scholarly journals Appraising Contemporary Social Work Research: Meta-Research on Statistical Reporting, Statistical Power, and Evidential Value

2020 ◽  
Author(s):  
Daniel J. Dunleavy

Background. In recent years, the veracity of scientific findings has come under intense scrutinyin what has been called the “replication crisis” (sometimes called the “reproducibility crisis” or“crisis of confidence”). This crisis is marked by the propagation of scientific claims which weresubsequently contested, found to be exaggerated, or deemed false. The causes of this crisis aremany, but include poor research design, inappropriate statistical analysis, and the manipulationof study results. Though it is uncertain if social work is in the midst of a similar crisis, it is notunlikely, given parallels between the field and adjacent disciplines in crisis.Objective. This dissertation aims to articulate these problems, as well as foundational issues instatistical theory, in order to scrutinize statistical practice in social work research. In doing so, itparallels recent work in psychology, neuroscience, medicine, ecology, and other scientificdisciplines, while introducing a new program of meta-research to the social work profession.Method. Five leading social work journals were analyzed across a five-year period (2014-2018).In all 1,906 articles were reviewed, with 310 meeting inclusion criteria. The study was dividedinto three complementary parts. Statistical reporting practices were coded and analyzed in Part 1of the study (n = 310). Using reported sample sizes from these articles, a power survey wasperformed, in Part 2, for small, medium, and large effect sizes (n = 207). A novel statistical tool,the p-curve, was used in Part 3 to evaluate the evidential value of results from one journal(Research on Social Work Practice) and to assess for bias. Results from 39 of the 78 eligiblearticles were included in the analysis. Data and materials are available at: https://osf.io/45z3h/Results. Part 1: Notably, 86.1% of articles reviewed did not report an explicit alpha level. Apower analysis was performed in only 7.4% of articles. Use of p-values was common, beingreported in 96.8% of articles, but only 29% of articles reported them in exact form. Only 36.5%of articles reported confidence intervals; with the 95% coverage rate being the most common(reported in 31.3% of all studies). Effect sizes were explicitly reported in the results section ortables in a little more than half of articles (55.2%). Part 2: The mean statistical power for articleswas 57% for small effects, 88% for medium effects, and 95% for large effects. 61% of studiesdid not have adequate power (.80) to detect a small effect, 19% did not have adequate power todetect a medium effect, and 7% a large effect. A robustness test yielded similar but moreconservative estimates for these findings. Part 3: Both the primary p-curve and robustness testyielded right-skewed curves, indicating evidential value for the included set of results, and noevidence of bias.Conclusion. Overall, these findings provide a snapshot of the status of contemporary social workresearch. The results are preliminary but indicate areas where statistical design and reporting canbe improved in published research. The results of the power survey suggest that the field hasincreased mean statistical power compared to prior decades; though these findings are tentativeand have numerous limitations. The results of the p-curve demonstrate its potential as a tool forinvestigating bias within published research; while suggesting that the results included fromResearch on Social Work Practice have evidential value. In all this study provides a first steptowards a broader and more comprehensive assessment of the field.

2021 ◽  
pp. 147332502110247
Author(s):  
Mari D Herland

Social workers often experience higher levels of burnout compared with other healthcare professionals. The capacity to manage one’s own emotional reactions efficiently, frequently in complex care settings, is central to the role of social workers. This article highlights the complexity of emotions in social work research and practice by exploring the perspective of emotional intelligence. The article is both theoretical and empirical, based on reflections from a qualitative longitudinal study interviewing fathers with behavioural and criminal backgrounds, all in their 40 s. The analysis contains an exploration of the researcher position that illuminates the reflective, emotional aspects that took place within this interview process. Three overall themes emerged – first: Recognising emotional complexity; second: Reflecting on emotional themes; and third: Exploring my own prejudices and preconceptions. The findings apply to both theoretical and practical social work, addressing the need to understand emotions as a central part of critical reflection and reflexivity. The argument is that emotions have the potential to expand awareness of one’s own preconceptions, related to normative societal views. This form of analytical awareness entails identifying and paying attention to one’s own, sometimes embodied, emotional triggers.


2020 ◽  
Author(s):  
Annahita Ball

Abstract The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students.


2018 ◽  
Vol 11 (3) ◽  
pp. 205979911881439 ◽  
Author(s):  
Oscar Cariceo ◽  
Murali Nair ◽  
Jay Lytton

Data science is merging of several techniques that include statistics, computer programming, hacking skills, and a solid expertise in specific fields, among others. This approach represents opportunities for social work research and intervention. Thus, practitioners can take advantage of data science methods and reach new standards for quality performances at different practice levels. This article addresses key terms of data science as a new set of methodologies, tools, and technologies, and discusses machine learning techniques in order to identify new skills and methodologies to support social work interventions and evidence-based practice. The challenge related to data sciences application on social work practice is the shift on the focus of interventions. Data science supports data-driven decisions to predict social issues, rather than providing an understanding of reasons for social problems. This can be both a limitation and an opportunity depending on context and needs of users and professionals.


