YORK COLLEGE OF THE CITY UNIVERSITY OF NEW YORK
SOCIAL WORK PROGRAM
SCWK 470/SOC 321: SOCIAL RESEARCH METHODS II
Semester:
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Office Hours and Room:
Instructor:
Phone:
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Bulletin description: Prereq: SCWK 350. Prereq or Coreq: SCWK 400, SCWK 410.
Application of the scientific method, the logic of experimentation, and rules of evidence to
social data, with particular attention to experimental and quasi-experimental research designs,
including single-case designs; measurement problems; and sampling designs and the use of
inferential statistics.
Course Overview: The Research Sequence
This is the second course in a two-course sequence in social research.
The purpose of the research sequence is to contribute to the preparation of generalist social
workers who: 1) appreciate a scientific, analytic approach to knowledge building; 2) understand
the concepts and procedures that are employed in the formal development of social work’s
knowledge base; 3) are able to use findings of social research to guide the development of
evidence-based principles of professional practice so as to be able to provide high-quality
services, initiate change, and improve practice, policy, and social service delivery; 4) are able to
communicate about empirically based knowledge, including evidence-based interventions; and
5) are able to participate meaningfully in the research process to expand the professional
knowledge base, including evaluation of their own practice.
In light of the missions of the Social Work Program and York College, special attention is given
to concepts and procedures that are commonly used in describing, analyzing and understanding
oppressed groups, diverse cultures, urban settings and global perspectives. Examples of social
work research are drawn largely from these domains; as well as from York Social Work faculty
and student publications.
In considering empirical research as a means of developing the knowledge base of professional
social work, the courses stress issues related to the conduct of research in a practice profession,
the relationship between research and practice, the application of principles of critical thinking to
both research and practice, and the ethical considerations crucial in research.
The two courses in research form an integrated and articulated sequence within the concept of a
spiral curriculum. That is, some of the material is presented at least twice – once in SW 350 and
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again, in SW 470 – the second time at a higher level of conceptualization, specificity, and with a
greater level of understanding. The first course is a foundation course taken in the junior year.
The second course is taken in the senior year, either subsequent to, or concomitant with, field
placement. The second course builds upon the content of the first course, and demonstration of
mastery of the content of the foundation course is a prerequisite for registering for the second
course.
SOCIAL WORK 470 completes the presentation, begun in SCWK 350, of the basic content
related to the research enterprise, in general, and evidence based practice, in particular:
propositions and variables in social work; conceptual and operational definitions of variables;
causal inference in social work research; univariate and bivariate frequency distributions; central
tendency, dispersion and shape as descriptors of a univariate frequency distribution; and ethical
issues in the research enterprise. Social Work 470 also presents content related to: validity,
reliability and error in measurement; sampling; external validity and internal validity of research
design; experiments and quasi-experiments in social work research; and sampling distributions
and probability. Finally, the course focuses on the application of these concepts to the reading of
research reports that inform evidence based practice.
Course Objectives
Upon completion of the course, the student should be able to demonstrate:
1. understanding of measurement in social work, both qualitative and quantitative
2. understanding of research designs especially adapted to conducting evidence based
research on social work practice
3. understanding of the conditions that are required for the valid interpretation of social work
research findings - especially regarding findings for evidence based practice
4. ability to read and comprehend inferential statistical data in professional journals;
particular attention will be paid to data relevant to oppressed groups, diverse cultures,
urban settings and global perspectives
5. understanding of the integration of measurement, research design and data analysis in the
research enterprise
6. ability to apply measurement concepts in the evaluation of assessment procedures in
evidence based practice
7. ability to apply research procedures in the evaluation of programs in the delivery of
professional services
8. ability to apply the basic concepts of research in the reading of research reports –
especially reports of evidence based practice
9. ability to apply the basic concepts of research in the analysis and evaluation of
research reports – especially reports of evidence based practice
10. ability to use research findings in professional practice, i.e., to use research findings as a
basis for evidence based practice (including micro and macro practice, the initiation of
change, and the improvement of practice, policy, and social service delivery)
11. proficiency in the use of the scientific method in situations outside research activities, per
se, e.g., case assessments
12. intermediate understanding of the ethical issues in the research enterprise
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13. beginning ability to design (and possibly implement) an ethically sound research project;
this project may be single subject design; and it may be an evaluation of the student’s own
practice
14. intermediate ability to search the literature for evidence based knowledge
15. intermediate ability to use the technology of electronic databases, including Psychological
Abstracts, Sociological Abstracts, Social Work Abstracts, Medline, CINAHL, and
UNESCO Bibliography of the Social Sciences.
