Basc 5333: Research Methods for Social Work Practice

SCHOOL OF SOCIAL WORK

BASC 5333: RESEARCH METHODS FOR SOCIAL WORK PRACTICE

3 credits, online course

Fall 2016

Instructor:Cristina Wilson, M.S.W., Ph.D.
Phone:(860) 570-9176 / E-mail:
Office hours:by appointment

Excluding materials for purchase, syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.

COURSE DESCRIPTION

This three-credit introductory course provides students with an understanding of the basic foundation of social work research. The goal is to: 1) develop critical thinking in the principles of research as tools for evaluating practice; 2) understand the function of research in the advancement of theory, knowledge, and practice; 3) value ethical practices in research; 4) judge the value of research findings; and 5) understand the researcher role in practice.

COURSE OBJECTIVES/PRACTICE BEHAVIORS

The Council on Social Work Education’s Educational Policy and Accreditation Standards (EPAS) state that the research curriculum must prepare students to evaluate practice and this can be accomplished through content that provides an “understanding of a scientific, analytic, and ethical approach to building knowledge for practice. The content [must] prepare students to develop, use, and effectively communicate empirically based knowledge, including evidence based interventions. Research knowledge is used by students to provide high-quality services; to initiate change; to improve practice, policy, and social service delivery; and to evaluate their own practice.” Consistent with the EPAS, the course objectives for this foundation level course are as follows:

To move from vague ideas about social work problems and interventions to conceptualizing specific abstract concepts and concrete procedures for assessing those problems and the interventions designed to ameliorate them in social work practice.
To evaluate the strength of inference that is associated with various “families” of research design (e.g., qualitative approaches, single system designs, quasi-experimental approaches and true experimental approaches) and appropriately associate those design families with the multiple legitimate needs for inference in the cycle of scientific inquiry.
Application of standards of psychometric measurement to the selection of measurement tools used in quantitative designs.
Creation of a computer data file, and use of a computer to produce tables, graphs, plots and descriptive statistics for managing datasets.
To critically evaluate accumulated knowledge including the methods by which such knowledge is generated in previously published data. [Competency 2.1.6(2)]
To contribute to the knowledge base of professional social work by learning to incorporate evidence-based approaches into social work practice. [Competencies 2.1.6(1) and 2.1.6(2)]
To understand how research can contribute to the perpetuation of social stereotypes of, and prejudices against people who are disadvantaged because of race/ethnicity, age, gender, disability, sexual orientation, or class. [Competency 2.1.6(2)]
To identify and describe ethical responsibilities as social work researchers. [Competency 2.1.6(1)]

ACCOMMODATIONS

Students with Disabilities: Please contact me during office hours to discuss academic accommodations that may be needed during the semester due to a documented disability. The Center for Students with Disabilities (CSD) engages in an interactive process with each student and reviews requests for accommodations on an individualized, case-by-case basis. Depending on the nature and functional limitations of a student’s documented disability, he/she may be eligible for academic accommodations. CSD collaborates with students and their faculty to coordinate approved accommodations and services for qualified students with disabilities. If you have a documented disability for which you wish to request academic accommodations and have not contacted the CSD, please do so as soon as possible.Detailed information regarding the process to request accommodations is available on the CSD website at UCONN - Hartford campus disability services office is located in the Undergraduate Building in room 224 or you may contact the office at(860) .

Blackboard measures and evaluates accessibility using two sets of standards: the WCAG 2.0 standards issued by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act issued in the United States federal government.” (Retrieved March 24, 2013 from

ACADEMIC MISCONDUCT

Among the performance standards identified by social work programs is scrupulous adherence by students to ethical codes of conduct and one of the hallmarks of such behavior is honesty. This professional principle is violated when a student engages in academic and scholarly misconduct. Responsibility for such misconduct requires intent but is not excused by ignorance. These are not only academic violations but also violations of the profession’s ethical standards. Students should be familiar with the various definitions of misconduct particularly plagiarism and misrepresentation. They should discuss with their instructor any questions or doubts they have in this regard. If they lack appropriate knowledge they should seek help from their instructor, their advisor, and other School resources. They should be aware of the academic consequences of violations, which can include failure in the course, and in serious incidences, withdrawal from the Master of Social Work Program.

Student Responsibilities and Resources

As a member of the University of Connecticut student community, you are held to certain standards and academic policies. In addition, there are numerous resources available to help you succeed in your academic work. This section provides a brief overview to important standards, policies and resources.

Student Code

You are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations.

●Academic Integrity in Graduate Education and Research

Cheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:

Plagiarism: How to Recognize it and How to Avoid It

●University of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)

Copyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further disseminated.

