SW 693

Three Credits Summer 1999

Instructor: Dr. Douglas Chung Office: 25 COM

Prerequisite: SW 690     Tel:616-771-6559

Section A: T 3:00-5:50 PM Rm 314 EC

Section B: W 6:30-9:50 PM RM 9 TC

I. COURSE DESCRIPTION

The purpose of the research course is to evaluate social work practice and to develop new knowledge with particular reference to the advanced generalist orientation. Emphasis is placed on demonstrating ways to incorporate research skills as an integral part of social work interventions with individuals, families, and larger systems over time. Content includes both group research designs, single-system, and qualitative designs. Particular attention is given to the rationale for doing single-system and program evaluation research for evaluating social work practice, its strengths and weaknesses; procedures for developing program evaluation and single-system designs, recording and assessing data for reliability and validity; utilizing the results for planning effective intervention and follow-up. Also included is content on research ethics for generalist practitioners.

II. COURSE GOAL

The overriding goal of the course is to train students to become producers of knowledge that informs their practice interventions in both small and large systems.

III. COURSE OBJECTIVES

At the end of the course, students will:

Related to Knowledge

1. Be familiar with exemplary research efforts in evaluating social work practice in various levels.

2. Be familiar with the basic types of single-system designs and group research used in evaluating practice.

3. Understand the strengths and weaknesses of qualitative, single-system,group and program evaluation.

4. Be familiar with the stages, components, and terminology in single-system research and program evaluation.

5. Comprehend single-system methodology as a way to further incorporate the scientific method and research process into the advanced generalist practice.

6. Be familiar with the roles of case study, content analysis, participant observation methodologies, and ethnomethodology for the Advanced generalist practitioner-researcher.

Related to Attitude/values

7. Be committed to preserving the dignity of human subjects when utilizing methods of evaluation research.

8. Appreciate the practicality in utilizing single-system research with human subjects.

9. Accept that interventions involving single-system methodology may be significant from different points of view, i.e., client system, significant others and the Advanced generalist practitioner.

10. Appreciate the importance of self-awareness when using single-system designs in order to minimize "reactive arrangements."

11. Be committed to searching for the excellence of human performance by utilizing methods of evaluation research in the life-long self-improvement.

Related to Skill

12. Demonstrate basic research skills in single-system and Program evaluation to include the following activities:

a. identifying target behaviors, attitudes, and/or perceptions, intervention goals, and resources.

b. delineating steps in intervention and criteria for implementing each.

c. developing a behavioral observation code, i.e., rules for recording data and an outline of operational definitions code.

d. selecting designs for research appropriate to evaluate type of data being recorded; method of doing this, characteristics of target behavior, and requirements of the evaluative study.

e. utilization of data analytic procedures for assessment of the effects on specific target behaviors, attitudes, or perceptions.

f. applying the criteria of evaluation, i.e., effort, effectiveness, unanticipated consequences, and efficiency, at the initation, contact, and implementation phases of evaluative research.

IV. METHODS OF INSTRUCTION

Lecture, study groups, learning exercises, class discussion involving question and answer periods, examination of evaluative research studies from the professional literature, and an evaluative research project.

V. TEXTS

Bloom, M., J. Fisher, and J.G, Orme. (1995). Evaluating Practice: Guidelines for the Accountable Professional. Boston: Allyn and Bacon. HV41 B4498 1995

Royse D. &B.A. Thyer, (1996). Evaluating Practice: Guidelines for the Accountable Professional. Boston: Allyn and Bacon.

Suggested Texts:

Fetterman, D.M., S.J. Kaftarian, & A. Wandersman, (edit.) (1996). Empowerment Evaluation Knowledge and Tools for Self-Assessment & Accountability. Thousand Oaks; Sage.

Miller, D.C. (1991). Handbook of Research Design and Social Measurement. Newbury Park: Sage. H62 M44 1991

Gabor, P.A. & R.M. Grinnell, (1994). Evaluation and Quality Improvement in the Human Services. Boston: Allyn and Bacon. HV40 G33 1994

Nurius, P.S./Hudson, W.W., (1993). Human Services Practice, Evalutaion, and Computers. Pacific Grove: Brooks/Cole Publishing Company.

