SW 507: SOCIAL WORK RESEARCH
The syllabus for SW 507: SOCIAL WORK RESEARCH, taught at Monmouth University by Dr. Cory Cummings.
SCHOOL OF SOCIAL WORK
SW 507 Social Work Research
Instructor: Cory Cummings, PhD, LCSW
Class Schedule: Friday 08:30AM-11:25AM Class Location: McAllan Hall 226
Office Hours: Tuesday 9:00AM- 11:00PM
Friday 1:00 PM- 2:00PM
*Additional times available by appointment
Research is a critical component of the professional practice of social work. Practice on any level must be based on sound and empirically validated concepts and theory. This course is designed to provide the student with an introduction to the basic knowledge and skills necessary for the conceptualization, and design of qualitative and quantitative approaches to social work research. Using the appropriate research skills, this course is designed to prepare the student to assess the adequacy of existing studies in terms of scientific analysis that highlights both quantitative and qualitative research methods, and in terms of the relationship to human rights and social and economic justice. This course also seeks to prepare the social work students to develop a strength-based approach to research as a resource of empowerment in working with diverse populations, especially populations at risk.
Knowledge is power as well as a source of empowerment. Social workers need to have an understanding of strength-based scientific approach to knowledge building, as well as begin to assess their abilities as researchers/practitioners. Students need to understand how research impacts upon the individuals’ understanding of human rights, and social and economic justice, how it influences and affects practice and service delivery; and they need skills in the evaluation of their own practice and programs within which they work. The importance of ethical standards and practices needs to be stressed early on and the students need the knowledge of research content in areas of problem formulation, measurement, hypothesis construction, theory development, and analysis of data.
The central mission of the School of Social Work at Monmouth University is to prepare its graduates for professional practice with a commitment to improving the quality of life of vulnerable individuals, families, groups, and communities on the local, national, and international levels. The program's rationale, its mission, goals, and objectives each are progressively more specific articulations of the three interrelated themes that weave throughout the curriculum. Those themes are the strengths perspective, an empowerment approach, and understanding families within a global context. The central course themes/ideas/premise/content/components are:
- the role and status of research to the social work profession.
- the principles and logic of research methods and scientific inquiry.
- the significance of the context of human rights and social and economic justice for social work research.
- the significance of the psychosocial context of a strengths-based approach in social work research for individuals and families in a global context and diverse populations especially, populations at risk.
- the critical assessments of the quality of existing and proposed evaluative and theory-related research and apply it to social work practice.
- qualitative and quantitative methodologies
- the use of electronic data bases to conduct a literature review.
- the role of ethics in the planning, development and implementation of research projects.
EDUCATIONAL POLICY AND ACCREDIATION STANDARDS
In accordance with the Council on Social Work’s Education Educational and Accreditation Standards, the following core competencies are critical to successful outcome in this course:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research
apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings
Use and translate research findings to inform and improve practice, policy, and service delivery
METHODS OF INSTRUCTION
- Class/group discussion of readings
- Lectures and response on key concepts
- Analysis of research studies
- Use of videos and group exercises
- Student research proposals and reporting
MEANS OF EVALUATION/GRADING
Points toward final grade (out of 100)
Class Attendance & Participation
CITI IRB certificates
Week 3 (2/07/20)
2 Quizzes 10 points each
Week 6 (2/28/20) &
Week 10 (4/03/20)
Week 11 (4/10/20)
Week 9 (3/27/20)
Week 8 (3/13/20)
Part A: Problem Statement
Part B: Literature Review
Part C: Final Proposal (Revisions to Parts A &B, New Sections: Abstract, Methods, Discussion)
Part D: Presentation of Proposal
Part E: IRB Application for Proposal
Week 4 (2/14/20)
Week 7 (3/06/20)
Week 13 (4/24/20)
Week 13 (4/24/20)
Week 14 (5/01/20)
Grading will follow the Monmouth University School of Social Work Grading with percentage marks associated with corresponding letter grades.
Grade Point Value
0 (below 68%)
Regular class attendance is an important aspect of demonstrating your professionalism as a social worker. Your ongoing presence suggests that you have committed yourself to a level of responsibility required to gain the breadth of knowledge required to best meet the needs of people in client status. Therefore, to reinforce your growth in this area regular attendance to class is expected.
