideas, or arguments without acknowledging the author or source.” (WSU Department of History, “Statement on Plagiarism”). Plagiarism will not be tolerated and will be addressed in accordance with university policy. An instructor, on discovering an instance of academic dishonesty or plagiarism, may give a failing grade on the assignment. Serious acts of dishonesty may lead to suspension or exclusion.

Accommodations: Any student needing an accommodation due to a disability or special circumstance should speak with the instructor at the beginning of the semester. The intention of this process is to ensure that the instructor fully accommodate the student in a confidential manner. Educational Accessibility Services can be contacted at (313) 577-1851, between 8:30 a.m. and 5:00 p.m., Monday through Friday.

Group Policy: It is up to the group to report when one student is not carrying out his or her portion of the workload. Do not wait until the day an assignment is due to notify me of a problem. If I am given appropriate advanced notice of a problem with a team member, and he or she consistently fails to meet responsibilities to the team, only the individual member’s grade will be affected adversely. Otherwise, team members will share the grade for the assignment. The shared knowledge and experience of the other group members may be an asset to your learning.

Late Policy: Because many assignments build upon one another, it is imperative to turn in assignments in a timely manner. An assignment that is turned in after the due date will be penalized by a 10 percentage point reduction. No assignments will be accepted more than five days after the due date.

VI. ORGANIZATION OF COURSE

This class is held completely online. Sessions will include supplementary reading material, group and individual activities and projects, and online discussion/reflections. The course has no set meeting times. However, the instructor is available for face to face meetings if requested by a student or group of students.

UNIT

|Week of: |TOPIC/READINGS/ASSIGNMENTS |

|May 7th |Learning Community Introductions/Review of Syllabus |

|May 14th |Introduction of Course Material |

| |Research in Social Work/Evidence Based Practice |

| |Reading: |

| |Rubin & Babbie Chapter 1: Why Study Research |

| |Rubin & Babbie Chapter 2: Evidence-Based Practice |

| |Rubin & Babbie Chapter 3 (2nd Edition) or Chapter 4 (3rd Edition): Factors Influencing the Research Process |

|May 21st |Research Ethics and Cultural Competence |

| |Reading: |

| |Rubin & Babbie Chapter15 (2nd Edition) or Chapter 16 (3rd Edition): Ethical Issues in Social Work Research |

| |Rubin & Babbie Chapter 16 (2nd Edition) or Chapter 17 (3rd Edition): Culturally Competent Research |

| | |

| |Discussion: #1 Due: May 30th |

|May 28th |Exam 1: |

| |Chapters 1-3, 15-16 2nd Edition |

| |Chapters 1,2, 4, 16-17 3rd Edition |

| | |

| |Evaluation Research |

| |Reading: |

| |Rubin & Babbie Chapter 12 (2nd Edition) or Chapter 13 (3rd Edition): Program Evaluation |

UNIT

|Week of: |TOPIC/READINGS/ASSIGNMENTS |

|June 4th |Problem Formulation, Conceptualization and Operationalization |

| |Reading: |

| |Rubin & Babbie Chapter 4 (2nd Edition) or Chapter 5 (3rd Edition): Reviewing the Literature and Developing Research |

| |Questions |

| |Rubin & Babbie Chapter 5 (2nd Edition) or Chapter 6 (3rd Edition): Conceptualization in Quantitative and Qualitative |

| |Inquiry |

|June 18th |Discussion: #2 Due: June 18th |

| | |

| |Quantitative and Qualitative Measurement |

| |Reading: |

| |Rubin & Babbie Chapter 6 (2nd Edition) or Chapter 7 (3rd Edition): Measurement in Quantitative and Qualitative Inquiry|

| |Rubin & Babbie Chapter 7 (2nd Edition) or Chapter 8 (3rd Edition): Quantitative and Qualitative Measurement |

| |Instruments |

|June 25th |Paper 1 is due on June 27th |

| | |

| |Research Design |

| |Reading: |

| |Rubin & Babbie Chapter 10 (2nd Edition) or Chapter 11 (3rd Edition): Experimental and Quasi-Experimental Designs |

|July 2nd |Sampling |

| |Reading: |

| |Rubin & Babbie Chapter 9 (2nd Edition) or Chapter 10 (3rd Edition) : Sampling: Quantitative and Qualitative |

