California State University, Bakersfield s6

CALIFORNIA STATE UNIVERSITY, BAKERSFIELD Department of Social Work

SW530 (Section 2): Research Methods for Social Work Winter 2007

Course Syllabus

Class: Tuesdays 6:00 - 10:10 Classroom: WSL005 Instructor: Jong Choi, Ph.D. Office: A112, DDH Phone: 654-2390 Email: [email protected] Homepage: www.csub.edu/~jchoi6 Office Hours: Tuesdays/Thursdays, 3:00 pm – 6:00 pm

I. Course Description

SW530 is the first of two foundation research courses that covers basic scientific methods and processes related to social work research and social work practice evaluation. This course focuses on concepts of scientific inquiry which include quantitative and qualitative research methods as they relate to the evaluation of social work practice. Specifically, the course will focus on understanding and applying research strategies that are used in social work practice. Students will develop an ability to critically examine, interpret, and utilize research findings in relation to everyday social work practice; and acquire skills in the use and presentation of descriptive statistics most commonly used in social work settings. The need for increased awareness and sensitivity to the special research issues in relation to oppressed groups, minorities, and other diverse groups will be emphasized. Students will acquire skills in the use of modern technology such as the internet, on-line discussion groups, and a statistical package in the service of conducting research.

II. Linkages to Other Courses

This course links vertically and horizontally to other courses within the M.S.W. curriculum. Vertically, it connects with prior liberal arts undergraduate courses that emphasized critical thinking, problem solving, and use of the scientific method. Also, it links horizontally with the second foundation research course, SW630, Advanced Research Methods for Social Work Practice. This course links horizontally with content taught in other foundation courses including Generalist Social Work Practice I and II (evaluating social work practice), Social Policy and Services (policy analysis), and Foundations of Human Behavior (application of theories in the social work process). SW530 introduces content that can be later applied to concentration courses (field practicum and seminar, and advanced human behavior and practice courses). 2

III. Course Objectives (with Related MSW Program Objectives)

Students who successfully complete this course will develop the knowledge and skills necessary to:

1. Deepen their sense of responsibility for contributing to the professional body of social work knowledge especially as it relates to the special problems of vulnerable and disadvantaged groups (Program Objectives [PO] 4, 6, 7, 11).

2. Demonstrate an ability to critically examine, interpret, and utilize social work research reports and their relationship to everyday social work practice (PO 1, 5).

3. Discuss the ethical principles and values that guide research in social work (PO 2).

4. Understand the principles of scientific inquiry, their relationships to social work, and the value premises upon which they rest (PO 2, 5).

5. Understand the key aspects of qualitative and quantitative research designs and their use in social work research (PO 3, 5).

6. Identify and discuss the process of doing social work research which includes use of particular research designs, measurement, sampling, and data analysis (PO 5, 7, 11).

7. Apply a research strategy that is appropriate to social work practice and its administrative demands (PO 5, 11).

8. Apply a quantitative practice evaluation model to a social work related practice situation (PO 5, 7, 10).

9. Demonstrate an understanding of basic program evaluation and needs assessment as they are used in social work practice and research (PO 5, 11).

10. Demonstrate an ability to conceptualize practice issues and analyze data relevant to the resolution of those issues (PO 5, 7).

11. Demonstrate an increased awareness and sensitivity to special research issues in relation to oppressed groups, minorities, and other diverse groups (PO 4, 5, 6).

12. Use modern technology including the internet, on-line discussions, and a statistical package in the service of conducting research (PO 5). 3

IV. Core Course Outcomes and Related Assignments

Core Outcomes Assignment

Demonstrate knowledge of social Complete reading assignments work values, ethics, and core (book chapters, reading materials) research topics as they relate to social work practice

Demonstrate ability to critically analyze Select one quantitative research quantitative social work research article and critically analyze it. particularly those that focus on the influences of gender and other issues related to oppressed groups

Demonstrate competency in applying Design and apply a single case design the research process to a social work related issue

Demonstrate competency in using Conduct literature review through modern technology in service of Internet, use of email, SPSS assignment conducting social work research

V. Topics to be Covered

1. Role of research in social work 2. Many ways of knowing – quantitative and qualitative 3. Philosophical issues 4. Theory 5. Ethics and politics 6. Problem formulation and measurement 7. Constructing measures – quantitative and qualitative 8. Sampling 9. Survey research 10. Reliability and validity in research 11. Single case evaluation design 12. Program evaluation and needs assessment 13. Descriptive statistics 14. Presentation of data 15. Critical analysis of research literature 4

VI. TEXTS

Required:

Yegidis, B. L. & Weinbach, R. W. (2006). Research methods for social workers (5th Ed.). Boston, MA: Allyn & Bacon.

