Qualitative Methodology, Hypothesis Testing and the Needs Assessment

The qualitative methodologist argues that data have meaning only when they are verified experientially. In order for this type of verification to take place, program evaluators must utilize a responsible methodology when conducting research. In this paper a definition of responsible methodology is advanced, while the proper operationalization of this type of methodology is illustrated. In particular, it is shown how key needs assessment strategies can be used in a responsible manner, so as to capture the experiential significance of data

Applied Sociology, Social Engineering, and Human Rationality

At this time social planning has come to be synonymous with technical forecasting. Because of this trend, the methods used by social planners are those of positive science. These methods, however, are not self-reflective, and are therefore naive about the epistemological assumptions which they inadvertantly advance. As a result of this epistemological naivete, many times the social planner is guided by methodological assumptions that are totally incongruent with the social world to which they are to be applied. This type of social forecasting is referred to as irresponsible social planning, in that it is not sensitive to the needs and values of the individuals to be surveyed. The result of this type of technical forecasting is the development of abstract plans that have little social relevance. In order to avoid this type of irresponsible planning, the social planner must be self-reflexive, so that social planning comes to be viewed as the self-motivated projection and monitoring of social desires. This type of selfmotivated planning is non-repressive and indicative of legitimate social management, and is the hallmark of the rational society. Only can social planning facilitate the growth of human rationality when it is guided by self-motivated goals

Review of \u3cem\u3eDead Artists Live Theories.\u3c/em\u3e Stanley Aronowitz. Reviewed by John W. Murphy, University of Miami.

Stanley Aronowitz: Dead Artists Live Theorists. New York: Routledge, 1994. $49.95 hardcover,$16.95 papercover

Introduction to Thematic Special Issue

Currently technology is proliferating at a rate never before imagined. As a result, every facet of society has changed because of technological developments, including the delivery of social services. Although there is much debate over whether or not these changes are good or bad, they cannot be denied (Murphy and Pardeck, forthcoming). In fact, Jacques Ellul ( 1964: 127) has referred to modern society as a technological civilization. What he means by this designation is not only that society is dependent upon technology for its survival, but, more importantly, technological rationality has come to determine how persons view themselves and their environment. Due to the ubiquitous nature of this style of thinking, definitions of reality, sickness, and social competence have assumed a technological hue. Accordingly, those who are involved with the delivery of social services must understand how technology focuses their attention on techniques, thereby possibly obscuring the social nature of a client\u27s problem. And if his type of insight is not fostered, no-one may benefit from the introduction of technology Into social service programs

Technology in Clinical Practice and the Technological Ethic

Computers are being introduced into practically every area of clinical practice. The use of this technology by practitioners has not gone unchallenged. Specifically, new ethical problems are thought to be associated with using computers to make clinical assessments. Logistical and procedural difficulties, however, have been the primary focus of concern. In this paper the critique of computerized evaluation is expanded, with attention directed to the computer micro-world. Because the computer micro-world consists of several unwarranted assumptions about the nature of social reality, clinical practice may be affected in many undesireable ways. The theoretical underside of computer use is illustrated to show how it shapes therapeutic (or diagnostic) discourse

Community-Based Participatory Research and the Co-Construction of Community Knowledge

From a community-based perspective, all that is known about a community is obtained through intersubjective engagement. But how, exactly, is knowledge socially constructed and revealed in community-based projects? This article addresses this question by focusing on the use of narratives to understand a community. First, the importance of stories for gaining insight into a community’s reality is presented, followed by an examination of how this information should be accessed and engaged. The principles of Community-based Participatory Research (CBPR) that are consistent with this narrative approach are then discussed. Next, reflexivity is described to be the key for reading properly a community’s story. Finally, the conclusion points to the cooperative component of knowledge creation