Introduction to Research Methods in the Social Services 02
- 2. 1. Why are we here? Today has a Purpose This course has a Purpose
- 3. Active reflection Answer these questions • What is research? • What is the difference between common knowledge and academic knowledge? • What is the difference between research and science? • What are the assumptions of science? • What does IMRaD tell us about research?
- 5. Understanding Research • Two key paradigms of research • Empirical and relativistic • Empirical is concerned with finding the Truth • Relativistic is concerned with questioning all truths • Empirical can be used for any type of research • Empirical research enables evidence-based practice • Relativistic research tends to be mainly qualitative (and philosophical) • Relativistic research enables reflexive practice
- 6. Understanding Research • Three main types of research: • Quantitative = quantity/numbers • Qualitative = quality/stories • Mixed Methods = mixture • In all these types, the research is always guided by a question • In quantitative research, analysis will tend to test for hypotheses • Evidence-based practice tends to rely on quantitative and mixed methods
- 7. The Research Process • The importance of whakapapa (the literature review) • The importance of the research question • The place of hypotheses • The importance of methods and analysis • The four rules of research: • Replicability Can the be repeated • Precision Refined to give the needed answer • Falsibility Designed to find the truth by questioning the truth (empirical) • Parsimony When complex results, the simplest answer is always chosen
- 8. The Research Process Theory Building Theory Testing
- 9. 10 Steps in the Research Process 1. Need, problem or issue is identified 2. Research topic is defined 3. Research question is developed 4. Literature of previous studies is reviewed 5. Methodology and methods are determined 6. Suitable sample and participants identified 7. Data collection instruments developed 8. Research Ethics considered 9. Data is collected and analysed 10. Report is developed
- 12. Applying One Method to Another • Observation methods • Qualitative Analysis Coding
- 13. Phase One: Scoping • Brainstorming every possible question you would like answered on your topic through reflecting on: • Personal experiences • Personal ambitions • Scoping observations in the field • Reviewing current literature • Reviewing programme plans and objectives
- 14. Phase Two: Refining • Grouping scoping questions • Locate central themes • Put aside outliners • Organise each question along the development lines • Open to closed • Broad to detailed
- 15. Phase Three: Generating the Question/s • Locate the aim of your research through finding an encompassing theme for your scoping questions • This may be simply a hypothesis or a specific aim (e.g. to develop …) • Turn this aim into one, two, or three overarching questions
- 16. Where to next…. • Locating your questions within a paradigm of research • Outlining the constraints of your research • Time, money, contextual etc • Selecting an appropriate methodology • Make sure there is fusion between the questions, paradigm (theory), constraints, and methodology • InAS6230, we will return to this slide later in the course
- 17. Why research is important to science Research creates the knowledge of science Research enables the truth of science to be challenged and changed No research can prove a theory it can only support it – hence researchers are ALWAYS on the search to get closer and closer to the Truth Research can only give us confidence in a truth Research acknowledges that truth cannot be found in one study but in lots of studies
- 18. Relevance of research to practice Efficient use of resources Best outcomes for our clients/youth New interventions and practice are developed Informs policy and decision making Provides evidence–based practice Gives credibility and validity to what we do Allows for ethical practice Provides evidence for funding
- 19. How research is used in clinical practice Programme evaluation Day to day work with people Treatment planning & review Service planning To educate others Needs analysis – for service, group or individual client Enriching your own practice