Social work research Social research

Social research is the systematic observation and /or collection of information to find or impose a pattern, to make a decision or take some action. McDermott (1996) says thatWould be research that arises from a particular theorization of the acting subject within his/her social, political and economic context. Would be research that privileges the research process as an intervention leading to the possibility of constructive change. Would be research that enable the participation of the researched- the poor, the vulnerable, the oppressed and those who interact with them. There are different kinds of research Quantitative research Qualitative research Feminist research Postmodern research

Quantitative research
Quantitative researchers typically use techniques such as surveys, questionnaires and structured observations. Using statistics, they analyze the information they have collected to see if their ideas about patterns or relationships are supported by the facts as revealed in their research. Because they are interested in truth and discovering natural laws of the society, quantitative researchers place great importance on whether the people they study are representative of the whole population and whether their results can be applied to this larger group. Various sampling and statistical techniques are used in attempts to ensure that conclusions can be generalized to all people in the population and not just to those who were included in the particular study. ExamplesCensus Large opinion polls Some forms of evaluation

Qualitative researchThey begin their research with no preconceived ideas, and allow the patterns or themes to emerge from their experiences. From careful observations, immersion in the world of the researched, in-depth interviews, and a range of other techniques, qualitative researchers build their theories from the patterns they observe in their data. This is sometimes called as grounded theory (Strauss 1990).thus their approach is inductive: moving from specific observations or interactions to general ideas and theories. Qualitative researchers aim to discover universal social laws; and test theories which explain casual relationships. qualitative researchers advocate a research process which is two way interaction between the researcher and the researched in which the parties are on a more equal level, sometimes co-evolving the research structure as they go. Thus Qualitative researcher might conduct very flexible, open interviews so that the conversation can cover topics, perspectives and meanings that are important to the people being researched. Quantitative researchers reject structured surveys and interviews, arguing that these structures reflect the values, assumptions and social constructions of researcher rather than the perspective of the people being researcher. According to qualitative researchers, quantitative methods distort reality. Qualitative research can be understood only in the context in which it is experienced and can never be captured in artificially structured questionnaires, which impose a particular view of reality upon the people being researched. Qualitative researchers unlike quantitative researchers do no emphasize statistical procedures nor the importance of representative ness. Instead, they generalize their results using theory, logic, and further exploration and discussion of themes with the people with whom they are researching. ExampleA researcher spends several months hanging around with a gang of street kids to investigate their lifestyle and the issues that are important to them. In-depth interviews are conducted with rural women and workers drom relevant agencies to explore attitudes to domestic violence in country.

Feminist researchReinharz (1992) defines feminist methodology as the sum of feminist research methods. In her definition, feminist research is a research which is done by researches who claim to be feminist or which are published in explicitly feminist journals and books, or which receives awards from organizations that give awards for feminist research.

Ten themes of Feminist research methodology identified by reinharz(1992) Feminism is a perspective, not a research method. Feminists use a multiplicity of research methods. Feminist research involves an ongoing criticism of non-feminist scholarship. Feminist research is guided by feminist theory. Feminist research may be tans disciplinary. Feminist research aims to create social change Feminist research strives to represent human diversity Feminist research frequently includes the researcher as a person. Feminist research frequently attempts to develop special relations with the people studied. Feminist research frequently defines a special relation with the reader. ExampleA researcher holds conversations with rural women over several months to discuss and write up their experiences of farming and attitudes towards these experiences.

Postmodern research
Postmodern research asserts that truth or knowledge is created through language and meanings and is different from different people, depending on their experiences. Thus, instead of a single, knowable reality, postmodernist researchers speak of a plurality of voices, each with its own locally constructed reality. Key players in the research processThe researcher or researchers. The people who are researched. Sponsors who pay for the research. People who will benefit from the research People who are targeted to be convinced by the research.(e.g. . policy makers)

Social Work Curriculum

Theories
Multisystemic Theory--Treatment Model Multisystemic Theory Multisystemic Theory Attribution Theory Theories of Addiction Development of the Mind and Brain--See Chapter Nine for CognitiveMotivational Structures 11th International Conference on Reversal Theory Motivational Enhancement Theory Motivational Enhancement for Dually Diagnosed Consumers Healthy Lifestyle Coaching, Motivational Interviewing and Stages of Change: Outcomes on what does and what does not work Theory-Based Active Ingredients of Effective Treatments for Substance Use Disorders--Great Comparison of Five Different Theories Resilience Theory Chapter 6: Resilience Theory in Social Work Fostering Resilience in Developmental Students 1994 Resilience Research Review Glossary of Psychiatric Terminology Sociological Theorists Social Constructivism Theory Psychology Theories Erikson's Psychosocial Stages Summary Chart Child Development Theories Leadership Theories Introduction to the Scientific Method Great Social Theorists by Frank W. Elwell of Rogers State University In the Classical Tradition--Modern Social Theorists, Critics & Prophets-Sister Site to Great Social Theorists--Find W.E.B. Dubois here Overview of Social Cognitive Theory and Self-Efficacy Defined--Frank Pajares--Emory University Critical Theory and the Crisis of Social Theory by Douglas Kellner Mutual Aid Based Groupwork.com--Group Work Theory Rawls' Mature Theory of Social Justice--An Introduction for Students by Dr. Jan Garrett Alphabetical List of Social Work Databases--Social Work Library--University of Michigan Theories in Social Work Practice--Social Work Library--University of Michigan Famous Sociologists--Great Lists and Links Sociological Theories and Perspectives

Sociological Theory and Theorists Terror Management Theory--Encyclopedia of Death & Dying Extensive Internet and Resource Guide Practice Theories for Clinical Social Work Hierarchical Human Development Schema Attachment Styles Practice Theories Orienting Theories Formal Learning Theory Learning Concepts The Theories

The Theories and Theorists

ACT* (J. Anderson) Adult Learning Theory (P. Cross) Algo-Heuristic Theory (L. Landa) Andragogy (M. Knowles) Anchored Instruction (J. Bransford & the CTGV) Aptitude-Treatment Interaction (L. Cronbach & R. Snow) Attribution Theory (B. Weiner) Cognitive Dissonance Theory (L. Festinger) Cognitive Flexibility Theory (R. Spiro) Cognitive Load Theory (J. Sweller) Component Display Theory (M.D. Merrill) Conditions of Learning (R. Gagne) Connectionism (E. Thorndike) Constructivist Theory (J. Bruner) Contiguity Theory (E. Guthrie) Conversation Theory (G. Pask) Criterion Referenced Instruction (R. Mager) Double Loop Learning (C. Argyris) Drive Reduction Theory (C. Hull) Dual Coding Theory (A. Paivio) Minimalism (J. M. Carroll) Model Centered Instruction and Design Layering (A.Gibbons) Modes of Learning (D. Rumelhart & D. Norman) Multiple Intelligences (H. Gardner) Operant Conditioning (B.F. Skinner) Originality (I. Maltzman) Phenomenonography (F. Marton & N. Entwistle) Repair Theory (K. VanLehn) Script Theory (R. Schank)

Sign Theory (E. Tolman) Situated Learning (J. Lave) Soar (A. Newell et al.) Social Development (L. Vygotsky) Social Learning Theory (A. Bandura) Stimulus Sampling Theory (W. Estes) Structural Learning Theory (J. Scandura) Structure of Intellect (J. Guilford) Subsumption Theory (D. Ausubel) Symbol Systems (G. Salomon) Triarchic Theory (R. Sternberg) Transformational Theory (J. Mezirow)