Instructor: Diane Zosky, Ph.D.,ACSW, LCSW
Bradley Hall 124
Ph: 677-2392
E-mail: zosky@hilltop.bradley.edu
Office Hours: MWF 10:00-11 :00 and 1:00-2:00 or by appointment

Class Schedule: MWF 9:00-9:50

Accommodation: Any student with a disability or special need who requires accommodation should inform the instructor at the beginning of this course.

Non-Discrimination Statement: Students will be expected to display respect for fellow students and clients unique characteristics including race, color, gender, age, socioeconomic status, religion, creed, ethnic or national origin, veteran status, disability, sexual orientation, and political orientation. All assignments will use non-discriminatory language.

Intercollegiate Competition: Any student representing Bradley University in an intercollegiate competition (sports, speech, moot court, etc.) may be excused from class with advanced notice and the proper verification. Students will be allowed to make up work, however, it is the students responsibility to arrange this with the instructor.

Generalist Practice Principles

1. A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
2. Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
3. Assessments and interventions must address both intrapsychic and environmental strengths and stressors.
4. Generalist practice involves assessmer.t and interventions at the micro, mezzo, and macro levels.
5. Practice is based on the problem solving process and knowledge, skills, and values which are applicable across settings with diverse populations and in a variety of problem areas.
6. Critical analysis of social problems is inherent in generalist practice and results in both practice and policy responses.
7. Empirical research provides a solid foundation for both education and practice and generalist practitioners are expected to participate in practice evaluation activities.
8. Generalist practice often requires the social worker to function in multiple roles depending on the needs of the client system.
 

I. Course Description:

Research Methods will prepare students for the systematic and analytical evaluation of practice and the generation of professional knowledge. Students will learn about the theory of knowledge generation and validation, the ethics of research, and the methods and process of conducting social work research. Students will examine several methods of scientific inquiry including quantitative, qualitative, and applied methods of practice and program evaluation.

II. Course Objectives:

Students will be expected to demonstrate learning in the following areas:

Knowledge

1. Students will develop their knowledge of the scientific method in order to better understand the relationship between social work research and social work practice.
2. Students will develop their knowledge of various research designs and have an understanding of how to apply designs to questions and problems for the evaluation or study of individuals, families, groups, organizations, or comunities.
3. Students will develop their Icnowledge of the process of conducting research including problem formulation and conceptualization, conducting literature reviews, operationalizing the study, sampling techniques, data collection, data analysis, and interpretation.

Skills

1. Students will develop the skill to evaluate-appropriateness of various research designs as applied to various research questions or issues of study.
2. Students will develop the skill for sampling techniques to enhance a studies validity and usefulness.
3. Students will develop the skills for data collection methods including evaluating or developing instruments.
4. Students will develop the skill to analyze and interpret data for the generation of knowledge to inform practice.
5. Students will develop skill in using computer data analysis methods including SPSS

Values

1 . Students will under$and the values and ethics associated with ethical and competent research.
2. Students will learn procedures necessary for research to protect vulnerable people and populations from duress or harm.

III. Resources

A. Required Texts:

1. Williams, M., Unrau, Y.A., and Grinnell, R.M. (1998). Introduction to Social Work Research. Itasca, IE: F.E. Peacock.

B. On Reserve:

1. Corbin and Straus.
2. Royse, David. (1992). Program Evaluation: An Introduction. Chicago: Nelson-Hall.
3. Various journal articles will be assigned or placed on reserve.

IV. Learning Evaluation

A. Exams 400 points
There will be FOUR exams each worth 100 points.

B. Research Project 100 points
The class will work on a project as a group to develop and implement a research project in partnership with a local social service agency. Each student will develop their own paper and the only phase done as a group will be data collection and analysis. The 100 points from the paper will be distributed in the following manner:

Protection of Human Subjects assignment                                  5 points, Sept. 4
The research question assignment                                             5 points, Sept. 15
The research design assignment                                                5 points, Oct. 4
The literature review                                                               20 points, Oct. 13
Sampling assignment                                                                 5 points, Oct. 16
Creating a questionnaire                                                          10 points in class
Collecting Data                                                                       10 points Nov. 15
Entering data into SPSS                                                            5 points Nov. 27
Computation on computer of descriptive and inferential stats     10 points Nov. 29
Final paper 20 points Dec 8th

C. Various iu Class assignments 50 points
There will be several in class assignments that will be graded. These will be unannounced and there will be no provisions to make them up. Students will, therefore, want to be diligent about their attendance.

There will be a total of 550 points for the class. Grades will be distributed as follows:
495-550 = A
440-494 = B
385-439 = C
330-384 = D

V. Class Schedule

Unit I. INTRODUCTION
          Introduction to class and overview
Aug. 23

This class will review the syllabus, 1he expectations for class, the goals for learning, and the expectations for assignments.

This section will examine the different kinds of knowledge and understanding used in social work practice and the purposes of doing social work research (pure or applied). Types of research strategies such as exploratory, descriptive7 explanatory, and needs assessment are briefly introduced.

Unit III. THE ETHICS OF RESEARCH
             The Ethics, Values, and Respect for Diversitv Associated with Social Work Research

Aug. 28, 30

This section will examine the ethical principles and values imperative for  social work research that emphasiz' s respect and dignity for all research Sept. 1 participants, especially vulnerable populations. The NASW Code of Ethics will be discussed in relation to research. Students will have some experiential activities to evaluate examples of studies from the professional literature for ethical violations.

