Scientific aspects of research and human services
The human services field is widely defined, but the definitions can be summed into: the goal of meeting the needs of humans through a base of interdisciplinary knowledge by putting focus on prevention and remediation of problems, and upholding a dedication to enhancing the general life quality of service populations (Riessman, 2008). And this goal can be met through research. Essentially, research generates knowledge which can be utilized to solve problems; it can also be utilized to produce universal theories, tenets and laws. However, all knowledge is not science. Even so, it is important to note that the vital aspect separating scientific knowledge from other ways of obtaining knowledge is that it utilizes the scientific approach. Scientists utilize this approach to explore data, produce and test suppositions, come up with new premises, and validate or invalidate earlier findings. Even though the exact techniques utilized in the various sciences differ (for instance, psychologists and physicists work in very dissimilar ways), they share a number of basic features that may be referred to as aspects of the scientific method.
One of the scientific aspects of research and human services is that it is empirical. This means that it focuses on realities that can be observed through sensory experiences. There are some realities that can be observed straightforwardly; for instance, one can easily observe the number of learners in a class as well as tell how many are female and how many are male. These learners also have perceptions, dedications and values; these are realities as well but cannot be observed directly but interestingly, researchers have developed ways of observing them indirectly. Riessman (2008) argues that any reality that cannot be translated into a “sensory experience” straightforwardly or indirectly cannot be termed as a scientific aspect. Scientific research is also verifiable. This means that observations made are usually verified utilizing senses to validate or disprove earlier findings. Such verifications may be made by a similar researcher or others (Riessman, 2008). As such, more faith and credibility is put in those results and conclusions if the same findings surface on the basis of data gathered by other researchers utilizing similar methods. A scientific method has to be cumulative as well. Before researchers begin any study, they usually review literature and establish that their study is not a replication in ignorance. Therefore, researchers take stock of the existing knowledge and attempt to build on it. They then establish a connection between the earlier and current body of knowledge, and this is the way knowledge builds up. The scientific method of research is deterministic. According to science, all events are antecedent causes that can be recognized and plausibly understood. Scientists believe that everything happens for a reason. Therefore, scientific researchers attempt to explain the emerging occurrence by identifying its causes and develop a variety of reasons.
Research ethics and methods
Research ethics requires a study to be objective. As such, researchers make every effort to avoid bias in data analysis, interpretation of data, experimental design, and in other features of research. A research that is ethical purposes to ensure that participants have free choice regarding whether they want to take part in a research or not. Confidentiality is another important aspect of ethical research (Gregory, 2003). Investigators are required to guard private communications like individual records, patient records, grants submitted for publication etc. When carrying out studies on human subjects, research ethics requires examiners to minimize risks and dangers and optimize advantages; respecting human dignity and autonomy is essential as well. There are two main research methods; quantitative and qualitative research methods. The former puts emphasis on objective measurements and the numerical, arithmetical or statistical evaluation of data gathered through questionnaires, surveys or through influencing statistical data that pre-exists utilizing mathematical techniques. In quantitative research, focus is put on collecting statistical data and generalizing it across groups of individuals (Gregory, 2003). On the other hand, qualitative research focuses on collecting data via conversational and open-ended communication. This method seeks to understand what people think about something and the reason behind that thinking (Gregory, 2003). The technique enables the examiner to dig deep for information through detailed questioning of participants where the researcher also attempts to comprehend their drive and feelings.
Codes of ethics and role of inequality
The ASA codes of ethics require human services professionals to be truthful, just and considerate of other professionals i.e. those in research, teaching and service. As such, they are required not to deliberately act in a manner that endangers their professional welfare and the wellbeing of others (ASA, 2018). Professionals in human services carry out their roles in ways that rouse confidence and trust; they should not deliberately make false and misleading statements. According to the ethical codes of human services workers should maintain professional ethics and prioritize service over self-interest when on duty. This entails upholding integrity, adhering to set laws and keeping records secure. In instances of ethical dilemma, professionals are required to seek suitable consultation to help in making of decisions (Barrett, 2018). With regard to the role of inequality, I learned that inequality hinders economic development. In an unequal society, under privileged members are not able to contribute to its development, and as such, the economy remains stagnant. This can be used to explain the varying successes of different countries across the world.
References
ASA. (2018, August 14). Code of Ethics. Retrieved from http://www.asanet.org/code-ethics
Barrett, S. (2018). Ethical Standards for HS Professionals. Retrieved from https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals
Gregory, I. (2003). Ethics and research. London: Continuum.
Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles, Calif: Sage.
