Göppner H. J. & Hämäläinen, J. (2007). Developing a science of social work. Journal of Social Work, 7, 269 - 287.

Abstract:
Summary: This article is based on an analysis of the German debate on the need and possibilities of developing a science of social work (see Göppner and Hämäläinen, 2003, 2004). Basic elements of a programme for developing a science of social work are discussed.

Findings: The results have been enormously influential in demonstrating that the confusion regarding the theoretical foundation of social work may inconvenience social work practice as well as the development of the field as a functional system.

Applications: It is argued that the need for avoiding theoretical atomism and incoherence can be met more adequately through developing a science of social work than by confusing a number of theories.

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Gambrill. E. (1994). Social work research: Priorities and obstacles. Research on Social Work Practice, 4, 359 - 388.

Abstract:
Priorities for social work research are suggested and obstacles discussed Clarifying the goals of research is suggested as a first step. Success in helping clients prevent or resolve real-life problems is suggested as a key purpose of knowledge development in professions such as social work Priorities identified include diffusion of successful programs, developing effective education programs, intervention research (especially programmatic research), increasing the quality of scholarship, and training m critical thinking and related knowledge, skills, and attitudes. Other priorities discussed include networking among those working in a given area and increasing skills in grant preparation. Obstacles identified include funding priorities, different definitions of knowledge, lack of understanding and misrepresentation of science, competing contingencies, and seduction by theory. Others suggested include the prevalence of pathologies of science, different goals, and the search for a unique knowledge base. Educational implications are discussed

McCambridge, J., Waissbein, C., Forrester, D., & Strang, J. (2007). What is the extent and nature of quantitative research in British social work? International Social Work, 50, 265 - 271.

Abstract:
This Brief Note reports on a survey of the extent and nature of quantitative research reported in the British Journal of Social Work over a recent five-year period. There has been considerable emphasis in social work in the UK and elsewhere on developing ‘evidence based’ practice (Sheldon, 2001; Webb, 2001). While strongly supportive of rigorous research as a basis for social work intervention, Sheldon and Macdonald (1999) have been critical of the extent to which social work can currently be understood to be an evidence based discipline. They reviewed articles in the British Journal of Social Work during the 1990s and found that most contained no empirical data, and that those that did tended to have small samples and no comparison group. In the 356 papers they reviewed there were only five outcome studies and no controlled trials (Sheldon and Macdonald, 1999). This brief review updates this earlier study and was undertaken as part of the preparation for a practitioner training intervention study.

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Pryjmachuk, S. & Richards, D. A. (2007). Look before you leap and don't put all your eggs in one basket: The need for caution and prudence in quantitative data analysis. Journal of Research in Nursing, 12, 43 - 54.

Abstract:
This paper's aim is to draw attention to the pitfalls that novice and, sometimes, experienced researchers fall into when undertaking quantitative data analysis in the health and social sciences, and to offer some guidance as to how such pitfalls might be avoided.

Many health and social science students are routinely instructed that the procedure for undertaking data analysis in quantitative research is as follows: specify hypotheses; collect data and enter it into a computerised statistical package; run various statistical procedures; examine the computer outputs for p-values that are statistically significant. If significant differences are found, jubilation often exists because statistically significant results are deemed to be a clear indicator that something worthwhile (and publishable) has been discovered. This paper argues that this approach has two major oversights: a failure to explore the raw data prior to analysis and an overdependence on p-values. Both of these oversights are routinely present in much health and social-science research, and both create problems for scientific rigour.

Researchers need to exercise caution ('look before you leap') and prudence ('don't put all your eggs in one basket') when undertaking quantitative data analyses. Caution demands that, prior to full data analysis, researchers employ procedures such as data cleaning, data screening and exploratory data analysis. Prudence demands that researchers see p-values for their true worth, which exists only within the context of statistical theory, confidence intervals, effect sizes and the absolute meaning of statistical significance.

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O’Connell, A. A. (2000). Sampling for evaluation: Issues and strategies for community-based HIV prevention programs. Evaluation & the Health Professions, 23, 212 - 234.

Abstract:
Sampling methods are an important issue in the evaluation of community-based HIV prevention initiatives because it is through responsible sampling procedures that a valid model of the population is produced and reliable estimates of behavior change determined. This article provides an overview on sampling with particular focus on the needs of community-based organizations (CBOs). As these organizations continue to improve their capacity for sampling and program evaluation activities, comparisons across CBOs can become more rigorous, resulting in valuable information collectively regarding the effectiveness of particular HIV prevention initiatives. The author reviews several probability and nonprobability sampling designs; discusses bias, cost, and feasibility factors in design selection; and presents six guidelines designed to encourage community organizations to consider these important sampling issues as they plan their program evaluations

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Fredman, L., Tennstedt, S., Smyth, K. A., Kasper, J. D., Miller, B., Fritsch, T., Watson, M., & Harris, E. L. (2004). Pragmatic and internal validity issues in sampling in caregiver studies: A comparison of population-based, registry-based, and ancillary studies. Journal of Aging and Health, 16, 175 - 203.

Abstract:
Studies of caregivers illustrate a classic sampling dilemma: maximizing recruitment without compromising study validity. Because caregivers are defined in relation to a care recipient, sampling methods are often determined by pragmatic decisions such as access, efficiency, and costs. However, overlooking validity may result in selection bias, misclassification of caregiver status, and the confounding of results. Validity and pragmatic concerns were compared in four caregiver studies that used different sampling frames: community based, Alzheimer’s disease registry, and ancillary studies to existing epidemiologic studies. Methods: Systematic comparison of validity and of pragmatic aspects of sampling frames, recruitment methods, and participation rates, with attention to caregiver identification, inclusion criteria, and sample restriction. Results: All studies used task-based inclusion criteria. Caregiver participation rates ranged from 81% to 96%, with higher rates in community-based and registry-based studies than in ancillary studies. The latter studies benefited from unbiased selection of noncaregivers. Discussion: Regardless of sampling frame, standard task-based inclusion criteria to define caregivers may enhance validity.

Cizek, G. J., Rosenberg, S. L., & Koons, H. W. (2008). Sources of validity evidence for educational and psychological tests. Educational and Psychological Measurement, 68, 397 - 412.

Abstract:
This study investigates aspects of validity reflected in a large and diverse sample of published measures used in educational and psychological testing contexts. The current edition of Mental Measurements Yearbook served as the data source for this study. The validity aspects investigated included perspective on validity represented, number and kinds of sources of validity evidence provided, overall evaluation of the favorability of the test, and whether these factors varied as a function of the type of test. Findings reveal that validity information is not routinely provided in terms of modern validity theory, some sources of validity evidence (e.g., consequential) are essentially ignored in validity reports, and the favorability of judgments about a test is more strongly related to the number of validity sources provided than to the perspective on validity taken or other factors. The article concludes with implications for extending and refining current validity theory and validation practice.

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Milner, M., Mcneil, J. S., & King, S. W. (1984). The GRE: A question of validity in predicting performance in professional schools of social work. Educational and Psychological Measurement, 44, 945 - 950.

Abstract:
Several forceful arguments have been presented which raise questions about the use of the GRE as a primary factor in the admissions process. Two issues that are raised repeatedly are concerned with (a) whether or not the test is culturally biased and (b) how successfully the GRE predicts future performance. More germane to social work is the question: to what extent does the GRE measure qualities deemed necessary for the successful practice of social work? Results of this study revealed that the GRE, as a primary basis for admission, is not a valid predictor of future performance in schools of social work. Moreover, its elimination does not produce a lower quality of student.

