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School of Social Work
ScWk 298
Fall
Written Assignment #2
Introduction and Literature Review
Please write in no more than 8 pages total:
*** The title page, references, and appendices ARE NOT included in the page limit
Your REVISED introduction which includes (4 points):
Description of your research problem,
Brief background to this issue,
A specific research statement, and
Relevance of your specific topic to social work (think about the relevance from a transcultural perspective)
Note that you should move your hypothesis and research question to the end of the literature review.
Please do NOT include the methods information
2) Your literature review which includes (12 points):
Background A more detailed discussion of your population and the issue you are addressing in the context of this group.
If possible, bring in U.S. Census data, or other national, state, or county data that can provide a context for understanding your population or your topic.
Consider providing brief historical information. If you are focusing on a policy or practice, consider providing background on the development of the policy or practice from an historical perspective. When did the policy or practice begin and how has it evolved? If you are focusing on a social problem, when it begin, and how has it evolved?
Theory Identifying and explaining a specific theory and exactly how it provides a foundation and explanation of the issue and factors you are studying.
The theory section provides a framework for understanding your topic.
Please make sure to clearly define the theory you are using and a rationale for why and how it applies to your topic.
Body Sections Major subsections usually organized according to your model (i.e. the variables or themes that you intend to study). Each subsection:
Explains with evidence (i.e., an integrated review of relevant literature) the connection between the independent and dependent variable consistent with your hypothesis (if you are using quantitative) and/or how the themes relate to your research question (if you are using qualitative).
These body sections also discuss in an integrated fashion:
The current status of the specific topic in the professional knowledge base, limitations of previous studies related to your topic, and how your proposed study will make a contribution to what is already known about your topic.
d. Hypothesis(es) and Research Question(s) - These are moved from the introduction you wrote in Assignment #1 to the end of the literature review.
3) Minimum 15 references (2 points).
Appendix: a list of quantifiable variables and/or qualitative themes you are investigating (2 points).
Overall WRITING style and quality, including APA FORMAT (5 points).
Please edit carefully and follow these guidelines:
Consistent use of complete sentences
Correct use of grammatical constructions, punctuation, sequencing (paragraphing), referencing, hyphenation, spelling, headings, capitalization, pagination, abbreviations, and margins.
Appropriate content, clarity, conciseness, and style.
Neat appearance
Follow all APA guidelines (make the headings and sub-headings exactly like the examples provided at the end of these directions and use the title page format that is provided in your syllabus.
Total Points: 25
Grading: 25% of final grade
Below is a summary of what is included in this Assignment #2 and the additional elements included in Assignment #4
Title Page [Include a title page]
Abstract [Not until Written Assignment #4]
Introduction [REVISED since Written Assignment 1]
Literature Review [Written Assignment #2]
Methods [Not until Written Assignment #4]
Expected Findings and Implications [Not until Written Assignment #4]
References [15 references minimum]
Appendices [Written Assignment #2]
Paper Components and Format Example:
Following is a working outline with APA heading levels based on an example regarding MSW Student Life Satisfaction. This is a hypothetical example for instructional purposes only! Note that the general organization of all research papers is very similar, but specific presentation, including each papers subsections and subheadings, will vary. Please consult with your professor for additional instructions and assistance.
Introduction
Relevance to Social Work
Literature Review
Background of MSW Students and Life Satisfaction
Developmental Theory and MSW Student Life Satisfaction
Age and Life Satisfaction
Family Life and Life Satisfaction
Socioeconomic Status and Life Satisfaction
Hypotheses and Research Question
Example of ScWk 298 Written Assignment #2 Format
PAGE
PAGE 3
Predictors of Life Satisfaction
in MSW Students
by
Opher Dere
A Social Work 298 Special Project
Presented to the Faculty of the School of Social work
San Jos State University
In Partial Fulfillment
Of the Requirements for the Degree of
Master of Social Work
Dr. Willa Trierbest
October, 2006
3
factors related to the life satisfaction of their graduate students. Given the current, serious shortage of social workers in many states, including California, addressing and enhancing MSW student life satisfaction is both timely and vital, leading to successful recruitment, retention, and preparation of these emerging professionals. Blah blah.
Blah blah. This research promotes the knowledge base by studying three major factors (age, family life, and socioeconomic status) as predictors of life satisfaction.
