YORK COLLEGE OF THE CITY UNIVERSITY OF NEW YORK
SOCIAL WORK PROGRAM
SCWK 350/SOC 220: SOCIAL RESEARCH METHODS I
Semester:
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Bulletin description: Prereq: or Coreq: Social Work 300. Introduction to the logic of
inquiry; the construction and interpretation of social indicators and demographic
measures; the organization and analysis of quantitative data in social research, including
the use of micro-computers for graphic and statistical analysis and presentation.
Course Overview: The Research Sequence
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
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.
SOCIAL WORK 350, the first in a two-course sequence, integrates material from several
areas of inquiry (philosophy of science, measurement, research design, and statistics) into
a coherent view of the social research process that emphasizes the essential relatedness of
the ideas and concepts from these several different domains. The course also emphasizes
the application of the concepts and procedures of social research to the professional
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practice of social work by focusing on phenomena that the profession deals with in its
practice and using as examples actual research that has contributed to the social work
knowledge base especially in the areas of oppressed groups, diverse cultures, urban
settings and global perspectives. Wherever appropriate, these examples are drawn from
research studies conducted by members of York Social Work Program faculty. Social
Work 350 is taken in the junior year subsequent to, or concomitant with the first practice
course.
Course Objectives
Upon completion of the course, the student should be able to demonstrate:
1.
an understanding of knowledge propositions, describing the
relationships among variables, as the principle structures organizing the
social work knowledge base
2.
an understanding of the use of empirical observation in the
development and testing of propositions
3.
beginning use of the scientific method in situations outside research
activities, per se, e.g., case assessments, process recordings
4.
beginning use of research vocabulary in discussions of professional
issues
5.
beginning understanding of ethical issues in the research enterprise
6.
beginning ability to use APA citation and referencing style correctly
7.
beginning understanding of measurement in social work, both
qualitative and quantitative
8.
beginning ability to conceptually define a variable
9.
beginning ability to operationally define a variable
10.
beginning ability to search the literature for evidence-based practice
11.
beginning ability to read and comprehend descriptive statistical data in
both tabular and graphic format as they appear in the lay press and
professional journals; particular attention will be paid to data relevant
to oppressed groups, diverse cultures, urban settings and global
perspectives
12.
beginning use of the technology of electronic databases, including
Psychological Abstracts, Sociological Abstracts, Social Work
Abstracts, Medline, CINAHL, and UNESCO Bibliography of the
Social Sciences
13.
beginning use of computers in the research process; usage may be
demonstrated in one or more of the following: searching the
professional literature for evidence-based practice; SPSS: data entry,
data analysis, reading and interpreting data output
14.
beginning ability to search the literature for evidence based knowledge
15.
the articulation of the essential need for use of evidence-based
interventions.
Course Requirements and Grading Policy
Please refer to the York College Bulletin for policies on academic integrity. The student
is expected to attend, and be punctual for all class sessions. Assignments must be
submitted on time or the student risks a lowering of the grade for the assignment.
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Evaluation of Student Performance
The mid-term assignment may be in the form of an examination or a paper. The final
examination, which is administered in all sections of SCWK 350, is a comprehensive
examination covering the entire semester’s work. The final grade is determined by taking
into account the student’s grades on these two assignments, other assignments the
individual instructor deems necessary, as well as attendance and class participation.
1. Quizzes
2. Midterm examination
3. Final Examination (this is a departmental exam that is given
in class during Finals Week; it is an objective-type exam and
is cumulative)
4. Laboratory assignments
5. Assistance in moving class discussions forward; includes
knowledgeable class participation, punctuality and attendance
25%
25%
25%
15%
10%
Instructional Methods
1. Presentation by instructor
2. Class exercises, e.g., small group work on identifying aspects of research
reports, and on reading charts, graphs, tables; presentations by small groups to
whole class; mock research conferences; attendance at professional research
conference (tentative); presentation at professional research conference
(tentative)
3. Class discussions
4. Reading assignments
5. Written assignments with instructor feedback
6. Preliminary design of a research project
7. Reading aspects of research reports
8. Presentations by individual students
9. Library exercises
10. Searching databases for empirically based knowledge
11. Computer exercises
12. Examinations
13. Opportunity to attend (and possibly present at) a professional research
conference.