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Helms, J. E., Henze, K. T., Sass, T. L., & Mifsud, V. A. (2006). Treating Cronbach’s alpha reliability coefficients as data in counseling research. The Counseling Psychologist, 34, 630 - 660.

Abstract:
Scientific associations and measurement experts in psychology and education have voiced various standards and best-practice recommendations concerning reliability data over the years. Yet in the counseling psychology literature, there is virtually no single-source compilation and articulation of good practices for reporting, analyzing, and interpreting reliability to guide applied researchers intending to use scales rather than develop them. Therefore, focusing on Cronbach’s alpha internal consistency reliability estimates, this article (a) defines and provides rationales for seven broad categories of good practices for reporting, analyzing, interpreting, and using reliability data and (b) illustrates some pragmatic strategies for implementing the good practices with respect to reliability data in quantitative studies involving already-developed scales. The authors’ recommendations for good rather than best practices acknowledge that additional or alternative practices may be required when scale development
is the researcher’s focus. The authors summarize their good practices in tabular form.

Springer, D. W., Abell, N., & Hudson, W. W. (2002). Creating and Validating Rapid Assessment Instruments for Practice and Research: Part 1. Research on Social Work Practice, 12, 408 - 439.

Abstract:
In this age of accountability, social work practitioners face greater demands to demonstrate the effectiveness of their interventions. A practical way to accomplish this is to use rapid assessment instruments (RAIs) to measure a client's level of functioning so that any subsequent change in functioning can be accurately detected over time. Although great strides have been made during the past three decades in the development of RAIs, there remains a paucity of reliable and valid scales when compared to the increasingly complex range of problems that practitioners confront in their day-to-day work with clients. This article, the first in a two-part series, outlines how to conceptualize and create a scale and how to plan and subsequently implement a design testing the newly created scale’s reliability and validity. The second article in this series provides illustrations of these steps from the authors’ own works, detailing decision making and strategies for analyzing psychometric data.

Hubbard, R. & Ryan, P. A. (2000). Statistical significance with comments by editors of marketing journals: The historical growth of statistical significance testing in psychology—and its future prospects. Educational and Psychological Measurement, 60, 661 - 681.

Abstract:
The historical growth in the popularity of statistical significance testing is examined using a random sample of annual data from 12 American Psychological Association (APA) journals. The results replicate and extend the findings of Hubbard, Parsa, and Luthy, who used data from only the Journal of Applied Psychology. The results also confirm Gigerenzer and Murray's allegation that an inference revolution occurred in psychology between 1940 and 1955. An assessment of the future prospects for statistical significance testing is offered. It is concluded that replication with extension research, and its connections with meta-analysis, is a better vehicle for developing a cumulative knowledge base in the discipline than statistical significance testing. It is conceded, however, that statistical significance testing is likely here to stay.

Kopp, S., Kelly, K. B., & Gillberg, C. (2009). Girls With Social and/or Attention Deficits: A Descriptive Study of 100 Clinic Attenders. Journal of Attention Disorders, DOI 1087054709332458v1.

Abstract:
Objective: Examine clinical correlates and distinguishing features of autism spectrum disorders (ASD), ADHD, and tic disorders in girls referred for social impairment, attention/academic deficits, and/or tics.
Method: One hundred 3- to 18-year-old girls referred for social impairment and attention symptoms were assessed in detail. Sixty of these girls, 7 to 16 years of age (IQ ≥ 80) were compared with age-matched girls (IQ ≥ 80) from the community.
Results: Main diagnoses of ASD, ADHD, tic disorders, and “other psychiatric disorder” were made in 46, 46, 3, and 5, respectively, of the referred girls. The ASD and ADHD groups (mean age at diagnosis 8.8 and 13.0 years, respectively) had the same types and high rates of psychiatric comorbidity. Girls with ASD had more problems with global functioning and adaptive levels of daily living skills than girls with ADHD. Differences between these girls referred for investigation and the community sample of girls were very considerable across a range of factors.
Conclusions: Girls referred for social and/or attention deficits usually meet diagnostic criteria for either ASD or ADHD. They have severe psychiatric comorbidities and low global levels of functioning. (J. of Att. Dis. XXXX; XX(X) XX-XX)

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North, C. S., Thompspn, S. J., Smith, E. M., & Kyburz, L. M. (1996). Violence in the Lives of Homeless Mothers in a Substance Abuse Treatment Program: A Descriptive Study. Journal of Interpersonal Violence, 11, 234 - 249.

Abstract:
Substance abuse programs for homeless women would benefit from knowing the degree of victimization and violence they may encounter in the population they serve. A substance abuse treatment program for homeless mothers with young children operating over a 2-year period encountered high rates of victimization and violence. Ongoing patterns of victimization and violence in these mothers continued during their time in the program. This report presents statistical information on rates of violence and victimization in program participants, with accompanying anecdotal case detail to provide a greater appreciation of the depth and effects of the problem. The majority of the women acknowledged incidents of childhood and adult victimization. The majority also reported having engaged in adult aggressive or abusive acts, behaviors that had often begin in childhood. Implications for effective substance abuse programs in this population are discussed.

DiNitto, D. M., Busch-Armendariz, N. B., Bender, K., Woo, H., Tackett-Gibson, M., & Dyer, J. (2008). Testing Telephone and Web Surveys for Studying Men's Sexual Assault Perpetration Behaviors. Journal of Interpersonal Violence, 23, 1483 - 1493.

Abstract:
Three pilot studies were conducted to obtain information about sexual assault perpetration from adult men in the United States. Each used the same random digit-dial sampling and recruitment strategy. One pilot was administered by telephone and two via the Web. Response rates in all pilots were low. Although results cannot be generalized beyond the sample, of the 97 men who completed the surveys, approximately 40% in each pilot reported some sexual assault behavior, broadly defined. Contrary to expectations, telephone respondents reported a wider range of sexual assault behaviors. Suggestions for improving response rates include offering a choice of participation methods.

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Rubin, A. & Parrish, D. (2007). Views of Evidence-Based Practice Among Faculty in Master of Social Work Programs: A National Survey. Research on Social Work Practice, 17, 110 - 122.

Abstract:
Objective: A national online survey assessed the views of 973 faculty members in master of social work programs regarding their receptivity toward, definition of, and views of disparate sources of evidence pertinent to evidence-based practice (EBP) and the teaching of EBP. Method: Due to Internet-related technical difficulties, the response rate could not be precisely determined; however, it was at least 33% and conceivably much higher. Results: Although the large majority (73%) of respondents expressed a favorable view toward EBP, disparities are identified among respondents in both the definition of EBP and views regarding the EBP research hierarchy. Conclusion: Efforts appear to be needed to increase agreement regarding the definition and conceptualization of EBP among educators, with special attention to divergent views regarding what constitutes sufficient evidence to guide practice decisions or to convey that an intervention is evidence-based.

Blower, A., Addo, A., Hodgson, J., Lamington, L., & Towlson, K. (2004). Mental Health of ‘Looked after’ Children: A Needs Assessment. Clinical Child Psychology and Psychiatry, 9, 117 - 129.

Abstract:
This article describes a combined quantitative and qualitative approach to assessing the need for mental health services of looked after children. We interviewed 48 children and young people who were accommodated by one local authority in foster care, children’s homes and residential schools. Fifty-six per cent of our sample were suffering from significant psychological morbidity. Forty-four per cent had a definite, probable or resolving diagnosis of at least one psychiatric disorder with impaired psychosocial functioning. Self-esteem was preserved to a variable extent across different domains. In most cases, problems in psychological development
had been identified at a young age and the majority had previously been assessed, and some treated, by the local psychiatric service. Most of the participants had strategies for managing distress, made good use of available support networks and were happy with the level of care they were receiving. We concluded that a majority of children and young people looked after by our local authority suffer from chronic and disabling mental health problems despite early recognition of their difficulties, attempts at solutions and supportive care settings. The need we identified was not for improved recognition of mental health problems, but rather for more effective interventions.

