Solution
Manual
l
, Instructor Manual: Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
Instructor Manual
Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ............................................................ 2
Chapter Outline ........................................................................................... 2
, Instructor Manual: Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
PURPOSE AND PERSPECTIVE OF THE CHAPTER
This chapter delves into the significance of studying research in social work
education, aligning with Competency 1, which emphasizes the demonstration of
ethical and professional behavior. It highlights the importance of understanding
research for ethical and professional practice. Additionally, it touches upon
Competency 4, emphasizing practice-informed research and research-informed
practice, as the chapter discusses various applications within the field. Furthermore,
it underscores the relevance of research in evaluating practice, aligning with
Competency 9. By exploring how social workers learn, the distinctions of scientific
inquiry, and its utility in social work, the chapter sets the stage for understanding the
necessity of research courses in social work education.
CHAPTER OUTLINE
I. Introduction
i. Social workers, like professionals in other fields, navigate the
balance between relying on established authority (agreement
reality) and direct experience (experiential reality) for informed
decision making in both personal and professional contexts,
recognizing the inherent value and potential risks associated with
each approach.
a. Agreement Reality
i. Relying solely on agreement reality, where knowledge is largely
based on collective belief rather than personal experience, can be
risky as historically, widely accepted beliefs in fields like social
work, such as the attribution of schizophrenia to faulty parenting
or the effectiveness of Scared Straight programs, have been
proven incorrect or even harmful through scientific research.
b. Experiential Reality
i. Experiential reality, based on direct experience and observation,
offers genuine insights, yet relying exclusively on it can also pose
risks as perceptions are influenced by societal agreements, as
illustrated by the example of enjoying a dish until learning it
contained worms.
ii. While experiential reality provides valuable understanding,
acknowledging its limitations prompts the integration of scientific
inquiry to discern objective truths amidst subjective perceptions
shaped by societal norms.
, Instructor Manual: Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
II. The Scientific Method
i. The scientific method, applied by social workers when
questioning and seeking evidence for practice decisions, offers an
approach integrating agreement reality with experiential reality,
characterized by principles such as maintaining an open mind.
a. All Knowledge is Tentative and Open to Question
i. Maintaining an open mind about all beliefs, recognizing them as
tentative and subject to refutation, regardless of tradition,
authority, or personal attachment, is integral to embracing the
principle that all knowledge is tentative and open to question.
b. Replication
i. The principle of replication in the scientific method involves
duplicating studies to verify evidence and conclusions, and
acknowledging the tentative and questionable nature of scientific
findings due to the absence of foolproof methods ensuring
objectivity, accuracy, and generalizability.
c. Observation
i. The scientific method emphasizes empirical observation-based
evidence as the foundation of knowledge, challenging beliefs
rooted in authority or tradition, and necessitating systematic and
comprehensive observations to ensure scientific rigor.
d. Objectivity
i. The scientific method stresses the importance of objectivity in
observing evidence, acknowledging inherent biases, and requiring
researchers to employ procedures aimed at minimizing bias, such
as utilizing independent observers or standardized assessment
tools, to ensure scientific rigor.
e. Transparency
i. The scientific method mandates researchers’ transparency in
disclosing procedural specifics to facilitate scrutiny of the study’s
conduct, allowing others to assess the validity of conclusions
drawn from observed evidence and ensuring avoidance of
overgeneralization and selective observation.
III. Other Ways of Knowing
i. While the scientific method offers one avenue for understanding
the world, individuals also acquire knowledge through personal
experiences and received information, recognizing probabilistic
patterns of cause and effect, a concept central to scientific
inquiry which provides techniques for rigorous examination.
a. Tradition
Manual
l
, Instructor Manual: Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
Instructor Manual
Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ............................................................ 2
Chapter Outline ........................................................................................... 2
, Instructor Manual: Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
PURPOSE AND PERSPECTIVE OF THE CHAPTER
This chapter delves into the significance of studying research in social work
education, aligning with Competency 1, which emphasizes the demonstration of
ethical and professional behavior. It highlights the importance of understanding
research for ethical and professional practice. Additionally, it touches upon
Competency 4, emphasizing practice-informed research and research-informed
practice, as the chapter discusses various applications within the field. Furthermore,
it underscores the relevance of research in evaluating practice, aligning with
Competency 9. By exploring how social workers learn, the distinctions of scientific
inquiry, and its utility in social work, the chapter sets the stage for understanding the
necessity of research courses in social work education.
CHAPTER OUTLINE
I. Introduction
i. Social workers, like professionals in other fields, navigate the
balance between relying on established authority (agreement
reality) and direct experience (experiential reality) for informed
decision making in both personal and professional contexts,
recognizing the inherent value and potential risks associated with
each approach.
a. Agreement Reality
i. Relying solely on agreement reality, where knowledge is largely
based on collective belief rather than personal experience, can be
risky as historically, widely accepted beliefs in fields like social
work, such as the attribution of schizophrenia to faulty parenting
or the effectiveness of Scared Straight programs, have been
proven incorrect or even harmful through scientific research.
b. Experiential Reality
i. Experiential reality, based on direct experience and observation,
offers genuine insights, yet relying exclusively on it can also pose
risks as perceptions are influenced by societal agreements, as
illustrated by the example of enjoying a dish until learning it
contained worms.
ii. While experiential reality provides valuable understanding,
acknowledging its limitations prompts the integration of scientific
inquiry to discern objective truths amidst subjective perceptions
shaped by societal norms.
, Instructor Manual: Allen Rubin and Earl Babbie; Research Methods for Social Work, 10e, © 2025,
9780357764701, Chapter 1: Why Study Research?
II. The Scientific Method
i. The scientific method, applied by social workers when
questioning and seeking evidence for practice decisions, offers an
approach integrating agreement reality with experiential reality,
characterized by principles such as maintaining an open mind.
a. All Knowledge is Tentative and Open to Question
i. Maintaining an open mind about all beliefs, recognizing them as
tentative and subject to refutation, regardless of tradition,
authority, or personal attachment, is integral to embracing the
principle that all knowledge is tentative and open to question.
b. Replication
i. The principle of replication in the scientific method involves
duplicating studies to verify evidence and conclusions, and
acknowledging the tentative and questionable nature of scientific
findings due to the absence of foolproof methods ensuring
objectivity, accuracy, and generalizability.
c. Observation
i. The scientific method emphasizes empirical observation-based
evidence as the foundation of knowledge, challenging beliefs
rooted in authority or tradition, and necessitating systematic and
comprehensive observations to ensure scientific rigor.
d. Objectivity
i. The scientific method stresses the importance of objectivity in
observing evidence, acknowledging inherent biases, and requiring
researchers to employ procedures aimed at minimizing bias, such
as utilizing independent observers or standardized assessment
tools, to ensure scientific rigor.
e. Transparency
i. The scientific method mandates researchers’ transparency in
disclosing procedural specifics to facilitate scrutiny of the study’s
conduct, allowing others to assess the validity of conclusions
drawn from observed evidence and ensuring avoidance of
overgeneralization and selective observation.
III. Other Ways of Knowing
i. While the scientific method offers one avenue for understanding
the world, individuals also acquire knowledge through personal
experiences and received information, recognizing probabilistic
patterns of cause and effect, a concept central to scientific
inquiry which provides techniques for rigorous examination.
a. Tradition