Literature Review
Background of MSW Students and Life Satisfaction
Approximately 100,000 students enroll annually into MSW programs across the nation (Pretend, 2006). Although each program aims to provide a quality educational experience for their students, life satisfaction remains among the major issues of concern (Lookemup, 2003; Zilcho, 2000). From the limited research available, the average life satisfaction level has ranged from below average to about average when compared with other
2
Introduction
Engaging in a graduate education can be a rewarding experience for social work students as they have an opportunity to learn and refine skills necessary to contribute more significantly to their field. Blah blah blah. Those earning a Master of Social Work degree (MSW) usually do not enter a graduate program without considerable thought put into the rewards and sacrifices involved with their schooling (Fhake, 1999; Hah & Chu, 2005). Once in an MSW program, students might find their level of life satisfaction affected by many factors, including family circumstances and employment (Yuhu, 2004). Blah blah blah. This quantitative and qualitative research examines age, family life, and socioeconomic status as predictors of life satisfaction in MSW students.
Relevance to Social Work
This research is relevant to social work because the profession and those entrusted to educate future social workers would benefit from a greater understanding of the
4
graduate programs such as business and nursing (Eyecee, 1995; Ohho & Ahha, 1998). Blah blah blah In Ohho and Ahhas (1998) research of 305 MSW students randomly selected from New York states social work graduate programs, participants scored an average of 3.41 (SD = 1.22) out of a 5-point scale with higher scores meaning better satisfaction. Blah blah blah
Developmental Theory and MSW Student Life Satisfaction
Developmental theory provides a theoretical framework helpful in understanding life satisfaction in MSW students and the factors affecting it. Developmental theory explains how an individuals ability to negotiate certain periods in the lifespan is key in determining psychological, social, and physical well-being (Maidup, 1985). As one progresses through adolescence into adulthood and later adulthood, development is partly dependent on the formation of professional identity and abilities. For social workers and those preparing for this profession, life satisfaction is related to this often stressful job. In particular, age, the quality of
6
included the lack of empirical studies Blah blah blah
Family Life and MSW Life Satisfaction
Blah blah. Blah blah. Blah blah. Blah blah. Blah blah.
Socioeconomic Status and MSW Life Satisfaction
Blah blah. Blah blah. Blah blah. Blah blah. Blah blah. Blah blah.
Hypotheses and Research Question
Given the limited number of studies examining factors related to MSW student life satisfaction, this research is timely. For the quantitative component of this study, it is hypothesized that MSW students who are older, who have an enhanced family life, and have a higher socioeconomic status will also have higher life satisfaction than those younger, with a diminished family life, and lower socioeconomic status. For the qualitative component, the research question asks, "How are age, family life, and socioeconomic status related to the life satisfaction of MSW students?"
5
family life, and socioeconomic status, especially during adulthood, affect life satisfaction because blah blah.
Age and MSW Life Satisfaction
The age of MSW students is related to their life satisfaction. As people choose to enter graduate school either immediately after their undergraduate experience or after working for awhile, their age affects how students perceive certain life experiences and their sense of fulfillment associated with those events (Lookinbach, Highroad, & Lifistuf, 2005). Blah blah blah In a qualitative study of 30 psychology doctoral students, older participants generally commented that they were relatively satisfied with their lives (Worthit, 2001). Although school was difficult, their previous experiences and maturity level enabled them to see their hard work as rewarding in the long term. Similarly, for social work graduate students who make sacrifices to train for this helping profession, those older would probably have higher life satisfaction. Blah blah blah Limitations of the studies reviewed
7
References
Eyecee, U. (1995). What life? Interviews with graduate students. Journal of Fabricated Information, 4(12), 101-113.
Fhake, N. O. (1999). Look before you leap. Journal of More Fabricated Information, 2(1), 10-11.
Hah, A. H., & Chu, W. A. (2005). Why I said yes to graduate school. The Introspective Student, 14(7), 1-13.
Lookemup, G. O. (2003). The biggest choice in my life (2nd ed.). Berkeley: Owtooim Press.
Lookinbach, X., Highroad, T. T., & Lifistuf, Y. (2005). Why we get old. In O. H. Boy, G. O. Spartans, & I. M. Here (Eds.), Age is just a number (pp.54-65). Washington DC: American Psycho Press.
Maidup, G. (1985). Developmental theory in ten easy lessons. San Francisco: Whatdahay Publishers.
Ohho, S., & Ahha, L. (1998). Ups and downs: Satisfaction in social work. Journal of Fabricated Information, 7(6), 65-75.
8
Pretend, J. K. (2006). How many of us are out there? Exploratory Fiction, 15(3), 42-65.
Worthit, I. T. (2001). How to create silly titles in paper examples. San Francisco: Whatdahay Publishers.
Yuhu, O. (2004). Life satisfaction of social workers and other human service professionals. Journal of Data Manipulation, 13(3), 81-84.
Zilcho, R. (2000). Social workers trying our best. San Jos: San Jos State University Press.
And so on Remember you need minimum 15 references.
Please refer to your APA Manual and class materials for additional examples of references and APA style.
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