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71 Cards in this Set
- Front
- Back
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Agreement Reality |
“It must be true, because everyone says it is” |
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Experiential Reality |
Your own personal experience tells you that an explanation is correct. |
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Tradition |
We do things as we have always done them |
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Problem with tradition |
if we only rely on past practices we are not open to newer techniques that might be better
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Authority |
We do what people in power say
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Problem with authority |
People in authority may lack important information needed to make accurate assumptions |
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Common Sense |
We do what makes sense to us at the time |
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Problem with common sense |
Our individual experiences may be faulty and what we think is common sense is actually ignorance
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Popular Media |
We make decisions based on social media |
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Problem with media |
Media outlets want to sell information to many people. They may be biased and not interested in disseminating facts |
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3 characteristics of science |
• It is based on systematic observations togain empirical evidence• The results can be observed by other people• Anyone can re-do the experiment if they follow identical methods and expect to get the same results |
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The scientific method of creating knowledge is based on |
systematic observations |
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It’s critical that all phenomena can |
be observed by other people |
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The phenomena that we want to understand must be |
articulated specifically and in enough detail that the method used to study it can be repeated by other people |
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Personalbiases are |
recognized and openly discussed |
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Eachtype of research method, “_________ vs. __________”must be used appropriately dependingupon the type of research question that is asked |
positivism vs post-positivism |
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positivism |
based on the belief that a phenomena can “positively” be understood if the research is well designed |
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positivism is based on |
the process of deduction where the research has an idea or hypothesis, and tests it to seeif she is correct in her understanding of the phenomena |
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Positivisticresearchers aim to learn
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what causes a phenomena. It aims to determine causality. |
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Positivism uses ______ research
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quantitative |
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Quantitative research |
Scientists often want to understand what the general population, or most people, believe or act like and therefore are interested in including very large groups of people as participants Statistics make it possible to organize and understand the very large number of answers from the participants |
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bias in positivistic research |
The researcher strives to be objective and control any biases (gender, cultural, geographic) in the design The design is protected by anticipating what possible biases may come up and creating a plan to counteract them |
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Often Positivistic Quantitative Research is accused of being ______ because |
superficial and depending on surveys that don’t let participants really explain how they feel or what they think.
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One of the good things about quantitative research is that |
answers depicting “good”, “fair”, or “poor” can be assigned numbers and the average level of health among all the participants can be determined. |
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post positivism |
based on the idea that it is impossible to completely understand complex situations that occur in the real world, not a research laboratory |
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post positivism is based on ________ research |
qualitative |
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research methods have an _____ and it needs to be |
inherent bias acknowledged |
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post positivism is based on |
theory of induction |
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3 characteristics of the theory of induction |
Researcher is trying to develop a hypothesis by observing what is going on The researcher doesn’t have an hypothesis about why something is happening Hypotheses are developed after researcher understands findings from qualitative research |
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In post-positivistic research, scientists want to learn a lot about |
Small groups of people Statistics aren’t usually needed to manage large amounts of data. |
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Quantitative Research |
looking for evidence to test a hypothesis and understand WHY |
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Qualitative Research |
We don’t have hypothesis: only questions. Questions often begin with word “What” |
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Qualitative post-positivistic research |
Wants to gain a deep understanding of a subject The question you ask when you don’t have a hypothesis |
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Differences in qualitative vs quantitative methods |
Quantitative researchers want to take precise measures to compare answers. Qualitative researchers want to listen to stories and compare people’s experiences |
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Steps we take to do research (5) |
1. Formulatequestions about a social work problem 2. Choose a research method depending on question *Qualitative(if phenomena is new and youdon’t have a theory yet) Quantitative(if you have a theory) 3. Gather information about the problem 4. Formulate an answer from information 5. Draw conclusionsfrom answers |
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To make an informed judgement |
The assimilation of knowledge and gathering of data in a logical manner to become informed |
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Evidence-basedpractices gather data using scientific methods to answer questions because |
Our past experiences may be misleading Knowledge of others may be wrong or biased Traditions rely on past practices |
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When developing research questions keep in mind
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If issue is “value-laden” or subjective
Use qualitative methods Is question empirical? Can it be quantified? |
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4 characteristics of fundamental research |
Empirical Questions a scientific theory Has scientific relevance Basic research |
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3 characteristics of applied research |
Solving problems having a practical application Has social relevance Patient-oriented research |
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3 characteristics of exploratory |
Allows us to observe phenomena and assessthem to form theories Explores understudied topics Uncovers phenomena |
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2 characteristics of descriptive |
Explains how and/or why a phenomenon occurs “Uses numbers (how many, how much, etc.)to describe a population or phenomenon.” |
