Ann Nichols-Casebolt – författare

As the social work profession increasingly emphasizes scholarship and research, the education and training of faculty and students in the responsible conduct of research (RCR) becomes imperative. Research Integrity and Responsible Conduct of Research provides specific guidelines regarding the practical considerations, recommendations, and tools in the ethical and responsible practice of social work research.Using core instructional areas identified by the U.S. Office of Research Integrity, this essential guide covers data acquisition, management, sharing and ownership; conflict of interest and commitment; subjects' protection; research misconduct; publication practices and responsible authorship; mentor and mentee responsibilities; peer review; and collaborative science. For each core area, the book identifies specific issues that are relevant for social work researchers. For example, the chapter on collaborative science discusses issues related to community-based research, and the chapter on subjects' protection covers common institutional review board issues with social behavioral protocols, such as doing research "on" students. Case studies designed to enhance critical thinking about ethical dilemmas confronted by social scientists in the practice of research are also included. Drawing on research, curriculum models, and identified best practices that have been primarily developed for biomedical researchers, the book presents practical strategies for educating and promoting RCR among social scientists.With useful case studies, sample protocols, and take-home points, this is a succinct yet valuable guide to the ethical practice of research for social work students, faculty, and agency-based staff.

Feminist critiques of the social sciences are based on the assumption that because the social sciences were developed for the most part by white, middle-class, Western men, the perspectives of women were ignored. This book offers an approach for integrating gender-related content into the social work curriculum. The distinguished contributors discuss the shortcoming of dominant knowledge, address the pressing need for a gender-integrated curriculum, consider the pedagogies consistent with the implementation of an integrate curriculum, address specific areas in social work education, assessing content, and assumptions, and discuss strategic issues for the implementation of curricular knowledge.