You are now ready to plan and compose the second piece of your proposal, the methodologysection. In it you will describe what you plan to accomplish, why you want to do it and how you are going to do it. This process is very important; to a reviewer, your research investigation is only as a good as your proposal methodology. Generally, a research proposal should contain all thekey elements involved in theresearch process and include sufficient information for the readers to evaluate the proposed study. An ill-conceived proposal dooms the project, even if it somehow is approved, because your methods are not carefully thought out in advance.
The methodology section should describe how each specific objective will be achieved, with enough detail to enable an independent and informed assessment of the proposal. This section should include:
- Restatement of research tasks:hypothesis or research questions;
- Studypopulationandsampling: description of study areas, populations and the procedures for their selection;
- Data collection: description of the tools and methods used to collect information, and identification of variables;
- Data analysis: description of data processing and analyzing procedures;
- Laboratory procedures: descriptions of standardized procedures and protocols and new or unique procedures; and
- The specific tools that will be used to study each research objective.
First, review the two types of research, qualitative and quantitative, in order to make a decision about your own methodology's procedures pathway.
In a series of steps in aplanning guide, you will outline yourmethodologysection and craft yourproposal.
Deciding My Own Approach
Start planning and writing by clicking on each of the elements in research proposal's methodology section
What type of overall study design is best for my investigation and research?
There are two types of information gathering—qualitativeandquantitative. Both designs, quantitative and qualitative, are said to be systematic, meaning that they have a system or follow a process. Each type of design, however has different approaches to methods of reasoning, step-by-stepprocedures, and researchtoolsandstrategies. Although deciding that an investigation is qualitative or quantitative directs the researcher toward a certain path, depending on what research questions still need to be answered as the investigation unfolds a combination of approaches can be used in the specific research tools used.
Now you will determineoverall project design; that decision will help you to frame out your basic methodology and determine whether you will need to use inductive or deductive reasoning in making your conclusion.
Complete Crafting a Research Proposal: II. Approach to Research Design in order to decide which approach will best suit your research. To answer some of the questions there, you may need to review your Reflection Journal and the material introduced earlier about methodology located on this web site.
When you are done, select the approach that you think will work best for your research and follow the pathway for your particular approach
Design My Project
Now that you know which design best suits your investigation, you will need to follow a specific pathway for the following research proposal elements in order to follow the specific reasoning and concerns of your approach. You will also need to download and save the planning guide for your approach to methodology to your computer.
Crafting the Proposal: III. The Methodology (Qualitative)
Crafting the Proposal: III. The Methodology (Quantitative)
Different Pathways for Different Research Design Approaches
After you have downloaded and saved the file, you will need to complete Step 1 : Designing Research Methodology. Use the links below to help you to make decisions as you complete your planning guide.
Qualitative Approach Pathway
Role of the Researcher in Qualitative Design
Researchers usually prefer fairly lengthy and deep involvement in the natural setting. Social life is complex in its range and variability, and operates at different levels. It has many layers of meaning and the researcher has to lift veils to discover the innermost meanings. In order to gain access to deeper levels, the researcher needs to develop a certain rapport with the subjects of the study, and to win their trust.
There are some key ideas to consider as you plan for your role in your research design.
Quantitative Approach Pathway
Role of the Researcher in Quantitative Design
The quantitative researcher is detached and objective. Explain whether you will be an unobtrusive observer, a participant observer, or a collaborator. Evaluate how your own bias may affect the methodology, outcomes, and analysis of findings.
Many times this element of the research proposal will be affected by ethics. In addition, this section is often interwoven in a narrative design explanation with other elements of the proposal. Review sample proposals to see how other researchers with similar designs to yours have explained their roles in the research investigation.
Complete this section on your planning guide.
When you have completed Step 1 on your planning sheet, move on to Step 2: Refining My Quantitative(or Qualitative) Investigation with Specific Methods, Tools, and Procedures.
You will need to make decisions in Step 2 for the following topics. Use the links below, your reflection journal, and the Elements of the Proposal section of the web site to assist you as you complete this portion of your planning guide.
After you have planned the elements above, there are a few more things to decide and plan. Use the list below and your planning guide to help youcomplete the rest of yourresearch proposal.