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Policy on Attendance and Participation
Students are expected to attend all classes and to be on time. 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.
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.
*Craft, J. L. (1990). Statistics and data analysis for social workers (2nd ed.). Itasca, IL:
F. E. Peacock.
*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.
York College Student Sources:
*Barnes, F. (1999, April). Income and social support among adolescents. 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, 389399.
*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.
*Rosenthal, B. S. (2000). Exposure to community violence in adolescence: Trauma
symptoms. Adolescence, 35, 271-284.
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COURSE OUTLINE
1.0 Introduction (4 hours)
1.1 Administrative matters
1.2 Overview of course
1.2.1 The importance of social research for social workers
1.2.2 Social workers’ anxiety toward social work research
1.2.3 Social workers’ antipathy toward social research
1.2.4 Structure of the course
1.2.5 Nature of the course
1. focuses on concepts and logical thinking (not mathematics)
2. statistics are a tool of research
3. computers are a tool of research
1.2.6 Visits to library
1.2.7 Visits to computer lab
1.3 The nature and purpose of social research
1.3.1 Similarities between research and practice
1.3.2 Foundations of evidence based practice (distinction between values and
knowledge)
1.3.3 Errors in human inquiry
1.3.4 The basis of social science
1.3.5 The creation of social science knowledge
1.3.6 Empirically substantiated social science theory
**Readings
*Handout: Clarifying Grade Expectations
*Rubin & Babbie, Chapters 1, 2
**Note: Readings due on first date of topic, unless otherwise specified.
* Required readings
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2.0 Using the library: Introduction (4 hours)
2.1 Sources of scholarly information
Professional journals
Professional books
2.2 York’s holdings
2.3 CUNY’S holdings
2.4 Inter-library Loan system
2.5 Useful databases for social workers: Psychological Abstracts, Sociological
Abstracts, Social Work Abstracts, Medline, CINAHL, and UNESCO
Bibliography of the Social Sciences
2.6 Searching data bases, via technology, for evidence based practice
2.7 Searching data bases, using key words and abstracts, for evidence based practice
2.8 Obtaining articles
2.8.1 From York College
Using the stacks; microfiche
2.8.2. From elsewhere: using Inter-Library Loan requests
2.8.3. From the WEB
2.9 Visit to library
2.10 Visit to computer center
**Readings
*Rubin & Babbie, Appendix A
*Handouts: *What is a professional journal?
*CUNY libraries
*Social Work journals
*Inter-library loan requests
**Note: Readings due on first date of topic, unless otherwise specified.
* Required readings
3.0 APA Bibliographic Style: Introduction (2 hours)
3.1 In the text
3.2 In list of references
3.3 Identifying APA bibliographic style in readings
**Readings
*APA Manual, skim entire book
*APA Manual, “Reference citations in text,” pp. 207-214
*APA Manual, “Reference list,” pp. 215-281
*Acker, 2003, pp. 78-80
*Ashton, 2001, pp. 397-399
*Beckerman, Letteney, & Lorber, 2000, pp. 40-41
*Rosenthal, 2000, pp. 281-284
**Note: Readings due on first date of topic, unless otherwise specified.
* Required reading
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4.0 Ethical issues in social work research: Introduction (2 hours)