Evaluation of Student Performance
1. Quizzes (6-8)
2. Research project
3. Midterm examination
4. Final examination (this is a departmental exam that is given in class during Finals
Week; it is an objective-type exam and is cumulative)
5. Submission of all assignments on time; knowledgeable class participation;
punctuality and attendance
15%
25%
25%
25%
10%
Instructional Methods
1. Presentation by instructor
2. Class exercises, e.g., small group work on reading research reports – especially evidencebased reports; presentation by small groups to whole class; interactive mock research
conferences
3. Class discussions
4. Reading assignments
5. Writing assignments with instructor feedback
6. Examinations
7. Design of an evidence based research project
8. Reading of research reports
9. Searching databases for evidence based knowledge
10. Computer exercises
11. Opportunity to attend (and possibly present at) a professional research conference
Policy on Attendance and Participation
Students are expected to attend all classes and to be on time. Absence and lateness for class will
be incorporated into the final grade. Participation includes preparing for class by completing
assigned readings, participating in class discussions in an informed manner, moving the class
forward by asking questions or making comments, and actively completing in-class exercises.
Policy on Assignments
Written and oral assignments must be submitted on the due date.
Final assignment and designated preliminary assignments must be submitted on time. The
penalty for lateness in submission of preliminary assignments may be refusal of instructor to
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provide feedback; the penalty for lateness in submission of final assignment will be the reduction
of grade by 3 points for each day late.
Policy on Academic Integrity
Academic honesty means that other’s work is given attribution. References used to prepare
student papers or presentations must be appropriately cited. Any collaborative efforts among
students must be cleared with the instructor. Students must assume responsibility for
maintaining honesty in all work submitted for credit.
Violations to academic integrity include cheating, plagiarism, fabrication, purchasing other’s
work and submitting it as one’s own, allowing one’s work to be used by others, multiple
submission of work, and misuse of computers. Violations of academic integrity will be
addressed in accordance with The City University of New York policy on academic integrity, as
described in the York College Bulletin.
To avoid plagiarism, give credit whenever you use:




another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings that are not common knowledge;
quotations of another person’s actual spoken or written words;
a paraphrase of another person’s spoken or written words.
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Primary Learning Sources
General Sources:
*American Psychological Association. (2001). Publication manual (5th ed.). Washington,
DC: Author.
*Ginsberg, L. (1995). Social work almanac (2nd ed.). Washington, DC: National Association of
Social Workers.
*Rubin, A., & Babbie, E. (2001). Research methods for social work (4th ed.). Pacific Grove,
CA: Brooks/Cole.
*Weinbach, R. W., & Grinnell, R. M. (2004). Statistics for social workers (6th ed.).
Boston: Pearson/Allyn and Bacon.
*Wilson, W. C. (n.d.). The psychological impact of the experience of unemployment.
Unpublished manuscript. (Handout)
York College Student Sources:
*Baboolal, T. (2003, May). World Trade Center Attack and dysphoria: Comparison of two
matched groups (exposed and not exposed). Paper presented at Hunter College Psychology
Convention, New York.
*Brown, D., Nish, L., Park, M., & Evola, M., (2003, May). Emotional attachment to the World
Trade Center and stress. Paper presented at Hunter College Psychology Convention, New
York .
York College Faculty Sources:
*Acker, G. M. (2003). Role conflict and ambiguity: Do they predict burnout among mental
health service providers? Social Work in Mental Health, 1, 63-80.
*Ashton, V. (2001). The relationship between attitudes toward corporal punishment and the
perception and reporting of child maltreatment. Child Abuse and Neglect, 25, 389-399.
