New Social Workers Winter2008

The Magazine for THE NEW Social Work Students and Recent Graduates SOCIAL WORKER ® Winter 008 Volume 1, Number 1 In This Issue: • Compassion Fatigue and Ethics • Taking the Wheel in Your Field Placement • How Community Fits in Social Work • Untangling the Intercultural Knot • When Your Client Talks to Dead People • Protecting the Protectors: Am I Really Safe? OUR REGULAR FEATURES: Ethics Field Placement On Campus Electronic Connection Books Johns Hopkins Hospital in Baltimore recently celebrated its 100th year of social work. This mosaic by artists Olivia Spencer and her daughter Sarah Reusing was the winner of an art contest in honor of the centennial celebration. See page 26. This issue’s student role model, Christina Michels (left), is shown with Kadi Janssen. They are standing in front of a home in Mobile, Alabama that they repaired after Hurricane Katrina. Read more about Christina on page 3.

See our Web site for info on Essential social work resources for YOU! our free e-mail newsletter, Visit our Web site at www.socialworker.com job listings, discussion board, and more. DAYS IN THE LIVES OF THE SOCIAL WORK GRADUATE Macro GERONTOLOGICAL roles and SCHOOL APPLICANT’S HANDBOOK NEW! SOCIAL WORKERS more 2nd Edition by Jesús Reyes, AM, ACSW 44 Professionals Tell Stories From“Real-Life” Social Work MORE DAYS IN THE LIVES OF “If you are applying to MSW programs, Practice With Older Adults Reyes’ guide...will quickly become a favorite SOCIAL WORKERS resource.” Edited by Linda May Grobman, ACSW, LSW, 35 “Real-Life” Stories of Advocacy, Tara Kuther, Ph.D. and Dara Bergel Bourassa, Ph.D., LSW About.com Guide to Graduate Schools Outreach, and Other Intriguing Roles Highlights experiences in Social Work Practice ISBN: 1-929109-14-8, 2005, $19.95 plus of social workers in di- shipping, 310 pages Edited by Linda May Grobman, ACSW, LSW rect and indirect practice with and on behalf Now read about more of older adults. Read social work roles and about social workers in communities; hospi- settings in this volume THE FIELD PLACEMENT that builds on the narra- tals, hospice, and home tive format introduced SURVIVAL GUIDE health; nursing homes; in DAYS IN THE LIVES Edited by Linda May Grobman, ACSW, LSW addictions, mental OF SOC IAL WORK- health, homelessness; ERS. Roles include: international settings; research; policy and Field placement is one of the most exciting working on a national macro practice; and others. Photos by social and exhilarating parts of a formal social level, program develop- worker/photographer Marianne Gontarz work education. It is also one of the most ment and management, York are featured. challenging. This collection addresses the advocacy and organizing, policy from the multitude of issues that social work students inside, training and consultation, research ISBN: 978-1-929109-21-0, 2007, $19.95 plus in field placement encounter. This book and funding, higher education, roles in the shipping, 313 pages brings together in one volume the best court system, faith and spirituality, domestic field placement articles from THE NEW violence, therapeutic roles, and employment DAYS IN THE LIVES OF and hunger. SOCIAL WORKER. Packed with practical, essential information for every student SOCIAL WORKERS in field placement! ISBN: 1-929109-16-4, 2005, $16.95 plus shipping, 54 Professionals Tell “Real-Life” 252 pages Stories from Social Work Practice ISBN: 1-929109-10-5, 2002, $21.95 plus shipping, 253 pages Edited by Linda May Grobman, ACSW, LSW ORDER FORM Please send me the following publications: _____________________________________________ NSW0108 “Thank you for ... the collection of ‘typical days’ from social workers! The students loved ________________________________________________________________________________ it.” Naurine Lennox, Associate Professor and Shipping to U.S.: $7 first book/$1 per add’l book. Canada: $11/book. Other countries: $15/book. Chair, St. Olaf College Dept. of SW PA residents: add 6% sales tax to total cost of book(s) plus shipping. Third edition of our “best-seller.” 54 social Enclosed is a check for $______ made payable to “White Hat Communications.” I want to pay with my: Mastercard Visa American Express Discover Card workers tell about their “typical” days in first-person accounts that cover a wide spec- Card # _________________________________________________________________________ trum of practice settings and issues. Settings Expiration Date ___________________________________________________________________ covered in categories VISA/MC/Discover: 3-digit # on back of card_____ AMEX: 4-digit # on front of card____ of health care, school Name as it appears on card _________________________________________________________ social work, children Signature ________________________________________________________________________ and families, disabili- SHIP TO: ties, mental health, substance abuse, pri- NAME __________________________________________________________________________ vate practice, criminal ADDRESS _______________________________________________________________________ justice, older adults, ADDRESS _______________________________________________________________________ management, higher CITY/STATE/ZIP __________________________________________________________________ education, and com- TELEPHONE NUMBER ____________________________________________________________ munities. Many rich case examples. Lists social work organiza- Send order form and payment to: tions and recommended readings. WHITE HAT COMMUNICATIONS, P.O. Box 5390 Harrisburg, PA 17110-0390 ISBN: 1-929109-15-6, 2005, $19.95 plus shipping, Telephone orders (MC ,Visa, Amex, Discover): 717-238-3787 Fax: 717-238-2090 410 pages Online orders: http://www.socialworker.com

CONTENTS THE NEW SOCIAL WORKER® Winter 2008 Volume 15, Number 1 ES FEATUR Protecting the Protectors: Am I Really Safe? Reflections on the death of social service worker Boni Frederick. by Justin Miller Student Role Model: page 20 Christina Michels In this issue, Barbara Trainin Blank provides Untangling the Intercultural Knot a close-up look at Christina Michels, BSW With an African Colleague student at Central Michigan University. Mukasa and Ann were stalled at an inter- by Barbara Trainin Blank personal intersection. They were mired page 3 in their own perspectives and having a hard time understanding the other’s posi- Ethics: Compassion Fatigue: Being an Ethical Social tion. Ann reflects on how this knot got Worker untangled and led to greater intercultural understanding. Burnout, secondary trauma, and compassion fatigue are not exactly by Ann McLaughlin the same things, and it’s helpful to be able to distinguish among page 22 them. There are several sections of the Code of Ethics that apply directly to these topics. Horseshoe Farm Tutoring and by Tracy C. Wharton Mentoring Program page 4 Students and faculty at the University of Alabama started a tutoring and mentoring program that has become a vital partnership with Field Placement: Taking the Wheel: Put Yourself in the the local community. Driver’s Seat of Your Field Placement Experience by Carroll Phelps and Jamie Bryars As social work students, most of us page 25 approach our field placements with a mixture of excitement and trepidation. Electronic Connection: Teach Your Teachers Where do I want to go? What setting will Many social work educators have been on the “cutting edge” of be a good fit for me? These and other new technology, but today’s generation of students have literally questions floated around in Lyndal’s mind grown up with the ever-changing technological landscape. Now, until she took the wheel and approached it is time for the students to teach their teachers about the newest Amanda to be her field supervisor. innovations. by Lyndal Greenslade and Amanda Vos by Marshall L. Smith page 8 page 28 There’s a Place for “Us”—How Community Fits Into Social Work Despite the different demands between the micro and the macro spheres, the fact that they are studied under the MEN TS social work umbrella indicates that certain core professional skills pervade the DEPART entire field of the social work milieu. by Mordecai Holtz page 12 Letter to the Editor ..............................................page 7 Poetry: My Life is in Your Hands (From a client’s per- On (and Off) Campus ........................................page 24 spective) Social Work Around the Map ............................page 26 A poem about a client’s struggle. Books..................................................................page 30 by Stephanie Griffey Classified Ads.....................................................page 32 page 17 How Not to Panic When Your Client Talks to Dead People The New Social Worker is now on Facebook! Your client tells you that she just talked to her mother, who died Visit our page at two years ago. What do you do? http://www.facebook.com/profile.php?id=6689018002 by Michael Sanger and sign up to be a fan! page 18

Publisher’s Thoughts The Magazine for Social Work Students and Recent Graduates Dear Reader, THE NEW It’s 2008! This issue marks the beginning of our SOCIAL WORKER® 15th volume of The New Social Worker! As we begin our 15th year and I reflect back, Winter 2008 many thoughts come to mind: Vol. 15, Number 1 • The New Social Worker started as an idea in my mind, and it came to fruition as a result of the Publisher/Editor support of my family and many social work edu- Linda May Grobman, MSW, ACSW, LSW cators and others who supported my vision. • This is the fifty-third issue of The New Social The publisher/editor Contributing Writers Worker to be published! Barbara Trainin Blank • We have moved from a quarterly print magazine to a completely elec- Marshall L. Smith, PhD, MSW, CSW, ACSW tronic, free access format. THE NEW SOCIAL WORKER® (ISSN 1073- • As each issue has come off the press (or the computer), I have been as 7871) is published four times a year by White excited as when I saw the first issue. Hat Communications, P.O. Box 5390, Har- • Through the contributions of many social work students, faculty, practi- risburg, PA 17110-0390. Phone: (717) 238-3787. tioners, and other writers, the content of the articles has always been top Fax: (717) 238-2090. Postmaster: Send address corrections to White Hat Communications, notch and on the cutting edge of what is happening in the profession. P.O. Box 5390, Harrisburg, PA 17110-0390. • I have met some incredibly wonderful people through my role as the publisher and editor of this magazine. Advertising rates available on request. • I think the social work profession is a great one, and I love to share ideas with new people coming into the field. Copyright © 2008 White Hat Communica- tions. All rights reserved. No part of this • Our Web site started in 1995 and continues to grow every day. publication may be reproduced in any form This issue continues the tradition of great articles by great writers, shar- without the express written permission of the ing great information with you! It includes articles on compassion fatigue, publisher. The opinions expressed in THE putting yourself in the driver’s seat of your field placement, community so- NEW SOCIAL WORKER are those of the authors and are not necessarily shared by the cial work, how not to panic when your client talks to dead people, protecting publisher. the protectors, untangling intercultural knots, mentoring, and how students can teach their teachers about new technology innovations. Photo credits: Images from BigStockPhoto.com © Vaslina Popova (page 8), Dawn Hudson (page 12), Speaking of which, we are now on Facebook! Visit The New Social Work- Andres Rodriguez (page 17), Stan Cox II (page 20), er’s page at http://www.facebook.com/profile.php?id=6689018002 and become a Brian Hauch (page 22). fan. We are just beginning to explore ways to use this platform to communi- The New Social Worker is indexed/abstracted in cate and network with you. Social Work Abstracts. If you have some ideas you would like to share with our readers, I would love to hear from you. (See below.) Editorial Advisory Board Until next time—happy reading! Rachel Greene Baldino, MSW, LCSW Vivian Bergel, Ph.D., ACSW, LSW Fred Buttell, Ph.D., LCSW Joseph Davenport, Ph.D. Judith Davenport, Ph.D., LCSW Write for The New Social Worker Sam Hickman, MSW, ACSW, LCSW We are looking for articles from social work practitioners, students, and educators. Jan Ligon, Ph.D., LCSW, ACSW Some areas of particular interest are: social work ethics; student field placement; Joanne Cruz Tenery, MSSW practice specialties; and news of unusual, creative, or nontraditional social work. Send all editorial, advertising, subscrip- Feature articles run 1,500-2,000 words in length. News articles are typically 100- tion, and other correspondence to: 150 words. Our style is conversational, practical, and educational. Write as if you are having a conversation with a student or colleague. What do you want him or her to THE NEW SOCIAL WORKER know about the topic? What would you want to know? Use examples. White Hat Communications The best articles have a specific focus. If you are writing an ethics article, focus P.O. Box 5390 on a particular aspect of ethics. For example, analyze a specific portion of the NASW Harrisburg, PA 17110-0390 Code of Ethics (including examples), or talk about ethical issues unique to a particular practice setting. When possible, include one or two resources at the end of your (717) 238-3787 Phone article—books, additional reading materials, and/or Web sites. (717) 238-2090 Fax We also want photos of social workers and social work students “in action” for our cover, and photos to accompany your news articles! lindagrobman@socialworker.com Send submissions to lindagrobman@socialworker.com. http://www.socialworker.com The New Social Worker Winter 008

Student Role Model Christina Michels by Barbara Trainin Blank Teaching’s loss is is typical of Michels, mature for her 22 social work’s gain. years. That intensity probably explains, Christina Michels at least in part, her election last July as arrived at Central Mich- the new BSW board member for na- igan University with the tional NASW. intention of becoming a The student who held the position teacher. She took a class before, also from CMU, had encouraged in special education Michels to run. and enjoyed it, but then “I didn’t give it much thought, ’til a thought it might turn out few weeks later, and Dr. Grettenberger to be “a little limiting.” said I should try,” says Michels. “So, I She considered being a said, I guess I can try.” high school counselor, Susan Grettenberger is director of but thought that that the university’s social work program position often involves and Michels’ academic advisor for social “more scheduling than work. She has taught Michels in two actual counseling.” classes but also got to know her well off “Finally, I came to campus—when Michels was one of nine Christina Michels the conclusion that with students who joined Grettenberger on social work, you can do a mission to Pascagoula, Mississippi, to An interest in “older populations” anything,” Michels says. work on homes damaged by hurricanes. isn’t just a matter of platform statements. “I don’t like to be stuck The following year, Michels partici- Michels is minoring in gerontology and in any one thing.” pated in another mission, this time to would definitely like to go into the field There were no role Mobile, Alabama. professionally and get her certificate. models for social work “Christina exemplifies the values “I really enjoy the time I spend with in her family. Michels’ and ethics of the profession already, as older adults,” she says. “And there’s a lot father is an executive someone who understands the impor- to do in that area.” pastry chef who teaches tance of advocacy and social justice,” Michels chose the subspecialty—one culinary arts in a com- says Grettenberger. “She demonstrates young social workers rarely favor—partly munity college. Her consistent leadership, such as planning because of her close relationship with mother has been an and organizing the trip to Mobile, then her maternal grandparents. Both are still accountant for 30 years. by serving as work site coordinator for alive. And yet, it’s “such a growing field,” Michels also has a sister, 27 people. She is well respected by her she says. “You’d think a lot of people 16 months older, a peers.” would go into it.” student at Grand Valley Intensity and conviction are also Also motivating her were the visits State University. reflected in the student’s platform state- to her paternal grandmother in a nursing Michels didn’t ment—sent out to all NASW members. home for some time before the older begin taking social work Michels stated that the organization’s woman’s death. “I always thought when courses until her sopho- most important function is “to work for visiting her that things could have been more year. She plans a change in policies that affect those done differently,” Michels says. “I think I to make up for any lost who cannot advocate for themselves... would not have done certain things, and time, though, by going addressing “the still abundant amounts it could have made a difference.” straight to graduate of inequality rooted in racism” as well as For her social work internship, school after receiving other “disparities in privilege, whether Michels served as Care Coordinator her BSW in May. She’d due to race, religion, sexual orientation, Intern at the Senior Services Midland prefer Wayne State or other reasons.” Michels also spoke of County Council on Aging—a position she University, which offers advocacy on behalf of older populations started in August. “I really love it,” she a 10-month accelerated and people in poverty. says. “It’s a very rural area, so I’m doing program, or maybe “I was super surprised and very rural social work. Some of the clients live Michigan State. But an excited I won,” says Michels, who has in older farm areas, and we have clients MSW is a definite. attended an orientation and a board from all different socioeconomic back- Her quiet intensity meeting, both in Washington, D.C., since as she speaks of goals her election. Michels—continued on page 29 The New Social Worker Winter 008

