THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK. Unique Number:

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1 THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW385R Instructor: Sanna Thompson, Ph.D. Unique Number: Semester: Fall 2008 Phone: Meeting Time: Monday Office Room: SW 3.116D 2:30 5:30pm Hartland Plaza Suite 295 Meeting Place: SWB Office Hours: Monday 12:30pm to 2:30pm or by appointment TA: Jodi Cardoso phone: SOCIAL WORK RESEARCH METHODS I I. Standardized Course Description This Foundation course is designed to help students gain an understanding of and appreciation for the use of research as a tool for professional evidence-based practice. Students are introduced to the concepts and skills underlying a systematic approach to social work research, including basic research terminology, the scientific method in social work, the value of research in social work, research ethics and the social work value base, problem formulation and conceptualization, measurement, research designs to evaluate programs and practice, sampling, alternative quantitative and qualitative data gathering and analytic techniques, and preparation and use of research reports. The emphasis in the course is on equipping students with the research knowledge and skills they ll need to engage in the evidence-based practice process at all levels of social work practice. As part of that process, they will learn how to critically appraise sources of scientific evidence and how the criteria for that appraisal will vary depending upon the purpose of the research. II. Standardized Course Objectives Upon completion of this course the students will be able to: 1. Formulate answerable, evidence-based practice research questions; 2. Efficiently conduct advanced searches of electronic bibliographic databases and other sources to find evidence bearing on evidence-based practice research questions; 3. Critically appraise sources of scientific evidence and explain how the criteria for that appraisal will vary depending upon the purpose of the research; 4. Discuss why research evidence needs to be integrated with practice expertise and idiosyncratic client preferences, circumstances and values in the evidence-based practice process; 5. Design evaluations as part of evidence-based practice. 6. Explain how both qualitative and quantitative research processes apply in evidence-based practice; 1

2 7. Define basic qualitative and quantitative research concepts and describe the basic principles of causal inference, and their relationship to the various types of research designs; 8. Describe key concepts in measurement bearing on evidence-based practice, such as sources of measurement error, reliability and validity, and measurement equivalence across cultures. 9. Find measurement instruments applicable to evidence-based practice, sources of evidence bearing on the suitability of those instruments for specific practice scenarios, and critically appraise those sources from the standpoint of measurement principles and cultural sensitivity. 10. Describe the logic of probability sampling procedures, issues in the use of non-probability sampling procedures, how sampling issues bear on conducting evidence-based practice research at mezzo and macro levels of practice, and the implications of sampling for appraising and integrating sources of evidence in guiding practice decisions; 11. Describe how particular values and sensitivity to ethical issues influence the conducting of research; 12. Give examples of the issues that diversity (e.g., gender, ethnicity, culture, age, sexual orientation, race, class, and physical or mental ability) raises in the conduct of research and in appraising and utilizing research to guide practice decisions; 13. Critically appraise how social work commitment to equity and social justice influences and differentiates the social work research process. III. Teaching Methods This course is designed to include a variety of teaching methodologies to achieve the expectation of student mastery of evidence-based advanced practice skill competencies as a practitioner-researcher. Learning activities will include readings, writings, discussions, lectures, presentations, and in-class group and individual experiential activities. IV. Required and Option Texts Required: Rubin, A., & Babbie, E. (2006). Research Methods for Social Work, 6th ed. Pacific Grove, CA: Wadsworth, Inc. Optional: The Practice-Oriented Study Guide for this text American Psychological Association. (2001). Publication Manual of the American Psychological Association (5 th Ed.). Washington DC: Author. Readings as outlined in the course schedule and found on Blackboard Use of Blackboard in Class (Sample) In this class the professor uses Blackboard a Web-based course management system with password-protected access at to distribute course materials, to communicate and collaborate online, to post grades, to submit assignments, and to give students online quizzes and surveys. Students can find support in using Blackboard at the ITS Help Desk by calling , Monday through Friday, 8 a.m. to 6 p.m. Please plan accordingly. V. Class Policies 1. Students are expected to attend class sessions and participate in an interactive framework between students and professor. Students are expected to complete the readings prior to class, and should be well prepared to participate in discussions. Failure to regularly attend classes and demonstrate through 2

