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In This Article Expand or collapse the "in this article" section Social Work Research Methods

Introduction.

History of Social Work Research Methods
Feasibility Issues Influencing the Research Process
Measurement Methods
Existing Scales
Group Experimental and Quasi-Experimental Designs for Evaluating Outcome
Single-System Designs for Evaluating Outcome
Program Evaluation
Surveys and Sampling
Introductory Statistics Texts
Advanced Aspects of Inferential Statistics
Qualitative Research Methods
Qualitative Data Analysis
Historical Research Methods
Meta-Analysis and Systematic Reviews
Research Ethics
Culturally Competent Research Methods
Teaching Social Work Research Methods

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

Abolitionist Perspectives in Social Work
Randomized Controlled Trials in Social Work
Social Work Practice with Transgender and Gender Expansive Youth
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Social Work Research Methods by Allen Rubin LAST REVIEWED: 14 December 2009 LAST MODIFIED: 14 December 2009 DOI: 10.1093/obo/9780195389678-0008

Social work research means conducting an investigation in accordance with the scientific method. The aim of social work research is to build the social work knowledge base in order to solve practical problems in social work practice or social policy. Investigating phenomena in accordance with the scientific method requires maximal adherence to empirical principles, such as basing conclusions on observations that have been gathered in a systematic, comprehensive, and objective fashion. The resources in this entry discuss how to do that as well as how to utilize and teach research methods in social work. Other professions and disciplines commonly produce applied research that can guide social policy or social work practice. Yet no commonly accepted distinction exists at this time between social work research methods and research methods in allied fields relevant to social work. Consequently useful references pertaining to research methods in allied fields that can be applied to social work research are included in this entry.

This section includes basic textbooks that are used in courses on social work research methods. Considerable variation exists between textbooks on the broad topic of social work research methods. Some are comprehensive and delve into topics deeply and at a more advanced level than others. That variation is due in part to the different needs of instructors at the undergraduate and graduate levels of social work education. Most instructors at the undergraduate level prefer shorter and relatively simplified texts; however, some instructors teaching introductory master’s courses on research prefer such texts too. The texts in this section that might best fit their preferences are by Yegidis and Weinbach 2009 and Rubin and Babbie 2007 . The remaining books might fit the needs of instructors at both levels who prefer a more comprehensive and deeper coverage of research methods. Among them Rubin and Babbie 2008 is perhaps the most extensive and is often used at the doctoral level as well as the master’s and undergraduate levels. Also extensive are Drake and Jonson-Reid 2007 , Grinnell and Unrau 2007 , Kreuger and Neuman 2006 , and Thyer 2001 . What distinguishes Drake and Jonson-Reid 2007 is its heavy inclusion of statistical and Statistical Package for the Social Sciences (SPSS) content integrated with each chapter. Grinnell and Unrau 2007 and Thyer 2001 are unique in that they are edited volumes with different authors for each chapter. Kreuger and Neuman 2006 takes Neuman’s social sciences research text and adapts it to social work. The Practitioner’s Guide to Using Research for Evidence-based Practice ( Rubin 2007 ) emphasizes the critical appraisal of research, covering basic research methods content in a relatively simplified format for instructors who want to teach research methods as part of the evidence-based practice process instead of with the aim of teaching students how to produce research.

Drake, Brett, and Melissa Jonson-Reid. 2007. Social work research methods: From conceptualization to dissemination . Boston: Allyn and Bacon.

This introductory text is distinguished by its use of many evidence-based practice examples and its heavy coverage of statistical and computer analysis of data.

Grinnell, Richard M., and Yvonne A. Unrau, eds. 2007. Social work research and evaluation: Quantitative and qualitative approaches . 8th ed. New York: Oxford Univ. Press.

Contains chapters written by different authors, each focusing on a comprehensive range of social work research topics.

Kreuger, Larry W., and W. Lawrence Neuman. 2006. Social work research methods: Qualitative and quantitative applications . Boston: Pearson, Allyn, and Bacon.

An adaptation to social work of Neuman's social sciences research methods text. Its framework emphasizes comparing quantitative and qualitative approaches. Despite its title, quantitative methods receive more attention than qualitative methods, although it does contain considerable qualitative content.

Rubin, Allen. 2007. Practitioner’s guide to using research for evidence-based practice . Hoboken, NJ: Wiley.

This text focuses on understanding quantitative and qualitative research methods and designs for the purpose of appraising research as part of the evidence-based practice process. It also includes chapters on instruments for assessment and monitoring practice outcomes. It can be used at the graduate or undergraduate level.

Rubin, Allen, and Earl R. Babbie. 2007. Essential research methods for social work . Belmont, CA: Thomson Brooks Cole.

This is a shorter and less advanced version of Rubin and Babbie 2008 . It can be used for research methods courses at the undergraduate or master's levels of social work education.

Rubin, Allen, and Earl R. Babbie. Research Methods for Social Work . 6th ed. Belmont, CA: Thomson Brooks Cole, 2008.

This comprehensive text focuses on producing quantitative and qualitative research as well as utilizing such research as part of the evidence-based practice process. It is widely used for teaching research methods courses at the undergraduate, master’s, and doctoral levels of social work education.

Thyer, Bruce A., ed. 2001 The handbook of social work research methods . Thousand Oaks, CA: Sage.

This comprehensive compendium includes twenty-nine chapters written by esteemed leaders in social work research. It covers quantitative and qualitative methods as well as general issues.

Yegidis, Bonnie L., and Robert W. Weinbach. 2009. Research methods for social workers . 6th ed. Boston: Allyn and Bacon.

This introductory paperback text covers a broad range of social work research methods and does so in a briefer fashion than most lengthier, hardcover introductory research methods texts.

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The Pursuit of Quality for Social Work Practice: Three Generations and Counting

Enola proctor.

Shanti K. Khinduka Distinguished Professor and director of the Center for Mental Health Services Research at Washington University in St. Louis

Social work addresses some of the most complex and intractable human and social problems: poverty, mental illness, addiction, homelessness, and child abuse. Our field may be distinct among professions for its efforts to ameliorate the toughest societal problems, experienced by society’s most vulnerable, while working from under-resourced institutions and settings. Members of our profession are underpaid, and most of our agencies lack the data infrastructure required for rigorous assessment and evaluation.

Moreover, social work confronts these challenges as it is ethically bound to deliver high-quality services. Policy and regulatory requirements increasingly demand that social work deliver and document the effectiveness of highest quality interventions and restrict reimbursement to those services that are documented as evidence based. Social work’s future, its very survival, depends on our ability to deliver services with a solid base of evidence and to document their effectiveness. In the words of the American Academy of Social Work and Social Welfare (AASWSW; n.d.) , social work seeks to “champion social progress powered by science.” The research community needs to support practice through innovative and rigorous science that advances the evidence for interventions to address social work’s grand challenges.

My work seeks to improve the quality of social work practice by pursuing answers to three questions:

What interventions and services are most effective and thus should be delivered in social work practice?
How do we measure the impact of those interventions and services? (That is, what outcomes do our interventions achieve?)
How do we implement the highest quality interventions?

This paper describes this work, demonstrates the substantive and methodological progression across the three questions, assesses what we have learned, and forecasts a research agenda for what we still need to learn. Given Aaron Rosen’s role as my PhD mentor and our many years of collaboration, the paper also addresses the role of research mentoring in advancing our profession’s knowledge base.

What Interventions and Services Are Most Effective?

Answering the question “What services are effective?” requires rigorous testing of clearly specified interventions. The first paper I coauthored with Aaron Rosen—“Specifying the Treatment Process: The Basis for Effectiveness Research” ( Rosen & Proctor, 1978 )—provided a framework for evaluating intervention effectiveness. At that time, process and outcomes were jumbled and intertwined concepts. Social work interventions were rarely specified beyond theoretical orientation or level of focus: casework (or direct practice); group work; and macro practice, which included community, agency-level, and policy-focused practice. Moreover, interventions were not named, nor were their components clearly identified. We recognized that gross descriptions of interventions obstruct professional training, preclude fidelity assessment, and prevent accurate tests of effectiveness. Thus, in a series of papers, Rosen and I advocated that social work interventions be specified, clearly labeled, and operationally defined, measured, and tested.

Specifying Interventions

Such specification of interventions is essential to two professional responsibilities: professional education and demonstrating the effectiveness of the field’s interventions. Without specification, interventions cannot be taught. Social work education is all about equipping students with skills to deliver interventions, programs, services, administrative practices, and policies. Teaching interventions requires an ability to name, define, see them in action, measure their presence (or absence), assess the fidelity with which they are delivered, and give feedback to students on how to increase or refine the associated skills.

To advance testing the effectiveness of social work interventions, we drew distinctions between interventions and outcomes and proposed these two constructs as the foci for effectiveness research. We defined interventions as practitioner behaviors that can be volitionally manipulated by practitioners (used or not, varied in intensity and timing), that are defined in detail, can be reliably measured, and can be linked to specific identified outcomes ( Rosen & Proctor, 1978 ; Rosen & Proctor, 1981 ). This definition foreshadowed the development of treatment manuals, lists of specific evidence-based practices, and calls for monitoring intervention fidelity. Recognizing the variety of intervention types, and to advance their more precise definition and measurement, we proposed that interventions be distinguished in terms of their complexity. Interventive responses comprise discrete or single responses, such as affirmation, expression of empathy, or positive reinforcement. Interventive strategies comprise several different actions that are, together, linked to a designated outcome, such as motivational interviewing. Most complex are interventive programs , which are a variety of intervention actions organized and integrated as a total treatment package; collaborative care for depression or community assertive treatment are examples. To strengthen the professional knowledge base, we also called for social work effectiveness research to begin testing the optimal dose and sequencing of intervention components in relation to attainment of desired outcomes.

Advancing Intervention Effectiveness Research

Our “specifying paper” also was motivated by the paucity of literature at that time on actual social work interventions. Our literature review of 13 major social work journals over 5 years of published research revealed that only 15% of published social work research addressed interventions. About a third of studies described social problems, and about half explored factors associated with the problem ( Rosen, Proctor, & Staudt, 2003 ). Most troubling was our finding that only 3% of articles described the intervention or its components in sufficient detail for replication in either research or practice. Later, Fraser (2004) found intervention research to comprise only about one fourth of empirical studies in social work. Fortunately, our situation has improved. Intervention research is more frequent in social work publications, thanks largely to the publication policies of the Journal of the Society for Social Work and Research and Research on Social Work Practice .

Research Priorities

Social work faces important and formidable challenges as it advances research on intervention effectiveness. The practitioner who searches the literature or various intervention lists can find more than 500 practices that are named or that are shown to have evidence from rigorous trials that passes a bar to qualify as evidence-based practices. However, our profession still lacks any organized compendium or taxonomy of interventions that are employed in or found to be effective for social work practice. Existing lists of evidence-based practices, although necessary, are insufficient for social work for several reasons. First, as a 2015 National Academies Institute of Medicine (IOM) report—“Psychosocial Interventions for Mental and Substance Use Disorders: A Framework for Establishing Evidence-Based Standards” ( IOM, 2015 )—concluded, too few evidence-based practices have been found to be appropriate for low-resource settings or acceptable to minority groups. Second, existing interventions do not adequately reflect the breadth of social work practice. We have too few evidence-based interventions that can inform effective community organization, case management, referral practice, resource development, administrative practice, or policy. Noting that there is far less literature on evidence-based practices relevant to organizational, community, and policy practice, a social work task force responding to the 2015 IOM report recommended that this gap be a target of our educational and research efforts ( National Task Force on Evidence-Based Practice in Social Work, 2016 ). And finally, our field—along with other professions that deliver psychosocial interventions—lacks the kinds of procedure codes that can identify the specific interventions we deliver. Documenting social work activities in agency records is increasingly essential for quality assurance and third-party reimbursement.

Future Directions: Research to Advance Evidence on Interventions

Social work has critically important research needs. Our field needs to advance the evidence base on what interventions work for social work populations, practices, and settings. Responding to the 2015 IOM report, the National Task Force on Evidence-Based Practice in Social Work (2016) identified as a social work priority the development and testing of evidence-based practices relevant to organizational, community, and policy practice. As we advance our intervention effectiveness research, we must respond to the challenge of determining the key mechanisms of change ( National Institute of Mental Health, 2016 ) and identify key modifiable components of packaged interventions ( Rosen & Proctor, 1978 ). We need to explore the optimal dosage, ordering, or adapted bundling of intervention elements and advance robust, feasible ways to measure and increase fidelity ( Jaccard, 2016 ). We also need to conduct research on which interventions are most appropriate, acceptable, and effective with various client groups ( Zayas, 2003 ; Videka, 2003 ).

Documenting the Impact of Interventions: Specifying and Measuring Outcomes

Outcomes are key to documenting the impact of social work interventions. My 1978 “specifying” paper with Rosen emphasized that the effectiveness of social work practice could not be adequately evaluated without clear specification and measurement of various types of outcomes. In that paper, we argued that the profession cannot rely only on an assertion of effectiveness. The field must also calibrate, calculate, and communicate its impact.

The nursing profession’s highly successful campaign, based on outcomes research, positioned that field to claim that “nurses save lives.” Nurse staffing ratios were associated with in-hospital and 30-day mortality, independent of patient characteristics, hospital characteristics, or medical treatment ( Person et al., 2004 ). In contrast, social work has often described—sometimes advertised—itself as the low-cost profession. The claim of “cheapest service” may have some strategic advantage in turf competition with other professions. But social work can do better. Our research base can and should demonstrate the value of our work by naming and quantifying the outcomes—the added value of social work interventions.

As a start to this work—a beginning step in compiling evidence about the impact of social work interventions—our team set out to identify the outcomes associated with social work practice. We felt that identifying and naming outcomes is essential for conveying what social work is about. Moreover, outcomes should serve as the focus for evaluating the effectiveness of social work interventions.

We produced two taxonomies of outcomes reflected in published evaluations of social work interventions ( Proctor, Rosen, & Rhee, 2002 ; Rosen, Proctor, & Staudt, 2003 ). They included such outcomes as change in clients’ social functioning, resource procurement, problem or symptom reduction, and safety. They exemplify the importance of naming and measuring what our profession can contribute to society. Although social work’s growing body of effectiveness research typically reports outcomes of the interventions being tested, the literature has not, in the intervening 20 years, addressed the collective set of outcomes for our field.

Fortunately, the Grand Challenges for Social Work (AASWSW, n.d.) now provide a framework for communicating social work’s goals. They reflect social work’s added value: improving individual and family well-being, strengthening social fabric, and helping to create a more just society. The Grand Challenges for Social Work include ensuring healthy development for all youth, closing the health gap, stopping family violence, advancing long and productive lives, eradicating social isolation, ending homelessness, creating social responses to a changing environment, harnessing technology for social good, promoting smart decarceration, reducing extreme economic inequality, building financial capability for all, and achieving equal opportunity and justice ( AASWSW, n.d. ).

These important goals appropriately reflect much of what we are all about in social work, and our entire field has been galvanized—energized by the power of these grand challenges. However, the grand challenges require setting specific benchmarks—targets that reflect how far our professional actions can expect to take us, or in some areas, how far we have come in meeting the challenge.

