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1 | (15) |
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Where Does Research Start? |
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1 | (3) |
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How Research Relates to Practice |
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4 | (1) |
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Social Work Students and Research |
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5 | (1) |
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6 | (4) |
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9 | (1) |
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10 | (1) |
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11 | (1) |
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Questions for Class Discussion |
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11 | (1) |
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12 | (1) |
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Who Are the Students in This Research Class? |
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13 | (1) |
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Where Does Research Start? |
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14 | (1) |
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The Way Research Proceeds |
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15 | (31) |
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16 | (21) |
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Step 1: Posing a Question or Stating a Hypothesis |
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16 | (4) |
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Step 2: Reviewing the Literature |
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20 | (4) |
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Selected Social Work Journals |
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24 | (1) |
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Step 3: Developing a Research Design |
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24 | (2) |
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Example of an Exploratory Study |
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26 | (1) |
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27 | (5) |
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32 | (3) |
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Step 6: Analyzing and Interpreting the Data |
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35 | (2) |
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Step 7: Writing the Report |
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37 | (1) |
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Social Work Research and Practice |
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37 | (1) |
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38 | (1) |
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Questions for Class Discussion |
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39 | (1) |
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40 | (1) |
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Developing Hypotheses and Research Questions |
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41 | (1) |
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Conducting a Literature Review |
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42 | (2) |
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Impressions from Conducting Literature Searches |
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44 | (1) |
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Reading a Professional Journal Article |
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45 | (1) |
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Ethical Thinking and Research |
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46 | (23) |
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47 | (3) |
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Institutional Review Boards |
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50 | (1) |
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General Guidelines for Ethical Research |
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51 | (6) |
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Guideline 1: Research Subjects Must Be Volunteers |
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52 | (1) |
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Guideline 2: Potential Research Subjects Should Be Given Sufficient Information about the Study to Determine Any Possible Risks or Discomforts as Well as Benefits |
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52 | (2) |
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Practice Note: Anonymity and Confidentiality |
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54 | (1) |
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Guideline 3: No Harm Shall Result as a Consequence of Participation in the Research |
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55 | (1) |
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Practice Note: Research and Persons with Alzheimer's Disease |
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56 | (1) |
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Guideline 4: Sensitive Information Shall Be Protected |
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56 | (1) |
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Potential Ethical Problems in Research |
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57 | (3) |
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57 | (1) |
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58 | (1) |
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59 | (1) |
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Existing Data---Research Records without Clients' Consent |
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59 | (1) |
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60 | (4) |
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Practice Note: Conducting Research with Children |
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61 | (2) |
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Practice Note: Unethical Use of Evaluation |
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63 | (1) |
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63 | (1) |
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64 | (1) |
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Questions for Class Discussion |
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64 | (1) |
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65 | (1) |
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The Ethical Implications of Research |
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66 | (1) |
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Developing a Draft Informed-Consent Form |
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67 | (1) |
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Preparing an IRB Exemption Request |
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68 | (1) |
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69 | (28) |
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The Origin of Single System Designs |
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70 | (1) |
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Single System Designs and Practice |
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71 | (1) |
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A Closer Look at the Single System Design |
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71 | (2) |
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Starting a Single System Study |
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73 | (6) |
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79 | (8) |
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The Case Study or B Design |
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79 | (1) |
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Practice Note: Sudden Infant Death Syndrome |
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80 | (1) |
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81 | (1) |
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82 | (1) |
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83 | (1) |
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Multiple Baseline Designs |
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84 | (3) |
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87 | (2) |
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Practice Note: Gender and Ethnicity |
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89 | (1) |
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Advantages and Disadvantages of Single System Designs |
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89 | (1) |
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Practice Note: Impediments to Using Single System Designs |
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90 | (1) |
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The Choice and Use of Single System Designs |
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90 | (1) |
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91 | (1) |
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Questions for Class Discussion |
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92 | (1) |
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93 | (1) |
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Preparing for a Single System Design |
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94 | (1) |
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Identifying All the Components for a Single System Design |
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95 | (1) |
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Creating a Single System Design |
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96 | (1) |
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Research Designs for Group Comparisons |
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97 | (27) |
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Choosing the Right Design |
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98 | (1) |
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98 | (5) |
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The Classic Experimental Research Design |
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99 | (2) |
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The Posttest-Only Control Group Design |
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101 | (1) |
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The Solomon Four-Group Design |
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101 | (1) |
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Practice Note: Cancer Prevention |
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102 | (1) |
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Internal and External Validity |
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103 | (1) |
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Major Threats to Internal Validity |
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103 | (4) |
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Major Threats to External Validity |
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107 | (2) |
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109 | (2) |
