This study examines the effectiveness of admission criteria on graduate student performance in classroom and field instruction in a new MSW program. Graduate applicants' undergraduate GPA, GRE, and total weighted admission score consisting of four items were gathered. These were correlated with their classroom and field instruction performance. Findings reveal that GRE, undergraduate GPA, and total weighted admission scores are significantly correlated with their classroom performance. End of first year cumulative GPA and human service experience were identified as significant predictors of field performance. Implications of these findings for social work educators and graduate school programs are discussed.

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The purpose of this research is to assess the social and health determinants of the use of four separate and distinct categories of complementary and alternative medical therapies: biologically based, mind-body, manipulative, and whole CAM medical systems. The behavioral model of health services use, which holds that health service use is a function of predisposing, enabling, and need characteristics, is used as the theoretical framework for linking specific determinants with the four categories of CAM use. Data are taken from a statewide interview survey of Kansas adults (N = 2,166) conducted in 2001.Results from multivariate analyses demonstrate that there is variation in the determinants of the use of different categories of CAM therapies. Overall, the results indicate that future research on the determinants of CAM must delineate between various CAM therapies to gain an accurate portrayal of the factors contributing to CAM use.

To assess sex differences in anxiety, law students completed the State-Trait Anxiety Inventory prior to rating one-panel printed comics for humor level or copying text. Subjects completed the State-Anxiety subscale following the task. Although the humor-rating task was not more effective in reducing state anxiety than the copying task, scores on the anxiety subscales indicated that women law students scored consistently and significantly higher than men on both pretask measures and on the posttask measure. This finding is consistent with results from other studies in which other instruments were given. Analyses showed elevated anxiety and stress among preprofessional women; this supports the need for stress-management programs for law students.