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Monroe, L. M., Kinney, L. M., Weist, M. D., Dafeamekpor, D. S., Dantzler, J., & Reynolds, M. W. (2005). The Experience of Sexual Assault: Findings From a Statewide Victim Needs Assessment. Journal of Interpersonal Violence, 20, 767 - 776.

Abstract:
A statewide assessment was conducted of assaults, experiences, needs, and recommendations of 125 adult victims receiving care at 19 sexual assault centers (SACs) in the State of Maryland. More than one half of the victims (55.6%) waited years before disclosing, with delays in reporting especially likely if the assault was perpetrated by a family member (the most frequent perpetrators at 42.4% of respondents). About one half of the victims (51.3%) had been previously sexually assaulted, yet only 9% of these victims had sought treatment. The majority of respondents (69.4%) indicated they would not be filing charges against perpetrators, and of those who did, 46.2% reported dissatisfaction with the interview with police. Psychological symptoms such as depression and anxiety were the most common reasons for seeking care at the centers. Nearly all of respondents rated the care they received at the centers as very good or excellent. Respondents recommended more SACs, better advertising of their services, more mental health care within them (especially group therapy), and improved laws and law enforcement of perpetrators.

Weisz, A. N., Tolman, R. M., & Saunders, D. G. (2000). Assessing the Risk of Severe Domestic Violence: The Importance of Survivors' Predictions. Journal of Interpersonal Violence, 15, 75 - 90.

Abstract:
The findings of this study contribute to the discussion about the best method for predicting the recurrence of server domestic violence. The findings are from a secondary data analysis comparing the accuracy of 177 domestic violence survivors’ predictions of reassault to risk factors supported by previous research. The survivors’ predictions were associated with recurrence of severe violence in a bivariate analysis. These predictions also added significantly to the accuracy of established risk factors in two multivariate equations predicting severe reassault within a 4-month period. Although not all of the survivors made accurate predictions, this research supports the use of survivors’ predictions as an important element that should be include in risk prediction.

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Randolph, K. A., Russell, D., Tillman, K. H., & Fincham, F. (2009). Protective Influences on the Negative Consequences of Drinking Among Youth. Youth & Society, DOI  0044118X09333664v1.

Abstract:
The prevention of underage drinking and related outcomes focuses on strengthening protective factors. Using data from the National Longitudinal Study of Adolescent Health (N = 3,862), the authors examine the effects of protective factors from three domains of adolescents’ lives (individual, familial, and extrafamilial) on experiencing negative consequences of alcohol use, while controlling for relevant risk factors, among youth who have already started drinking. Results showed that protective factors had relatively little influence on not experiencing negative alcohol-related consequences, regardless of social context. One individual protective factor, strategic decision making, was related to negative drinking outcomes in cross-sectional models. In longitudinal models, maternal attachment reduced the likelihood of experiencing negative outcomes over time. The effects of the risk factors remained strong in all models. Findings suggest “mixed-methods” preventive approaches, attending to risk factors, and including strategies to strengthen protective factors across multiple domains of adolescents’ lives when striving to affect negative drinking-related outcomes.

Johnson, Y. M. & Stadel, V. L. (2007). Completion of advance directives: Do social work preadmission interviews make a difference? Research on Social Work Practice, 17, 686 - 696.

Abstract:
Objectives: This study tests the efficacy of a preadmission, educational interview on advance directives, in this case, health care proxies (HCPs) offered to elective, orthopedic patients. Method: Using a quasi-experimental design, participants (n = 54) are assigned to either treatment group (who received the educational interview, conducted by a social worker, over and above the federally mandated written information on HCPs) or comparison group (who received the written information only). Results: Logistic regression analysis indicates there is a statistically significantly higher probability that a patient would sign an HCP if assigned to the treatment group than if assigned to the comparison condition. Conclusion: Benefits of educating patients about HCPs as part of routine social work practice are outlined.

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Pomeroy, E. C., Green, D. L., & van Laningham, L. (2002). Couples who care: The effectiveness of a psychoeducational group intervention for HIV serodiscordant couples. Research on Social Work Practice, 12, 238 - 252.

Abstract:
Objective: The pilot study examined the effectiveness of a psychoeducational group intervention for HIV/AIDS, serodiscordant, heterosexual couples. Method: A quasi-experimental pretest-posttest design was used to examine depression, anxiety, and marital satisfaction of couples in which one spouse was HIV positive and the other spouse was negative. Results: Univariate analyses of covariance indicated significant differences between the experimental and comparison groups on each dependent variable. Effect sizes ranged from moderate to strong. Conclusions: The group intervention was effective in reducing depression and anxiety and in increasing marital satisfaction among serodiscordant heterosexual couples.

Collins, M. E., Mowbray, C. T., & Bybee, D. (1999). Establishing Individualized Goals in a Supported Education Intervention: Program Influences on Goal-Setting and Attainment. Research on Social Work Practice, 9, 483 - 507.

Abstract:
Objectives: Support for goal-setting and attainment is a frequent component of social work interventions aimed at fostering client growth. This study investigated goal-setting and attainment in the Michigan Supported Education Research Project, an intervention that provides support for adults with psychiatric disabilities to engage in postsecondary education. Method: An experimental design with three conditions was used and data was collected at five time points. The sample included 397 adults. Results: Results indicate increased complexity of goal statements over time. Goals became more specific for those in the treatment conditions and for those who were high participants. Multivariate models found that selecting school as the most important goal was a significant factor in predicting later enrollment. Conclusions: Interventions can influence the goals that are set by individuals. Because of its importance to social work practice, researchers and practitioners should pay more explicit attention to goal-setting.

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Cnaan, R. A. (1991). Applying clinical trials in social work practice. Research on Social Work Practice, 1, 139 - 161.

Abstract:
Social work is in the midst of a trend to assess the efficacy of various modes of treatment. This article presents a research method heavily utilized in the biomedical sector and currently entering the psychosocial disciplines to achieve this goal, namely, controlled clinical trials. This method is first described, some studies which employed it are presented, its potential benefits are explored, the problems it poses for social work use are summarized, and conclusions are put forth which suggest steps necessary for its successful use in social work practice.

Moffitt, R. A. (2004). The role of randomized field trials in social science research: A perspective from evaluations of reforms of social welfare programs. American Behavioral Scientist, 47, 506 - 540.

Abstract:
One of the areas of policy research where randomized field trials have been utilized most intensively is welfare reform. Starting in the late 1960s with experimental tests of a negative income tax and continuing through current experimental tests of recent welfare reforms, randomized evaluations have played a strong and increasing role in informing policy. This article reviews the record of these experiments and assesses the implications of that record for the use of randomization. The review demonstrates that the usefulness of randomized field trials in the area of welfare reform has been limited by a number of weaknesses, some of which are inherent in the method and some of which result from constraints imposed by the political process. The conclusion is that randomized field trials have an important but limited role to play in future welfare reform evaluations and that it is essential that they be supplemented by nonexperimental research.

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Bottcher, J. & Erzell, M. E. (2005). Examining the effectiveness of boot camps: A randomized experiment with a long-term follow up. Journal of Research in Crime and Delinquency, 42, 309 - 332.