Other Elements in the Research Methodology
- Resources and Materials
- Limitations and Delimitations
- Final Product In the section, the researcher discusses the possible outcomes of the study, its relation to theory and literature, and its potential impact or application. A description of the possible forms of the final product, e.g., publishable manuscript, conference paper, invention, model, computer software, exhibit, performance, etc., should be outlined. Be specific about how you intend to share your results or project with others. Although all of these ideas may change in light of the research process or the final results, it is always good to plan with the end product in mind.
This section may also include an interpretation and explanation of results as related to your question; a discussion on or suggestions for further work that may help address the problem you are trying to solve; an analysis of the expected impact of the findings and product on the audience; or a discussion on any problems that could hinder your creative work.
Ask yourself the following questions:
- In what form will your findings be presented?
- How will you be disseminating your findings?
- To whom will you be disseminating your findings?
- How will you ensure anonymity in any publications?
- Will you need to create an abstract of your overall investigation?
- References Keep a running list of all references as you work through the proposal. You will need to have this list to avoid plagiarism and chances are you will need to go back to certain references throughout the entire research experience. This includes all textbooks, reference books, journal articles, Internet sources, etc.
See the references section from your Literature Review for a comprehensive guide to completing the reference section of your proposal. You do not need to duplicate the efforts of your Literature Review, but PLEASE remember to add any new references that you utilized for your methodology, data collection tools, etc. Spend some time reviewing the references to ensure that they are complete and accurate - names of all the authors, correct date, full and accurate title, complete publishing information (city of publication, publishing company for books, full journal title, volume and number and pages for journal articles). Use the appropriate citation forms for your field of study.Complete this section using the directions on your proposal planning guide.
- Appendices Adding a few appendices to the end of your proposal allows you to show how thoroughly you have prepared your research project without obliging the reader to wade through all the details. The purpose of an appendix is to display documents which are relevant to main text, but whose presence in the text would disturb rather than enhance the flow of the argument or writing. Results of the literature search, pilot data, data collection forms, patient information sheets, and consent forms can all be added as appendices to include documents, pilot study material, questions for interviews, survey instruments, explanatory statement to participants,etc.
Some likely parts to incorporate in the appendices are:
- Distribution Plan - A part of the proposal which is the plan for distributing of information about the project to the audience. It can also include financial statements for the funding agencies which want to see financial standing of the project. This section may include radio broadcasts, training programs, workshops, printed handouts, newsletters, presentations, etc.
- Cooperating Agency Information – If references of different cooperating agencies are given, then try to give some detail about these agencies in appendices like name and address, services or product, names of important personals, etc.
- Evaluation Tools – It is good to include the copy of evaluation tools planed to use which are used in information gathering like questionnaires, survey, interview, etc.
Appendices have a format:
- Pagination: Each Appendix begins on a separate page.
- Heading:If there is only one appendix, "Appendix" is centered on the first line below the manuscript page header. If there is more than one appendix, use Appendix A (or B or C, etc.). Double-space and type the appendix title (centered in uppercase and lowercase letters).
- Format: Indent the first line 5-7 spaces.
- Example of APA-formatted Appendix:
Most of the items that you include in your appendix will only need a Copy-Paste to be added to your proposal. It could also be possible that they would need to be converted into a graphic or a .PDF file if they are web-based.
Complete this section following the directions on your proposal planning guide.
After you make your decisions for above, you will have completed Sections 2, 3, 4, and 5 of your planning guide. You now will need to write your methodology draft. Use this sample methodology section as an example for explanations, language, and phrasing for this part of your proposal.
Sample Description of Methodology
Data Gathering Plans – The two instruments and a simple instruction sheet that also asks subjects their age and gender, will be delivered to an administrator in each setting who has agreed to distribute and collect the completed instruments. Prior to their distribution an introductory letter from both the researcher and the respective administrators will be placed in each selected subject’s mailbox or mail slot asking for their cooperation. The letters will describe the research and its importance and the support of the administrator. They also will note that a $5 coupon toward any groceries at the local Wegman’s Grocery (donated by the store’s public relations office) will be available to each person completing the two instruments and signing a letter of informed consent related to the research. Finally, they will provide a telephone number for anyone with questions or who may need assistance in completing the instruments. This procedure will be pilot-tested with at least 10 volunteers from the Fayetteville Senior center to refine the data gathering plans.
