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Scientific Inquiry in Social Work: Practice behavior index

Scientific Inquiry in Social Work
Practice behavior index

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table of contents
  1. Cover
  2. Title Page
  3. Copyright
  4. Table Of Contents
  5. Student and Instructor Resources
  6. Copyright Information
  7. Acknowledgements and Contributors
  8. Version Information
  9. 1. Introduction to research
    1. 1.0 Chapter introduction
    2. 1.1 How do social workers know what to do?
    3. 1.2 Science and social work
    4. 1.3 Why should we care?
    5. 1.4 Understanding research
  10. 2. Beginning a research project
    1. 2.0 Chapter introduction
    2. 2.1 Getting started
    3. 2.2 Sources of information
    4. 2.3 Finding literature
  11. 3. Reading and evaluating literature
    1. 3.0 Chapter introduction
    2. 3.1 Reading an empirical journal article
    3. 3.2 Evaluating sources
    4. 3.3 Refining your question
  12. 4. Conducting a literature review
    1. 4.0 Chapter introduction
    2. 4.1 What is a literature review?
    3. 4.2 Synthesizing literature
    4. 4.3 Writing the literature review
  13. 5. Ethics in social work research
    1. 5.0 Chapter introduction
    2. 5.1 Research on humans
    3. 5.2 Specific ethical issues to consider
    4. 5.3 Ethics at micro, meso, and macro levels
    5. 5.4 The practice of science versus the uses of science
  14. 6. Linking methods with theory
    1. 6.0 Chapter introduction
    2. 6.1 Micro, meso, and macro approaches
    3. 6.2 Paradigms, theories, and how they shape a researcher’s approach
    4. 6.3 Inductive and deductive reasoning
  15. 7. Design and causality
    1. 7.0 Chapter introduction
    2. 7.1 Types of research
    3. 7.2 Causal relationships
    4. 7.3 Unit of analysis and unit of observation
    5. 7.4 Mixed Methods
  16. 8. Creating and refining a research question
    1. 8.0 Chapter introduction
    2. 8.1 Empirical versus ethical questions
    3. 8.2 Writing a good research question
    4. 8.3 Quantitative research questions
    5. 8.4 Qualitative research questions
    6. 8.5 Feasibility and importance
    7. 8.6 Matching question and design
  17. 9. Defining and measuring concepts
    1. 9.0 Chapter introduction
    2. 9.1 Measurement
    3. 9.2 Conceptualization
    4. 9.3 Operationalization
    5. 9.4 Measurement quality
    6. 9.5 Complexities in quantitative measurement
  18. 10. Sampling
    1. 10.0 Chapter introduction
    2. 10.1 Basic concepts of sampling
    3. 10.2 Sampling in qualitative research
    4. 10.3 Sampling in quantitative research
    5. 10.4 A word of caution: Questions to ask about samples
  19. 11. Survey research
    1. 11.0 Chapter introduction
    2. 11.1 Survey research: What is it and when should it be used?
    3. 11.2 Strengths and weaknesses of survey research
    4. 11.3 Types of surveys
    5. 11.4 Designing effective questions and questionnaires
  20. 12. Experimental design
    1. 12.0 Chapter introduction
    2. 12.1 Experimental design: What is it and when should it be used?
    3. 12.2 Pre-experimental and quasi-experimental design
    4. 12.3 The logic of experimental design
    5. 12.4 Analyzing quantitative data
  21. 13. Interviews and focus groups
    1. 13.0 Chapter introduction
    2. 13.1 Interview research: What is it and when should it be used?
    3. 13.2 Qualitative interview techniques
    4. 13.3 Issues to consider for all interview types
    5. 13.4 Focus groups
    6. 13.5 Analyzing qualitative data
  22. 14. Unobtrusive research
    1. 14.0 Chapter introduction
    2. 14.1 Unobtrusive research: What is it and when should it be used?
    3. 14.2 Strengths and weaknesses of unobtrusive research
    4. 14.3 Unobtrusive data collected by you
    5. 14.4 Secondary data analysis
    6. 14.5 Reliability in unobtrusive research
  23. 15. Real-world research
    1. 15.0 Chapter introduction
    2. 15.1 Evaluation research
    3. 15.2 Single-subjects design
    4. 15.3 Action research
  24. 16. Reporting research
    1. 16.0 Chapter introduction
    2. 16.1 What to share and why we share
    3. 16.2 Disseminating your findings
    4. 16.3 The uniqueness of the social work perspective on science
  25. Glossary
  26. Practice behavior index
  27. Attributions index

2

Practice behavior index

 Educational Policy and Accreditation StandardsChapters Referenced
Competency 1- Demonstrate Ethical and Professional Behavior: 
a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context1, 5
b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations
c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication
d. Use technology ethically and appropriately to facilitate practice outcomes1, 15
e. Use supervision and consultation to guide professional judgment and behavior
Competency 2- Engage Diversity and Difference in Practice: 
a. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels5
b. Present themselves as learners and engage clients and constituencies as experts of their own experiences1, 15
c. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies
Competency 3- Advance Human Rights and Social, Economic, and Environmental Justice: 
a. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels1, 2, 5, 15, 16
b. Engage in practices that advance social, economic, and environmental justice1, 5, 15, 16
Competency 4- Engage in Practice-informed Research and Research-informed Practice: 
a. Use practice experience and theory to inform scientific inquiry and research1, 2, 6, 15
b. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
c. Use and translate research evidence to inform and improve practice, policy, and service delivery1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
Competency 5- Engage in Policy Practice: 
a. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services
b. Assess how social welfare and economic policies impact the delivery of and access to social services12, 15, 16
c. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice
Competency 6-Engage with Individuals, Families, Groups, Organizations, and Communities: 
a. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies6
b. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies
Competency 7- Assess Individuals, Families, Groups, Organizations, and Communities: 
a. Collect and analyze data, and apply critical thinking to interpret information from clients and constituencies1, 2, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15
b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies6, 7, 9, 12
c. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies
d. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies1, 2, 3, 4, 15
Competency 8- Intervene with Individuals, Families, Groups, Organizations, and Communities: 
a. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies1, 15
b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies1, 15
c. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes
d. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies
e. Facilitate effective transitions and endings that advance mutually agreed-on goals
Competency 9- Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities: 
a. Select and use appropriate methods for evaluation of outcomes1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes1, 2, 3, 6, 9, 15
c. Critically analyze, monitor, and evaluate intervention and program processes and outcomes1, 2, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
d. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels1, 12, 15, 16

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Copyright © 2018 by Matthew DeCarlo. Scientific Inquiry in Social Work by Matthew DeCarlo is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
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