 
A video will review the Milgram and Zimbardo experiments as examples of questionable methods. Students will participate in developing consent procedures for research project for class. Students will also examine the value of respecting diversity issues when conducting research.

Unit IV. DEVELOPMENT OF THE RESEARCH PROJECT
            Research Approaches and Processes
Sept. 4, 6
The section will discuss the conceptual formulation of a research project.
Discussion will first examine the different ontological and epistemological approaches to research such as the positivist vs. post modern approach for empirical knowledge advancement. Discussion will examine different methods such as quantitative and qualitative and the appropriate use of each. Students will have experiential activities to participate in evaluation of examples of research designs in studies in the professional literature.

Reading Assignment: text Chapters 3
On Reserve Chapter 1 of Corbin and Strauss
Basics of Qualitative Research, 1990,Newbury,CA: Sage.

           Problem Formulation, Conceptualization, and Operationalization
Sept. 8, 11

This section covers defining the research questions, hypotheses generation,  developing the question and methodology through a review of the professional literature, defining variables nominally and operationally, and examining the various levels of measurement of variables.

Research Designs
Sept. 15, 18, 20, 22, 25

This section will explore in depth purposes and methods for the research designs of exploratory, descriptive, and explanatory research. Students will participate in experiential exerc ises to decide on the choice of appropriate designs for various research topics and questions.

Applied Research Desiens
Sept. 27, 29

This section will take a more in-depth look at applied agency research such as practice evaluation, program evaluation, and cost-benefit analysis. This unit is particularly important as practice now stresses outcome measurement.

OCT. 2 EXAM II

Unit V. IMPLEMENTATION OF RESEARCH PROCESS

Data Collection Methods
Oct. 4, 6, 11

A. Who to Study: Sampling Methods
This section will discuss both probability and purposive sampling techniques and the strengths and weaknesses of both. This section will introduce concepts such as the normal curve, the Central Limit Theorem, the Law of Large Numbers, and the measurement of the standard error.

B. Data Collection Methods and Instrumentation

This section will examine and discuss various data collection methods such as interviewing, questionnaire construction, observation, the use of logs and journals, the use of standardized scales and instruments, and the use of secondary data. This section will discuss reliability and validity issues. Students will engage in experiential learning by constructing a questionnaire to use for the research project and will engage in the use of standardized instruments.

Unit VI. Data.Analysis

A. Organizing the Data

This section looks at the organization techniques necessary for quantitative data prior to analysis such as entering data into the computer program (SPSS), converting data to numerical codes, and developing a codebook. This section will also discuss organizing techniques necessary for qualitative analysis such as transcribing field notes, organizing files. Students will engage in experiential learning by using SPSS and developing a codebook for the research project.

OCT. 27 EXAM III

B. Qualitative Data Analysis

This section will discuss qualitative analysis techniques such as open and axial coding, constructing categories, interpreting data and building theory, and assessing the trustworthiness of the data.

C. Quantitative Data Analysis - Descriptive Statistics

This section will examine descriptive statistical analysis of data including frequency distributions, measures of central tendency, measures of dispersion, measures of association, and the use of graphics to depict data. Students will engage in experiential learning using SPSS to manipulate data and well as hand computation.

D. Quantitative Data Analysis - Inferential Statistics

This section will examine the use oftinferential statistics for data analysis including chi-square, t-test, ANOVA, Pearson's r, and regression analysis. Concepts of one and two tailed hypothesis, significance levels, statisitcal power and error will be discussed.

Nov. 27, 29

E. Lab
Students will use these periods to work in the computer labs with consultation from the instructor to due data analysis of research project.

Writing the Research Renort

This section will examine how to interpret results and convey them in writing. This section discusses the various sections that are included in research reports as well as ethical considerations of reporting.

DEC. 12 12:00-2:00 EXAM 1V

You will be expected to design and implement a research project during this course. Don't dial registration and drop yet! We will do this as a class as a group project. Again don't drop yet, unlike other class group projects, this project will not requ,ire you to get together outside of class with a small group nor does your grade depend on others :in the class. So.... If you haven't bailed out yet continue reading.

Students will suggest research topics and the class will democratically vote on the topic. The only restriction for the topic is that the Bradley University student population must be the participant pool and it must be something that can be implemented within the semester.

The process of conducting a research project witl then be l~roken down into parts. As you notice in the syllabus, the entire project is worth 100 points, but e ach part has points allocated. Each assignment will be discussed in class prior to the due date. Due to the inevitable law of human nature that ~#*~#* happens, all dates in the syllabi including due dates remain flexible. If due dates change, they are never moved up, only delayed. Each part of the research project will lead up to the final paper which will follow the following format.

I. Introduction

Generat statement of what the research topic is

II. Review of the literature

This section should be a review of relevant scholarty literature on the topic chosen.
(3-5 pages)

ITI. Research question or hypothesis

If hypothesis is used, state whether it is one tailed or two tailed, and what is the null
hypothesis.

IV. Research Design
Was this project descriptive, exploratory, or expla~atory using a quantitative or qualitative
data methodology.
V. Sampling Methodology

What sampling technique was chosen and why. Are there any limitations to the sampling
method chosen? If so what? What was the sampling frame. What was the sampling
process?

VI. Data CoLtection Methodology
What was the instrument chosen and why? What are some of the threats due to bias.

What was the process for data collection?

VII. Data Analysis

What methods are used to analyze the data, descriptive or inferential and why?

VIII. Results

So what did the data say?

IX. Discussion and implications

The "so what" of research