For the past decade, care delivery systems and payment reforms have required measures for tracking performance. Quality measures have become critical tools for all service providers and organizations ( IOM, 2015 ). The IOM defines quality of care as “the degree to which … services for individuals and populations increase the likelihood of desired … outcomes and are consistent with current professional knowledge” ( Lohr, 1990 , p. 21). Quality measures are important at multiple levels of service delivery: at the client level, at the practitioner level, at the organization level, and at the policy level. The National Quality Forum has established five criteria for quality measures: They should address (a) the most important, (b) the most scientifically valid, (c) the most feasible or least burdensome, (d) the most usable, and (e) the most harmonious set of measures ( IOM, 2015 .) Quality measures have been advanced by accrediting groups (e.g., the Joint Commission of the National Committee for Quality Assurance), professional societies, and federal agencies, including the U.S. Department of Health and Human Services. However, quality measures are lacking for key areas of social work practice, including mental health and substance-use treatment. And of the 55 nationally endorsed measures related to mental health and substance use, only two address a psychosocial intervention. Measures used for accreditation and certification purposes often reflect structural capabilities of organizations and their resource use, not the infrastructure required to deliver high-quality services ( IOM, 2015 ). I am not aware of any quality measure developed by our own professional societies or agreed upon across our field.

Future Directions: Research on Quality Monitoring and Measure Development

Although social work as a field lacks a strong tradition of measuring and assessing quality ( Megivern et al., 2007 ; McMillen et al., 2005 ; Proctor, Powell, & McMillen, 2012 ), social work’s role in the quality workforce is becoming better understood ( McMillen & Raffol, 2016 ). The small number of established and endorsed quality measures reflects both limitations in the evidence for effective interventions and challenges in obtaining the detailed information necessary to support quality measurement ( IOM, 2015 ). According to the National Task Force on Evidence-Based Practice in Social Work (2016) , developing quality measures to capture use of evidence-based interventions is essential for the survival of social work practice in many settings. The task force recommends that social work organizations develop relevant and viable quality measures and that social workers actively influence the implementation of quality measures in their practice settings.

How to Implement Evidence-Based Care

A third and more recent focus of my work addresses this question: How do we implement evidence-based care in agencies and communities? Despite our progress in developing proven interventions, most clients—whether served by social workers or other providers—do not receive evidence-based care. A growing number of studies are assessing the extent to which clients—in specific settings or communities—receive evidence-based interventions. Kohl, Schurer, and Bellamy (2009) examined quality in a core area of social work: training for parents at risk for child maltreatment. The team examined the parent services and their level of empirical support in community agencies, staffed largely by master’s-level social workers. Of 35 identified treatment programs offered to families, only 11% were “well-established empirically supported interventions,” with another 20% containing some hallmarks of empirically supported interventions ( Kohl et al., 2009 ). This study reveals a sizable implementation gap, with most of the programs delivered lacking scientific validation.

Similar quality gaps are apparent in other settings where social workers deliver services. Studies show that only 19.3% of school mental health professionals and 36.8% of community mental health professionals working in Virginia’s schools and community mental health centers report using any evidence-based substance-abuse prevention programs ( Evans, Koch, Brady, Meszaros, & Sadler, 2013 ). In mental health, where social workers have long delivered the bulk of services, only 40% to 50% of people with mental disorders receive any treatment ( Kessler, Chiu, Demler, Merikangas, & Walters, 2005 ; Merikangas et al., 2011 ), and of those receiving treatment, a fraction receive what could be considered “quality” treatment ( Wang, Demler, & Kessler, 2002 ; Wang et al., 2005 ). These and other studies indicate that, despite progress in developing proven interventions, most clients do not receive evidence-based care. In light of the growth of evidence-based practice, this fact is troubling evidence that testing interventions and publishing the findings is not sufficient to improve quality.

So, how do we get these interventions in place? What is needed to enable social workers to deliver, and clients to receive, high-quality care? In addition to developing and testing evidence-based interventions, what else is needed to improve the quality of social work practice? My work has focused on advancing quality of services through two paths.

Making Effective Interventions Accessible to Providers: Intervention Reviews and Taxonomies

First, we have advocated that research evidence be synthesized and made available to front-line practitioners. In a research-active field where new knowledge is constantly produced, practitioners should not be expected to rely on journal publications alone for information about effective approaches to achieve desired outcomes. Mastering a rapidly expanding professional evidence base has been characterized as a nearly unachievable challenge for practitioners ( Greenfield, 2017 ). Reviews should critique and clarify the intervention’s effectiveness as tested in specific settings, populations, and contexts, answering the question, “What works where, and with whom?” Even more valuable are studies of comparative effectiveness—those that answer, “Which intervention approach works better, where, and when?”

Taxonomies of clearly and consistently labeled interventions will enhance their accessibility and the usefulness of research reports and systematic reviews. A pre-requisite is the consistent naming of interventions. A persistent challenge is the wide variation in names or labels for interventive procedures and programs. Our professional activities are the basis for our societal sanction, and they must be capable of being accurately labeled and documented if we are to describe what our profession “does” to advance social welfare. Increasingly, and in short order, that documentation will be in electronic records that are scrutinized by third parties for purposes of reimbursement and assessment of value toward outcome attainment.

How should intervention research and reviews be organized? Currently, several websites provide lists of evidence-based practices, some with links, citations, or information about dissemination and implementation organizations that provide training and facilitation to adopters. Practitioners and administrators find such lists helpful but often note the challenge in determining which are most appropriate for their needs. In the words of one agency leader, “The drug companies are great at presenting [intervention information] in a very easy form to use. We don’t have people coming and saying, ‘Ah, let me tell you about the best evidence-based practice for cognitive behavioral therapy for depression,’” ( Proctor et al., 2007 , p. 483). We have called for the field to devise decision aids for practitioners to enhance access to the best available empirical knowledge about interventions ( Proctor et al., 2002 ; Proctor & Rosen, 2008 ; Rosen et al., 2003 ). We proposed that intervention taxonomies be organized around outcomes pursued in social work practice, and we developed such a taxonomy based on eight domains of outcomes—those most frequently tested in social work journals. Given the field’s progress in identifying its grand challenges, its associated outcomes could well serve as the organizing focus, with research-tested interventions listed for each challenge. Compiling the interventions, programs, and services that are shown—through research—to help achieve one of the challenges would surely advance our field.

We further urged profession-wide efforts to develop social work practice guidelines from intervention taxonomies ( Rosen et al., 2003 ). Practice guidelines are systematically compiled, critiqued, and organized statements about the effectiveness of interventions that are organized in a way to help practitioners select and use the most effective and appropriate approaches for addressing client problems and pursuing desired outcomes.

At that time, we proposed that our published taxonomy of social work interventions could provide a beginning architecture for social work guidelines ( Rosen et al., 2003 ). In 2000, we organized a conference for thought leaders in social work practice. This talented group wrestled with and formulated recommendations for tackling the professional, research, and training requisites to developing social work practice guidelines to enable researchers to access and apply the best available knowledge about interventions ( Rosen et al., 2003 ). Fifteen years later, however, the need remains for social work to synthesize its intervention research. Psychology and psychiatry, along with most fields of medical practice, have developed practice guidelines. Although their acceptance and adherence is fraught with challenges, guidelines make evidence more accessible and enable quality monitoring. Yet, guidelines still do not exist for social work.

The 2015 IOM report, “Psychosocial Interventions for Mental and Substance Use Disorders: A Framework for Establishing Evidence-Based Standards,” includes a conclusion that information on the effectiveness of psychosocial interventions is not routinely available to service consumers, providers, and payers, nor is it synthesized. That 2015 IOM report called for systematic reviews to inform clinical guidelines for psychosocial interventions. This report defined psychosocial interventions broadly, encompassing “interpersonal or informational activities, techniques, or strategies that target biological, behavioral, cognitive, emotional, interpersonal, social, or environmental factors with the aim of reducing symptoms and improving functioning or well-being” ( IOM, 2015 , p. 5). These interventions are social work’s domain; they are delivered in the very settings where social workers dominate (behavioral health, schools, criminal justice, child welfare, and immigrant services); and they encompass populations across the entire lifespan within all sociodemographic groups and vulnerable populations. Accordingly, the National Task Force on Evidence Based Practice in Social Work (2016) has recommended the conduct of more systematic reviews of the evidence supporting social work interventions.

If systematic reviews are to lead to guidelines for evidence-based psychosocial interventions, social work needs to be at the table, and social work research must provide the foundation. Whether social work develops its own guidelines or helps lead the development of profession-independent guidelines as recommended by the IOM committee, guidelines need to be detailed enough to guide practice. That is, they need to be accompanied by treatment manuals and informed by research that details the effect of moderator variables and contextual factors reflecting diverse clientele, social determinants of health, and setting resource challenges. The IOM report “Clinical Practice Guidelines We Can Trust” sets criteria for guideline development processes ( IOM, 2011 ). Moreover, social work systematic reviews of research and any associated evidence-based guidelines need to be organized around meaningful taxonomies.

Advancing the Science of Implementation

As a second path to ensuring the delivery of high-quality care, my research has focused on advancing the science of implementation. Implementation research seeks to inform how to deliver evidence-based interventions, programs, and policies into real-world settings so their benefits can be realized and sustained. The ultimate aim of implementation research is building a base of evidence about the most effective processes and strategies for improving service delivery. Implementation research builds upon effectiveness research then seeks to discover how to use specific implementation strategies and move those interventions into specific settings, extending their availability, reach, and benefits to clients and communities. Accordingly, implementation strategies must address the challenges of the service system (e.g., specialty mental health, schools, criminal justice system, health settings) and practice settings (e.g., community agency, national employee assistance programs, office-based practice), and the human capital challenge of staff training and support.

In an approach that echoes themes in an early paper, “Specifying the Treatment Process—The Basis for Effectiveness Research” ( Rosen & Proctor, 1978 ), my work once again tackled the challenge of specifying a heretofore vague process—this time, not the intervention process, but the implementation process. As a first step, our team developed a taxonomy of implementation outcomes ( Proctor et al., 2011 ), which enable a direct test of whether or not a given intervention is adopted and delivered. Although it is overlooked in other types of research, implementation science focuses on this distinct type of outcome. Explicit examination of implementation outcomes is key to an important research distinction. Often, evaluations yield disappointing results about an intervention, showing that the expected and desired outcomes are not attained. This might mean that the intervention was not effective. However, just as likely, it could mean that the intervention was not actually delivered, or it was not delivered with fidelity. Implementation outcomes help identify the roadblocks on the way to intervention adoption and delivery.

Our 2011 taxonomy of implementation outcomes ( Proctor et al., 2011 ), became the framework for two national repositories of measures for implementation research: the Seattle Implementation Research Collaborative ( Lewis et al., 2015 ) and the National Institutes of Health GEM measures database ( Rabin et al., 2012 ). These repositories of implementation outcomes seek to harmonize and increase the rigor of measurement in implementation science.

We also have developed taxonomies of implementation strategies ( Powell et al., 2012 ; Powell et al., 2015 ; Waltz et al., 2014 , 2015) . Implementation strategies are interventions for system change—how organizations, communities, and providers can learn to deliver new and more effective practices ( Powell et al., 2012 ).

A conversation with a key practice leader stimulated my interest in implementation strategies. Shortly after our school endorsed an MSW curriculum emphasizing evidence-based practices, a pioneering CEO of a major social service agency in St. Louis met with me and asked,

Enola Proctor, I get the importance of delivering evidence based practices. My organization delivers over 20 programs and interventions, and I believe only a handful of them are really evidence based. I want to decrease our provision of ineffective care, and increase our delivery of evidence-based practices. But how? What are the evidence-based ways I, as an agency director, can transform my agency so that we can deliver evidence-based practices?

That agency director was asking a question of how . He was asking for evidence-based implementation strategies. Moving effective programs and practices into routine care settings requires the skillful use of implementation strategies, defined as systematic “methods or techniques used to enhance the adoption, implementation, and sustainability of a clinical program or practice into routine service” ( Proctor et al., 2013 , p. 2).

This question has shaped my work for the past 15 years, as well as the research priorities of several funding agencies, including the National Institutes of Health, the Agency for Healthcare Research and Quality, the Patient-Centered Outcomes Research Institute, and the World Health Organization. Indeed, a National Institutes of Health program announcement—Dissemination and Implementation Research in Health ( National Institutes of Health, 2016 )—identified the discovery of effective implementation strategies as a primary purpose of implementation science. To date, the implementation science literature cannot yet answer that important question, but we are making progress.

To identify implementation strategies, our teams first turned to the literature—a literature that we found to be scattered across a wide range of journals and disciplines. Most articles were not empirical, and most articles used widely differing terms to characterize implementation strategies. We conducted a structured literature review to generate common nomenclature and a taxonomy of implementation strategies. That review yielded 63 distinct implementation strategies, which fell into six groupings: planning, educating, financing, restructuring, managing quality, and attending to policy context ( Powell et al., 2012 ).

Our team refined that compilation, using Delphi techniques and concept mapping to develop conceptually distinct categories of implementation strategies ( Powell et al., 2015 ; Waltz et al., 2014 ). The refined compilation of 73 discrete implementation strategies was then further organized into nine clusters:

changing agency infrastructure,
using financial strategies,
supporting clinicians,
providing interactive assistance,
training and educating stakeholders,
adapting and tailoring interventions to context,
developing stakeholder relationships,
using evaluative and iterative strategies, and
engaging consumers.

These taxonomies of implementation strategies position the field for more robust research on implementation processes. The language used to describe implementation strategies has not yet “gelled” and has been described as a “Tower of Babel” ( McKibbon et al., 2010 ). Therefore, we also developed guidelines for reporting the components of strategies ( Proctor et al., 2013 ) so researchers and implementers would have more behaviorally specific information about what a strategy is, who does it, when, and for how long. The value of such reporting guidelines is illustrated in the work of Gold and colleagues (2016) .

What have we learned, through our own program of research on implementation strategies—the “how to” of improving practice? First, we have been able to identify from practice-based evidence the implementation strategies used most often. Using novel activity logs to track implementation strategies, Bunger and colleagues (2017) found that strategies such as quality improvement tools, using data experts, providing supervision, and sending clinical reminders were frequently used to facilitate delivery of behavioral health interventions within a child-welfare setting and were perceived by agency leadership as contributing to project success.

Second, reflecting the complexity of quality improvement processes, we have learned that there is no magic bullet ( Powell, Proctor, & Glass, 2013 ). Our study of U.S. Department of Veterans Affairs clinics working to implement evidence-based HIV treatment found that implementers used an average of 25 (plus or minus 14) different implementation strategies ( Rogal, et al., 2017 ). Moreover, the number of implementation strategies used was positively associated with the number of new treatment starts. These findings suggest that implementing new interventions requires considerable effort and resources.

To advance our understanding of the effectiveness of implementation strategies, our teams have conducted a systematic review ( Powell et al., 2013 ), tested specific strategies, and captured practice-based evidence from on-the-ground implementers. Testing the effectiveness of implementation strategies has been identified as a top research priority by the IOM (2009) . In work with Charles Glisson in St. Louis, our 15-agency-based randomized clinical trial found that an organizational-focused intervention—the attachment, regulatory, and competency model—improved agency culture and climate, stimulated more clinicians to enroll in evidence-based-practice training, and boosted clinical effect sizes of various evidence-based practices ( Glisson, Williams, Hemmelgarn, Proctor, & Green, 2016a , 2016b ). And in a hospital critical care unit, the implementation strategies of developing a team, selecting and using champions, provider education sessions, and audit and feedback helped increase team adherence to phlebotomy guidelines ( Steffen et al., in press ).

We are also learning about the value of different strategies. Experts in implementation science and implementation practice identified as most important the strategies of “use evaluate and iterative approaches” and “train and educate stakeholders.” Reported as less helpful were such strategies as “access new funding streams” and “remind clinicians of practices to use” ( Waltz et al., 2015 ). Successful implementers in Veterans Affairs clinics relied more heavily on such strategies as “change physical structures and equipment” and “facilitate relay of clinical data to providers” than did less successful implementers ( Rogal et al., 2017 ).