If you miss any classes, you are responsible to make up the work. You are responsible for getting the missed materials from a classmate. If you miss more than two classes, you should also make an appointment to see the professor to discuss your progress in the course and any difficulties you may be having. Missing more than two classes will have an impact on your final grade because you are not participating in the class.
In order to create and maintain a classroom environment that builds a trusting an interactive class synergy and safe classroom environment, respectful, prepared and active participation in a necessity.
Appropriate class participation is defined as follows:
- Regular, on time attendance (unless excused by the instructor – see note below).
- Attentive non-verbal behavior.
- Raising questions and comments.
- Facilitating discussion.
- Participating in constructive and respectful class dialogue with the instructor and other students.
- Listening to your fellow classmates (including no side talk).
- Building on and respectfully responding to the other students’ comments.
- Drawing classmates into discussion (be willing to risk sharing the floor).
- Active participation in practice exercises and other in-class learning activities.
- Class participation includes use of the course web page, and participation in threaded discussions through the e-learning bulletin board.
- Facilitating or presenting case discussions and research findings.
- Avoiding using cellphone or laptops or other devices.
*Please know that just because you are physically present for the class does not mean that you are participating. Participation means to actively participate, demonstrating attentiveness, respect and interest through verbal and nonverbal communication. Also, you should make sure that if you absent from class, it will affect your class participation.
***PROFESSIONAL STANDARDS FOR MONMOUTH UNIVERSITY SOCIAL WORK STUDENTS (see below)
Students with any special learning needs are encouraged to schedule an appointment with the instructor so that together we can plan how to best facilitate your learning and educational development within the course requirements.
Students with disabilities who need special accommodations for this class are encouraged to meet with me or the appropriate disability service provider on campus as soon as possible. In order to receive accommodations, students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the University procedure for self-disclosure, which is stated in the University Guide to Services and Accommodations for Students with Disabilities.
Students will not be afforded any special accommodations for academic work completed prior to disclosure of the disability. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.
CHEATING AND PLAGIARISM POLICY:
The Monmouth University Student Code of Conduct defines plagiarism as:
- Submitting written materials without proper acknowledgment of the source.
- Deliberate attribution to, or citation of a source from which the referenced material was not in fact obtained.
- Submitting data which have been altered or contrived in such a way as to be deliberately misleading (Student Code of Conduct).
When plagiarism or cheating has been determined by the faculty member, they have the choice of failing the student for the paper or test, or failing the student for the course. Complete procedures can be found in the Student Code of Conduct.
Assignments in this course may be checked for plagiarism using Turnitin (http://www.turnitin.com), a web-based resource that compares the text of student papers to an extensive electronic database. I will inform you in advance about which assignments will be checked for originality using Turnitin.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the usage policy posted on the Turnitin.com site.
CLASS CANCELLATION POLICY:
In the event of a class cancellation, students should check their e-mail for instructions.
Students are responsible to regularly check their student e-mail accounts as well as eCAMPUS website for this class.
ELECTRONIC DEVISE IN THE CLASSROOM:
Computers may be used to support learning activities in the classroom. These include such activities as taking notes and accessing course readings under discussion. However, non-academic use of laptops and other devises are distracting and seriously disrupt the learning process for everyone. Neither computers nor other electronic devices are to be used in the classroom for nonacademic reasons. This includes emailing, texting, social networking, and use of the Internet. The use of cell phones during time is prohibited and should be set on silent before class begins. Leaving class to answer a call disrupts the class and detracts from your classroom participation. Arrangements for your personal communication need to be made before or after class and not during the class. In the case of emergency, please step out of the room and take the call. Failure to meet these expectations may result in a loss of participation point or to be asked to leave the class.
STATEMENT ON ENVIRONMENTAL CONCERNS:
Given the relationship that social work has to social responsibility, we ask that you please recycle your paper, glass, plastics and aluminum on-campus. While there may not be receptacles in each classroom, they are in the hallways and easy accessible. Thank you.
ASSIGNMENT TIMELINESS POLICY
All assignments will be due at the beginning of class on the date that is outlined in the syllabus. Only under extenuating circumstances will an extension be granted and this must be arranged with the instructor prior to the due date. Late assignments will be accepted; however, they will be dropped a point for every two days late. Assignments will not be accepted beyond one from due date.
American Psychological Association (2009). Publication manual of the American Psychological Association, 6th Edition. Washington, DC: Author.
