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| an approach to inquiry that attmepts to safeguard against errors commonly made in casual human inquiry |
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| a fundamental model or frame of reference that shapes our observations and understandings |
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| a paradigm that emphasizes objectivity in our quest to observe and understand reality |
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| a paradigm that emphaizes multiple subjective realities and the impossibility o fbeing completely objective |
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| an extreme form of social constructivism that rejects the notion of an objective soical reality |
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| quantitative research methods |
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| research methods that typically seek to produce precise and generalizable findings (NUMBERS) |
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| Qualitative resarch methods |
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research methods that are more flexible than quantitative methods, that allow research procedures to evolve as more observations are gathered. Tap the deeper meaning of particular human experiences. (TEXT)
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| a research paradigm that focuses on gaining an empathic understanding of how people feel inside, seeking to interpret individual's everyday experiences. |
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| a research paradigm distinguished by its focus on oppresion and its commitment to using research procedures to empower oppressed groups |
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| a research paradigm distinguished by its commitment to using research procedures to address issues of concern to women and to empower women. |
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| a systematic set of interrelated statements intended to explain some aspect of social life or enrich our sense of how people conduct and find meaning in their daily lives |
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| a research process based on inductive logic, in which the researcher begins with observations, seeks paterns in those observations, and generates tentative conclusions from those patterns |
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| a research process based on deductive logic, in which the researcher begins with a theory, then derives hypotheses, and ultimately collects observations to test the hypotheses |
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| studies that conduct observations at different points in time |
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| a mental image that symbolizes an idea, an object, an event, a behavior, or a person |
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| a concept being investigated that is characterized by different attributes |
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| characteristics of persons or things |
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| variables changing together in a consistent, predicatable fashion |
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| a tentative and testable statement about how changes in one variable are expected to explain changes in another variable |
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| a variable that explains or causes a dependent variable |
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| a variable that is being explained or caused by an independent variable |
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| nominal level of measurement |
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| a level of measurement that describes variables (such as gender or ethnicity) whose different attributes are categorical only, and can be described in terms of how many, but not dgree of. (COMPRISES A LIST OF NAMES) |
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| Ordinal level of measurement |
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| a level of measurement describing variables whose attributes mayb be rank ordered according to degree. (high, medium, low ; socioeconomic status) |
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| Interval level of measurement |
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| a level of measurement that describes variables (such as IQ or Fahrenheit temp) whose attributes are rank ordered and have equal distances between adjacent attributes, but which do not have a "true" zero point. (have all properties of nomibal and ordinal. |
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| Ratio level of measurement |
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| a level of measurement that describes variables (such as age or number of children) whose attributes have all the qualities of interval measures and are also based on a "true zero" point |
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| How do social workers know things? |
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| -education, experience, tradition, authority, common sense, popular media |
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| what does social work research seek to do? |
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-provide the practical knowledge that socal worker need to solve the problems the confront
-to give the field the information it needs to alleviate human suffering and promote social welfare
-to accomplish the same humanistic goals as social work practice.
-is compassionate, problem-solving, and practical |
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-compassion for our clients is the main reason for us to use research.
-understanding research methods and using reseach discriminately
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| about the scientific method... |
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-everything is open to question
-consider our "knowledge" to be provisional and subject to refutation
-search for evidence that is based on observation as the basis for knowledge
-calls for the replication of studies |
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| Steps in evidence based practice include |
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1.formulating a question
2.searching for evidence
3.critically appraising the studies you find
4.determining which evidence-based intervention is most appropriate for your clients
5.applying the evidence-based intervention
6.evaluating progress and providing feedback |
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| Research purposes for social work |
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1.exploration
2.description
3.explanation
4.evaluation
5.construction of measurement instruments |
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| examine phenomena at one point in time |
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| psychosocial,functionalist, problem-solving,cognitive-behavioral,task-centered, case management,crisis intervention,ecological perspective, life model, generalist, empically based practice |
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| Phases in Research Process |
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Phase 1- Problem Formulation
Phase 2 - Designing the study
Phase 3 - Data collection
Phase 4 - data processing
Phase 5 - data analysis
Phase 6 - Interpreting the findings
Phase 7 - Writing the research report |
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| description typically refers to surface attributes that can be easily quantified; objectivity, precision, and generalizability are paramount concerns. |
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| description is more likely to involve a thicker examination of phenomena and their deeper meanings than generalizing with precision to a larger population |
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| your review of peer reviewed information already published. used to support your theory about why your research is important. |
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