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Social Work Research Class Notes - Week 2

by: McKenna Keck

Social Work Research Class Notes - Week 2 SW 3185

Marketplace > University of Northern Iowa > Social Work > SW 3185 > Social Work Research Class Notes Week 2
McKenna Keck
GPA 3.71

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About this Document

These notes cover what we've gone over in class this week. We finished up chapter 1, and have begun chapter 2.
Social Work Research
Dr. Ga-Young Choi
Class Notes
social, work, research, method, reasoning, Evidence, based, practice
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This 3 page Class Notes was uploaded by McKenna Keck on Friday September 2, 2016. The Class Notes belongs to SW 3185 at University of Northern Iowa taught by Dr. Ga-Young Choi in Fall 2016. Since its upload, it has received 20 views. For similar materials see Social Work Research in Social Work at University of Northern Iowa.


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Date Created: 09/02/16
Social Work Research Dr. Choi Week 2 Monday, August 29, 2016 There was no lecture today. We took the syllabus quiz, & discussed APA styling. It was determined that we will have an APA session at a later date in the course. Wednesday, August 31, 2016 ● Continued from Week 1 notes Scientific Knowledge…  ○ Recognizing Flaws in Unscientific Sources ■ Inaccurate Observation ■ Overgeneralization ● The findings may not apply to all populations. ■ Selective Observation ● Only looking at the parts of the study that support  your hypothesis. ■ Ex Post Facto Hypothesizing ● When you create a hypothesis after the study is  done. Of course hindsight is 20/20. Your hypothesis must be formed at the  beginning of the study.Your only conclusions at the end of the study should be  “hypothesis supported” or “hypothesis not supported.” ■ Ego Involvement in Understanding ● Of course you want to show that your test is valid!  You can’t be objective. ■ Premature Closure of Inquiry ● Like closing a case when there’s still more to be  learned. ■ Other Forms of Illogical Reasoning ● Ad hominem attack: discrediting the person rather  than the argument ● Newness: touting something because it’s novel ● Bandwagon: the “everyone else is doing it” ● Sraw Person: attacking a particular position by  distorting it in a way that makes it easier to attack ■ Recognizing Pseudoscience ● Extreme Claims ● Overgeneralization ● Speculative Explanations ● Pretentious Jargon ● Unscientific, biased reactions to disconfirming  evidence ● Premature closure of inquiry ● Basically, be able to recognize the flaws listed  above ○ Objectivity & Subjectivity in Scientific Inquiry ■ Both are needed ■ Paradigms (Your worldview in relation to reality. What you  consider to be the truth.) ● Positivist: emphasize straight objectivity in reality ○ Prefer using numbers to show reality. Prefer facts, not the interpretations. ○ Will try very hard to stay objective. ● Social Constructivist: consider subjectivity as an  important aspect of research. Interested in how we give meanings to things. ○ Would allow researcher subjectivity  to interfere. ● Postmodernism: “all there is is subjectivity.”  Everyone has a different reality based on their subjective experience ○ This bag is pink. How do you know? It might look pink to you, but not to others. Separate claims or realities  could both be true. ○ Prefer narratives or artwork or  music. ○ Would allow researcher subjectivity  to interfere. ■ Just try to see the hidden meanings behind the numbers…  Friday, September 2, 2016 Chapter 2: Evidence­Based Practice ● Definition of Evidence­Based Practice ○ Evidence­based practice: a process in which the best scientific evidence pertinent  to a practice decision is an important part of the information practitioners consider when making  that practice decision. ● Some Attributes of Evidence­Based Practice ○ Critical thinker ■ Evidence­based practitioners will: ● Think for themselves ● Consider whether beliefs or assertions of knowledge are based on sound evidence and logic ● Think open mindedly, recognizing and questioning  unstated assumptions, underlying beliefs, and assertions ● Be willing to test their own beliefs or conclusions  and then alter them on the basis of new experiences and evidence ● Formulate appropriate questions and then gather  and appraise evidence as a basis for making decisions. ○ Career­Long Learning ○ Flexibility ■ Integrating scientific knowledge with practice expertise ● The Cycle of EBP ○ Client state and circumstances, Client preferences and actions, and Current best  evidence work together with practitioner expertise to help the client. ■ Researchers aren’t practitioners, so practitioners still need to use  their practice wisdom in assessing the best evidence. ■ Client preference is important because they are capable of making  decisions for themselves. ○ It’s not just about using the best research supported evidence, it’s about using the  best evidence possible in a more holistic view of practice. ● Steps in Evidence­Based Practice ○ Step 1: Formulate a question to answer practice needs ■ See CIAO acronym for more information…  ○ Step 2: Search for the evidence ■ Top Down: You would come up with much fewer results. You end  up reviewing the summaries. Someone else did all the searches. You expand your  knowledge of multiple literatures at the end. ● You could use the Campbell Collaboration ■ Bottom Up: what most of us do when we have to make up an  assignment and we have to include so many sources. ● You find a bunch of articles about what you’re  researching, and you read as many articles as you can, and sort out the articles  that would more relate to your question. ● You start out with many, and you get the sense of  the studies you need at the end. ○ Step 3: Critically appraise the relevant studies you find ○ Step 4: Determine which evidence­based intervention is most appropriate for your particular client(s) ○ Step 5: Apply the evidence­based intervention ○ Step 6: Evaluation and feedback ● CIAO Acronym ○ C: Client Characteristics ■ Must be taken into consideration  ○ I: Intervention Being Considered ○ A: Alternative Intervention (if any) ■ That might be more effective for your particular client. ○ O: Outcome ■ Evaluate outcome *Some lines of notes copied directly from slides in order to maintain testing accuracy. Most notes are from  lecture and discussion. ** Some vocab copied directly from book or lecture in order to maintain testing accuracy. Some are in my own  words for the sake of simplicity.


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