4.1 Similarities between ethical issues in research and in practice
4.2 NASW Code of Ethics as applied to practice and to research
4.3 Ethical requirement to use evidence based practice
4.4 Why use of social work interventions that are *not* evidence-based is unethical
4.5 Anonymity and confidentiality
4.6 Informed consent
4.7 Voluntary participation
4.8 Bias and insensitivity
4.9 Institutional Review Board
**Readings
*Rubin & Babbie, Chapter 3
*NASW Code of Ethics: http://www.naswdc.org/code.htm
*APA Manual, Appendix C
*APA Manual, “Guidelines to reduce bias in language,” pp. 61-76
**Note: Readings due on first date of topic, unless otherwise specified.
*Required readings
5.0 Measurement - Introduction: A key ingredient in evidence based practice
(12 hours)
5.1 Variables
5.2 Hypotheses
5.3 Conceptualization of variables
5.3.1 Understanding the concept
5.3.2 Application of the concept to social work variables
5.3.3 Identification of conceptual definitions of variables in research reports
5.4 Identification of hypotheses in research reports
5.5 Student development of hypotheses
5.6 Operationalization of variables
5.6.1 Qualitative and quantitative research
5.6.2 Understanding the concept
5.6.3 Application of the concept to social work variables
5.6.4 Identification of operational definitions of variables in research
reports
5.7 Learning to read research: Identifying measurement concepts
**Readings
*Rubin & Babbie, Chapters 5, 6
*Ashton, 1999, p. 539
*Cheng, 2002, pp. 162-163
*Nam & Tolman, 2002, pp. 244-45.
**Note: Readings due on first date of topic, unless otherwise specified.
*Required reading
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6.0 Basic Descriptive Statistics - Introduction: Organizing the evidence as a basis for
evidence based practice (10 hours)
6.1 Statistics: Overview
6.2 Characteristics of Arabic numbering system
6.3 Application of characteristics of Arabic numbering system to levels of
measurement
6.4 Application of levels of measurement to social work research
6.5 Organizing data: frequency distribution, including relative frequency, cumulative
frequency
6.6 Application to social work research
6.7 Reducing data: measures of central tendency
measures of dispersion
shape
6.8 Application of each type of data reduction to social work research
**Readings
*Weinbach and Grinnell, Chapters 1-3
*Rosenthal, 1990, pp. 229-230
*Nam and Tolman, 2002, pp. 246-7
*Beverly, 2001, Tables 1-4
**Note: Readings due on first date of topic, unless otherwise specified.
*Required readings
7.0 Reading Research Reports: Introduction (14 hours)
7.1 Reading reports of evidence based research in the lay press
7.2 Reading social work research
7.2.1. Reading tables, figures, charts, graphs
7.2. 2. Reading evidence based reports in journal articles and books
**Readings
*Ideal Model Outline of Research Report (handout)
*Ginsberg, Fig 3-1, p 93; Fig 3-2, p 102; Fig 7-3, p 303
Fig 5-6, p 191; Table 6-22, p 288; Table 7-4, p 301
*The New York Times, selected readings
*Selected journal articles: choose from among any of those listed above and the
following:
Barbopoulos, Fisharah, Clark, & El-Khatib, 2003
Izquierdo-Porrera, Powell, Reiner, & Fontaine, 2003
Miller, Webster & MacIntosh, 2002
Van Voorhis, 2002
**Note: Readings due on first date of topic, unless otherwise specified.
*Required readings
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8.0 Using computers - Introduction (8 hours) Computer lab: 204A
8.1 Word processing
8.2 Statistical analysis
8.2.1 Data preparation (codebook)
a. Designation of variable names
b. Designation of value names
8.2.2. Statistical Package for the Social Sciences (SPSS)
a. Data file
b. Syntax file
c. Output file
8.2.3. Hands-on SPSS exercises:
a. data entry
b. syntax file: data modification commands: recode, compute
c. data analysis: frequencies, charts, graphs
d. output files: reading files
**Readings
*Rubin and Babbie, Appendices B, H
9. Review of course (2 hours)
10. Final Exam
**Note: Readings due on first date of topic, unless otherwise specified.
*Required readings
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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(3), 63-80.
*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, 389399.
Bae, S., (2003). The measurement of self-esteem among Korean Americans: A crossethnic study. Cultural Diversity and Ethnic Minority Psychology, 9, 16-33.
Barbopoulos, A., Fisharah, F., Clark, J. M., & El-Khatib, A. (2003). Comparison of
Egyptian and Canadian children on a picture apperception test. Cultural Diversity and
Ethnic Minority Psychology, 8, 396-404.
