RM 541 Research Design
Spring, 2010
Theresa Vidalon, MSW
tvidal2@uic.edu
Cell: 773-319-9587
Course Description
This course will explore research design in order to provide a deeper understanding of social work research methodologies. A wide range of topics will be discussed, including: experimental designs, single-system designs, qualitative research methods, unobstrusive research methods, participatory action research, and program evaluation. Throughout this course students will engage in the process of developing a research area of interest into a feasible and rigorous dissertation proposal.
Knowledge, Value, and Skill Learning Objectives of the Course
Students will:
Knowledge
- Gain in-depth knowledge of social work research methodology
- Understand research problem formulation and conceptualization, and operationalization of key variables
- Learn about issues related to psychodynamic research
Value
- Discuss the congruence between engaging in participatory action research and culturally competent research and social work values
- Recognize the value and importance of empowerment evaluation
- Explore strengths and weaknesses of research design
Skills
- Construct researchable questions and/or hypotheses
- Utilize computer database searches to critically review relevant literature
- Design a feasible and rigorous research study using social work research methodologies
Required Texts and Readings
*Rubin, A. & Babbie, E. (2008). Research methods for social work (6th Ed.) Pacific Grove, CA: Brooks/Cole Publishing Co.
Online resource for APA style: http://owl.english.purdue.edu/owl/resource/560/01/
Additional readings are available through the Laura Kramer Fischer Library or through inter-library loan. You will need to plan weeks ahead of time to make sure you have all the required readings before they are due.**
*Previous editions are acceptable as long as students locate the appropriate readings
**Readings assigned for each class should be completed prior to class.
Recommended Texts
American Psychological Association (2001). Publication manual of the American Psychological Association (5th or 6th Ed.). Washington, D.C.: American Psychological Association.
Viswanathan, M. (2005). Measurement error and research design. Thousand Oaks, CA:
Sage Publications.
Accommodations for Students with Disabilities
Accommodations will be made for students with disabilities. Students needing accommodations for any type of disability must do the following:
1. Go to the ICSW Office of Disability Services to obtain confidential verification of the disability and a statement of accommodations recommended by that office.
2. Show the ICSW Office of Disability Services accommodation letter to the instructor of the class for which the student requests accommodation.
3. Show the accommodation letter to the instructor at the beginning of the course or before the start of the course.
Grading
A
90-100 pts |
Superior Work evidenced by assignments and class participation that reflect outstanding understanding of class materials, consistent demonstration of critical and analytical skills, and creativity. |
B
80-89 pts |
Satisfactory Work evidenced by assignments and class participation that reflect essential understanding of class materials and frequent demonstration of critical and analytical skills. |
C
70-79 pts |
Marginal Work evidenced by assignments and class participation that reflect some understanding of class materials and occasional demonstration of critical and analytical skills. |
F
< 60 pts |
Failure evidenced by assignments and class participation that reflect insufficient understanding of class materials and limited critical and analytical skills. |
Assignments***
***All assignments must be written according to the ICSW Style Manual. All students will be held accountable for adhering to academic and nonacademic standards of conduct as described in the ICSW Student Handbook, available on the ICSW website. It is recommended to submit assignments electronically over email; however, assignments can be submitted at the beginning of the class held on the due date. Additionally, assignments can be submitted to the Instructor up to one week after the due date without penalty. Late assignments will be dropped one letter grade every subsequent week after the initial grace period.
Class attendance and participation 20%
Chapter 1 15% Due Class 2
Chapter 2 15% Due Class 4
Chapter 3 15% Due Class 6
Final Research Proposal 35% Due Class 8
Class attendance and participation is defined by regularly and promptly attending class with a willingness to engage in a thoughtful discussion and ask questions about the assigned readings and class topics. Students must obtain instructor approval prior to missing a class. Missing a class will negatively affect the class attendance and participation grade. A missed class cannot be made up.