Policy Against Discrimination, Harassment and Inappropriate Romantic Relationships
The University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate Romantic relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University.
More information is available at
Sexual Assault Reporting Policy
To protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to theOffice of Diversity & Equityunder theSexual Assault Response Policy. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help.
More information is available at

Netiquette and Communication

At all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette.

Academic Support Resources

Technology and Academic Help provides a guide to technical and academic assistance.

Software Requirements and Technical Help

●Word processing software

●Adobe Acrobat Reader

●Internet access

This course is completely facilitated online using the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, online students have access to the in person/live person support options available during regular business hours in the Digital Learning Center ( Students also have 24x7 access to live chat, phone and support documents through

To be successful in this course, you will need the following technical skills:

●Use electronic mail with attachments.

●Save files in commonly used word processing program formats.

●Copy and paste text, graphics or hyperlinks.

●Work within two or more browser windows simultaneously.

●Open and access PDF files.

University students are expected to demonstrate competency in Computer Technology. Explore the Computer Technology Competencies page for more information.

REQUIRED TEXT

Required course materials should be obtained before the first day of class.

Texts are available through a local or online bookstore. The UConn Co-op carries many materials that can be shipped via its online Textbooks To Go service. For more information, see Textbooks and Materials on ourEnrolled Studentspage.

The following text will be used as primary source book for the course:

Rubin, A. & Babbie, E.R. (2016). Essential Research Methods for Social Work (4th ed.). Cengage Learning. ISBN: 978-1-305-10168-5

Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources

RECOMMENDED/SUGGESTED TEXTS

In addition, the following are recommended for additional supportive reading:

Fischer, J. and Corcoran, K. (2007). Measures for clinical practice and research: A source book, Volumes I and II. New York: Oxford University Press. On reserve.

Gibbs, L.E. (2003). Evidence-based practice for the helping professions. Thomson Learning/ Brooks Cole. On reserve.

Lofland, J. & Lofland, L.H. (1995). Analyzing social settings: A guide to qualitative observation and analysis. Belmont, CA: Wadsworth Publishing Co.

Macgowan, M. J. (2008). A guide to evidence-based group work. New York: Oxford University Press. On reserve.

Miltenberger, R. G. (2008). Behavior Modification: Principles and Procedures. Belmont CA: Thomson/Wadsworth

Orme, J. G., & Combs-Orme, T. (2012). Outcome-informed evidence-based practice. Boston: Pearson Education.

Royse, D., Thyer, B.A., Padgett, D.K. (2010). Program Evaluation: An Introduction (5th ed.). Belmont, CA: Wadsworth Cengage Learning.

Seidman, I.E. (1991). Interviewing as qualitative research: A guide for researchers in education and the social sciences. NY: Teachers College Press.

Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

WRITTEN ASSIGNMENTS AND GRADING

The grade in this course is based on assignments and exams throughout the term. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.

All modules are open you can go in at any time and "get ahead"
Please be careful with Assignments in BOLD on your syllabus (Assignments 4,5,8,9,10, &11) If you do them too far ahead you will not have had a chance to receive feedback from me and that may be costly.
You can "get ahead" and complete modules and quizzes and the other assignments.
Youcannotcomplete the midterm and final before they are "opened".
Written work must follow the protocols in the Publication Manual of the American Psychological Association (6th Ed.).
Computation of final grades will be based on the following assignments. The instructor reserves the right to make changes as deemed necessary during the semester.
I will make every effort to provide feedback and grades in one week time. To keep track of your performance in the course, refer to My Grades in HuskyCT.

Group Assignments (Assignments 4,5,8,9,10,11)

The assignments in bold are ones that make up your semester project, and are worth more points than the other assignments.
You will be assigned to small groups at the beginning of the semester. The groups are a way to check out how others are doing and see if you are on target. It is set up similar to small group discussions that we would have in class.
You will be asked to complete the assignment by Sunday night at midnight and post it to your group.
Then, you will have to respond to at least 2 other people in your group, by providing feedback. It will also give you a chance to see if you are on a similar page as other students, you have to provide feedback to at least 2 others students in your group by Tuesday midnight.
Then you have a chance to go back and change or modify your assignment based on other student feedback or what you noticed others were doing in your group, you have until Wednesday midnight to do this. I will not be looking or grading your assignments until Thursday morning.
You have to turn in your final assignments by Wednesday night at midnight, if you are late you will lose a point per day it is late and anything over a week late will receive a 0.

All other Assignments

Any assignments completed late will not be eligible for full credit. The assignment will lose 1 point for each day it is late, and anything over a week late will not be accepted. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly.

Quizzes

The quizzes are a chance for you to get familiar with taking tests online and you are able to take them as many times as you want until you reach 100%, as long as you complete them by the due date you will receive full points.

