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I NEED A TUTOR WHO CAN CORRECT THIS PAPER AND PROVIDE EVERYTHING NEEDED FOR THIS REVIEW. NO PLAGIARISM, AND FOLLOW THE INSTRUCTIONSPlease also do the matrix and add it to the paper:Literature Review Matrix for Research Article Analysis(list articles alphabetically by first author’s last name)Author(s), dateResearch question/hypothesisMethods: sample, outcome measureResearch or evaluative methodMajor findingsStrengths, limitations, gapsATTACHED IS THE INSTRUCTIONS, THE FEEDBACK AND RUBRIC.LITERATURE REVIEW IS PAGE 13 OF THE SYLLABUSTHIS IS IMPORTANTPLEASE BE ABLE TO DO THE JOB


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SW7300 Syllabus
│Page 1
Methods of Community Research
SW7300 – Spring 2019
Instructor: Lionel D. Scott Jr.
Office: 55 Park Place (5th floor, room 579)
Phone: (404) 413-1064
Email: [email protected]
This course is designed to provide an overview of basic principles of social science research that
provide the foundation for research in social work settings. This course will stress the importance of
the relationship between research and social work practice, and prepare students to evaluate existing
social science research and design their own research. This course also emphasizes the ethical issues
involved in research with human subjects. This course will examine the ways in which the unique
nature of social work practice (especially clients of cultural and social diversity) serves to affect
social work research processes and will teach students about issues in community research.
Competency 1: Demonstrate Ethical and Professional Behavior
 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant
laws and regulations, models for ethical decision-making, ethical conduct of research, and
additional codes of ethics as appropriate to context. Outcome Measures: Online
exercise–CITI Training
Competency 4: Engage In Practice-informed Research and Research-informed Practice
 Use practice experience and theory to inform scientific inquiry and research. Outcome
Measures: Intervention Evaluation Literature Review
 Apply critical thinking to engage in analysis of quantitative and qualitative research
methods and research findings. Outcome Measures: Qualitative Interview, Intervention
Evaluation Literature Review
 Use and translate research evidence to inform and improve practice, policy, and service
delivery. Outcome Measures: Intervention Evaluation Literature Review
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
 Select appropriate intervention strategies based on the assessment, research knowledge,
and values and preferences of clients and constituencies. Outcome Measures:
Intervention Evaluation Literature Review
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and
 Select and use appropriate methods for evaluation of outcomes. Outcome Measures:
Intervention Evaluation Literature Review
SW7300 Syllabus
│Page 2
This course is predominantly “Online”, which means that students will not meet in a traditional
classroom. Assignments will take place on the course website on iCollege. The course includes
readings and other online media regarding the methods of research. If you do not have access to a
computer off campus, there are many computer labs on campus or public libraries you can use to
participate in the course.
Note: An online class is somewhat flexible with regard to your schedule but you must be responsible
for managing your time and for getting online each week no matter what else is going on in your life.
In general, you should sign into the class AT LEAST 4 times a week and check for emails or
notifications each day. See Section F (Course Requirements) for criteria students must meet for
their online participation in the course.
**Please Note: The course syllabus provides a general plan for the course.
Deviations may be necessary.
Offices and Office Hours
I maintain an office in the School of Social Work in the 55 Park Place (5th floor, room 579). I
generally will be available for afternoon appointments on Tuesday and Thursday afternoons. Some
weeks, office hours may be held on different days/times and will be announced. If you wish to make
an appointment during scheduled office hours, please send an email requesting an appointment with
the desired date/time.
Email: I primarily communicate with students through email in iCollege. I attempt to respond to
emails in a timely manner (w/i 24 hours on weekdays; w/i 72 hours on weekends). In order to
respond more effectively to your requests, I expect that emails are explicit and clear in identifying
who you are (email addresses are often cryptic) and indicating the nature of your inquiry and/or
request. For example: YOURNAME CITI Assignment. Do not submit any assignments by
email message.
Notifications: Announcements will be posted on the course iCollege website on a regular basis.