We will also be using an Open Education Resource (OER) MSW Research Methods Text. OERs are an emerging movement in education to provide learning resources that are accessible in the public domain. I will be posting these each week and you can either use the online version (I will include the links in our weekly content) or you can download and print the PDF version if you prefer the paper in your hands (I will also post the PDF in our weekly content, as well).
Other Required Article, Book Chapter, and Other Information Sources
Available electronically from Monmouth University Library (MU)
Available on eCampus (e)
Barbera, R. (2008). Relationships and the research process: Participatory action research and social work. Journal of Progressive Human Services, 19(2), 140-159. (e)
Berg, B.L. (2004). Qualitative research methods for the social sciences. Boston: Pearson Education (Chapter 11: An introduction to content analysis; Chapter 12: Writing the research papers). (e)
Drisko, J.W. (1997). Strengthening qualitative studies and reports: Standards to promoting academic integrity. Journal of Social Work Education, 33(1), 185-197. (e)
NASW: Code of Ethics: http://www.socialworkers.org/pubs/code/code.asp
Office of Human Rights Protection, NIH Protecting Human Research Participants, Training & Certificate, http://phrp.nihtraining.com/users/login.php
Secret, M., Jordan, A., & Ford, J. (1999). Empowerment evaluation as a social work strategy. Health and Social Work; 24(2), 120-128. (MU)
Walliman, R. (2005). Your research project (2nd Ed.). Thousand Oaks, CA: Sage Publications (Chapter 2: Information, how to deal with it). (e)
APA Style Websites for referencing, in text citations, quotations, and organization
DESCRIPTION OF ASSIGNMENTS
Class Attendance and Participation
Each student is expected to actively participate in class discussions in a meaningful way that contributes to the development of the class as a community of learners. Professional behavior is expected at all times, this requires appropriate professional boundaries in behavior, appearance and communication. Meaningful participation requires completion of the reading assignments prior to the class in which they are to be discussed. Students should be prepared to discuss the assigned readings as they relate to the subject matter of the class meeting and to the case material that is presented.
CITI IRB Modules (Ethics in research and human subjects)
- In both social work research and practice, conducting ethical research and practice is essential. If you have a valid (within last 3 years) NIH Human Ethics Training, please upload the valid certificate of completion in ecampus assignments.
- If you do not have a valid NIH Human Ethics Training certificate, please complete the CITI training. Follow the directions below-
- The Collaborative Institutional Training Initiative (CITI) is a leading web-based training provider of research education content for millions of learners at academic institutions, government agencies, and commercial organizations in the U.S. and around the world.
- The Social and Behavioral Research course consist of 7 required modules, plus one elective and should take no more than 2.5 hours. You can take breaks and go back to the course to finish at your own pace.
- Go to https://www.citiprogram.org/login, then click on the REGISTER tab. Register for the course by clicking on Monmouth University, West Long Branch. Directions on how to register and complete the course can be found at www.monmouth.edu/irb/resources and forms/ then click on CITI Program: Directions to Login
- You must complete all of the required course modules. The required courses include:
- History and Ethical Principles – SBE (ID: 490)
- Belmont Report and Its Principles (ID: 1127)
- Defining Research with Human Subjects – SBE (ID: 491)
- The Federal Regulations – SBE (ID: 502)
- Assessing Risk – SBE (ID: 503)
- Informed Consent – SBE (ID: 504)
- Privacy and Confidentiality – SBE (ID: 505)
- You must complete one elective. The elective choices for SW412 are the following:
- Research in Public Elementary and Secondary Schools
- Research with Children
- Internet-based research
- Cultural Competence
Upon completion, please print out the Completion Report and the Completion Certificates and upload each form to ecampus.
Two (2) Quizzes
There will be 2 quizzes that include multiple choice, true/false, matching and short answer responses that cover terminology and concepts covered throughout the readings (including the IRB modules), class lectures and discussions.
Quiz 1: Ethics/Theoretical/Philosophical Foundations of Research
Quiz 2: Sampling/Data Gathering/Measurement
After a topic is determined, each member of the class will develop 5 questions, 2 open-ended/qualitative and 3 closed-ended/quantitative questions to put in a survey. In class we will critique the questions and provide feedback for survey development.