*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.
*Beverly, S. G. (2001). Material hardship in the United States: Evidence from the Survey
of Income and Program Participation. Social Work Research, 25, 143-151.
*Cheng, T. (2002). Welfare recipients: How do they become independent? Social Work
Research, 26, 159-170.
Izquierdo-Porrera, A. M., Powell, C. C., Reiner, J., & Fontaine, K. R. (2002). Correlates
of exercise adherence in an African American church community. Cultural Diversity
and Ethnic Minority Psychology, 8, 390-395.
Miller, D. B., Webster, S. E., & MacIntosh, R. (2002). What’s there and what’s not:
Measuring daily hassles in urban African American adolescents. Research on Social
Work Practice, 12, 375-388.
*Nam, Y., & Tolman R. (2002). Partner abuse and welfare receipt among African
American and Latino women living in a low-income neighborhood. Social Work
Research, 26, 241-251.
*National Association of Social Workers. (1999). Code of Ethics. Retrieved October 17,
2003, from http://www.naswdc.org/code.htm
*Rosenthal, B. S. (2000). Exposure to community violence in adolescence: Trauma
symptoms. Adolescence, 35, 271-284.
Rosenthal, B. S. (1990). US social workers’ interest in working in the developing world.
International Social Work, 33, 225-232.
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.
*Required reading
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Springer, D. W., Abell, N., & Nurgent, W. R. (2002). Creating and validating rapid
assessment instruments for practice and research: Part 2. Research on Social Work
Practice, 12, 768-795.
Van Voorhis, R. (2002). Among the missing: Content on lesbian and gap people in social
work journals. Social Work, 47, 345-354.
Wituk, S., Shepherd, M. D., Slavich, S., Warren, M. L., & Meissen, G. (2000). A
topography of self-help groups: An empirical analysis. Social Work, 45, 157-165.
Bibliography: Supplementary Textbooks
Bloom, M., Fischer, J., & Orme, J. G. (2003). Evaluating practice (4th ed.). Boston, MA:
Allyn and Bacon.
Cherry, A. L. (2003). Examining global social welfare issues. Pacific Grove, CA:
Brooks/Cole-Thomson.
Craft, J. L. (1990). Statistics and data analysis for social workers (2nd ed.). Itasca, IL:
F. E. Peacock.
Kilpatrick, L. A., & Feeney, B. C. (2003). A simple guide to SPSS for Windows. Belmont,
CA: Thomson/Wadsworth.
Levin, J., & Fox, J. A. (2004). Elementary statistics in social research: The essentials.
Boston: Pearson/Allyn and Bacon.
Monette, D. R., Sullivan, T. J., & DeJong, c. R. (2002). Applied social research: Tool for
the human services (5th ed.). Fort Worth, TX: Harcourt.
Neuman, W. L. (2003). Social research methods: Qualitative and quantitative
Approaches (5th ed.). Boston: Pearson/Allyn and Bacon.
Roberts, A. R., & Yeager, K. R. (2004). Evidence-based practice manual: Research
outcome and measures in health and human services. New York: Oxford.
Smith, M. J. (1990). Program evaluation in the human services. New York: Springer.
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Bibliography: Relevant Journals and Websites
Journals:
Adolescence
Child Development
Children and Youth Services Review
Community Psychology
Developmental Psychology
Journal of Adolescent Health
Journal of Personality and Social Psychology
Journal of Social Work Research and Evaluation: An International Publication
Research on Social Work Practice
Psychological Reports
Social Work
Social Work Abstracts
Social Work Research
Social Service Review
The High School Journal
Websites:
American Psychological Association
http://www.apa.org
Institute for the Advancement of Social Work Research
http://www.sc.edu/swan/iaswr/index.html
NASW Code of Ethics
http://www.naswdc.org/code.htm
Society for Social Work and Research
http://www.sswr.org
www.cuny.libraries.com
The City University of New York Office of Library Services
Rosenthal 2/04
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