They will appear on the course iCollege Announcements dashboard when you log in and/or will be
sent to you directly as instant notifications to your mobile device. Please make certain to check
them regularly, as they will contain any important information about class concerns, assignment
updates and information, etc. Instructions for activating the Notifications tool to better insure that
you do not miss announcements can be found on the course iCollege website under Administrative
Issues (see “Notifications”).
SW7300 Syllabus
│Page 3
Required Text
 Engel, R. J., & Schutt, R. K. The practice of research in Social Work (4th ed.). Los Angeles: Sage.
Additional Required Readings: Additional required readings are listed below and are posted on
iCollege under the “Additional Required Readings” tab. Other readings and course-related materials
(e.g., web sites, videos) will be announced and posted on iCollege.
1. Thyer, B. A. (2002). Evidence-based practice and clinical social work. Evidence-Based Mental
Health, 5, 6-7.
2. Thyer, B. A., & Thyer, K. B. (1992). Single-system research designs in Social Work practice: A
bibliography from 1965 to 1990. Research on Social Work Practice, 2(1), 99-116.
3. Soliman, H. H. (1999). Post-Traumatic Stress Disorder: Treatment outcomes for a Kuwaiti child.
International Social Work, 42(4), 163-175.
4. Jensen, C. (1994). Psychosocial treatment of depression in women: Nine single-subject evaluations.
Research on Social Work Practice, 4(3), 267-282.
5. Dziegielewski, S. F., Turnage, B., & Roest-Marti, S. (2004). Addressing stress with social work
students: A controlled evaluation. Journal of Social Work Education, 40(1), 105-119.
6. Leve, L. D., & Chamberlain, P. (2007). A randomized evaluation of multidimensional treatment foster
care: Effects on school attendance and homework completion in juvenile justice girls. Research on
Social Work Practice, 17(6), 657-663.
7. Foshee, V. A., Ennett, S. T., Bauman, K. E., Benefield, T., & Suchindran, C. (2005). The association
between family violence and adolescent dating violence onset: Does it vary by race, socioeconomic
status, and family structure?. The Journal of Early Adolescence, 25, 317-344
8. Israel, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of community-based
research: Assessing Partnership: Approaches to improve public health. Annual Review of Public
Health, 19, 173-202.
9. Martino, S. C., Collins, R. L., Elliott, M. N., Strachman, A., Kanouse, D. E., & Berry, S. H. (2006).
Exposure to degrading versus nondegrading music lyrics and sexual behavior among youth.
Pediatrics, 118(2), e430-e441.
10. Munoz-Laboy, M., Weinstein, H., & Parker, R. (2007). The Hip-Hop club scene: Gender, grinding
and sex. Culture, Health & Sexuality, 9(6), 615-628.
11. Kistler, M. E., & Lee, M. J. (2010). Does exposure to sexual hip-hop music videos influence the
sexual attitudes of college students? Mass Communication & Society, 13(1), 67-86.
12. Jeanne Rogge Steele (1999): Teenage sexuality and media practice: Factoring in the influences of
family, friends, and school, Journal of Sex Research, 36(4), 331-341.
13. Yip, T., Gee, G. C., & Takeuchi, D. T. (2008). Racial discrimination and psychological distress: The
impact of ethnic identity and age among immigrant and United States-born Asian adults.
Developmental Psychology, 44(3), 787-800.
14. Greeson, J. K. P., Thompson, A. E., Ali, S., & Wender, R. S. (2015). It’s good to know that you got
somebody that’s not going anywhere: Attitudes and beliefs of older youth in foster care about child
welfare-based natural mentoring. Children and Youth Services Review, 48, 140-149.
15. Ferguson, C., San Miguel, C., & Hartley, R. (2009). A multivariate analysis of youth violence and
aggression: the influence of family, peers, depression, and media violence. The Journal of
Pediatrics, 155, 904-908.
16. Keller, S. M., Zoellner, L. A., & Feeny, N. C. (2010). Understanding factors associated with early
therapeutic alliance in PTSD treatment: Adherence, childhood sexual abuse history, and social
support. Journal of Consulting and Clinical Psychology, 78(6), 974-979.