3 discussions that one has comprehended the readings will be considered in assigning the final grade. Students are to notify the professor if they are going to be absent. Students are responsible for any material missed due to absences. 2. Except in the case of extreme emergencies, and then only with the permission of the professor, late assignments will not be accepted without penalty. Students are expected to all required assignments on the agreed upon due date to the professor. Assignments turned in after the 5:00p.m. deadline will be considered late. If accepted, late assignments will be assessed point penalties at the rate of 5% each day it is late. If the due date is a problem, then the student should see the professor and negotiate another due date WELL in advance of the due date. Note that the professor will send a reply when the paper is received; if you do not get a reply within 24 hours, contact the professor immediately. is great, but not ALWAYS reliable! 3. Student feedback is welcome. Students are also encouraged to provide feedback during office hours, by phone, by , and by appointment if they desire. 4. If students are concerned about their class performance, the professor is more than willing to work with students to help them improve their course grades prior to the end of the semester. Final grades assigned in the course are not negotiable. VI. University Notices and Policies The University of Texas Honor Code The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community. Professional Conduct in Class The professor expects students to act like professionals in class. This means students should arrive on time for class, be prepared to participate in the class discussion, and show respect for one another s opinions. We will not, nor should we, always agree with one another. In this environment we should be exposed to diverse ideas and opinions, and sometime we will not agree with the ideas expressed by others. However, the professor does require that students engage one another with respect and professionalism. Policy on Scholastic Dishonesty Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For further information, the student may refer to the Web Site of the Student Judicial Services, Office of the Dean of Students ( Documented Disability Statement Any student who requires special accommodations must obtain a letter that documents the disability from the Services for Students with Disabilities area of the Division of Diversity and Community Engagement ( voice or TTY for users who are deaf or hard of hearing). Present the letter to the professor at the beginning of the semester so that needed accommodations can be discussed. The student should remind the professor of any testing accommodations no later than five business days before an exam. For more information, visit Religious Holidays By UT Austin policy, students must notify the professor of a pending absence at least fourteen days prior to the date of observance of a religious holy day. If the student must miss a class, an examination, a work assignment, 3

4 or a project in order to observe a religious holy day, the professor will give the student an opportunity to complete the missed work within a reasonable time after the absence. Use of for Official Correspondence to Students is recognized as an official mode of university correspondence; therefore, students are responsible for reading their for university and course-related information and announcements. Students are responsible to keep the university informed about changes to their address. Students should check their regularly and frequently daily, but at minimum twice a week to stay current with university-related communications, some of which may be time-sensitive. Students can find UT Austin s policies and instructions for updating their address at Safety As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student's responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the professor regarding any safety concerns. Behavior Concerns Advice Line (BCAL) If students are worried about someone who is acting differently, they may use the Behavior Concerns Advice Line to discuss by phone their concerns about another individual s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD). Call or visit Emergency Evacuation Policy Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be aware of the following policies regarding evacuation: Familiarize yourself with all exit doors of the classroom and the building. Remember that the nearest exit door may not be the one you used when you entered the building. If you require assistance to evacuate, inform the professor in writing during the first week of class. In the event of an evacuation, follow the professor s instructions. Do not re-enter a building unless you re given instructions by the Austin Fire Department, the UT Austin Police Department, or the Fire Prevention Services office. GRADING SCALE = A = A = B = B = B = C = C = C = D = D = D- 59 and below = F A = points Superior work: The assignment significantly exceeds expectations listed in the syllabus. Student does more than is required in the assignment and demonstrates a high level of in-depth critical thinking and analysis (i.e., writing coherent, ideas synthesized, discussion well developed). B = points Good Work: The assignment meets all the requirements and demonstrates evidence of in-depth critical thinking and analysis. C = points Average Work: The assignment meets the requirements or has minor gaps but lacks evidence of in-depth critical thinking and analysis. Remember, a C- or lower will require re-taking the course. D-failing = 69 and below Poor/failing Work: The assignment has important gaps, both in terms of not meeting the requirements and lacking in-depth critical thinking and analysis. 4