Abstract:
The boot camp model became a correctional panacea for juvenile offenders during the early 1990s, promising the best of both worlds-less recidivism and lower operating costs. Although there have been numerous studies of boot camp programs since that time, most have relied on nonrandomized comparison groups. The California Youth Authority's (CYA's) experimental study of its juvenile boot camp and intensive parole program (called LEAD)-versus standard custody and parole-was an important exception, but its legislatively mandated in-house evaluation was prepared before complete outcome data were available. The present study capitalizes on full and relatively long-term follow-up arrest data for the LEAD evaluation provided by the California Department of Justice in August 2002. Using both survival models and negative binomial regression models, the results indicate that there were no significant differences between groups in terms of time to first arrest or average arrest frequency.

Himle, J. & Thyer, B. A. (1989). Clinical Social Work and Obsessive Compulsive Disorder: A Single-Subject Investigation. Behavior Modification, 13, 459 - 470.

Abstract:
Clinical research on the purely obsessional patient is considerably less developed than that for compulsive ritualizers or obsessive compulsives with mixed features. A single case investigation of exposure therapy in the treatment of obsessive ruminations is presented. Treatment involved exposing the patient to a variety of stimuli related to obsessional thoughts including reading, writing, and listening to such content. The patient's immediate response to treatment was favorable, with improvements being maintained at two-year follow-up.

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Martinez, K. K. & Wong, S. W. (2009). Using Prompts to Increase Attendance at Groups for Survivors of Domestic Violence. Research on Social Work Practice, 19, 460 - 463.

Abstract:
Objectives: This study investigated the effects of multiple prompts, telephone calls, and written reminders on attendance at group support meetings in a long-term residential facility for survivors of domestic violence. Methods: Participants were 15 Hispanic women who were residing in the facility at the time of the study. Prompts to attend the support meetings were introduced, removed, and reintroduced within an ABAB single-system design. Results: Data from sign-in sheets showed that prompting procedures at least doubled attendance at the support meetings. Conclusions: Possible factors contributing to the effectiveness of social workers using prompts to promote attendance at group support meetings are briefly discussed.

Roman, J. (2004). Can Cost-Benefit Analysis Answer Criminal Justice Policy Questions, And If So, How? Journal of Contemporary Criminal Justice, 20, 257 - 275.

Abstract:
Cost-benefit analysis (CBA) is commonly used in criminal justice research, but the results are rarely embraced with great confidence. The CBA method that is routinely applied in crime research is not a well-developed empirical method but rather an intuitive extension of economic theory appended onto an impact evaluation. Small errors resulting from common problems in evaluation, such as small sample sizes and selection effects, are magnified in the CBA framework. In particular, rare events with large costs or benefits can obscure all other program effects. Even with careful attention to these issues, CBA conducted in conjunction with an impact evaluation will, as a rule, omit critical information. Because public safety is at the core of crime control, it is critical that CBA captures the effects of crime-control policy at the community level. Moving the unit of analysis from individual to community level effects may resolve these problems.

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Yates, B. T. (1979). How to Improve, Rather Than Evaluate, Cost-Effectiveness. The Counseling Psychologist, 8, 72 - 75.

Franklin, C., Kim, J. S., & Tripodi, S. J. (2009). A Meta-Analysis of Published School Social Work Practice Studies: 1980-2007. Research on Social Work Practice, 19, 667 - 677.

Abstract:
Objective: This systematic review examined the effectiveness of school social work practices using meta-analytic techniques. Method: Hierarchical linear modeling software was used to calculate overall effect size estimates as well as test for between-study variability. Results: A total of 21 studies were included in the final analysis. Unconditional random effects model shows an overall weighted mean effect size estimate of .23 for externalizing problem outcomes and .40 for internalizing problem outcomes; both categories were statistically significant at the p <.05 level. Subgroup analysis for academic outcomes showed mixed results for knowledge, attendance, and grade point average outcome measures. Conclusions: Results highlight the positive impact school social workers may have on student emotional, mental, behavioral, and academic outcomes.

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Wilson, S. J., Lipsey, M. W., & Soydan, H. (2003). Are Mainstream Programs for Juvenile Delinquency Less Effective With Minority Youth Than Majority Youth? A Meta-Analysis of Outcomes Research. Research on Social Work Practice, 13, 3 - 26.

Abstract:
Objective: A meta-analysis was undertaken to synthesize research results about the effectiveness of mainstream service programs for minority juvenile delinquents relative to White delinquents. The analysis addresses the question of whether mainstream interventions that are not culturally tailored for minority youth have positive outcomes on their subsequent antisocial behavior, academic performance, peer relations, behavior problems, and other outcomes. In addition, outcomes were compared with those for White samples receiving the same interventions to identify any differences in the responsiveness of minority and majority youth. Method: 305 studies were selected from a large meta-analytic database in which the participant samples were either predominantly (60% or more) minority or White youth. Effect sizes and more than 150 study descriptors were coded from these studies and analyzed using standard meta-analytic techniques. Results: The results showed positive overall intervention effects with ethnic minority respondents on their delinquent behavior, school participation, peer relations, academic achievement, behavior problems, psychological adjustment, and attitudes. Overall, service programs were equally effective for minority and White delinquents. Although there were slight differences in effectiveness for different service types between minority and majority youth, none of these differences was statistically significant. Conclusions: The use of mainstream service programs for ethnic minority juvenile delinquents without cultural tailoring is supported by these findings.

Petrosino, A., Turpin-Petrosino, C., & Buehler, J. (2003). Scared Straight and Other Juvenile Awareness Programs for Preventing Juvenile Delinquency: A Systematic Review of the Randomized Experimental Evidence. The ANNALS of the American Academy of Political and Social Science, 589, 41 - 62.

Abstract:
Scared Straight and other programs involve organized visits to prison facilities by juvenile delinquents or at-risk kids to deter them from delinquency. Despite several research studies and reviews questioning their effectiveness, they remain in use and have now been tried in at least six nations. The authors report here on the results of a systematic review of randomized experimental tests of this program. Studies that tested any program involving the organized visits of delinquents or at-risk children to penal institutions were included. Each study had to have a no-treatment control condition with at least one outcome measure of "postvisit" criminal behavior. Using extensive search methods, the authors located nine randomized trials meeting eligibility criteria. After describing the studies and appraising their methodological quality, the authors present the narrative findings from each evaluation. A meta-analysis of prevalence rates indicates that the intervention on average is more harmful to juveniles than doing nothing. The authors conclude that governments should institute rigorous programs of research to ensure that well-intentioned treatments do not cause harm to the citizens they pledge to protect.

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Coker, A. L. (2007). Does Physical Intimate Partner Violence Affect Sexual Health?: A Systematic Review. Trauma, Violence, & Abuse, 8, 149 - 177.

Abstract:
Forty years of published research (1966-2006) addressing physical intimate partner violence (IPV) and sexual health was reviewed (51 manuscripts) and synthesized to determine (a) those sexual health indicators for which sufficient evidence is available to suggest a causal association and (b) gaps in the literature for which additional careful research is needed to establish causality and explain mechanisms for these associations. Sexual health was defined as a continuum of indicators of gynecology and reproductive health. IPV was consistently associated with sexual risk taking, inconsistent condom use, or partner nonmonogamy (23 of 27 studies), having an unplanned pregnancy or induced abortion (13 of 16 studies), having a sexually transmitted infection (17 of 24 studies), and sexual dysfunction (17 of 18 studies). A conceptual model was presented to guide further needed research addressing direct and indirect mechanisms by which physical, sexual, and psychological IPV affects sexual health.

Anastas, J. W. (2004). Quality in qualitative evaluation: Issues and possible answers. Research on Social Work Practice, 14, 57-65.