Ethics Compasson Fatigue: Being an Ethical Social Worker by Tracy C. Wharton, M.Ed., MFT When I was a young counselor just are willing to write it all off as fatigue, or risk and the greatest protective factor out of school, I took a job at an alterna- tell ourselves (or others) to “buck up,” from long-term trauma (Figley, 2002; tive school. I provided crisis interven- or “learn to deal,” or even worse—to get Saakvitne & Pearlman, 1996; Stamm, tion and behavioral therapy to children out of the profession, as my supervisor 2002). who were unable to succeed in normal had done with me. Can you imagine educational environments. One of my what would happen if every young social Compassion clients was a six-year-old girl who had worker took such advice? There’d be no Satisfaction been repeatedly sexually abused and had one left to help our clients. It took me been bounced around foster homes with less than six months to learn about the Secondary her aggressive outbursts. After one par- strains of the job, but it would be nearly Trauma Burnout ticularly bad day of her active flashbacks, a decade before I would find out that re- I found myself sitting in my clinical actions like mine are common, and more Compassion supervisor’s office in tears. importantly—normal. Fatigue “How do you do it?” I asked. “I Exposure to stressors is not neces- can’t sleep without thinking about her, sarily a guarantee that there will be about all of them. How do you deal with development of clinically significant it?” He turned around and slammed his symptoms. Job satisfaction and personal briefcase shut. “Like that,” he said, latch- gratification protect us (this is that notion Ethical Considerations ing the locks shut. “You just have to learn that we love what we do, even if it’s very rough some days). We know that these The truth about compassion fatigue to walk away. If you can’t do it, maybe things are true for our clients. What is that not only was my supervisor’s ad- you’re in the wrong field.” makes us think that our training makes vice very bad and uninformed, but it was I hated him at that moment, and us something other than human? completely ignorant of the ethical obliga- suddenly I felt as if all my teachers had tions that we have on this subject. There betrayed me for not letting me in on this are several sections of the Code of Ethics little secret. Why hadn’t anyone told me Burnout, Trauma, and of the social work profession that apply that this job would hurt so much some- Compassion Satisfaction directly to this topic. The first point of times? note deals with impairment: The truth is that he was wrong. He Burnout, secondary trauma, and may be able to shut it all off at the end of compassion fatigue are not exactly the 4.05 Impairment each day, but research tells us that most same things, and it’s helpful to be able to (a) Social workers should not of us cannot and do not. In fact, about distinguish among them. Secondary trauma allow their own personal problems, 48% of the total social work workforce in is the reaction to dealing with other psychosocial distress, legal problems, the United States experiences high levels people’s situations, such as my reac- substance abuse, or mental health of personal distress as a result of their tion to my six-year-old client. Burnout is difficulties to interfere with their pro- work (Strozier & Evans, 1998). related to the job environments in which fessional judgment and performance or Personal distress can look like a lot we work, and the stresses attached to to jeopardize the best interests of people of things, such as relationship problems those jobs and requirements, like paper- for whom they have a professional at home, feelings of no longer being ef- work or poor supervision or support. responsibility. fective at work, depression, or more no- When burnout and STS are both present, (b) Social workers whose personal ticeable things like nightmares or hyper- an individual is said to be experiencing problems, psychosocial distress, legal vigilance. Researchers make the case that compassion fatigue (CF). There is also a problems, substance abuse, or mental there is a strong connection between the third factor in CF—something called com- health difficulties interfere with their helping professions and what they call passion satisfaction (CS). Stamm explains professional judgment and performance Secondary Traumatic Stress (STS). There this phenomenon as “being satisfied should immediately seek consultation is a lot of literature out there that talks with doing the work of caring” (2002, p. and take appropriate remedial action about the high incidence of suicide rates 110). In other words, the gratification of by seeking professional help, making in social workers, high turnover rates in helping others makes the strains of the adjustments in workload, terminat- employment, high rates of burnout, and work worth it. It is not uncommon to ing practice, or taking any other steps disruptive symptoms to personal lives see social workers continue in their jobs necessary to protect clients and others resulting from traumatic stress (Figley, after physical or psychological injury, or (NASW, 2006). 2002; McCann & Pearlman, 1990; Mey- to find them reluctant to leave the field ers & Cornille, 2002; Pryce, Shackleford, despite personal stress. The caring that According to this section of the Code, & Pryce, 2007; Valent, 2002). We often we give to the world is both the greatest when a social worker becomes aware The New Social Worker Winter 008

of impairment of any kind, including practice effectiveness should consult 3.07 Administration psychological distress related to job with that colleague when feasible and (c) Social workers who are function or experience, it is that person’s assist the colleague in taking remedial administrators should take reasonable responsibility to seek help. It is not ethi- action. steps to ensure that adequate agency or cally sound to allow personal distress (b) Social workers who believe organizational resources are available to interfere with job performance, and that a social work colleague's impair- to provide appropriate staff supervi- doing so may put clients at risk. ment interferes with practice effective- sion. Imagine for a moment that a woman ness and that the colleague has not comes to you for help. She does not taken adequate steps to address the 3.08 Continuing Education and Staff mention any trauma. She talks about impairment should take action through Development how jumpy she is all the time, her inabil- appropriate channels established by Social work administrators and ity to concentrate or sleep, and intrusive employers, agencies, NASW, licens- supervisors should take reasonable thoughts that constantly distract her. ing and regulatory bodies, and other steps to provide or arrange for continu- You notice her pressured speech. Now professional organizations (NASW, ing education and staff development imagine that you are worn out, tired, and 2006). for all staff for whom they are respon- emotionally drained. Without getting sible. Continuing education and staff the full story, this client could easily be Not only does the Code direct us to development should address current misdiagnosed. The presenting symptoms assist colleagues experiencing distress, knowledge and emerging developments could have a number of axial diagnoses, but provisions are made for colleagues related to social work practice and eth- but it may take some effort to get to the who do not take adequate remedial mea- ics (NASW, 2006). right story of trauma. What would hap- sures. Clearly, this is considered quite a pen if this client, who really is suffering serious matter! Pushing my friend to go Some years into my practice, I from PTSD, is mistakenly labeled with a talk to someone was not only the right again faced a young client who had been personality disorder because the thera- thing to do—it was mandated by the Code sexually victimized. Filled with doubt, pist is unable to see the situation clearly, of Ethics. When my first supervisor—the I wondered if I would be able to be effec- and only reacts to the behaviors? That one who told me to get out of the tive in helping her. This time, though, I client could be injured for life with such field—walked away from my tears and had a wonderful supervisor. Together, a label, and run the risk of never receiv- told me to “learn to deal,” he ignored we talked about the course of treatment, ing appropriate care! these important mandates. The ethical along with my hesitations and fears, and It is a difficult line to walk to deter- response would have been to hear me she was able to support me through my mine when personal distress begins to in- out and determine whether my judgment moments of doubt. She also asked me, terfere with job performance, and it is of- was impaired and whether I needed point-blank, if I felt as if I needed to go ten friends and family who point out the further support. talk to someone about my personal fears. problem. When Hurricane Katrina came It is important that supervisory-level We were able to talk about it openly, and through the south, many first responders social workers are able to provide this the support of a good supervisor became struggled with compassion fatigue. When information to professionals in the field. my best protection. a friend of mine found herself unable to Research suggests that education and The field of knowledge related to sleep because of the images from stories support resources help to protect social this subject is rapidly expanding, yet, that she had heard from evacuees, it took workers from risk. Given this informa- unfortunately, it remains rare to see a great deal of prompting to convince tion, the Code of Ethics again provides in-service trainings about compassion her to get some help. Eventually, she re- guidance: fatigue. In the past thirty years, research alized that her health, not to mention her concentration and attention span, was going down the tubes and went to talk to Journal of Social Work Values and Ethics someone. By the time she got help, she The Journal of Social Work Values and Ethics is an online, free, full-text peer-re- had begun to feel jaded about her clients’ viewed journal published by the publisher of The New Social Worker. stories. Thankfully, she realized that get- The Journal, edited by Stephen M. Marson, Ph.D., and Jerry Finn, Ph.D., and ting help was not only the best choice for published twice a year, is available her, personally, but also the ethical thing at http://www.socialworker.com/jswve. to do as a professional. The Journal examines the ethical and Not only are social workers ethically values issues that impact and are bound to self-monitoring, but the Code interwoven with social work practice, of Ethics explicitly states that we should research, and theory development. watch out for our colleagues: Register for free, and you will be sent the Table of Contents of each 2.09 Impairment of Colleagues issue when it is available. (a) Social workers who have Continuing education credit is direct knowledge of a social work available for selected articles pub- colleague’s impairment that is due to lished in the Journal. personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes with The New Social Worker Winter 008

has provided us with information about Coping Strategies For More Information risks, protective factors, and strategies for protecting and healing from personal Charles Figley’s publications: distress related to exposure to traumatic • Time with friends http://mailer.fsu.edu/~cfigley/pubs.html material and challenging work environ- • Spiritual or meditation ments. This knowledge is relevant and practices A source for lots of great articles: critical to our professional practice, not • Formal individual and http://home.earthlink.net/~hopefull/TC_ only for the protection of best practices group supervision compassion_fatigue.htm for our clients, but also for the protec- • Informal group or peer tion of professionals and trainees in the supervision field. If every agency were to offer a • Exercise References training on this subject, it is entirely pos- • Sleep • Good nutrition CSWE. (2001). Educational policy and ac- sible that the numbers of suffering social • Continuing education creditation standards. Alexandria, VA. workers would decrease. According to the Code of Ethics, continuing education leading to marital or intimacy problems, Figley, C. R. (2002). Treating compassion and good supervision are a part of ethi- hypervigilance in the home, overprotec- fatigue. New York: Brunner-Routledge. cally responsible practice. tiveness or violence directed to partners or children, personal health issues related Lyter, S. C., & Selman, D. (2006). Wound- Implications for the to stress, or other trauma-related symp- edness in social workers: Views of experienced Profession toms. Entire families can become victims supervisors. Paper presented at the CSWE of the work-related strain experienced by Annual Program Meeting, Chicago, IL. According to the Bureau of Labor one social worker! Statistics, there were approximately Personal coping strategies, educa- McCann, I. L., & Pearlman, L. A. (1990). 840,000 self-reported social workers in tion, supervision, and support must be in Psychological trauma and the adult survivor: the United States as of the last national place for every professional in the help- Theory, therapy and transformation. New census (NASW, 2005). It is very unlikely ing professions. Training about compas- York: Brunner/Mazel. that any substantial number have had sion fatigue needs to be introduced into exposure to training concerning com- the curricula of educational institutions Meyers, T. W., & Cornille, T. A. (2002). passion fatigue. Despite the fact that and continuing education programs, The trauma of working with traumatized we know education helps, there is little and support/assistance programs need children. In C. R. Figley (Ed.), Treating (if any) training provided about these to be put in place by agencies provid- compassion fatigue. New York: Brunner- issues. The standard setting body for ing direct care to clients. Such measures Routledge. training programs in our country does are already endorsed by research (Lyter not have requirements for exposure to & Selman, 2006; Pryce et al., 2007; NASW. (2005). Assuring the sufficiency of this material, despite the growing body Saakvitne & Pearlman, 1996). Self-care, a frontline workforce. Washington D.C.: of evidence that there is a significant job a rich personal life, and support in our NASW Center for Workforce Studies. hazard (CSWE, 2001). private and professional lives may be Aside from the mandates contained the greatest measures of protection from NASW. (2006). Code of ethics of the Na- in the Code of Ethics, there are other com- compassion fatigue that we can give to tional Association of Social Workers. http:// pelling reasons to guard against compas- ourselves, and luckily these are not dif- www.naswdc.org/pubs/code/code.asp. sion fatigue. A healthier workforce will ficult to put in place. lead to better client outcomes and lower Expert Charles Figley uses the ex- Pryce, J., Shackleford, K., & Pryce, D. staff turnover. Additionally, personal ample of the oxygen masks on airplanes (2007). Secondary traumatic stress and the distress is never completely contained to to sum up this issue. If you have ever child welfare professional. Chicago: Lyceum the work environment. been on an airplane, you know that the Books. Social workers are individuals with flight attendants instruct you to put on personal histories and lives, and they are your own mask first in an emergency, Saakvitne, K. W., & Pearlman, L. A. not immune to the effects of trauma and then help others. There is an important (1996). Transforming the pain: A workbook strain. Personal lives can be disrupted, lesson in this simple instruction—we on vicarious traumatization. New York: are no good to others if we are injured Norton & Co. ourselves. The Code of Ethics exists to protect our clients, our practitioners, and Stamm, B. H. (2002). Measuring compas- Share this copy of the integrity of our profession. Clearly, sion satisfaction as well as fatigue. In C. R. THE NEW SOCIAL compassion fatigue is an issue that has an effect on all three of those layers. Ignor- Figley (Ed.), Treating compassion fatigue. New York: Brunner-Routledge. WORKER ing the issue leaves us injured. Only by learning to recognize and effectively Valent, P. (2002). Diagnosis and treatment with a colleague protect and support each other can we of helper stresses, traumas, and illnesses. In C. R. Figley (Ed.), Treating compassion or classmate! truly say that we are keeping to our high fatigue. New York: Brunner-Routledge. ethical standards. The New Social Worker Winter 008

