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SW 386: Social Work Research Methods

3 credits

Spring 2015

Instructor: Dr. Kateri Picard Ray Lewis-Clark State College

Office Phone: 208-292-2682 Social Work Program

Email: Kpray@lcsc.edu Office: Suite 144

Office Hours:

Pre-requisite: Core Math

REQUIRED TEXTS/READINGS

Grinnell, R. M., Williams, M., & Unrau, Y. A. (2014). Research Methods for Social Workers (10

ed.). Kalamazoo, MI: Pair Bond Publications.

Mission Statement

The mission of the social work program at Lewis-Clark State College is to prepare students

for entry-level generalist practice. We are committed to the preparation of professional

social workers instilling the knowledge, skills, and values to address the needs and

potential of individuals, families, groups, communities, and organizations. Drawing on an

ecological, strengths-based perspective, the program prepares students to engage as

professional social work practitioners who will be able to provide competent services with

integrity to promote social justice and human rights recognizing the dignity and worth of

the person. Graduates are prepared for practice with diverse populations understanding the

person-in-environment influence on identity development and relationships. Through

courses, internships, and student activities, the program aims to foster in its students a

celebration of differences among people and a belief that respecting these differences

enriches the quality of life for all. Graduates will practice from a set of ethical principles

inherent in the social work profession, including the recognition that professional

development is a life-long learning process. Finally, our program is dedicated to the

inclusion of non-traditional aged, rural, and lower income students. The program is also

devoted to providing students the opportunity to engage in meaningful research projects, in

the community in which they live, by conducting program evaluations and needs

assessments through our research sequence which culminates in a public symposium.

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Morgan, G. A.,, Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2013). IBM SPSS for

Introductory Statistics: Use and Interpretation (5th ed.). Mahwah, NJ: Lawrence Erlbaum

Associates Publishers.

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, D.C.: American Psychological Association. This is

required for all social work courses, all sections.

COURSE DESCRIPTION

This course introduces the theory and application of basic social scientific research techniques,

including qualitative and quantitative methods, data collection, data analysis, statistical thinking,

assessment and single-subject design. The use of research as one tool in the professional repertoire

of skills available to the social work generalist and evaluation of practice are emphasized. The

ethics of scientific inquiry is stressed throughout. This course is designed for social work students

only.

INTRODUCTION AND OVERVIEW

Social work generalist practice entails the steps of engaging and assessing the client system,

planning an intervention strategy, implementing the intervention with the client system, evaluating

each step in the process, terminating with the client system appropriately, and following-up with the

client and referral sources where needed. This is the first of three research courses. It focuses on the

above evaluation step. Much of our understanding about individuals, groups, families, communities,

and organizations is obtained through the testing of theories about these entities. As social work

practitioners, we need the knowledge and skills to evaluate existing research, use research method

skills to think critically about problems and issues in society, and test our conclusions. Social work

practitioners need to be able to analyze existing data and data they collect to determine relationships

between and among these variables. Ethically, social work practitioners must be aware of best

practices for policy and practice interventions. Understanding research methods is one avenue to

this knowledge.

PURPOSE OF THE COURSE IN THE CURRICULUM

The expected student outcomes in the Research sequence consolidate learning from all other

components of the curriculum The Human Behavior and Social Environment sequence is one of the

major foundations for understanding the philosophies, processes, product and context of social work

research. The various theory and methods courses, field work, and the student’s specialized interests

as pursued through selective focusing in various courses, aid them in the formulation of

researchable questions. The Social Welfare Services and Policy sequence provides a foundation for

understanding the environment for social research including constraints, incentives, and ethical

issues, as well as being the source of policy and service delivery questions requiring empirical

investigations. The sequence draws heavily upon the HBSE knowledge and the generalist practice

perspective.

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As a result of the focus on competency based education, the faculty has identified within the LCSC

curriculum where the Core Competencies and Practice Behaviors are addressed. Below are the

three Core Competencies and five Practice Behaviors addressed in this course.

EXPECTED LEARNING OUTCOMES

EPAS Core Competencies (aka: Practice Behaviors)

2.1.2--Apply social work ethical principles to guide professional practice.

B. make ethical decisions by applying standards of the NASW Code of Ethics and, as

applicable, of the International Federation of Social Workers/International Association of Schools

of Social Work Ethics in Social Work, Statement of Principles.