*Rosenthal, B. S. (1986). Predictors of American social workers’ interest in working in the
Developing World. (Doctoral dissertation, Adelphi University, 1986). Dissertation Abstracts
International, 47, 1882A. (On reserve in library)
*Required reading
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COURSE OUTLINE
1.0 Introduction (1 hour)
1.1 Administrative matters
1.2 Overview of course
1.2.1. The importance of social research for social workers: evidence based practice
1.2.2 Foundations of evidence based practice: the distinction between values and knowledge
1.2.3. Structure of the research enterprise (and the course): research problem (problem
formulation, justification, conceptual analysis), measurement, research design,
statistics, data analysis
1.2.4 Similarities between research and practice
1.2.5 Nature of the course
focuses on concepts and logical thinking, not mathematics
statistics are a tool of research
1.3 The nature and purpose of social research: the basis for evidence-based practice
1.3.1 Errors in human inquiry
1.3.2 The basis of social science
1.3.3 The creation of social science knowledge and of evidence based practice knowledge
1.3.4 Empirically substantiated social science theory
Readings**
*Rubin & Babbie, Chapters 1, 2, 3
2.0 Using the Library and APA bibliographic style: Intermediate Level (2 hours)
2.1 Databases
2.1.1 York, CUNY holdings; Inter Library Loan system
2.1.2 Useful databases for social workers: Psychological Abstracts, Sociological
Abstracts, Social Work Abstracts, ERIC, Medline, CINAHL, UNESCO Bibliography of
the Social Sciences
2.1.3 Searching databases, using technology and key words, for evidence based practice
2.2 APA Style
2.2.1 In the text and in references
2.2.2 Differences in style for print (book, journal, newspaper), non-print, and electronic
sources
2.3 Reading research reports: APA style
*Rubin & Babbie, Appendix A
*APA Manual, Skim entire book
*Handouts: Clarifying Grade Expectations
What Is a Professional Journal?
Social Work Journals
Inter-Library Loan Requests
CUNY libraries
*Required reading
**Note: Readings due on first date of topic, unless otherwise specified.
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3.0 Ethical Issues in research: Intermediate Level (2 hours)
3.1 Similarities between ethical issues in research and in practice
3.2 NASW Code of Ethics as applied to practice and to research
3.3 Ethical requirement to use evidence based practice; and unethical nature of using
interventions that are not evidence based
3.4 Anonymity and confidentiality
3.5 Informed consent
3.6 Voluntary participation
3.7 Institutional Review Board
3.8 Bias and insensitivity
3.9 Reading research reports: ethical issues
Readings**
*Rubin & Babbie, Chapter 4
*NASW Code of Ethics: http://www.naswdc.org/code.htm
*APA Manual, “Guidelines to reduce bias in language,” pp. 46-60
*Application to Institutional Review Board for approval of a research project
4.0 Descriptive Statistics - Intermediate Level: Organizing the evidence as a basis for evidence based
practice; reading reports of descriptive statistics (3 hours)