Abstract:
Qualitative evaluation studies can differ markedly from quantitative ones in both purpose and method and therefore must be understood and evaluated on their own terms. This article defines qualitative evaluation research and describes key parameters of quality to be considered when conducting and evaluating these studies in terms that take their epistemological assumptions and unique methods into account. Dimensions discussed include clarity in the research question, identifying the epistemological framework, using theory and prior knowledge effectively, addressing ethical issues, documenting all aspects of the study method, ensuring trustworthiness of the data, and communicating findings effectively.

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Creswell, J. W., Hanson, W. E., Clark Plano, V. L. & Morales, A. (2007). Qualitative Research Designs: Selection and Implementation. The Counseling Psychologist, 35, 236 - 264.

Abstract:
Counseling psychologists face many approaches from which to choose when they conduct a qualitative research study. This article focuses on the processes of selecting, contrasting, and implementing five different qualitative approaches. Based on an extended example related to test interpretation by counselors, clients, and communities, this article provides a detailed discussion about five qualitative approaches- narrative research; case study research; grounded theory; phenomenology; and participatory action research-as alternative qualitative procedures useful in understanding test interpretation. For each approach, the authors offer perspectives about historical origins, definition, variants, and the procedures of research.

Miller, S. T. & Fredericks, M. (2002). Naturalistic Inquiry and Reliabilism: A Compatible Epistemological Grounding. Qualitative Health Research, 12, 982 - 989.

Abstract:
In this brief analysis, the authors suggest that naturalistic inquiry as a field must return to a more rigorous interpretation of epistemological issues. The need is highlighted by the fact that ideological and methodological claims are increasingly becoming conflated. This produces a distancing of what is truly at stake: a need to defend a genuine epistemological theory consistent with the aims of naturalistic perspectives and establish some ontological commitments as a result. The authors argue that the epistemological theory of process reliabilism is worth examining critically. They also suggest its consistency with the ontological claims of minimal realism.

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Cho, J. & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6, 319 - 340.

Abstract:
ABSTRACT Concerns with the issues of validity in qualitative research have dramatically increased. Traditionally, validity in qualitative research involved determining the degree to which researchers' claims about knowledge corresponded to the reality (or research participants' construction of reality) being studied. The authors note that recent trends have shown the emergence of two quite different approaches to the validity question within the literature on qualitative research. The authors categorize and label these 'transactional' validity and 'transformational' validity. While useful, the authors assert that neither approach is sufficient to meet the current needs of the field. The authors propose a recursive, process-oriented view of validity as an alternative framework.

Lush, D., Boston, M., Morgan, J., & Kolvin, I. (1998). Psychoanalytic Psychotherapy with Disturbed Adopted and Foster Children: A Single Case Follow-Up Study. Clinical Child Psychology and Psychiatry, 3, 51 - 69.

Abstract:
This paper addresses the theme of the long-term utility of psychoanalytic psychotherapy for a child who was exposed to traumatic psychological experiences in the early years of life. He was adopted relatively late and then taken into psychoanalytic psychotherapy at the age of 11 because of unhappiness and negative self feelings, and school behavioural problems. He was comprehensively assessed when aged 10, 11 and 13. A catch-up longitudinal design was used (Robins, 1980) at the age of 15 using age and behaviour appropriate measures. The latter allow a view of his wider adjustment to his early life experiences and his adjustment to his adoption, and also an insight into the processes of therapy in relation to outcome. This study utilizes a variation of the classical single case study method (Kazin, 1982).

***

Bergeron, B. S. (2008). Enacting a Culturally Responsive Curriculum in a Novice Teacher's Classroom: Encountering Disequilibrium. Urban Education, 43, 4 - 28.

Abstract:
Many educators suggest that novice teachers lack the preparation necessary to be successful in today's urban classrooms, particularly when the experiences of those novices are vastly different from their students. However, it can also be suggested that culturally responsive practices have the potential to counteract the "cultural disequilibrium" that many novices encounter. In this narrative case study, the author traces one novice teacher's journey within a diverse, urban classroom. Data from this study suggest that a novice teacher's support systems, administrator, professional development, and the capacity to take risks contribute to his or her effectiveness in the classroom. Implications for teacher educators include providing instructional and experiential modeling of culturally responsive practices, informing preservice teachers of current educational policies and strategies for becoming student advocates, and becoming engaged within schools to support the implementation of induction programs that authentically prepare novices to turn cultural "disequilibrium" into cultural responsivity.

The Oral History Project Team. (2008). The Oral History of Evaluation: The Professional Development of Daniel L. Stufflebeam. American Journal of Evaluation, 29, 555 - 571.

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Cohen, O. (2005). How do we Recover? An Analysis of Psychiatric Survivor Oral Histories. Journal of Humanistic Psychology, 45, 333 - 354.

Abstract:
This article analyzes interview and survey data collected during the course of the MindFreedom International Oral History Project from June 1 through September 1, 2001. The purpose of the MindFreedom Oral History Project was to gather stories of experiences in the mental health system from the psychiatric survivor or ex-patient perspective. Thirty-six people participated in the study, most of who consider themselves "psychiatric survivors." Qualitative and quantitative analysis reveals four major themes emerging from these histories: trauma, social control, internalized oppression, and recovery. The focus of this article is on the theme of recovery. Participants demonstrated resiliency and a strong ability to "recover." No "magic bullet" was found to work for all participants' recovery process; instead, participants used a variety of self designed strategies to recapture their once broken lives.

Patzel, B. (2006). What Blocked Heterosexual Women and Lesbians in Leaving Their Abusive Relationships. Journal of the American Psychiatric Nurses Association, 12, 208 - 215.

Abstract:
BACKGROUND: Previous studies have shown that the process of permanently separating from an abusive partner is in many ways similar for heterosexual women and lesbians. However, research suggests that factors that prevent women from leaving the relationship differ. OBJECTIVE: In this study, the component of ambivalence related to leaving the abusive relationship is referred to as "holding back." Factors that contribute to "holding back" lesbians and heterosexual women leaving their abusive relationships are examined. DESIGN: Naturalistic inquiry is conducted on 10 heterosexual women and 20 lesbians who were able to leave their abusive relationships. RESULTS: Factors that contribute to the women's staying in their abusive relationship are personal and situational, in additional to cultural factors such as homophobia and "lesbian ideals." CONCLUSIONS: Recommendations include dissemination of information addressing the levels and complexity of abuse and the need for education regarding occurrence of abuse in both heterosexual and lesbian relationships.

***

Anderson, D. G. & Imle, M. A. (2001). Families of Origin of Homeless and Never-Homeless Women. Western Journal of Nursing Research,23,394-413.

Abstract:
Naturalistic inquiry was used to compare the characteristics of families of origin of homeless women with never-homeless women. The women's experiences in their families of origin were explored during in-depth interviews using Lofland and Lofland's conceptions of meanings, practices, episodes, roles, and relationships to guide the analysis. The two groups were similar with respect to family abuse history, transience, and loss. The never-homeless women had support from an extended family member who provided unconditional love, protection, a sense of connection, and age-appropriate expectations, as contrasted with homeless women who described themselves as being without, disconnected, and having to be little adults in their families of origin. The experience of family love and connection seemed to protect never-homeless women from the effects of traumatic life events in childhood. These findings provide support for the influence of a woman's family of origin as a precursor to homelessness.

Allen, H. T. (2006). Using participant observation to immerse oneself in the field: The relevance and importance of ethnography for illuminating the role of emotions in nursing practice. Journal of Research in Nursing, 11, 397 - 407.