SW7300 Syllabus
│Page 4
F. Assignments/Expectations:
There will be 8 quizzes (worth 5 points each) for the following class dates: Week 3, Week 4, Week 6,
Week 7, Week 8, Week 9, Week 12, and Week 15. Quizzes will be based on required textbook readings
and/or supplemental readings and videos. Questions will be made up of multiple-choice, matching, fill in
the blanks, true/false, and/or short answer items. Each quiz will be released approximately 12 days prior
to their due dates. The timeframe for each quiz will be announced.
Please pay attention to the following when taking quizzes on iCollege:
 Select an answer for every question. Unanswered questions will be scored as zero.
 Click on the Save and Next Page button below each answered question. After you have answered all
questions, Click the Save All Responses and Go Submit Quiz buttons after answering all items.
 Under “Quiz Submission Confirmation”, Click the Submit Quiz botton.
 Quizzes will be available for multiple attempts during the assessment period and will not be
accessible on iCollege after the due date and time have passed.
Quiz Policy – Missed quizzes will count as a zero. Consideration for missed quizzes will be given for
extenuating circumstances only (e.g., serious illness, death of a family member). Other excuses will not be
given consideration. If extenuating circumstances arise preventing a student from taking the quiz in the
required time period, it is important to inform the instructor ASAP before the due date. Should a student be
granted an excuse for a quiz, it is the responsibility of the student to arrange a make-up quiz. THE
ORIGINAL DUE DATE GIVEN TO THE CLASS. Quizzes will not be given after this one-week period
has ended. If a student fails to take the make-up quiz within this one-week period, he/she will receive a
ZERO for that quiz. Exceptions to this rule may be given if conditions warrant, at the discretion of the
instructor. Make-up quizzes will be a different version than the original.
Human Subjects On-line (CITI) Training
The main purpose of this assignment is to gain an overview of important historical and current issues
in the protection of human research subjects. For this assignment, students are to complete all 12
modules for Group 2 – Social Behavioral. Completion of all 12 modules typically takes about four
hours. The system allows you to stop your session and return at a later time to the place where you
left off. Scores on the CITI Training assignment are based on percentage of questions answered
correctly. Upon completion, save a copy of your Course Completion Report as a PDF and submit it
on iCollege in the appropriate Assignment tab. Please note the following: “The Collaborative
Institutional Training Initiative (CITI) is a federal graduation requirement which must be completed
by all graduate students within the Andrew Young School of Policy Studies in order to graduate”.
Instructions for registering and completing the CITI Training can be found on the course iCollege
content page under the Assignments tab (see CITI Training). Due February 10 (11:59pm).
Students will develop and conduct a qualitative, tape-recorded interview. Detailed instructions are on
page 12 of the syllabus. Due March 31 (11:59 pm).
SW7300 Syllabus
│Page 5
Students will locate, summarize, and critique research that evaluates a treatment or intervention for a
Social Work problem.
Detailed instructions are on pages 13 – 14 of the syllabus.

Intervention Evaluation Literature Review Due Dates:
o February 10 (Notification of topic selection)
o March 10 (Draft of Literature Review)
o April 21 (Final version of Literature Review)
Assignments should be completed on the dates in the syllabus and/or on iCollege. If extenuating
circumstances prevent this, alternative plans must be negotiated with the instructor prior to the due
dates. Students who do not complete an assignment on time without prior permission of the
instructor will have a reduction in their grade for that assignment. The amount of grade reduction
will be equivalent up to 10% of the total assignment score for each day the assignment is late.
G. Class Attendance and Participation Policy:
Class attendance, participation, punctuality, and engagement are considered essential to both academic
and professional development as a social worker and will be documented by faculty during all courses.
Any concerns will be reported to the appropriate chair of the MSW Program Committee and
addressed accordingly (See review process, Student Handbook, School of Social Work).
There will be three in-person class sessions: January 18, February 15, and March 15.
Attendance is required. These class sessions will meet in Aderhold Learning Center – Room 205.
Attendance is tied directly to the “Class Attendance” credit of 10 points. Please note that unexcused
absences for class sessions will be addressed in the following manner:

1 absence = 5 points
2 absences = 2 points
3 absences = 0 points
Course activities will occur predominantly online. Collaborative activities, exercises, discussions, and
presentations are the essence of this course and the learning process. Directions for online class
discussions, individual & group assignments, and activities will be posted on the iCollege course page
and posted on the Announcements dashboard.