The purpose of this exercise is to experience qualitative observation. The class will be divided into groups. Each group will pick a location to observe (i.e. public library, Wilson Hall, Dunkin Donuts vs. Starbucks, train station, emergency room, grocery store (Wegmans vs. Foodtown) or general store (Walmart vs. Neiman Marcus). You will go at different times and observe for 20 minutes. Write up 1 -2 pages of observations (what did you see?) and 1 paragraph of meanings, themes, interpretations, what are questions that came out of observations, details, try to make sense out of observations. Do NOT go as a group. We will discuss the findings in class.
- Select and read an article from the selection of topics provided by the professor.
- Title your document with your article’s reference written in APA style.
- Critique the article using the Checklist for Research Evaluation (adapted from Marlow, 316 – 317), and provide BRIEF EXAMPLES/EVIDENCE with page numbers from the article to support your evaluations. When available, provide answers as indicated in the article, if no answer is provided in the article you should state your opinion of the answer and indicate that that is what you are doing. Copy and paste the checklist from the syllabus into a word document. YOU MUST USE THE CHECKLIST TO GET CREDIT FOR THIS ASSIGNMENT.
- After completing the checklist for the article. Provide a 1 page justification as to whether or not you trust the article as the truth. Evidence and examples must be provided.
Checklist for Research Evaluation
Statement of the problem
What is the research question? (if not stated, what do you think question is?)
What is the hypothesis? (if not stated, what do you think the hypothesis is?)
(this means relate the design to the purpose of the study. For example, if the study is causal will the design test for causation, etc. )
A. What is the population that this study wants to generalize to? Is the population in the study clearly presented?
Data Analysis (do the best you can here)
Human Diversity Issues
Limitations of the Study
Strengths of the Study.
Conclusions and Recommendations
Research Proposal (you are proposing a study…you will NOT actually be conducting the study!)
This final assignment is a research proposal consisting of all parts of a proposal including an IRB application. The proposal is broken down into smaller components and due throughout the semester. It is advised that you start to work on each part as we review that topic throughout the semester.
All Research Proposal parts should be in APA format and conform to APA heading and subheadings and reference formats. Title pages should be included. Pages should be numbered and a running head should be included.
Part A: Statement of the Problem (What is your Research Topic) (1-2 pages)
For this section, you need to produce a 1-2 page narrative that should address the following questions. Please don’t treat this like a question and answer – it should be a narrative that tells a story about the problem for the reader.:
What problem do you plan on studying? And why is it worth studying? Provide
Statistical evidence of its significance (i.e. prevalence rates etc).What are the
consequences if this problem is not addressed? What from your social work practice experience has led you to identify the need for this question to be answered? What are the implications for social work? How does it relate to the advancement of human rights and/or social justice?
Use a minimum of 2 peer-reviewed references or approved web-sites. Remember - this is a minimum – you need to use as many references as are required to support the facts that you share!
Part B: Review of the Literature (6-8 pages) – this is not an annotated bibliography but a synthesized argument to justify the need for your research question. (Competency 4)
This section should follow from the problem statement and you should make sure that the two are clearly linked. You should describe the following:
- What are the causes/risk factors of this problem or consequence you are focusing upon?
- What theories address it and what do they say is the cause?
- What research, interventions, programs etc. have been done previously to address or try to solve this problem?
- Evaluate the research by briefly discussing the methods of the studies and gaps in the literature (i.e. What voices are excluded from previous research? Are there consistent findings or do past studies disagree? Suggest how your study will address these gaps and advance the literature).
*Depending on the focus of your problem statement and the proposal in general, you may spend more time on developing our understanding of the problem OR you may be more focused on researching solutions – your literature review should reflect this.
Research Question: you need 1 paragraph at the end of your literature review which will address the following: What is the purpose (exploration, descriptive, explanation, or evaluation) of your study?; Based on what you have read, what is the question that you propose to answer?; If applicable, what is your hypothesis (using your independent and dependent variables)?
There should be at least 8 (new – not already in your problem statement) peer-reviewed/empirical references in this section of the paper.
Part C: Final Research Proposal
Your final paper (16-20 pages) should include the following topical areas.
NEW: Abstract (120 words or less): The abstract should be 120 words or less and provide an overview of the study using the following sections: Objective of study, Methods, Conclusions/Implications, and 3 Key Words which could be used to identify your project
NEW: Methods (4-5 pages)
How will you structure the collection of data for your study?; What is the study design? i.e. experimental, quasi-experimental, non-experimental, survey research, qualitative, quantitative, cross-sectional, longitudinal, etc. Justify why you chose that research design and the strengths of your design. Is the design appropriate to the purpose of the study? If doing a program evaluation, describe the program and its objectives.