SPSS for Windows. Available from the Runner Bookstore Also available at http://www.utexas.edu/its/rc/tutorials/stat/spss/spss1/

VII. COURSE REQUIREMENTS, EVALUATION, GRADING

1. Reading assignments: Students must complete assigned reading before coming to class. Lectures may not repeat what is found in the textbook. Knowledge of textbook materials is assumed of every student, even if they are not discussed in class. The web site includes lecture objectives, outlines, and notes that have been prepared for class. Feel free to use these. It may be helpful and reinforcing if you access them after you read the text.

2. Participation: Students are expected to be active participants in class. Classroom attendance is required for all students; any absences whether excused or not will affect your participation grade. ‘A’ or ‘A-’ will not be issued to the student who misses three or more classes for any reason no matter how well he/she does in other assignments or tests. Classroom experience is crucial for this class

3. Assignments: You will have three written assignments for this course. Assignment 1 consists of a research critique which will be presented in class. Assignment 2 is an application of a single case design related to a social work practice behavior; Assignment 3 is a qualitative paper. Assignment 4 is an assignment demonstrating knowledge of SPSS. Descriptions and criteria for evaluation of each assignment will be discussed in class and posted on WebCT.

VIII. Grading

The following weights are given to the class requirements:

Percent of Course Grade

Attendance 10% 5

Mid exam 10% Final exam 10% Assignment 1 – Research Critique 20% Assignment 2 – Single Case Design 20% Assignment 3 – Qualitative paper 20% Assignment 4 – SPSS 10%

Final grades will be determined as follows:

93% and above A 90% to 92% A- 87% to 89% B+ 84% to 86% B 80% to 83% B- 77% to 79% C+ 74% to 76% C 70% to 73% C- 60% to 70% D < 60% F

IX. Assignments

Assignment One:

The Research Critique

The purpose of a research critique is to find ways that the research done might be improved. This assignment involves critiquing a social work research article found in a mainstream social work journal. You may choose the topic but it must be an article that reports research using a quantitative method. Please use APA format and include a hard copy of the article critiqued. You will present your critique on your designated class period. Please prepare a summary to hand out to the class for your presentation.

What to Critique: Quantitative Article

1. Why did you select this article?

2. Overall, do you think this is a good, fair, etc., article?

3. Overall, was the research article well organized and well written?

4. Article components:

a. Title i. Does the title reflect the research done? ii. Are variables clearly defined? 6

b. Statement of the problem i. Is the problem clearly and precisely stated? ii. Is the problem significant? iii. Is the purpose of the study precisely stated? c. Hypotheses or research questions i. Are the hypotheses to be tested or the questions to be answered clearly stated? ii. Are the hypotheses in a form that permits them to be tested? iii. Are the hypotheses or questions superficial? iv. What are the hypotheses? d. Theoretical framework i. Is a theoretical framework specified? ii. Does the framework “fit” the problem? iii. Does the framework include all relevant variables? iv. Are concepts clearly defined from a theoretical standpoint? v. Are results interpreted in reference to the theoretical framework? e. Variables i. Are variables in the study appropriate to the problem? ii. Are the variables relevant to social work practice? iii. Are the variables measurable? iv. What are the variables? f. Literature review i. Is previous research related to the study presented? ii. Is the cited research relevant to the study presented? iii. Is the previous research integrated instead of merely enumerated? iv. Is a succinct and meaningful summary presented? g. Assumptions i. Are the assumptions underlying the study made explicit? ii. Are these assumptions reasonable? iii. Has the study been narrowed down? h. Overall research design i. Is the design specified correctly? ii. What design was used? iii. Is the design appropriate to answer the research question? iv. How were threats to internal and external validity dealt with? i. Sample selection i. How was the sample selected? ii. Was the sample size adequate? 7

iii. Can the sample be used to generalize findings?

j. Ethical considerations i. What ethical considerations were used in the study?

