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A Study of Cognitive Complexity in the Education for Social Work Practice
WAYNE D. DUEHN and ENOLA K. PROCTOR
Journal of Education for Social Work
Vol. 10, No. 2 (SPRING 1974), pp. 20-26
Stable URL: http://www.jstor.org/stable/23038392
Page Count: 7
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This study investigates cognitive complexity in interpersonal discriminations as it relates to selected aspects of the decision-making process in social work practice. Differences in data transmission and selection of interventive activities between graduate social work students who scored high on Carr's Interpersonal Discrimination Test were compared with those who scored low. As predicted, subjects who scored high on interpersonal discrimination transmitted more information about clients dissimilar to themselves and specified a greater number of interventive alternatives than did those who scored low. Implications of the findings are discussed in terms of selection for the profession and in the identification and ordering of learning experiences in the curriculum.
Journal of Education for Social Work © 1974 Taylor & Francis, Ltd.