Abstract:
In this paper I draw on the findings of an ethnographic study of fertility nursing in a British fertility unit to explore the relevance and importance of ethnography for illuminating the role of emotions in nursing practice. One of the main findings to emerge from the original study was that infertility was an emotional experience for both staff and patients, and that the organisation of the unit ensured that the potentially disruptive emotions of staff and patients were controlled and remained private. These findings have been reported elsewhere (Allan, 2001, 2002). Drawing on these findings, I discuss the role of ethnography in illuminating the role of emotions in the clinic in two ways. First, I will discuss the nature of the data in ethnography and the relationship between participant observation and interviews. Second, I will discuss the experience of researcher reflexivity and ethnographic authority in ethnography.

***

Li, S. & Seale, C. (2008). Acquiring a Sociological Identity: An Observational Study of a PhD Project. Sociology, 42, 987 - 1002.

Abstract:
The acquisition of a sociological identity during the process of PhD supervision is reported, drawing on detailed analysis of selected observations of the supervision sessions, written communications and other aspects of interaction over the period of a single case study supervision which involved the authors as participants. The transition from an 'applied' identity (in nursing) to a 'pure' or 'professional' identity in sociology is documented, identifying the precise interactional mechanisms for encouraging and achieving this transition. These include 'bracketing' out of common- sense interpretations of behaviour that draw on the old identity and 'distancing' from the normative judgements of professionals inhabiting a dispreferred, non-sociological position. Taking place in a context of enthusiastic, directive and insistent exhortation and presenting a particular and somewhat locally determined version of adequate sociological work, the study shows both supervisor and student collaborating in the social construction of a sociologist.

Archer, J. (2009). Intersecting Feminist Theory and Ethnography in the Context of Social Work Research. Qualitative Social Work, 8, 143 - 160.

Abstract:
This article explores the relationships among social work, feminist theory and ethnography in the context of social work research. The discussion reflects my research in the southeastern Caribbean. There are similarities between clinical social work and ethnographic research: both actively observing the actions of individuals and talking with them to gain an understanding of their lives from their own perspective. Two constructs generated from postmodern and postcolonial feminist scholarship served as cornerstones for this research, contextual diversity and reciprocity. These elements are also embedded in the ethnographic tradition and in the core mandates for social work practice. This writing provides a deconstruction of these concepts, discusses their grounding in the three disciplines, and illustrates their application in the research study through specific examples. The intersection of the traditions of social work, ethnography, and feminism were found to create a valuable research method that is especially compatible with social work research.

Burgess, J. (2006). Participatory action research: First-person perspectives of a graduate student. Action Research, 4, 419 - 437.

Abstract:
This article examines the tensions and challenges of a graduate student maneuvering the institutional hierarchies in her journey of participatory action research (PAR). By using a first-person action research framework, the researcher moves back and forth exploring the prose of others, and revealing her reflexive self-inquiry of underlying assumptions and beliefs. Iterations of insider-outsider positionality, drawing on and integrating paradigms, reconciling multiple roles and perspectives, exploring the complexity of power relations, and uncovering the promises and perils of PAR, moves the researcher toward a partnership with her community of inquiry. First-person action research unfolds a process of self-transformation.

***

Parrado, E. A., McQuiston, C., & Flippen, C. A. (2005). Participatory Survey Research: Integrating Community Collaboration and Quantitative Methods for the Study of Gender and HIV Risks Among Hispanic Migrants. Sociological Methods & Research, 34, 204 - 239.

Abstract:
This article outlines a research strategy for studying difficult-to-reach migrant populations that combines community collaboration, targeted random sampling, and parallel sampling in sending and receiving areas. The authors describe how this methodology was applied to the study of gender, migration, and HIV risks among Hispanic migrants in Durham, North Carolina. They illustrate the usefulness of community collaboration for informing survey design and providing a contextual understanding of research findings. They likewise demonstrate the importance of parallel sampling and assess the bias that would have resulted from conducting their study with convenience samples as opposed to a targeted random sampling technique. While the authors describe its application to HIV risks among Hispanic migrants, the methodology can easily be extended to other migrant groups as well as to other sensitive topics pertaining to migration and social adaptation.

Bottrell, D. (2009). Understanding 'Marginal' Perspectives: Towards a Social Theory of Resilience. Qualitative Social Work, 8, 321 - 339.

Abstract:
This article contributes to a social theory of resilience. It critiques aspects of developmental and individual-level analyses in the resilience literature, arguing for the significance of social identities and collective experience to resilience. Drawing on a study of the experiences of young people from an inner-city public housing estate in Sydney, key themes of the young people's accounts engage with both classic and constructivist perspectives. Resistance based resilience is claimed to indicate the social constitution of individuals in local relations, suggesting that interventions for resilience building need to recognize the embeddedness of resilience in social inequities, social processes and the differentiated societal and ideological expectations of young people. How resilience is conceptualized is central to resilience building interventions. Here the case is put for the importance of resources to support and strengthen the resilience of marginalized youth.

***

Ward, T., & Hudson, S. M. (1998). The Construction and Development of Theory in the Sexual Offending Area: A Metatheoretical Framework. Sexual Abuse: A Journal of Research and Treatment, 10, 47 - 63.

Abstract:
A major problem in the sexual offending area is the absence of an integrated approach to theory building. The lack of framework to guide empirical and theoretical research has resulted in the ad hoc proliferation of theories that often overlap, and essentially neglect each others' existence. In this paper we outline a metatheoretical framework that will hopefully address these problems. This framework takes into account a number of different theory construction principles and ideas. It differentiates between different levels of theory, such as comprehensive, middle and micro-levels, and stresses the importance of distinguishing between distal and proximal causal factors. After briefly describing this metatheory we illustrate its utility and demonstrate how different theories of sexual offending can be meaningfully integrated within this framework. We finish with some recommendations for theoretical development in the sexual offending domain.

***

Mattaini, M. A. (1991). Choosing Weapons for the War on "Crack": An Operant Analysis. Research on Social Work Practice, 1, 188-213.

Abstract:
Addiction to"crack" cocaine has rapidly emerged as a crucial social and political problem, particularly in major urban areas. Working as they do in child and family services, health and mental health, and other major social institutional settings, as well as in clinical and policy positions dealing directly with crack users, social workers deal increasingly with the resulting casualties. The current knowledge base is limited, but sufficient information about this substance, and addictive behavior in general, currently exists to provide tentative directions for clinical practice, pilot projects in prevention and treatment, and community-level intervention. This article considers the existing information, examining the data from an operant perspective that focuses particularly on potentially manipulable environmental factors, congruent with the ecosystemic perspective that uniquely characterizes social work practice. Probable crucial contingencies are identified, and directions for future work are suggested.

Oakley, A. (2000). A Historical Perspective on the Use of Randomized Trials in Social Science Settings. Crime & Delinquency, 46, 315 - 329.

Abstract:
Similar to medicine, social science has historically grappled with controlling chance and bias in assessing the effectiveness of interventions. Questions about what works and how to evaluate the evidence underlie all areas of policy intervention. In the early years of the 20th century, social science in North America developed an established tradition of quantitative sociology that included experimental studies. This was followed by a number of social experiments from the 1960s to the 1980s. The history of prospective experimental studies with control groups applied to the social domain contains important lessons for experimental social science in the 21st century.

***

Gross, M. (2009). Collaborative experiments: Jane Addams, Hull House and experimental social work. Social Science Information, 2009, 48, 81 - 95.

Abstract:
The social reformer, sociologist and feminist Jane Addams (1860-1935), who established Chicago's Hull House as one of the first settlement houses in America, described her work as experimental, but at the same time she and many of her co-workers rejected the idea of Hull House as a laboratory for social scientific investigation. The present article discusses Addams's unique understanding of social experiment beyond the laboratory. Through 'experimental' improvement of social conditions for underserved people and communities in the city of Chicago, Addams and her co-workers perceived the laboratory experiment as an inferior variation of the experiment in society, and not vice versa. Based on the description of experiments at Hull House, this essay attempts to show how different dimensions of experimentation beyond the laboratory can be framed and how alternate phases that combine knowledge production and knowledge application can be conceptually comprised.