Assignment #1: Chapter 1. Chapter 1 is the introduction to the dissertation. Students will create a title page and write a brief summary description/abstract of the study they propose. Next, the background, rationale, and significance of the study will be explored in order to indicate what is known about the research problem, what needs to be investigated further, and the importance of this new knowledge for social work research, practice, and/or policy. Students will then describe the conceptual framework and/or conceptual definitions of major concepts related to the study.
If the study is quantitative, this will entail conceptually defining variables (i.e. independent variables, dependent variables, control variables, mediating variables). Students will need to describe the proposed theoretical relationships between the concepts/variables and/or report the relationships explained by existing theory.
If the study is qualitative, student will describe the researcher approach (i.e. grounded theory, ethnography, phenomenology) and any assumptions that underlie this approach. The student will also convey their epistemological and ontological stance.
Lastly, students will submit their research question(s) and/or hypothesis(es).
Assignment #2: Chapter 2. Chapter 2 is the literature review of the dissertation. Students will write a review of the relevant research and theory in order to provide support for the study rationale. This will include describing what is currently known about the research problem and identifying gaps in the literature that their study will fill. Students will organize their literature review by using headings and subheadings that are emblematic of the central focus of each subsection.
First, students will write an introduction to the literature review that will provide an overview of the chapter and report how the review of the literature was conducted (i.e. search engines, key terms, criteria for including or excluding articles).
Next, students will describe broad research areas that are pertinent to their research problem before focusing on the most recent research findings that are central to their area of interest. This process is funnel-shaped, meaning that the literature review becomes narrower in focus as it progresses. This review of the literature is not an annotated bibliography, but rather a critical review of the literature that summarizes main points. Articles should not be reviewed one at a time. Students will synthesize their findings by identifying the main points of selected recent articles, pinpointing alternative points of view, and distinguishing important concepts that are relevant to their study.
Lastly, students will write a conclusion that summarizes the main findings of the literature review and places their study in the context of what is known and what is needed to know.
Assignment #3: Chapter 3. Chapter 3 is the study methodology of the dissertation.
First, students will describe the research design of the proposed study (i.e. experimental design testing an intervention or program evaluation). If students decide to use comparison groups, they will discuss how the groups are defined and how participants will be assigned to each group. Students will also describe what data will be collected at what point in time in their study.
Next, students will discuss their sampling plan. This will include their planned sample size, the rationale for this particular N, and their participant recruitment plan. If students plan to use an eligibility form then this will be attached in the appendix. The data collection process will be discussed, including who collects the data and how. If other people will also act as data collectors (i.e. observers or multiple interviewers), then their training will be described.
If the study is quantitative or mixed methods, students will operationally define the variables in the study. They will also explain their rationale for choosing an existing measure or interview guide (or why they are creating their own instrument). If the study involves the use of existing data sources (i.e. agency records or national survey data), students will describe what data was collected, who collected the data, why the data was collected, and when the data was collected. Students will also discuss previous studies (and their findings) that have used the data they will be using. All instruments will be included in an appendix. Instructions for scoring, a full description of the instrument, and the level of measurement for each variable will be included. If the instrument is preexisting, the reliability and validity will be discussed. If the instrument is created, plans for testing the reliability and validity will be included.
If the study is qualitative, students will create an interview guide or other data collection instruments. This will be included in the appendix. If students adapt an existing interview guide, the source and purpose will be described. Procedures for concerns related to trustworthiness and authenticity (i.e. writing memos and member checks) will be explained.
Although included in a dissertation proposal in Chapter 3, a data analysis plan is not required for this assignment.
Assignment #4 is the compilation of Chapters 1, 2, and 3. All three chapters will be linked together so there is a natural flow from one chapter to another. IRB forms will also be completed and attached in the appendix.
Topical Outline and Required Readings
Class One: Class Overview and Experimental Design
- Causality
- Internal and external validity
- Pre experimental designs
- Experimental designs
- Quasi-experimental designs
Required Readings:
Rubin & Babbie, Chapters 10 (4th edition) or 10 & 11 (6th edition)
Grote, N., Beldsoe, S., Swartz, H., & Frank, E. (2004). Feasibility of providing culturally
relevant, brief interpersonal psychotherapy for antenatal depression in an obstetrics clinic: a pilot study. Research on Social Work Practice, 14(6), 397-407.