5 Grading of all written assignments will take into account the quality of the writing, as well as the content. The American Psychological Association (APA) 5 th edition format must be used. Written material should be carefully proof read and errors (punctuation, typographical, spelling) corrected. Good writing requires an iterative process for quality to improve. It is strongly encouraged that you to read your paper several times and, if possible, have someone else proof read it. Graduate writing assistance is available see Bill Epps (bepps2@yahoo.com). VII. Course Requirements : Exams Two exams will include objective and short answer questions covering content from the text and class discussions. Make up exams will be given for emergencies only and at the discretion of the instructor. Research Proposal (Parts 1 & 2) Each student will develop a proposal for studying a social work problem area or intervention method as the primary written class assignment. A few examples of problems might be: abusive parents (prevention or treatment), traumatized children or adults, welfare reform, community development, family preservation, substance abuse, homelessness, depression among nursing home residents, preventing hospitalization among individuals with chronic brain disorders, coping with death and dying, marital problems, runaways, school dropout, HIV/AIDS prevention, caregiver burden, and many more. The proposal must describe the elements of the research process. The attached outline is to be used in preparing the proposal. There are two parts to the proposal (see detailed description): Part 1: The first two sections of your proposal Statement of the problem, theoretical framework, and literature review. Part 2: The third and fourth sections of your proposal Methodology, human subjects, and limitations. The graded copy of Part 1 of the proposal must be turned in with Part 2; otherwise Part 2 will not be graded. In-class Activities (0-10 points for each) Single-subject evaluation activity Article review critique activity Statistical analysis lab activity **EXTRA CREDIT ONLY** Human Participants Protection Education for Research Teams Students may complete the University of Texas Human Participant Training and submit a Certificate of Completion to the professor no later than week 3 of this semester (Sept. 22nd). To complete the online training, go to the UT website HRPP training: Completing this training is worth 10 extra credit points toward your final course grade. 5

6 Summary of Assignments Due Date Points Exam 1 Oct Exam 2 Dec Research Proposal Part 1 Nov Research Proposal Part Dec Article critique Nov In-class graded activities Single subject evaluation activity Oct Article critique activity Nov Statistical analysis write-up Nov Participation 25 Total 400 Human Subjects training (Extra Credit) Sept pts. Course Outline I. CONCEPTUAL FRAMEWORK FOR SOCIAL WORK RESEARCH Course Introduction and Overview Sept. 8 Basic Concepts of Social Science Research Purpose and importance of research Generation of knowledge Role of Social Workers in research Reading: Chap 1 & Appendix A II. RESEARCH PROCESS Sept. 15 Evidence-based practice Steps and rationale Reading: Chap 2 and articles posted on Blackboard under Course Documents 1. Thyer, B. A. (2004). What is Evidence-Based Practice? Brief Treatment and Crisis Intervention, 4(2), Gibbs, L. & Gambrill, E. (2002). Evidence-Based Practice: Counterarguments to Objections. Research on Social Work Practice, 12(3), Singh, N. & Oswald, D. (2004). Evidence-Based Practice. Part II: A Specific Methodology. Journal of Child and family Studies, 13(3),

