1. Elspeth Slayter, Ph.D., Assistant Professor School of Social Work, Salem State University

2. Administrative matters & check-in Review: Theories & conceptual frameworks Annotated Bibliographies to Literature Reviews Research Design Pending time: Consultation sessions 2

3. …questions about syllabus, assignments, break time, other announcements? 3

4. 4 Assignment #1? Textbook reading? Article? 1 5 234

5. You tell me.

6. Frameworks & theories in social work Practice frameworks: --Perspectives --Theories --Models Orienting conceptual frameworks: --Social capital Orienting theories: --Diffusion of innovation --Theory of reasoned action --Street-level bureaucracy 6

7. 7 Article? Overarching question? Theory or conceptual framework? Justify or structure? Relevance for practice? 1 5 234

8. Critical consumption of research AND skills to evaluate practice Learn to critically consume research Learn to develop practice evaluation plans Consider the process of evidence-based practice beyond evidence- supported interventions

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10. Slayter 10 …bones for a “skeleton” that you piece together for your study… …and just what is an annotated bibliography?

11. Slayter 11

12. Slayter 12

13. Slayter 13

14. Slayter 14 Bibliography including a brief descriptive, evaluative paragraph for each citation Annotation for assessing relevance, accuracy, and quality of the source Themes: Author-Title-Year End product of a comprehensive literature review, (not simply the 1st X citations you find) As you gradually build understanding, it will become clear which sources are most relevant to your study

15. Slayter 15 Rationale: Road map for your literature review “Encourages” you to: getting articles read through & synthesize Anti-procrastination mechanism to avoid end-of-semester freakout

16. Slayter 16 Learn how to write a good literature review Integrating, synthesize

17. Slayter 17 How existing research fits together toward your situation How does your situation relate to existing literature: conceptually, methodologically, etc/?

18. Slayter 18 Be thorough Be selective (if overwhelmed w/existing studies) If not overwhelmed with existing studies - piece things together to show how you will fill the gap Compare, contrast & synthesize, synthesize! Don’t provide me with a list

19. Slayter 19 1) Show mastery of current/central issues 2) Set the stage for discussion of how your study is similar to/different from existing studies - builds a foundation for the next floor 3) Introduces and conceptually defines all variables to be used in the study 4) Not a laundry list of what people said 5) Compares/contrasts/critiques and synthesizes existing research

20. Slayter 20 In-depth overview of application of the “dignity of risk” concept in policy for and practice with people with MR/DD Risk management theory and application in MR/DD services Sexuality: Feelings Values Morals Rock ‘n’ roll: Friendship Community inclusion Alcohol and drugs: Prevalence Consequences “Front-lines” policy implementation & practice

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22. Represents “heart and soul” of a study, a road map Must match the question Attention to detail is key, demonstrates rigor Sample selection (who?) Study design (how and when?) Data collection procedures (how and when?)

23. Research design 101: Sampling Exposure/treatment group (i.e. sample) Control/comparison group No control or comparison group

24. O O 1 XO 2 ------------- O 1 XO 2 RXOOO R = Randomization O = Observation X = Intervention ------ = more than one group in study

25. Research design 101 Cross-sectional Qual or quant 0 1 Example: –Caregiver views on a support group for parents with children in DCF custody –Case studies

26. Research design 101 Multistage cross- sectional, panels of different people Qual or quant 0 1 -0 1 -0 1 -0 1 Example: –NHIS-D

27. Research design 101 Pre/post test: Usually quant, could be qual 0 1 -X 1 -0 2 Example: –Evaluation of a treatment compliance intervention

28. Research design 101 Post-test only Qual or quant X 1 -0 1 Example: –Policy analysis of employment among single mothers after leaving TANF –Implementation studies

29. Research design 101 Time series, longitudinal Qual or quant 0 1 -X 1 -0 2 -X 2 -0 3 - X 3 -0 4 Evaluation of long- term psychotherapeutic treatment with same group over time

30. Class activity: Matching questions, research methods and research design

31. Impact of a sudden new funding requirement at your agency which has led to a reduction in services Group therapy for men who have been raped Implementation of a new treatment approach Days to relapse post-treatment Self-efficacy amongst second-year MSW students re: ability to do effective social work Your questions……..

32. Two general types of research designs: People are studied and observed as they are Something is done, and the effects of that something on people are measured Just what they sound like: just one person is a participant Why would this be done? Advantages? Disadvantages?

33. Generally, goal = stop some sort of problematic behavior, or encourage some sort of positive behavior Basic ingredients: How much of the behavior was engaged in initially (baseline – or referred to with letter A) How much of the behavior is engaged in after some kind of intervention (referred to with letter B) Why is the A part needed?

34. What if something else was going on in the world, and *that* was responsible for the change? In other words, how can we be sure the intervention was responsible for the change? Take it away… Referred to as ABA design

35. What if the behavior doesn’t go back to baseline, when the intervention is taken away? What if the behavior that’s been altered is something that *shouldn’t* (ethically) go back to baseline? Multiple baseline Insert intervention at different time-points, in different situations (e.g., at home, at school)

36. Can measure baseline, introduce one intervention, go back to baseline, and then introduce the other (assuming that the behavior can, or should, go back to baseline) A-B-A-C-A

37. First, establish effect of one of the interventions A-B Then, add in the other intervention A-B-BC Then, take away the second intervention, to see if you can go back to the baseline of the first A-B-BC-B Then, re-establish the baseline with both interventions, together A-B-BC-B-BC Then, add just the second intervention, for comparison A-B-BC-B-BC-C Then, see if the baseline of both interventions is reverted to A-B-BC-B-BC-C-BC Then, see if the same level, with just the second intervention, can be achieved A-B-BC-B-BC-C-BC-C Finally, go back to the original baseline A-B-BC-B-BC-C-BC-C-A