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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorWhite, Renee A., 1961-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 20, 2010).eng
dc.descriptionThesis advisor: Dr. Cynthia MacGregor.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThis quantitative research project was premised on two emerging trends in graduate social work education: competency-based assessments and students developing a professional social work identity. Competency-based assessments have become a new standard for social work programs who are accredited by the Council on Social Work Education. To this end, the construction of a competency-based assessment instrument of four identified practice behaviors was pursued. Second to the construction of an instrument, this study explored the connection between professional competencies and involvement in professionalization activities for the graduate-level social work student. Methods of data collection were two self-constructed instruments administered to a convenience sample population of 54 students. Data was analyzed using descriptive analysis and Pearson r correlation analysis. Findings suggest pre-student professionalization activities correlate with higher competencies in professional work habits, professional appearance/hygiene, professional communication skills, and professional development skills; and involvement in professionalization via instruction correlated with higher competencies in professional work habits. The other two categories of professionalization activities (professionalization via practicum and professional association) did not correlate with competency of the four practice behaviors. The researcher recommends continued discourse regarding assessment of the professional competencies for social work graduate students and activities which might enhance their professional identity.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentviii, 113 pageseng
dc.identifier.merlinb77846023eng
dc.identifier.oclc657071656eng
dc.identifier.urihttps://hdl.handle.net/10355/8296
dc.identifier.urihttps://doi.org/10.32469/10355/8296eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshSocial work educationeng
dc.subject.lcshCompetency-based educationeng
dc.subject.lcshGraduate studentseng
dc.titleSocialization activities and professional competencies within a graduate social work programeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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