7 Sept. 22 Problem formulation, Conceptualization, Theory Research process & problem formulation Theory in research studies Reading: Chapter 3, 5, 6 ************P.G. Moreno instruction on library resources********* ************Extra Credit Human Subjects Training certificate due************ Sept. 29 Research Approaches and Ethics Critique/myths of research approaches Ethical and political issues Human subjects issues Reading: Chap 4 III. RESEARCH DESIGNS Oct. 6 Single-Case designs Practice Evaluation Reading: Chap 12 ************Single-subject evaluation in-class group activity (graded)************ Oct. 13 Program Evaluation Program level Implementation issues Reading: Chap 13 ************Review for Exam********************************************* Oct. 20 Exam #1 Group designs Terminology Internal & external validity **********EXAM #1 given during first half of class over chapters 1-6, ******* IV. COLLECTION OF DATA Oct. 27 Group designs Pre-experimental Quasi-experimental Experimental Reading: Chap 10, 11 7

8 Nov. 3 Sampling Sampling theory Probability/non-probability Sampling errors Non-sampling errors Reading: Chap 14 Nov. 10 Measurement Measurement functions Variables level of measurement (pg ) Measurement error Validity & reliability Reading: Chap 7, 8 Instrumentation & Method Selection Instruments and Scales Data collection methods Reading: Chap 9 *************Article Critique Activity (see guidelines that follow)***************** ***********Proposal Part 1 due by to professor by 5:00 pm***************** V. DATA ANALYSIS Nov. 17 Qualitative versus Quantitative Data Qualitative Analysis Quantitative Analysis Descriptive statistics Measures of association Inferential statistics Reading: 15, 16, 17, 18, 19, 20, 21, 22 ************Article Critique papers due at beginning of class ************************ ************Submit hard copy of the article plus your paper do not ************ Nov 24 Quantitative Analysis Bivariate & multivariate ***************Statistical analysis and SPSS Activity meet in IT CLASSROOM******* ***********************due at the end of class************************************* Dec.1 *******************EXAM #2**********Chap. 7-11, ************* Dec. 8 *******Proposal Part 1 & 2 ed to professor by 5:00pm December 8th***** (See Chap. 23 for examples of proposals) 8

9 RESEARCH PROPOSAL OUTLINE PART 1 (Due Nov. 10) (Approximately 6-8 double-spaced pages, not counting reference list points) I. Statement of the problem (25 points) Provide a clear statement of the problem you are proposing to study, the specific research question, the purpose or aims of the research and the significance of the study to social work. a). What is the problem to be studied? b). Describe what population will be involved in this study? c). Explain rationale for why this is an important issue to study; what is its significance to social work d). What is the purpose of the study? What do you hope of find out? e). What type of study will it be? What type of reasoning involved in process (inductive or deductive reasoning)? f). Concise statement of the research question(s) or hypotheses. II. Overview of theoretical framework (10 points) a). Identify and discuss one substantive theory that can be utilized in your proposed project. b). Discuss three concepts that are components of this theory. c). Describe how they are related to the problem area you ve identified. III. Review of the literature (35 points) A literature review is a description of relevant research on your topic. It is not simply a summarization of a few studies; the literature must be synthesized as it relates to issues or subtopics in your proposed study. When citing literature on your topic, group your references together when they point to a common issue you are discussing. Point out conflicts in the literature. Use the results of the studies you are citing to support the reason your study is necessary. a). Use at least 15 peer-reviewed articles or chapters of books for your literature review (only 1 may be from a website) b). Use current literature c). Only include literature that if relevant to your research question d). Cite the literature in the text and in the reference list using APA format IV. Presentation and References (5 points) a). APA style throughout the paper and references b). Organization of the paper c). Grammar, spelling, style and understandability 9