Chambers, D.E., Wedel, K.R. & Rodwell, M.K.. (1992).

Evaluating Social Programs. Boston: Allyn and Bacon.

HV41 C43 1992

Weiss, H.B. & Jacobs, F.H. (edit.) (1988). Evaluating Family Programs. New York: Aldine De Gruyter. HV699 E85 1988

VI. COURSE ASSIGNMENTS AND GRADING

Your course grade will be a function of your performance in the following study outcome areas:

1. Problem and opportunity Statement

Define a client system (individual, group, family, organization, community or object, i.e. Bible)with assets and practice problem of concern to you. Describe the client system with the Problem(s)and opportunity of development in its environment.

1). Assess the system’s needs/assets and identify what your target of intervention will be.

2). Describe the way the need/problem is by exploring its nine characteristics and discuss why the way the problem is (causal dynamics). The nature of problem is caused by what factors, thus, the opportunities of development.

3). Conclude by listing your research questions, underlying assumptions and hypothesis if any.

4). Devise three ways of measuring the problem, one which is direct, one which is obtrusive, and one which is unobtrusive. Give a rationale regarding why you selected each. Be aware the human reaction toward the measurement which influences your observing problematic behavior (D.V.).

Literature review of what factors are associated with the problem and document your interview and observation findings in "how and why the problem is" are important. (2-4 pages.) 10% (Ref. Vigilante, F. W. & Mailick, M.D. "Needs-Resource Evaluation in the Assessment Process" Social Work, March-April 1988, v.32(2) pp.101-104. HV1 S644 Bloom/Fisher Ch. 9; Rubin/Babbie, p.280; Kettner, Ch. 4; Behling & Merves,(1984) Due

2. Goal and Objective Statement

Based on your above problem statement:

1). briefly distinguish client system's symptoms and root problem(s);

2). present your intervention plan (transformation technology) which shows a package of integrating objectives, goals within a program mission for certain social policy by listing

a. ultimate goal,

b. sub-goals needed to achieve the ultimate goal, and c. objectives needed to achieve each sub-goal;

3). draw diagram of integrating objectives, goal, program mission & policy for problem-solving transformation; 4). discuss problems and issues in setting goals and how you plan to solve it ?

The intervention plan (goals/objectives setting) should reflect the root-problem(s) solving. Use sub-goals setting to solve the sub-dimensional problems/holistic development.

Objective statements should include the four dimensions for goal statements presented in workshop or described by Bloom and Fischer. (3-6 pages) 10 % (Ref. B&F, Ch 2,3; Kettner, Ch.6; handout during the workshop) Due

3. Measurement Statement

Based on your above goal & objective statements, develop a measurement and recording plan.

1). Define the variable (problem) definition by giving its conceptual and operational definitions from professional standard (i.e. DSM IV, APA, NASW).

2). Write a hypothical goal and objective(s) statement (If ...., then ....)to describe how you are going to solve the problem.

3) Suggest a way(s) to measure the problem and ways to record the information obtained both during baseline and intervention periods. The five Ws and seven steps listed by B&F are helpful.

4). Discuss possible issues that may evolve through measurement & recording, and how do you plan to solve them.

The variable definitions (both conceptual and operational definitions), measurement tools, i.e. daily logs, charts, and measuring scale must be attached as appendixes if the measurement paper is more than four pages. Each problem (dependent variable) should have its own definitions, hypothesis, ways of measurement and measurement issues discussed. This statement aims to answer the question of "Did the dependent variable change after the intervention?" (2-4 pages) 15 % (Ref. B&F, Ch. 4-10) Due

4. Research Design Statement

1. Describe each type of the single system/group design among all categories of the single-system or program designs(listing strengths & limitations) and explain practice situations in which they could be used.

2. Write a "If ...., then ...." statement to introduce your goal/objectives,intervention, measurement and research design.

