Social Work Research and Evaluation: Examined Practice for Action

Social Work Research and Evaluation applies systematically developed research knowledge to social work practice and emphasizes the "doing" of social work as a reciprocal avenue for generating research evidence and social work knowledge. Using the Examined Practice Model, authors Elizabeth G. DePoy and Stephen F. Gilson present research as the identification of a problem and then proceed to evaluate the efficacy of social work practice in its resolution. Diverse theories, actions, and sets of evidence from a range of professional and disciplinary perspectives are included to underscore the importance of integrating evaluation and practice in research.

Table of Contents:
Chapter 1: Introduction to Examined Practice Introduction to the Rationale for the Text Illustration of Examined Practice in Diverse Social Work Settings Roles and Responsibilities of “Examined Practitioners” Chapter 2: Problems, Issues and Needs (What, Why, How, When, Where) Definition of Terms Thinking Processes of Problem and Issue Clarification Grounding Needs in Problem and Issues to be Resolved Chapter 3: Setting Goals and Objectives for Reflexive Intervention Emergence of Goals and Objectives from Needs Statement Deriving Goals From Need Statements Action Process of Crafting Process Objectives Action Process of Crafting Outcome Objectives Charting Outputs Systematic Reflexive Intervention Processes Using the Three Traditions (Experimental-type, Naturalistic, Mixed Methods) in Reflexive Intervention Selecting a Tradition—Guiding Questions Illustration Chapter 4: Exploring Outcomes Definition of Terms Purposes of Outcome Assessment Worth of Social Work Systematic Inquiry Using One or More of the Three Research Traditions Cost of Interventions Chapter 5: Sharing Examined Practice to Generate Social Work Knowledge Definition of Terms Examples of Sharing Knowledge Sharing Social Work Knowledge The Science-Intuition Debate Why Share? When to Share? Where to Share? How to Share? Chapter 6: Two Design Traditions and then Mixing Them Philosophical Foundation of Experimental-Type Research Philosophical Foundation of Naturalistic Inquiry Philosophical Foundation of Mixed Methods Implications of Philosophical Differences for Systematic Inquiry in Examined Practice Theory in Examined Practice Integrating the Two Research Traditions Chapter 7: The Role of Literature in Examined Practice Purposes of Literature Review in Examined Practice How to Conduct a Literature Search Chapter 8: Questions, Hypotheses and Queries: The basis for Rigor Assessment Research Questions in Experimental-Type Knowing Level 1: Questions That Seek to Describe Phenomena Level 2: Questions That Explore Relationships Among Phenomena Level 3: Questions That Test Knowledge Hypotheses Research Queries in Naturalistic Inquiry Developing Naturalistic Research Queries Integrating Research Approaches Chapter 9: Design in Both Traditions Specific Experimental-Type Designs Variations of Experimental-Type Design Geographic Analysis Criteria for Selecting Appropriate and Adequate Experimental-Type Designs Summary of Experimental-Type Design Naturalistic Inquiry Designs Narrative Inquiry Mixed-Method Designs Chapter 10: Setting and Protecting the Boundaries of a Study General Guidelines for Bounding Studies Subjects, Respondents, Informants, Participants, Locations, Conceptual Boundaries, Virtual Boundaries Protecting Boundaries What is an IRB and When Must It Be Involved? Principles for Protecting Human Subjects Full Disclosure Confidentiality Voluntary Participation The Belmont Report Informed Consent Process Boundary Setting in Experimental-Type Examined Practice Inquiry Sampling Process Probability Sampling Nonprobability Methods Sampling in the Virtual Environment Comparing Sample to Population Determining Sample Size Boundary Setting in Naturalistic Inquiry Guidelines for Determining “How Many” Process of Setting Boundaries and Selecting Informants Ethical Considerations Summary of Naturalistic Boundary Setting A Few Words About Mixed Methods Chapter 11: Obtaining Information Principles of Information Collection in All Three Traditions Looking, Watching, Listening, Reading, and Recording Asking Materials, Artifacts, or Spaces Obtaining Information in Experimental-Type Traditions Obtaining Information in Naturalistic Traditions Information-Gathering Processes Information-Gathering Strategies Recording Obtained Information Accuracy in Collecting Information Mixing Methods Chapter 12: Analysis What Is Statistical Analysis? Level 1: Descriptive Statistics Level 2: Drawing Inferences Level 3: Associations and Relationships Strategies and Stages in Naturalistic Analysis Stage One: Inception of Inquiry Stage Two: Formal Report Preparation Accuracy and Rigor in Naturalistic Analysis Chapter 13: Putting the Model to Work Themes Exemplar #1—Janice Exemplar #2—Dean Exemplar #3—TAP (Tobacco Access Portal) Exemplar #4—Aesthetic Mobility Device Project Exemplar #5—Workplace Accessibility Glossary Index

About the Author :
Elizabeth DePoy is a professor at University of Maine School of Social Work where she has taught research and evaluation methods for 28 years. Her scholarship in social work focuses on methods of inquiry and particularly on integrating research, evaluation, and professional practice. She has co-authored 15 books and over 100 articles and presents her work locally through globally. Her most recent books include Branding and Designing Disability, and the 5th edition of Introduction to Research.  Stephen Gilson is professor at the University of Maine where he teaches human behavior in the social environment, diversity theory, and biology for social workers. His own work is informed by systematic inquiry and thus he is committed to the synthesis of practice and research within social work. Stephen has authored/coauthored 12 books and over 80 articles including Branding and Designing Disability and Evaluation Practice. He presents his work nationally and internationally. 

Review :
"Within my 38 years of teaching, the authors offer the most creative presentation I have ever read for a research methods text." "Breaks down research methods into easily digestible pieces for both instructors and students."