What is the population you what to generalize to?
What is your sampling frame for that population?
What is your sampling method? (i.e. probability/non-probability.. be specific with the sampling technique)
How will you identify and get access to the subjects for your study?
How many subjects do you anticipate having?
What do they look like demographically?
Are you representing diverse groups?
What variables are you including in your study? (If study is explanatory in nature and sets up a hypothesis, what are the independent and dependent variables?)
How are each of the variables operationalized?
You must provide the actual surveys, measures etc you will be using?
Is there evidence of triangulation?
Discuss evidence for reliability and validity for your instruments?
How will you get consent/assent and recruit subjects?
What data will you collect?
[Be sure that the data you collect is a measurement of your variables, and that the variables you choose to measure will help to answer your question.]
Provide copies of the instruments (surveys, questionnaires, interview/focus group guides, data tracking log, etc]
Who will you collect the data from? How will you collect the data? Who will collect the data? Where? When?
Provide a complete description of the details of the data collection so that it could be replicated.
NEW: Discussion Section (1-2 pages)
A brief paragraph that summarizes your study, the purpose, and design.
Ethics: how are human rights protected?
Limitations section: cover the threats to internal and external validity.
Strengths section: what makes your study worth doing? This should include implications for practice, and social and economic justice?
The style of your paper, citations and your list of references must be in APA format. Be sure to proofread your paper carefully as part of your grade on the assignment concerns expository writing, grammar, spelling and sentence structure.
Paper needs to include a Title Page with a Running Head which is not part of the 16-20 pages. Your references, title page and data collection instruments don’t count in the 20-page limit. Do stick to the 20 pages.
Part D: PowerPoint & Presentation of Proposal
Each student will give a 7 minute presentation on their proposed project. You will present your research question and the practice experience that has led to your question, why it is important (i.e. significance of the problem, with statistical support); How you propose to study it (i.e. design, sample, measures); how you will collect the data; ethical considerations (i.e. how you will recruit subjects; how you will get consent; special considerations?); limitations/strengths of your study, and a concluding statement. You must be prepared to answer questions about your study.
Part E: IRB Application for your Proposal (you won’t turn it in to the IRB, only to me)
Complete the Monmouth University IRB protocol form using information from your research proposal (http://www.monmouth.edu/university/irb.aspx). You must complete all accompanying documents to support your IRB application (Informed Consent Form, Recruitment Materials, Debriefing Materials, CITI Certificate, Data Collection Instrument, Letter from Agency/Organization, Research in Schools Form – if it applies).
Readings for Class
Why Research Anything?
Why Conduct Research
ETHICS-THE FOUNDATION OF RESPONSIBLE RESEARCH & PRACTICE
Ethics in Research & Practice
Ethics in Writing
Office of Human Research Protections
Institutional Review Boards
Cultural Competence/Humility in Research
Chapter 1 Intro
Chapter 2 Choosing a Project,
Chapter 8 Ethics
PROBLEM STATEMENTS & LITERATURE REVIEWS
Finding Evidence of a Problem
Searching the Literature
Writing the literature review
Chapter 3 Literature Search
Chapter 4 Literature review
CITI Certificate Due for IRB Training
Chapter 5 Theory & Paradigm
Chapter 7 Research Questions
Part A: Problem Statement for Proposal Due
SCIENTIFIC INQUIRY (Cont)
Defining the problem
Hypothesis vs. question
Chapter 6 Inductive Deductive
Chapter 9 Quant Sampling
Exercise: Research Question & Hypothesis
Sources of Data
Considerations for Sampling
Chapter 17 Qual Sampling
Part B: Literature Review for Proposal Due
Quant Data Gathering & Measurement
Levels of measurement
Culturally competent measurement
Chapter 10 Qunat Measurement
Article Critique Due
Qual Data Gathering & Rigor
Strategies for gathering qualitative data
Quality in the qualitative research process
Chapter 18 Qual Data Gathering
Chapter 20 Quality in Qual Studies
Qualitative Observation Assignment Due
RESEARCH DESIGN (Quant)
Types of Research Designs
Chapter 11 Survey Design
Chapter 12 Experimental Design
Methods Worksheet Due
Types of Qualitative Designs
Brief Introduction: SOCIAL WORK APPLICATIONS OF RESEARCH
Chapter 22 A survey of Qual Designs
Chapter 19 A survey of approaches to Qual data analysis
Rubin and Babbie
Chapter 13 – Single Case Evaluation
Chapter 14 – Program Evaluation
Questionnaire Development Due
IRB Review : Revisiting the Application
Chapter 24 Conclusion
Presentation of Proposal
Part C: Final Proposal Due & Part D: PPT for Proposal Presentation Due
Presentations of Proposal
Part E: IRB Due
PROFESSIONAL STANDARDS FOR MONMOUTH UNIVERSITY SOCIAL WORK STUDENTS
Monmouth University School of Social Work expects students to demonstrate professional behavior that reflects a commitment to the ethics and values of the social work profession as codified by the NASW Code of Ethics. These expectations are different from those you find in non-professional educational programs. In accredited social work programs such as the one at Monmouth University, academic standards are inclusive of both scholastic achievement and professional competence. In order to ensure continued enrollment in a social work program, both scholastic achievement and professional competence must be demonstrated. The standards for professional behavior, and specific expectations related to those standards, are outlined below.
