METHODS OF SOCIAL WORK RESEARCH
SOWK 506
Prerequisites: 500, 503 or 505, Course in Statistics
Course Description:
Social work practitioners need research skills in order to be accountable, and to
evaluate their own practice, programs, and service delivery. Moreover, as service roles
and tasks expand and as accountability demands progressively increase, the need of the
social work profession for systematic development of empirically validated knowledge
becomes more acute. To address these needs a two-course sequence is designed to
enable students to prepare for three roles: 1) competent evaluators of their own practice
whether clinical or organizational; 2) critical consumers of research in the social and
behavioral sciences; and 3) active participants in knowledge generating inquiries that
include designing and implementing research for the development of service and the
clarification of clinical issues in social work practice. SOWK 506 is the first of the twocourse sequence.
This course focuses on foundation content in research design and methodology
that can be used by social work practitioners to evaluate their individual practices,
evaluate social programs, and advance practice knowledge. The major aims of the course
are to enable students to develop a scientific perspective, to acquire an understanding of
different research philosophies that can be used to evaluate practice, and to incorporate
that perspective and understanding into a broader conceptual base for social work
practice. Building on a liberal arts perspective, the course aids students in thinking
critically about the methods and limitations of various systems of inquiry, and about
society, people, and their problems.
Required Texts:
The instructor can choose from the following texts which all cover the same subject areas
outlined in the syllabus. This syllabus uses the Rubin & Babbie text.
Rubin, Allen & Babbie, Earl. (2005). Research Methods for Social Work (5th Edition).
Belmont, CA: Brooks/Cole-Thompson Learning.
or
Grinnell, R. & Unrau, Y. (2005). Social Work Research & Evalutation: Quantitative and
Qualitative Approaches.(7th ed.). New York: Oxford University Press.
Recommended Texts:
Pyrczak, Fred. (2005). Evaluating Research in Academic Journals (3rd edition). Pyrczak
Publishing.
Galvin, J. (2006) Writing Literature Reviews (3rd edition), Pyrczak Publishing.
Milinki, Andrea K. (1999). Cases in Qualitative Research. Pyrczak Publishing.
In addition to the required text, required readings are available via regular course
reserves, e-reserves, and e-journals. These are indicated in the syllabus. In addition,
recommended readings are also available from these resources. The required and
recommended texts are on reserve.
Learning objectives:
Students will demonstrate their accomplishment of the following objectives
through class participation and performance in examinations:
Knowledge:
1.
Awareness of the various research roles that social workers can assume, (e.g.
consumer of research literature, evaluator of practice, and participant in research
to advance knowledge).
Outcome: Students will be able to identify and demonstrate the various roles that
they may take upon graduation in terms of involvement in ongoing research and
evaluation activities. This will be demonstrated in class discussions and activities
such as article critiques and research proposals.
2. Introductory understanding of the evaluation of programs and practice within the
social work profession, and the research designs and methodologies appropriate
for this function.
Outcome: Students will have to complete a mid-term examination that requires
them to critique an article and illustrate their understanding of the appropriateness
of the selected research process. Similar exercises will also need to be completed
in class through in-class article critiques.
3. Understanding the fundamental principles of research design, such as problem
formulation, bias recognition, choices of data gathering methods, issues of
reliability and validity and methods of data analysis, as well as evaluating the
consistency between these components of research design.
Outcome: Students will complete a research proposal that requires them to
demonstrate a grasp of research design and methodology. They have to show that
they can conceptualize a research problem and come up with a research design
that will address it.
Values:
1. Understanding the philosophical and ethical issues inherent in all phases of the
research process.
Outcome: Students will have to complete a section related to ethics in their
research proposals and demonstrate an appreciation of ethical issues and the role
of the researcher in the research process.
2. Awareness of issues related to multiculturalism and the impact of racism,
ethnocentrism, sexism, heterosexism, ageism, adult centrism, ableism, other forms
of bias, and oppression on research, research philosophies, methods, practices as
well as procedures.