Many strategies have yet to be investigated empirically, as has the role of dissemination and implementation organizations—organizations that function to promote, provide information about, provide training in, and scale up specific treatments. Most evidence-based practices used in behavioral health, including most listed on the Substance Abuse and Mental Health Services Administration National Registry of Promising and Effective Practices, are disseminated and distributed by dissemination and implementation organizations. Unlike drugs and devices, psychosocial interventions have no Federal Drug Administration-like delivery system. Kreuter and Casey (2012) urge better understanding and use of the intervention “delivery system,” or mechanisms to bring treatment discoveries to the attention of practitioners and into use in practice settings.

Implementation strategies have been shown to boost clinical effectiveness ( Glisson et al., 2010 ), reduce staff turnover ( Aarons, Sommerfield, Hect, Silvosky, & Chaffin, 2009 ) and help reduce disparities in care ( Balicer et al., 2015 ).

Future directions: Research on implementation strategies

My work in implementation science has helped build intellectual capital for the rapidly growing field of dissemination and implementation science, leading teams to distinguish, clearly define, develop taxonomies, and stimulate more systematic work to advance the conceptual, linguistic, and methodological clarity in the field. Yet, we continue to lack understanding of many issues. What strategies are used in usual implementation practice, by whom, for which empirically supported interventions? What strategies are effective in which organizational and policy contexts? Which strategies are effective in attaining which specific implementation outcomes? For example, are the strategies that are effective for initial adoption also effective for scale up, spread, and sustained use of interventions? Social workers have the skill set for roles as implementation facilitators, and refining packages of implementation strategies that are effective in social service and behavioral health settings could boost the visibility, scale, and impact of our work.

The Third Generation and Counting

Social work faces grand, often daunting challenges. We need to develop a more robust base of evidence about the effectiveness of interventions and make that evidence more relevant, accessible, and applicable to social work practitioners, whether they work in communities, agencies, policy arenas, or a host of novel settings. We need to advance measurement-based care so our value as a field is recognized. We need to know how to bring proven interventions to scale for population-level impact. We need to discover ways to build capacity of social service agencies and the communities in which they reside. And we need to learn how to sustain advances in care once we achieve them ( Proctor et al., 2015 ). Our challenges are indeed grand, far outstripping our resources.

So how dare we speak of a quality quest? Does it not seem audacious to seek the highest standards in caring for the most vulnerable, especially in an era when we face a new political climate that threatens vulnerable groups and promises to strip resources from health and social services? Members of our profession are underpaid, and most of our agencies lack the data infrastructure required for assessment and evaluation. Quality may be an audacious goal, but as social workers we can pursue no less. By virtue of our code of ethics, our commitment to equity, and our skills in intervening on multiple levels of systems and communities, social workers are ideally suited for advancing quality.

Who will conduct the needed research? Who will pioneer its translation to improving practice? Social work practice can be only as strong as its research base; the responsibility for developing that base, and hence improve practice, is lodged within social work research.

If my greatest challenge is pursuing this quest, my greatest joy is in mentoring the next generation for this work. My research mentoring has always been guided by the view that the ultimate purpose of research in the helping professions is the production and systemization of knowledge for use by practitioners ( Rosen & Proctor, 1978 ). For 27 years, the National Institute of Mental Health has supported training in mental health services research based in the Center for Mental Health Services Research ( Hasche, Perron, & Proctor, 2009 ; Proctor & McMillen, 2008 ). And, with colleague John Landsverk, we are launching my sixth year leading the Implementation Research Institute, a training program for implementation science supported by the National Institute of Mental Health ( Proctor et al., 2013 ). We have trained more than 50 social work, psychology, anthropology, and physician researchers in implementation science for mental health. With three more cohorts to go, we are working to assess what works in research training for implementation science. Using bibliometric analysis, we have learned that intensive training and mentoring increases research productivity in the form of published papers and grants that address how to implement evidence-based care in mental health and addictions. And, through use of social network analysis, we have learned that every “dose” of mentoring increases scholarly collaboration when measured two years later ( Luke, Baumann, Carothers, Landsverk, & Proctor, 2016 ).

As his student, I was privileged to learn lessons in mentoring from Aaron Rosen. He treated his students as colleagues, he invited them in to work on the most challenging of questions, and he pursued his work with joy. When he treated me as a colleague, I felt empowered. When he invited me to work with him on the field’s most vexing challenges, I felt inspired. And as he worked with joy, I learned that work pursued with joy doesn’t feel like work at all. And now the third, fourth, and fifth generations of social work researchers are pursuing tough challenges and the quality quest for social work practice. May seasoned and junior researchers work collegially and with joy, tackling the profession’s toughest research challenges, including the quest for high-quality social work services.

Acknowledgments

Preparation of this paper was supported by IRI (5R25MH0809160), Washington University ICTS (2UL1 TR000448-08), Center for Mental Health Services Research, Washington University in St. Louis, and the Center for Dissemination and Implementation, Institute for Public Health, Washington University in St. Louis.

This invited article is based on the 2017 Aaron Rosen Lecture presented by Enola Proctor at the Society for Social Work and Research 21st Annual Conference—“Ensure Healthy Development for All Youth”—held January 11–15, 2017, in New Orleans, LA. The annual Aaron Rosen Lecture features distinguished scholars who have accumulated a body of significant and innovative scholarship relevant to practice, the research base for practice, or effective utilization of research in practice.

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Social Work Research Methods That Drive the Practice

A social worker surveys a community member.

Social workers advocate for the well-being of individuals, families and communities. But how do social workers know what interventions are needed to help an individual? How do they assess whether a treatment plan is working? What do social workers use to write evidence-based policy?

Social work involves research-informed practice and practice-informed research. At every level, social workers need to know objective facts about the populations they serve, the efficacy of their interventions and the likelihood that their policies will improve lives. A variety of social work research methods make that possible.

Data-Driven Work

Data is a collection of facts used for reference and analysis. In a field as broad as social work, data comes in many forms.

Quantitative vs. Qualitative

As with any research, social work research involves both quantitative and qualitative studies.

Quantitative Research

Answers to questions like these can help social workers know about the populations they serve — or hope to serve in the future.

How many students currently receive reduced-price school lunches in the local school district?
How many hours per week does a specific individual consume digital media?
How frequently did community members access a specific medical service last year?

Quantitative data — facts that can be measured and expressed numerically — are crucial for social work.

Quantitative research has advantages for social scientists. Such research can be more generalizable to large populations, as it uses specific sampling methods and lends itself to large datasets. It can provide important descriptive statistics about a specific population. Furthermore, by operationalizing variables, it can help social workers easily compare similar datasets with one another.

Qualitative Research

Qualitative data — facts that cannot be measured or expressed in terms of mere numbers or counts — offer rich insights into individuals, groups and societies. It can be collected via interviews and observations.

What attitudes do students have toward the reduced-price school lunch program?
What strategies do individuals use to moderate their weekly digital media consumption?
What factors made community members more or less likely to access a specific medical service last year?

Qualitative research can thereby provide a textured view of social contexts and systems that may not have been possible with quantitative methods. Plus, it may even suggest new lines of inquiry for social work research.

Mixed Methods Research

Combining quantitative and qualitative methods into a single study is known as mixed methods research. This form of research has gained popularity in the study of social sciences, according to a 2019 report in the academic journal Theory and Society. Since quantitative and qualitative methods answer different questions, merging them into a single study can balance the limitations of each and potentially produce more in-depth findings.

However, mixed methods research is not without its drawbacks. Combining research methods increases the complexity of a study and generally requires a higher level of expertise to collect, analyze and interpret the data. It also requires a greater level of effort, time and often money.

The Importance of Research Design

Data-driven practice plays an essential role in social work. Unlike philanthropists and altruistic volunteers, social workers are obligated to operate from a scientific knowledge base.

To know whether their programs are effective, social workers must conduct research to determine results, aggregate those results into comprehensible data, analyze and interpret their findings, and use evidence to justify next steps.

Employing the proper design ensures that any evidence obtained during research enables social workers to reliably answer their research questions.

Research Methods in Social Work

The various social work research methods have specific benefits and limitations determined by context. Common research methods include surveys, program evaluations, needs assessments, randomized controlled trials, descriptive studies and single-system designs.

Surveys involve a hypothesis and a series of questions in order to test that hypothesis. Social work researchers will send out a survey, receive responses, aggregate the results, analyze the data, and form conclusions based on trends.

Surveys are one of the most common research methods social workers use — and for good reason. They tend to be relatively simple and are usually affordable. However, surveys generally require large participant groups, and self-reports from survey respondents are not always reliable.

Program Evaluations

Social workers ally with all sorts of programs: after-school programs, government initiatives, nonprofit projects and private programs, for example.

Crucially, social workers must evaluate a program’s effectiveness in order to determine whether the program is meeting its goals and what improvements can be made to better serve the program’s target population.

Evidence-based programming helps everyone save money and time, and comparing programs with one another can help social workers make decisions about how to structure new initiatives. Evaluating programs becomes complicated, however, when programs have multiple goal metrics, some of which may be vague or difficult to assess (e.g., “we aim to promote the well-being of our community”).

Needs Assessments

Social workers use needs assessments to identify services and necessities that a population lacks access to.

Common social work populations that researchers may perform needs assessments on include:

People in a specific income group
Everyone in a specific geographic region
A specific ethnic group
People in a specific age group

In the field, a social worker may use a combination of methods (e.g., surveys and descriptive studies) to learn more about a specific population or program. Social workers look for gaps between the actual context and a population’s or individual’s “wants” or desires.

For example, a social worker could conduct a needs assessment with an individual with cancer trying to navigate the complex medical-industrial system. The social worker may ask the client questions about the number of hours they spend scheduling doctor’s appointments, commuting and managing their many medications. After learning more about the specific client needs, the social worker can identify opportunities for improvements in an updated care plan.

In policy and program development, social workers conduct needs assessments to determine where and how to effect change on a much larger scale. Integral to social work at all levels, needs assessments reveal crucial information about a population’s needs to researchers, policymakers and other stakeholders. Needs assessments may fall short, however, in revealing the root causes of those needs (e.g., structural racism).

Randomized Controlled Trials

Randomized controlled trials are studies in which a randomly selected group is subjected to a variable (e.g., a specific stimulus or treatment) and a control group is not. Social workers then measure and compare the results of the randomized group with the control group in order to glean insights about the effectiveness of a particular intervention or treatment.

Randomized controlled trials are easily reproducible and highly measurable. They’re useful when results are easily quantifiable. However, this method is less helpful when results are not easily quantifiable (i.e., when rich data such as narratives and on-the-ground observations are needed).

Descriptive Studies

Descriptive studies immerse the researcher in another context or culture to study specific participant practices or ways of living. Descriptive studies, including descriptive ethnographic studies, may overlap with and include other research methods:

Informant interviews
Census data
Observation

By using descriptive studies, researchers may glean a richer, deeper understanding of a nuanced culture or group on-site. The main limitations of this research method are that it tends to be time-consuming and expensive.

Single-System Designs

Unlike most medical studies, which involve testing a drug or treatment on two groups — an experimental group that receives the drug/treatment and a control group that does not — single-system designs allow researchers to study just one group (e.g., an individual or family).

Single-system designs typically entail studying a single group over a long period of time and may involve assessing the group’s response to multiple variables.

For example, consider a study on how media consumption affects a person’s mood. One way to test a hypothesis that consuming media correlates with low mood would be to observe two groups: a control group (no media) and an experimental group (two hours of media per day). When employing a single-system design, however, researchers would observe a single participant as they watch two hours of media per day for one week and then four hours per day of media the next week.

These designs allow researchers to test multiple variables over a longer period of time. However, similar to descriptive studies, single-system designs can be fairly time-consuming and costly.

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The link between social work research and practice

When thinking about social work, some may consider the field to solely focus on clinical interventions with individuals or groups.

There may be a mistaken impression that research is not a part of the social work profession. This is completely false. Rather, the two have been and will continue to need to be intertwined.

This guide covers why social workers should care about research, how both social work practice and social work research influence and guide each other, how to build research skills both as a student and as a professional working in the field, and the benefits of being a social worker with strong research skills.

A selection of social work research jobs are also discussed.

Social workers and research
Evidence-based practice
Practice and research
Research and practice
Build research skills
Social worker as researcher
Benefits of research skills
Research jobs

Why should social workers care about research?

Sometimes it may seem as though social work practice and social work research are two separate tracks running parallel to each other – they both seek to improve the lives of clients, families and communities, but they don’t interact. This is not the way it is supposed to work.

Research and practice should be intertwined, with each affecting the other and improving processes on both ends, so that it leads to better outcomes for the population we’re serving.

Section 5 of the NASW Social Work Code of Ethics is focused on social workers’ ethical responsibilities to the social work profession. There are two areas in which research is mentioned in upholding our ethical obligations: for the integrity of the profession (section 5.01) and for evaluation and research (section 5.02).

Some of the specific guidance provided around research and social work include:

5.01(b): …Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession.
5.01(d): Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics…
5.02(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions.
5.02(b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge.
5.02(c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice.
5.02(q) Social workers should educate themselves, their students, and their colleagues about responsible research practices.

Evidence-based practice and evidence-based treatment

In order to strengthen the profession and determine that the interventions we are providing are, in fact, effective, we must conduct research. When research and practice are intertwined, this leads practitioners to develop evidence-based practice (EBP) and evidence-based treatment (EBT).

Evidence-based practice is, according to The National Association of Social Workers (NASW) , a process involving creating an answerable question based on a client or organizational need, locating the best available evidence to answer the question, evaluating the quality of the evidence as well as its applicability, applying the evidence, and evaluating the effectiveness and efficiency of the solution.

Evidence-based treatment is any practice that has been established as effective through scientific research according to a set of explicit criteria (Drake et al., 2001). These are interventions that, when applied consistently, routinely produce improved client outcomes.

For example, Cognitive Behavioral Therapy (CBT) was one of a variety of interventions for those with anxiety disorders. Researchers wondered if CBT was better than other intervention options in producing positive, consistent results for clients.

So research was conducted comparing multiple types of interventions, and the evidence (research results) demonstrated that CBT was the best intervention.

The anecdotal evidence from practice combined with research evidence determined that CBT should become the standard treatment for those diagnosed with anxiety. Now more social workers are getting trained in CBT methods in order to offer this as a treatment option to their clients.

How does social work practice affect research?

Social work practice provides the context and content for research. For example, agency staff was concerned about the lack of nutritional food in their service area, and heard from clients that it was too hard to get to a grocery store with a variety of foods, because they didn’t have transportation, or public transit took too long.

So the agency applied for and received a grant to start a farmer’s market in their community, an urban area that was considered a food desert. This program accepted their state’s version of food stamps as a payment option for the items sold at the farmer’s market.

The agency used their passenger van to provide free transportation to and from the farmer’s market for those living more than four blocks from the market location.

The local university also had a booth each week at the market with nursing and medical students checking blood pressure and providing referrals to community agencies that could assist with medical needs. The agency was excited to improve the health of its clients by offering this program.

But how does the granting foundation know if this was a good use of their money? This is where research and evaluation comes in. Research could gather data to answer a number of questions. Here is but a small sample:

How many community members visited each week and purchased fruits and vegetables?
How many took advantage of the transportation provided, and how many walked to the market?
How many took advantage of the blood pressure checks? Were improvements seen in those numbers for those having repeat blood pressure readings throughout the market season?
How much did the self-reported fruit and vegetable intake increase for customers?
What barriers did community members report in visiting and buying food from the market (prices too high? Inconvenient hours?)
Do community members want the program to continue next year?
Was the program cost-effective, or did it waste money by paying for a driver and for gasoline to offer free transportation that wasn’t utilized? What are areas where money could be saved without compromising the quality of the program?
What else needs to be included in this program to help improve the health of community members?