3. Choose a design for your problem, intervention goal, & measurement mentioned above (paper 1,2,3). Explain why you made this choice by answering five questions. (Ref. Ch. 11-18) (4-6 pages)15%. Due

5. Journal Article Critic: 3 X 6% = 18%

Summarize and critique one program evaluation, one qualitative study, and one exemplary single subject system practice-based research efforts published by social work professional journals which have evaluated social work intervention. Content of critic is attached by the end of syllabus. Two should be self-searched (published in or after 1996 - copies of the article should be attached). (The Journal of Applied Behavior Analysis & the Journal of Social Work Research and Abstract has more single system designs articles.) The following list are some single subject sample articles (4-6 pages) 18%

Dugan, E., D. Kamps, & B. Lenard, Effects of Cooperative Learning Groups During Social Studies for Students with Autism and Fourth- Grade Peers. Journal of Applied Behavior Analysis. 1995, 28, 175- 188. BF636.A1 J6(PER)

Fiore, D. The Effect of a Multi-Treatment Approach on Anger Management: A Single Subject Design Case Study. Journal of SCI Psychosocial Process. Vol. 8, No. 1, Feb. 1995, pp 7-14.

Ladouceur, R., J.M. Boisvert, & J. Dumont. Cognitive-Behavioral Treatment for Adolescent Pathological Gamblers. Journal of Behavior Modification. Vol. 18 No. 2, April 1994, pp 230-242. BF 637 B4 B43(PER)

Nangle, D. W., Carr-Nangle, R.E. and Hansen, D.J. Enhancing Generalization of a Contingency-Management Intervention Through the Use of Family Problem-Solving Training: Evaluation with a Severely Conduct-Disordered Adolescent. Child & Family Behavior Therapy. 16 (2), p. 65-76, 1994.

Olympia, D.E., S.M. Sheridan, W.R. Jenson, & D. Andrews. Using Student-Managed Interventions to Increase Homework Completion and Accuracy. Journal of Applied Behavior Analysis. 1994, 27, 85-99. BF636 A1 J6(PER)

Pace, G. M. Stimulus Fading as Treatment for Obscenity in a Brain-injured Adult. Journal of Applied Behavior Analysis. 27 (2), Summer, 1994. BF 636 A1 J6(PER)

6. Data Analysis Statement and edit the whole paper

1. Define autocorrelation and describe five data analysis approaches of Single System Design and explain situations in which they could be used. If you are engaging in group study or program evaluation, use what ever you need.

2. Choose at least two of them (not include eyeballing) to analyize your case data. (Data analysis diagram attached as appendix even a hypothical data.) Explain why you made this choice. (Ref. Ch. 19-22, Jayaratne, "Analytic procedures for single-subject designs. Social Work Research & Abstracts, 14(3), 1978. 30-40.) HV1 A2 (REF)

3. Modify and edit P1, P2, P3, P4 and P6 into a term paper as an exemplary article you read. 20% Due

7. Class participation in sharing and contributing your professional knowledge, attitude, and skill growth. Each class you are absent, you will be deducted 1 % of this grade. 12%

Y(grade) = F (P1) (P2) (P3) (P4) (P5) (P6) (P7)

Each paper should identify its paper number, title, and class section in the cover page. No late paper will be accepted. All papers have to be typed - double space, APA format.

Grade scale:

A + 100 - 94 A- = 91-93 B+ = 88-90 B = 84- 87

B- = 81-83 C+ = 78 - 80 C = 74 - 77 C- = 71 - 73

D+ = 68 - 70 D = 64 - 67 F = 63 & below

VII. COURSE SCHEDULE

Session Date Topic/Reading Assignment

1 5/11,12/99 Course Introduction

Practice as Research, Research as Practice

Crosscultural Generalist Practice Model

Single System Designs

Human Research Review Committee & Application

Bloom & Fischer, Ch. 1; Royse & Thyer, Ch. 1

Kettner. Daley & Nichols, Ch. 4

2 5/18,19/99 PRELIMINARY ASSESSMENT

Specifying problems and assets for intervention

Goals and objectives/Outcome Variables

Connecting explanatory/interventive theories

Computer Assisted Social Services (CASS)

Group Discussion, "My practice problem..."

