Abstract
This manuscript compares traditional MSW students who took six instructional quarters to complete their degree versus extended MSW degree students who took eight instructional quarters, a combination part-time/full-time work-study arrangement. Descriptive variables on which the students differed are elaborated and comparisons are made on a variety of self-inventories, measuring attributes of personality, values and initial helping skills. The implications of the data are discussed in terms of the social work educational delivery system.
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Preparation of this manuscript was supported through the Office of the Vice President for Research, University of Georgia Research Foundation; an award by the National Institute of Mental Health, Social Work Education Branch MH13753; and Georgia Department of Human Resources contract #427-93-20005.
Current research interests include adolescent depression and suicide, adolescent substance abuse, employment preparation for developmentally disabled adolescents, and child abuse and neglect.
Areas of interest include gerontological social work practice, developmental disabilities, and educational methodology.
Current interests include community organization, empowerment of low income communities, and minority mental health practice.
Current interests include marriage and family therapy, case management in public social services, and employee assistance programs.
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Wodarski, J.S., Giordano, J.A., Daniels, M. et al. Traditional MSW students compared with extended MSW degree students: A multi-variate analysis. Innov High Educ 13, 66–78 (1988). https://doi.org/10.1007/BF00898133
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DOI: https://doi.org/10.1007/BF00898133