2.1.3—Apply critical thinking to inform and communicate professional judgments.

A. distinguish, appraise, and integrate multiple sources of knowledge, including research-based

knowledge, and practice wisdom.

B. analyze models of assessment, prevention, intervention, and evaluation.

2.1.6—Engage in research-informed practice and practice-informed research.

A. use practice experience to inform scientific inquiry.

B. use research evidence to inform practice.

COURSE EXPECTATIONS

Course Methodology: Learning activities will include lecture, readings, group discussion and

activities, computer lab work, and individual study.

Course Website: There is a course website through LCSC Blackboard. The site contains all lecture

power points, additional resources including links to useful websites, and exams. A copy of the

syllabus is on the web page and all grades will be posted on the web page.

Attendance and Participation

Students are expected to attend all scheduled classes. This is a core social work class and involves

a great deal of effort and work. It is expected that students will attend all classes and participate

accordingly. Points may be deducted for failing to show up or participate in any given class. In

addition, for every two classes missed, your final grade will be reduced by one letter grade. In order

for an absence to be excused, the student must contact the instructor prior to class and provide

documentation to support the excused absence, if requested. The instructor will let the student

know if documentation is needed as all absences may not necessarily involve documentation. An

excused absence means the student can make up missed work or receive an extension on assignment

due dates. Although the absence is excused, the missed class still counts towards missed days. For

example, if you have three excused absences, you may be able to make up work or turn in

assignments late. However, you will receive a deduction of one letter grade from your final grade

in the class because you missed three classes. Students will not earn points for attendance.

Participation requires being present in the classroom during the whole class session, being prepared

for class, answering questions based upon the readings, and participating in class activities. Being

part of the class is included in your evaluation for four important reasons: One, when you are not

present, the class is diminished by not having your ideas, your presence, and/or your influence on

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our thinking. Two, being in class also expresses your interest in the class, your ability to keep

appointments, and your ability to conduct yourself in a professional manner. Three, participation

also exemplifies your commitment to the work to be done and your professionalism which is

important to your future employers.

As a professional program, Social Work faculty must make assessments about your readiness to

enter the field at the professional level. Being on time and keeping appointments, such as attending

class, is of utmost importance as a professional.

Academic Honesty and Plagiarism*

The following acts of academic dishonesty are not acceptable:

Cheating: using or attempting to use unauthorized materials, information, or study aids in

any academic exercise (e.g., an exam).

Fabrication: unauthorized falsification or invention of any information or citation in an

academic exercise (e.g., a paper reference).

Plagiarism: representing the words or ideas of another as one’s own in any academic

exercise (e.g., failing to cite references appropriately or taking verbatim from another

source).

Facilitating academic dishonesty: helping or attempting to help another to commit academic

dishonesty (e.g., allowing another to copy from your test or use your work).

*In addition to action by the professor, all incidents will be reported to the Office of Student

Affairs.

Professional Writing Standards

All printed work submitted to this professor should be prepared at a college standard of professional

editing in accordance with the Publication Manual of the American Psychological Association (6th

ed.). (Recommended for SW140 and SW241, required of all others.) Therefore, allow sufficient

preparation time for proofreading and correction of typos, misspellings, and grammatical errors.

The reason for this expectation is that professionals are often judged based upon the quality of their

written work. Carelessness in spelling and editing suggests that there will also be mistakes in the

substance of the work. Therefore, written work, which has misspellings and other editing problems,

will be graded down on this basis alone. Always have someone proof read and edit your work!

CLASS ASSIGNMENTS AND GRADING PROCEDURES

ASSIGNMENT POINTS EPAS Competencies (Practice Behaviors)

Quiz 1 50 2.1.3 A, B Quiz 2 50 2.1.3 A, B Quiz 3 50 2.1.3 A, B Quiz 4 50 2.1.3 A, B Critique of quantitative Research Article 100 2.1.3 A, B and 2.1.6 A

Critique of qualitative Research Article 100 2.1.3 A, B and 2.1.6 A

Statistics Assignments (10@10 pts) 100 2.1.2 B and 2.1.6 B

SPSS Assignments (2@50 pts) 100 2.1.2 B and 2.1.6 B

Proposal Title & Outline 25 2.1.3 A, B Introduction & Research Questions 50 2.1.3 A, B

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Literature Review & References 100 2.1.3 A, B Methods 50 2.1.2 B and 2.1.6 B