Once the pilot-testing procedures have been completed, any required changes in the administration plans will be carried out. Then the administrators will be authorized to distribute the forms. Any person who has phoned needing clarification will be provided further explanation. Anyone who phones in a need for assistance in completing the forms will receive support in the form of one the location’s administrative assistants reading the forms and recording the answers. Each assistant so involved will be provided training by the researcher on how to read and record the answers in an unbiased manner.
One week after this initial delivery, a follow-up phone call will be made to either thank those who completed the forms or to remind those who have not yet completed their forms. The grocery coupons will be mailed to all who have completed the forms with a letter of thanks. If fewer than 95 people from each of the two settings complete the forms, then the random sampling and distribution will continue until at least that number of completed forms from each setting has been received. It is anticipated that all data collection efforts will be completed within one month.
Your Reflection Log and the sample proposals you studied earlier also should be excellent resources.
Through the steps in Crafting the Proposal: III. The Methodology, you have planned, and maybe even completed, the first draft of your research proposal's methodology section.
When you have completed your draft, you will need to combine all three pieces of your proposal, your introduction, your literature review, and your methodology. Use Step 6 on your planning guide to assist you.
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This paper should be used only as an example of a research paper write-up. Horizontal rules signify the top and bottom edges of pages. For sample references which are not included with this paper, you should consult the Publication Manual of the American Psychological Association, 4th Edition.
This paper is provided only to give you an idea of what a research paper might look like. You are not allowed to copy any of the text of this paper in writing your own report.
Because word processor copies of papers don't translate well into web pages, you should note that an actual paper should be formatted according to the formatting rules for your context. Note especially that there are three formatting rules you will see in this sample paper which you should NOT follow. First, except for the title page, the running header should appear in the upper right corner of every page with the page number below it. Second, paragraphs and text should be double spaced and the start of each paragraph should be indented. Third, horizontal lines are used to indicate a mandatory page break and should not be used in your paper.
The Effects of a Supported Employment Program on Psychosocial Indicators
for Persons with Severe Mental Illness
William M.K. Trochim
Running Head: SUPPORTED EMPLOYMENT
This paper describes the psychosocial effects of a program of supported employment (SE) for persons with severe mental illness. The SE program involves extended individualized supported employment for clients through a Mobile Job Support Worker (MJSW) who maintains contact with the client after job placement and supports the client in a variety of ways. A 50% simple random sample was taken of all persons who entered the Thresholds Agency between 3/1/93 and 2/28/95 and who met study criteria. The resulting 484 cases were randomly assigned to either the SE condition (treatment group) or the usual protocol (control group) which consisted of life skills training and employment in an in-house sheltered workshop setting. All participants were measured at intake and at 3 months after beginning employment, on two measures of psychological functioning (the BPRS and GAS) and two measures of self esteem (RSE and ESE). Significant treatment effects were found on all four measures, but they were in the opposite direction from what was hypothesized. Instead of functioning better and having more self esteem, persons in SE had lower functioning levels and lower self esteem. The most likely explanation is that people who work in low-paying service jobs in real world settings generally do not like them and experience significant job stress, whether they have severe mental illness or not. The implications for theory in psychosocial rehabilitation are considered.
The Effects of a Supported Employment Program on Psychosocial Indicators for Persons with Severe Mental Illness
Over the past quarter century a shift has occurred from traditional institution-based models of care for persons with severe mental illness (SMI) to more individualized community-based treatments. Along with this, there has been a significant shift in thought about the potential for persons with SMI to be "rehabilitated" toward lifestyles that more closely approximate those of persons without such illness. A central issue is the ability of a person to hold a regular full-time job for a sustained period of time. There have been several attempts to develop novel and radical models for program interventions designed to assist persons with SMI to sustain full-time employment while living in the community. The most promising of these have emerged from the tradition of psychiatric rehabilitation with its emphases on individual consumer goal setting, skills training, job preparation and employment support (Cook, Jonikas and Solomon, 1992). These are relatively new and field evaluations are rare or have only recently been initiated (Cook and Razzano, 1992; Cook, 1992). Most of the early attempts to evaluate such programs have naturally focused almost exclusively on employment outcomes. However, theory suggests that sustained employment and living in the community may have important therapeutic benefits in addition to the obvious economic ones. To date, there have been no formal studies of the effects of psychiatric rehabilitation programs on key illness-related outcomes. To address this issue, this study seeks to examine the effects of a new program of supported employment on psychosocial outcomes for persons with SMI.