As adult learners, you are expected to make appropriate decisions about attendance and participating in
the course. Please note that not attending class sessions or not participating in weekly course
activities/assignments for any reason means that you did not attend/participate because you are sick, your
cat died, your car won’t start, or you just didn’t feel like participating. All count the same–you did not
participate. It doesn’t matter that you tell me before or after. Pre-approved absences officially
sanctioned by the GSU administration (e.g., religious observances, military obligations, pre-authorized
student athlete releases) will be considered as excuses for missing a class period. This policy is also
applicable for course participation. Not participating in weekly course activities/assignments due to other
reasons such as job requirements and the like are not acceptable excuses. Hence, there is no need to notify
the instructor in advance or ask for special consideration after the fact.
SW7300 Syllabus
│Page 6
Excessive unexcused incidents of non-attendance and non-participation may also result in an
administrative withdrawal from the course by the instructor with a grade of WF. You can also lose points
if you clearly demonstrate that you are not engaged in the course. (Refer to the GSU General Catalog for
more on the subject).
H. Grading Criteria
Class Attendance
CITI Training
Qualitative Interview
Literature Review – Intervention
10 points
40 points
100 points
60 points
20 points
100 points
330 points
INCOMPLETES: Except for the gravest of emergencies, a grade of “Incomplete” will not be allowed
for the course. Any missing grades, whether for exercises or assignments, will be assumed to be
ZEROS and will be averaged as such.
If plagiarism is suspected and confirmed by instructor, the student shall receive a zero score in
the section of assignment were plagiarism is confirmed. As noted below under Academic
Conduct and Integrity, other possible sanctions include: assignment of a failing grade for a
particular course requirement, or for the course itself, or for other tests or program assignments.
In addition, a Notice of Academic Dishonesty will be submitted to the Andrew Young School of
Policy Studies.
I. Academic Conduct and Integrity:
Student academic misconduct refers to behavior that may include plagiarism, cheating, fabrication,
falsification of records and official documents, intentional misuse of equipment or materials (including
library materials), and aiding and abetting the perpetration of such acts. The preparation of individual
assignments must represent each student’s own effort.
SW7300 Syllabus
│Page 7
Student’s conduct in this course should be consistent with that of a professional person. It is imperative
that students show courtesy, honesty, and respect toward faculty, guest lecturers, and fellow students.
Similarly, students should expect that their instructor will treat them in a respectful and fair manner.
Creating distractions with conversations with classmates during class will be addressed in a manner
appropriate to foster the learning and engagement of fellow classmates. With regard to cell phones and
pagers, it is imperative that students turn them off or set them on vibrate so as not to distract class sessions.
If it is necessary for students to accept a phone call or text, please exit the classroom as quietly as possible.
No phone conversations or text should occur in class.
Note the following concerning Plagiarism or Cheating: Plagiarism is presenting another person’s work
as your own. Plagiarism includes any paraphrasing or summarizing of the works of another person without
acknowledgment, including the submitting of another student’s work as your own. Plagiarism frequently
involves a failure to acknowledge in the text, notes, or footnotes the quotation of paragraphs, sentences, or
even a few phrases written or spoken by someone else. The purchase of research or completed papers or
projects prepared by someone else is plagiarism, as in the acknowledged use of research sources gathered
by someone else when that use is specifically forbidden by the instructor. Failure to indicate the extent and
nature of one’s reliance on other sources is also a form of plagiarism. Furthermore, submission of the same
work without substantial modification for two separate assignments is not acceptable. The student is
responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging
academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. For
more information, please refer to the “Academic Honesty” section in the GSU catalog (hardcopy or on
GSU website).
Procedures for Resolving Matters of Academic Dishonesty: The following procedure is the only
approved means for resolving matters of academic dishonesty, except for matters arising in the College of
Law which has its own Honor Code for handling such matters. It is available to all members of the
academic community who wish to pursue an action against a student for academic dishonesty.
Penalties to be Imposed: Penalties to be imposed in incidents of academic dishonesty are classified
as “academic” or “disciplinary.” Academic penalties include such sanctions as assig …
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