How does research affect social work practice?

Research can guide practice to implement proven strategies. It can also ask the ‘what if’ or ‘how about’ questions that can open doors for new, innovative interventions to be developed (and then research the effectiveness of those interventions).

Engel and Schutt (2017) describe four categories of research used in social work:

Descriptive research is research in which social phenomena are defined and described. A descriptive research question would be ‘How many homeless women with substance use disorder live in the metro area?’
Exploratory research seeks to find out how people get along in the setting under question, what meanings they give to their actions, and what issues concern them. An example research question would be ‘What are the barriers to homeless women with substance use disorder receiving treatment services?’
Explanatory research seeks to identify causes and effects of social phenomena. It can be used to rule out other explanations for findings and show how two events are related to each other. An explanatory research question would be ‘Why do women with substance use disorder become homeless?’
Evaluation research describes or identifies the impact of social programs and policies. This type of research question could be ‘How effective was XYZ treatment-first program that combined housing and required drug/alcohol abstinence in keeping women with substance use disorder in stable housing 2 years after the program ended?’

Each of the above types of research can answer important questions about the population, setting or intervention being provided. This can help practitioners determine which option is most effective or cost-efficient or that clients are most likely to adhere to. In turn, this data allows social workers to make informed choices on what to keep in their practice, and what needs changing.

How to build research skills while in school

There are a number of ways to build research skills while a student. BSW and MSW programs require a research course, but there are other ways to develop these skills beyond a single class:

Volunteer to help a professor working in an area of interest. Professors are often excited to share their knowledge and receive extra assistance from students with similar interests.
Participate in student research projects where you’re the subject. These are most often found in psychology departments. You can learn a lot about the informed consent process and how data is collected by volunteering as a research participant. Many of these studies also pay a small amount, so it’s an easy way to earn a bit of extra money while you’re on campus.
Create an independent study research project as an elective and work with a professor who is an expert in an area you’re interested in. You’d design a research study, collect the data, analyze it, and write a report or possibly even an article you can submit to an academic journal.
Some practicum programs will have you complete a small evaluation project or assist with a larger research project as part of your field education hours.
In MSW programs, some professors hire students to conduct interviews or enter data on their funded research projects. This could be a good part time job while in school.
Research assistant positions are more common in MSW programs, and these pay for some or all your tuition in exchange for working a set number of hours per week on a funded research project.

How to build research skills while working as a social worker

Social service agencies are often understaffed, with more projects to complete than there are people to complete them.

Taking the initiative to volunteer to survey clients about what they want and need, conduct an evaluation on a program, or seeing if there is data that has been previously collected but not analyzed and review that data and write up a report can help you stand out from your peers, be appreciated by management and other staff, and may even lead to a raise, a promotion, or even new job opportunities because of the skills you’ve developed.

Benefits of being a social worker with strong research skills

Social workers with strong research skills can have the opportunity to work on various projects, and at higher levels of responsibility.

Many can be promoted into administration level positions after demonstrating they understand how to conduct, interpret and report research findings and apply those findings to improving the agency and their programs.

There’s also a level of confidence knowing you’re implementing proven strategies with your clients.

Social work research jobs

There are a number of ways in which you can blend interests in social work and research. A quick search on Glassdoor.com and Indeed.com retrieved the following positions related to social work research:

Research Coordinator on a clinical trial offering psychosocial supportive interventions and non-addictive pain treatments to minimize opioid use for pain.
Senior Research Associate leading and overseeing research on a suite of projects offered in housing, mental health and corrections.
Research Fellow in a school of social work
Project Policy Analyst for large health organization
Health Educator/Research Specialist to implement and evaluate cancer prevention and screening programs for a health department
Research Interventionist providing Cognitive Behavioral Therapy for insomnia patients participating in a clinical trial
Research Associate for Child Care and Early Education
Social Services Data Researcher for an organization serving adults with disabilities.
Director of Community Health Equity Research Programs evaluating health disparities.

No matter your population or area of interest, you’d likely be able to find a position that integrated research and social work.

Social work practice and research are and should remain intertwined. This is the only way we can know what questions to ask about the programs and services we are providing, and ensure our interventions are effective.

There are many opportunities to develop research skills while in school and while working in the field, and these skills can lead to some interesting positions that can make a real difference to clients, families and communities.

Drake, R. E., Goldman, H., Leff, H. S., Lehman, A. F., Dixon, L., Mueser, K. T., et al. (2001). Implementing evidence-based practices in routine mental health service settings. Psychiatric Services, 52(2), 179-182.

Engel, R.J., & Schutt, R.K. (2017). The Practice of Research in Social Work. Sage.

National Association of Social Workers. (n.d). Evidence Based Practice. Retrieved from: https://www.socialworkers.org/News/Research-Data/Social-Work-Policy-Research/Evidence-Based-Practice

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One way social work researchers can better understand community needs—and move the field forward

by Matt Shipman, North Carolina State University

Researchers are calling on the social work community to begin incorporating a methodology called "discrete choice experiments" (DCEs) into their research, to better understand the needs and preferences of key stakeholders. This technique is well established in other fields but is rarely used in social work.

The paper, " How to Use Discrete Choice Experiments to Capture Stakeholder Preferences in Social Work Research ," is published in the Journal of the Society for Social Work and Research .

"Social workers need to engage with a wide variety of stakeholders, from policy makers to the people who use social services ," says Alan Ellis, an associate professor of social work at North Carolina State University and corresponding author of a paper introducing social work researchers to the DCE methodology.

"But social work, as a research discipline, has not identified a standard technique for eliciting the preferences of those stakeholders—even though this is a critical issue," Ellis says.

"Although traditional survey methods can be used to evaluate stakeholder perspectives, the DCE is one of several methodologies that were specifically designed to assess the degree to which people prioritize one thing over another. In this paper, we propose that social work researchers adopt DCEs as a robust tool for capturing stakeholder preferences on any number of issues."

In a DCE, researchers ask participants to complete a series of choice tasks: hypothetical situations in which each participant is presented with alternative scenarios and selects one or more.

"For example, social work researchers may want to know how parents and other caregivers prioritize different aspects of mental health treatment when choosing services for their children," Ellis says. "A DCE can explore this question by presenting scenarios that include different types of mental health care providers, treatment methods, costs, locations and so on. Caregivers' stated choices in these scenarios can provide a lot of information about their priorities."

DCEs were first developed by marketing researchers and are now widely used in fields ranging from transportation to health care.

"We know that DCEs effectively capture preferences on a wide variety of subjects," Ellis says. "We simply want to begin using them more consistently to address issues that are important to stakeholders in social work.

"From a pure research standpoint, having a better understanding of stakeholder needs and preferences can move the field forward by helping us develop better research questions and better studies," says Ellis. "Beyond that, having a better understanding of our clients' preferences and goals will make us better social workers. Adopting DCEs can strengthen the link between social work research and practice—and ground our research , policy, and practice in the values that are important to the people we serve.

"I'm optimistic that DCEs could help us collaborate with stakeholders to effect positive change."

The paper was co-authored by Qiana Cryer-Coupet of Georgia State University, Bridget Weller of Wayne State University, Kirsten Howard and Rakhee Raghunandan of the University of Sydney, and Kathleen Thomas of the University of North Carolina at Chapel Hill.

Provided by North Carolina State University

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TikToks—even neutral ones—harm women's body image, but diet videos had the worst effect, study finds

Aug 7, 2024

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New opportunities across the West Mids supporting healthcare and social work students into research

Funding to help more nurses. midwives, pharmacists, social workers and allied health professionals into research roles

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West Midlands bid

The West Midlands bid, put together with input from final year nursing students, patient ‘experts by experience’, early career clinical academics and research delivery staff from across our health and social care community, emphasised that research must reach out to all communities if it is to make a difference to the health and wellbeing of those living and working in the West Midlands. Collaborating institutions will seek to ensure that future practitioner researchers represent the communities they serve by ensuring access to funded postgraduate study.

Professor Anne Topping, Professor of Nursing University Hospitals Birmingham NHS Foundation Trust and University of Birmingham said:

“The programme is important for future-proofing our sustainable regional research workforce. Our programmes will produce those professionals, who are able to work collaboratively, generate, translate and implement best available science and evidence into real world interventions, ultimately bringing benefits to care, and the health and wellbeing of our communities.”

Cystic Fibrosis dietitian researching best diet for patients on new therapy

Joanne Barrett is a NIHR Doctoral Fellow at the University of Birmingham, and also works as a specialist Cystic Fibrosis (CF) Dietitian for University Hospitals Birmingham NHS Trust.

After qualifying as a dietitian and working in a general hospital, Joanne became a specialist cystic fibrosis dietitian at the West Midlands Adult Cystic Fibrosis Centre, University Hospitals Birmingham and has gone onto lead a team of four dietitians who care for patients who attend this regional specialist centre.

The dietetic service has expanded and developed to meet the needs of an increasing number of people living with CF with more complex disease reaching adulthood, and now older age with the advancement in treatments.

Joanne explained about how her research interest grew from her clinical work: “My research interests stem from the challenges I have encountered working CF patients and supporting them to manage complex multi-morbidities. Despite my specialised clinical role, I recognised the needed to further develop my research skills to improve the service and clinical care provided to patients.

Some refer to the United States as a land of opportunity for those looking to better their lives. A research team headed by a University of Texas at Arlington social worker recently asked a group of immigrants if they agreed.

Led by Saltanat Childress, assistant professor in the School of Social Work, the researchers interviewed 24 Arab-speaking Middle Eastern North African refugees in the United States about their experiences immigrating to the country.

“Our research was driven by the expressed needs and concerns of the community and service providers. There was a strong anecdotal and community-based recognition of the challenges faced by immigrants, particularly around family conflicts and adaptation processes,” Dr. Childress said.

The team’s findings were published in Families in Society: The Journal of Contemporary Social Services .

During the conversations, two main topics became clear: the challenges these immigrants face daily and the opportunities and hopes they have for a better future here in the U.S.

Their main challenges include the language barrier they face upon entering the country, intimate partner violence and the addressing of stress or mental health problems, with some respondents downplaying the latter as a critical issue.

“Key issues on the instrumental side include language barriers, legal status, affordable housing, employment, transportation, and access to health care and childcare,” Childress said. “On the ideological side, cultural adaptation challenges, particularly around gender roles and family dynamics and stigma of mental health issues, add another layer of difficulty to the refugee experience.”

Childress says the community, including local organizations, can help support these immigrants early in their journeys in their new homeland.

“One key recommendation is to provide more robust language support for early adaptation stages, and it’s possible that all the new automated translation tools can help in this regard,” she said. “Additionally, improving access to affordable housing and employment opportunities is crucial.”

When it comes to opportunities and hopes, the research team found that common responses included the quality of U.S. governance, support from fellow immigrants and the quality of education for their children.

“The U.S. is seen by many immigrants and refugees as a desirable destination due to its economic opportunities, political and religious freedoms, and the presence of pre-existing communities that provide support,” Childress said. “These factors make the U.S. an attractive option for those seeking a better life for themselves and their children.”

In the end, Childress says, it will take a team effort to help immigrants succeed in the face of the difficult issues that brought them to the U.S. in search of a fresh start.

“The key message is that refugee populations are full of wonderful, hard-working families that are silently struggling with significant challenges, and it is crucial for the profession, services, and mainstream population to be more aware, informed, and resourced to help them cope with these challenges effectively.”

MVNU launches Master of Social Work degree program

Mount Vernon Nazarene University is proud to announce the launch of its Master of Social Work degree, starting in the Spring of 2025. The program will have specializations in Behavioral Health and School Social Work. The MSW is ...

August 14, 2024

MVNU Communications

MVNU Online
School of Graduate and Professional Studies

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Portrait of smiling Black woman as female therapist listening to children in support group meeting at school

MOUNT VERNON, Ohio — Mount Vernon Nazarene University is proud to announce the launch of its Master of Social Work degree, starting in the Spring of 2025. The program will have specializations in Behavioral Health and School Social Work. The MSW is designed to develop students into advanced social work practitioners with specialized knowledge from a Christ-like perspective.

“What makes the program special is our faith-based approach and our faculty’s commitment to the profession,” said Program Director Dr. Rachel Young. “School social work and behavioral health were chosen after looking at the needs in our community and wanting to answer the call. Throughout the United States, there is a great need for behavioral health social workers and in Ohio there is a need for school social workers. This makes us unique as there is a lack of programs offering the school social work specialization.”

The MSW degree program consists of 62 standard track hours and is designed to be fully completed online. MVNU is also offering an “ASAP Starts here” option, consisting of 31 credit hours. To be eligible for the ASAP program, students must have completed a bachelor’s in social work from a CSWE-accredited institution within the last five years and earned at least a 3.0 undergraduate GPA with satisfactory field evaluations.

“ASAP is advanced standing,” said Young. “ASAP students can complete the program in a calendar year. Students not eligible for ASAP can complete it in two years. Students who can qualify will save time and money on their degree.”

The online program will require practicum and seminar hours but is designed to be flexible and work with the student’s location and schedule.

“Practicum requires spending 20 hours a week in a social work field setting,” said Young. “Students will choose their focus track, either behavioral health or school social work. This will determine where their field placement is. For instance, behavioral health students could complete their field work at a psychiatric hospital or mental health clinic. School social work will complete their field hours in a school setting. Students will meet virtually with the MSW field education director to finalize these details.”

Upon completion, with proper licensure, graduates will be prepared for several opportunities. The Behavioral Health track will prepare students to be a medical social worker, a clinical social worker/therapist, social work supervisor, a social work administrator or a researcher/professor. The School Social Work specialization will allow graduates to work in a school setting, conducting assessments of children in need of support to be successful.

For more information, or to apply, visit mvnu.edu/master-social-work .

Mount Vernon Nazarene University  is a private, four-year, intentionally Christian teaching university for traditional age students, graduate students, and working adults. With a 327-acre main campus in Mount Vernon, Ohio, MVNU emphasizes academic excellence, spiritual growth, and service to community and church. MVNU offers an affordable education both in-seat and online to more than 2,100 students from 42 states and nine foreign countries.

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MVNU’s Education Department honors outstanding mentor teacher

MOUNT VERNON, Ohio — In the spirit of Teacher Appreciation Week last May, Mount Vernon Nazarene University’s Education Department asked senior level student teachers to nominate a mentor teacher for the second annual Mentor Teacher of the Year 2024 award. Out of MVNU’s 62 mentor teachers across the central Ohio region, one teacher stood out...

MVNU launches first doctoral program— Doctor of Nursing Practice

Mount Vernon Nazarene University is proud to announce the launch of its first doctoral-level program — Doctor of Nursing Practice (DNP).

Whaley, Humphrey and Pfau applauded for research presentations

MOUNT VERNON, Ohio — Mount Vernon Nazarene University is proud to announce Marcus Whaley and co-presenters Andrew Pfau and Noah Humphrey as top presenters of the 2024 Symposium for Undergraduate Research and Creative Work (sURC), awarded recently at the School of Natural and Social Sciences chapel. Whaley, a junior Environmental Biology major, presented his research paper, “Interaction...

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Economic Stability

About This Literature Summary

This summary of the literature on Employment as a social determinant of health is a narrowly defined examination that is not intended to be exhaustive and may not address all dimensions of the issue. Please note: The terminology used in each summary is consistent with the respective references. For additional information on cross-cutting topics, please see the High School Graduation , Housing Instability , and Poverty literature summaries.

Related Objectives (3)

Here's a snapshot of the objectives related to topics covered in this literature summary. Browse all objectives .