Over the past several decades, the theory of vocational rehabilitation has experienced two major stages of evolution. Original models of vocational rehabilitation were based on the idea of sheltered workshop employment. Clients were paid a piece rate and worked only with other individuals who were disabled. Sheltered workshops tended to be "end points" for persons with severe and profound mental retardation since few ever moved from sheltered to competitive employment (Woest, Klein & Atkins, 1986). Controlled studies of sheltered workshop performance of persons with mental illness suggested only minimal success (Griffiths, 1974) and other research indicated that persons with mental illness earned lower wages, presented more behavior problems, and showed poorer workshop attendance than workers with other disabilities (Whitehead, 1977; Ciardiello, 1981).
In the 1980s, a new model of services called Supported Employment (SE) was proposed as less expensive and more normalizing for persons undergoing rehabilitation (Wehman, 1985). The SE model emphasizes first locating a job in an integrated setting for minimum wage or above, and then placing the person on the job and providing the training and support services needed to remain employed (Wehman, 1985). Services such as individualized job development, one-on-one job coaching, advocacy with co-workers and employers, and "fading" support were found to be effective in maintaining employment for individuals with severe and profound mental retardation (Revell, Wehman & Arnold, 1984). The idea that this model could be generalized to persons with all types of severe disabilities, including severe mental illness, became commonly accepted (Chadsey-Rusch & Rusch, 1986).
One of the more notable SE programs was developed at Thresholds, the site for the present study, which created a new staff position called the mobile job support worker (MJSW) and removed the common six month time limit for many placements. MJSWs provide ongoing, mobile support and intervention at or near the work site, even for jobs with high degrees of independence (Cook & Hoffschmidt, 1993). Time limits for many placements were removed so that clients could stay on as permanent employees if they and their employers wished. The suspension of time limits on job placements, along with MJSW support, became the basis of SE services delivered at Thresholds.
There are two key psychosocial outcome constructs of interest in this study. The first is the overall psychological functioning of the person with SMI. This would include the specification of severity of cognitive and affective symptomotology as well as the overall level of psychological functioning. The second is the level of self-reported self esteem of the person. This was measured both generally and with specific reference to employment.
The key hypothesis of this study is:
HO: A program of supported employment will result in either no change or negative effects on psychological functioning and self esteem.
which will be tested against the alternative:
HA: A program of supported employment will lead to positive effects on psychological functioning and self esteem.
The population of interest for this study is all adults with SMI residing in the U.S. in the early 1990s. The population that is accessible to this study consists of all persons who were clients of the Thresholds Agency in Chicago, Illinois between the dates of March 1, 1993 and February 28, 1995 who met the following criteria: 1) a history of severe mental illness (e.g., either schizophrenia, severe depression or manic-depression); 2) a willingness to achieve paid employment; 3) their primary diagnosis must not include chronic alcoholism or hard drug use; and 4) they must be 18 years of age or older. The sampling frame was obtained from records of the agency. Because of the large number of clients who pass through the agency each year (e.g., approximately 500 who meet the criteria) a simple random sample of 50% was chosen for inclusion in the study. This resulted in a sample size of 484 persons over the two-year course of the study.
On average, study participants were 30 years old and high school graduates (average education level = 13 years). The majority of participants (70%) were male. Most had never married (85%), few (2%) were currently married, and the remainder had been formerly married (13%). Just over half (51%) are African American, with the remainder Caucasian (43%) or other minority groups (6%). In terms of illness history, the members in the sample averaged 4 prior psychiatric hospitalizations and spent a lifetime average of 9 months as patients in psychiatric hospitals. The primary diagnoses were schizophrenia (42%) and severe chronic depression (37%). Participants had spent an average of almost two and one-half years (29 months) at the longest job they ever held.
