MSW > WK. 5 (CH.8): Program Development & Research > Flashcards

WK. 5 (CH.8): Program Development & Research Flashcards

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1
Q

social work research

A
  • Knowledge building for SW practice
  • Compassionate, Problem-Solving
  • Infused with SW values
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2
Q

What are ethics?

A
  • Standards of conduct to ensure moral behavior
  • Standards to determine proper and improper : right vs wrong
  • Ethics are codes or guidelines that help resolve value conflicts
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3
Q

Research: Anonymous vs. Confidential

A

Anonymous: Researcher cant identify the individual with the information given

Confidential: Researcerh knows the individual but agrees to keep the information confidential

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4
Q

Why and how were ethic guidelines for research created?

A

-To avoid unethical harm to participants

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5
Q

Tuskegee Syphilis Study (1932)

A
  • Medical researchers diagnosed African American males with syphilis BUT did not tell them
  • Were told “Bad blood”
  • In-Mid 1970’s clients were treated for syphilis
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6
Q

Tea Room Trade: Impersonal Sex in Public Places (1970)

A
  • Study homosexuality acts in men
  • Restrooms/ parks
  • Researcher notes license plate; visited the men’s home; provided a survey with personal information
  • Study know as “gross” invasion of privacy in the name of science
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7
Q

Belmont Principles (3)

A
  1. Respect for the person: treat ppl as humans; allow ppl to choose for themselves; obtain consent/ respect ppl privacy
  2. Beneficence: Minimize harm and maximize benefits
  3. Justice: treat ppl fairly; fair subject selection
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8
Q

Institutional Review Board (IRB)

A
  • Make sure participants are protected in research studies
  • Research study with humans, must obtain approval from the IRB
  • 1970 IRB became widespread due to public concerns of ethics
  • IRB protects the participants
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9
Q

Cultural Competent Research

A

-“Cultural Humility”
-Being aware of and appropriately responding to how cultural factors and differences influence…
What, How we investigate, and how we interpret the findings

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10
Q

Evidence-Based Practice (EBP)

A

-Practice model based on the scientific method and scientific evidence

  • gather info to best apply
  • Important part of decision making
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11
Q

STEPS of EBP = FLAIR
What does FLAIR stand for

HINT: COFFEE

A 
F: Formulate 
L: Locate evidence 
A: Assess evidence 
I: Integrate best available evidence 
R: Review how things went
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12
Q

Time Dimension: Cross-sectional VS. Longitudinal

A

Cross-sectional: Studies based on observations that represent a single point in time (X) (1 time)

Longitudinal: Studies based on observation at different points in time ( .———. )

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13
Q

Paradigms

A
  • A set of assumptions about the nature of reality

- To organize observations and make sense of them (Understanding life)

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14
Q

Theory

A
  • Interrelated statements to explain aspects of like or how ppl conduct and find meaning in their life
  • Helps us make sense of patterns
  • Helps develop useful implications of patterns.
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15
Q

Induction VS Deduction

A

Induction: Qualitative

  • begins with observed data
  • Develops hypotheses to explain observations

Deduction: Quantitative #
- Begins with theory & ends with an observation

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16
Q

What is conceptualization?

A

how you identify the things you want to study

(How are they related?)

(Why do you want you to study them? )

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17
Q

What is a hypothesis?

A

A testable statement about how changes in one variable are expected to explain changes in another variable

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18
Q

Types of variables

HINT: 5

A 
Independent 
Dependent 
Meadiating 
Moderating
Control
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19
Q

Independent variable

A

variable that explains or causes something

-causes the dependent variable

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20
Q

Dependent variable

A

the outcome variable

Variable being caused

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21
Q

Mediating variable

A

the mechanism by which the independent variable can affect the dependent variable

Its in the middle between the independent variable an d dependent variable

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22
Q

Moderating variable

A

Can affect the strength or direction of the relationship between the independent and the dependent

Moderates the relationship

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23
Q

Control variable

A

other possible influences on your dependent variable that you decide to keep track of