Reduce the proportion of adolescents and young adults who aren't in school or working — AH‑09
Increase employment in working-age people — SDOH‑02
Increase the proportion of children living with at least 1 parent who works full time — SDOH‑03

Related Evidence-Based Resources (2)

Here's a snapshot of the evidence-based resources related to topics covered in this literature summary. Browse all evidence-based resources .

New Perspectives on Creating Jobs: Final Impacts of the Next Generation of Subsidized Employment Programs
Strengthening TANF Outcomes By Developing Two-Generation Approaches To Build Economic Security

Literature Summary

Every day, many people are either working or looking for work. 1 , 2 , 3 Multiple aspects of employment — including job security, the work environment, financial compensation, and job demands — may affect health. This summary describes how several of these aspects of employment influence health.

The Bureau of Labor Statistics (BLS) defines the labor force as individuals who are either employed (i.e., those who are working for pay or profit) or unemployed (i.e., those who are jobless but are available to work and have actively looked for work in the past 4 weeks). 2 , 4 People who are neither employed nor unemployed are not part of the labor force. 2 , 4 As of December 2019, approximately 260 million people in the United States were eligible for the labor force. Of those eligible, 63 percent participated (i.e., were employed or unemployed), and the remaining 37 percent were out of the labor force (e.g., retired). 5

In addition, some workforce participants are underemployed, a term that indicates “involuntary part-time employment, poverty-wage employment, and insecure employment (i.e., intermittent unemployment).” 6 Underemployment includes situations where the social status and income of a job does not match an employee’s education, abilities, and skills. 7 , 8 , 9

Harmful workplace conditions, including psychosocial stress, can increase the risk for negative health outcomes. 1 , 10 , 11 In 2019, there were 2.8 million nonfatal and 5,333 fatal injuries at work. 12 , 13 Workers are prone to injuries and illness if their job includes repetitive lifting, pulling or pushing heavy loads; 1 , 14 poor-quality office equipment (e.g., keyboards and chairs); 1 , 15 long-term exposure to harmful chemicals such as lead, pesticides, aerosols, and asbestos; 1 , 16 , 17 or a noisy work environment. 1 , 18 , 19 In addition, highly demanding jobs and lack of control over day-to-day work activities are sources of psychosocial stress at work. 10 Other sources of workplace stress include high levels of interpersonal conflict, 20 working evening shifts, working more than 8 hours a day, and having multiple jobs. 1 , 21 These stressors put people at risk for mortality 22 and depression, 23 and they may be correlated with increased parent-child conflict and parental withdrawal. 24 People in highly stressful jobs may also exhibit unhealthy coping skills such as smoking or alcohol abuse. 25

Level of educational attainment is linked to disparities in employment because it affects the type of work people do, the working conditions they experience, and the income they earn. Workforce participants have different skill levels and educational backgrounds, which creates inequalities in wages, opportunities for advancement, job security, and other work benefits. 26 Individuals with less education have fewer employment choices, which may force them into positions with low levels of control, job insecurity, and low wages. 9 Individuals with less education are also more likely to have jobs that are physically demanding or include exposure to toxins. 9

Gender i is also an influential source of workplace disparities. Men are more likely to work longer hours, hold higher-status jobs, and have more physically demanding jobs. However, women report more work-related physical and mental health problems. 27 Men tend to receive less support from coworkers and supervisors, 27 while women are more likely to experience sexual harassment 28 , 29 and related alcohol abuse. 28 , 30

Racial and ethnic disparities also exist in the workforce. White people are more likely to work in white-collar clerical jobs and to assume managerial positions, while Black people are more likely to work in blue-collar service jobs. 26 Some racial/ethnic minority groups are also more likely to be unemployed. 31 In October 2019, the unemployment rate for Black people was 5.4 percent, compared to 3.2 percent for White people. 31 Additionally, Black people are more likely than White people to work in jobs that have a higher exposure to environmental risk factors and a higher risk for injury or illness. 32 Workplace inequalities among racial/ethnic minority groups may cause anxiety, depression, and physical pain. 30

Unemployment can also have negative health consequences. Those who are unemployed report feelings of depression, anxiety, low self-esteem, demoralization, 6 , 8 worry, and physical pain. 33 Unemployed individuals tend to suffer more from stress-related illnesses such as high blood pressure, 34 , 35 , 36 , 37 stroke, heart attack, heart disease, and arthritis. 8 , 38 , 39 In addition, experiences such as perceived job insecurity, downsizing or workplace closure, and underemployment also have implications for physical and mental health. 8

Some strategies have been implemented to mitigate the negative health effects of unemployment and improve employee health and well-being. The Federal-State Unemployment Insurance Program provides temporary financial assistance to eligible workers who lost a job for reasons beyond their own control. 40 Although unemployment benefits vary by state laws, some research indicates that larger state unemployment benefits may alleviate poor health outcomes associated with unemployment. 41 A federal agency that supports workers is the Occupational Safety and Health Administration (OSHA), which helps regulate safe work environments. OSHA outlines the rights of workers and offers opportunities for workers to request a workplace inspection or file a safety complaint. 42 Finally, employers may offer a range of resources and benefits to improve the well-being of their employees, including health insurance, paid sick leave, and parental leave. Employer health insurance provides access to affordable medical care and financial protection from unexpected health care costs. 43 , 44 In 2019, 71 percent of civilian workers and 69 percent of private industry workers had access to health insurance, while 89 percent of state and local government employees had access. 45 Additionally, paid sick leave allows employees to seek medical care for themselves or dependent family members without losing wages. 46 Some employers also offer parental leave after the birth of a child, which is frequently unpaid. Maternity leave has been associated with a number of positive health outcomes for both women and children. 47

Additional research is needed to better understand the beneficial effects of employment on health and to promote interventions that address disparities in employment and health. This additional evidence will facilitate public health efforts to address employment as a social determinant of health.

i The Centers for Disease Control and Prevention (CDC) define gender as “the cultural roles, behaviors, activities, and attributes expected of people based on their sex.”

Robert Wood Johnson Foundation. (2008). Work matters for health . http://www.commissiononhealth.org/PDF/0e8ca13d-6fb8-451d-bac8-7d15343aacff/Issue%20Brief%204%20Dec%2008%20-%20Work%20and%20Health.pdf

U.S. Department of Labor, Bureau of Labor Statistics. (2017). The employment situation: October 2017. News Release . https://www.bls.gov/news.release/archives/empsit_11032017.pdf

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U.S. Department of Labor, Bureau of Labor Statistics. (2019). Table A-7: Fatal occupational injuries by worker characteristics and event or exposure, all United States . https://www.bls.gov/iif/oshwc/cfoi/cftb0333.htm

O’Neil, B. A., Forsythe, M. E., & Stanish, W. D. (2001). Chronic occupational repetitive strain injury. Canadian Family Physician, 47 (2), 311–316.

Ross, P. (1994). Ergonomic hazards in the workplace: Assessment and prevention. American Association of Occupational Health Nurses Journal, 42 (4), 171–176.

Department of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health. (2004). Worker health chartbook, 2004 . https://www.cdc.gov/niosh/docs/2004-146/pdfs/2004-146.pdf?id=10.26616/NIOSHPUB2004146

U.S. Centers for Disease Control and Prevention. (2006). Adult blood lead epidemiology and surveillance — United States, 2003–2004. Morbidity and Mortality Weekly Report, 55 (32), 876–879.

Hager, L. D. (2002). Hearing protection. Didn’t hear it coming ... Noise and hearing in industrial accidents. Occupational Health and Safety, 71 (9), 196–200.

Nelson, D. I., Nelson, R. Y., Concha-Barrientos, M., & Fingerhut, M. (2005). The global burden of occupational noise-induced hearing loss. American Journal of Industrial Medicine, 48 (6), 446–458. https://doi.org/10.1002/ajim.20223

Schieman, S., & Reid, S. (2009). Job authority and health: Unraveling the competing suppression and explanatory influences. Social Science & Medicine, 69 (11), 1616–1624.

Caruso, C. C., Hitchcock, E. M., Dick, R. B., Russo, J. M., & Schmit, J. M. (2004). Overtime and extended work shifts: Recent findings on illnesses, injuries, and health behaviors . Department of Health and Human Services, Centers for Disease Control and Prevention. National Institute for Occupational Safety and Health.

Sabbath, E. L., Mejía-Guevara, I., Noelke, C., & Berkman, L. F. (2015). The long-term mortality impact of combined job strain and family circumstances: A life course analysis of working American mothers. Social Science & Medicine, 146 , 111–119.

Simmons, L. A., & Swanberg, J. E. (2009). Psychosocial work environment and depressive symptoms among U.S. workers: Comparing working poor and working non-poor. Social Psychiatry & Psychiatric Epidemiology, 44 (8), 628–635. https://doi.org/10.1007/s00127-008-0479-x

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Gradus, J., Street, A. E., Kelly, K., & Stafford, J. (2008). Sexual harassment experiences and harmful alcohol use in a military sample: Differences in gender and the mediating role of depression. Journal of Studies on Alcohol and Drugs, 69 (3), 348–351.

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Rankings > Psychology
AUG 10, 2024

2024 Most Affordable Psychology Degree Programs Ranking in New York

by Paweł Dąbrowski, Phd

Higher Education Data Scientist

by Imed Bouchrika, Phd

Chief Data Scientist & Ranking Editor

As the demand for mental health professionals continues to rise, prospective psychology students in New York face a significant challenge: navigating the financial landscape of higher education. With tuition costs soaring, many students are burdened by financial concerns that can deter them from pursuing their academic goals. "Choosing the right program is crucial, not just for your education but also for your financial future," says Dr. Emily Carter, a professor of psychology at New York University. This article aims to alleviate some of that burden by providing a comprehensive overview of the 2024 Most Affordable Psychology Degree Programs Ranking in New York, meticulously compiled by the Research.com team of data scientists. By highlighting affordable options, we empower students to make informed decisions about their education. For instance, students at Hunter College have found success in balancing quality education with affordability, illustrating that a fulfilling academic journey is achievable without incurring overwhelming debt.

Key benefits of getting a Psychology degree in New York
Graduates with a Psychology degree in New York can expect competitive salaries, with roles such as Human Resources Specialist earning an average of $73,080 annually, while Clinical Research Associates make around $57,760. These figures highlight the financial potential of pursuing a career in psychology.
Psychology graduates have diverse career options, including positions like Human Resources Specialist, Clinical Research Associate, and Childcare Worker. For example, a graduate from a well-known university in New York found fulfillment in HR, applying psychological principles to foster a positive workplace culture.
Pursuing an online Psychology degree can offer flexibility and convenience, allowing students to balance their studies with work or personal commitments. A graduate from a popular online program in New York appreciated the ability to learn at their own pace while still receiving a quality education in psychology.
What can I expect from a Psychology degree in New York?

Students pursuing a psychology degree in New York can expect a multifaceted educational experience that prepares them for various career paths in the field. Graduates often describe their time in programs as both challenging and rewarding, emphasizing the depth of knowledge gained and the skills developed throughout their studies.

Comprehensive Curriculum : Programs typically cover a wide range of topics, from cognitive psychology to social behavior. A graduate from a well-known university noted, “The diversity in subjects allowed me to discover my passion for forensic psychology, which I hadn’t considered before.”
Research Methodology : A strong emphasis on research equips students with essential analytical skills. One graduate shared, “Learning to conduct experiments and analyze data was eye-opening. It made me appreciate the scientific basis of psychology and how it applies to real-world issues.”
Analytical Skills Development : Students are trained to approach complex psychological issues critically. A former student remarked, “The problem-solving exercises we did in class helped me think outside the box, which is crucial when working with clients.”
Empathy and Communication : Programs prioritize the development of empathy and communication skills. A graduate reflected, “Understanding different perspectives was a key part of my education. It’s not just about theory; it’s about connecting with people on a personal level.”
Career Prospects : The job market for psychology graduates is promising, with an expected eight percent growth by 2030. A recent graduate expressed optimism, stating, “Knowing that there’s a demand for mental health professionals made my decision to study psychology feel even more worthwhile.”
Ethical Training : Many programs incorporate ethical discussions, preparing students for the moral dilemmas they may face. One graduate mentioned, “These conversations were crucial. They helped me understand theresponsibilities that come with being a psychologist.”

Overall, students in New York can anticipate a robust education that not only imparts knowledge but also fosters personal growth and professional readiness.

Where can I work with a Psychology degree?

Graduates with a psychology degree in New York can explore a multitude of career paths, reflecting the diverse skill set they acquire during their studies. Many find fulfilling roles in various sectors, including:

Healthcare Settings : Graduates often work as clinical psychologists or school counselors. One graduate from a prominent New York university shared, “Working in a school has allowed me to support students through their challenges, and it’s incredibly rewarding to see them thrive.”
Social Services : Many psychology graduates enter social work, helping families navigate difficult situations. A recent graduate noted, “My background in psychology helps me connect with clients on a deeper level, making it easier to guide them toward the resources they need.”
Market Research : The corporate world also beckons, with roles as market research analysts. A graduate from a well-known New York college remarked, “Understanding consumer behavior has been crucial in my job. I love analyzing trends and helping businesses make data-driven decisions.”
Education : Opportunities abound in educational institutions, where graduates can serve as counselors or administrators. One graduate reflected, “Applying psychological principles in education has been a game-changer for my students’ personal and academic growth.”
Government and Non-Profit Organizations : Various agencies seek psychology graduates for roles in social research and community outreach. A graduate shared, “Working with a non-profit has allowed me to use my knowledge of human behavior to create impactful programs.”
Corporate Sector : In human resources, psychology graduates focus on employee training and workplace culture. A graduate expressed, “I never realized how much my psychology background would help in fostering a positive work environment.”
Law Enforcement and Legal Fields : Some graduates find roles in law enforcement or legal firms, where their understanding ofhuman behavior is invaluable. One graduate noted, “Being part of investigations has shown me how psychology plays a crucial role in understanding motives.”

These varied career options highlight the relevance of a psychology degree in New York’s dynamic job market, allowing graduates to apply their knowledge in meaningful ways across multiple professional environments.

How much can I make with a Psychology degree in New York?

Graduates with a Psychology degree in New York can expect varying salaries depending on their specific career paths. For instance, those pursuing a role as a Human Resources Specialist can anticipate a mean annual wage of approximately $73,080, translating to an hourly wage of about $35.13. This position often appeals to Psychology graduates due to its focus on understanding human behavior and organizational dynamics.

One graduate from a well-known university in New York shared, “Studying Psychology opened my eyes to the intricacies of workplace relationships. I never imagined I’d be applying my knowledge in such a practical way.” This sentiment reflects the real-world application of psychological principles in HR roles, where understanding employee motivation and conflict resolution is crucial.

Another common career path for Psychology graduates is as a Clinical Research Associate, with a mean annual wage of $57,760, or $27.77 per hour. This role often involves working on clinical trials and research studies, providing a unique opportunity to contribute to advancements in mental health treatments. A graduate from a prominent college noted, “Being part of research that could potentially change lives is incredibly fulfilling. It’s a blend of science and compassion that I truly enjoy.”

Additionally, those considering a career as a Childcare Worker can expect a mean annual wage of $29,570, or $14.22 per hour. This role is particularly appealing for graduates who wish to work directly with children, applying their understanding of developmental psychology. A recent graduate remarked, “Every day is different, and I love seeing the world through the eyes of the children I work with. It’s rewarding to help shape their early experiences.”

In summary, Psychology graduates in New York have diverse career options with varying salary potentials, allowing them to find fulfilling roles that resonate with their interests and values.