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Quasi-Experimental Designs |
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111 | (3) |
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Practice Note: Group Work With Survivors of Child Sexual Abuse |
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112 | (2) |
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114 | (2) |
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114 | (1) |
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115 | (1) |
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Design and Validity Considerations |
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116 | (2) |
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118 | (1) |
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Questions for Class Discussion |
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119 | (1) |
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119 | (1) |
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Creating a Group Research Design |
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120 | (1) |
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Analyzing My Research Design |
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121 | (2) |
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A Case Scenario for Assessing Threats to Internal Validity |
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123 | (1) |
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Understanding and Using Research Instruments |
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124 | (28) |
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125 | (3) |
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Other Terms for Instruments |
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126 | (2) |
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Reliability of Procedures |
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128 | (1) |
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128 | (5) |
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Examples from Social Work Literature |
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132 | (1) |
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Locating Research Instruments |
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133 | (1) |
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When You Can't Find the Instrument You Want |
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134 | (3) |
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Practice Note: Ethnicity and Measurement Issues |
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137 | (1) |
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Evaluating Instruments for Use in Practice |
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137 | (1) |
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A Sampling of Instruments |
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138 | (7) |
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Job Satisfaction Scale (JSS) |
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138 | (2) |
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RAGE---A Rating Scale for Aggressive Behavior in the Elderly |
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140 | (2) |
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142 | (1) |
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Rosenberg Self-Esteem Scale |
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143 | (2) |
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145 | (1) |
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145 | (1) |
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Questions for Class Discussion |
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146 | (1) |
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147 | (2) |
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149 | (1) |
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The Psychometric Properties of a Scale |
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150 | (1) |
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Finding a Measurement Instrument |
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151 | (1) |
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Developing Data Collection Instruments: Scales and Questionnaires |
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152 | (25) |
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The Importance of Appearance |
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154 | (1) |
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Developing a Data Collection Instrument |
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154 | (5) |
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157 | (1) |
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157 | (2) |
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Practice Note: Open-Ended Questions |
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159 | (1) |
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Pitfalls in Writing Good Questions |
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159 | (8) |
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Double-Barreled Questions |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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Practice Note: Human Memory |
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161 | (1) |
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Use of Jargon and Technical Terms |
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162 | (1) |
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163 | (1) |
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Inflammatory or ``Loaded'' Terms |
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163 | (1) |
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Mutually Exclusive Response Choices |
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164 | (1) |
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Vague and Ambiguous Terms |
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164 | (2) |
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166 | (1) |
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Negatively Constructed Items |
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166 | (1) |
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166 | (1) |
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Thinking About Guidelines |
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167 | (1) |
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168 | (1) |
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The Role of Questionnaires in Generalizing Results |
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168 | (3) |
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171 | (1) |
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Questions for Class Discussion |
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172 | (1) |
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172 | (1) |
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Developing a Questionnaire |
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173 | (1) |
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Critiquing a Questionnaire |
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174 | (1) |
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Critiquing a Questionnaire |
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175 | (2) |
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177 | (33) |
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179 | (4) |
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Getting a Good Response Rate |
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181 | (2) |
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183 | (1) |
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184 | (2) |
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Getting the Most from Telephone Surveys |
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186 | (1) |
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186 | (3) |
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Practice Note: Interviewing Children |
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187 | (1) |
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Practice Note: Safety Concerns |
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188 | (1) |
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Getting the Most from Personal Interviews |
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188 | (1) |
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Comparison of the Approaches |
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189 | (1) |
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189 | (1) |
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Practice Note: The Reliability of Drug Use Reporting Obtained From Telephone Interviewers |
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190 | (1) |
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The Accuracy of Probability Samples |
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190 | (4) |
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194 | (2) |
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Nonprobability Sampling Designs |
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196 | (3) |
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197 | (1) |
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197 | (1) |
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198 | (1) |
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Additional Survey Designs |
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198 | (1) |
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199 | (2) |
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Practice Note: Creating an Asian American Sampling Frame |
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201 | (1) |
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Interpreting Surveys: Points to Remember |
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201 | (2) |
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203 | (1) |
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Questions for Class Discussion |
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204 | (1) |
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205 | (2) |
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Locating and Critically Reading a Survey Study |
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207 | (1) |
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208 | (2) |
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Unobtrusive Approaches to Data Collection: Secondary Data and Content Analysis |
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210 | (25) |
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Advantages and Disadvantages of Unobtrusive Approaches |
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213 | (2) |
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State-Maintained Data Sets and Secondary Analysis |
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215 | (1) |
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Applications of Secondary Data Analysis |
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216 | (3) |
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217 | (2) |
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Secondary Analysis of Survey Data |
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219 | (2) |