-Attend class on a regular, on-time basis
-Come prepared for class, with assignments completed
-Return from break in a timely manner
-Actively participate in class discussions, group activities and assignments at a comparable level to peers
-Have familiarity with the syllabus and the instructions for all assignments
-Complete all assignments in a timely manner
-Request help in a timely manner when necessary
-Adhere to the academic calendar
-Treat yourself, your peers, instructors, supervisors, clients, and all those you come into contact with, with dignity and respect at all times
-Treat the content of classes and assignments with dignity and respect at all times
-Be attentive to non-verbal behavior and engage in active listening (no side-talk)
-Raise relevant questions and comments. Facilitating discussion, and participate in constructive and respectful class dialogue with the instructor and other students
-Build on and respectfully respond to the other students' comments
-Draw classmates into discussion (share the floor)
-Work collegially with others, encourage colleagues, show initiative, be responsive to feedback
-No phone/text use in class
-Use computer for note taking purposes and only if discussed with the instructor in advance
Maintain strong verbal and written communication skills by the following:
-Use Monmouth University email for sending and receiving professionally written messages to and from faculty, staff and administrators
-Respond to administrators, faculty, staff and peers in a timely manner
-Follow appropriate channels and protocols for resolving any concerns
-Demonstrate an ability and willingness to listen to others
-Give and use feedback constructively
-Receive feedback (including grades) exhibiting professional attitude and demeanor
Emotional Stability and Maturity
-Deal effectively with stress both from within and in others
-Exhibit an ability to handle stress of workload
-Demonstrate a genuine interest in hearing feedback
-Exhibit an understanding of the effect of one’s statements and behaviors on others
-Demonstrate appropriate presentation of self (maintaining boundaries) in actions, dress, sharing and language
-Display a willingness to examine one’s belief’s, values and assumptions and adjust behavior to ensure ethical professional practice
-Be open to new ideas, differing opinions and feedback from others and integrate these into professional and student roles and performance
-Commit yourself to learning and following the rules of APA
-Understand and comply with the university and school policies on plagiarism and its consequences
-Accept and use constructive feedback
-Critically evaluate and apply knowledge and research findings to professional performance
-Participate in the classroom in a way that promotes academic freedom
-Engage in respectful classroom behavior, and comply with instructor’s directives
-Practice honesty with yourself, your peers and your instructors
-Constantly strive to improve your abilities
-Do your own work and contribute your fair share to group projects.
-Apply yourself to all your academic pursuits with seriousness and conscientiousness, meeting all deadlines as given by instructors
-Strive to deepen your commitment to social justice for all at-risk populations
-Demonstrate an understanding of how institutional and personal oppression impede the experience of social justice for individuals and groups
-Strive to learn about methods of empowering populations and enhancing social justice at micro, mezzo and macro levels
MU School of Social Work bears the responsibility to the community at-large to produce fully trained professional social workers who consciously exhibit the knowledge, values and skills of the profession of social work codified in the NASW Code of Ethics. Given this context, all students in the program are expected to maintain the above ethical standards of professionalism in their coursework, in fieldwork/internship, and at all times while attending the university.