While the study sample cannot be considered representative of the original population of interest, generalizability was not a primary goal -- the major purpose of this study was to determine whether a specific SE program could work in an accessible context. Any effects of SE evident in this study can be generalized to urban psychiatric agencies that are similar to Thresholds, have a similar clientele, and implement a similar program.
All but one of the measures used in this study are well-known instruments in the research literature on psychosocial functioning. All of the instruments were administered as part of a structured interview that an evaluation social worker had with study participants at regular intervals.
Two measures of psychological functioning were used. The Brief Psychiatric Rating Scale (BPRS)(Overall and Gorham, 1962) is an 18-item scale that measures perceived severity of symptoms ranging from "somatic concern" and "anxiety" to "depressive mood" and "disorientation." Ratings are given on a 0-to-6 Likert-type response scale where 0="not present" and 6="extremely severe" and the scale score is simply the sum of the 18 items. The Global Assessment Scale (GAS)(Endicott et al, 1976) is a single 1-to-100 rating on a scale where each ten-point increment has a detailed description of functioning (higher scores indicate better functioning). For instance, one would give a rating between 91-100 if the person showed "no symptoms, superior functioning..." and a value between 1-10 if the person "needs constant supervision..."
Two measures of self esteem were used. The first is the Rosenberg Self Esteem (RSE) Scale (Rosenberg, 1965), a 10-item scale rated on a 6-point response format where 1="strongly disagree" and 6="strongly agree" and there is no neutral point. The total score is simply the sum across the ten items, with five of the items being reversals. The second measure was developed explicitly for this study and was designed to measure the Employment Self Esteem (ESE) of a person with SMI. This is a 10-item scale that uses a 4-point response format where 1="strongly disagree" and 4="strongly agree" and there is no neutral point. The final ten items were selected from a pool of 97 original candidate items, based upon high item-total score correlations and a judgment of face validity by a panel of three psychologists. This instrument was deliberately kept simple -- a shorter response scale and no reversal items -- because of the difficulties associated with measuring a population with SMI. The entire instrument is provided in Appendix A.
All four of the measures evidenced strong reliability and validity. Internal consistency reliability estimates using Cronbach's alpha ranged from .76 for ESE to .88 for SE. Test-retest reliabilities were nearly as high, ranging from .72 for ESE to .83 for the BPRS. Convergent validity was evidenced by the correlations within construct. For the two psychological functioning scales the correlation was .68 while for the self esteem measures it was somewhat lower at .57. Discriminant validity was examined by looking at the cross-construct correlations which ranged from .18 (BPRS-ESE) to .41 (GAS-SE).
A pretest-posttest two-group randomized experimental design was used in this study. In notational form, the design can be depicted as:
R O X O
R O O
R = the groups were randomly assigned
O = the four measures (i.e., BPRS, GAS, RSE, and ESE)
X = supported employment
The comparison group received the standard Thresholds protocol which emphasized in-house training in life skills and employment in an in-house sheltered workshop. All participants were measured at intake (pretest) and at three months after intake (posttest).
This type of randomized experimental design is generally strong in internal validity. It rules out threats of history, maturation, testing, instrumentation, mortality and selection interactions. Its primary weaknesses are in the potential for treatment-related mortality (i.e., a type of selection-mortality) and for problems that result from the reactions of participants and administrators to knowledge of the varying experimental conditions. In this study, the drop-out rate was 4% (N=9) for the control group and 5% (N=13) in the treatment group. Because these rates are low and are approximately equal in each group, it is not plausible that there is differential mortality. There is a possibility that there were some deleterious effects due to participant knowledge of the other group's existence (e.g., compensatory rivalry, resentful demoralization). Staff were debriefed at several points throughout the study and were explicitly asked about such issues. There were no reports of any apparent negative feelings from the participants in this regard. Nor is it plausible that staff might have equalized conditions between the two groups. Staff were given extensive training and were monitored throughout the course of the study. Overall, this study can be considered strong with respect to internal validity.