Always kept the same

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24
Q

Levels of measurement- Nominal Data

A

Categories w/ NO order or direction

EX: Gender, hair color, type of car owned

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25
Level of measurement- Ordinal Data
ranked-ordered Order matters EX: How do you feel today? 1. unhappy 2. ok 3. Very happy Students letter grade
26
Levels of Measurement- Interval Data
ranked ordered with equal distance in between There's NO TRUE ZERO / NO TRUE BEGINNING EX: temperature
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Levels of measurement- Ratio Data
Has an absolute true ZERO that is meaningful EX: what is your age? ; height
28
Reliability VS Validity
Reliability: Dependability, stability, consistency, Can you get the same answers repeatedly? Validity: How well a test measures what it's supposed to measure
29
Key informants
Expects in the community that can speak about the community ``` Positives: -Quick, easy -Builds connections with community Negatives: -Information does not come directly from target population ```
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Strengths and Weaknesses of Survey Research
Strengths: - Describes characteristics of large population - Makes large sample feasible - Makes findings more generalizable - Enables analysis of multiple variables Weaknesses: - Lack of context - Inflexibility in design - Artificiality
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External Validity
The extent to which we can generalize the findings to settings and populations beyond the study conditions Pros: if good it can be applied to other places or other ppl Cons: It can apply to other fields; Generalized findings
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Internal Validity
the extent to which causal inferences can be made about the intervention & the targeted behavior "Can we say x caused y?" For the conclusion to be valid the independent variable must be the only thing that causes the dependent variable To have a good internal validity you must have a control group Is there confidence in cause/effect?
33
Ethnography
Observation in the natural environment, focusing on detailed and accurate descriptions of the way people in a particular culture live and the way they interpret the meaning of things Observing culture/behaviors
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Phenomenology
By going directly to the phenomenon under study and observing it as completely as possible researches can develop a deeper understanding
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Case studies
Idiographic examinations of a single individual, family, group, organization, community, or society
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Quantitative Method
Numbers/ Data | The goal is to understand
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Qualitative Method
Observations; Interviews - time conmsuming - smaller samples
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Mixed method
Both Quantitative and Qualitative
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Paradigms
Are a set of philosophical assumptions about the nature of reality They organize our observations and make sense of them
40
What is a sample?
A subset of the population selected y either "probability" or "non-probably"
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Probability Sampling
RANDOM- there is an equal chance of getting selected Avoids bias Simple random sampling Systematic random sampling Stratified random sampling
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Mission statement
statement outlining the purpose guiding the practices of an organization
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Goals
Broad general statement of what the program intends to accomplish
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Objectives
Brief, clear statement that describes the desired outcome
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Outcomes
Achieved results
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Needs assessment
Process of asking?'s , comparing answers, making decisions about what to do to improve human conditions & performance Systematic process for determining & addressing gaps between current & desired conditions EX: examines strengths/ weaknesses
47
Perceived needs
what clients think about their needs w/ standards set y each client
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Expressed needs
Defined by the # of clients who have sought help; taking action to address their problem
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Relative needs
Concerned w/ equity, comparing needs of clients w/ goals of ranking them
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Cost- benefit analysis
Determines financial cost of operating a program compared w/ fiscal benefits
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Cost-benefit ratio
Determine whether the cost exceed the benefit
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Cost-effective analysis
not measured in monetary terms -Does not produce cost benefit ratio
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Outcome assessment
Determining whether a program has achieved its intended goal
54
SOAP format
S: Subjective -report how CL is doing, feeling, experiences O: Objective- current situation EX: failing school A: Assessment - pull togehter objective & subjective- consequences P: Plan- What will be done as a consequence of assessment
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Function of research design
to ensure that the evidence or data collected enables the research questions to be answered
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Research design will...
1. Identify the problem 2. review literature 3. Specify hypotheses 4. Describe data that will be necessary; How data will be obtained 5. describe methods of analysis- hypotheses true or false?
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Experimental research
Randomized experiment | - most rigorous
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Quasi-experimental research
Uses intervention & comparison groups -NOT random
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Pre-experimental research
- Intervention groups ONLY - Lack comparison/ control groups - The weakest!!
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Single subject research
Aims to determine whether an intervention has the intended impact on a CL or CL's who form a group - tends to have poor external validity. limiting the ability to generalize findings to a wider audience - Common research pre & post/ single case study
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Single Case Study (AB) What are the A and B
A- Baseline- behavior before treatment B- Behavior after treatment; intervetion
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Reversal research (ABA)
Baseline -A Treatment -B Baseline- A
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Multiple baseline (ABAB)
A- Baseline B- Intervention A- Baseline B- Intervention
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Interrater or Interobserver Reliability
The degree to which different rates/ observers give consistent estimates of the same phenomenon
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Test-retest reliability
Consistency of a measure from one time to another
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Parallel forms reliability
Consistency of results of 2 tests constructed in the same way from the same content domain
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Internal consistency reliability
Consistency of results across items within a test
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Face validity
Whether the assessment "on their face" measures the constructs
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Content Validity
Whether all of the relevant content domains are covered
70
Criterion-related validity
Whether constructs perform as anticipated in relation to other theoretical constructs
71
Mean Median Mode
Mean - average of the data Median - middle # Mode - most common #
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Non- probability sampling
NOT random Purposive Sampling Convenience Sampling Quota Sampling Snowball Sampling
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