k. Data collection i. What instruments were used to collect data? ii. How reliable/valid were the measurement instruments? iii. Who collected the data? iv. What was the time frame of the data collection? v. Were data collection methods appropriate?

l. Data analysis i. Is the process used to collect the data clear? ii. Were the processes for data analysis appropriate to answer the research question? iii. Do the results address the research question? iv. If graphs or tables were used, are they clear and understandable? v. Which statistical tests were used?

m. Discussion and interpretation i. Does the discussion connect with the data? ii. Are the findings discussed adequately and meaningfully? iii. Are implications meaningful? iv. Are limitations recognized? v. Does the researcher offer suggestions for future studies?

n. Implications for social work i. How feasible would it be to make a change in your social work practice based on this particular research? ii. How has this research contributed to the field of social work?

Paper Evaluation:

Points

In class presentation 25

Summary for class 10

Paper: Organization 15 Completeness of critique Identification of article components 20 Identification of article strengths and weaknesses 20 8

Identification of applicability to social work practice 10 ______Total 100

Assignment Two*

Single Case Design

This assignment involves the use of a single case design that targets one of your social work practice skills. When designing your project, you will need to identify, monitor, and change a practice-related behavior, attitude, feeling, skills, circumstance, or even the environment. The focus of change may be a personal behavior, the acquisition of a new skill, or a change in your environment so as to improve your practice for clients and/or the community.

Do a self analysis and select a behavior, skill, feeling, attitude, belief, or some aspect of your environment that relates to your social work practice. Devise a measurement system and an intervention. Examples include a checklist of times that you experience the behavior or feeling or the use of a standardized instrument such as an anxiety scale.

Use an AB design where you collect baseline data, implement your intervention, and measure the resulting changes. Because of the limited time available, the intervention that you use is important. Interventions are coherent strategies designed to change a feeling, way of thinking, way of behaving, or some aspect of organizational behavior or culture. You should choose an intervention that has good empirical support and is likely to lead quickly to change. Examples of interventions include self-instruction training, social skills training, or use of focusing techniques.

Be creative and empirical in your selection. You must defend your choice of an intervention with evidence from the social work or a related discipline’s literature.

An example:

One student’s goal was to reduce the rate at which he interrupted instructors, peers, and clients. In his words, he wanted to “reduce my tendency to step on the sentences of other people.” This was a problem about which he felt “shame and guilt.” During the baseline and intervention phases, he kept track of his interruptions on 3 x 5 cards. His intervention strategy was to take long pauses between other speakers’ comments and his comments. Although the strategy was unsuccessful with peers and instructors (they kept talking), he was greatly relieved to find that he interrupted clients in only three of the 22 counseling sessions that he monitored over a two week period of time. Because he often found himself “finishing clients sentences” rather than letting them carry their own thoughts to conclusion, this was a gratifying change for him. His graph and written report showed that the “long pause” strategy may be an effective tool in communicating with clients, but with friends and instructors it led to one-sided conversations. 9

Your single case evaluation should be done in APA style. Structure your paper as a research report that includes Introduction, Methods, Findings, and Discussion. Include empirical support for your choice of intervention as part of the paper.

Evaluation – this assignment counts as 20% of your grade.

Paper Evaluation:

Points

Technical aspects: Organization 20 Integration Grammar APA style

Content of paper: Introduction – practice issue clearly and concisely 60 stated Methods – clearly articulated, intervention supported ethics, bias, Data analysis – effectively displayed, interpreted Discussion – conclusions logical, coherent, limitations, implications stated

Replicability of single case evaluation 20

Total 100

*Adapted from: http://ssw.unc.edu/syllabi/sp2002/102%20Brice.pdf, PPIP, pp. 11-15.

Assignment Three

Qualitative Paper

For this assignment, choose a qualitative methodology from among those discussed in class and in your readings. Examples of qualitative methods include grounded theory, life history, some types of content analysis, use of focus groups, use of qualitative interviewing. Design a mini-qualitative study that includes research question, short review of pertinent literature, methodology, data collection and analysis, and interpretation and discussion. Here is an example of an acceptable qualitative research topic for a paper:

You have a client who is in a domestic partnership relationship. She and her partner would like to become foster parents and have been accepted at a foster care agency. However, your client has asked you to help her and her partner deal with possible issues 10 that might arise because of their relationship. Since this is the first time you have dealt with this, you go to the literature for help (evidence based practice!). However, you find nothing specific to this situation and only some tangential readings. You decide to do a qualitative study looking at what issues lesbian couples who are foster parents face when providing foster care.