Between 3/1/93 and 2/28/95 each person admitted to Thresholds who met the study inclusion criteria was immediately assigned a random number that gave them a 50/50 chance of being selected into the study sample. For those selected, the purpose of the study was explained, including the nature of the two treatments, and the need for and use of random assignment. Participants were assured confidentiality and were given an opportunity to decline to participate in the study. Only 7 people (out of 491) refused to participate. At intake, each selected sample member was assigned a random number giving them a 50/50 chance of being assigned to either the Supported Employment condition or the standard in-agency sheltered workshop. In addition, all study participants were given the four measures at intake.
All participants spent the initial two weeks in the program in training and orientation. This consisted of life skill training (e.g., handling money, getting around, cooking and nutrition) and job preparation (employee roles, coping strategies). At the end of that period, each participant was assigned to a job site -- at the agency sheltered workshop for those in the control condition, and to an outside employer if in the Supported Employment group. Control participants were expected to work full-time at the sheltered workshop for a three-month period, at which point they were posttested and given an opportunity to obtain outside employment (either Supported Employment or not). The Supported Employment participants were each assigned a case worker -- called a Mobile Job Support Worker (MJSW) -- who met with the person at the job site two times per week for an hour each time. The MJSW could provide any support or assistance deemed necessary to help the person cope with job stress, including counseling or working beside the person for short periods of time. In addition, the MJSW was always accessible by cellular telephone, and could be called by the participant or the employer at any time. At the end of three months, each participant was post-tested and given the option of staying with their current job (with or without Supported Employment) or moving to the sheltered workshop.
There were 484 participants in the final sample for this study, 242 in each treatment. There were 9 drop-outs from the control group and 13 from the treatment group, leaving a total of 233 and 229 in each group respectively from whom both pretest and posttest were obtained. Due to unexpected difficulties in coping with job stress, 19 Supported Employment participants had to be transferred into the sheltered workshop prior to the posttest. In all 19 cases, no one was transferred prior to week 6 of employment, and 15 were transferred after week 8. In all analyses, these cases were included with the Supported Employment group (intent-to-treat analysis) yielding treatment effect estimates that are likely to be conservative.
The major results for the four outcome measures are shown in Figure 1.
Insert Figure 1 about here
It is immediately apparent that in all four cases the null hypothesis has to be accepted -- contrary to expectations, Supported Employment cases did significantly worse on all four outcomes than did control participants.
The mean gains, standard deviations, sample sizes and t-values (t-test for differences in average gain) are shown for the four outcome measures in Table 1.
Insert Table 1 about here
The results in the table confirm the impressions in the figures. Note that all t-values are negative except for the BPRS where high scores indicate greater severity of illness. For all four outcomes, the t-values were statistically significant (p<.05).
The results of this study were clearly contrary to initial expectations. The alternative hypothesis suggested that SE participants would show improved psychological functioning and self esteem after three months of employment. Exactly the reverse happened -- SE participants showed significantly worse psychological functioning and self esteem.
There are two major possible explanations for this outcome pattern. First, it seems reasonable that there might be a delayed positive or "boomerang" effect of employment outside of a sheltered setting. SE cases may have to go through an initial difficult period of adjustment (longer than three months) before positive effects become apparent. This "you have to get worse before you get better" theory is commonly held in other treatment-contexts like drug addiction and alcoholism. But a second explanation seems more plausible -- that people working full-time jobs in real-world settings are almost certainly going to be under greater stress and experience more negative outcomes than those who work in the relatively safe confines of an in-agency sheltered workshop. Put more succinctly, the lesson here might very well be that work is hard. Sheltered workshops are generally very nurturing work environments where virtually all employees share similar illness histories and where expectations about productivity are relatively low. In contrast, getting a job at a local hamburger shop or as a shipping clerk puts the person in contact with co-workers who may not be sympathetic to their histories or forgiving with respect to low productivity. This second explanation seems even more plausible in the wake of informal debriefing sessions held as focus groups with the staff and selected research participants. It was clear in the discussion that SE persons experienced significantly higher job stress levels and more negative consequences. However, most of them also felt that the experience was a good one overall and that even their "normal" co-workers "hated their jobs" most of the time.
One lesson we might take from this study is that much of our contemporary theory in psychiatric rehabilitation is naive at best and, in some cases, may be seriously misleading. Theory led us to believe that outside work was a "good" thing that would naturally lead to "good" outcomes like increased psychological functioning and self esteem. But for most people (SMI or not) work is at best tolerable, especially for the types of low-paying service jobs available to study participants. While people with SMI may not function as well or have high self esteem, we should balance this with the desire they may have to "be like other people" including struggling with the vagaries of life and work that others struggle with.