4.1 Statistics: Overview
4.2 Characteristics of Arabic numbering system
4.3 Application of characteristics of Arabic numbering system to levels of measurement
4.4 Application of levels of measurement to social work research
4.5 Organizing data: frequency distribution
4.6 Application to social work research
4.7 Reducing data: measures of central tendency
measures of dispersion
shape
4.8 Reading research reports: descriptive statistics
a. Reading reports of evidence based research in the lay press
b. Reading tables/figures/charts/graphs
c. Reading evidence based reports in journal articles and books
Readings**
*Weinbach and Grinnell, Chapters 1-3
*Ashton, 1999, p. 544
*Beckerman, Letteney, & Lorber, 2000, Figures 1-6
*New York Times, Ginsberg Selected readings
Greenstein, 2001, Chapter 5
*Required reading
**Note: Readings due on first date of topic, unless otherwise specified.
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5.0 The Research Report (2 hours)
5.1 How the research report reflects the research enterprise: [research problem (problem
formulation, justification, conceptual analysis), measurement, research design,
statistics, data analysis]
5.2 Reading research reports: identifying components
Readings**
*Idealized model outline of a research report (handout)
*Rubin & Babbie, Appendix C
*Rosenthal (1986), skim entire book
*Rosenthal & Schreiner, 2000
*Baboolal, 2003
6.0 Problem Formulation: An essential component of evidence-based practice (3 hours)
6.1 Stages in problem formulation
6.1.1 Knowledge propositions
6.1.2 Social work knowledge propositions
6.2 Literature review: searching the literature for evidence-based knowledge
6.3 Feasibility
6.4 Units of analysis
6.5 Reading research reports: problem formulation
Readings**
*Rubin & Babbie, Chapter 5
*Rosenthal (1986), Chapters 1, 2
*Wilson, n.d., pp. 1-2, up to “Method”
*Baboolal, 2003, Introduction
*Brown, Nish, Park, & Evola, 2003, Introduction
*Wilson and Rosenthal, 2003, Introduction
*Required reading
**Note: Readings due on first date of topic, unless otherwise specified.
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7.0 Measurement - Intermediate Level: Key Ingredients in Evidence Based Practice: (3 hours)
7.1 Variables
7.2 Hypotheses
7.3 Conceptualization of variables
7.3.1 Understanding the concept
7.3.2 Application of the concept to social work variables
7.3.3 Identification of conceptual definitions of variables in research reports
7.4 Identification of hypotheses in research reports
7.5 Student development of hypotheses
7.6 Operationalization of variables
7.6.1 Difference between qualitative and quantitative research
7.6.2 Understanding the concept
7.6.3 Application of the concept to social work variables
7.6.4 Identification of operational definitions of variables in research reports
7.7 Reading research reports: identifying variables, conceptual definitions, operational definitions,
hypotheses
Readings**
*Rubin and Babbie, Chapters 6, 7, 13
*Wilson, n.d., “Method”
*Baboolal, 2003 “Method”
*Barnes, 1999, “Method”
8.0 Empirical Status of A Knowledge Proposition: The Degree to which a Knowledge Proposition is
Evidence Based (4 hours)
8.1 Explanation of the concept
8.2 Importance to social work practitioners
8.3 Determining the empirical status of a knowledge proposition
8.4 Application of the concept to actual studies
8.5 Student development of a knowledge proposition
8.6 Application of the concept to student’s knowledge proposition
8.7 Use of computerized databases to determine the empirical status of a knowledge
proposition
Determining “key words”
Using the thesaurus
8.8 Application of the use of computerized databases to student’s knowledge proposition
8.9 Reading research reports: Empirical Status of a knowledge proposition
Readings**
*Rosenthal (1986), Chapter 3
*McCullough, 1999
*Wilson and Rosenthal, 2003
*Required reading
**Note: Readings due on first date of topic, unless otherwise specified.
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9.0 Measurement - Technical Adequacy of Operational Definitions of Variables: (5 hours)
9.1 Reliability
9.1.1 Understanding the concept
9.1.2 Application of the concept to social work variables
Identification of reliability of operational definitions of variables in research reports
9.2 Validity
9.2.1 Understanding the concept
9.2.2 Application of the concept to social work variables
9.2.3 Identification of validity of operational definitions of variables in research reports
9.3 Feasibility
9.3.1 Understanding the concept
9.3.2 Application of the concept to social work variables
9.3.3 Recognition of feasibility as an issue for the researcher (not the consumer)
9.4 Reading research reports: Technical adequacy of operational definitions
Readings**
*Rubin & Babbie, Chapters 7-8, Appendix D
*Rosenthal (1986), pp. 84-100
*Ashton, 1999, “Method”
*Wilson, n.d., pp. 2-3, “Method”
*Baboolal, 2003, “Method”
*Brown, Nish, Park, & Evola, 2003, “Method”