Midterm and Final Exam

There is a Midterm and Final Exam, the Final is not cumulative, it covers material from the midterm until the end of the semester.
The midterm and final exam are open book and note, but are timed tests, once you start it online you will have 2 hours to finish it.
Midterm and Final exams will open on Tuesday morning of the week they are given and close by Wednesday at midnight, this gives you 2 days to complete it. Carve out 2 hours that you would like to complete it over those 2 days, once you open and start it, the timer will be going and you will have 2 hours to complete the exam.

FOLLOW THE COURSE OUTLINE ON THE NEXT PAGE.

COURSE OUTLINE

Weekly list of topics, readings and assignments

Module # / DateAssignment, Quizzes and Exams Due by midnight / Assignment Due / Points / Module Topic / Chapters in R&B
SEMESTER START DATE August 29th, 2016
#1 / August 31st / Assignment 0 / 5 / Course Orientation
Getting to know you
September 7th / Assignment 1
Quiz 1 (Ch.1-4) / 5
1 / Introduction / 1-4
#2 / September 14th September 21st / Assignment 2
Assignment 3:CITI / 5
10 / Ethics & Cultural Competence / 5-6
#3 / September 28th / Assignment 4 / 15 / Problem Formulation / 7
#4 / October 5th / Assignment 5
Quiz 2 (Ch. 10,12) / 15
1 / Research Design / 10, 12
#5 / October 12th / Assignemnt 6 / 5 / Single System Design / 13
#6 / October 19th / Assignment 7 / 5 / Single System Design Data
#7 / October 26th / MIDTERM EXAM (Ch. 1-7, 10,12-13) / 40
#8 / November 2nd / Assignment 8
Quiz 3 (Ch. 11) / 10
1 / Sampling / 11
#9 / November 9th / Assignment 9
Quiz 4 (Ch.8&9) / 15
1 / Measurement / 8 & 9
#10 / November 16th / Assignment 10 / 10 / Data Collection
#11 / November 30th / Assignment 11
Quiz #5 (Ch. 16-18) / 10
1 / Data analysis and SPSS / 16,17, 18
#12 / December 4th / Assignment 12 / 5 / Review for Final
#13 / December 7th / FINAL EXAM
(Ch. 11, 8, 9, 16, 17, 18) / 40
SEMESTER END DATE December 9th
TOTAL / 200

EVALUATION OF STUDENT LEARNING

A / 93-100+
A- / 90-92
B+ / 88-89
B / 83-87
B- / 80-82
C+ / 78-79
C / 73-77
C- / 70-72
F / <70

Your points are added up for a total of 200 and divided by 2 to get your final course grade. The letter grades are assigned based on table to the left. There are NO Extra credit assignments.

Assignments and Rubrics for Grading

Due dates are DUE by midnight on the date due Eastern standard time

Assignment 0: Introduction (5 points) DUE August 31st

Please introduce yourself to the class. Write about yourself and one thing that scares you about this course and one thing you are looking forward to. To help familiarize you with discussions and to be sure HuskyCT is functioning correctly, include a photo of yourself, a pet, or something of interest to you. File size should be under 250KB. This is our chance to get to know each other, so have fun. Respond to your classmates in this thread, too. Don't be shy!

If you complete this on time and write more than a one liner you get all 5 points.

Assignment 1: Effectiveness of Interventions (5 Points) DUE September 7th

Go to Find a review of the effectiveness of interventions for a problem that interests you. (such as domestic violence, sexual abuse, parent training, criminal offenders, juvenile delinquency, personality disorder, conduct disorder, serous mental illness, substance abuse, welfare reform, housing, foster parent training, eating disorders and others)

Write a paragraph on its conclusions and (2 pts)
Discuss whether you think that review would be helpful in guiding social work practiceand why (3 pts)

Assignment 2: Ethics and Cultural Competence (5 points) Answer & post 1-4 DUE September 11th, #5 Due September 14th

Read “Making Decisions in Impossible Circumstances” in a discussion board comment about:

one of the ethical decision that was made (1 pt)
how it relates to the NASW code of ethics, (1pt)
and your perspective on that issue, (1pt)
discuss what issues may or may not have come up with if the child Amy was African American vs. White. (2pts)
Reply substantively to two classmates' posts.

Assignment 3: CITI (10 Points) DUE September 21st

Complete online CITI training through this website: Use the handout “More infor on CITI” to help you complete it. Take a screen shot or save it as a pdf and upload the document of the CITI certificate of completion and upload it.

Completion of a passing score of 80% or higher gives you all 10 points.

Assignment 4: Problem Formulation PROJECT PART 1 (15 points) Answer and Post #1-3 by September 25th, #4 DUE September 27th, make any changes to your original 1-3 based on feedback from your group by September 28th