Significance and Conclusion 25 2.1.3 A, B

Final Completed Proposal 200 2.1.2 B, 2.1.3 A, B and 2.1.6 A, B

Total = 1050

Grading Scale

A 95-100% C 74-76.9%

A- 90-94.9% C- 70-73.9%

B+ 87-89.9% D 60-69.9%

B 84-87.9% F 0-59.9%

B- 80-83.9%

C+ 77-79.9%

PLEASE NOTE: I will only grade assignments submitted through Blackboard unless

otherwise noted in the assignment instructions or on the course outline. I will not accept

emailed assignments unless arrangements have been made in advance. Additionally, I will not

clear and allow a student to resubmit an assignment. Make sure your work is complete before

submitting to Bb. If you would like to email a back-up copy of an assignment, to ensure

and/or prove the assignment was submitted to Blackboard on time, feel free to do so.

LEARNING ACTIVITIES

QUIZZES

There will be four quizzes for this class (no mid-term or final exam). Each quiz will be multiple

choice questions. The quizzes will be taken on-line in Blackboard. See class schedule for quiz

availability dates. There are no make-ups for missed quizzes. If you miss the window of

availability for a quiz, you miss taking that quiz. There are no make-ups unless the student has

extraordinary circumstances that warrant a make-up.

PLAGIARISM TUTORIAL AND QUIZ

Click on the link and complete the plagiarism tutorial. After you complete the tutorial, take the

avoiding plagiarism quiz. You must receive a 90% or higher on this quiz by the end of the second

week of class. You can take the quiz as many times as you need to take it in order to pass. Failure

to complete this exercise within the time frame and to score a 90% or higher will result in a

deduction of 10 points from your final grade.

CRITIQUE OF RESEARCH ARTICLE

Students will find, read, and critique two (2) research articles from a topic area chosen by the

student. This topic area will also serve as the topic area of the Research Proposal Paper. The article

must be scholarly (peer reviewed). Note that all peer reviewed articles are not research articles.

Students will be using articles that meet both criteria. Students will submit a 2-3 page paper written

in APA format. The paper should be written in narrative form - no outlines or question/answers

accepted. This assignment will be submitted on Bb. The article should be attached in Bb as a pdf.

This assignment will be accepted after the due date; however, late papers will lose one half of a

letter grade for each day the assignment is late (an A paper drops to an A-, etc.). This assignment

will not be accepted if late by 7 or more days.

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The critique should include the following:

1. Identify the problem and purpose of the study

2. Provide the author’s hypothesis or research questions.

3. Summarize the literature grounding the study.

4. Give a brief summary of the research design, the data collection method(s), subject or

participants.

5. Identify the key research findings.

6. Provide a short critique, limitations and questions you have about the study.

Consider and address the following questions as appropriate:

1. Does the title accurately reflect the article content?

2. Does the abstract provide an overview of the research (e.g., purpose, methods, findings and

implications).

3. Does the introduction underscore the purpose and significance of the study?

4. Does the article contain a research purpose, research questions, or hypothesis and are they

clearly stated?

5. Does the literature review provide background for the study variables?

6. Are research ethics and human subject protections adequately addressed?

7. Sampling methods are sound and the article discussed the sampled, targeted population.

8. Are the relevant demographics (e.g., age, gender, race or ethnicity) described?

9. Were the measures chosen for the study variables reliable and valid?

10. Are the data collection procedures adequately detailed?

11. Do the results present data for research questions or hypotheses?

12. Is there a discussion of implications for practice or policy?

13. Are the study limitations specified by the author?

14. Are future research directions provided?

Please Note: The above criteria is an outline, giving directions on how to critique research

articles, and is not to be responded to in a question and answer format. Do not respond with a

“Yes/No” or in outline format otherwise the assignment will not be graded and you will receive a

grade of “0.” Points will also be deducted for incomplete analysis sections.

STATISTICS ASSIGNMENTS

Each week a different statistical procedure will be introduced in class. For each concept introduced,

a weekly homework assignment will be assigned. Students will complete the weekly assignments

and submit on Blackboard by the following week. Homework assignments will not be accepted

after the date indicated on the outline.

SPSS ASSIGNMENTS

1. Using the data set provided by the instructor, each student will complete a descriptive statistics

assignment which includes: frequencies, mode, median, mean, standard deviation.