| |Approaches |

|Week of: |TOPIC/READINGS/ASSIGNMENTS |

|July 9th |Exam 2: |

| |Chapters: 12, 4-7; 10 (2nd Edition) |

| |Chapters: 13, 5-8, 11 (3rd Edition) |

| | |

| |Discussion: #3 Due: July 11th |

| | |

| |Data Collection |

| |Reading: |

| |Rubin & Babbie Chapter 8 (2nd Edition) or Chapter 9 (3rd Edition): Surveys |

| |Rubin & Babbie Chapter 13 (2nd Edition) or Chapter 14 (3rd Edition): Additional Methods in Qualitative Inquiry |

| |Rubin & Babbie Chapter 14 (2nd Edition) or Chapter 15 (3rd Edition): Analyzing Available Records: Quantitative and |

| |Qualitative Methods |

|July 16th |Group Activity: Help Sal: Due July 18th |

| | |

| |Implications of Research for Social Work Practice |

| |Reading: |

| |Rubin & Babbie Chapter 2: Evidence-Based Practice (Review) |

| |Ruving, A. (2007). Statistics for Evidence Based Practice and Evaluation, Chapter 16; (p. 184-199) |

|July 23rd |Paper #2 Due: July 23rd |

| |Discussion #4 Due: July 27th |

| |Exam 3: |

| |Chapters 8-9; 13-14 (2nd Edition) |

| |Chapters 9-10; 14-15 (3rd Edition) |

VII. ASSIGNMENTS AND GRADES

|Assignment |Percentage Points | |

|Accessing and Using Evidence in Social Work Practice |20 |Due June 27th |

|Article Critique |30 |Due July 23rd |

|Group Project |10 |1 Activity |

|Exams |20 |2 out of 3 Exams |

|Participation |20 |4 Required Discussion Boards & Peer Feedback |

| | |Discussions (5 pts each) |

|Total |100 | |

Note: This syllabus may be revised based on the needs of the students.

Paper #1

Accessing & Using Evidence in Social Work Practice

Purpose

The purpose of this assignment is to give students the opportunity to demonstrate their ability in accessing empirical research and selecting an evidence-based intervention of relevance to their social work practice.

Assignment Requirements

Your critique should be 3 – 4 typed double-spaced pages. Your paper should be written in APA format. In order to receive credit for this assignment, you must use a peer-reviewed research article and attach to your paper a copy of the research article.

Assignment

You are required to locate and analyze one empirical paper that examines a social work intervention. Do not use an article that has already been selected for the Research Article Critique Assignment or is already assigned for reading in this course. The article you obtain must contain sufficient information regarding the actual activities of the intervention and the research so that you can answer the questions below.

1. Formulate a Question to Answer Practice Needs

a. Formulate a question about a social work problem that is relevant to your field placement or employment/volunteer experience or area of interest.

b. Use the evidence based practice process that is presented in Rubin & Babbie.

c. E.g., could relate to violence prevention, substance use/ abuse, aging, etc.

2. Search for the Evidence

a. Use the library databases, Cochrane or Campbell Collaboration web sites, etc. to find an article that produces evidence about a social work intervention that addresses this problem.

b. Find one peer-reviewed research article that discusses the effectiveness of this intervention or program

c. Briefly summarize (about one paragraph) the intervention you selected.

3. Critically Appraise the Relevant Study You Find

a. How does the intervention you are researching address the question you formulated earlier?

b. How do the activities or theory of the program relate to the problem?

c. What does the research tell you about the effectiveness of the intervention? How do you know this?

4. Determine Which Evidence-Based Intervention Is Most Appropriate for Your Particular Client(s)

a. Is the intervention you selected appropriate the social work problem, your agency context, and the population that is impacted by this problem? Why or why not?

b. What are some benefits of using the evidence based practice process in your field placement or social work practice in general?

Evidence-Based Practice Web Sites

























(provides an overview and discusses a series of evidence-based mental health practices)



Grading Criteria

You will be graded based on the extent to which you meet the following criteria:

1. Thoroughness of the paper.

2. The appropriateness of the intervention to your population of interest.

3. Did you attach a copy of the article you used? Is it from a peer-reviewed research journal?

4. The accuracy of your analysis. Please focus on providing your own critique/ analysis rather than repeating what is written in the research paper.