Outcome: Students will demonstrate sensitivity to issues of multiculturalism and
oppression in their research proposals and in class discussions of research articles.
Skills:
1. Ability to critically analyze research reports from various fields of social work, to
identify the strengths and weaknesses of the reports, as well as extract from them
usable knowledge for social work practice.
Outcome: Students will be able to critique research articles demonstrating
various methodologies and identify their strengths and weaknesses, as well as
their contributions to social work practice.
2. Recognize and articulate the relationship among the problem formulated, the
design utilized, the data-gathering methods chosen, the findings reported, and the
theoretical position of the researcher at the outset of the inquiry.
Outcome: Students will be able to indicate these relationships in article critiques
and in their midterm exam. Questions raised in the critique discussions emphasize
the process of making these connections.
3. A capacity to identify problems needing research inquiry and to design an
appropriate research strategy to examine the problem. This includes the ability to
conduct an adequate review of the literature and formulate a research question or
hypothesis, select and apply appropriate sampling procedures, select an
appropriate design and measures or methods of data collection, and choose
relevant means of analysis.
Outcome: Students will be able to complete a research proposal that identifies a
research problem, locates relevant literature and selects an appropriate design and
analysis plan.
Teaching Methodology:
To achieve the stated objectives, the course will consist of the following
components: (1) lecture/discussion; (2) readings from required texts, other books, and
professional journals; (3) in-class practice exercises; (4) article critiques; (5) guest
speakers, (6) videos, (7) mid-term examination; and (8) research proposal.
Learning aids will be available from time to time to help students organize their
thinking and to provide additional information. Blackboard will be used to organize and
communicate course content such as syllabus, handouts, and links.
Students are encouraged to arrange conferences with the instructor whenever they
are needed.
Respect for Diversity
In order to enhance everyone’s learning, it is important to create an atmosphere within
which the class encourages broad participation. A few guidelines are provided below
which are intended to promote the free sharing of ideas in a safe, respectful and
responsive environment.
1.
No question or comment should be regarded as “naïve” or “stupid;
2.
It is appropriate to ask for clarification of any of the reading materials or
comments made in class;
3.
All participants should treat each other with respect. This means giving thought
and importance to each other’s comments, as well as using language that is
respectful; and
4.
All participants should recognize that each person brings to the discussion a
unique history and perspective and that because of this we have much to learn
from each other.
Students who do not adhere to these guidelines and/or who treat members of the class
disrespectfully will be asked to meet with the Instructor. Appropriate steps will be
decided upon at that meeting. Repeated incidents may result in a student being asked to
withdraw from the course.
Students With Special Needs
Any student with special needs or difficulties in learning and completing course
assignments is strongly encouraged to see the instructor as soon as possible. Please refer
to the Student Handbook for student rights and available resources pertaining to
assistance with special needs or disabilities
Academic Integrity
Academic Integrity is essential to a student’s professional development, this or her ability
to serve others, and to the University’s mission. Therefore, students are expected to
conduct all academic wok within the letter and the spirit of the Statement on Academic
Honesty of Loyola University Chicago, which is characterized by any action whereby a
student misrepresents ownership of academic work submitted in his or her name.
Responsibilities of Academic Honesty are detailed in The Graduate Manual of Loyola
University Chicago. This commitment ensures that a student of the School of Social
Work will neither knowingly give nor receive inappropriate assistance in academic work,
thereby, affirming personal and professional honor and integrity. Students may not use
the same assignment content to fulfill different course requirements.
Grading and Course Assignments:
Grades will be based on a mid-term research article critique (45%), research
proposal (45%), and class participation (10%).
Midterm. The format for the mid-term will be to critique a research article. An
outline to be used for the critique will be discussed in class, and we will critique articles
in class for practice.
