Thinking About Getting a Doctoral Degree?

Since the MSW remains the terminal degree for practice, doctoral education is optional for clinical social workers. However, practitioners may consider earning a doctoral degree to advance their careers. Doctoral education is not for everyone, and this paper provides information about getting a doct...

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Bibliographic Details
Published in:Clinical social work journal 2024-12, Vol.52 (4), p.420-429
Main Author: Anastas, Jeane W.
Format: Article
Language:English
Subjects:
Academic degrees
Behavioral Science and Psychology
Clinical Psychology
Clinical social workers
Doctoral degrees
Education
Graduate studies
Original Paper
Personality and Social Psychology
Psychology
Racism
Social work
Social workers
Citations: Items that this one cites
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Summary:Since the MSW remains the terminal degree for practice, doctoral education is optional for clinical social workers. However, practitioners may consider earning a doctoral degree to advance their careers. Doctoral education is not for everyone, and this paper provides information about getting a doctoral degree to help practitioners make an informed decision. Social work now has over 100 doctoral programs and two types of doctoral degrees: the traditional Ph.D. and the “practice doctorate” called the DSW. These expanded options raise many questions about whether to get a doctoral degree; whether to choose a Ph.D. or DSW program; what doctoral study is like; what applications usually require; and what social workers with doctoral degrees do once they graduate. Issues of diversity, equity and inclusion (DEI) in doctoral programs are also discussed as they are important to all potential students but especially those who identify as BIPOC. There are also tips on how to survive and thrive while in a doctoral program, reassuring practitioners that getting a doctoral degree is possible. Finally, new directions in doctoral education in social work are discussed, which include the option of online study and changes to integrate anti-racist thinking into the curriculum and research.
ISSN:0091-1674
1573-3343
DOI:10.1007/s10615-023-00888-w