Rocco, T. S. & Plakhotnik, M. S. (2009). Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions. Human Resource Development Review, 8, 120 - 130.

Abstract:
This essay starts with a discussion of the literature review, theoretical framework, and conceptual framework as components of a manuscript. This discussion includes similarities and distinctions among these components and their relation to other sections of a manuscript such as the problem statement, discussion, and implications. The essay concludes with an overview of the literature review, theoretical framework, and conceptual framework as separate types of manuscripts. Understanding similarities and differences among the literature review, theoretical framework, and conceptual framework can help novice and experienced researchers in organizing, conceptualizing, and conducting their research, whether qualitative, quantitative, or mixed-methods.

***

Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4, 356 - 367.

Abstract:
The integrative literature review is a distinctive form of research that generates new knowledge about the topic reviewed. Little guidance is available on how to write an integrative literature review. This article discusses how to organize and write an integrative literature review and cites examples of published integrative literature reviews that illustrate how this type of research has made substantive contributions to the knowledge base of human resource development.

Stoesz, D. & Karger, H. J. (2009). Reinventing social work accreditation. Research on Social Work Practice, 19, 104 - 111.

Abstract:
Accreditation under the Council on Social Work Education (CSWE) has contributed to the professional decline of social work. The lack of scholarship of the Board of Directors of CSWE compromises its decision making. The quality of the professional literature suffers from the weak scholarship of editors and referees. The caliber of deans and directors of social work educational programs is low with respect to their scholarship as well. Graduate students are ill-prepared to commence studies in social work. The substitution of ideology for academic rigor makes social work education vulnerable to its critics. Proposed revisions in Accreditation Standards indicate that CSWE is unlikely to undertake the necessary steps to reform social work education; therefore, schools of social work should be free to obtain accreditation independent of CSWE.

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Epstein, W. M. (2007). Prisoners of Splenda': An essay review. Research on Social Work Practice, 17, 151 - 156.

MacRae, D. (1975). Policy analysis as an applied social science discipline. Administration & Society, 6, 363 - 388.

Abstract:
In the contemporary university, training and research in applied fields coexist with parallel activities in basic scientific disciplines. But even within the latter - and especially in the social science - there are researchers who choose their problems by standards that originate not within the disciplines and their paradigms, but "outside the discipline, in the world of action"(Coleman, 1972: 3). One such specialty is evaluation research, which derives its problems from the goals of organizations or of research sponsors who wish to evaluate them. A second and related field is the study of social indicators, which though concerned with the measurement and explanation of social change, often centers about valuative variables. Other such fields, like applied anthropology, connect various types of applied research deriving from a single discipline; and still others, such as the study of political processes or social problems, deal with or touch on valuative and policy questions without necessarily leading to recommendations. All these fields have drawn strength from the development of groups of specialists who share common interests, engage in mutual reasoned criticism through published work, and exchange information about employment opportunities. But these groups might be enlarged usefully and combined with others, not only to provide mutual support but also to meet societal needs. The framework in which they should be combined, I shall argue, is that of an "applied discipline" - neither a scientific discipline nor a profession, but a group combining features of both. The organizing principle of this applied discipline is reasoned choice between better and worse policies.

***

Kelly, R. F. (1985). Family Policy Analysis: The Need to Integrate Qualitative and Quantitative Research Methods. Sociological Methods & Research, 13, 363 - 386.

Abstract:
Research methodologies employed in family policy research are examined. Using three emerging concepts in family policy analysis - life status transitions, informal economic behavior, and stress mediation - recent policy research concerning low-income families is critically reviewed for its methodological adequacy. It is suggested that by integrating qualitative research methods into quantitative designs, the overall quality and cost-effectiveness of policy-relevant family research can be significantly improved. The implications of this suggestion are examined in the closing section of the article.

Page, M., Parker, S. H., & Renger, R. (2009). How Using a Logic Model Refined Our Program to Ensure Success. Health Promotion Practice, 10, 76 - 82.

Abstract:
When a program does not produce expected changes in the outcomes of interest, program staff must understand why before making programmatic decisions. One mechanism for doing so is the logic model. This article describes how using one such logic model (the ATM approach) was used to improve areas of program planning and implementation. The key components include interviewing stakeholders to identify antecedent conditions to the problem of interest that are placed in a summary map and then prioritizing those conditions to address with program activities. Although the logic modeling process was helpful in making programmatic improvements, there were also several unintended benefits of engaging in the process including: providing a framework for planning and evaluation, helping the program operate more effectively and efficiently, and providing a common language among program staff and the evaluators.

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Hulton, L. J., (2007). An Evaluation of a School-Based Teenage Pregnancy Prevention Program Using a Logic Model Framework. The Journal of School Nursing, 23, 104 - 110.

Abstract:
Teenage pregnancy and the subsequent social morbidities associated with unintended pregnancies are complex issues facing school nurses in their daily work. In contemporary practice, school nurses are being held to higher standards of accountability and being asked to demonstrate the effective outcomes of their interventions. The purpose of this article is to describe a logic model framework and how it can be used by school nurses in the development, implementation, and evaluation of school-based programs. A logic model framework that is dynamic and responsive will help to build consensus and be a ''map'' of the program goals, activities, and outcomes. An example of a teenage pregnancy prevention program will be reviewed to demonstrate how a rural community used this framework for ongoing program evaluation and outcome identification in a school-based setting. Specific recommendations for school nurses who wish to use a logic model framework will also be discussed.

Kotch, J. B. (2000). Ethical Issues in Longitudinal Child Maltreatment Research. Journal of Interpersonal Violence, Jul 2000; 15, 696 - 709.

Abstract:
The ethical issues involved in the participation of children in longitudinal child maltreatment research are very complex. This article describes the approaches to human participants protection taking by the North Carolina Local Site of LONGSCAN, the Longitudinal Studies Consortium on Child Abuse and Neglect, in its first 8 years. Issues such as participant selection, proxy consent, incomplete disclosure, and confidentiality are discussed in the contexts of three ethical LONGSCAN site to enter the field to collect child self-reports of maltreatment at age 12, its conclusion that maintaining the confidentiality of the data is ethically superior to reporting suspected maltreatment continues to guide the research.

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Eide, P. & Kahn, D. Ethical Issues in the Qualitative Researcher Participant Relationship. Nursing Ethics, 15, 199 - 207.

Abstract:
Qualitative research poses ethical issues and challenges unique to the study of human beings. In developing the interpersonal relationship that is critical to qualitative research, investigator and participant engage in a dialogic process that often evokes stories and memories that are remembered and reconstituted in ways that otherwise would not occur. Ethical issues are raised when this relationship not only provides qualitative research data, but also leads to some degree of therapeutic interaction for the participant. The purpose of this article is to examine some of the controversies inherent in the researcher’s dilemma when this occurs, set within the context of a nursing caring theory (Swanson), and the International Council of Nurses Code of ethics for nurses, which provides guidance on global nursing practice.

Baretti, M. (2001). Social work, women, and feminism: A review of social work journals, 1988-1997. Affilia, 16, 266 - 294.

Abstract:
This article surveys articles containing women’s content that were published in 17 social work journals from 1988 to 1997. It discusses the journals in which content on women was most and least likely to appear, which social roles were most frequently used to depict women, which themes pertaining to women captured the most attention, which social work curricular areas were most frequently mentioned, and which analytical methods were used. Moreover, it determines the extent to which the articles were feminist or reflected a variation of feminism.