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Public Opinion of the Death Penalty Over Time |
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220 | (1) |
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Internet Survey Depositories and Databases |
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221 | (1) |
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221 | (1) |
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Advantages and Disadvantages of Content Analysis |
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222 | (1) |
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Steps in Conducting Content Analysis |
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223 | (1) |
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Step 1: Framing a Research Question |
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223 | (1) |
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Step 2: Deciding on Source Materials |
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223 | (1) |
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Step 3: Deciding on Units of Analysis |
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223 | (1) |
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Step 4: Deciding on Sampling Design |
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224 | (1) |
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Step 5: Conducting Reliability Checks |
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224 | (1) |
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A Practical Application of Content Analysis |
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224 | (2) |
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Final Thoughts on Unobtrusive Approaches |
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226 | (1) |
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226 | (1) |
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Questions for Class Discussion |
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227 | (1) |
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227 | (2) |
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Conducting a Content Analysis |
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229 | (3) |
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Conducting a Secondary Data Analysis |
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232 | (3) |
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235 | (21) |
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Characteristics of Qualitative Research |
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237 | (2) |
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Methods Used in Qualitative Research |
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239 | (2) |
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Book with Ethnographic Perspectives |
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240 | (1) |
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Steps in Doing Qualitative Research |
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241 | (2) |
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Reliability and Validity in Qualitative Studies |
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243 | (1) |
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The Problem with Qualitative Research |
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244 | (1) |
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Program Evaluation with Qualitative Approaches |
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245 | (1) |
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246 | (3) |
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Steps in Planning and Conducting a Focus Group |
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247 | (1) |
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Selected Studies Involving Focus Groups |
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248 | (1) |
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Points to Keep in Mind About Focus Groups |
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249 | (1) |
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249 | (1) |
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Final Thoughts on the Quantitative-Qualitative Controversy |
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250 | (1) |
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251 | (1) |
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Questions for Class Discussion |
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252 | (1) |
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252 | (2) |
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Designing a Qualitative Research Project |
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254 | (1) |
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Obtaining an Oral History |
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255 | (1) |
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256 | (19) |
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Thinking About Conducting a Program Evaluation |
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257 | (1) |
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Considerations Before Beginning a Program Evaluation |
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257 | (1) |
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Types of Program Evaluation |
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258 | (10) |
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258 | (3) |
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261 | (1) |
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262 | (1) |
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Questions and Data Sources Useful in Process Evaluation |
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263 | (2) |
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265 | (2) |
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Cost Effectiveness and Cost Analysis |
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267 | (1) |
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Steps in Conducting a Cost-Effectiveness Study |
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268 | (1) |
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269 | (1) |
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Practical Considerations for Making the Evaluation Process Smooth |
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269 | (1) |
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270 | (1) |
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Questions for Class Discussion |
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270 | (2) |
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272 | (1) |
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Designing a Program Evaluation |
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273 | (1) |
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Reading a Program Evaluation |
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274 | (1) |
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275 | (31) |
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276 | (14) |
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Step 1: Cleaning and Editing the Data |
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276 | (1) |
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276 | (3) |
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Step 3: Univariate Analysis |
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279 | (7) |
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Step 4: Hypothesis Testing |
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286 | (4) |
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290 | (3) |
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293 | (3) |
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Tips for Interpreting Correlations |
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296 | (1) |
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296 | (2) |
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Multivariate Analysis of Data |
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298 | (1) |
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298 | (1) |
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299 | (1) |
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Questions for Class Discussion |
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300 | (1) |
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301 | (1) |
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302 | (1) |
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303 | (3) |
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Professional Writing: Proposals, Research Reports, and Journal Articles |
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306 | (39) |
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307 | (3) |
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310 | (1) |
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Components of a Research Report |
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310 | (10) |
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311 | (1) |
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312 | (1) |
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313 | (3) |
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316 | (2) |
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318 | (1) |
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References, Appendices, and Abstracts |
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319 | (1) |
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Publication as a Practice Goal |
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320 | (1) |
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Writing for Professional Journals |
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320 | (3) |
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Reading and Critiquing Research Manuscripts |
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323 | (1) |
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324 | (1) |
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Questions for Class Discussion |
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324 | (1) |
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325 | (1) |
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Assessing Grant Proposals |
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326 | (2) |
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328 | (3) |
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Appendix A: Spearman-Brown Prophesy Formula |
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331 | (2) |
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Appendix B: Attitudes About Research Courses (Instrument) |
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333 | (2) |
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Appendix C: Drug Attitude Questionnaire (Instrument) |
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335 | (2) |
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Appendix D: How to Use a Table of Random Numbers |
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337 | (8) |
| Answers to Self-Review Questions |
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345 | (6) |
| Index |
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351 | |
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