Research Proposal. A research proposal is also required. The format for the
proposal will be distributed in class about the second week of class. Proposals should be
about 20 double-spaced typed pages, and should include section headings, a bibliography
and appendices. Research proposals should be written according to the Publication
Manual of the American Psychological Association.
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
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Clarity of statement of the problem and variables;
Adequacy of the literature review;
Adequate coverage of the major elements in methodology; and
Appropriateness of proposed data analysis plan.
The following dates and assignments have been put in place in order to assist
students to keep on track with the research proposal and to provide continuous feedback
by the instructor during the semester.
Session 4 - Description of the Proposed Research Study
Session 6 - Initial Bibliography
Session 10 - Draft of the Literature Review
Session 13 - Outline of Proposed Research Methodology
Session 15 - Final Proposal
While you are encouraged to turn in the appropriate sections on the dates indicated
above, you will not be penalized for late papers prior to the date that the final proposal is
due. These dates are a guide for you to keep you on track. You must turn the final
proposal in at Session 15. No late papers will be accepted nor will make-up tests be
offered unless a deadline is missed as a result of extraordinary circumstances. You must
let the instructor know if your paper will be late. Unexcused late papers or exams will
result in a loss of one grade point per week.
Research Ethics Tutorial: In this class students will come to learn about the
concern for the safety of human subjects that surrounds all phases of the research process.
There is now a certification that can be obtained to better insure that researchers are more
aware of their responsibilities regarding human subjects.
The expectation in this course is that each student will complete the on-line
certification process prior to the end of the course. Students who do not provide the
Instructor with a copy of their certification will be given an I (Incomplete) in the course
until the certification process is satisfactorily completed. Instructions for the on-line
tutorial are contained in a file under “Course Assignments” in Blackboard for this course.
Student Participation. Students are expected to attend all classes. Student
participation is very important since small group exercises, and article critiques are an
important part of class. Therefore, preparation for class is critical to be able to fully
participate in class for these activities. Students who miss more than two classes without
speaking to the instructor will lose one grade point per unexcused absence.
COURSE OUTLINE
Session 1
Introduction to Course
Overview of Course
Science in the Helping Professions
 Definition and Purposes of Research
 Ways of Knowing
 Research and Social Work
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work (5th
Edition). Belmont, CA: Brooks/Cole-Thompson Learning. Chapter 1:
Scientific inquiry and social work (pp. 1-33).
Recommended Readings:
 Hartman, A. (1990) Many ways of knowing, Social Work, 35, 3-4. (EJournals)
 Fraser, M., Taylor, M. J., Jackson, R. M. & O'Jack, J. (1991). Social work and
science: Many ways of knowing? Social Work Research and Abstracts, 27(4),
5-15. (E-Journals).
 Jenson, J.M. (2005). Connecting science to intervention: Advances,
challenges, and the promise of evidence-based practice. Social Work
Research, 29(3): 131-135. (E-Journals)
Session 2
Ethics and Politics of Social Work Research
Ethics and Social Work Research
Institutional Review Boards and Human Subjects Issues
FILM: Deadly Deception: Tuskegee Study
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work (5th
Edition). Belmont, CA: Brooks/Cole-Thompson Learning. Chapter 3: The
ethics and politics of social work research (pp. 69-105)
 Loyola University, Institutional Review Board Materials (Distributed in
Class; Link on BlackBoard)
 Jayaratne, T.E. & Steward, A.J. (1991 ). Quantitative and qualitative methods
in the social sciences: Current feminist issues and practical strategies. In
M,M. Fonow & J.A. Cook (Eds.). Beyond Methodology: Feminist
Scholarship as Lived Research (pp.85-106). Bloomington, IN: Indiana
University Press (Regular Course Reserves)
Recommended Readings:
 Keller, H. & Lee, S. (2003). Ethical issues surrounding human participants
research using the internet. Ethics & Behavior, 13 (3), 211-219. (E-Journals)
 Antle, B. & Regehr, C. (2003). Beyond individual rights and freedoms:
Metaethics in social work research. Social Work, Volume 48, Number 1,
January 2003.
