1

SWK320: Methods of Social Research

Instructor: Winnifred Whittaker, LCSW

Phone: 352-588-8383
Office: Saint Edward Hall, Rm. 316
Email: winnifred.whittaker@saintleo.edu
Hours: TBA.

I. COURSE DESCRIPTION:
A detailed look at the techniques and methods of social research as they relate to
sociological theory construction, and to social work practice. The following themes will
be discussed: formulating a research design; measuring and collecting data; and
generalization. The methods of social research examined include: experimental and
quasi-experimental research; survey research, including the interview and questionnaire;
participate in a research project.

Prerequisite: Junior Standing

II. COURSE OBJECTIVES:

At the end of the course the student will be able to:

1. Understand social work research as a fundamental tool of practice.

2. Understand the function and link of research with micro, mezzo, and macro
practice.
3. Develop and discuss the stages of social work research:
a. Formulation of qualitative/quantitative questions and hypotheses
b. Research Methodology
c. Population sampling
d. Data collection
e. Interpretation of data and hypotheses testing
f. Report construction
4. Demonstrate data collection methods in social work research.
5. Understand introductory levels of statistical methods and their application to
social work research.
6. Understand the importance of ethical issues involved in social work research.
7. Develop an understanding for the dynamics of social work research with minority
and oppressed populations.
 2

III. REQUIRED TEXT AND READINGS

Required Text:
Rubin, A. & Babbie, E. (2001). Research methods for social work (4th ed.). Belmont, CA:
Wadsworth.
Recommended Text:
Neuman, W.L. (2003). Social research methods: Qualitative and quantitative approach.
(5th ed.) Boston, MS: Allyn and Bacon.
Mark, R. (1996). Research made simple: A handbook for social workers. Thousand Oaks,
CA: Sage Publications.
Babbie, E. (1998). The practice of social research (9th ed.).Belmont, CA:
Wadsworth.
Recommended Readings:
Scirven, M. (1999). The fineline between evaluation and explanation. Research on Social
Work Practice. 9, 4, 521-524.
Rich, M. & Ginsburg, K.R. (1999). The reason and rhyme of qualitative research: Why,
when, and how to use qualitative methods in the study of adolescents health. Journal of
Adolescent Health. 25, 6, 371-378.

IV. POLICIES

Institutional Policies
1. Americans with Disabilities Act: Students with disabilities, who may need
academic accommodation, should contact Dr. Karen Hahn in Lewis Hall, Room
134, or email karen.hahn@saintleo.edu, or call (352) 588-8464.

2. Academic Honor Code: As members of an academic community that places a

high value on truth and the pursuit of knowledge, Saint Leo University students
are expected to be honest in every phase of their life and to present as their own
work only that which is genuinely their own work product. Students will be
expected to uphold this Honor Code. Cases of alleged academic dishonesty will
be referred to the Academic Standards Committee for disciplinary action. The
minimum sanction for plagiarized work typically involves a failing grade for the
assignment in question. (See the Academic Honor Code statement in the Saint
Leo University Student Handbook for a complete description).

Program Policies
3. Assignment Policy: Promptness in completing assigned tasks and readings is a
requirement of this course. Assignments turned in late will RESULT IN A
LOWERED GRADE.

4. All written assignments will be graded on the basis of content, clarity,

punctuation, grammar, sentence structure, proofreading, APA style and overall
quality of work.
 3

5. Make-up Policy: THERE WILL BE NO MAKE-UP EXAMINATIONS

WHATSOEVER. PLEASE DO NOT ASK

6. It is expected that social work students maintain a minimum cumulative grade

point average of 2.00, as well as 2.00 GPA in the social work major prior to
entering the senior field placement.
7. Grading
A final course grade will be based upon the following:
A 95% to 100% possible points
A- 90% to 94%
B+ 88% to 89%
B 85% to 87%
B- 80% to 84%
C+ 78% to 79%
C 75% to 77%
C- 70% to 74%
D 60% to 69%
F 59% and below possible points

Course Policies

8. Because the nature and content of the course is cumulative and because a
significant portion of the students’ grades will be based on class participation and
group work, class attendance is required. In case of an unforeseen absence,
students are responsible for notifying the professor prior to the class period being
missed; and, students are responsible for all missed work. If students missed more
than one class period for whatever reason their final grade may be lowered.

9. Students are expected to read the assigned readings prior to class time. Again,
because a significant portion of the class will be group work, students should
come prepared to discuss the material, and to present their thoughts and ideas.

