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Journal of Evidence-Based Social Work Volume 16, 2019 - Issue 3
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Articles

Ph.D. Student Development: A Conceptual Model for Research-Intensive Social Work PhD Programs

Renee M. Cunningham-WilliamsGeorge Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-3940-3216
ORCID Icon,
Ellie WidemanGeorge Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO, USAORCID Iconhttp://orcid.org/0000-0001-6865-2054
ORCID Icon &
LaShawnda FieldsGeorge Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO, USAORCID Iconhttp://orcid.org/0000-0002-9374-5372
ORCID Icon
Pages 278-293 | Published online: 05 Apr 2019

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Braveheart Gillani, Flora Cohen, Kristen Kirchgesler & Autumn Asher Blackdeer. (2023) Sites of Possibilities: A Scoping Review to Investigate the Mentorship of Marginalized Social Work Doctoral Students. Journal of Evidence-Based Social Work 20:4, pages 461-480.
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Mo Yee Lee, Ray Eads, Charlotte Lyn Bright & Nancy D. Franke. (2022) Student and Faculty Perceptions of Social Work Doctoral Mentoring: Navigating Academic, Non-academic and Diversity & Inclusion Issues. Journal of Evidence-Based Social Work 19:2, pages 185-211.
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