Behavior contrary to these ethics standards will be cause for review of the student’s admission to the program or continued participation in the program (Monmouth University School of Social Work Handbook, 2012). Please review the student handbook for details on the Student Performance Assessment and Monitoring Committee Policy for Corrective Action, Academic Suspension and Dismissal (p.85).
Through your continued enrollment in this course you are agreeing to follow the above statements.
SW 507: SOCIAL WORK RESEARCH
American Psychological Association. (2010). Publication manual of the American Psychological Association 6th ed.. Washington D.C: American Psychological Association.
Bartle, E. E., Couchonnal, G., Canda, E. R., & Staker, M. D. (2002). Empowerment as a dynamically developing concept for practice: Lessons. Social Work, 47(1), 32-43.
Bell, M. (2002). Promoting children's rights through the use of relationship. Child and Family Social Work, 7(1), 1-11.
Berg, B.L. (2009). Qualitative research methods for the social sciences (7th Ed.). New York: Allyn & Bacon.
Bischoff, U. M., & Reisch, M. S. (2000). Welfare reform and community-based organizations: implications for policy, practice, and education. Journal of Community Practice, 8(4), 69-91.
Boehm, A., & Staples, L. H. (2002). The functions of the social worker in empowering: The voices of consumers. Social Work, 47(4), 449-460.
Cahill, C. (2010). ‘Why do they hate us?’ Reframing immigration through participatory action research. Area, 42(2), 152-161. doi:10.1111/j.1475-4762.2009.00929.x.
Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. (3rd Ed.). Los Angeles: Sage Publications.
Dudley J.R. (2010). Research methods for social work: Being producers and consumers of research. (2nd Ed.). New York: Allyn & Bacon.
Drisko, J. W. (1997). Strengthening qualitative studies and reports: Standards to promote academic integrity. Journal of Social Work Education, (33)1.
Dworski-Riggs, D., & Langhout, R. (2010). Elucidating the power in empowerment and the participation in participatory action research: A story about research team and elementary school change. American Journal of Community Psychology, 45(3/4), 215-230. doi:10.1007/s10464-010-9306-0.
Fallon, B., Trocmé, N., Fluke, J., MacLaurin, B., Tonmyr, L., & Yuan, Y. (2010). Methodological challenges in measuring child maltreatment. Child Abuse & Neglect, 34(1), 70-79. doi:10.1016/j.chiabu.2009.08.008.
Gilgun, J. F., & Abrams, L. S. (2002). The nature and usefulness of qualitative social work research: Some thoughts and an invitation to dialogue. Qualitative Social Work, 1(1), 39-55.
Gesell, S., Scott, T., & Barkin, S. (2010). Accuracy of perception of body size among overweight Latino preadolescents after a 6-month physical activity skills building intervention. Clinical Pediatrics, 49(4), 323-329. doi:10.1177/0009922809339386.
Grahame, K. M. (2003). "For the family": Asian immigrant women's triple day. Journal of Sociology and Social Welfare, 30(1), 65-90.
Healy, K. (2001). Participatory action research and social work: A critical appraisal. International Social Work, 44(1), 93-105.
Hollingsworth, L. D. (2003). International adoption among families in the United States: Considerations of social justice. Social Work, 48(2), 209-217.
Hyde, C. A. & Ruth, B J. (2002) Multicultural content and class participation:
Do students self-censor? Journal of Social Work Education, 38 (2), 241-256.
Irwin, C., Irwin, R., Miller, M., Somes, G., & Richey, P. (2010). Get fit with the Grizzlies: A community-school-home initiative to fight childhood obesity. Journal of School Health, 80(7), 333-339. doi:10.1111/j.1746-1561.2010.00510.x.
Lara, M., Navarro, C., & Navarrete, L. (2010). Outcome results of a psycho-educational intervention in pregnancy to prevent PPD: A randomized control trial. Journal of Affective Disorders, 122(1/2), 109-117. doi:10.1016/j.jad.2009.06.024.
LaVange, L., Kalsbeek, W., Sorlie, P., Avilés-Santa, L., Kaplan, R., Barnhart, J., et al. (2010). Sample design and cohort selection in the Hispanic community health study/study of Latinos. Annals of Epidemiology, 20(8), 642-649. doi:10.1016/j.annepidem.2010.05.006.
Lee, J. K. P., Jackson, H. J., Pattison, P., & Ward, T. (2002). Developmental risk factors for sexual offending. Child Abuse and Neglect, 26(1), 73-92.