10. All written assignments must be typed, double-spaced, use American

Psychological Association (APA) format and are due on the date indicated. Late
papers will be graded accordingly. Additionally, students must earn a minimum
grade of “C” in this course in order to remain a social work major

V. ASSIGNMENTS
RESEARCH PROJECT

The research project is comprised of three components: 1) Institutional review

Board (IRB), 2) Research Assignment and Data Gathering, and 3) Paper.

1. Research Proposal/ Institutional Review Board (IRB) (100 points)

Each student is required to prepare a research proposal which will include: a
research outline, design, instrument, and Institutional Review Board (IRB)
 4

approval. The proposal and IRB are sections which will contribute to the final
research project in SWK 320.

2. Research Assignment (100 points)

Working in dyads, students are expected to formulate a problem and design a
qualitative research project that involves one interview with two different
respondents.

Please note the following:

• More than one person at a time may be interviewed.
• Students may NOT interview clients, relatives or friends.
• Students MUST select respondents who have a cultural heritage different from
their own; or a non-traditional family system (e.g., lesbian partners with children);
or a family with special needs (e.g., with a child who has cerebral palsy). In other
words, the respondents should be from situations or backgrounds unfamiliar to the
interviewers.
• Interviews should be conducted on the respondents own “turf,” or, at least at a
neutral location.
• Actual interviews have no time limit, BUT students are required to record
(preferably by tape) a 45-minute portion of each interview.
• Students must transcribe and analyze the selected 45-minute portion.
• Each member of the pair must analyze the data for his or her interview and the
data of his or her partner. To minimize bias, students must read each other’s
transcripts and listen to each other’s tapes before discussing each other’s
interview.

A NOTE ON DATA ANALYSIS: Immediately following the interview, it is

suggested that students record, either by tape or writing, their general impressions
of the interview. This should include nonverbal information such as how they felt
in the interview role, whether they thought the subjects were at ease, their
impression of the interview settings, and things that didn’t go as planned. Then
analyze one’s own data and each other’s data (repeated reviewing of the data will
be necessary) identifying major categories and themes, and the implication of the
students’ findings. Salient quotations from the respondents must be found and
used to support these major categories and themes, as well as support for the
implications of the findings
.
3. The Paper
The following assignment is designed to allow students the opportunity to apply
their knowledge and understanding of qualitative methodology through
interviewing and data analysis. Specifically, students are asked to demonstrate
their understanding of:
1. Problem Formulation
2. Interview structure and dynamics in qualitative research.
a. obtaining consent, including satisfying any human subjects review
 5

requirements
b. methods of recording data, e.g., audio tapes, notes, etc.
c. awareness of nonverbal communication
d. awareness of personal response to subjects
e. impact of the interview setting
3. Data analysis methods: domain analysis
4. Validity and reliability issues
5. Findings and Conclusion

The written report should be, 7-10 pages in length, and cover all of the following
items listed below.

1. The process of selecting a problem or issue.

2. The process of selecting respondent, ethical issues that were considered,

how they were resolved, the setting up of the interview and structuring the
interview.

3. The process of the interview including the opening, how the ice was
broken, a description of the setting, issues of data confidentiality, the
challenge of remaining in the researcher role, use of probing questions,
and bringing closure to the interview.

4. The process of data analysis, including each student’s interview, the

partner’s interview, formulation of joint observations, and interrater
reliability.

5. A discussion of findings.

6. Strengths and limitations of the application of qualitative research.

7. How students would do things differently, if they had to do it again.

8. Discussion of the ethical and cultural considerations while conducting the

interview;

9. A critique of the process of data analysis by dyads;

10. A discussion of the implications of using qualitative research for the social
sciences.

3. Journal Article Review: (50 points each)

You are to choose articles that pertain to a social work research. You are
expected to make selections from professional journals, not popular magazines
such as TIME or PSYCHOLOGY TODAY . Articles should be empirically
based, containing sections on methodology (sampling, measurement, design) and
findings. The journal critique should address the following:
 6

1. dependent and independent variables

2. research instruments
3. sample population
4. research approach (qualitative or quantitative)
5. hypothesis
6. description of the article

Your abstract MUST be typed. It MUST conform to the American Psychological

Association (APA) style of writing. Below is an example of the suggested abstract
format:

Your Name
SWK 315
Journal Critique #1

1. Mace, N. L. & Rabins, P. V. (1984). The 36- hour day. Social Work, 28, 225-235.

This article addresses the management issues faced by the families of persons with Alzheimer

Disease and other dementia (and so on, and so on).