Tracy Wharton, M.Ed., MFT, is a doctoral student at the University of Alabama School of Social Work. She formerly worked as the Family Based Service Coordinator for the Cape and Islands Region of Massachusetts. From THE NEW SOCIAL WORKER She has worked with clients in Rhode Island The Field Placement Survival Guide and Massachusetts, and most recently has been working as a research associate at the Center Volume 2 of the “Best of THE NEW SOCIAL for Mental Health and Aging in Tuscaloosa, WORKER” series. Field placement is one of the most Alabama. She is working on her Ph.D. in exciting and exhilarating parts of a formal social work social work with an emphasis on intervention education. It is also one of the most challenging. This research. collection addresses the multitude of issues that social work students in field placement encounter. This book Letter to the Editor brings together in one volume the best field placement articles from THE NEW SOCIAL WORKER. Packed with practical, essential information for every Dear Editor: student in field placement! I am a social worker student (graduate May 08:)). I just wanted to say that I really enjoy this magazine. The articles ISBN: 1-929109-10-5, 2002, $21.95 plus shipping, 253 are so helpful to me. I particularly en- pages. joyed the article on Making Friends with the Impostor. I think that is definitely an See order form on inside front cover of this magazine, or order online at http://www. article that all social workers should read. whitehatcommunications.com/store Thanks again! Regina Franklin Washburn University, Topeka, KS EACH DAY IS CHALLENGING. EACH DAY IS DIFFERENT. EACH DAY IS REWARDING… JOIN THE FIGHT FOR PUBLIC HEALTH. The U.S. Public Health Service Commissioned Corps is an elite team of officers dedicated to protecting, promoting, and advancing the health and safety of our Nation. Our officers fight against disease, respond to public health emergencies, and provide care to those who need it most. If you’re ready to make a real difference in people’s lives, the Commissioned Corps needs officers to serve in a variety of clinical and research positions. We also need officers to serve in other specialties to support our public health mission, such as mental health, engineering, and information technology. MAKE THE U.S. PUBLIC HEALTH SERVICE COMMISSIONED CORPS THE HIGHLIGHT OF YOUR CAREER. www.usphs.gov 1-800-279-1605 Commissioned Corps Ad / multi / New Social Worker (Coated Stock) / Social Worker The New 7.5 x 4.75 / 12.1.07 Winter 008 42269-43-1-CCorps multi — proof 1 (rjh) — october 10, 2007

Field Placement Taking the Wheel: Put Yourself in the Driver’s Seat of Your Field Placement Experience by Lyndal Greenslade, BA, BSocWk, MAASW, and Amanda Vos, BSocWk, MAASW (Acc) Editor’s Note: To give you a flavor of the it right,” she decided to take a proactive that what I needed was a supervisor who writers’ own voices, we left this article in an role in determining what she needed. approached the work with a positive “can Australian “accent,” using words such as uni To do this, Lyndal thought long and do” attitude. I remembered having heard one and prac. hard about what she wanted to learn and such social worker speak at a few events and experience on placement. She came up decided to make contact with her to see if she As social work students, most of us with a bunch of skills, techniques, client was interested in supervising. It helped that I approach our field placements with a experiences, and opportunities that she was interested in the organization she worked mixture of excitement and trepidation. thought would be valuable. Lyndal also for, but I stayed focused on my realisation that Where do I want to go? What setting had an equally long list of what she this time around, the relationship with my will be a good fit for me? What style of didn’t want to experience. The process of supervisor was primary. supervision will I respond to best? How using this list to help decide what agency on Earth will I balance the demands of she wanted to work in involved looking Luckily, Amanda was available and placement, uni, work, and family life? behind her answers to discover the un- interested. They met several times prior These questions floated around derlying theme. By taking this approach, to the placement, and Lyndal decided to Lyndal’s mind as she approached her she began to gain some clarity. be really honest and upfront, explaining final year field placement. After her first her previous experience on placement, placement and a challenging year at Lyndal: What I wanted more than what she wanted this time around, and university, Lyndal was left questioning anything, was to experience the positivity also a little bit about who she was and whether she and social work were meant and possibility in social work. I’d spent four what she believed in. Lyndal felt very to be. It was “do or die,” and Lyndal years listening to the stories of how hard the strongly that Amanda should have a knew she needed to be really purposeful work is and how small the gains are. Instead, sense of who she was before embark- about planning out her final placement. I wanted a placement that focused on what ing on this journey. Usually, pre-place- Motivated by an intense desire to “get is possible. This discovery allowed me to see ment interviews are very focused on the 8 The New Social Worker Winter 008

supervisor deciding whether the student going ahead was very strong. We wanted you sought me out as a field educator is appropriate for the placement, but to explore some of the thinking behind probably also played a role, because Lyndal felt that this was an opportunity “boldly going where no placement has we met three times in person before to discover whether the supervisor was gone before,” so we spent some time prac started, as well as phoned and appropriate for her! instant messaging (IM): e-mailed. By asking questions, and getting to know you not just as a stu- Lyndal: When I approached Amanda, I Lyndal: What made you think that dent, but as a person, it made it very knew she worked for the Australian Associa- doing a placement with you based easy for me to trust you. I think it was tion of Social Workers (AASW), but I wasn’t a couple of hours away from me, because we’re pretty similar in our aware of exactly what sort of work she was and me based at home, was even working style. It didn’t even enter my doing. During our meetings prior to field possible? head that you could potentially abuse placement, I was able to learn about the Asso- working from home! ciation’s new project that Amanda was devel- Amanda: I was open to exploring it, oping—Horizon Career Centre. The Centre is because I figured, if I worked from Lyndal: I think you’re right about a 24/7 national employment Web site coupled home, then why couldn’t a student how important meeting up before with Monday to Friday customer support and do her placement from home? We prac was. By the time prac started, career guidance for the entire human services. live in a time when new technolo- I already knew more about you When Amanda explained Horizon Career gies mean new possibilities. Staying and the way you work than most Centre to me, I will admit to a moment of connected is made much easier students would have the opportunity hesitation. Isn’t that just an employment ser- with the assistance of the Internet. to do prior to placement. I think vice? Wouldn’t that be mostly admin work? Is If you make a decision to be open meeting a number of times prior that even social work? Amanda and I met a to exploring a “new” way, you soon to starting prac lays a really good few times, and despite my hesitations, I knew realise there are solutions to what foundation. that she was the right person to supervise me, others might seem as a block. and I decided that regardless of what the work Amanda: Absolutely. Preparation was, I needed to be around her positive energy proved to be really key in this situ- and passion for the profession. It turned out to By reaching out and ation (as it usually does in life in gen- be a smart decision, as it didn’t take long for being proactive about eral!). I would really encourage stu- me to realise that being placed with Horizon your field placement, you dents and potential field educators afforded me the opportunity to have daily to meet more than once if possible. contact with a really diverse range of social can take the driver’s seat We built a strong foundation for workers nationally and internationally. This and begin to steer your your placement by being guided by experience has given me a ‘snapshot’ of social social work experiences what YOU needed rather than what work and social workers that has enabled me along a path of your I/Horizon Career Centre could offer to connect with just how wonderful, passion- you. It was fortunate that the timing ate, and engaged the community is. choice. worked out to be that you would Initially, though, I had no idea that start placement the day the AASW this would be the case. I listened instead to Lyndal: I think many people would launched Horizon Career Centre, my own connection to the way that Amanda not have even considered offering because I was in a very creative worked and made the decision to pursue the a placement to a student based at space when you first approached me placement based on my need to be around home. Didn’t you have trust issues? about a possible placement. Every- “good people.” As Amanda and I talked, I I was thinking how a lot of students thing was new; everything was pos- learnt that a placement at Horizon Career experience supervision as “surveil- sible. Our process of my asking you Centre would mean being based from my lance” and really don’t enjoy that a series of questions like what are you home, and as Amanda works from her home, part the process. They feel “watched passionate about?, what do you want to a couple of hours north of where I live, contact over” a lot, and I know in my own learn?, what are your strengths?, what between the two of us would be largely done experience, this made me more do you value? helped me understand through Internet and phone communication. nervous and unsure of myself. where you were. And from there Additionally, we would meet up in person we could explore the possibility of a every 10 days or so. I actually expected some Amanda: Yeah, that’s a really good prac, rather than the traditional ap- resistance from the university field educa- point. Perhaps it was because this proach that is usually “we have this tion unit, as not only was I organising my was my first time as a field educator, student placement opportunity—do own placement, but it would also be based at so I didn’t have any pre-conceived you want it?” home, which I think may be a first. But they ideas or limitations about how it were supportive of the idea, and whatever the would work. My only experience of Lyndal: I really enjoyed the process reason, I’m glad they did allow it to unfold, field education was being a student. of trying to pinpoint the actual because it’s been exactly what I needed. From my experiences in that role, experience I wanted, as well. I found I knew the importance of having a those questions you asked prior to The placement was definitely “out placement that was supportive and starting prac really helpful. I think of the box,” and looking back now, we safe, as well as challenging within many students just take what’s on can both see that our commitment to it the context of learning. The fact that offer and don’t even think about op- The New Social Worker Winter 008

tions that might be a little “out of the hadn’t attended a few social work events social work experiences along a path of box.” I remember being very careful that she spoke at, and I wouldn’t have had your choice. who I told that I would be based at the courage to approach her if I wasn’t really home, because I really worried that clear on why I wanted her to supervise me. Lyndal Greenslade, BA, BSocWk, GradDip- the uni wouldn’t allow it! I think My message to other students is to start now. ProfessionalCounselling, MAASW, completed most field educators, field ed uni Reach out and connect with the social work her final placement at the AASW Horizon staff, and students themselves would community while you are a student. E-mail Career Centre in 2007, enabling her to put be concerned that a placement at people of interest, just to say hello and share into practice her strong belief in the power of home, and away from their supervi- why you like what they do. Seek out the areas advocating for the profession of social work. sor physically, would mean a lack of social work that are meaningful to you, During her time at university and throughout of support. What I’ve really found even if they’re non-traditional and you know her working life, Lyndal has fed her passion though, is the exact opposite. As we nothing about them. If I’d allowed myself to for connecting with people in an effort to set up a phone call each morning, be put off by my own limitations about what work alongside them to fulfill their personal and through e-mail and now IM, I I thought social work was, I may never have potential. Lyndal graduated at the end of feel MORE connected to you than pursued a placement with the AASW Horizon 2007 and is now employed at Horizon Career I did with either of my third-year Career Centre, simply because it didn’t look or Centre. supervisors. sound like what I believed social work to be. Maybe there’s a social worker who’s a politi- Amanda Vos, BSocWk, MAASW (Acc), is Amanda: The reality has been we’ve cian, or artist, or film maker or in some other Manager of the Australian Association of actually had more contact than non-traditional field that can be considered Social Workers Horizon Career Centre. Since usual because everything we do is as a potential supervisor. Maybe as a student graduating in 2001, Amanda has explored very intentional. It’s the quality of you would love to make documentaries? Or and celebrated the diverse pathways a social the contact that makes the differ- run for political office? Or write a book? work career can offer, including casework, ence. Having face-to-face supervi- Whatever and however you connect passion- curriculum development, teaching, service de- sion every week or 10 days makes ately to the work, I would highly recommend velopment, and management. Her passion for a big difference. Supervision is the seeking out social workers who will afford you helping social workers fulfill their potential cornerstone of field placement (in the opportunity to stretch your understanding has driven Amanda to present, write, and my opinion)...it can make or break of what social work is. develop film and photography projects explor- a field placement. That’s something ing professional well-being, thriving in social I learnt as a student, so I’ve been Field placement is an excellent work, and career enhancement throughout mindful ever since, that when I opportunity to begin your journey of Australia, North America, and South East decided to have a student, I had to connecting with the social work commu- Asia. This year, Amanda is mentoring young be ready to supervise. A wise col- nity. By reaching out and being proactive social workers on assignment in Vietnam and league reminded me the other day about your field placement, you can take Sri Lanka as part of the Australian Youth that students may not remember the driver’s seat and begin to steer your Ambassadors for Development Program. their lecturers, but they sure do re- On Our Web Site member their field educators. It’s so true...the student placement experience is the foundation of the social work degree. The Social Work Podcast http://www.socialworker.com/home/menu/Social_Work_Podcast Now that Lyndal’s 18-week field placement is finished, she’s had time to THE NEW SOCIAL WORKER clinical and community organizing), reflect on the process. The whole experi- is excited to bring you Jonathan research, policy, and education. Join ence was such a positive one. Lyndal Singer’s Social Work Podcast your host, Jonathan Singer, LCSW, went in feeling that social work was in as he explores topics that are relevant dire straits, and wondered whether she to social workers, whether they are personally was up to the task. But she practicing in the field, teaching in has come out with the realisation that she higher ed, formulating policy on has definitely chosen the right profession Capitol Hill, or running regression and that no matter how challenging the analyses in their offices. professional path may be, it is ultimately Visit http://socialworkpodcast.com do-able! for more information, including references that were used in developing the Lyndal: I think spending time thinking podcasts and links to other resources. about what I really wanted, well before my Please e-mail Jonathan Singer to placement started, made a world of difference. let him know topics you would like We don’t need to wait until we graduate to The Social Work Podcast pro- to have covered in future podcasts. begin making connections with people and vides information on all things social Jonathan can be reached at: jonathan@ discovering what our place in the profession work, including direct practice (both socialworkpodcast.com may be. I wouldn’t have met Amanda if I 10 The New Social Worker Winter 008

Association of Baccalaureate Social Work Program Directors (BPD) 25th Annual Conference to be Held in Destin, Florida March 5-9 for networking and learning for BSW students. Student volunteers are a vital part of the conference each year. The Association of Baccalaureate conference will reflect 25 years of the The San Destin Golf and Beach Social Work Program Directors (BPD) development and influence of BPD on Resort has been chosen as the official is celebrating its 25th annual conference undergraduate social work education. location for the 2008 BPD Annual from March 5-9, 2008 at the lovely San Several special features are planned. Conference and 25th Conference Destin Golf and Beach Resort in Destin, Pre-conference functions include new Anniversary Celebration. Located on Florida. The conference will offer par- program director workshops, Florida’s Emerald Coast ticipants an opportunity to participate program director workshop between Pensacola and in a host of activities related to prac- on EPAS, new field direc- Panama City, the 2,400 tice, research, education, and teaching. tors workshop, experienced acre San Destin Golf There will be workshops, roundtable field directors workshop, and and Beach Resort is the discussions, papers, and poster presen- community-based research premier destination in tations, as well as many networking workshop. There is a pre- Northwest Florida. opportunities. conference luncheon for For details on the This year's conference theme is program directors and field conference schedule, “Honoring our Past: Celebrating our directors, as well as the silver registration, student Present and Affirming our Future.” jubilee awards banquet. volunteering, housing, BPD will acknowledge past leaders of Three continuing education sponsorship, and other the organization for their contributions, credit hours will be available conference-related in- celebrate the organization’s accomplish- on March 9. formation, see the BPD ments, and plan for future challenges The BPD conference of- Web site at http://www. and opportunities. In addition, the fers an excellent opportunity bpdonline.org. The Leader in Clinical Social Work Education Smith College School for Social Work offers 27-month maStEr’S & doCtoral programS bEginning EaCh junE Intensive on-campus course instruction june – august Field Internships around the country september – april Continuing EduCation programS for thE poSt-maStEr’S CliniCian 6- and 12-hour summer seminars Postgraduate Certificates in Spirituality and Social Work Advanced Clinical Supervision to find out more, come to an open house, november 3, 2007 or june 9, 2008. Call us for details. Call or email for more information: smith college School for Social Work The New Social Worker Winter 008 11