Future research in this are needs to address the theoretical assumptions about employment outcomes for persons with SMI. It is especially important that attempts to replicate this study also try to measure how SE participants feel about the decision to work, even if traditional outcome indicators suffer. It may very well be that negative outcomes on traditional indicators can be associated with a "positive" impact for the participants and for the society as a whole.
Chadsey-Rusch, J. and Rusch, F.R. (1986). The ecology of the workplace. In J. Chadsey-Rusch, C. Haney-Maxwell, L. A. Phelps and F. R. Rusch (Eds.), School-to-Work Transition Issues and Models. (pp. 59-94), Champaign IL: Transition Institute at Illinois.
Ciardiello, J.A. (1981). Job placement success of schizophrenic clients in sheltered workshop programs. Vocational Evaluation and Work Adjustment Bulletin, 14, 125-128, 140.
Cook, J.A. (1992). Job ending among youth and adults with severe mental illness. Journal of Mental Health Administration, 19(2), 158-169.
Cook, J.A. & Hoffschmidt, S. (1993). Psychosocial rehabilitation programming: A comprehensive model for the 1990's. In R.W. Flexer and P. Solomon (Eds.), Social and Community Support for People with Severe Mental Disabilities: Service Integration in Rehabilitation and Mental Health. Andover, MA: Andover Publishing.
Cook, J.A., Jonikas, J., & Solomon, M. (1992). Models of vocational rehabilitation for youth and adults with severe mental illness. American Rehabilitation, 18, 3, 6-32.
Cook, J.A. & Razzano, L. (1992). Natural vocational supports for persons with severe mental illness: Thresholds Supported Competitive Employment Program, in L. Stein (ed.), New Directions for Mental Health Services, San Francisco: Jossey-Bass, 56, 23-41.
Endicott, J.R., Spitzer, J.L. Fleiss, J.L. and Cohen, J. (1976). The Global Assessment Scale: A procedure for measuring overall severity of psychiatric disturbance. Archives of General Psychiatry, 33, 766-771.
Griffiths, R.D. (1974). Rehabilitation of chronic psychotic patients. Psychological Medicine, 4, 316-325.
Overall, J. E. and Gorham, D. R. (1962). The Brief Psychiatric Rating Scale. Psychological Reports, 10, 799-812.
Rosenberg, M. (1965). Society and Adolescent Self Image. Princeton, NJ, Princeton University Press.
Wehman, P. (1985). Supported competitive employment for persons with severe disabilities. In P. McCarthy, J. Everson, S. Monn & M. Barcus (Eds.), School-to-Work Transition for Youth with Severe Disabilities, (pp. 167-182), Richmond VA: Virginia Commonwealth University.
Whitehead, C.W. (1977). Sheltered Workshop Study: A Nationwide Report on Sheltered Workshops and their Employment of Handicapped Individuals. (Workshop Survey, Volume 1), U.S. Department of Labor Service Publication. Washington, DC: U.S. Government Printing Office.
Woest, J., Klein, M. and Atkins, B.J. (1986). An overview of supported employment strategies. Journal of Rehabilitation Administration, 10(4), 130-135.
Table 1. Means, standard deviations and Ns for the pretest, posttest and gain scores for the four outcome variables and t-test for difference between average gains.
Figure 1. Pretest and posttest means for treatment (SE) and control groups for the four outcome measures.
The Employment Self Esteem Scale
Please rate how strongly you agree or disagree with each of the following statements.
|1. I feel good about my work on the job.|
|2. On the whole, I get along well with others at work.|
|3. I am proud of my ability to cope with difficulties at work.|
|4. When I feel uncomfortable at work, I know how to handle it.|
|5. I can tell that other people at work are glad to have me there.|
|6. I know I'll be able to cope with work for as long as I want.|
|7. I am proud of my relationship with my supervisor at work.|
|8. I am confident that I can handle my job without constant assistance.|
|9. I feel like I make a useful contribution at work.|
|10. I can tell that my co-workers respect me.|
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Last Revised: 10/20/2006