4. Three Exams (100 each)

Evaluation for the course grade will be computed according to the following:
Three (3) tests 300
Research Proposal/IRB 100
Research project 100
Article Reviews 100
Total Points 550 points

VI. COURSE SCHEDULE:

Sep. 4th Introduction to course syllabi

An introduction to scientific inquiry of social work research method while
looking into human inquiries in the critical theoretical perspective. The
nature of causation, models of explanation, and multiple occurrence.

Readings: Chapter 1 Rubin & Babbie. Scientific Inquiry and Social Work.
Chapter 2 Rubin & Babbie. Philosophical Issues in Science and
Research.

Suggested Readings: Chapter 1 Neuman, W. L. Science and Research.

Chapter 1 Babbie, E. Human Inquiry and Scince.
 7

Sep. 19th A view between the link of theory and research with emphasize on social
work practice model. An ethical scope in social work research methods
and analysis.

Readings: Chapter 3 Rubin & Babbie. Theory and Reserach

Cahpter 4 Rubin & Babbie. The Ethics and Politics of Social
Work Research.

Suggested Readings: Neuman, W.L. (2003). Social research methods:

Qualitative and quantitative approach. (5th ed.) Boston, MS: Allyn and
Bacon.

Oct. 2rd Problem formulation: the research proposal defining and identifying the
problem. Conceptualization and operationalization of social work research
methods. The purpose of research with a qualitative perspective on
operational definitions.

Readings: Chapter 5 Rubin & Babbie. Problem Formulation.

Chapter 6 Rubin & Babbie. Conceptionalization and
Operationalization.
Chapter 12 Rubin & Babbie. Quantitative and Qualitative
Modes of Observation.

Suggested Readings: Kirk, J., & Miller, M. L. (1986). Reliability and

validity in qualitative research. Sage University Paper series on
Qualitative Research Methods (Vol. 1). Beverly Hills, CA: Sage.

Oct. 16th Social research measurements and levels: indexes, scales, typologies. The
implications of levels of measurements: (nominal, ordinal, and interval).
The importance between reliability and validity in social research.
Constructing a qualitative and quantitative measurement tools which uses
open-ended and closed-ended questions.

Readings: Chapter 7 Rubin & Babbie. Measurement.

Chapter 8 Rubin & Babbie. Constructing Measurement
Instruments.
Chapter 13 Rubin & Babbie. Qualitative Research Methods.

Suggested Readings: Fraser, M. (1990). Program outcome measures. In

Y. Y. Yuan & M. Rivest (Eds.), Preserving families: Evaluation
resources for practitioners and policymakers. Newbury Park, CA: Sage.
 8

Baumrind, D. (1985). Research using intentional deception: Ethical issues

revised. American Psychologist, 40(2), 165-174.

Oct 30th EXAM ONE

The logic of social work research designs. Sampling context; distribution,
random, and systematic sampling while understanding gender bias.
Understanding the challenges of sampling minority and oppressed
populations. Pre & post test designs methods in research with a look at
quasi experimental.

Readings: Chapter 9 Robin & Babbie: The Logic of Research Design.

Chapter 10 Robin & Babbie: Causal Inference and Group
Designs.

Suggested Readings: MacEach, A.A. & MacEachron, E. (1995).

Experimental and quasi experimental design. Encyclopedia Social Work.
Silver Spring, MD: NASW Press (909-916).

Nov 13th Case evaluations designs: what to measure, operationally defining a target
problems and goals. Basic single case designs (AB) and data analysis.
Observation in qualitative and quantitative modes: general rules for
interview surveys and coordination and control.

Readings: Chapter 11 Rubin & Babbie. Single Case Evaluation Designs

Suggested Readings: Cresswell, J.W. (2003). Research design;

Qualitative, quantitative, and mixed methods approaches (2nd ed.).
Thousand Oaks, CA: Sage Publications.
Barlow, D. H., and Hersen. M. (1984). Single-subject experimental
designs: Strategies for studying behavior change. New York, NY:
Pergamon

Mason, Jennifer. (2002). Qualitative researching. (2nd ed.). Newbury

Park, CA: Sage.

Dec 4th EXAM TWO

Understanding the strength and weaknesses of content analysis. An
overview of unobstructive research: understanding historical and
comparative analysis. The process of data: coding, computers and entry
options. Understanding and interpretating descriptive statistics and data
analysis.

Readings: Chapter 14 Robin & Babbie. Unobstrusive Research:

Quantitative and Qualitative Methods.
Chapter 15 Robin & Babbie. Progressing Data.
 9

Chapter 16 Robin & Babbie. Interpreting Descriptive Statistics

and Tables.

Suggested Readings: Morse, Janice M. and Lyn Richards. (2002). Read

me first for a user's guide to qualitative methods. Newbury Park, CA:
Sage.
Patton, Michael Quinn. (2001). Qualitative research & evaluation
methods. (3rd ed.). Newbury Park, CA: Sage.