Research question: What issues arise when lesbian couples are involved in foster care?

Review of literature: Integration of pertinent literature

Methodology: Examples of appropriate qualitative methodology:  You may want to use qualitative interviews with couples who have been faced with this issue.  Another method might be doing focus groups with those who are foster parents.  You could do a participant observation technique, observing lesbian couples who foster parent.

Data Collection: NOTE: Because this is a mini-research paper, I would expect that you would do one qualitative interview (not 5-10), one focus group (not 4-5), or one observation (not extensive).

Data Analysis: Depends on the method – for a qualitative interview or a focus group, you could use a constant comparative method to develop themes and possible constructs. For participant observations, you would analyze your field notes and observations.

Interpretation/Discussion: Present results and discuss implications for social work and conclusions.

Evaluation:

Points

Appropriate application of qualitative method 40 Ability to use APA style 10 Structure/organization of paper 20 Inclusion of all paper elements 30 ___ 100

This assignment counts for 20% of your grade.

Assignment Four

SPSS Analysis 11

Using the data file provided, do the following statistical analyses using SPSS. Write a sentence or paragraph describing your interpretations/results. Hand in a hard copy with a copy of the output that you used to run the data.

The questions for SPSS analysis will be handed out during the class. The assignment will be completed during the class. Students are free to use books, class notes, or materials.

Evaluation: This assignment counts for 10% of your grade.

Demonstrate:

Ability to run analysis 35 Ability to interpret results 20 Ability to graph/chart results 25 Written work and output files 20 ____ Total 100

X. Class Policies

Academic dishonesty The Department of Social Work strictly adheres to the University’s policy on academic dishonesty. Students should become very familiar with this policy and if they have any questions about it, should address them to their advisor. Failure to comply with the policy can lead to disciplinary actions from the university. The policy includes the following: There are certain forms of conduct that violate this community’s principles. ACADEMIC DISHONESTY (CHEATING) is a broad category of actions that use fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. PLAGIARISM is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one’s own. It may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, or phrases written by another, or using data and/or statistics compiled by another without giving citation. Another example of academic dishonesty (cheating) is the SUBMISSION OF THE SAME, or essentially the same, paper or other assignment for credit in two different courses without receiving prior approval. Please refer the student handbook for details.

Classroom Conduct 12

As stated in your Handbook for MSW Students and Advisors:

The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the development of students. Because of its importance, students as they enter the classroom must exhibit respect for the views of others, the professionalism of the instructor, and the goals of academic freedom.

Faculty is obligated to recognize and respect student diversity and opinion. Yet they have a fundamental responsibility to uphold the integrity of the learning environment. When confronted by unreasonable disruption of the classroom, faculty is expected to initiate actions to correct such conditions. Such actions can result in disciplinary action ranging from removal from the classroom to suspension from the campus.

If there are incidents judged to be disruptive by the instructor that occur during class time, the above will be enforced.

Rescheduling of assignments Students will not be allowed to reschedule assignments under ordinary circumstances. When extraordinary circumstances warrant, the instructor should be notified in advance and the instructor will decide whether an assignment should be rescheduled.

Conference with the instructor Please contact the instructor regarding concerns you may have about any aspect of the course. This should be done as early as possible during the office hours mentioned above, no appointment is necessary. For faster communication, please use e-mail.

Communications from the instructor Access your e-mail before every class. WebCT will serve as the common forum for communication for this class. Notices and communications regarding the class will be posted. It will be your responsibility to read the information. Use of cellular phones Please switch off the cellular phones and pagers or put them in silent mode.

STUDENTS WITH DISABILITIES: If you have special needs as addressed by the Americans with Disabilities Act and need this publication in an alternative format, notify us at the address and telephone number below. Reasonable efforts will be made to accommodate your special needs.