(E-Journals)
 Herek, G. M., Kimmel, D.C., Amaro, H. & Melton, G. B. (1991) Avoiding
heterosexist bias in psychological research. American Psychologist, 46(9),
957-963.
(E-Journals)
 Martin, J. (2000). Methodological and ethical issues in research on lesbians
and gay men. Social Work Research, 24 (1): 51-60. (E-Journals)
Session 3
Inquiry and Research Typologies
Overview of the Research Process and Contexts
Logic of Inquiry
Naturalistic vs. Interventionist studies
Time series designs
Qualitative vs. quantitative
Article critique guidelines
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work (5th
Edition). Belmont, CA: Brooks/Cole-Thompson Learning. Chapter 2:
Philosophy and theory in science and research (pp. 34-68).
Recommended Readings:
 Epstein,I. (2001). Utilization of research approaches. In Grinnell, Richard M.
(Ed.). Social Work Research and Evaluation, 6th Edition. (pp 115-126).
Itasca, IL: FE Peacock. (Regular Course Reserves).
Sessions 4 & 5
Research Problems and Questions, Variables, Hypotheses and
Literature Reviews
Formulation of research problems and hypotheses
Conceptualization: selection of theory
Stating the study questions and hypotheses
Operationalizing Concepts
 Variables
 Independent and Dependent Variables
 Control Variables
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work (5th
Edition). Belmont, CA: Brooks/Cole-Thompson Learning. Chapter 4:
Problem formulation (pp. 108-139); Chapter 6: Conceptualization and
operationalization (pp. 140-166); Chapter 22: Writing research proposals and
reports (pp. 643-672) . Appendix A: Using the library (pp 673-680).
 Proposal Outline (Bb)
Recommended Readings:
 Creswell, J.W. (2002). A Framework for Design. Research Design:
Quantitative, Qualitative and Mixed Methods Approaches, 2nd Edition.
Thousand Oaks, CA: Sage. Chapter 1, pp.3-26. (Regular Course Reserves).
 Krathwohl, D.R. (1988). Proposal Development: 1. The Problem. In
Krathwohl, D.R. (Ed.). How to Prepare a Research Proposal. (pp. 38-50).
Syracuse: Syracuse University Press. (Regular Course Reserves).
In-Class Article Critique:
Sexual attraction towards clients, use of supervision, and prior training: A
qualitative study of predoctoral psychology interns (In Milinki, A.K. (1999)
Cases in Qualitative Research (pp. 123-135), Glendale, CA: Pyrczak Publishing.
The management of sexual feelings in therapy. (In Milinki, A.K. (1999) Cases in
Qualitative Research (pp. 136-141), Glendale, CA: Pyrczak Publishing.
If necessary, we will schedule a meeting with the Reference Librarian.
Session 6
Sampling
Sample selection
 Social justice issues in sampling
 Cultural sensitivity and sampling
 Impact of sample size on research design
 Probability samples
 Non-probability samples
 External Validity
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work (5th
Edition). Belmont, CA: Brooks/Cole-Thompson Learning. Chapter 8:
Sampling (pp. 240-280).
Recommended Readings:
 Heckathorn, D.D. (2002). Respondent-driven sampling II: Deriving valid
population estimates from chain-referral samples of hidden populations.
Social Problems, 49: 11-34. (E-Journals)
In-Class Article Critique:
 Davis, L. V., Hagen, J. L., & Early, T. J. (1994). Social services for battered
women: Are they adequate, accessible, and appropriate? Social Work, 39(6),
695-704. (E-Journals)
Session 7
IN CLASS MID-TERM EXAM
Session 8
NO CLASS – SPRING BREAK
Session 9
Measurement and Data Collection Strategies
A. Measurement Considerations
Levels of measurement
Different types of validity
 Content
 Construct
 Concurrent
 Face
Different types of reliability
 Inter-rater
 Inter-subject
 Inter-item
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social
Work (5th Edition). Belmont, CA: Brooks/Cole-Thompson
Learning. Chapter 6: Measurement (pp. 167-205)
 Johnson, R. Burke. Examining the validity structure of qualitative
research. (In Milinki, A.K. (1999) Cases in Qualitative Research
(pp. 160-165), Glendale, CA: Pyrczak Publishing.