Dec 11th Understanding statistical significance in research: null hypothesis, one

tailed and two tailed tests. The selection of statistical test with significance
regarding the specific research. Understanding the social context of
research. Program evaluation: historical overview, politics, and logistical
problems.

Readings: Chapter 17 Rubin & Babbie. Inferential Data Analysis: part 1

Chapter 18 Rubin & Babbie. Inferential Data Analysis: part 2
Chapter 19 Rubin & Babbie. Program Evaluation.

Suggested Readings: Weinbach, R. W., and Grinnell, R. M. Jr. (2001).

Statistics for social workers. (5th ed.) Boston, MA: Allyn and Bacon

Yunker, James A. (2001). "A new statistical analysis of capital

punishment incorporating U.S. postmoratorium data." Social Science
Quarterly 82(2):297-310
Gibelman, Margaret and Sheldon R. Gelman. (2001). "Learning from the
mistakes of others: A look at scientific misconduct in research" Journal of
Social Work Education 37(2):241-54.
Glicken, Morley D. (2003). Social research: A simple guide. Boston, MA:
Allyn and Bacon.

Nov 18th Final Exam and Paper.

 10

Bibliography

Abel, E.M. (2000). Psychosocial treatments for battered women: a review of empirical
research. Research on Social Work Practice, 10 (1), 55-77.

Azmi, S.H. (1999). A qualitative sociological approach to address issues of diversity for
social work. Journal of Multicultural Social Work, 7 (3/4), 147-164.

Babbie, E. (2001). The practice of social research (9th ed.).Belmont, CA:

Wadsworth.

Baumgartner, T.A., Strong, C.H., & Hensley, L.D. (2002). Conducting and reading
research in health and human performance. New York, NY: McGraw Hill.

Cherry, A. (2000). A research primer for the helping professions. Belmont, CA:
Wadsworth Publications.

Cresswell, J.W. (2003). Research design; Qualitative, quantitative, and mixed methods
approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Gibelman, Margaret and Sheldon R. Gelman. (2001). "Learning from the mistakes of
others: A look at scientific misconduct in research" Journal of Social Work
Education 37(2):241-54.
Glicken, Morley D. (2003). Social research: A simple guide. Boston, MA: Allyn and
Bacon.
Gorey, K.M. (1996). Effectiveness of social work intervention research: Internal versus
external evaluations. Social Work Research, 20 , 119-128.

Grinnell, R.M. (2001). Social work research & evaluation: Quantitative and qualitative
approaches. Itasca, IL: F.E. Peacock Publishers.

Kirst-Ashman, Karen K. (2001). Generalist practice with organizations and

communities. (2nd ed.). Belmont, CA: Brooks/Cole.
Koch, Nadine S. and Jolly Al. Emrey. (2001).”The internet and opinion measurement:
Surveying marginalized populations." Social Science Quarterly 82(1):131-38.

Locke, L.F. (2004). Reading and understanding research (2nd ed.). Thousand Oaks, CA:
Sage Publications.

Mark, R. (1996). Research made simple: A handbook for social workers. Thousand Oaks,
CA: Sage Publications.
Miller, Delbert C. and Neil J. Salkind. (2002). Handbook of research design and social
measurement. (6th ed.). Newbury Park, CA: Sage.
 11

Morse, Janice M. and Lyn Richards. (2002). Read me first for a user's guide to
qualitative methods. Newbury Park, CA: Sage.
Neuman, W.L. (2003). Social research methods: Qualitative and quantitative approach.
(5th ed.) Boston, MS: Allyn and Bacon.

Patton, Michael Quinn. (2001). Qualitative research & evaluation methods. (3rd ed.).
Newbury Park, CA: Sage.
Potocky-Tripodi, Miriam, and Tony Tripodi. (1999). New directions for social work
practice research. Washington, D.C: NASW press.

Reynolds, P.D. (1982). Ethics and social science research. Englewood Cliffs, N.J.:
Prentice –Hall.

Rubin, A. & Babbie, E. (2001). Research methods for social work (4th ed.). Belmont, CA:
Wadsworth.

Rossi, P.H., Lipsey, M.W., & Freeman, H.E. (2003). Evaluation: A systematic approach.
Thousand Oaks, CA: Sage Publications.

Silverman, D. (2004). Qualitative research (2nd ed.). Thousand Oaks, CA: Sage
Publications.

Yaffe, J. & Gotthoffer, D. (1999). Quick Guide to the Internet for Social Work..
Needham Heights, MA: Allyn and Bacon.
12