B&F, ch. 2-3; R&T, Ch. 2-3; Grinnell, Ch.3-6

3 5/25,26/99 GOALS AND OBJECTIVES under policy/mission

Goals and Intervention plan

Dimensions of Goal

P1 due Short term vs. long term

Group Discussion, "My intervention plan..."

Hand out

4 6/1,2/99 MEASURING CLIENT-SYSTEM PROBLEMS & PROGRAM IMPACT

From abstract to concrete-operationalization

Relevancy and sensitivity of measures:

obtrusive vs. unobtrusive measures

global vs. focal measures

behavioral vs. non-behavioral measures

Developing a measurement and recording plan

records, interviews, questionnaires, tests

standardized measures, self-anchored and rating scales, and client logs.

Group discussion, "How do I measure my practice ?"

B&F, Ch.4-10; R&T Ch 7-9; Grinnell, Ch.7-9

5 6/8,9/99 DIMENSIONS OF MEASUREMENT -

Interval, frequency, duration, magnitude, and P2 due spot check.

Program effort, effectiveness, efficiency, and

unanticipated consequences; Article Reviewing/handout

B&F, Ch.4-10; R&T Ch 7-9; Grinnell, Ch.7-9

6. 6/15,16/99 SYSTEMATIC BIAS OF MEASUREMENT

Qualitative vs. Quantitative measures

Beyond 2-Qs:The Comparative Method

The Gender issues & Research Perspective

Measurement Tools of small unit evaluation

Group discussion, "How to balance out?"

7. 6/22,23/99 SINGLE SYSTEM/GROUP DESIGNS FOR PRACTICE

P3 due Basic principles of single system designs:

Baseline- length, variable, increasing,

decreasing, cyclic, and stable; Various Designs:

A-B, A-B-A, A-B-A-B, B-A-B, A-B-C, ....

Group Discussion

B&F, Ch.11-18; R&T, Ch.5-6; Grinnell, Ch.11-12.

8. 6/29,30/99 SELECTING A DESIGN TO PROVE MY INTERVENTION WORKS

Framework for selecting a Design

A-B is the most flexible one

Group discussion, "The design that I need ..."

B&F, Ch. 11-18; R&T,Ch. 5-6; Grinnell, Ch.11-12.

9. 7/6,7/99 OTHER EVALUATION - how to evaluate

Organizational Effectiveness in a small group

P4 due unit- Organization as a case

Family Well-Being can be measured

"Let's assess my own organizational effectiveness."

My own family well-being score is ....

Handout Bolin/Kivens

10 7/13,14/99 ANALYZING RESULTS: DETERMINING STATISTICAL,

P5 due PRACTICAL, AND THEORETICAL IMPORTANCE

Principles and methods of analysis

Qualitative and content analysis

Chung’s Integrated Hermeneutics

B&F, Ch. 19-22; R&T, 11-12; Grinnell, 21-22

11 7/20,21/99 ANALYZING RESULTS: continued

NONPARAMETRIC STATISTICS FOR SMALL GROUP RESEARCH

Normal data: chi-square

Ordinal data: Mann-Whitney t test

Interval/ratio: One-way/two-way ANOVA

12 7/27,28/99 EVALUATION THROUGH VISUALIZATION

LET’S TAKE TIME TRAIN BACK TO 17TH CENTURY

Community historical evaluation - Why, How,

What/Where/When the Thanksgiving come from?

Policy Evaluation

13 8/3,4/99 Students’ presentation: Sharing and input

P6 due My case, from the problem to solution

14 8/10,11/99 Course Integration - Pot Luck Party: Sharing

Personal/spiritual Transformation

Family Transformation - Qigong Sound Therapy

Organizational Transformation

Advanced Generalist Social Work Practice

Professional and Personal Network:Party, Party,...