There’s a Place for “Us”— How Community Fits Into Social Work by Mordecai Holtz, MSW As a student who chose to concen- nity and its relationship to the individual. co-existence of such factors creates a trate on the community organizational Warren (1978) defines a community as tension whose resolution often demands aspect of the social work profession, I “that combination of social units and sys- professional intervention. It is the role of constantly struggled to understand the tems that perform the major social func- the community worker to serve as a liai- difference between the methods of a tions relevant to the meeting of people’s son among the individual, the group, and clinical practitioner and those of the needs” (p. 9). Freud (1930), in describing the surrounding social structure (Brager community worker. Despite the different the individual’s role within a community, & Specht, 1972). According to Smalley demands between the micro (individual states that living in a community “ap- (1967), the role of the community worker and group) and the macro (organiza- pears as a scarcely avoidable condition is to facilitate “the process by which tional) spheres, the fact that they are which must be fulfilled before…hap- people of communities, as individual studied under the social work umbrella piness can be achieved” (p. 140). This citizens or as representatives of groups, indicates that certain core professional inevitable relationship between an join together to determine social welfare skills pervade the entire field of the social individual and his/her surroundings needs and mobilize their resources” (p. work milieu. creates a desire to feel a sense of belong- 35). Although this definition identifies a ing that stimulates the individual’s quest need for an inter-group facilitation and General Definition of creates the opportunity to join together to determine the community’s needs, Social Work two interrelated processes, planning and organizing, are also necessary to achieve The basic role of all cooperation and support from all inter- social workers is to assist in ested parties (Brager & Specht, 1972). the interactions between the Whereas planning and organizing individual and his or her describe one major aspect of community social environment. Accord- practice, other critical aspects of commu- ing to Pray (1947), the basic nity work include interagency planning, objective of the social worker resource development, and coordination is to “facilitate the process of of services offered to a specific com- social adjustment of individual munity (Weil, 1996). The worker, while people through the develop- involved in developing the appropri- ment and constructive use of ate support to implement change, must social relationships with which achieve many technical and task-oriented they can find their own fulfill- details. By focusing on the specific task, ment and can discharge adequately their for identity within the context of the rather than on the change-oriented goal, social responsibilities” (p. 4). larger community (Weil, 1996). Thus, an however, the worker moves away from Within this general definition lie the overall sense of community is gradually the direct interaction with the individual. three specializations of the social work created by organizing social resources Maintaining the equilibrium of profession—casework, group work, and and affording people with the necessities these two aspects of the community community organization. Within each of everyday living. worker’s responsibilities is a very difficult of these realms, the social worker’s role and daunting task. For the community is to help an individual or group realize their strengths and abilities, to help them A Community is Formed worker to remain focused, he or she must view all aspects, both technical and utilize these assets to engage society, A community is established when interactional, as part of the larger com- and mediate this process of interaction groups of people with a common inter- munity helping process. throughout (Schwartz, 1969). It is the practitioners’ sensitivity to the “person-in- est, culture, or identity join together environment” situation and the interac- and create a distinct entity that serves Models of Community tion between the two arenas that truly a positive need in society (Weil, 1996). Involvement guides the profession. According to Fellin (2001), communities distinguish themselves in three primary Macro practice, like all other aspects spheres: “1) place or geographic locale Defining the Community of social work practice, recognizes the in which one’s needs for sustenance are strengths of the interaction between met, 2) a pattern of social interactions, individuals living in a social environ- Before describing the specific roles and 3) a symbolic identification that ment and the ability of community-wide and responsibilities of the community gives meaning to one’s identity” (p. 118). influence toward solving problems and worker within the social work profession, Ironically, while these three aspects are implementation of change (Kretzman it is necessary to define the term commu- the building blocks of a community, the and McKnight, 1993). Approaching 1 The New Social Worker Winter 008

change on a community-wide level is client with a specific definition of the in- client’s strengths, rather than the deficits, better understood when considering tended form of community work (Brager the worker develops a sense of trust with Rothman’s (1999) three basic models of and Specht, 1973). To effectively imple- the client and creates an opportunity to community intervention. Whereas these ment any of the models of community empower the client to take action (Guti- three models offer suggestions on how involvement, the community practitioner errez, GlenMaye, and Delois, 1995). to stage community intervention, the must utilize the skills from all three as- By actively listening to the client’s mobile and unstable nature of today’s pects of the social work profession. The interests and by identifying the lay community affairs often requires that uniqueness of the community worker person’s strengths and frame of refer- more dynamic approach. In fact, Roth- is that he or she constantly juggles all ence, the worker, as a representative of man (1999) concludes that these idealistic three levels of the profession on a regular a social agency, is able to discover the models only serve as aids for concep- basis. A brief description of how each of client’s motivations and interests as they tualization, and in actual practice the the three components of the social work pertain to the agency. The worker’s abil- “intervention approaches overlap and profession is employed by the commu- ity to isolate these strengths and translate are used in mixed form,” and creating a nity worker will help to elucidate and them into areas of involvement fosters a composite of these paradigmatic models clarify the unique nature of the commu- stronger commitment by the lay leader- ensures that the most effective method nity worker. ship (Hubbel, 1993). of community-oriented change will be se- Effective managing of the rela- lected (p. 47). Thus, blending the positive Working with Individuals tionship with various individuals both practice variables from the basic models within and outside the organization, the to form sub-models allows for a myriad The community practitioner’s work worker’s awareness of the self and com- of possible permutations, creates room with individuals, be it staff or lay leader- petency to work with others by engaging for many social service or service-based ship, parallels the process of any social in interpersonal dialogue and empower- agencies to exist, and increases the selec- worker’s therapeutic intervention. The ing others to develop their strengths, tion of community-wide interventions client transmits ideas to the worker, and may best describe how the community that are available to future practitioners. the worker, in turn, needs to decipher practitioner regularly executes the skills and decode the client’s verbal and of working with individuals (Edwards, Specific Definition of nonverbal communication. The worker Yankey and Alpeter, 1998). As professionals, we will have Intervention then must acknowledge the message many opportunities to engage various through providing feedback to the client (Schulman, 1999). By constantly assess- New Social Worker Spring 2007 ad 3/1/07 3:34 PM Page 1 staff members in conversations that far The practitioner, in order to ensure ing, evaluating and concentrating on the surpass the proverbial small talk. The successful change, must provide the Social Work Education In The Real World. MASTER OF SOCIAL WORK Concentrations in: MSW Program locations: • Clinical Social Work Practice • Harrisburg • Huntingdon • Management and Planning • Lancaster • Pottsville This widely recognized graduate program is designed to provide social work education for working professionals, with completion in 3 years part-time. Temple University Harrisburg also offers an Advanced Standing Program for qualified BSWs. And, TUH also offers Continuing Education opportunities for Social Workers. Fourth & Walnut Street, Harrisburg (in Strawberry Square) 717.232.6400 Toll Free 1.866.769.1860 www.temple.edu/harrisburg The New Social Worker Winter 008 1

empathic nature of these interactions goals that the community worker aims become exceedingly common in today’s indicate that a critical component of to achieve as he or she decides how and nonprofit agencies. the community worker’s field includes when to influence the group, include: The strategic plan’s flexible and working with individuals, be they staff “socialization, developing effective rela- adaptable nature focuses primarily on or lay leaders. In fact, a community tionships, organizational building, and the management and facilitation of the worker’s role could not be successfully finally, the achievement of institutional change process, rather than on an as- achieved without recognizing that the change” (Brager and Specht, 1973, p. 69). sumption of environmental stability. This practitioner’s primary relationship is These essential goals resonate with the process resembles the client assessment always with the individual. stages of the therapeutic group process that a clinical worker may perform on in that the five-stage model, suggested by an individual client or group. As the Groupwork Garland, Jones, and Kolodny (1965) are client-worker relationship develops, the renamed to better suit the needs of the worker develops a better understanding Most of the community practitioner’s macro practitioner. of the client’s needs in relation to the time is consumed by meetings with By building a positive associa- environment and, rather than attempt to various groups, including staff meetings, tion with the agency, the individuals change the environment of the client, the board meetings, and steering committee develop identification with the group, worker serves to manage and facilitate meetings. Those unfamiliar with the which translates into positive results and the client’s issues (person-in-environment unique environment of collective strengthened commitment to the purpose practice). decision-making believe that decisions of the group. The worker’s responsibil- A strategic plan requires a balance can only be made by an individual, in ity in the group process is to assist the among many competing values and fo- the privacy of their own office. This participants to cultivate social ties and fa- cuses almost exclusively on harmonizing flawed opinion not only devalues the cilitate group cohesiveness. Whereas the the internal and external organizational omnipresent setting where almost all of worker is ultimately accountable for the environments. This equilibrium is main- today’s nonprofit agency decisions are unity of the group, he or she is also re- tained by the worker’s ability to ensure made, but it also minimizes the process sponsible for the concrete development that the organization’s limited resources of the collective as a distinctive unit that of attainable goals with the underlying are strategically maximized to take full provides the worker with a plethora of agency mission. advantage of new opportunities and to opinions and competing values. For the For example, when I worked for a practically, yet effectively, account for community worker, the group meeting leading university’s alumni association, potential organizational challenges that is the most productive organizational one of my original assignments was to may occur (Eadie, 1998). process, the results of which testify to the engage the alumni through various edu- As important as the external success of the worker. cational programs, help them establish organizational analysis may be, the A primary assumption in group or reestablish a connection with their basis for isolating strategic issues can dynamics is that the group satisfies alma mater, and extend our available only take place when the organization certain social functions for each member. resources to these constituents. In my looks inward and assesses the strengths The community social worker develops work, I was assigned to work with two and weaknesses in terms of its “human, the relationship with the constituents different kinds of constituent groups. In financial, technological, and political re- through finding areas of common interest either case, the role of the group was sources, and organizational performance and shared attitudes. Similar to working to establish and maintain a relationship in its major programs and businesses” with individuals, forming a constitu- with the alumni to foster support—finan- (Eadie, 1998, p. 458). The internal strate- ent group is predicated on the worker’s cial or service based. gic evaluation will bring to the forefront ability to actively listen and his or her a set of major challenges that need to be willingness to explore the inferences of Strategic Planning tackled for the organization to effectively the participants’ ideas. maintain a balance between its internal There are four basic groups that are In addition to the community and external environments. associated with community organiza- practitioner’s work with individuals and This method of continuous assess- tion. They are generally categorized as: groups, the organizational social worker ment on an organizational level enables “socialization groups, primary groups, also serves the role of an administrator the community worker to ensure that the organizational development groups, and or manager. As mentioned earlier, the agency remains loyal to its constituency institutional relations groups” (Brager community worker is often torn between by providing it with services that are cur- and Specht, 1973, p. 71). Each of these task-oriented and change-oriented goals. rent and commensurate with its needs. groups serves a unique purpose within To ensure that the worker does not the organization. The group’s level of in- divert attention from either set of goals, Core Issues and volvement in the organization along the the worker must define a clear plan and Commonalities continuum is based on the worker’s abil- vision for the organization in which ity to identify areas of individual interest, the source of the worker’s information An initial glance at each of the motivate, and engage the participants to and role of the worker within the plan various spheres across the social work become more committed to the cause. will shape the outcome. Because of its continuum results in identifying theoreti- Regardless of the type of group, dynamic nature and ability to adapt to cally different practice skill sets for each however, goal setting is a critical part the shifting nature of the client’s environ- of the client-worker relationship. The ment, the strategic planning process has Community—continued on page 16 1 The New Social Worker Winter 008

THE UNIVERSITY of TENNESSEE College of Social Work O ur mission is to educate and train persons for professional practice and for leadership roles in the social services and the social work profession. Offering education at all degree levels Baccalaureate Masters Doctoral Spanning the state with three campuses Memphis Nashville Knoxville address 109 Henson Hall, Knoxville, TN 37996-3333 phone/fax 865-974-3351 (phone) 865-974-4803 (fax) Website www.csw.utk.edu