Morrison, K., Bradley, R., & Western, D. (2003). The external validity of
controlled clinical trials of psychotherapy for depression and anxiety: A
naturalistic study. Psychology and Psychotherapy: Theory, Research, and Practice, 76, 109-132.
** Chapter 1 is due by Class Two**
Class Two: Single-System Designs
- Selection of target problems and relevant outcomes
- Measurement issues
- Who gathers the data
- Alternative designs
- Ethical issues
Required Readings:
Rubin & Babbie, Chapters 11 (4th edition) or 12 (6th edition)
Class Three: Qualitative Research Methods Part One
- Terminology in qualitative research
- Issues in intensive interviews and participant observation
- Focus groups
- Strengths and weaknesses of field research
Required Readings:
Rubin & Babbie, Chapters 13 (4th edition) or 17 & 18 (6th edition)
Gallegos, N. (2005). Client perspectives on what contributes to symptom relief in psychotherapy: A qualitative outcome study. Journal of Humanistic Psychology, 45(3), 355-382.
Huband, N., & Tantam, D. (2004). Repeated self-wounding: Women’s recollection of pathways to cutting and of the value of different interventions. Psychology and Psychotherapy: Theory, Research and Practice, 77, 413-428.
** Chapter 2 is due by Class Four**
Class Four: Qualitative Research Methods Part Two
- Qualitative analysis and basic coding
- Grounded theory
- Ethnography
- Qualitative research issues
- Audit trails
- Peer reviewing
Required Readings:
Rubin & Babbie, Chapters 13 (4th edition) or 17 & 18 (6th edition)
Harris, G.E., & Larsen, D. (2007). HIV peer counseling and the development of hope: Perspectives from peer counselors and peer counseling recipients. AIDS Patient Care and STDS, 21(11), 843-859.
Olson, M., & Russell, C. (2004). Understanding change in conjoint psychotherapy:
Inviting clients to comment on the validity of standardized change scores. Contemporary Family Therapy, 26(3), 261-278.
Class Five: Unobstrusive Research: Quantitative and Qualitative
- Content analysis
- Existing data/secondary analysis
- Historical/comparative analysis
Required Readings:
Rubin & Babbie, Chapters 14 & 15 (4th edition) or 16 & 20 (6th edition)
Hofferth, S.L. (2005). Secondary data analysis in family research. Journal of Marriage and Family, 67, 891-907.
** Chapter 3 is due by Class Six**
Class Six: Participatory Action Research/Culturally Competent Research
- Participatory action research
- Empowerment evaluation
- Culturally competent research
Required Readings:
Leff, S.S., Costigan, T., & Power, T.J. (2004). Using participatory research to develop a playground-based prevention program. Journal of School Psychology, 42, 3-21.
Secret, M., Jordan, A., & Ford, J. (1999). Empowerment evaluation as a social work strategy. Health & Social Work, 24(2), 120-127.
Sue, S. (2006). Cultural competency: From philosophy to research and practice. Journal of Community Psychology, 34(2), 237-245.
Recommended Readings:
Fetterman, D.M. (1994). Steps of empowerment evaluation: From California to Cape Town. Evaluation and Program Planning, 17(3), 305-313.
Class Seven: Program Evaluation
- Purpose of program evaluation
- Models of program evaluation
- Politics of program evaluation
- Basic logic models
Required Readings:
Rubin & Babbie, Chapters 19 (4th edition) or 13 (6th edition)
** Compilation of Chapters 1,2, & 3 is due by Class Eight**
Class Eight: Issues in Psychodynamic Research
Required Readings:
Fonagy, P., Roth, A., & Higgitt, A. (2005). Psychodynamic psychotherapies: evidence-based practice and clinical wisdom. Bulletin of the Menninger Clinic, 69(1), 1-58.