2006 ◽  
Vol 12 (1) ◽  
pp. 56-70 ◽  
Author(s):  
Stephen A. Kapp

Faculty members teaching social work research courses face a variety of challenges: The material is typically viewed by students as outside their interest area; the technical and complex content is not easy to teach to any audience, especially when students vary significantly in skill levels; and the course material is often taught in isolation from core curriculum areas, especially social work practice. This article describes a service-learning approach for teaching research that allows students to apply their research knowledge to the information needs of an agency while they are developing corresponding knowledge and skills. Additionally, this article highlights the unique features of this approach and presents student feedback from a recent section of this course. Finally, it describes the implications of this technique.


2016 ◽  
Vol 27 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Maria Y. Rodriguez ◽  
Laysha Ostrow ◽  
Susan P. Kemp

The Grand Challenges for Social Work Initiative aims to focus the profession’s attention on how social work can play a larger role in mitigating contemporary social problems. Yet a central issue facing contemporary social work is its seeming reticence to engage with social problems, and their solutions, beyond individual-level interventions. Social work research, we contend, must more consistently link case and cause, iteratively developing processes for bringing micro-, mezzo-, and macrostreams of information together. We further argue that meaningful engagement with the initiative requires social work scholars and practitioners to actively scale up practice and research inquiry. We detail two key strategies for employing a scaled-up social work practice and research ethos: (a) employing a critical economic lens and (b) engaging with diverse publics. As proof of concept for these arguments, we offer an early example of progressive era social workers scaling up responses to a pressing social issue: infant mortality.


2017 ◽  
Vol 29 (6) ◽  
pp. 708-720
Author(s):  
Raphael Travis

Social work is grounded with an emphasis on promoting the well-being being of individuals and families with an explicit recognition of how the environment plays a significant role in the unfolding of well-being. Unfortunately, the profession’s commitment to maintaining the infrastructure for social work research, education, and practice that helps students and professionals focus on the environmental forces that create, contribute to, and address problems of the living sometimes feels superficial. These trends have made it difficult to realize the effectiveness and promise of integrating creative arts into social work practice. The present article discusses how social work efforts with creative arts will have limited influence if their context, underlying assumptions, and framing are misaligned with the experiential realities of clients; if gatekeeping is too rigid or biased to effectively grow the arts-based infrastructure; and if the underlying assumptions that define well-being outcomes are proportionately narrow, deficit oriented, and short-term focused.


2017 ◽  
Vol 18 (2) ◽  
pp. 456-473
Author(s):  
Stacy M. Deck ◽  
Laneshia Conner ◽  
Shannon Cambron

Social work students are often anxious, apathetic, or resistant to learning research knowledge and skills. They may view research courses as irrelevant and disconnected from social work practice. Studies suggest that service-learning improves learning outcomes in social work research courses, but less is known about the processes through which these outcomes are achieved. This study explored the perceptions of 70 Masters-level social work students enrolled in an advanced research course that included a pro bono program evaluation of a shelter serving homeless men. Content analysis of students’ narratives revealed three main themes. First, students perceived that they had changed their thinking about homelessness in positive ways. Second, students made connections between their research experience and the social work curriculum. Finally, an unanticipated theme of curriculum integration emerged. Critical reflection about a meaningful experience—an integral aspect of service-learning—supported students in developing metacognitive insight. This helped students to develop and apply social work research skills. The service-learning project supported students’ mastery of other social work competencies and improved their integrated practice abilities. Because this approach is effective in helping students to embrace research and integrate it with social work practice, application and evaluation of service-learning are recommended for social work education.


Author(s):  
Hamido Megahead

Although professional social work in Egypt has a 100-year history, there is a dearth of information in English about social work in Egypt and other non-Western countries. Five domains of social work in Egypt are (1) the international flow of Western social work practice into Egypt, (2) modern social work, (3) social work research and social work interventions, (4) social work education, and (5) fields of practice. These five domains that inform modern social work in Egypt were produced from international flows of Western social work practice into Egypt. It was also produced from social work research and social work intervention. Modern social work also comes from teaching bachelor of social work students professional social work courses. Social work knowledge was adapted, authenticated, and indigenized to meet local context. These five dominated themes have been detailed and explained. International flows of Western social work practice into Egypt include transmission (transplantation), authentication, and indigenization. Modern social work in Egypt includes social work practice and social welfare policy. Social work research has included explanatory, descriptive and experiment social work research studies. Social work intervention has included social work intervention of aiming at solving problems and stressors and social work intervention of aiming at applying resources for change. Fields of social work practice includes family and child Social Work and school social work. Social work education is focused only on Bachelor of Science in Social Work covering the professional social work courses group work practice, social casework practice, community organization, social welfare planning, policy and administration, fields of social work practice. A synthetic approach that knits together these five themes entail that modern social work has been produced from international flows of Western social work practice into Egyptian context. It is also produced from social work research and social work intervention. Modern social work also comes as results of teaching Bachelor Social Work (BSW) students the professional social work courses.


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