*Required reading
**Note: Readings due on first date of topic, unless otherwise stated.
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10.0 Research Design: Another Key Ingredient in Evidence Based Practice (9 hours)
10.1 External Validity
10.1.1 Representative Sampling
Random
Simple random sampling
Stratified random sampling
Matching
10.1.2 Non-representative sampling
Convenience
Single Subject
10.1.3. Determining the type of sampling used in a social work study
10.1.4. Determining the type of sampling used in studies of the student’s knowledge
proposition
10.1.5. Reading research reports: External validity
Readings**
*Rubin & Babbie, Chapter 9
*Rosenthal (1986), pp. 101-110
*Acker, 2003, “Methods: Respondents”
*Rosenthal & Hutton, 2001, pp. 368-373
*Required reading
**Note: Readings due on first date of topic, unless otherwise stated.
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10.0 Research Design (continued)
10.2 Internal Validity
10.2.1 Covariation
Understanding the concept
Application of the concept to social work hypotheses
Identification of covariation in research reports
Identification of covariation in research reports on student’s knowledge proposition
10.2.2 Control of potentially contaminating variables
Understanding the concept
Application of the concept to social work hypotheses
Identification of potentially contaminating variables in research reports
Identification of potentially contaminating variables in research reports on student’s
knowledge proposition
10.2.3 Temporal priority
Understanding the concept
Application of the concept to social work hypotheses
Identification of temporal priority in research reports
Identification of temporal priority in research reports on student’s knowledge proposition
10.2.4 Reading research reports: Internal validity
Readings**
*Rubin & Babbie, Chapters 10, 11
*Rosenthal (1986), pp. 101-110
*Ashton, 2001, pp. 394-395
*Wilson, n.d., pp. 1-3, “Method”
*Baboolal, 2003, “Method”
* Brown, Nish, Park, & Evola, 2003, “Method”
10.3 Paradigms of Research Design
10.3.1 Experimental Design
10.3.2 Quasi-Experimental Design
10.2.3 Single Subject Design
*Rubin & Babbie, Chapters 12-14
*Required reading
**Note: Readings due on first date of topic, unless otherwise specified.
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11.0 Inferential Statistics: Essential to Understanding Evidence Based Knowledge (6 hours)
11.1 Sampling Distributions
11.1.1 Understanding the concept
11.1.2 Application of the concept to social work research
11.2 Probability
11.2.1 Understanding the concept
11.2.2 Application of the concept to social work research
11.2.3 Identification of probability in the text of research reports
11.2.4 Identification of probability in tables of research reports
11.2.5 Identification of probability in research reports on student’s knowledge proposition
11.3 Statistical Decision Making Process
11.3.1 Understanding the concept
11.3.2 Application of the concept to social work research
11.3.3 Identification of the process in the text of research reports
11.3.4 Identification of the process in tables of research reports
11.3.5 Identification of the statistical decision making process in research reports on
student’s
knowledge proposition
11.3.6 Reading research reports: inferential statistics
Readings**
*Weinbach and Grinnell, Chapters 5, 6, 10, 11
*Rubin & Babbie, Chapter 17
*Research articles (to be chosen from among those in Bibliography, pp. 14-15)
*Wilson, n.d. pp. 3-5, “Findings”
*McCullough, 1999
*Baboolal, 2003, “Findings”
*Barnes, 1999, “Findings”
*Brooks, Nackerud, & Risler, 2001, “Results”
*Required reading
**Note: Readings due on first date of topic, unless otherwise specified.
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12.0 Data Analysis and Interpretation (3 hours)
12.1 Processing Data
12.1.1 Coding (using a codebook)
12.1.2 Data cleaning
12.2 Interpreting Data
12.2.1 Differentiating between interpretation and findings
12.2.2 Interpreting research reports
12.2.3 Interpreting research reports on student’s knowledge proposition
Readings**
*Rubin & Babbie, Chapters 15-16
*Rosenthal, 1986, Chapters 5-6
*Wilson & Rosenthal, 2003, pp. 337-352
*Wilson n.d., pp. 3-6
*Baboolal, 2003, “Implications”
* Brown, Nish, Park, & Evola, 2003, Implications”
*Research articles (to be chosen from among those in Bibliography, pp. 14-15)
13.0 Final Exam (2 hours)
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Bibliography: Learning to Read Research
Focusing on: oppressed groups, diverse cultures, urban settings and global perspectives
and including York Social Work faculty and student research
*Acker, G. M. (2003). Role conflict and ambiguity: Do they predict burnout among mental
health service providers? Social Work in Mental Health, 1, 63-80.