2. Using the data set provided by instructor, each student will complete an inferential statistics

assignment which includes: Crosstabs and Chi square.

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SPSS assignments will be completed in class. If you miss class, you cannot make up this

assignment.

RESEARCH PROPOSAL

The student is expected to write a complete research proposal in APA format. The proposal

assignment includes submitting a research topic, proposal outline, introduction and research

questions, literature review with references, methodology, and conclusions and significance. This

assignment will be partialized throughout the semester. First, students will submit a hard copy for

review by peers on the specified due date (see outline). If a student fails to bring the specified

section, in hard copy to class, points will be deducted from the assignment’s final grade. Second,

students will take the feedback from peers and make corrections to the section reviewed. Third,

students will submit the section on Bb for grading by the instructor. Fourth, students will take

comments and edits made by the instructor and correct the graded section and save. At the end of

the semester, after each section has been reviewed, graded, and turned back to the student, the

student will combine the individual sections into the full research proposal. Students should follow

the research proposal outline located on Bb (under resources), and reviewed in class, to ensure each

section is in the correct order. The final proposal should include a title page in APA format. The

final proposal should be approximately 13-18 pages not including your references and any

appendices. The final proposal is due in week 15 of the semester. No late submissions will be

accepted unless the student has prior approval from the instructor.

The proposal must be in APA style format (6th ed.), double spaced, using Times New Roman and

size twelve font. A minimum of ten (10) peer reviewed articles or book citations are required. All

reference material must be published within the past 10 years. All reference material must be from

“peer” reviewed scholarly journals, edited books, official government documents, or reliable agency

and organizational reports and documents approved by the instructor. Newspapers, internet sites

such as Wikipedia, and non “peer” reviewed reference material will not be accepted for assignments

and will be returned to the student without a grade. All journal articles and books used for this

assignment must be from the LCSC library network. Periodically, journal articles will be requested

for review by the instructor.

Note: Papers not completed following the provided outline in correct APA format will not be

accepted for grading. Furthermore, all reference material must be cited in proper APA style

and format to be accepted for grading. No quotes are allowed for this assignment. Papers

turned in using quotes will be returned to the student without a grade.

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Tentative Course Outline

Date WK Topic Reading Due Assignments Due

January 20 1 Introductions & Class Expectations

Social Work Research & Research Questions

Grinnell, Ch 1 & 2

Read the Belmont

Report located in

“Resources” on

Blackboard.

(You might be

quizzed in week 2

on this)

All assignments due

on Bb by class time

on the date

specified.

January 27 2 Ethics & Cultural Competence in Research

Developing Research Proposals (10 Steps to

Writing an Academic Research Proposal) Review LCSC-IRB guidelines:www.lcsc.edu/irb

Searching for Literature Resources Activity

Weekly Statistical Concept: Statistical Terms

Grinnell, Ch 3 & 4

Grinnell, Ch 17 & 18

(proposals)

Scan Morgan Ch1

Plagiarism Quiz –

Bb

Research Topic –

Discussion Post

under

“assignments” tab

in Bb

February 3 3 Quantitative & Qualitative Approaches to

Research

Weekly Statistical Concept: Research

Hypothesis

Quiz 1

Begin your review of the Literature now so

you can begin developing your research

question

Grinnell, Ch 5 & 6

Scan Morgan Ch 2 Bring a copy of

your proposal

outline to class

HW 1 - Bb

February 10 4 Measurement & Measurement Instruments

Weekly Statistical Concept: Data Analysis

Review Proposal Outline

Grinnell, Ch 7 & 8

Scan Morgan Ch 3 Bring a copy of

your quantitative

article critique to

class

HW 2 - Bb

February 17 5 ~Advocacy Days in Boise~

No Class

HW 3 - Bb

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February 24 6 Selecting Participants

Weekly Statistical Concept: Frequency

Distribution & Graphs

Grinnell, Ch 9

Scan Morgan Ch 4

Bring a copy of

your qualitative

article critique to

class

Quantitative Article

Critique - Bb

Proposal

Title & Outline -

Bb

March 3 7 ~ No Class with Dr. Ray ~

Participation in other LCSC classes expected!

Continue working on research proposal.