5. Quality of the paper with regard to writing. Your paper should be succinct and clearly written. You should proof-read your paper carefully.

Paper #2

Research Article Critique

Purpose

The purpose of this assignment is to give students the opportunity to demonstrate their ability in critically examining published social work research, including the strengths and limitations of research design and identifying and assessing ethical and cultural issues associated with conducting research with culturally diverse, disenfranchised, and or at-risk populations.

Assignment Requirements

Your critique should be 5-7 typed double-spaced pages. Your paper should be written in APA format. In order to receive credit for this assignment, you must use a peer-reviewed research article and attach to your paper a copy of the research article.

Assignment

1. Select a published research article from the social work literature. It must be an article that assesses the effectiveness of an intervention.

2. The course instructor must approve the article you select.

3. Write a brief (5-7 pages, typed, and double-spaced) critical analysis of the study using the following questions as guides:

a. Problem Formulation - What was the issue being addressed by the research? What is the population researched in this study. Identify the goal of the research. Identify the hypotheses from the study.

b. Measurement - Identify the key variables in the study. How were the variables defined and measured? How might the findings have been different if one of the variables was defined in a different way?

c. Research Design - What research design was used in this study? Discuss the advantages and disadvantages of the research design.

d. Sampling - How was the sample selected? Discuss the advantages and disadvantages of the sampling strategy. What is the sampling frame for this study? To what degree is the sample representative? How might the findings have been different if the sampling frame and sample had been selected in a different way?

e. Data Collection - What methods were used to collect the data? Discuss the advantages and disadvantages of the data collection method. How might the findings have been different if the data had been collected using a different method?

f. Ethics and Cultural Considerations - What did the research do well in trying to address cultural issues (race, age, disability, sexual orientation, economic class, etc.)? What more could have been done? What did the research do well in trying to address ethical issues? What more could have been done?

g. Results and Implications - Briefly summarize the key findings of the study. Discuss the degree to which the research is generalizable. How could it have been improved? Briefly summarize how this study is useful in informing social work policy and practice.

Grading Criteria

You will be graded based on the extent to which you meet the following criteria:

1. Thoroughness of the paper.

2. Did you attach a copy of the article you used? Is it from a peer-reviewed research journal?

3. The accuracy of your analysis. Please focus on providing your own critique/analysis rather than repeating what is written in the research paper.

4. Quality of the paper with regard to writing. Your paper should be succinct and clearly written. You should proof-read your paper carefully.

Group Activity 1: Help Sal

Your client, Sal, is a 16 year old male who, with his family, moved from Puerto Rico to New York City three years ago. He has recently gotten into trouble for truancy, vandalism, underage drinking and bullying other boys at school. He had been diagnosed with a conduct disorder. Formulate an evidence-based practice question to guide your selection of two interventions for Sal. Conduct a bottom-up search for the two interventions with the best evidence. Write a group summary (2-5 paragraphs) indicating:

• The evidence-based practice question that the group formulated for Sal (Don’t forget CIAO)

• A list of interventions that the group considered for Sal

• Reasons why the group did not select specific interventions

• Reasons why the group selected the two interventions

Each member of the group should have primary responsibility for one of the tasks listed above.

Review:

Pages 22-26 (Edition 2nd)

or

Pages 24-29 (Edition 3rd)

VIII. SELECTED BIBLIOGRAPHY

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|Babbie, E. (2005). The basics of social research. Belmont, CA; Thomson/Wadsworth. |

|Beresford, P., & Evans, C. (1999). Research note: Research and empowerment. British Journal of Social Work, 29, 671-677. |

|Berger, R. (1997). The common logic of research and practice in social work. Social Work and Social Sciences Review, 7(2), 112-121. |

|Brawley-Martinez, E. E. (2001). Searching again and again. Inclusion, heterogeneity and social work research. British Journal of Social Work, |

|31, 271-285. |

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|Research, 23(3/4), 71-91. |

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|Franklin, C., Moore, K. & Hopson, L (2008) Effectiveness of solution-focused brief therapy in a school setting. Children & Schools, 30(1). |

|15-26. |

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|Research, 23(3/4), 47-70. |

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