Community—continued from page 14 proach to the profession stresses that Freud, S. (1930). Civilization and its dis- there are several fundamental skills that contents. Standard Edition, Vol. 21. London: realm. While workers within each realm serve as the foundation for all of the Hogarth Press, 1981. are required to know the proven theories concentrations of the profession. These Garland, J. A., Jones, H. E., & Kolodny, R. L. and techniques that are associated with fundamental principles of intervention (1965). A model for stages of development in social their level of practice, these specialized are applicable at all levels of social work, work groups. In S. Bernstein (Ed.), Explora- actions only serve to complement the despite the unstated divide between the tions in group work. Boston: Boston University broad skills that are characteristic of all micro and macro practice. School of Social Work. social workers. Perlman (1957) defines social work as a process of problem Conclusion Gutierrez, L., GlenMaye, L., & DeLois, K. (1995). The organizational context of empow- solving, regardless of whether the practitioner is involved in direct service or erment practice: Implications for social work When I began my journey as a administration. Social Work, 40 (2), 249-258. organizational work. social work student, I assumed that as a Beyond the universal methods of community worker my role, interven- Hubbel, G. J. (1993, June). Taking a million problem-solving in social work, there are tions, and interpersonal skills would be dollar approach to board members: Fostering several other central principles that form vastly different from those of my peers commitment. Fund Raising Management. 31-34. the foundation for generic professional who chose to concentrate on the clinical practice. One of the main principles of level of the profession. Constant ques- Kretzmann, J. P., & McKnight, J. L. (1993). social work practice is to empower the Building communities from the inside out: A path tioning inspired me to search the topic client to change and to try to prevent toward finding and mobilizing a community’s as- further and understand why community sets. Evanston, IL: Center for Urban Affairs. the client problems from reappearing in organization is categorized within the the future. The term empowerment itself is social work framework. The investigation Manning, S. S. (2003). Ethical leadership in ambiguous, because it could either iden- caused me to identify an apparent break human services: A multi-dimensional approach. tify a goal, part of the change process, between macro and micro practice. The Boston: Allyn and Bacon. or a form of intervention. Regardless of terms micro and macro create a false sepa- how the term is viewed, empowerment ration in the mindsets of all social work- Perlman, H. H. (1957). Social casework: A pro- describes a method of “developing per- cess. Chicago: University of Chicago Press. ers and support an artificial segregation sonal and interpersonal power through and classification. This division prevents a process of self-awareness” (Gutierrez, Pray, K. L. M. (1947). When is community social workers from recognizing that the organization social work practice? Community GlenMaye, and DeLois, 1995, p. 250). entire profession stands on several basic, organization: Its nature and setting. New York: Effectively encouraging clients to realize underlying precepts that remain invari- American Association of Social Workers. and employ their strengths to reach a able throughout the continuum of the certain level of self-sufficiency is critical social work profession. Schulman, L. (1999). The skills of helping to the empowerment model. individuals, families, groups and communities (4th ed.). Itasca, IL: F.E. Peacock Publishers, Inc. References Integration of Generic Skills Schwartz, W. (1969). Private troubles and public Brager, G., & Specht, H. (1973). Community issues: One social work job or two? In the Social While the opportunities for so- organizing. New York: Columbia University Welfare Forum, 1969. New York: Columbia cial work practitioners are constantly Press. University Press, 22-43. expanding, the underlying principles of social work intervention remain stable. Cox, F. M., Ehrlich, J. L., Rothman, J., & Smalley, R. E. (1967). Theory for social work Tropman, J. E. (Eds.). (2001). Strategies of com- practice. New York: Columbia University The social work profession cuts across munity organization (6th ed.). Itasca, IL: F. E. Press. three diverse fields, including work with Peacock Publishers, Inc. individuals, groups, and communities. Warren, R. L. (1978). The community in America The generic practitioner has the unique Eadie, D. C. (1998). Planning and managing (3rd ed.). Chicago: Rand McNally. opportunity to utilize and draw from an strategically. In R. L. Edwards, J. A. Yankey, & expansive knowledge base that tran- M. A. Alpeter (Eds.), Skills for effective manage- Weil, M. O. (2002). Community practice models scends all three modalities and can be ment of nonprofit organizations. Washington, for the 21st century. In A. R. Roberts & G. J. applied to an infinitely broad spectrum D.C.: NASW Press. Greene (Eds.), Social worker’s desk reference (pp. of clients. 525-533). New York: Oxford University Press. Edwards, R. L., Yankey, J. A., & Alpeter, M. The systematic problem-solving A. (Eds.). (1998). Skills for effective management process is brought about by the practi- Mordecai Holtz, MSW, currently lives in of nonprofit organizations. Washington, D.C.: tioner’s client-centered approach and his NASW Press. Israel and works as a project coordinator for or her competence to choose a proper a leading educational and leadership training course of action that respects the dignity Fellin, P. (2001). Understanding American institution. He has a BA in Media Stud- of the client while recognizing the inter- communities. In J. Rothman, J. L. Ehrlich, & ies from Queens College, New York, and an dependence of a myriad of systems that J. E. Tropman (Eds.). Strategies of community MSW from Yeshiva University’s Wurzweiler affect the client. intervention (6th ed., pp. 118-132). Itasca, IL: F. School of Social Work, with a concentration E. Peacock Publishers, Inc. in community organization and administra- Regardless of the practitioner’s choice of concentration, the core skills tion. remain the same. The generalist ap- 1 The New Social Worker Winter 008

Poetry My Life is in Your Hands (From a client’s perspective) by Stephanie Griffey I did not choose this life or these struggles that I face And I don’t know how I got here to such a vulnerable state. Every one is quick to judge me yet they offer no help. Can’t they see I’m alone here? I’m doing this by myself. Maybe I’ve made some mistakes but I did not ask for this. I don’t know how to get out now. These walls are caving in. The world seems so big and the possibilities so small. There’s no room to breathe here, no one to catch my fall. So here I stand, no way to cope. I’ve come to you, my last source of hope. Please tell me you have an answer to end the hunger and the pain. Tell me you can help me to finally live again. Is there light at the horizon; are there brighter days for me? I stand at your mercy; do you hear this humble plea? Can you feed my children and give them care? Can you give me direction in this world out there? Can you save me from myself and heal me inside? Can you explain this hopelessness I feel inside? Can you take away this anger; can you throw away this rage? Can you really show me love? Can you erase this hate? Can you explain to me why my body is so frail? How did I get here in an empty sail? Why did he hurt me? The answers are unknown. He took away my innocence. He invaded my soul. I want to live. I don’t want to cry. But I’ve lost the battle for inside I’ve died. I may not be here by choice but it isn’t by chance; that you’ve crossed my path and seen my circumstance. I’ve tried everything else there’s nothing more I can do. I’ve made the first step. The rest is up to you. So here I am. Fix me if you can. I give it to you; my life is in your hands. Stephanie Griffey is a social work student at Lincoln Memorial University. The New Social Worker Winter 008 1

How Not to Panic When Your Client Talks to Dead People by Michael Sanger, MSW, Ph.D. Imagine you are a relatively new looked at the car window, agreed it was • Feeling watched over. This is a varia- social worker interviewing a woman in probably Anne, and that was that. tion on felt presence, in that it in- her late seventies. You might be working Then, after getting my MSW, I cludes a sense of the deceased being in a hospital, an assisted living facility, entered a PhD program. My dissertation concerned about the client. or a social service agency. The interview explored how social workers worked • Physically feeling the deceased. This is is progressing nicely, and the two of you with clients who felt they had been in different from feeling the presence, are bonding. Then the woman sitting contact with deceased loved ones—like in which the feeling is more an emo- across from you starts telling you how I had been, with Anne. That research tional or cognitive sensing than an just the other night she was talking with tells me how you’ll react if a client ever actual physical sensation. In the case her mother, who died two years ago. Or tells you she was talking with her dead of physically feeling the deceased, perhaps she mentions glimpsing her de- mother. there is the actual physical sensation ceased husband standing by the kitchen of the deceased touching the client. window. Or that every time she sees the Do clients really talk to dead Two gentlemen in a bereavement vapor trail of a jet in the sky, she knows group, for example, reported feeling it’s her brother sending her a message. people? their deceased wives next to them in What do you do? Do you panic and bed, and they were referring to the In this study, I interviewed twenty- get flustered and change to a more com- actual physical sensation of touch. one social workers about how they fortable topic? Do you decide she’s prob- • Hearing the deceased. One client heard dealt with clients who ably crazy and needs some Do you panic her deceased husband’s voice and felt they’d had what serious medication? Or do you “…his voice was so real to her that listen to her, let her share her and get flustered the literature called an she needed to open her eyes and thoughts, and perhaps ask a and change to a “ideonecrophic experi- look over, and didn’t see him there.” ence (IE).” Three of these few probing questions about more comfortable social workers were still • Seeing the deceased. Clients often her experience? caught a glimpse of the deceased in topic? Or do you in school, and the others I know what you would places like the kitchen or bedroom. do, even if you don’t. And in a listen to her, let her averaged 12 and a half • Other people seeing the deceased. One years of experience in minute I’ll share that with you. share her thoughts, client, for example, was talking the field. The responses But first, let me tell you a story. and perhaps ask about her deceased daughter at a shared by the students school assembly, and one of the a few probing were almost identical Introduction questions about to those shared by the students in the audience reported seeing her daughter on the stage. MSWs. These social I became a social worker her experience? workers had worked with • Dreams in which the deceased is really shortly after my wife died. present. On awakening, the dreamer IEs experienced by: Anne had been diagnosed with stomach believes the deceased was really cancer a few years after we were mar- present in the dream and not just a • schoolchildren, ried, and she died less than two years dream image. • people in both individual and group later. While her dying was painful for • Messages from objects. Events in the therapy, both of us, that pain was eased through physical world interpreted as con- • people in therapy for grief-related the assistance we received from our local taining messages from the deceased. issues, hospice. For example, clocks chiming on • people who were not particularly At the time, Anne and I had owned the deceased’s birthday, memo- addressing grief-related issues, a blue four-door Toyota Corolla, and rial candles burning twice as long • people who were in the process of a few days after her death, a drawing as they should have, and a balloon dying, and appeared traced in grime inside the stuck in a tree on the deceased’s • clients who were seen in private back seat window, on the driver’s side. birthday, were all taken as messages practice, medical settings, and social It was a silhouette of Anne’s face just from the deceased. service agencies. after she died, lying on the hospice bed. • Found possessions. This is a variation I assumed that somehow Anne’s spirit on messages from objects, in which These clients shared the following had made the drawing as a final mes- the object appears mysteriously, kinds of experiences: sage. I didn’t particularly believe in that and the appearance is imbued with kind of thing—messages from beyond the meaning. “I have had other people • Felt Presence. By far the most fre- grave—but there was the picture staring say that they have found a piece of quent experience reported by social me in the face. jewelry that their husband or wife or workers was the felt presence of the I gradually got used to the idea that whatever had given them, and it had deceased. “...she absolutely felt her this was a final message from Anne, let- been lost for years,” said one social daughter's presence right there in ting me know that she was okay. I told worker. “And, suddenly, it was on the room.” a few of my friends about it, and they the sidewalk in front of them.” 18 The New Social Worker Winter 008

How the social workers based on adhering to basic social work and that it is nothing to worry about. You values. might check to make sure the client is reacted to these clients Many of the social workers had doing okay otherwise, but then you can either experienced the presence of a work with them just as you work with When I began this research, I thought deceased loved one themselves, or knew any other client. that some of the social workers would tell close friends or family members who Although some of us may feel ill- me they thought their clients were crazy, had had such visits. Those social workers prepared to deal with clients around IEs, or at least not grieving very well—and that who did not have a personal history with the interviews with these twenty-one so- some social workers would try to convince this kind of experience were familiar cial workers show that we can take heart the clients they had been hallucinating, or with the experience either from talk- in our ability to comfort and assist clients that they should forget about the deceased ing with people about it, or reading the by relying on the basic principles of and get on with their lives. literature on continued bonds with the starting where the client is, and respect- But none of them reacted that way. deceased (Stroebe, Stroebe, Gergen, & ing the client and the client’s experience. They all reported that when a client Gergen, 1992). This literature points out Beyond that, you may find it useful to brought up one of these experiences, they: that, contrary to the Freudian “mandate” recall the following: to break bonds with the deceased as part • Respected the client’s experience, of the mourning process, in most cultures • Social workers in a wide range of maintaining a nonjudgmental stance. throughout history, it is normal for sur- settings can expect to have clients • Normalized the experience—letting vivors to stay connected to the deceased. who bring IEs into the client–social the client know that this is a relative- Boelen et al. (2006) discussed three types worker relationship. ly common occurrence, experienced of continued bonds: (1) thinking about • Social workers can realize there is noth- by more than 40% of adults (Davis & the deceased, (2) keeping reminders of ing inherently abnormal about IEs. Smith, 1997). the deceased, and (3) sensing the pres- • Social workers can base their • Explored the meaning the experience of the deceased. Recognizing that responses to these clients on the ence had for the client. IEs are one type of continuing bond with fundamental social work value of • Acknowledged the importance of the the deceased helped social workers who respecting the dignity of the client experience for the client. had not experienced IEs directly accept and of the client’s experience. • Used the experience as a stepping them as a normal and non-pathological stone to work with other issues part of the human experience. Basic competence in this area does that were important to the client’s All the social workers, even those not require extensive training specific well-being, for instance, process- who had neither personal experience to the topic, but simply following the ing a troubled relationship with the of IEs nor a conceptual framework in basic norms of social work. Whereas deceased. which to place the phenomena, relied knowledge of topics particularly related on basic social work values to help them to IEs can be helpful, the lack of deep Although these social workers gener- work with clients around IEs. These knowledge around this topic need not ally agreed in how they would work basic values are summarized in the Code lead us to believe we are inadequately with clients, they differed over how they of Ethics. The overriding factor influenc- prepared to address it. The experiences, viewed the experience. Some thought it ing how social workers dealt with clients views, and techniques used by the was actually the deceased, others thought around this issue was a world view that social workers in this study to address it was a biologically-based memory of the included: their clients’ IEs provide guidance for deceased, and still others just thought of it as a normal part of the human expe- any social worker who encounters this • respect for client self-determination, situation in his or her practice. rience. They all accepted it as a com- • respect for the dignity and worth of mon part of grieving, and none of them the client, and References thought that it was a sign of any kind of • client-centered practice. pathology or improper mourning. I found this amazing, since I had Boelen, P. A., Stroebe, M. S., Schut, H. A. W., That is to say, when faced with an & Zijerveld, A. M. (2006). Continuing bonds expected some of the social workers to unexpected revelation from a client, the and grief: A prospective analysis. Death Stud- view the contacts as signs of pathology, social workers relied on good basic social ies, 30 (8): 767-776. or at least as signs that their client needed work practice, and listened to what the to do some grief work. But that was not Davis, J. A., & Smith, T. (1997). General social sur- client had to say. the case, at least for the social workers veys, 1972–1996: Chicago, IL: National Opinion who took part in this study. Research Center [producer], 1996. Ann Arbor, In closing MI: Inter–university Consortium for Political and Social Research [distributor], 1997. Why the social workers When this issue comes up in your reacted as they did own practice, you might think it is a little Stroebe, M. S., Stroebe, W., Gergen, M. M., weird, or even be taken completely off- & Gergen, K. J. (1992). Broken hearts or Two sets of factors helped explain broken bonds. American Psychologist, 47 (10), guard. But then you will remember these why these social workers were so accept- 1205–1212. social workers, and how they worked ing of the client’s experience. The first set with their clients. You’ll remember that was based on having a non-pathologizing 40% of adults reported this experience, Michael Sanger, MSW, Ph.D., is an assistant view of IEs, while the second set was that it is a common aspect of mourning, professor at Valdosta State University. The New Social Worker Winter 008 1