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Explanatory questions |
“Examines relationship between 2+ factors to see if they are related and how strongly” |
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Evaluative questions |
Draws from both qualitative and quantitative methods |
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single subject |
Measures an individual’s progress overtime Measure whether a relationship exists between an intervention and specific outcome Can use either qualitative or quantitative |
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choose qualitative when |
you want to listen to people talk and find out what they are saying in common |
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choose quantitative when |
you want to give people a survey and compare their answers to other people’s |
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Qualitative is... |
Developing knowledge where little exists Uses words, observations, and descriptions to describe patterns and themes |
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Quantitative is... |
Expands knowledge that already exists Uses numerical data to report findings from the research |
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Mixed Methods |
Uses both types of data collection using descriptions and numerical data
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use quantitative when (4) |
Assign figures to various attributes Recode objects, organizations and people into numbers Apply statistics to describe their interactions Evaluate results and test assumptions that the numbers represent Interpret “accurate” data |
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use qualitative when (4) |
Numbers don’t give answers in enough depth Investigates people in their environment Subjects seen as part of a whole system Proponents say Quantitative method doesn’t offer enough insight because questions are too narrow. |
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Strength means |
we gain knowledge of important issues |
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Limitations are |
Knowledge that is confined to questions we ask |
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Bias is |
Unknown or unacknowledged error Created during the design of the research methods Choice of the problem Over the course of the study itself During the interpretation |
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Response to Nazi experiments |
Declaration of Helsinki |
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3 characteristics of the Declaration of Helsinki |
Ethical principles regarding experiments with humans were developed for the medical community by the World Medical Association Cornerstone of human research ethics Provides foundations that participants are given the option to refuse to participate without repercussions |
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Nuremberg Code (10) |
1. Participant must be able to voluntarily consent 2. Findings are for society’s good and can’t be found another way 3. Anticipated results will justify experiment 4. Experiment must avoid unnecessary suffering 5. Can’t be conducted if death or disabling injury believed to occur 6. Risks should never be greater than benefits of study 7. Proper preparations and facilities must protect subjects 8. Conducted only by scientifically qualified persons 9. Participants must be able to stop experiment at anytime 10. Experiment must stop if continuing may result ininjury, disability, or death |
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Tuskegee Study Research Design |
600 impoverished, African-American men who were sharecroppers enrolled 399 who had previously contracted syphilis before thestudy began; 201 didn’t have the disease. Men were given free medical care, meals, and free burial insurance. Study lasted 40 years and participants were never told they had syphilis, nor were they ever treated for it. |
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Tuskegee Syphillis Study |
Recruited African American male sharecroppers with syphilis. Told they were treated for “bad blood” Thought they were receiving free health care Real aim was to study progression of syphilis; people were not really treated even after penicillin became common treatment Participants were never told about Penicillin and the syphilis progressed and was fatal to many Principle of informed consent grew from thisatrocity Right to receive services If experimental treatment is found to be significantly better than the control one, study should be stopped; then both groups should receive the good treatment |
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Effects of syphillis |
Untreated, it has a mortality of 8% to 58%, with a greater death rate in males. The symptoms of syphilis have become less severe over the 19th and 20th centuries, in part due to widespread availability of effective treatment and partly due to decreasing virulence of the spirochaete. With early treatment, few complications result. |
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Belmont Report (3) |
Respect for persons Beneficence Justice |
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Respect for people: |
protect autonomy of all people and treat them with courtesy and respect. Researchers must be truthful and conduct no deception |
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Beneficence: |
the philosophy of "Do no harm“ Maximize benefits for the research project and minimize risks |
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Justice: |
requires that reasonable, non-exploitative, and well-considered procedures are administered fairly; (fair distribution of costs and benefits to potential participants) |
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Milgram Study |
Participants told to apply stronger and stronger shocks to another participant (confederate) in the next room, when they answered a question incorrectly Confederate acted as if they were experiencing pain,but researcher told participant to continue shocking them even when confederates screamed, groaned and some sounded as if they passed out Participant was not told Confederate was ok until end; some participants were psychologically affected for years |
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Milligram Study Design |
Experimenter (E) convinces the subject ("Teacher" T) to give what he believes are painful electric shocks to another subject, who is actually an actor ("Learner" L). |
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Principles of "Do No Harm" |
Tell participant nature of study If can’t describe in detail; debrief subjects Benefits must outweigh risks Benefits to society may be included as benefit Risks can include psychological risks including discomfort and bringing up unpleasant memories, feelings |
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Zimbardo Experiment (5) |
24 male students randomly assigned to role of either prisoners and guards in a mock prison situated in the basement of a psychology building. They all agreed to participate in a 7 to 14 day period The participants adapted to their roles Some guards ultimately subjected some of the prisoners to psychological torture. Many prisoners became passive and incapacitated Accepted psychological abuse At the request of the guards, readily harassed other prisoners who resisted being abused |
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Confidentiality and Anonymity (4) |
Subject needs to give specially constructed consent to be in a study that could potentially ruin their reputation in the community, or cause arrest Certificate of Confidentiality Participant can’t be deceived; needs to know in study Researcher needs to be honest about their intent Data need to be in locked files, with no identifying information |
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Informed Consent (8) |
Educating subject about basic purpose of study Describe procedures in detail Acknowledge subject has right to refuse Acknowledge right to withdraw during the experiment Helping them understand all risks and benefits Explain how their confidentiality will be maintained Be honest about limits of confidentiality Obtain written permission to participate |