10 RESEARCH PROPOSAL OUTLINE PART 2 (Due Dec 8) (Approximately 6-8 double-spaced pages, not counting reference list points) PART 1 REVISIONS (25 points) All revisions suggested by instructor must be addressed in this section included with Part 2. Grade will be dependent on how well Part 1 addresses comments, is improved from first draft, and ties into the methodology of Part 2. V. Methodology Develop and describe a group experiment or quasi-experiment NOT a single-case evaluation design for evaluating the problem area you developed in Proposal Part 1. The methodology for the study you design should contain a high degree of internal validity and scientific rigor. Most threats to internal validity should be controlled, and reasonable efforts should be made to minimize measurement bias. This proposal should provide a concise enough description on how the study is to be conducted so that readers would be able to conduct the study themselves from your description. Remember to write this paper in future tense, i.e. will do. You MUST use the following subheadings, in this order, in your paper. Research Design (5 points) a). Identify and describe the specific research design Sample (10 points) a). Describe the sampling procedure, how the recruitment and selection process will occur, consent process b). Identify the study site (where you will find your subjects) c). Provide projected number of subjects (from formula) with description of how identified the sample, calculated population (N) d). Describe anticipated problems in recruiting subjects Procedures (15 points) a). Describe the process of implementing your study. What, exactly, would you DO once you have the subjects who have agreed to participate? (Be extremely specific!) Measurement (15 points) this section must look like an example of your survey/questionnaire/interview questions. a). Identify 2 dependent variables (or 2 ways to measure one dependent variable) --name of the variable --describe how you are operationally defining it --identify specifically how it is measured (question, scale, standardized measure, etc.) --identify the level of measurement (dichotomous, categorical, continuous) b). Identify 5 independent variables --name of the variable --describe how you are operationally defining it 10

11 --identify specifically how it is measured (question, scale, standardized measure, etc.) --describe level of measurement (dichotomous, categorical, continuous) Instrumentation (10 points) a). Describe at least one standardized research instrument used for one additional variable to the 7 described above. Must include the following: variable name, description of the scale to measure that variable, the populations with whom the instrument has been tested, norms for its use, scoring methods, and specify reliability and validity of the instrument. VI. Human Subjects Considerations (5 points) a). Describe the procedures to be taken to protect research subjects; identify area of potential harm and specific measures to ameliorate them. You must address the SPECIFIC human subjects issues that are unique to the subjects of your study VII. Limitations (10 points) a). Discuss the potential limitations of the study (sampling, ethical, political issues), but MUST address issues of internal and external validity). VIII. Overall Presentation (5 points) a). Organization, clarity of argument and statements, grammar and punctuation, proper APA format in references and citations, critical analysis and professional presentation. ***YOU MUST THE GRADED COPY OF PROPOSAL PART 1 IN ORDER FOR PART 2 TO BE GRADED**** 11

12 JOURNAL CRITIQUE GUIDELINES This assignment is to be a maximum of 4 pages (20 points). One article is to be critiqued and a copy of article being critiqued must be attached to your paper no exceptions. Critique must address the following, in this order, and following these subheadings: I. Citation of article you are critiquing full citation in APA format and labeled whether it is QUALITATIVE or QUANTITATIVE (sections II V: describe each subheading as reported by the authors, not your critique) II. Rationale & Purpose a). What is the rationale for the study? b). What in the literature has created an interest in the subject? c). What is the stated or implied research question(s) and/or hypotheses? d). What do the researchers intend to accomplish? e). Is the study important to social work? Explain. III. Method and General Procedures a). Design: name the type of design b). Sample: name type, number (n=?), recruitment and selection criteria c). Procedures: describer what the participants were required to do d). Dependent variable(s): describe, including how at least one is measured e). Independent variables(s): describe, including how at least two are measured f). Measurement instrument(s) used: describe validity and reliability of instruments IV. Results a). Findings: what were the core/overall results? What were the significant relationships between/among variables? b). Name at least one statistical test used V. Conclusions a). Briefly describe the authors conclusions (This section is YOUR CRITIQUE of the study) V. Critical analysis / Discussion a). Describe implications of the study b). Describe what you see as strengths of this study c). Describe what you see as limitations of the study d). Offer at least two suggestions for methodological changes that could have been done to make this study more scientifically sound 12