Protecting the Protectors: Am I Really Safe? by Justin Miller, MSW stand the con- become so consumed with the well-being text in which it of others that we place ourselves at risk. occurred. Boni And what do we get? Meager salaries, was murdered little respect, and agency administra- while trans- tions that seem to take little interest in porting a child the safety of their workers. Not enough, in foster care definitely, not enough. to a visit with Reflection is a big part of the cur- his mother. riculum at Spalding University. As such, According to we are taught to explore personal feel- various news ings surrounding our placement duties sources, the and experiences. My feelings regarding Boni Frederick: 67 years old. Social mother of the child had been informed social worker safety, and in particular the Service Aide. I did not know her, but I that her child, a two-year-old, was going murder of a colleague, are very fervent. respected her just the same—her work, to be placed for adoption. Exact circum- Grief, anger, confusion, and frustration her accomplishments, her life. She was a stances are unclear, but it is known that are among the myriad feelings that in- partner, if you will: A partner in ensur- Boni’s co-workers contacted law enforce- vade my being. Moreover, I am forced to ing the protection of the greatest gift that ment when Boni and the child did not critically evaluate these feelings and the humankind has to offer, a child. return to the office. The police went to impending action that needs to be taken. The full circumstances of the tragedy the home where the visit was to take What do we do now? Where do we that occurred on October 16, 2006 may place and found Boni dead. The mother, go from here? Am I, as a field student, never be known. What is known is that the child, and a male companion were safe? Are my colleagues safe? Could our colleague is gone. Her presence, in missing. it have been prevented, and if so, why body, will never grace another office or The murder of a social service wasn’t it? Or for that matter, do people work with another child. Her family will worker while in the field of duty is not even care about a dead social service never be able to hug or kiss her, and we surprising. After all, we go into homes worker? When it is no longer in the are left with questions. Why? How could on a daily basis. We never know what news and we get caught in the hustle and someone do this to someone with so much com- or who is in the home. The fact that we bustle of new clients and office politics, passion, so much love, and so much life? And have even been called to the home, in will we remember? Will we remember we must also ask ourselves: Could this most cases, indicates that we are walking our safety? Will we remember what little heinous act have been prevented? I say again, into a potentially dangerous situation. has been done to protect us? Will we could the murder of a social service aide Even in what may appear to be the safest remember Boni? while conducting her daily duties have of situations, such as conducting home Reflections involving field place- been prevented? And are we, as social visits with potential foster parents, we ments are saturated by our own expe- and human service workers, safe now? simply don’t know what we may encoun- riences as they relate to the incidents I am an MSW student at Spald- ter. on which we are reflecting. Race, age, ing University in Louisville, Kentucky, To evaluate the dangers of such gender, and other factors have signifi- where I am completing a placement home visits, one need look no further cant impact on what we take away from at the Kentucky Cabinet for Health than the procedure. Someone phones field learning experiences. Likewise, the and Family Services (CHFS). Critical into a central hotline with a concern. culture of social work also has a pro- reflection is a necessary component of We, the workers, go out. Someone wants found bearing on our critical reflections. any field placement; only through this a home evaluation to become a foster Professional organizations such as the process can TRUE learning occur. My parent. We go out. Night or day, rain or Radical Social Workers, National As- current placement affords me a plethora shine, known or unknown, we go out. sociation of Black Social Workers, North of opportunities for growth and critical Hopefully, we engage respectfully with American Association for Christians in reflection—none more so than the murder clients. But our jobs often require that Social Work, and the National Associa- of a social service aide while conduct- we ask questions, we prod, and we elicit tion of Social Workers all have codes of ing a home visit in Henderson County, responses. If the answer is not what we ethics that make explicit connections to Kentucky. This tragedy caused me to were seeking, or if the responses are not the value and worth of people. Ensuring question the ability and willingness of the detailed enough, we ask more questions. the safety of all social workers, includ- agency to ensure the safety and protec- More prodding. People become agitated ing field interns, is an inherent duty of tion of its workers and field students with us; we become agitated ourselves. the agencies in which we are placed and alike. We stop, we rewind, and we try again. employed. The agencies must take an To fully understand the impact of We usually do not even think about active role in ensuring staff safety and this incident, the reader must first under- our safety, although we should. We advocating for legislative changes that 0 The New Social Worker Winter 008

will ensure that social worker safety is Moreover, especially with my place- vices. He serves as a mentor for the Big Broth- a top legislative priority. Additionally, ment in state government, legislative ers/Big Sisters program and is the co-founder we, as social workers, must take a more initiatives and lobbying are essential. and immediate past president of the Louisville active stance in ensuring that our voices Kentucky has taken legislative steps to Association of Black Social Workers. Recently, and concerns are heard. address this issue. Recently, Governor Jay was selected for the 2007 Kentuckiana What bothers me most about our Ernie Fletcher signed into law the “Boni Metroversity Outstanding Adult Learner profession, especially in the context of Frederick Memorial Bill.” This law Award and the 2007 Spalding University child protective services, is that we fail provides $6 million for much needed ad- Egan Graduate Student Award. to place value on ourselves. We put the ditions and improvements for state social needs and safety of our clients over our workers. Of the $6 million, $3.5 million own. We perform professional duties, will be used to make security improve- Coming in the as do doctors, lawyers, and psycholo- ments, which include safety devices with gists. Yet, we are not respected the same panic buttons and GPS devices. Another Spring 2008 as these professions. Many people talk about how much social workers are $2.5 million will be used to hire additional staff. Had it not been for the hordes of issue of needed and how important our work social workers and social service aides is. Yet all of this importance is forgotten that showed up at the State Capitol to when the fiscal year ends and new bud- lobby officials during the 2007 legislative The Magazine for Social Work Students gets are implemented. Little money for session, this initiative could have fallen and Recent Graduates raises, no money for additional personnel—where is the value in that? on deaf ears. Although the steps taken by Ken- THE NEW Finally, no reflection can be com- tucky to ensure the safety of social work- SOCIAL WORKER® plete without a plan for change. Social ers is to be commended and appreciated, worker safety has to be a primary goal of the initiatives are just that, a step. It all social workers. It is literally an issue is one step on a long path that moves Traveling Toward of life and death. Safety is an essential toward a time when ALL social workers a Social Work Degree component of effective practice. How can perform their job duties safely. Until are we to appropriately and adequately that time, we must continue to advocate Poetry engage clients if we don’t feel safe? for ourselves and take and make op- The truth is that there is no quick portunities to have our voices heard. solution to ensure the safety of social Staff safety is a real concern that must be Book Reviews workers in child protective services. The addressed. The loss of one life is too high nature of the job requires that we go into a cost of neglect—whether the neglect is ...and more! unknown situations on a regular basis. perpetrated against vulnerable children However, we can take precautions to or the workers who serve them! make the job safer. The “buddy system,” detailed itineraries of home visits, and ~In memory of Boni Frederick~ Connect with constant and consistent contact with co-workers and office personnel can all Justin “Jay” Miller, MSW, is a June 2007 THE NEW SOCIAL WORKER help to alleviate potentially dangerous MSW graduate of Spalding University in Online circumstances. Louisville, KY. He is a social worker with the Kentucky Cabinet for Health and Family Ser- Find.your.next. On THE NEW SOCIAL WORKER Online...a calendar of social employer. work events The New Social Worker Online Share ideas with others on Calendar of Events is a color-coded, our message board. interactive calendar on our Web site that serves as a central point on the Web where you can find upcoming See.what’s.coming.in. conferences, calls for papers, dead- future.issues.of. lines, celebrations, and other profes- THE NEW SOCIAL sional social work events. WORKER. You can sign up for e-mail remind- calendar. In time, this will result in the ers, add events to your own electronic calendar providing a comprehensive source of information on upcoming calendar, and perform other “event actions.” In addition, we have set up items of interest to all social workers. www.socialworker.com a “Submit an Event” form, so orga- Just head over to our Web site at nizations and individuals can suggest http://www.socialworker.com and click on The place for social workers on the ’Net. events to be added to our published the “Calendar” tab at the top! The New Social Worker Winter 008 1

Untangling the Intercultural Knot With an African Colleague by Ann McLaughlin, MSW political organizer who previously worked Will the Real Africa Please with Mukasa said that everyone in the audience was given a phone card to thank Stand Up? Mukasa and I were stalled at an inter- Africa is tremendously romanti- personal intersection. After several years them for turning out. Sounds like a bribe cized. Swarmed by celebrities and in the of working together, he as the Director of to me, but such culturally-determined spotlight with Bill Clinton and Bill Gates, a human rights organization and I as the opinions are what created the knot. Africa has a new glamour. Many people Director of NGOabroad, a “volunteer- are drawn to volunteer or in some way sending” organization, we hit a knot. Have-Not & Have-Lots help in Africa. I have no complaint about It was clear that we were not just I realized that despite our deep such service. The concern is the “projec- talking about a volunteer’s gripes and friendship and respect, Mukasa and I tion”—seeing Africa as we want this vast revising protocols. We were mired in our come from different sides of the world’s continent to be, rather than what Africa own perspectives and having a hard time Have-Not/Have-Lots divide. I keep miss- really is. understanding the other’s position. ing the need for program funds because I Mea culpa. I am guilty of this ideal- live in a place that has abundant re- ization. At the heart of our knot, I was Why Do You Need Money? sources. Most days, Mukasa and I bridge having my nose rubbed in what Africa I did not understand why his group that gap. Today it was like trying to jump really is, not what I want it to be. It is was not out pounding the streets 24/7 a crevice when the snow bridges have like finding after the honeymoon that the discussing a person’s right to vote and melted: impossible. woman that you had swooned over and the right to have an opposition party I realized that we were hitting un- then married wears curlers. without being harassed. spoken assumptions, beliefs, and feelings equipped only with words. Representing Likewise, I did not understand the privileged, the international-volun- At a Crossroads why someone else in his town had not We are at a crossroads. In years past, launched her teers-which-I-send and I, often have a inter-cultural mending was done between domestic violence rescuer mentality. East and West—between capitalism and program. She kept communism. Now people are stretching telling me, “We Victim-Rescuer-Perpetrator across the gap between Have-Lots and don’t have the Triangle Have-Nots. Where citizens are making [financial] resourc- Most Africans take a victim mental- inter-cultural bridges is the harbinger of es.” My response, ity. The volunteer who left prematurely where important cultural changes will “Services here for was aghast at what she described as occur. battered women selfish and unfriendly attitudes. I’ve seen I realized that I could give up and were launched on bits of this “Me, me, me.” Or “Gimme, ignore the knot, or I could take this op- pass-the-hat-at-fi- gimme, gimme.” This is the motto of portunity to learn something and deepen ery-feminist-meetings-in-the-80s money. Have-Nots. It capitalizes on the Have- a relationship that stretches across the You don’t need money. You need passion Lots’ sense of guilt and Marie Antoinette gap. and commitment.” complex. What will happen when the So after mulling on it all day, I wrote When Mukasa said, “We cannot Have-Nots, 7/8ths of the world, rise up to Mukasa, “Mukasa, thank you for once operate without funds,” I knew that I was and demand their share of the resources? again teaching me about how things missing the same thing that the volunteer Where do we begin to untangle the ineq- work in your country. Is there anything missed. Mukasa patiently explained, “We uities in the world’s resources? else that I have totally missed or not cannot just go to educate in the villages We were encountering a classic understood? Will you tell me your point every day. It is a long journey on the Victim-Rescuer-Perpetrator triangle, a of view: how things happened with the bus. We do not have a vehicle and we phenomena outlined by Claude Steiner volunteer? I should have asked earlier. do not have gas money.” “Could you do in Transactional Analysis. What is the way Sorry for the oversight.” programs in the town?” I asked, thinking out of this conundrum? Inter-acting as it was an easy answer. “We do not have adult equals. Own my own bias, blind- Peace funds.” “How much does it cost to stand spots, and assumptions. By the end of the day, I had let go up on a bully pulpit soap box?” I thought. ”This is really a boundary issue,” I of my point of view. It no longer seemed Then I could catch a glimpse of thought. “When someone is the Rescuer, important. It was far more important to some of the tangle. 70% of the popula- they are encroaching on someone else’s me to make a bridge. Peace is only as tion lives in disperse rural areas, so their competence. When someone is the Victim, near or as far as we are to each other. human rights radio show touches lives in they have not stood tall in their shoes.” four contiguous countries without having I think that well meaning volunteers Ann McLaughlin MSW, is director of to pay gas money to do it. and myself unwittingly offend and inca- NGOabroad, a unique service that helps While it may not cost money to pacitate. “Here, let me do that for you,” people enter international humanitarian work gather a crowd in the States, Mukasa said is the implied message. “No, I’d rather and provides frugal, customized international that he must pay people’s return transpor- do it myself,” is what an increasingly self volunteer options, at http://www.ngoabroad. tation if they turned out. An American confident Africa is saying. com/ The New Social Worker Winter 008

Available at Barnes & Noble, Borders, & other bookstores nationwide. THE SOCIAL WORK GRADUATE SCHOOL APPLICANT’S HANDBOOK Second Edition by Jesús Reyes Required reading for anyone who wants to get a master’s degree in social work. A former admissions officer tells you what to look for in schools, and what schools are looking for in applicants! In this edition—107 schools of social work share tips for applicants and information about their programs...and fellow applicants share application tips! In The Social Work Graduate School Applicant’s Handbook, you will learn about the admissions process from an insider’s perspective.You will discover what will help (and hurt) your chances of being accepted to the school of your choice, and you will find tips on deciding which school is right for you. You should read this book “If you are applying to MSW programs, Reyes’ guide...will to find out: quickly become a favorite resource.” • What factors to consider when determin- Tara Kuther, Ph.D., About.com ing your interest in a school of social Guide to Graduate Schools work • What admissions committees look for in an applicant ORDER FORM • Whether your GPA and test scores matter NAME __________________________________________________________ • How to gain social work related expe- INSTITUTION ___________________________________________________ rience that will help in the application ADDRESS _______________________________________________________ process CITY/STATE/ZIP __________________________________________________ • Who to ask for letters of reference TELEPHONE # ___________________________________________________ (and who not to ask) • What to include in the personal essay YES, I would like ___ copies of THE SOCIAL WORK GRADUATE SCHOOL or biographical statement APPLICANT’S HANDBOOK @ $19.95 each. • Which schools are accredited by the Council on Social Work Education and the Shipping to U.S. addresses: $7.00 first book/$1.00 each additional book ordered. Canadian Association of Schools of Social (Shipping to Canada: $11.00/book. To other countries: $15.00/book.) In Pennsylva- Work, and why this is important nia, add 6% sales tax. • Where to find out about social work licensing in each state or province. I am enclosing a check for $_____. I want to pay with my Mastercard Visa American Express Discover Jesús Reyes, AM, ACSW, LCSW, is Acting Chief Proba- tion Officer of the Circuit Court of Cook County, IL Adult Probation Department, as well as Director of the Circuit Name on card ____________________________________________________ Court’s Social Service Department. Formerly Assistant Card # __________________________________________________________ Dean for Enrollment and Placement at the University of Expiration Date ___________________________________________________ Chicago School of Social Service Administration, he has VISA/MC/Discover: 3-digit # back of card___ AMEX: 4-digit # front of card:____ reviewed many graduate school applications and has Billing address for card (if different from above) _________________________ advised numerous applicants. ________________________________________________________________ ISBN: 1-929109-14-8. 309 pages. $19.95 plus Send order form to White Hat Communications, P.O. Box 5390, Harrisburg, shipping. PA 17110-0390, or call your credit card order to 717-238-3787 or fax it to 717-238-2090. In Pennsylvania, add 6% sales tax. Online ordering available at our Web site at http://www.socialworker.com The New Social Worker Winter 008