In-Class Article Critique:
 Walker, Alexis J. Couples watching television: Gender, power, and
the remote control. (In Milinki, A.K. (1999) Cases in Qualitative
Research (pp. 92-101), Glendale, CA: Pyrczak Publishing.)
Session 10
Measurement and Data Collection Strategies
B. Data Collection Strategies - Qualitative Data Collection
Ethnographic interviewing with individuals
Focus groups
Participant observation research
Use of chart notes
Use of process recordings
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work
(5th Edition). Belmont, CA: Brooks/Cole-Thompson Learning.
Chapter 14: Qualitative research methods (pp. 428-467); Chapter 15:
Analyzing available records: Qualitative and quantitative methods
(pp. 469-494).
Recommended Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work
(5th Edition). Belmont, CA: Brooks/Cole-Thompson Learning.
Chapter 16: Culturally competent research (pp. 496-523).
 Gilgun, J. (2005). Lighten up: The citation dilemma in qualitative
research. Qualitative Health Research, 15 (5): 721-724.
In Class Article Critique:
 Way, Niobe (1995). Can't you see the courage, the strength that I
have? Psychology of Women Quarterly, 19, 107-128. (E-Journals)
Session 11
Measurement and Data Collection Strategies
C. Data Collection Strategies - Quantitative Data Collection
Surveys and Interviews
Standardized Measures
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work
(5th Edition). Belmont, CA: Brooks/Cole-Thompson Learning.
Chapter 7: Constructing measurement instruments (pp. 206-237);
Chapter 9: Survey research (pp. 281-309).
RECOMMENDED ASSESSMENT TOOLS (at the Reference Desk)
Beere, Carole A. Gender Roles: A Handbook of Tests and Measures.
Greenwood Publishing Group, 1990.
Beere, Carole A. Sex and Gender Issues: A Handbook of Tests and
Measures. Greenwood Publishing Group, 1990.
Corcoran and Fisher. Measures for Clinical Practice: A Sourcebook:
Volume 1: Couples, Families, and Children (3rd Edition), NY: Free Press,
2000.
Corcoran and Fisher. Measures for Clinical Practice: A Sourcebook:
Volume 2: Adults (3rd Edition), NY: Free Press, 2000.
Fredman, N., and Sherman, R. (1987). Handbook of Measurement for
Marriage and Family Therapy.New York: Brunner/Mazel.
Hudson, W. (1982). The Clinical Measurement Package: A Field Manual.
(1990) Walmyr Assessment Scales Scoring Manual .Tempe, AZ: Walmyr.
Kane, R.A., and Kane, R.L. (1981) Assessing the Elderly: A Practical
Guide to Measurement. Lexington, MA: Lexington Books.
Touliatos, J. (1990). Family Measurement Techniques. Newbury Park,
CA: Sage Publications
Session 12
Overview of Research Designs: Group designs
Experimental group designs for evaluating programs and practice
 Hypothesis-testing using experimental design
 Control and comparison groups
 Threats to Internal and External Validity
 Quasi-Experimental group designs for evaluating programs and
practice
Required Readings:

Rubin, A. & Babbie, E. (2005). Research Methods for Social
Work (5th Edition). Belmont, CA: Brooks/Cole-Thompson Learning.
Chapter 10: Experimental designs for evaluating programs and practice
(pp. 313-341).

Rubin, A. & Babbie, E. (2005). Research Methods for Social
Work (5th Edition). Belmont, CA: Brooks/Cole-Thompson Learning.