Levine, J. (2001). Working with victims of persecution: Lessons from Holocaust survivors. Social Work, 46(4), 350-351.
Longres, J. F., & Scanlon, E. (2001). Social justice and the research curriculum. Journal of Social Work Education, 37(3), 447-463.
Marsee M.A., Weems C.F., & Taylor L.K. (2008). Exploring the association between aggression and anxiety in youth: A look at aggressive subtypes, gender and social cognition. Journal of Child and Family Studies, 17(1): 154-168.
McCarthy, C., & Marks, D. (2010). Exploring the health and well-being of refugee and asylum seeking children. Journal of Health Psychology, 15(4), 586-595. doi:10.1177/1359105309353644.
McLeod, E., & Eriksson, B. S. (2002). Hospital social work in Sweden and the UK: Access to chances of physical health and well-being. European Journal of Social Work, 5(2), 159-169.
Meert, K.L., Briller, S.H., Schim, S.M., Thurston, C., & Kabel, A. (2009). Examining the needs of bereaved parents in the pediatric intensive care unit: A qualitative study. Death Studies, 33(8), 712-740.
NASW Code of Ethics (http://www.socialworkers.org/pubs/code/default.asp)
Neto, F. (2001). Love styles of three generations of women. Marriage and Family Review, 33(4), 19-30.
Patten, M.L. (2001). Questionnaire research: A practical guide (2nd Ed.). Los Angeles: Pyrczak Publishing.
Patton, M.Q. (2002). Qualitative research and evaluations methods (3rd Ed.). Thousand Oaks, CA: Sage Publications.
Patrick, M., & Schulenberg, J. (2010). Alcohol use and heavy episodic drinking prevalence and predictors among national samples of American eighth- and tenth-grade students. Journal of Studies on Alcohol & Drugs, 71(1), 41-45. Retrieved from Academic Search Complete database.
Peled, E. & Leichtentritt, R. (2002). The ethics of qualitative research. Qualitative Social Work, 1(2), 145-169.
Pyrczak F (2008). Evaluating research in academic journals: A practical guide to realistic evaluation (4th Ed.). Glendale, CA: Pyrczak Publishing.
Richter, L., & Johnson, P. B. (2001). Current methods of assessing substance use: A review of strengths. Journal of Drug Issues, 31(4), 809-832.
Rivera, L. (2003) Changing women: An ethnographic study of homeless mothers and popular education. Journal of Sociology and Social Welfare. (13)3, 388-399.
Ross, L., Dobinson, C., & Eady, A. (2010). Perceived determinants of mental health for bisexual people: A qualitative examination. American Journal of Public Health, 100(3), 496-502. Retrieved from Academic Search Complete database.
Shearer, N., Fleury, J., & Belyea, M. (2010). Randomized control trial of the health empowerment intervention feasibility and impact. Nursing Research, 59(3), 203-211. Retrieved from Academic Search Complete database.
Smith, L.E., Seltzer, M.M., Tager Flusberg, H., Greenberg, J.S., & Carter, A.S. (2008). A comparative analysis of well-being and coping among mothers of toddlers and mothers of adolescents with ASD. Journal of Autism and Developmental Disorders. 38(5): 876-898.
Szuchman, L.T. & Thomlison, B. (2011). Writing with style: APA style for social work (4th Ed.). Belmont, CA: Brooks/Cole.
Treacy, L., Tripp, G., & Baird, A. (2005). Parent stress management training for attention-deficit/hyperactivity disorder. Behavior Therapy, 36(3), 223-233. Retrieved from Academic Search Complete database.
United Nations Universal Declaration of Human Rights (http://www.un.org/Overview/rights.html)
White, R. (2010). New poll reveals mothers' views on fathers. New York Amsterdam News, 101(25), 10. Retrieved from Academic Search Complete database.
Wilson, H., & Widom, C. (2010). Does physical abuse, sexual abuse, or neglect in childhood increase the likelihood of same-sex sexual relationships and cohabitation? A prospective 30-year follow-up. Archives of Sexual Behavior, 39(1), 63-74. doi:10.1007/s10508-008-9449-3.
Zhong, H., & Schwartz, J. (2010). Exploring gender-specific trends in underage drinking across adolescent age groups and measures of drinking: Is girls’ drinking catching up with boys’? Journal of Youth & Adolescence, 39(8), 911-926. doi:10.1007/s10964-009-9413-0.
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