How do we rank schools, what psychology degree graduates have to say, key findings, how long does it take to complete a psychology degree in new york, what’s the difference between online and on-campus psychology degree, what is the average cost of a psychology degree in new york, what financial aid is available to psychology degree students in new york, what are the prerequisites for enrolling in a psychology program in new york, what courses are typically in a psychology program in new york, what types of specializations are available in a psychology program in new york, how do you choose the best psychology degree program in new york, what is the job market for psychology degree graduates in new york, other things you should know, see what experts have to say about studying psychology.

Investing in education is a significant decision that can shape one’s future, and the Research.com team understands the importance of making informed choices. To assist prospective students in New York, we have meticulously crafted the “2024 Most Affordable Psychology Degree Programs Ranking.” Our commitment to quality, credibility, and accuracy is reflected in the extensive research and analysis conducted to compile this ranking.

We utilized the following reputable data sources to ensure a comprehensive evaluation:

IPEDS database
Peterson’s database
College Scorecard database
National Center for Education Statistics

By exploring this ranking, readers will gain valuable insights into affordable psychology degree programs, helping them make educated decisions that align with their financial and academic goals. For more information on our methodology, please visit our Research.com methodology page .

# 1 position

Columbia University in the City of New York

Columbia University in the City of New York offers a Doctoral program in Psychology with a total cost ranging from $81,037 to $85,437. The program has a 4% acceptance rate out of 61,110 applicants. 58% of students receive financial aid. This prestigious program provides a rigorous academic environment for those interested in advancing their knowledge and skills in psychology. With a low acceptance rate, students can expect a competitive and challenging academic experience at Columbia University.

# 2 position

New York University

New York University offers a Doctoral program in Psychology with a total cost ranging from $72,744 in 2019 to $76,900 in 2021. The program has a high acceptance rate of 13% out of 95,517 applicants. A significant 78% of students receive financial aid, making it accessible to many. With a focus on Psychology, this program at NYU provides a rigorous academic experience for those looking to advance their career in the field.

# 3 position

New York University offers a Master's program in Psychology with a total cost ranging from $72,744 to $76,900. The program has a high acceptance rate of 13% out of 95,517 applicants. A significant 78% of students receive financial aid, making it accessible to many. This program provides a rigorous academic experience in the field of psychology, attracting a large number of applicants each year. With a focus on psychology, students can expect to receive a comprehensive education at New York University.

# 4 position

Columbia University in the City of New York offers a Master's program in Psychology with a total cost ranging from $81,037 to $85,437. The program has a 4% acceptance rate with 58% of students receiving financial aid. In 2023, there were 61,110 applicants vying for a spot in this prestigious program. If you are a US-based student interested in pursuing a degree in Psychology at Columbia University, be prepared for a competitive application process and consider financial aid options.

# 5 position

New York University offers a Bachelor's degree program in Psychology with a total cost of $72,744 in 2019, $74,842 in 2020, and $76,900 in 2021. The program has a 13% acceptance rate with 78% of students receiving financial aid. In 2023, the program received 95,517 applicants. As a prospective student, it is important to consider the competitive acceptance rate and the high percentage of students receiving financial aid when applying to this program at New York University.

# 6 position

Columbia University in the City of New York offers a Bachelor's degree program in Psychology. The total cost of the program has been steadily increasing over the years, with the latest figure at $85,437. Financial aid is available to 58% of students. The program has a highly competitive acceptance rate of 4%, with a total of 61,110 applicants. As a prospective student, it is important to consider these factors when applying to this prestigious program.

# 7 position

Cornell University

Cornell University offers a Doctoral program in Psychology with a total cost of $73,438 in 2019, $75,668 in 2020, and $78,411 in 2021. The program has a 9% acceptance rate out of 67,380 applicants. 58% of students receive financial aid. This program provides a rigorous academic experience for those interested in pursuing advanced studies in psychology. With a competitive acceptance rate, students have the opportunity to engage in cutting-edge research and gain valuable skills in the field.

# 8 position

Cornell University offers a Master's program in Psychology with a total cost of $73,438 in 2019, $75,668 in 2020, and $78,411 in 2021. The program has a 9% acceptance rate with 58% of students receiving financial aid. With a high number of applicants at 67,380, this program provides a competitive yet supportive environment for those interested in advancing their knowledge in psychology. If you are a US-based student looking to pursue a Master's degree in Psychology, Cornell University could be the right choice for you.

# 9 position

Cornell University offers a Bachelor's degree program in Psychology with a total cost of $73,438 in 2019, $75,668 in 2020, and $78,411 in 2021. The program has a 9% acceptance rate out of 67,380 applicants. 58% of students receive financial aid. This program provides a rigorous education in psychology at a prestigious university, attracting a competitive pool of applicants. With a focus on psychology, students can expect a comprehensive and challenging curriculum to prepare them for future careers in the field.

# 10 position

University at Buffalo

The Bachelor's program in Psychology at the University at Buffalo offers a comprehensive education with a focus on psychology. With a total cost ranging from $43,531 to $45,356, 84% of students receive financial aid. The program has an acceptance rate of 70% with 30,750 applicants. This program provides a solid foundation in psychology for students looking to pursue a career in the field.

# 11 position

Binghamton University

Binghamton University offers a Master's program in Psychology with a total cost ranging from $44,484 to $44,859 in recent years. With a 44% acceptance rate and 76% of students receiving financial aid, the program attracts a large pool of applicants, totaling 39,533. As a prospective student, you can expect a competitive admissions process and a majority of students receiving financial assistance. Consider applying to Binghamton University if you are interested in pursuing a Master's degree in Psychology.

# 12 position

Binghamton University offers a Doctoral program in Psychology with a total cost ranging from $44,484 to $44,859 in recent years. With a 44% acceptance rate and 76% of students receiving financial aid, the program attracts a large pool of applicants, totaling 39,533. As a prospective student, you can expect a competitive admissions process and a majority of students receiving financial assistance. Consider applying to Binghamton University if you are interested in pursuing a Doctoral degree in Psychology.

# 13 position

SUNY at Albany

SUNY at Albany offers a Doctoral program in Psychology with a total cost ranging from $38,760 to $42,248. The program has a high acceptance rate of 68% with 92% of students receiving financial aid. In 2023, the program received 21,265 applicants. This program provides a comprehensive education in psychology and is a great option for students seeking advanced studies in the field. With a majority of students receiving financial aid, SUNY at Albany makes pursuing a Doctoral degree in Psychology more accessible.

# 14 position

The Master's program in Psychology at the University at Buffalo offers a comprehensive education with a focus on psychology. With a total cost ranging from $43,531 to $45,356, 84% of students receive financial aid. The program has an acceptance rate of 70%, with 30,750 applicants vying for a spot. As a potential student, you can expect a competitive admissions process and a majority of students receiving financial assistance to pursue their studies in psychology at this reputable institution.

# 15 position

Stony Brook University

Stony Brook University offers a Bachelor's degree program in Psychology with a total cost of $45,443 in 2021. The program has an acceptance rate of 48% out of 38,826 applicants. 82% of students receive financial aid, making it accessible to many. With a focus on Psychology, students can expect a comprehensive education in the field. For US-based students interested in pursuing a degree in Psychology, Stony Brook University provides a competitive program with opportunities for financial assistance.

# 16 position

Binghamton University offers a Bachelor's degree program in Psychology with a total cost of $44,484. 76% of students receive financial aid, making it an accessible option for many. The program has an acceptance rate of 44% with a high number of applicants at 39,533. With a focus on Psychology, students can expect a comprehensive education in the field. Consider Binghamton University if you are looking for a quality program in Psychology with financial aid opportunities.

# 17 position

SUNY at Albany offers a Bachelor's degree program in Psychology with a total cost ranging from $38,760 in 2019 to $42,248 in 2021. The program has a high acceptance rate of 68% with 92% of students receiving financial aid. With a large pool of 21,265 applicants, SUNY at Albany provides a diverse and supportive learning environment for students interested in pursuing a degree in Psychology.

# 18 position

Stony Brook University offers a Master's program in Psychology with a total cost of $42,896 in 2019, $44,233 in 2020, and $45,443 in 2021. The program has an acceptance rate of 48% with 82% of students receiving financial aid. In 2023, the program continues to attract a large number of applicants, with 38,826 students applying. As a US-based student interested in pursuing a degree in Psychology, Stony Brook University provides a competitive program with financial aid opportunities for the majority of students.

# 19 position

The Doctoral program in Psychology at the University at Buffalo offers a comprehensive education with a focus on psychology. With a total cost ranging from $43,531 to $45,356, 84% of students receive financial aid. The program has an acceptance rate of 70% with 30,750 applicants. As a potential student, you can expect a competitive admissions process, a majority of students receiving financial assistance, and a strong emphasis on psychology in this doctoral program at the University at Buffalo.

# 20 position

Stony Brook University offers a Doctoral program in Psychology with a total cost of $42,896 in 2019, $44,233 in 2020, and $45,443 in 2021. The program has an acceptance rate of 48% out of 38,826 applicants. A significant 82% of students receive financial aid, making it an accessible option for many. As a prospective student, you can expect a competitive admissions process and a strong focus on psychology at Stony Brook University.

Nicholas: "Graduating with a Psychology degree from New York University was a transformative experience for me. The faculty were not just professors; they were mentors who genuinely cared about our growth. The diverse student body enriched my understanding of different perspectives, which is crucial in psychology. I had the opportunity to engage in hands-on research projects that allowed me to apply theoretical knowledge to real-world situations. The vibrant atmosphere of NYC kept me inspired and motivated. I left NYU not just with a degree, but with a network of friends and professionals who share my passion for mental health advocacy."
Katherine: "Studying Psychology at Columbia University was nothing short of exhilarating. The curriculum was rigorous, pushing me to think critically and challenge my assumptions. I particularly loved the access to cutting-edge research and the chance to work alongside leading psychologists in the field. The campus itself is a haven of intellectual curiosity, nestled in the heart of Manhattan. I also appreciated the emphasis on community service; volunteering at local mental health organizations allowed me to apply my learning while giving back. Columbia not only equipped me with knowledge but also instilled a deep sense of responsibility to make a difference in the world."
Donna: "My time at Hunter College was a beautiful journey of self-discovery and academic growth. The Psychology program was incredibly supportive, with small class sizes that fostered meaningful discussions and connections with professors. I loved how the curriculum emphasized both theory and practical application, allowing me to intern at various mental health facilities across New York City. The diverse population of the city provided a rich backdrop for understanding psychological concepts in real-life contexts. I graduated feeling empowered and ready to take on the challenges of the mental health field, armed with both knowledge andcompassion."
Graduates with a Psychology degree in New York can earn competitive salaries, such as $73,080 for Human Resources Specialists and $57,760 for Clinical Research Associates.
Entry-level positions for bachelor's degree holders include roles like research assistants and human resources specialists, which provide valuable experience for career advancement.
Pursuing a master's or doctoral degree can significantly increase job prospects and earning potential, with advanced roles like licensed mental health counselors requiring higher education.
Average annual tuition for a psychology degree in New York is approximately $9,580, with in-state public university tuition averaging around $23,158 and out-of-state tuition reaching about $33,467.
Additional expenses, such as fees, textbooks, and living costs, can substantially increase the overall financial burden of obtaining a psychology degree.

The chart above shows the ethnicity balance for Stationary Psychology graduates in 2024 in New York. The plot shows the statistics of graduates summed over all institutions that were included in our ranking and that send the applicants information to IPEDS database.

Completing a Psychology degree in New York varies significantly based on the level of education pursued. Generally, students can expect the following timelines:

Associate Degree : Typically takes about two years. Community colleges, such as Borough of Manhattan Community College, offer programs that provide foundational knowledge in psychology, preparing students for entry-level positions or further studies.
Bachelor’s Degree : A standard four-year commitment is required for a bachelor’s degree. Institutions like New York University and Hunter College offer robust programs that delve into various psychological theories and practices. Graduates often express that the comprehensive curriculum not only enhances their understanding but also prepares them for diverse career paths.
Master’s Degree : For those pursuing advanced studies, a master’s degree usually requires an additional two years. Programs at Columbia University and Fordham University emphasize research and clinical practice, equipping students with the skills necessary for specialized roles in psychology. Graduates often highlight the importance of hands-on experience gained through internships, which are integral to their education.

While the duration of these programs can be a significant commitment, many students find the investment worthwhile. “The depth of knowledge and the connections I made during my time at university were invaluable,” shared a graduate from a prominent New York institution.

However, prospective students should also consider the challenges. Balancing coursework, internships, and personal life can be demanding. Additionally, the financial implications of tuition, which can range from $5,000 at community colleges to over $50,000 at private universities, are crucial factors to weigh.

Ultimately, the journey through a Psychology degree in New York is marked by both rigorous academic challenges and rewarding personal growth, making it a compelling choice for manyaspiring psychologists.

The chart above shows the gender balance (men vs woman) for Stationary Psychology graduates in 2024 in New York. The plot shows the statistics of graduates summed over all institutions that were included in our ranking and that send the applicants information to IPEDS database.

The primary difference between online and on-campus Psychology degrees in New York lies in the mode of delivery and the overall student experience. Online programs offer flexibility, allowing students to balance their studies with work or personal commitments. Graduates from online programs often highlight the convenience of accessing lectures and materials at their own pace. “I could study during my lunch breaks or late at night, which was a game-changer for me,” shared a graduate from a well-known online Psychology program.

Conversely, on-campus programs provide a more immersive experience, fostering direct interaction with faculty and peers. This face-to-face engagement can enhance learning through discussions and collaborative projects. A graduate from a prominent New York university noted, “The in-person classes allowed me to build relationships with my professors, which was invaluable for networking and mentorship.”

Here are some key considerations for each format:

Online Psychology Degrees:

Flexibility: Ideal for working professionals or those with family commitments.
Accessibility: Students can attend programs from anywhere, broadening their options.
Self-discipline required: Success often hinges on personal motivation and time management.

On-Campus Psychology Degrees:

Networking opportunities: Direct access to faculty and peers can lead to internships and job placements.
Structured environment: A traditional classroom setting may enhance focus and accountability.
Campus resources: Access to libraries, labs, and extracurricular activities enriches the educational experience.

In New York, institutions like Columbia University and NYU offer robust on-campus programs, while schools like the University of Phoenix provide comprehensive online options. Each format has its merits, and the choice ultimately depends on individual circumstances and career aspirations.

The average cost of obtaining a psychology degree in New York can vary significantly based on the type of institution and residency status. For students pursuing a bachelor's degree in psychology, tuition at in-state public colleges averages around $7,070 annually. In contrast, out-of-state students attending private colleges may face tuition costs averaging $32,954 per year. This variation highlights the importance of understanding the average cost of psychology degree in New York when planning for education expenses.

Graduates from well-known institutions such as the City University of New York (CUNY) or the State University of New York (SUNY) often share their experiences of balancing academic rigor with financial realities. One graduate noted, “While the tuition at CUNY was manageable, the additional costs for textbooks and materials added up quickly, making budgeting essential.”

For those considering graduate education, the financial commitment increases. Master’s programs typically range from $15,000 to $30,000 per year, while doctoral programs can exceed $100,000 in total expenses. Graduates from PsyD programs often report accumulating significant debt, with averages around $120,000. A recent graduate reflected, “The investment in my education was daunting, but the opportunities that followed made it worthwhile.”

Additional expenses, such as fees for internships and practicums, can further strain finances. Students often find themselves juggling part-time jobs alongside their studies to manage these costs. “I worked as a research assistant to help cover my living expenses while gaining valuable experience,” shared another graduate. For those interested in pursuing a career in counseling, it’s essential to explore resources like lpc job search tips maryland to navigate the job market effectively.