Chapter 11: Quasi-experimental designs for evaluating programs and
practice (pp. 342-364).
In Class Article Critique:
 Pinzone,-Glover, H.A., Gidycz, C.A. & Jacobs, C.D. (1998). An
acquaintance rape prevention program: Effect on attitudes toward women,
rape-related attitudes, and perceptions of rape scenarios. Psychology of
Women Quarterly, 22(4): 605-621. (E-Journals)
Session 13
Research Design: Single Subject;
Evaluation Research
Single Subject Design
Issues in Program Evaluation
Required Readings:

Rubin, A. & Babbie, E. (2005). Research Methods for Social
Work (5th Edition). Belmont, CA: Brooks/Cole-Thompson Learning.
Chapter 12: Single-case evaluation designs (pp. 365-393). Chapter 13:
Issues in program evaluation (pp. 394-426).
Recommended Readings:

Spath, R. & Pine, B. (2004). Using the case study approach for
improved evaluations. Child and Family Social Work, 9: 57-63. (EJournals)

Proctor, E.K. (1990) Evaluating clinical practice: issues of purpose
and design. Social Work Research & Abstracts, (January), 32-40. (EJournals)
In Class Article Critique:
 D’Emdio-Caston, M. & Brown, J. H. The other side of the story:
Student narratives on the California drug, alcohol, and tobacco
education programs. (In Milinki, A.K. (1999) Cases in Qualitative
Research (pp. 142-153), Glendale, CA: Pyrczak Publishing.

Session 14
Corvo, K. & Persse, L. An evaluation of a preschool based
prevention program: Longitudinal effects on children’s alcohol –
related expectancies. (In Milinki, A.K. (1999) Cases in Qualitative
Research (pp. 154-159), Glendale, CA: Pyrczak Publishing.
Data Analysis – Part 1: Quantitative Analysis
Methods of Data Analysis: Statistical methods of analysis (I)
 Descriptive statistics
 Inferential statistics
 Significance testing
 Introduction to SPSS and other computer methods for
analyzing quantified data
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social
Work (5th Edition). Belmont, CA: Brooks/Cole-Thompson
Learning. Chapter 18: Quantitative data analyses (pp. 551574); Chapter 20: Inferential data analysis: Part 1 (594-616);
Chapter 21: Inferential data analysis: Part 2 (pp. 617-640).
 Handouts on SPSS (Bb)
Recommended Readings:
 Weinbach, R.W., and Grinnell, M.(2006). Statistics for Social
Workers. 7th ed. Selected chapters (Regular Course
Reserves)
 Rubin, A. & Babbie, E. (2005). Research Methods for Social
Work (5th Edition). Belmont, CA: Cole/Brooks-Thompson
Learning. Chapter 19: Constructing and interpreting bivariate
and multivariate tables (pp. 575-593).
Session 15
Data Analysis – Part 2: Qualitative Analysis/
Critical Reflection in Data Analysis
Methods of Data Analysis: Qualitative methods of analysis
 Thematic analysis
 Content analysis
 Developing a reliable coding manual
Formulating findings and results
 Looking for anomalies and analyzing negative case examples
 Discussing findings
 Reformulation of literature review as needed
 Analyzing limitations and biases of the study
 Considering future directions for research
Course Conclusion and Wrap Up
Required Readings:
 Rubin, A. & Babbie, E. (2005). Research Methods for Social Work
(5th Edition). Belmont, CA: Brooks/Cole-Thompson Learning.
Chapter 17: Qualitative data analysis (pp. 526-550); Chapter 22:
Writing research proposals and reports (pp. 643-672)
Recommended Readings:
 Unrau, YA and Coleman, H. (1997). Qualitative data analysis. In
Grinnell, Richard M. (Ed.). Social Work Research and Evaluation, 5th
Edition. (pp 501-526). Itasca, IL: FE Peacock. (Regular Course
Reserves)