HW 4 - Bb

March 10 8 Collecting Quantitative & Qualitative Data

Selecting a Data Collection Method

Weekly Statistical Concept: Measures of

Central Tendency & Variability and Normal

Distributions

Quiz 2

Grinnell, Ch 12, 13 &

14

Scan Morgan Ch 6

Bring copy of your

Proposal

Literature Review

& References to

class

Qualitative Article

Critique Bb

March 17 9 Analyzing Quantitative Data

Weekly Statistical Concept: Basic Principles of

Hypothesis Testing

In-class quantitative data analysis project

Grinnell, Ch 15

Scan Morgan Ch 5

Bring a copy of

your Introduction

and Research

Questions to class

HW 5 - Bb

March 24 10 Analyzing Qualitative Data

Weekly Statistical Concept: Analyzing

Qualitative Data – this is not statistics!

In-class qualitative data analysis project

Weekly Statistical Concept: Statistical Test

Selection

Quiz 3

Grinnell, Ch 16

Proposal

Literature Review

& References - Bb

HW 6 - Bb

March 31 11

Enjoy!

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April 7 12 Qualitative Proposals & Reports

Quantitative Proposals & Reports

Weekly Statistical Concept: Chi Square &

Cross Tabulation

Building a Data Base in SPSS

Grinnell, Ch 17, 18

(reports)

Scan Morgan Ch 7

Proposal

Introduction &

Research

Question(s) – Bb

Bring copy of

Proposal Methods

to class

Bring copy of

Proposal

Significance and

Conclusion to class

HW 7 and 8 - Bb

April 14 13 Single Subject Design & Group Designs Weekly Statistical Concept: Correlation

Analysis

Continue: Building a Data Base in SPSS

Quiz 4

Grinnell, Ch 10 & 11

Scan Morgan Ch 8

Proposal Research

Methods Bb

Proposal

Significance and

Conclusions - Bb

HW 9 - Bb

April 21 14 Program Evaluations

SPSS Practice and Assignment 1

Bring your Morgan, Leech, Gloeckner, &

Barrett workbook to class.

Grinnell, Ch 19 SPSS Assignment 1

due in class

HW 10 - Bb

April 28

May 1

15 SPSS Practice and Assignment 2

Bring your Morgan, Leech, Gloeckner, &

Barrett workbook to class.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Senior Research Symposium

*Attendance is Required* 25 points will be deducted off the student’s final grade

for not attending the symposium

SPSS Assignment 2

due in class

Final Proposal - Bb

May 5 16 ~ No Class ~

due to attendance at Sr. Research Symposium

This syllabus constitutes a contract between the professor and the students. Terms in this syllabus may be subject to change

in order to accommodate unforeseen events/concerns, and promote flexibility in learning and teaching. Such changes will be

discussed openly in class and students will be informed of them in a timely fashion.

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Helpful Websites

APA tutorial Part 1 http://www.youtube.com/user/kmorrisumbc#p/u/4/X5V9INHwdlA

APA tutorial Part II http://www.youtube.com/user/kmorrisumbc#p/u/3/Faq6_KWO7fk

APA citiations http://www.umuc.edu/library/guides/apa.shtml#authors

APA citations http://www.library.cornell.edu/resrch/citmanage/apa

APA references http://citationmachine.net/

Institute for the Advancement of Social Work Research www.cosw.sc.edu/iaswr

National Institute of Mental Health www.nimh.nih.gov/

Office of Behavioral and Social Sciences Research http://obssr.od.nih.gov/

Buros Institute - Provides professional assistance and information to users of commercially

published tests, meaningful test selection, utilization and practice.

www.unl.edu:80/buros/subburos.html

Glossary of Statistical Terms www.animatedsoftware.com/statglos/statglos.htm

Research Writing Help http://cpmcnet.columbia.edu/research/writing.htm

Bill Trochim’s Center for Social Research Methods - An excellent resource for the entire

research proposal / project. This site will walk you through almost any question from

research question development to data analysis. http://trochim.human.cornell.edu/

Census and Demographic Data http://www.clark.net/pub/Ischank/web/census.html

ESRC Data Archive http://www.ciesin.org/IC/esrc/ESRC-home.html

Housing and Household Economic Statistics Division

http://www.census.gov/org/hhes/index.html

PARnet: Participatory Action Research http://www.parnet.org

Socioeconomic Data and Applications Center-Home Page

http://www.ciesin/org/IC/SEDAC/SEDAC-home.html

StatLib http://www.stat.cmu.edu/

The Statistics Homepage http://www.statsoftinc.com/textbook/stathome.html

Trends in Developing Economics Database Search

http://quasar.poly.edu:9090/WorldBank/tides.html

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Additional References

American Psychological Association. (2010). Publication manual of the American Psychological

Association. Washington, DC: American Psychological Association.