Despite the financial challenges, many students find the rewards of apsychology degree to be worth the investment. The field offers diverse career paths, from clinical psychology to research, allowing graduates to pursue their passions while making a positive impact on society. However, careful financial planning and consideration of available financial aid options remain crucial for prospective students navigating this journey. Understanding the tuition fees for psychology programs in New York can help students make informed decisions about their educational investments.

Psychology degree students in New York have access to a comprehensive array of financial aid options, significantly easing the financial burden associated with higher education. Approximately 95% of these students utilize some form of financial assistance, underscoring the state's commitment to supporting academic pursuits in this field.

Federal Financial Aid : Completing the Free Application for Federal Student Aid (FAFSA) is essential for accessing federal loans, grants, and work-study opportunities. One graduate shared, “Filling out the FAFSA was a game-changer for me. It opened doors to grants that I didn’t have to pay back, which made a huge difference in managing my tuition.”
State Aid Programs : New York offers various state-sponsored financial aid initiatives, including grants that do not require repayment. A recent graduate noted, “I was fortunate to qualify for a state grant that covered a significant portion of my tuition. It allowed me to focus more on my studies rather than worrying about finances.”
Scholarships : Numerous scholarships are available specifically for psychology students, both merit-based and need-based. Organizations like the American Psychological Association provide resources to help students identify relevant opportunities. “I applied for several scholarships and was thrilled to receive one that helped fund my research project,” recalled another graduate.
Grants : Grants are awarded based on financial need and do not require repayment. Many students have benefited from grants provided by nonprofit organizations and educational institutions, which can significantly alleviate tuition costs.
Fellowships and Assistantships : Graduate students may qualify for fellowships and assistantships, which offer financial support in exchange for teaching or research duties. A graduate remarked, “My assistantship not only covered my tuition but also provided me with invaluable teaching experience.”
ClinicalFellowships : In the later stages of doctoral programs, students may be eligible for clinical fellowships, which provide financial support while allowing them to gain practical experience in clinical settings.

With a diverse financial aid landscape, psychology students in New York can find multiple avenues to support their educational journeys, making the pursuit of a psychology degree both attainable and rewarding.

To enroll in a Psychology program in New York, prospective students must meet several prerequisites that vary by institution but generally include a high school diploma or equivalent, a minimum GPA, and standardized test scores. Most universities, such as New York University (NYU) and Columbia University, require a GPA of at least 3.0, while some may also consider SAT or ACT scores, particularly for undergraduate programs.

Graduates from local universities often share their enrollment experiences, highlighting the importance of a strong academic background. One graduate recalled, “I focused on my science and math courses in high school, which helped me meet the prerequisites for NYU’s competitive program.” This emphasis on foundational subjects is common among successful applicants.

In addition to academic qualifications, many programs encourage or require relevant extracurricular activities or volunteer work in psychology-related fields. For instance, a graduate from Hunter College noted, “I volunteered at a mental health clinic, which not only strengthened my application but also gave me a taste of what to expect in my studies.”

Key prerequisites for Psychology programs in New York typically include:

High School Diploma or Equivalent : Essential for all undergraduate programs.
Minimum GPA : Generally, a 3.0 or higher is expected.
Standardized Test Scores : SAT or ACT scores may be required, depending on the institution.
Extracurricular Activities : Relevant volunteer work or internships can enhance an application.

While the competitive nature of these programs can be daunting, many students find the process rewarding. A graduate from Barnard College reflected, “The rigorous application process made me appreciate my education even more once I was accepted.” This sentiment underscores the value of perseverance and preparation in pursuing a degree in psychology in New York.

Psychology programs in New York typically encompass a diverse array of courses designed to provide students with a comprehensive understanding of human behavior and mental processes. Core courses often include:

Introduction to Psychology : This foundational course covers essential psychological concepts and theories, allowing students to grasp the breadth of the field. Graduates often recall this course as a pivotal moment in their academic journey, igniting their passion for psychology.
Developmental Psychology : Focusing on human growth from infancy to adulthood, this course helps students understand the psychological changes that occur throughout life. One graduate noted, “Learning about the stages of development made me appreciate the complexities of human behavior.”
Abnormal Psychology : This course delves into psychological disorders, their symptoms, and treatment options. Students frequently express how this class opened their eyes to the realities of mental health, fostering empathy and understanding.
Research Methods in Psychology : Essential for any aspiring psychologist, this course teaches students how to design and conduct research. Graduates often highlight the hands-on experience gained through projects, stating, “It was thrilling to apply theoretical knowledge to real-world scenarios.”
Social Psychology : Exploring how individuals influence and are influenced by others, this course is particularly popular among students. One graduate shared, “Understanding group dynamics has been invaluable in both my personal and professional life.”

In addition to these core courses, many programs offer electives such as Neuropsychology, Health Psychology, and Forensic Psychology, allowing students to tailor their education to their interests.

The New York City area is home to renowned institutions like Columbia University and New York University, which provide robust psychology programs. These universities often emphasizeexperiential learning, with opportunities for internships and research assistantships that enhance students' practical skills.

While the rigorous coursework can be demanding, graduates often reflect on their experiences with a sense of fulfillment, noting that the challenges helped them grow both academically and personally.

What courses are typically in a Psychology program in New York?

Psychology degree programs in New York offer a rich array of specializations, each designed to equip students with the skills necessary for various career paths in the field. Notably, only 13% of the 3.4 million individuals in the U.S. who have earned a bachelor's degree in psychology pursue advanced degrees, highlighting the importance of choosing a specialization that aligns with career aspirations. For those seeking affordable psychology specializations in New York, the options available are diverse and cater to different interests.

Clinical Psychology : Graduates often recount their experiences in clinical settings, where they learned to diagnose and treat mental health disorders. One graduate shared, “The hands-on training in therapy techniques was invaluable; it prepared me for real-world challenges.”
Counseling Psychology : This specialization focuses on helping individuals navigate life’s challenges. A former student noted, “Working in community centers allowed me to see the direct impact of psychological support on people’s lives.”
School Psychology : Students in this field blend psychological principles with educational practices. A graduate reflected, “Being part of a school system and supporting students’ mental health was incredibly rewarding.”
Industrial-Organizational Psychology : This area applies psychology to workplace dynamics. One graduate mentioned, “I loved analyzing employee satisfaction and performance; it felt great to contribute to a healthier work environment.”
Health Psychology : Students explore the psychological factors influencing health. A graduate shared, “Understanding how behavior affects health motivated me to promote healthier lifestyles in my community.”
Forensic Psychology : This specialization prepares students for roles within the legal system. A former student expressed, “The thrill of combining psychology with law was fascinating, especially during my internship with a legal consultingfirm.” For those interested in this field, there are also options for pursuing degrees online, such as michigan online forensic psychology degrees .
Developmental Psychology : Focusing on growth throughout the lifespan, graduates often find joy in studying cognitive and emotional development. One noted, “It was enlightening to observe how people evolve at different life stages.”
Neuropsychology : Concentrating on brain function and behavior, students in this field assess neurological conditions. A graduate remarked, “The intersection of neuroscience and psychology opened my eyes to new treatment possibilities.”

These specializations not only enhance academic knowledge but also provide practical experiences that resonate deeply with students, preparing them for diverse career opportunities in the field of psychology. With a variety of New York psychology degree program options available, students can find a path that suits their interests and career goals.

When selecting a psychology degree program in New York, students must consider several key factors that can shape their educational and career paths. With 113 not-for-profit institutions offering psychology degrees, the choices can be overwhelming. Here are essential elements to keep in mind:

Accreditation and Reputation : Programs accredited by recognized bodies, such as the American Psychological Association, ensure adherence to educational standards. A graduate noted, “I chose my program because it was highly ranked and accredited. It made me feel confident about the quality of my education.” This is particularly important when looking for the best psychology programs in New York.
Degree Level : Understanding the implications of different degree levels is crucial. For example, master's graduates in psychology in New York earn an average salary of approximately $64,462 three years post-graduation. A graduate shared, “I initially thought about an associate degree, but realizing the earning potential with a master’s made me rethink my options.” This consideration is vital for those seeking affordable psychology degree programs New York.
Program Specializations : Different programs offer unique specializations, such as clinical psychology or counseling. A student reflected, “I was drawn to a program that focused on educational psychology because I wanted to work in schools. It felt like the right fit for my interests.”
Student Support and Resources : The availability of support services can significantly enhance the educational experience. A graduate emphasized, “Having access to research opportunities and academic advising was invaluable. It helped me navigate my studies and prepare for my career.”
Cost and Financial Aid : Financial considerations are paramount. Prospective students should evaluate the net price of programs and explore financial aid options. One graduate remarked, “I found a program that offered scholarships, whichmade a significant difference in my decision-making process.”

Ultimately, the decision to enter the workforce or pursue further education is influenced by personal experiences, relationships, and self-knowledge. As one graduate put it, “I realized that my experiences during my undergraduate years shaped my desire to continue my education. It’s all about finding what resonates with you.” By weighing these factors thoughtfully, students can make informed choices that align with their aspirations in the field of psychology. For those interested in exploring psychology career guidance in Alaska, you can find valuable resources psychology career guidance in Alaska .

Graduates of psychology degree programs in New York face a dynamic job market that reflects both the challenges and opportunities inherent in the field. While those with a bachelor's degree may find themselves in competitive entry-level positions, such as human resources or case management, advanced degrees significantly enhance job prospects and earning potential.

Job Growth : The demand for psychologists is projected to grow by 6% through 2032, with clinical and counseling psychology roles expected to expand even more rapidly at 11%. This trend is particularly relevant in New York, where mental health awareness is on the rise, leading to increased hiring in various settings. As a result, psychology degree job opportunities in New York are becoming increasingly abundant.
Salary Insights : While specific salary data for New York is not provided, graduates can look to metropolitan areas like San Jose and Boulder, where mean annual wages for psychologists reach $109,470 and $104,960, respectively. This suggests that pursuing opportunities in high-demand areas could yield substantial financial rewards.
Career Paths : Psychology graduates in New York can explore diverse career options, including:

Current professionals in New York share their experiences, noting the importance of internships and networking. One individual reflected, “My internship at a local clinic opened doors I never expected. It was a stepping stone that led to my current role in counseling.” Another mentioned, “Working in human resources has allowed me to apply my psychology training in ways I didn’t anticipate, helping to shape workplace culture.”

Specialization Demand : Certain specializations, such as geropsychology and school psychology, are particularly sought after in NewYork. The aging population and the emphasis on mental health support in schools create a robust demand for these professionals. This growing need highlights the promising career prospects for psychology graduates in New York.

The skills acquired during a psychology degree—critical thinking, data analysis, and effective communication—are highly valued across various sectors in New York. As one graduate noted, “The ability to understand human behavior is a game-changer in any field.” This adaptability underscores the potential for psychology graduates to thrive in a variety of roles, making the pursuit of a psychology degree a promising endeavor in New York's evolving job market. For those considering further specialization, resources such as lpc programs in vermont can provide valuable information on advancing their careers.

The field of psychology is continually evolving, with new niches emerging that reflect societal changes, technological advancements, and an increasing understanding of mental health. For prospective students in New York, understanding these niches can guide their educational and career choices. Here are some of the most notable emerging areas within psychology:

Digital Mental Health : With the rise of teletherapy and mental health apps, digital mental health is becoming a significant niche. According to a report by the American Psychological Association, 74% of psychologists have used telehealth services since the pandemic began. This trend is particularly relevant in urban areas like New York City, where access to traditional therapy can be limited.
Neuropsychology : This area focuses on the relationship between brain function and behavior. As technology advances, neuropsychologists are increasingly involved in research and clinical practice related to brain injuries, neurodegenerative diseases, and cognitive rehabilitation. Institutions like Columbia University offer specialized programs that prepare students for careers in this niche.
Forensic Psychology : The intersection of psychology and the legal system is gaining traction. Forensic psychologists assess individuals involved in legal cases, providing insights into mental health issues that may affect legal outcomes. The demand for professionals in this field is growing, particularly in metropolitan areas where legal cases are prevalent.
Health Psychology : This niche examines how psychological factors influence physical health. With a growing emphasis on holistic health approaches, health psychologists work in various settings, including hospitals and wellness centers. Programs at universities such as New York University emphasize the integration of psychological principles into health care.
Environmental Psychology : As climate change and urbanization become pressing issues,environmental psychology is emerging as a vital field. Professionals study how environments affect human behavior and well-being, contributing to sustainable practices and urban planning. The City University of New York (CUNY) offers courses that explore these connections.
Sports Psychology : This niche focuses on the mental aspects of athletic performance. With the increasing recognition of mental health in sports, professionals in this field help athletes enhance performance and cope with the pressures of competition. Programs at institutions like Hofstra University are preparing students for careers in this dynamic area.
Cultural Psychology : As society becomes more diverse, cultural psychology is gaining importance. This niche examines how cultural contexts influence psychological processes.
Engage in Research Opportunities : Many universities in New York, such as Columbia University and New York University, offer robust research programs. Participating in research not only enhances understanding but also strengthens resumes. According to Dr. Sarah Thompson, a psychology professor at NYU, “Engaging in research allows students to apply theoretical knowledge to real-world problems, fostering critical thinking skills.”
Utilize Internships and Fieldwork : Internships are crucial for practical experience. Institutions like Hunter College provide access to various internships in clinical settings, schools, and community organizations. A recent survey indicated that 70% of psychology graduates who completed internships reported feeling more prepared for their careers.
Join Professional Organizations : Becoming a member of organizations such as the New York State Psychological Association can provide networking opportunities, access to workshops, and resources that enhance learning. “Networking is key in psychology; it opens doors to mentorship and job opportunities,” notes Dr. Emily Chen, a clinical psychologist and educator.
Participate in Student Organizations : Many colleges have psychology clubs or honor societies that foster community and collaboration. These groups often host events, guest speakers, and workshops that can deepen understanding of the field. Current students at the University at Buffalo emphasize that these organizations help build a sense of belonging and provide valuable peer support.
Take Advantage of Online Resources : With the rise of digital learning, students can access a wealth of online courses, webinars, and lectures from leading psychologists. Platforms like Coursera and edX offer courses from prestigious institutions, allowing students to supplement their education with diverse perspectives.
Seek Mentorship : Establishing relationships with faculty members can provide guidance and insightinto the field. Professors often have extensive networks and can offer advice on career paths, research opportunities, and graduate programs. “A mentor can be a game-changer in navigating the complexities of a psychology career,” states Dr. Mark Johnson, a faculty member at St. John’s University.
Engage with Diverse Populations : New York is a melting pot of cultures and communities. Students should seek opportunities to work with diverse populations, which can enhance cultural competence and understanding of psychological principles across different demographics. This experience is invaluable in a field that increasingly values inclusivity.
Attend Workshops and Conferences : Participating in psychology conferences, such as the New York State Psychological Association’s annual meeting, can expose students to the latest research and trends in the field.
Gain Practical Experience : Internships and volunteer opportunities are crucial for psychology graduates. Institutions like Columbia University and New York University offer robust internship programs that connect students with local mental health organizations, schools, and community centers. According to Dr. Lisa Johnson, a career advisor at NYU, “Hands-on experience not only enhances your resume but also provides invaluable networking opportunities.”
Develop Specialized Skills : Consider focusing on areas such as clinical psychology, counseling, or industrial-organizational psychology. Specialized skills can make candidates more attractive to employers. For instance, proficiency in statistical software like SPSS or experience with therapeutic techniques can set you apart in a competitive job market.
Network Actively : Building a professional network is essential. Attend psychology conferences, workshops, and local meetups. The New York State Psychological Association often hosts events that can help students connect with professionals in the field. “Networking is about relationships; it’s not just about what you know, but who you know,” emphasizes Dr. Mark Thompson, a psychologist and educator.
Pursue Further Education : Many psychology graduates opt for advanced degrees to enhance their career prospects. Programs at institutions like Fordham University and Hunter College offer master’s and doctoral degrees that can lead to licensure and higher-paying positions. According to the Bureau of Labor Statistics, individuals with a master’s degree in psychology earn significantly more than those with only a bachelor’s.
Prepare for Licensing Exams : If you aim to become a licensed psychologist, familiarize yourself with the requirements set by the New York State Board of Psychology. This includes passing the Examination for Professional Practice in Psychology (EPPP) and completing a specified number of supervised hours. “Understanding thelicensing process early can save you time and stress later,” advises Dr. Sarah Lee, a licensed psychologist in New York.
Stay Informed About Job Trends : The job market for psychology graduates can vary based on economic conditions and societal needs. Research current trends in mental health services, such as the increasing demand for teletherapy. The New York State Department of Labor provides resources and reports that can help you stay updated on job outlooks and salary expectations.
Cultivate Soft Skills : Employers often seek candidates with strong interpersonal skills, empathy, and communication abilities.