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Zebian, S., Alamuddin, R., Maalouf, M., & Chatila, Y. (2007). Developing an appropriate psychology through culturally sensitive research practices in the Arabic-speaking world: A content analysis of psychological research published between 1950 and 2004. Journal of Cross-Cultural Psychology, 38, 91 - 122.

Abstract:
Contemporary psychologists in the Arabic-speaking world remain deeply concerned with many of the same foundational issues that have impeded the development of sustainable research traditions since at least the 1950s. As a means of assessing historical and current trends in regional research practices, the project reported in this article employs a content analysis method to assess the cultural sensitivity of peer reviewed English-language empirical studies conducted on peoples of the Arabic-speaking world. Results suggest that cultural sensitivity is quite low on many of the dimensions assessed, including whether/how findings are applied to everyday settings, validity of methodological procedures employed, the way cultural contributions to psychological processes are discussed, the local relevance of conclusions drawn from empirical findings, and how theories and concepts are transferred from mainstream (Western) psychology. The current findings are used to suggest some strategic and potentially controversial connections between culturally sensitive research and developing an appropriate psychology.

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Oakley, A. (1998). Gender, Methodology and People's Ways of Knowing: Some Problems with Feminism and the Paradigm Debate in Social Science. Sociology, 32, 707 - 731.

Abstract:
This paper examines the character of the debate about &lsquo;quantitative’ and &lsquo;qualitative’ methods in feminist social science. The &lsquo;paradigm argument’ has been central to feminist social science methodology; the feminist case against &lsquo;malestream’ methods in favour of qualitative methods has paralleled other methodological arguments within social science against the unthinking adoption by social science of a natural science model of inquiry. The paper argues in favour of rehabilitating quantitative methods and integrating a range of methods in the task of creating an emancipatory social science. It draws on the history of social and natural science, suggesting that a social and historical understanding of ways of knowing gives us the problem not of gender and methodology, but of the gendering of methodology as itself a social construction.

Schneider, J. L. (2006). Professional Codes of Ethics: Their Role and Implications for International Research. Journal of Contemporary Criminal Justice, 22, 173 - 192.

Abstract:
International criminological research is growing both in terms of prominence and occurrence. Boundaries for conducting research are expanding well beyond our respective national borders. Foreign nationals or visiting fellows&mdash;who venture outside their home countries to compare or contrast existing crime trends, events, policies, or practices&mdash; are faced with a myriad of challenges. One methodological challenge is to conduct research within ethical constructs. However, the issue becomes “To which country’s code of practice or ethical standards does the international researcher adhere?” The purpose of this article is to explore the issue of doing ethical international research with the aim of offering pragmatic suggestions on how to proceed with international studies that can withstand ethical scrutiny.

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Plummer, C. A. & Nyang’au, T. O. (2009). Reciprocal e-mentoring: Accessible international exchanges. International Social Work, 52, 811 - 822.

Abstract:
International exchanges such as study abroad programs, or hosting or becoming a visiting scholar, are often conceptualized as difficult and expensive. Given existing resources, family obligations and jobs, many do not see attainable possibilities for cross-cultural exchanges.
This single case study examines a joint cultural exchange in which e-mentoring provided an opportunity to exchange ideas, experiences and opportunities.

Using solely email communication, a US university professor (C) and the director of a non-governmental organization (NGO) in Kenya (T) learned, taught, did fundraising and conducted collaborative planning, program implementation and research together. This article is a product of this long-distance 'reciprocal e-mentoring'. To document the concept and illustrate the possibilities and process of this exchange, emails and conversational reflection from both parties are used throughout this article.

Roer-Strier, D. & Kurman, J. (2009). Combining Qualitative and Quantitative Methods to Study Perceptions of Immigrant Youth. Journal of Cross-Cultural Psychology, 40, 988 - 995.

Abstract:
This article illustrates the potential of combining qualitative and quantitative methods to increase understanding of social and cultural phenomena. An example of a multimethod study demonstrates the advantages of this combination. The study investigated perceptions of young people who immigrated to Israel from the former Soviet Union. The first stage of the study began as a quantitative study of role reversal in immigration and developed into a qualitative study investigating the subjective experiences involved in this phenomenon. An alternating method” model, in which a research effort alternates between qualitative and quantitative components, each stage building on the previous one, is proposed.

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Karasz, A., Garcia, N., & Ferri, L. (2009). Conceptual Models of Depression in Primary Care Patients: A Comparative Study. Journal of Cross-Cultural Psychology, 40, 1041 - 1059.

Abstract:
Conventional psychiatric treatment models are based on a biopsychiatric model of depression. A plausible explanation for low rates of depression treatment utilization among ethnic minorities and the poor is that members of these communities do not share the cultural assumptions underlying the biopsychiatric model. The study examined conceptual models of depression among depressed patients from various ethnic groups, focusing on the degree to which patients’ conceptual models “matched” a biopsychiatric model of depression. The sample included 74 primary care patients from three ethnic groups screening positive for depression. The authors administered qualitative interviews assessing patients’ conceptual representations of depression. The analysis proceeded in two phases. The first phase involved a strategy called “quantitizing” the qualitative data. A rating scheme was developed and applied to the data by a rater blind to study hypotheses. The data were subjected to statistical analyses. The second phase of the analysis involved the analysis of thematic data using standard qualitative techniques. Study hypotheses were largely supported. The qualitative analysis provided a detailed picture of primary care patients’ conceptual models of depression and suggested &nbsp;nteresting directions for future research.

Corvo, K., Zlotnik, J., & Chen, W-Y. (2008). Organizational and Institutional Factors Associated With National Institutes of Health Research Grant Awards to Social Work Programs. Research on Social Work Practice,18, 514 - 521.

Abstract:
This study examines the organizational and institutional factors that may be associated with the success of schools of social work (SOSWs) in securing research grant awards from the National Institutes of Health (NIH) and constituent agencies. Using data from the CRISP database on NIH grant funding, the Lombardi Program on Measuring University Performance, the Council on Social Work Education, the American Association of University Professors, and other sources, several key factors were identified as being associated with SOSWs’ grant success: having a PhD program, not having a BSW program, being an independent academic unit, faculty publication rates, having a medical school in the home university, having higher faculty salaries in the home university, and the home university’s overall grant success. The principle of “accumulative advantage” describes relative grant success well: During 1993-2005, only 13 SOSWs accounted for almost 75% of all NIH grants awarded to SOSWs.

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Jaskyte, K. (2005). The National Science Foundation: Funding Opportunities for Social Workers. Research on Social Work Practice, 15, 47 - 51.

Abstract:
This article introduces the National Science Foundation as a potential funding source for social work researchers and describes the experience of one faculty member in seeking funding from this source. The author provides an overview of the foundation, discusses its programmatic structure, proposal preparation, selection criteria, and review process, and presents a summary of a successfully funded proposal.

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Langhorst, D. M. & Svikis, D. S. (2007). The NIH R03 Award: An Initial Funding Step for Social Work Researchers. Research on Social Work Practice, 17, 417 - 424.

Abstract:
Social workers in academic and agency settings have the opportunity to do funded research using the National Institutes of Health (NIH) R03 small grant mechanism designed for discrete, clearly defined projects that can be completed within a 1- to 2-year time period with limited funding. This article describes the R03 mechanism and provides a guide for the developmental steps in writing a successful grant application. It identifies the recent NIH program announcements titled Research on Social Work Practice and Concepts in Health as an extraordinary opportunity for social work researchers seeking R03 funding. The R03 is ideal for new researchers, and the experience of one of the authors illustrates the decision-making and skill-development processes involved in submitting a successful grant proposal.