James W. Drisko

Strengthening Qualitative Studies and Reports: Standards to Promote Academic Integrity

This article examines six criteria for conducting qualitative research and evaluating qualitative research reports in social work: (1) identification of the chosen philosophy/epistemology, (2) identification of audience and objectives, (3) specification of the study method, (4) identification of biases, (5) maintenance of social work ethics, and (6) assurance of consistency between conclusions and study philosophy, objectives, and presented data. Throughout, the author emphasizes the need to examine potentially disconfirming data in all qualitative research. These criteria are intended to guide qualitative researchers, inform the teaching of qualitative research methods, and aid review of qualitative research reports.

Common Factors in Psychotherapy Outcome: Meta-Analytic Findings and Their Implications for Practice and Research

It is often reported in meta-analytic studies of adult psychotherapy that psychotherapy produces positive change but that there are few significant differences between different types of psychotherapy. Because meta-analyses indicate more similarities than differences among therapies, the “active ingredients” of therapy appear to include important factors in addition to specific therapeutic techniques. Research on common factors across therapies has existed for more than 60 years but is rarely mentioned in the social work literature. Common factors include the client and the clients context, the therapeutic relationship, and expectancy. These studies support the worth of the efforts of social work practitioners, suggest avenues for future research, and have implications for policy and education. The author of this article describes relevant meta-analytic studies of adult psychotherapy, examines the common factors perspective on psychotherapy efficacy, and sets forth implications for social work.

HOW IS QUALITATIVE RESEARCH TAUGHT AT THE MASTER'S LEVEL?

This study examined how qualitative research is taught in foundation MSW courses using a content analysis of syllabi and a survey. The Council on Social Work Education required qualitative research content in 1994 and several authors advocate for greater inclusion of it. Yet no research about what qualitative content is included on syllabi is presently available. All accredited MSW programs were contacted, yielding 57 surveys and 48 syllabi. Wide variation in the numbers of course sessions, focal content, readings, and assignments was found nationally. Qualitative content was absent in 8% of syllabi, and only a single class session was the modal level of inclusion. Few syllabi included named qualitative research approaches. Further, very few assignments addressed qualitative research content. Recommendations for curriculum development are offered.

Competencies and Their Assessment

This article explores competencies and methods for their assessment in higher education and in social work’s accreditation standards. Many contemporary policy and educational accreditation efforts employ the model of competency assessment. The current emphasis on accountability in higher education, including the Council on Social Work Education’s 2008 and draft 2015 Educational Policy and Accreditation Standards, is contextualized through a short history of this movement and its purposes. A multipart definition of competencies is offered based on McClelland’s pivotal conceptualization of competency assessment. Within this competency model, several methods of assessing competencies in social work education are described and critically examined. The importance of identifying an appropriate and complete list of competencies is also addressed. Several issues regarding how to assess professional competencies are identified for future professional discussion.

Writing up Qualitative Research

What makes a good qualitative research report? There is no simple answer as qualitative research is not a single, unified tradition (Riessman, 1994). Qualitative research includes a wide range of philosophies, research purposes, intended audiences, methods, and reporting styles (Denzin & Lincoln, 1994; Drisko, 1997; Greene, 1994). This wide range of legitimate purposes is simultaneously a source of strength and a source of confusion. Yet the qualitative research report must always tell the story of the project, richly convey the views of others, and detail implications. To help guide researchers, this article provides some orientation regarding writing up qualitative research. First, some general issues are addressed. Next, three key areas that undermine the overall quality of qualitative research reports are identified. Finally, an outline of areas to consider is offered with more specific suggestions for qualitative researchers as authors.

Thorough Clinical Assessment: The Hidden Foundation of Evidence-Based Practice

Evidence-based practice (EBP) has refocused social work practice and education. The current social work literature, and that of allied professions, includes very little discussion of assessment in EBP in direct practice. The authors argue that assessment is the hidden foundation on which EBP efforts are based, and that assessment in social work practice includes many important decisions that shape and orient it. Pivotal issues in assessment and in social work assessment practices are explored, addressing variation across agencies, clients, and practitioners. Without a thorough and wide-ranging assessment, including the active participation of the client(s), EBP efforts may be misdirected or less than optimally effective. Assessment is the actual foundation of EBP and warrants much greater attention in scholarship, education, and professional advocacy.

The Common Factors Model: Its Place in Clinical Practice and Research

The common factors model advances the view that client, relationship, and clinician factors account for a greater proportion of therapeutic change than do specific techniques or types of therapy. In this era of evidence-based practice, in which specific techniques are heavily emphasized, this updated review of the common factors model focuses attention on other components of therapeutic change, including the clients contribution, the therapeutic alliance, and clinician factors. The common factors model has recent and long-standing research support of several kinds. The model affirms many widely used therapeutic practices and has led to the development of several procedures to enhance therapeutic outcomes. This article explores the origins and development of the common factors model; its current research support; and its implications for practice, research, and education.

The Evidence Base for Psychodynamic Psychotherapy

In this article, the authors provide background on evidence-based practice and then summarize the evidence base for short-term and long-term psychodynamic psychotherapies. The research included conforms to the hierarchy of evidence promoted by the evidence-based practice movement. Experimental research on psychodynamic psychotherapy reveals these therapies have generally moderate to large effect sizes for depressive disorders, anxiety disorders, personality disorders, eating disorders, somatic disorders, some substance abuse disorders, and some mixed disorders. There is a clear evidence base supporting psychodynamic psychotherapy as effective in treating several mental health disorders. Additional outcome research on psychodynamic psychotherapies, using varied outcome measures, should be funded and completed.

A National Content Analysis of PhD Program Objectives, Structures, and Curricula: Do Programs Address the Full Range of Social Work's Needs?.

The Group for the Advancement of Doctoral Education (GADE) promotes excellence in PhD education in Social Work. GADE’s 2013 Quality Guidelines for PhD Programs heavily emphasize preparation for research. Little is known, however, about the details of the contemporary social work PhD program structure and curriculum. Several prior surveys have examined doctoral curriculum requirements, though none was completed in the past 20 years. This content analysis of the 69 U.S.-based, GADE full-member PhD programs offers updated information on program objectives, models, required credit hours, and whether the MSW degree is necessary for admission. The study also summarizes specific curriculum requirements including the number of required courses in research, statistics, practice, policy, philosophy of science, and teaching, along with elective course requirements. Whether research, teaching, and/or practice internships were compulsory and the kinds of dissertations models required for the PhD degree are also reported. Findings show strong emphasis on research and statistics but wide variation in other areas, including teaching and practice. Compared with estimates of labor force needs in the social work profession and academy, it may be that the current emphasis of social work PhD programs does not fully address the core needs of the profession.

What Works in Treating Reactive Attachment Disorder: Parents' Perspectives

Reactive attachment disorder (RAD) is a relatively recent diagnosis that draws attention to the effects of early pathogenic caregiving. There is no evidence-based approach to treating RAD. Two different approaches, relationship-based attachment therapy and holding therapy, are widely mentioned in the literature. This qualitative study sought to identify a treatment package based on the views of parents whose children with RAD had made and sustained considerable progress. Parental commitment and availability, ability to find strengths, strong environmental structure, and emotional attunement are key sources of change, according to these parents. Findings also indicate children can make and sustain considerable progress in making attachments and improving social behavior without the use of therapeutic holding, the core feature of holding therapy.