STUDENT SOCIAL WORK Student Contests, Awards, BPD Summer 2008 Policy On vCampus ORGANIZATIONS and Scholarships Fellow Award Please send us a short news article about your The New Social Worker has been The Association of Baccalaureate (and Off) group’s activities. Also, on the lookout for some contests and Social Work Program Directors (BPD) send us photos of your awards available to social work students. invites BSW students who are currently club in action—we may Here are some we found. enrolled or who have completed a policy even feature you on our course(s) to apply for the Summer 2008 front cover! Influencing State Policy (ISP) Policy Fellow Award, which it sponsors in collaboration with the Institute for the It’s easy to share your 2008 Contest Advancement of Social Work Research club’s activities with our readers. Send your news/ (IASWR). 2008 BSW graduates may ap- Full-time or part-time BSW and photos to: ply. MSW students and full-time and adjunct The BSW Policy Fellow experience Linda Grobman, ACSW, LSW faculty in accredited or in-candidacy provides the opportunity for an under- Editor/Publisher social work education programs in the graduate social work student to spend THE NEW SOCIAL WORKER U.S. are eligible to enter this contest. the summer of 2008 in Washington, DC P.O. Box 5390 Submissions should describe a proj- to gain experience in the areas of politi- Harrisburg, PA 17110-0390 ect in which you endeavored to influ- cal advocacy, lobbying, and participating or to lindagrobman@socialworker.com ence or advocate for a state social policy in policy change efforts at the national or a piece of state legislation. level. Two student awards will be given— The stipend amount awarded is one at the BSW level and one at the $5,000, which can be used any way the MSW level—each offering a $1,000 prize Fellow deems necessary to assist in Wear these buttons and an engraved plaque. Entrants can be individuals or groups. Group winners covering expenses. The Fellow is re- proudly! will share the award. sponsible for arranging his or her own housing. I am a Social Worker! Red with The deadline for entries is May 7, Students applying should have an yellow lettering. 10 buttons for $10. 2008. interest in addressing social work issues Quantity discounts available. The official contest rules can be through policy-change at the national found at http://www.statepolicy.org/contest/ level and have an understanding of the index.html. policy changing process. The student must be willing to perform administra- TransitionsAbroad.com tive, organizing, writing, and research I am a Student Writing Contest Not specifically for social work stu- activities. Basic computer skills are expected, including the ability to do Internet research. Social dents, this contest is open to all currently enrolled undergraduate and graduate Deadline for receipt of the application material is February 18, 2008. Get Worker! students, students who have graduated complete details at http://www.charity- within the past year, and students cur- advantage.com/iaswr/IASWRHOME.asp rently on leave from school. or http://www.charityadvantage.com/iaswr/ The contest calls for essays of 1,000- 2008SummerPolicyFellow%20Award.pdf 3,000 words about the student’s travel abroad experience. The title “Transi- NASW Foundation Fellowship tions” is meant to suggest “changes in and Scholarship Awards perception and understanding, as well as Order today from: in place, that result from cultural immer- White Hat Communications • The NASW Foundation is accepting sion travel.” applications for the following fellowship P.O. Box 5390 • Harrisburg, PA The winning submission will receive and scholarship awards through March 17110-0390 a $500 award. Others awards are: Shipping to U.S. addresses: add $5 for first 14, 2008: second place—$150, third place—$100, set of 10, $1 for each add’l set. (Contact us and runners-up—$50. The top three for shipping outside the U.S.) Include name, Jane B. Aron Doctoral Fellowship address, and phone number of person to submissions will be published on Eileen Blackey Doctoral Fellowship whom buttons should be sent. Call 717-238- TransitionsAbroad.com. Consuelo W. Gosnell MSW Scholarship 3787 for rush order prices or to place credit Entry deadline is March 1, 2008. card orders. Please include payment. Check, Verne LaMarr Lyons MSW Scholarship Contest details are online at: http://www. money order, Mastercard, Visa, American Express, transitionsabroad.com/information/writers/ and Discover accepted. See details at http://www. student.shtml. naswfoundation.org/fellowships.asp. The New Social Worker Winter 008

Horseshoe Farm Tutoring and Mentoring Program by Carroll C. Phelps, LCSW, PIP, and Jamie Bryars “I’d rather do this than watch TV!” interact in many different ways with their Kavoris, age 12 mentors. The weekly activities reinforce learning and make it fun, by having 45 When asked why he preferred the minutes of instruction followed by 45 Horseshoe Farm tutoring/mentoring minutes of games and activities. program to watching television, he gave Principals and teachers are amazed a very simple answer. at the progress students have made, not “Because this is real,” he replied. just academically, but behaviorally. The Kavoris’ words let all of us involved results have been immediate. One prin- know that Horseshoe Farm was truly a cipal commented that it had been a few success. weeks since she had seen a student who Contrary to expectations, Horse- previously was a regular visitor in her of- shoe Farm is not about horses; it’s about fice, crediting the student’s participation relationships. This tutoring/mentoring in the program. program began in January 2007, de- Parents are thrilled with the students’ signed to create relationships and build progress and have requested that the community with children in neighboring program take more elementary students Hale County, located in the Black Belt and expand to tutor junior high students. of Alabama. Every Thursday, student Horseshoe Farm is now a fixture in volunteers from the School of Social the community and a true community Work and the greater University of Ala- partnership. bama campus make the 45-minute trip The organizers added an academic to Greensboro, Alabama, located in the component, and students from many heart of the Black Belt, to tutor elementa- disciplines at the university—including ry school students from all local elemen- Honors College and the Blount Under- tary schools, both public and private. graduate Initiative—now participate in The program has been an enormous this service learning experience. Parents success. Twenty-two eager 4th-6th grade have organized to bring snacks, which students showed up on the first day, is a highlight for not only the kids, but and a long waiting list of students eager the college students, as well. Discussions to participate has developed since. Not are underway to expand the program surprisingly, the students were excited to involve local high school students as to have the opportunity to work with mentors. college students and just have some Still in the beginning stages, Horse- one-on-one attention. They subsequently shoe Farm is a special experience for brought their friends and routinely are everyone involved. The organizers hope found waiting on volunteers. One 5th that it will continue to have a positive im- grader, home sick one day, even conned pact on students and volunteers for years his mother into checking him into school to come. just in time for tutoring. The program was created in the Carroll Phelps, LCSW, PIP, is an instruc- summer of 2006 when Jamie Bryars, tor and Coordinator of the Washington, DC a junior BSW student; John Dorsey, a Internship Program for the University of psychiatrist in Hale County; and Carroll Alabama School of Social Work. She is also a What you’re reading is more than Phelps, an instructor in the School of So- therapist in private practice. just copy. It’s also copyrighted. cial Work at the University of Alabama; So before you head over to the began exploring ways for University Jamie Bryars is a senior social work stu- of Alabama students to work in com- dent at the University of Alabama. After photocopier, make sure you have munity with individuals in neighboring graduating in May 2008, she plans to attend permission. Contact the publisher Hale County. Jamie, who has a history of graduate school at the University of Alabama working with children in Hale County, to earn her MSW. Jamie has been active in or visit www.copyright.com. coordinates the program with the help her community working in conjunction with of Dr. John Dorsey. “Miss Jamie” and the School of Social Work and the Episcopal “Dr. John” organized volunteers from the church. Jamie has a wide variety of interests, University of Alabama and structured a including mental health, substance abuse, program of work and play so students child development, and geriatrics. The New Social Worker Winter 008

Social Work Around the Map Johns Hopkins Hospital Celebrates a Century of Social Work need for social workers and to establish a to something as basic as helping them department of social work as an integral find their next meal. Much of the help part of the practice of medicine. What centers on assisting patients who are began in 1898 as an innovative approach dealing with chronic medical condi- to training medical students—sending tions and ensuring that patients have them into the community to understand access to community resources. how environmental living conditions af- An art contest was held in honor of fected their patients’ health—evolved into the 100-year celebration. The winning the Johns Hopkins social work program, artwork, a mosaic by Maryland artists formally established in 1907. It soon Olivia Spencer and Sarah Reusing, Social workers ferried patients around became a model for hospitals throughout was presented during a reception in Baltimore in this car. (John Shaw Billings the United States. September 2007. Papers, Manuscripts and Archives Division, Although the The New York Public Library, Astor, Lenox program began with NASW Names Social Worker and Tilden Foundations) only a handful of of the Year Grinding poverty, splintered practitioners, the families, tuberculosis, syphilis, typhoid, current workforce of The National Association of Social and polio were daily realities for the 108 social work- Workers recently awarded the Social poor in 19th century Baltimore. For ers see thousands Worker of the Year to Cecilia Cam- many, their only help was provided of patients a year, poverde, PhD, MSW. In 1992, Cam- by the fledging social work services and the services poverde established the Guatemalan of the Johns Hopkins Hospital. More they provide have Project, whose mission is to assist in than a century later, the need—and the become increasingly the development of sustainable micro- mission—remain remarkably similar specialized. Today, Winning artwork by enterprise activities for low-income for Johns Hopkins social workers, and there are five divi- Olivia Spencer and women in Guatemala. new problems have been added to the sions of social work Sarah Reusing. The controversial issue of im- urban mix: widespread drug abuse, at Hopkins: AIDS, migration is a social justice and public immigration, an aging population, Pediatrics/Ob-Gyn, Medicine/Surgery, policy issue of great national concern. crime, and homelessness. It is this Oncology, and Psychiatry. Social work- Dr. Campoverde is a social worker who urgent and abiding need that defines ers can help patients and their families is actively dealing with the immigration the role of the Hopkins social worker. with a variety of issues, ranging from problem through her research efforts, Johns Hopkins was among the first health insurance counseling to ensuring public education campaigns, and orga- hospitals in the nation to recognize the post-discharge care to obtaining housing nizational development in the United States and in Guatemala. School to be Named the Silver School of Social Work at NYU “Dr. Campoverde’s social work education and training allow for a compre- In the largest private donation to a school of social work in the U.S., Constance hensive understanding of underserved and Martin Silver have pledged $50 million to the New York University School of people in Guatemala,” says Dr. Elizabeth Social Work. The gift will support the Constance McCatherin-Silver Fellowship, Clark, NASW executive director. “Her which provides financial aid to MSW students in need who are dedicated to help- work to empower and sustain impover- ing minority populations; to establish an endowed professorship for a junior faculty ished communities is a testament to her member researching poverty; and to promote other new initiatives dedicated to the dedication to social justice.” study of poverty and to better allocate funding, administration, and services. The Guatemala Project has helped The funds also will help lay the groundwork for a planned McSilver Institute for many families build homes and schools Poverty Policy and Practice. (“McSilver” is a combination of Silver’s name and her for their villages. Dr. Campoverde maiden name, McCatherin.) In recognition of this historic gift, the NYU Board of travels to Guatemala frequently to Trustees has renamed the School as the Silver School of Social Work. organize and direct these programs. Both Silvers are alumni of NYU. Constance Silver earned a B.S. in social work As a professor in the Department in 1978 and an MSW in 1979. She also received a Ph.D. from the Union Institute and of Social Work at Florida Atlantic University in 1983. Martin Silver is a 1958 graduate of NYU’s School of Commerce University, Dr. Campoverde inspires (now the Stern School of Business). her students to look beyond the United “This gift marks a new chapter in the life of our school, and in a larger sense, States borders for areas in which they it is an unprecedented moment for social work education,” said Suzanne England, can provide assistance and expertise. dean of the School of Social Work at NYU. “The research, learning, and policy work Many of her students have traveled with sustained by the Silvers’ generosity will help deepen our knowledge about systemic her to Guatemala and have employed poverty, and identify effective policies to lessen or eliminate its causes.” their social work skills with the locals. The New Social Worker Winter 008