A psychology degree can significantly influence career mobility and advancement in New York, a state known for its diverse job market and numerous educational institutions. Here are several key factors to consider:

Diverse Career Opportunities : Graduates with a psychology degree can pursue various career paths, including clinical psychology, counseling, social work, human resources, and market research. According to the Bureau of Labor Statistics, employment for psychologists is projected to grow by 3% from 2021 to 2031, indicating steady demand in the field.
Advanced Education and Specialization : Many psychology graduates opt for further education, such as a master's or doctoral degree, which can lead to higher-level positions. For instance, obtaining a Psy.D. or Ph.D. can open doors to roles in academia, research, or specialized clinical practice. Institutions like Columbia University and New York University offer advanced programs that are highly regarded.
Networking and Professional Development : New York's vibrant professional community provides ample networking opportunities. Organizations such as the New York State Psychological Association (NYSPA) offer resources, workshops, and conferences that can enhance career prospects. "Networking is crucial in New York; it can lead to internships and job offers," notes Sarah, a current psychology student at Hunter College.
Licensure and Certification : In New York, becoming a licensed psychologist requires a doctoral degree, supervised experience, and passing the Examination for Professional Practice in Psychology (EPPP). This licensure is essential for career advancement in clinical settings. Graduates from programs at institutions like Fordham University are often well-prepared for this process.
Interdisciplinary Skills : A psychology degree equips students with valuable skills such as critical thinking, communication, and understanding human behavior. These competencies are highlysought after in various fields, including business and education. "The skills I learned in my psychology program have been applicable in my role in human resources," shares Mark, a graduate from St. John's University.
Job Market Competitiveness : While a psychology degree can enhance career mobility, the job market can be competitive. Graduates may face challenges in securing positions without additional qualifications or experience. According to a report by the National Center for Education Statistics, only 27% of psychology graduates find jobs directly related to their degree immediately after graduation.
Salary Potential : The earning potential for psychology graduates varies widely based on education level and specialization.

Finding internships relevant to a Psychology degree in New York can be a pivotal step in gaining practical experience and enhancing your resume. Here are several strategies to effectively navigate the internship landscape:

Utilize University Resources : Many institutions, such as Columbia University and New York University, offer dedicated career services that provide internship listings, resume workshops, and networking events. "The university's career center was instrumental in helping me secure my internship," shares Sarah, a psychology student at NYU.
Leverage Online Job Portals : Websites like Handshake, Indeed, and LinkedIn are valuable tools for discovering internship opportunities. These platforms often feature filters that allow you to search specifically for psychology-related positions in New York. According to a 2023 survey, 70% of students found their internships through online job boards.
Network with Professionals : Attend psychology-related conferences, workshops, and seminars in New York. Engaging with professionals in the field can lead to internship opportunities. "Networking opened doors I didn't even know existed," notes James, a graduate from Hunter College.
Join Professional Organizations : Becoming a member of organizations such as the New York State Psychological Association (NYSPA) can provide access to exclusive internship listings and networking events. Membership often includes newsletters that highlight internship opportunities.
Explore Nonprofit Organizations : Many nonprofits in New York, such as the Mental Health Association of New York City, offer internships that provide hands-on experience in mental health services. These positions can be particularly beneficial for students interested in community psychology.
Contact Local Clinics and Hospitals : Reach out directly to mental health clinics, hospitals, and counseling centers in New York. Many facilities may not advertise internships but areopen to hosting students. A proactive approach can yield unexpected opportunities.
Internship Fairs : Participate in internship fairs hosted by universities or local organizations. These events allow students to meet potential employers face-to-face, making a lasting impression that can lead to internship offers.
Social Media and Online Communities : Follow psychology-related groups on platforms like Facebook and Reddit.

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concordia.edu (23 Sep 2022). What Do You Learn in a Psychology Program. concordia.edu https://www.concordia.edu/blog/what-do-you-learn-in-psychology-program.html
quora.com (n.d.). What is the job market like for graduates with a Bachelor's degree in psychology?. [quora.com] https://www.quora.com/What-is-the-job-market-like-for-graduates-with-a-Bachelors-degree-in-psychology
topuniversities.com (22 Jul 2024). What can you do with a psychology degree?. topuniversities.com https://www.topuniversities.com/student-info/careers-advice/what-can-you-do-psychology-degree
lapu.edu (23 Feb 2024). Top Reasons to Get a Psychology Degree in 2024. lapu.edu https://www.lapu.edu/reasons-to-get-a-psychology-degree/
umassglobal.edu (n.d.). Should I major in psychology? 7 Signs you’d succeed. umassglobal.edu https://www.umassglobal.edu/news-and-events/blog/should-i-major-in-psychology
macuniversity.edu (14 Mar 2022). 48 Jobs You Can Get with a Psychology Degree. macuniversity.edu https://www.macuniversity.edu/48-jobs-you-can-get-with-a-psychology-degree/
careervillage.org (06 Nov 2023). What are some jobs I can get straight out of college with a psychology degree?. careervillage.org https://www.careervillage.org/questions/808599/what-are-some-jobs-i-can-get-straight-out-of-college-with-a-psychology-degree
furman.edu (17 Jan 2024). What jobs can you get with a psychology degree?. furman.edu https://www.furman.edu/blogs/what-can-you-do-with-a-psychology-degree/
prospects.ac.uk (n.d.). Psychology. prospects.ac.uk https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/psychology
U.S. BLS (2023). Occupational Outlook Handbook, Psychologists. https://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm

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Social-Work-Research-Topics-List-Ideas.pdf
Objectives of Social Work and its Purpose
🏷️ Social work research paper topics. 70 Cutting. 2022-10-31
Social Work Research Methods
Social Work Research and Its Relevance to Practice: “The Gap Between
256 Social Work Research Topics: Essential Guide

COMMENTS

Social Work Research
Explore a collection of highly cited articles from the NASW journals published in 2020 and 2021. Read now. An official journal of the National Association of Social Workers. Publishes exemplary research to advance the development of knowledge and inform social.
Journal of Social Work: Sage Journals
The Journal of Social Work is a forum for the publication, dissemination and debate of key ideas and research in social work. The journal aims to advance theoretical understanding, shape policy, and inform practice, and welcomes submissions from all areas of social work.
Practice Research in Social Work: Themes, Opportunities and Impact
Practice research and social work co-exist within an environment of collaboration and interdisciplinary cooperation, where social workers collaborate with researchers, policymakers, and other professionals to collectively address complex social issues. There is a need for holistic research methodologies to develop approaches that address the ...
Research on Social Work Practice: Sage Journals
Research on Social Work Practice (RSWP), peer-reviewed and published eight times per year, is a disciplinary journal devoted to the publication of empirical research concerning the assessment methods and outcomes of social work practice. Intervention programs covered include behavior analysis and therapy; psychotherapy or counseling with individuals; case management; and education.
Social Work Research
Social Work Research publishes exemplary research to advance the development of knowledge and inform social work practice. Widely regarded as the outstanding journal in the field, it includes analytic reviews of research, theoretical articles pertaining to social work research, evaluation studies, and diverse research studies that contribute to knowledge about social work issues and problems.
NASW Journals' Most Cited Articles
Widely regarded as the outstanding journal in the field, it includes analytic reviews of research, theoretical articles pertaining to social work research, evaluation studies, and diverse research studies that contribute to knowledge about social work issues and problems. 2021 Journal Impact Factor™: 1.844. Social Work in the Age of a Global ...
Back to the Future: Using Social Work Research to Improve Social Work
Abstract This article traces themes over time for conducting social work research to improve social work practice. The discussion considers 3 core themes: (a) the scientific practitioner, including different models for applying this perspective to research and practice; (b) intervention research; and (c) implementation science. While not intended to be a comprehensive review of these themes ...
The British Journal of Social Work
Editor's Choice . The Editors of The British Journal of Social Work select one paper from each new issue for its high-quality contribution to the field of social work.Also available is a new series of short videos from the authors discussing their own work. These collections are updated regularly so check back to keep up-to-date with the latest advances in the field.
Journal of Social Work Practice
The journal embraces social work values and seeks to represent diverse and intercultural perspectives. The journal aims to provide a forum in which: • practice, institutional and policy matters are examined through psychodynamic and systemic lenses; • the lived experience of practitioners, educators and researchers in contemporary helping ...
Journal of the Society for Social Work and Research
ABOUT THE JOURNAL Frequency: 4 issues/year ISSN: 2334-2315 E-ISSN: 1948-822X 2022 CiteScore*: 1.9 Ranked #500 out of 1,415 "Sociology and Political Science" journals. Founded in 2009, the Journal of the Society for Social Work and Research (JSSWR) is the flagship publication of the Society for Social Work and Research (SSWR), a freestanding organization founded in 1994 to advance social ...
Social Work Research and Its Relevance to Practice: "The Gap Between
The social work profession should take action to address and further research the research-practice disconnect by establishing a clear definition and aims of social work research, and training academics in effective research-to-practice translational methods.
Social Work Research Methods
Social work research means conducting an investigation in accordance with the scientific method. The aim of social work research is to build the social work knowledge base in order to solve practical problems in social work practice or social policy. Investigating phenomena in accordance with the scientific method requires maximal adherence to ...
The Pursuit of Quality for Social Work Practice: Three Generations and
If systematic reviews are to lead to guidelines for evidence-based psychosocial interventions, social work needs to be at the table, and social work research must provide the foundation. Whether social work develops its own guidelines or helps lead the development of profession-independent guidelines as recommended by the IOM committee ...
Encyclopedia of Social Work
Data Science and Social Work. "Data science presents a new and promising frontier for social work both in methodology and in ensuring data justice and equity. Within social work, text documentation and social media are popular forms of non-traditional data, but other forms..." - By Woojin Jung and others.
Work-life balance, social support, and burnout: A quantitative study of
Social work is acknowledged to be a high-stress profession that involves working with people in distressing circumstances and complex life situations such as those experiencing abuse, domestic violence, substance misuse, and crime (Stanley & Mettilda, 2016).It has been observed that important sources of occupational stress for social workers include excessive workload, working overtime ...
Social Work
Social Work is dedicated to improving practice and advancing knowledge in social work and social welfare. Its articles yield new insights into established practices, evaluate new techniques and research, examine current social problems, and bring serious critical analysis to bear on problems in the profession.
Foundations of Social Work Research
This textbook was created to provide an introduction to research methods for BSW and MSW students, with particular emphasis on research and practice relevant to students at the University of Texas at Arlington. It provides an introduction to social work students to help evaluate research for evidence-based practice and design social work research projects. It can be used with its companion, A ...
Social Work Research Methods
Social work researchers will send out a survey, receive responses, aggregate the results, analyze the data, and form conclusions based on trends. Surveys are one of the most common research methods social workers use — and for good reason. They tend to be relatively simple and are usually affordable.
How to Bring Research Into Social Work Practice
5.01 (d): Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics…. 5.02 (a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions. 5.02 (b) Social workers should promote and facilitate ...
Research & Data
Research & Data. NASW's Center for Workforce Studies and the Social Work Policy Institute conducted research that examined the social work workforce and issues that related to the work of social workers, including serving people with multiple and complex needs.
Issues
Social Work Research | 48 | 2 | May 2024. Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide
One way social work researchers can better understand community needs
"But social work, as a research discipline, has not identified a standard technique for eliciting the preferences of those stakeholders—even though this is a critical issue," Ellis says.
New opportunities across the West Mids supporting healthcare and social
The National Institute of Health and Social Care Research (NIHR) has pledged £34.9m to encourage the regulated healthcare and social work professions into research roles as part of the new INSIGHT: Inspiring Students into Research scheme. This strategic move will accelerate the numbers of nurses, midwives, pharmacists, social workers and ...
UTA Researcher Examines Immigrant Challenges and Hopes
A research team headed by a University of Texas at Arlington social worker recently asked a group of immigrants if they agreed. Led by Saltanat Childress, assistant professor in the School of Social Work, the researchers interviewed 24 Arab-speaking Middle Eastern North African refugees in the United States about their experiences immigrating ...
Research on Social Work Practice
Purpose: This study evaluated the possible effects of empathy-focused group work on the participants, which is designed by bringing together cisgender heterosexual and LGBTQ+ people. Method: The study group of the research consists of 28 people (14 people ... Restricted access Research article First published July 10, 2023 pp. 568-577.
MVNU launches Master of Social Work degree program
Throughout the United States, there is a great need for behavioral health social workers and in Ohio there is a need for school social workers. This makes us unique as there is a lack of programs offering the school social work specialization." The MSW degree program consists of 62 standard track hours and is designed to be fully completed ...
Employment
White people are more likely to work in white-collar clerical jobs and to assume managerial positions, while Black people are more likely to work in blue-collar service jobs. 26 Some racial/ethnic minority groups are also more likely to be unemployed. 31 In October 2019, the unemployment rate for Black people was 5.4 percent, compared to 3.2 ...
Power-informed practice in social work
Power remains an important phenomenon within modern day social theory (Reed & Weinman, 2019) and a significant focal point of contemporary social work, clearly visible in notions of empowerment and anti-oppressive practice (British Association of Social Work, 2021; Thompson, 2016).Whilst such terms are discursively evident, the concept of power remains contested.
2024 Most Affordable Psychology Degree Programs Ranking ...
Diverse Career Opportunities: Graduates with a psychology degree can pursue various career paths, including clinical psychology, counseling, social work, human resources, and market research. According to the Bureau of Labor Statistics, employment for psychologists is projected to grow by 3% from 2021 to 2031, indicating steady demand in the field.
College of Social Sciences and Public Policy
COSSPP Research Team Awarded Borchard Foundation Grant. An FSU College of Social Sciences and Public Policy (COSSPP) research team was awarded a $20,000 grant from the Albert and Elaine Borchard Foundation for the project "Pro-Tech Ageism? ... The Interdisciplinary Social Science (ISS) program is one of the College of Social Sciences and ...

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Social Work Research Methods by Allen Rubin LAST REVIEWED: 14 December 2009 LAST MODIFIED: 14 December 2009 DOI: 10.1093/obo/9780195389678-0008

The Pursuit of Quality for Social Work Practice: Three Generations and Counting

What Interventions and Services Are Most Effective?

Specifying Interventions

Advancing Intervention Effectiveness Research

Research Priorities

Future Directions: Research to Advance Evidence on Interventions

Documenting the Impact of Interventions: Specifying and Measuring Outcomes

Future Directions: Research on Quality Monitoring and Measure Development

How to Implement Evidence-Based Care

Making Effective Interventions Accessible to Providers: Intervention Reviews and Taxonomies

Advancing the Science of Implementation

Future directions: Research on implementation strategies

The Third Generation and Counting

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