Albert, V., & Catlin, S. N. (2002). Strategic interaction among the states: An in-depth look at the
welfare “race to the bottom.” Social Work Research, 26, 199-216.
*Ashton, V. (1999). Worker judgements of seriousness about and reporting of suspected child
maltreatment. Child Abuse and Neglect, 23, 539-548.
*Ashton, V. (2001). The relationship between attitudes toward corporal punishment and the
perception and reporting of child maltreatment. Child Abuse and Neglect, 25, 389-399.
*Baboolal, T. (2003, May). World Trade Center Attack and dysphoria: Comparison of two
matched groups (exposed and not exposed). Paper presented at Hunter College Psychology
Convention, New York.
*Barnes, F. (1999, April). Income and social support among adolescents. Paper
presented at Hunter College Psychology Convention, New York.
*Beckerman, N. L., Letteney, S., & Lorber, K. (2000). Key emotional issues for couples
of mixed HIV status. Social Work in Health Care, 31 (4), 25-41.
*Brooks, F., Nackerud, L., & Risler, E. (2001). Evaluation of a job-finding club for TANF
recipients: Psychosocial impacts. Research on Social Work Practice, 11, 79-92.
*Brown, D., Nish, L., Park, M., & Evola, M. (2003, May). Emotional attachment to the World
Trade Center and stress. Paper presented at Hunter College Psychology Convention, New York.
Cheng, T. (2002). Welfare recipients: How do they become independent? Social Work Research,
26, 159-170.
Elze, D. E. (2002). Risk factors for internalizing and externalizing problems among gay, lesbian,
and bisexual adolescents. Social Work Research, 26, 89-9100.
Kaplan, B. (2003). “I want to read stuff on boys”: White, Latina, and Black girls reading
seventeen magazine and encountering adolescence. Adolescence, 38, 141-159.
Kosberg, J. I., Lowenstein, a., Garcia, J. L., & Biggs, S. (2002). Challenges to the cross-cultural
and cross-national study of elder abuse. Journal of Social Work Research and Evaluation, 3,
19-31.
*McCullough, M. E. (1999). Research on religion-accommodative counseling: Review and
meta-analysis. Journal of Counseling Psychology, 46, 92-98.
*National Association of Social Workers. (1999). Code of Ethics. Retrieved October 17,
2003, from http://www.naswdc.org/code.htm
*Rosenthal, B. S., & Hutton, E. M. (2001). Exposure to community violence and trauma
symptoms in late adolescence: Comparison of a college sample and a noncollege community
sample. Psychological Reports, 88, 367-374.
*Rosenthal, B. S., & Schreiner, A. C. (2000). Prevalence of psychological symptoms among
undergraduate students in an ethnically diverse urban public college. Journal of American
College Health, 49, 12-18.
*Rosenthal, B. S. (1986). Predictors of American social workers’ interest in working in the
Developing World. (Doctoral dissertation, Adelphi University, 1986). Dissertation Abstracts
International, 47, 1882A. (On reserve in library)
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Schiff, M., Witte, S. S., & El-Bassel, N. (2003). Client satisfaction and perceived helping
components of an HIV/AIDS preventive intervention for urban couples. Research on Social
Work Practice, 13, 468-492.
Simoni, J. M., & Ortiz, M. Z. (2003). Mediational models of spirituality and depressive
symptomatology among HIV-positive Puerto Rican women. Cultural Diversity and Ethnic
Minority Psychology, 9, 3-15.
Springer, D. W., Abell, N., & Hudson, W. W. (2002). Creating and validating rapid assessment
instruments for practice and research: Part 1. Research on Social Work Practice, 12, 408-439.
Springer, D. W., Abell, N., & Nugent, W. R. (2002). Creating and validating rapid assessment
instruments for practice and research: Part 2. Research on Social Work Practice, 12, 768-795.
Weisz, A. N., & Black, B. M. (2001). Evaluating a sexual assault and dating violence prevention
program for urban youths. Social Work Research, 25, 89-100.