Address: Department of Social Work California State University, Bakersfield CA 93311 Phone: (661) 654-3434 13

XI. COURSE OUTLINE (subject to revision)

Date Topic and Readings Week One Introductions Jan. 2 Understand the basics of WebCT Discuss syllabus and assignments Scientific inquiry and social work Readings: syllabus, Ch. 1 Week Two Ethical issues in research Jan. 9 Research Problems and Questions Readings: Ch. 2, 3 Due for selection of a research article Week Three Finding and Using Existing Knowledge Jan. 16 Focused Research Questions and Research Hypotheses Readings: Ch 4, 5 Week Four Research Designs Jan. 23 Definitions and General Characteristics Evaluating Individual Practice Effectiveness Readings: Ch. 6, 14 Week Five Quantitative Research Methods Jan. 30 Qualitative Research Methods Readings: Ch. 7, 8 Mid-term exam Week Six Measurement Concepts and Issues Feb. 6 Data Collection Instruments Readings: Ch. 10, 11 Week Seven Sampling Issues Feb. 13 Evaluating Programs Readings: Ch. 8, 13 Due for Assignment #3 Qualitative paper Week Eight Analyzing Data and Disseminating Feb. 20 SPSS data analysis Readings: Ch. 12 Week Nine SPSS Data Analysis Feb. 27 Descriptive statistics Presentation of Data – graphs and tables Due for assignment #4 - SPSS data analysis Due for Assignment #1 and classroom presentation Week Ten Assignment #1 and classroom presentation continues Mar. 6 Final exam Due for Assignment #2 Single Systems Design 14

Additional Reading and Resources

Brayboy, B. M., & Deyhle, D. (2000). Insider-outsider: Researchers in American Indian communities. Theory into Practice, 39, 163-169.

DePoy, E., Hartman, A., & Haslett, D. (1999) Critical action research: A model for social work knowing. Social Work, 44, 560-572.

Malgady, R. G., & Zayas, L. H. (2001). Cultural and linguistic considerations in psychodiagnosis with Hispanics: The need for empirically informed process model. Social Work, 46, 39-49.

Mason, S. (1997). Social work research: Is there a feminist method? Affilia, 12, 10-26.

Perez, R. L. (2000). Fiesta as tradition, fiesta as change: ritual, alcohol and violence in a Mexican community. Addiction, 95, 365-373.

Quoss, B., Cooney, M., & Longhurst, T. (2000). Academics and advocates: Using participatory action research to influence welfare policy. Journal of Consumer Affairs, 34, 47-61.

Rapp, C. A., Shera, W., & Kisthardt, W. (1993). Research strategies for consumer empowerment of people with severe mental illness. Social Work, 38, 727-742.

Other Resources for Reference:

Bisman, C. D., & Hardcastle, D. A. (1999). Integrating research into practice: A model for effective social work. Belmont, CA: Brooks/Cole.

Bloom, M., Fischer, J., & Orme, J. G. (1999). Evaluating practice: Guidelines for the accountable professional. Boston: Allyn & Bacon.

George, D., & Mallery, P. (2001). SPSS for Windows step by step: A simple guide an reference, 10.0 update. Boston: Allyn & Bacon.

Hudson, W. W., & Nurius, P. S. (1994). Controversial issues in social work research. Boston: Allyn & Bacon.

Kazi, M. A. F. (1998). Single case evaluation by social workers. Aldershot, England: Ashgate.

Marlow, C. (2001). Research methods for generalist social work. Belmont, CA: Brooks/Cole.

Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd edition). 15

Thousand Oaks, CA: Sage.

Monette, D. R., Sullivan, T. J., DeJong, C. R. (1998). Applied social research. Fort Worth, TX: Harcourt Brace College Publishers.

Montcalm, D., & Royse, D. (2002). Data analysis for social workers. Boston: Allyn & Bacon.

Nurius, P. S., & Hudson, W. W. (1993). Human services practice, evaluation, and computers. Pacific Grove, CA: Brooks/Cole Publishing Company.

Salkind, N. J. (2000). Exploring research. Upper Saddle River, NJ: Prentice Hall.

Salkind, N. J. (2000). Statistics for people who (think they) hate statistics. Thousand Oaks, CA: Sage.

Shaw, I., & Lishman, J. (1999). Evaluation and social work practice. London: Sage.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.

Tortu, S., Goldsamt, L. A., & Hamid, R. (2002). Research and service with hidden populations. Boston: Allyn & Bacon.

Verdugo, E. D. (1998). Practical problems in research methods: A casebook with questions for discussion. Los Angeles: Pyrczak.