Babbie, E. (2011). SPSS guide: Learn how to use SPSS for the basics of social research (5th ed.). Stanford,

CT: Wadsworth Publishing.

Bloom, M., Fischer, J., & Orme, J.G. (2003). Evaluating practice: Guidelines for the accountable

professional. (4th

ed.) Boston, MA: Allyn and Bacon.

Cozby, P.C. (2012). Methods in behavioral research. (11th

ed.). New York, NY: McGraw-Hill Company.

Cournoyer, D.E. & Klein, W.C. (2014). Research methods for social work. (10th ed.). Boston, MA: Allyn &

Bacon.

Drake, B. & Jonson-Reid, M. (2007). Social work research methods: From conceptualization to

dissemination. San Antonio, TX: Pearson Education.

Engel, R. (2013). Practice of research in social work (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Esterberg, K.G. (2009). Qualitative methods in social research. (2nd ed.). New York, NY: McGraw-Hill

Company.

Faherty, V. (2008). Compassionate statistics: Applied quantitative analysis for social services. Thousand

Oaks, CA: Sage Publications, Inc.

Fischer, J. & Corcoran, K. (2006). Measures for clinical practice vol. 1 and 2. (4th. ed). New York, NY: The

Free Press.

Finn, J. & Krysik, J. (2010). Research for effective social work practice. (2nd ed.). Stamford, CT: Routledge.

Glicken, M.D. (2003). Social research: A simple guide. Boston: Allyn & Bacon.

Grinnell, Richard M. (2010). Social work research and evaluation. (9th

ed.). Itasca, Illinois: Peacock

Publishers.

Kendrick, J.R. (2013). Social statistics: An introduction using SPSS for windows. (3rd ed.). Mountain View:

CA: Mayfield Publishing Company.

Monette, D.R., Sullivan, T., DeJong, C. (2010) Applied social research: Tool for the human services. (8th

ed.)

Fort Worth, TX: Harcourt Brace College Publishers.

Montcalm, D. & Royce, D. (2002). Data analysis for social workers. Boston, MA: Allyn & Bacon

Morse, J. M., & Richards, L. (2002). Readme first for a user’s guide to qualitative methods. Thousand Oaks:

CA: Sage Publications.

Nardi, P. M. (2002). Doing survey research: A guide to quantitative research methods. Boston, MA: Allyn &

Bacon

Nugent, W.R., Sieppert, J.D., & Hudson, W.R. ( 2001) Practice evaluation for the 21st

century. Belmont,

CA: Wadsworth/Thompson Learning.

Neuendorf, K.A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage Publications

Neuman, W.L. & Kreuger, L.W. (2003). Social work research methods: Qualitative and quantitative

applications. Boston: Allyn & Bacon.

Padgett, D. (2008). Qualitative methods in social work research. (2nd ed.). Thousand Oaks, CA: Sage

Publications, Inc.

Ritchey, F. (2008). The statistical imagination. (2nd ed.). Boston: McGraw-Hill Company.

Rosenthal, J. (2011). Statistics and data interpretation for social work. New York, NY: Springer Publishing

Co.

Royse, D., Thyer, B., Padgett, D.K., Logan, T.K. (2009). Program evaluation: An introduction (5th

ed.).

Pacific Grove, CA: Brooks/Cole Publishing Co.

Rubin, A. (2012). Statistics for evidenced based practice and evaluation. (3rd ed.). Belmont, CA:

Brooks/Cole.

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Rubin, A. & Babbie, E. (2005). Research methods for social work. (5th

ed.). Belmont, CA:

Wadsworth/Thompson Learning Publishing Company.

Silverman, D. (2013). Doing qualitative research: A practical handbook. (4th ed.). Thousand Oaks, CA: Sage

Publishers.

Sullivan, Thomas J. (2007). Methods of social research. (4th ed.). Orlando, FL: Harcourt College Publishers.

Tabachnick, Barbara G. and Fidell, Linda S. (2012). Using multivariate statistics. (6th

ed.). Boston, MA:

Allyn and Bacon.

Weinback, R. W., & Grinnell, R. M. (2014). Statistics for social workers. (9th ed.). Boston, MA: Pearson.