Wilson, S. J., Lipsey, M. W., & Soydan, H. (2003). Are mainstream programs for juvenile
delinquency less effective with minority youth than majority youth? A meta-analysis of
outcomes research. Research on Social Work Practice, 13, 3-26.
*Wilson, W. C. (n.d.). The psychological impact of the experience of unemployment.
*Wilson, W. C., & Rosenthal, B. S. (2003). The relationship between exposure to community
violence and psychological distress among adolescents: A meta-analysis. Violence and
Victims, 18, 335-352.
*Required reading
Bibliography: Supplementary Textbooks
Bloom, M. (1994). Single-system designs in the social services. Binghamton, NY: Haworth.
Bloom, M. Fischer, J., & Orme, J. G. (2003). Evaluating practice: Guidelines for the
accountable professional (4th ed.). Boston: Allan and Bacon/Pearson.
Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for
research. Chicago: Rand McNally.
Corcoran, K., & Fischer, J. (1987). Measures for clinical practice. New York: Free Press.
Corcoran, J. (2003). Clinical applications of evidence-based family interventions. New York:
Oxford.
Craft, J. L. (1990). Statistics and data analysis for social workers (2nd ed.). Itasca, IL: F. E.
.
DePoy, E., & Gilson, S. F. (2003). Evaluation practice: Thinking and action principles for social
work practice. Pacific Grove, CA: Brooks/Cole-Thomson.
Greenstein, T. N. (2001). Methods of family research. Thousand Oaks, CA: Sage.
Grinnell, R. M. (2001). Social work research and evaluation: Quantitative and qualitative
approaches (6th ed.). Itasca, IL: F. E. Peacock.
Hesse-Biber, S., & Leavy, P. (2004). Approaches to qualitative research: A reader on
theory and practice. New York: Oxford.
Huck, S. W. (2004). Reading statistics and research (4th ed.). Boston: Pearson/Allyn and Bacon.
Levin, J., & Fox, J. A. (2004). Elementary statistics in social research: The essentials.
Boston: Pearson/Allyn and Bacon.
Marlow, C. (2001). Research methods for generalist social work 3rd ed. Pacific Grove, CA:
Brooks/Cole.
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Padgett, D. K. (2004). The qualitative research experience. Pacific Grove, CA: Thomson
Brooks/Cole.
Rossi, P. H., Lipsey, M. W., & Freeman, H. W. (2004). Evaluation: A systematic approach (7th
ed.). Thousand Oaks, CA: Sage.
Richards, S. B., Taylor, R. L., Ramasamy, R., & Richards, R. Y. (1999). Single subject research:
Applications in educational and clinical settings. Belmont, CA: Wadsworth/Thomson.
Royse, D. (2004). Research methods in social work (4th ed.). Pacific Grove, CA: Thomson
Brooks/Cole.
Weinbach, R. W., Grinnell, R. M., Taylor, L. M., & Unrau, Y. A. (1999). Applying research
knowledge: A workbook for social work students (3rd ed.). Boston: Allyn and Bacon.
Westerfelt, A., & Dietz, T. J. (2001). Planning and conducting agency-based research: A
workbook for social work students in field placements. Needham Heights, MA: Pearson/Allyn
and Bacon.
Yegidis, B. L. (2002). Research methods for social workers 4th ed. Boston: Allyn and Bacon.
Bibliography: Relevant Journals and Websites
Journals:
American Journal of Orthopsychiatry
Developmental Psychology
Journal of Personality and Social Psychology
Journal of Social Work Research and Evaluation: An International Publication
Research on Social Work Practice
Social Work
Social Work Abstracts
Social Work Research
Social Service Review
Websites:
American Psychological Association http://www.apa.org
Centers for Disease Control and Prevention http://www.cdc.gov/scientific.htm#data
Institute for the Advancement of Social Work Research http://www.iaswr.org
NASW Code of Ethics http://www.naswdc.org/code.htm
Society for Social Work and Research http://www.sswr.org
The City University of New York Office of Library Services www.cuny.libraries.com
Rosenthal 2/04
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