NEW BOOK—From the publisher of THE NEW SOCIAL WORKER® DAYS IN THE LIVES OF GERONTOLOGICAL SOCIAL WORKERS: 44 Professionals Tell Stories From “Real-Life” Social Work Practice With Older Adults Linda May Grobman, MSW, ACSW, LSW, and Dara Bergel Bourassa, PhD, MSW, LSW, Co-Editors The third volume in the Days in the Lives of Social Workers series focuses on social workers’ experiences with older adults. This collection of first person narratives brings to life the variety of ways in which social workers work with and on behalf of this growing population. The stories describe micro, mezzo, and macro level gerontological social work. Gerontological social work is a growing and exciting practice specialty! The stories told in this book will transform your thinking about what this type of work entails.You will gain a better understanding of the issues facing older adults and their social workers, and you may be inspired to pursue this career path. Organizations,Web sites, additional readings, and a glossary of terms are included to assist readers in further exploring these areas of social work practice. Stunning photographs by social worker/photographer Marianne Gontarz York are featured to expand readers’ visual images of real people as they grow older.These photos depict older adults in a positive and realistic manner, whether they are active, frail, receiving care, or giving care. Table of Contents PART 1—COMMUNITY Chapter 23—Long Term Care Ombudsman: Another Perspective Chapter 1—The Blessings of Meals on Wheels Chapter 2—Adult Protective Services PART 4—SPECIAL POPULATIONS Chapter 3—Working With Immigrants in a Community Senior Center Chapter 24—Working With Geriatric Inpatients in Acute Mental Health Chapter 4—When the White Cane Comes in Handy: Chapter 25—Stella’s Orchestra: Social Work in RuralGeriatric Mental Health Helping Older Adults Navigate the Health Care System Chapter 26—Social Work at the Alzheimer’s Association Chapter 5—Geriatric Community Care Management Chapter 27—Parkinson’s Disease and Social Work Practice Chapter 6—Community Senior Services Chapter 28—A Social Work Perspective onGeriatric Addictions Chapter 7—Best Practices in a Community Setting Chapter 29—Working With Homeless Older Adults Chapter 8—A Day in the Life of a NORC Chapter 9—Gas Masks, Self-Affirmation, and War in Israel PART 5—NONTRADITIONAL METHODS AND SETTINGS Chapter 30—Tapping Into the Creative Parts: Art Therapy With Older Adults PART 2—HEALTH CARE—HOSPITALS, HOME HEALTH, AND HOSPICE Chapter 31—Integrative Touch and the 15-Minute StressOut Chapter 10—Firsts: Mrs. Blue Visits the ER Chapter 32—A Win-Win Partnership: IntergenerationalSocial Work Chapter 11—Social Work in Outpatient Rehabilitation Chapter 33—Social Work in a Law Firm Chapter 12—Hospital Social Work: A Fast-Paced Environment Chapter 34—Geriatric Care Management in Private Practice Chapter 13—Welcome to Geriatrics! Life as a VA Social Worker Chapter 35—Caregiver Psychoeducational Support Groups: Chapter 14—Do Unto Others: Life Lessons Learned Gerontological Social Work in Business and Industry as a Medical Social Worker Chapter 15—A Typical Day: Social Work in Home Health PART 6—POLICY AND MACRO PRACTICE Chapter 16—A Day in the Life of a Hospice Social Worker Chapter 36—Community Organizing in State Government Chapter 17—The Need for Hospice Social Workers in Skilled Nursing Facilities Chapter 37—Gray and Gay: Lesbian, Gay, Bisexual, andTransgender Aging PART 3—NURSING HOMES PART 7—STUDENT, EDUCATOR, AND RESEARCHER Chapter 18—Social Work in a Nursing Home PERSPECTIVES Chapter 19—The Mount Chapter 38—Field Placement in Geriatric Case Management Chapter 20—Life as a Nursing Home Administrator Chapter 39—A Graduate Student’s Experience in the Chapter 21—Investigative Social Work: The NursingHome Surveyor Hartford Practicum Partnership Program Chapter 22—A Day in the Life of an Ombudsman Chapter 40—Learning the Ropes as a BSW Intern Chapter 41—Teaching Aging by Concept and Example ABOUT THE EDITORS Chapter 42—One Day in the Life of a Qualitative Researcher Linda May Grobman, MSW, ACSW, LSW, is the publisher, editor, and founder of The Chapter 43—Racism Oral History New Social Worker magazine. She edited the books Days in the Lives of Social Workers Chapter 44—Centenarians in India: Secrets to Long Life and More Days in the Lives of Social Workers, and co-authored the book The Social Worker’s Internet Handbook. Linda received her MSW from the University of Geor- APPENDICES gia and has practiced in mental health and medical settings. She is a former staff ISBN: 978-1-929109-21-0 • September 2007 • 5.5 x 8.5 • $19.95 plus shipping member of two state chapters of the National Association of Social Workers. Available NOW from: Dara Bergel Bourassa, PhD, MSW, LSW, is Assistant Professor and Director of the WHITE HAT COMMUNICATIONS gerontology program at Shippensburg University Department of Social Work and P.O. Box 5390 • Harrisburg, PA 17110-0390 Gerontology. She received her BSW and MSW from the University of Pittsburgh and her PhD from the University of Maryland, Baltimore, where she completed Telephone orders (MC ,Visa, Amex, Discover): her dissertation entitled, “Compassion Fatigue as it Relates to Adult Protective 717-238-3787 Fax: 717-238-2090 Services Social Workers.” She became interested in working with older adults dur- Online orders: http://www.socialworker.com ing her undergraduate social work field placement in a suburban hospital. linda.grobman@paonline.com The New Social Worker Winter 008

Electronic Connection by Marshall L. Smith, Ph.D. Teach Your Teachers Today’s social work students’ Then came today’s generation of stu- by Helen Harris Perlman. Lead them parents were exhorted to “Teach Your dents. To illustrate the potential discon- toward seeing how group dynamics play Children” by Crosby, Stills, and Nash in nect between the “cutting edge” social out in online discussions, chat rooms, their popular song of 1970. It was not a work educators described above and and Second Life in the same ways that one-sided encouragement, as the second current students entering college today, early groupwork authors such as Vinter, verse urged children to teach their par- according to the recent Mindset Lists Sarri, Glasser, and later authors such as ents well. It is the same today. Parents of Beloit College (http://www.beloit. Toseland and Rivas have taught us hap- of many current students have had good edu/~pubaff/mindset/): pens in all groups. Imagine the emerging exposure to computers and are e-mail field of cyber-groupwork. and Internet savvy. However, as in all • Thanks to MySpace and Facebook, cur- Redefine the term “face-to-face” to generations, people become comfortable rent students think that autobiography mean significant direct human interac- with what they know and tend to remain can happen in real time. tion, regardless of what human senses at the level of learning with which they • Virtual reality has always been available are involved. Deaf social work students have developed comfort. Such is the for current students when the real thing have taught me that I miss so much with case with some social work educators. failed. my eyes when observing other people Many BSW educators, in particular, • Avatars have nothing to do with Hindu that they have learned to compensate were schooled in the “early days” (i. e., deities. for to highly skillful levels. If Deaf social 1990s) at their annual conferences by the • Current students are wireless, yet always workers can observe at the same skill workshops of the Association of Bac- connected. level as Hearing social workers, then we calaureate Social Work Program Direc- • Current students grew up with and have all can stretch our abilities, no matter tors (BPD) Technology Committee, who outgrown faxing as a means of commu- what senses we have. But these skills do offered such “cutting edge” sessions as nication. not develop overnight. They must be “Cheap E-mail for Social Faculty Whose • Current students have rarely mailed studied and practiced under supervision. Universities Do Not Have E-mail” (What anything using a stamp. Here is where your faculty members university or college today does not have • Being techno-savvy has always been can be helpful. You may have the newly E-mail?), “FTP Made Easy” (For some inversely proportional to age. emerging (evolving?) skills, but your reason, social work educators could not • Current students may have fallen asleep teachers know what is needed to hone seem to master the notion of File Trans- playing with their Gameboys in the crib. them and nurture them to professional fer Protocol, something we all now take • Libraries have always been the best levels. But first, you may need to help for granted and is built into any software centers for computer technology and access them become aware of these new possi- that supports moving files from one loca- to good software. bilities. Again, I say, not all teachers will tion to another.), and “Why You Need need this “awareness therapy,” but many Virus Protection Software” (yes, most do. people had to be convinced that viruses The process of generations Here’s a list of some things that you were real). The workshops were usually teaching each other may be able to teach your teachers: well attended, and Technology Commit- important lessons is a tee members brought their own laptops, 1. There are “textbooks” (only digital projectors, and floppy disks (the strong dynamic in used in the context of formal education “real, 5¼ inch floppy disks” which actu- social work education. courses) and “trade books” (the books ally could bend) with handouts on them. graduates read about their field after Needless to say, these BSW educa- To this list, we can add familiarity their degrees are completed). Hardly tor pioneers learned well and are now with iPods, iPhones, Second Life, and anyone reads a textbook after gradua- some of the leading presenters at BPD many other emerging technologies. True, tion. Some of us keep our textbooks, in- and Council on Social Work Education some faculty keep up with these develop- tending to refer to them later, but usually (CSWE) conferences on the use of tech- ments, but there are also many faculty our reading progresses to more readable nology in social work education, or just who see their teaching as limited to space prose in our areas of interest. What if in using technology to support their pre- and time by their classroom and course teachers drew more of their readings sentations. It truly has been a low-budget, meeting schedule. Therefore, I say to for courses from trade publications and high volunteer, collective effort to bring today’s students: “Teach Your Teachers.” journal articles than textbooks? ourselves up and past the leading edge Bring them into the world of online of using technology in our teaching. In social presence. Show them that it is pos- 2. It is the current “rage” for uni- fact, BSW educators were often ahead sible to connect with others in significant versities and colleges to have teachers of other faculties at their own schools ways not conceived of in our Human use specialized software called “course- for a significant period of time and were Behavior and Social Environment ware” (e.g., Blackboard, WebCT, Angel, asked to serve on technology commit- textbooks. Convince them that one can Desire2Learn, Prometheus, Sakai, and tees at their home institutions. relate at the same levels lectured about so forth) to deliver the content, contain 8 The New Social Worker Winter 008

discussions, keep track of grades, serve as 4. Although I mentioned Microsoft tasks mentioned in the discussion above assignment dropboxes, and gather course Excel above, even that is not always using this software. resources in one place. I think this was available to everyone after graduating. initially attractive to faculty members Yes, it is probably available if you pur- 5. Finally, by learning to rely more new to using the Internet to communi- chase a new computer for your own use, on open source software and free Inter- cate with students. It helped them to or- but as many of you know, social agencies net based tools, we will all be developing ganize all of the separate bits of courses do not always have budgets to purchase knowledge and skills that can easily be in “one place” (well, one virtual place, the kinds of software we come to be shared with clients to empower them. that is). But students can become bored familiar with in the academic environ- High-priced office suites of software are with these interfaces very quickly as they ment. However, what if more social work not always available to everyone. Clients see the same format greeting them in education programs began to expose armed with OpenOffice can present practically every course they enroll in. students to OpenOffice (http://www. themselves in more effective ways. Teachers need to be encouraged to “take OpenOffice.org), a multiplatform and off their Internet training wheels” and multilingual office suite and an open- So, as Crosby, Stills, and Nash urged explore how to employ these courseware source project? It is compatible with us in 1970, “You, of tender years, can’t tools differently, or even go outside the all other major office suites (including know the fears that your elders grew confines of the official university course- Microsoft Office), and the product is free by. And so please help them with your ware, discover other stand-alone tools, to download, use, and distribute. If one youth. They seek the truth before they and use them in creative ways that will has mastered the use of Microsoft Of- can die.” The process of generations engage students in mutual exploration. fice, it is easy to transfer that learning to teaching each other important lessons is Chances are that you know some of OpenOffice. This column, for example, a strong dynamic in social work educa- these tools that can be adapted to social is the first writing I have done using this tion. Teach your Teachers. work education. The use of these stand- software. The process was absolutely Send me your reactions, thoughts alone tools is analogous to reading trade seamless as I transitioned from Microsoft and ideas: Doc.Smith@hawaii.edu publications rather than the textbook-like Word. Explore it on your own and then quality of university courseware: introduce your teachers to it. Help them Marshall L. Smith, Ph.D., is Professor and help future students and social agencies Coordinator of Distance Education at the • Facebook (http://www.facebook.com/) save money on software. It is quite pos- School of Social Work, University of Hawai’i • MySpace (http://www.myspace.com/) sible to perform the statistical analysis at Manoa. • SecondLife (http://secondlife.com/) • Online surveys (http://www.survey- The New Social Worker is now on Facebook! Visit our page at monkey.com/) http://www.facebook.com/profile.php?id=6689018002 and sign up to be a fan! • Simulations and games (http:// en.wikipedia.org/wiki/Simulation_ Michels—continued from page 3 game) grounds—from the very poor to those and another to Mobile, Alabama, a year • Google Docs (http://docs.google.com) who are financially set and can take care later. • Google Apps (http://www.google. of most of their medical needs.” Preserving culture as well as restor- com/a/) Michels manages a caseload of ing buildings is a significant part of clients over the age of 60. She connects Michels’ life. She’s involved in GTEV 3. Similarly, research is often taught them to services within the agency Edelweiss, an organization that promotes in higher education using something like and the community, documents client Bavarian traditions—including cloth- Minitab or the Statistical Package for the information, completes biannual home ing and costumes and traditional folk Social Sciences (SPSS) to perform statisti- visits and bimonthly calls to clients for dance and music. Michels was raised in cal analysis. I think this was a great step updates, and advocates for clients. a Bavarian church by parents of German forward over having to use a calculator But Michels has experience on the descent. Her father speaks German and or hand calculation of statistical results. opposite side of the age spectrum, as a dialect of Bavaria, and the family has However, once a student graduates, very well. During the summers of 2005 and visited Germany several times. few agencies or individual social work- 2006, she was a child day care provider Michels plays folk instruments—par- ers purchase Minitab or SPSS statisti- at Creative Educational Center, supervis- ticularly one similar to a hammered cal packages, and you can guess what ing and organizing activities for children dulcimer—and participates in bimonthly happens to the analytical skills acquired ages one to 12. dance practice at GTEV. “Music is a during one’s social work education—they An active volunteer service career big thing in my life,” says Michels, who atrophy and disappear. What if statistics has also characterized Michels, who played piano for eight years and has were taught using the built-in analytical monitored a 24-hour crisis hotline at been a member of the College Festival tools of spreadsheet software like Micro- Women’s Aid Service, was music director Chorus for two. “I’ve never considered soft Excel? The level of statistics used at the Sacred Heart of the Hills Parish, doing it professionally, but I would like commonly in BSW and MSW programs and assisted patients in outpatient recov- to involve it (in social work) with older is certainly possible within the abilities of ery at Crittenton Hospital. adults. They love music, and I’d like to today’s spreadsheet software. If students But Michels is probably proudest incorporate it in my work.” were taught to analyze data in spread- of her two post-Katrina missions, one sheets, they would be more likely to to Pascagoula, Mississippi, in May 2006 Barbara Trainin Blank is a freelance writer continue to use this tool after graduation. in Harrisburg, PA. The New Social Worker Winter 008

changing training course for people disabling bureaucracy. It is also my Books with disabilities and their parents. The program enlightened her about the rights of disabled people, self-advocacy, belief that the social work profession needs to rethink how much enabling support can be given with the current Mercado, D. (2006). They Created Us: inclusion, and the use of the legislative focus on individual and medical models Special Education, Medicaid Waivers, process to challenge slow-moving of disability. This parent narrative EPSDT, Independent Case Management—A bureaucracies. underlines the importance for social Family’s Journey Through a Bureaucratic During one of the training sessions, workers to partner with parent advocates, Maze! Bloomington, IN: Author House. other parents informed Denise about the the disability rights movement, and 315 pages, $19.95 paperback Home and Community Based Services disability studies to contribute to fighting waiver system, which allows Medicaid- disability discrimination on all levels. They funded supports to be provided in the Created Us community instead of in an institutional Reviewed by Daniel Werges, MSW candidate reads like a setting. Denise was furious that she had (January 2008), Hunter College School of David and been kept in the dark about services Social Work, City University of New York. Goliath story Danny had been entitled to all of his life. of a mother’s Once she understood her son’s fight to rights, Denise was unstoppable. She receive vitally challenged bureaucratic systems until Stice, E., & Presnell, K. (2007). The Body needed her son received inclusive education in Project: Promoting Body Acceptance and services for the neighborhood school and support Preventing Eating Disorders. Facilitator her severely services at home. Denise fought battle Guide and Workbook. New York: Oxford disabled after battle to not only improve the University Press. Facilitator Guide—152 son. Author quality of her son’s life, but also to pages, $35, paperback. Workbook—32 Denise advocate and campaign for those in pages, $45, ten-copy set. Mercado’s similar situations. She went back to six-month- college to complete her education, From peer-reviewed studies to old son, Danny, fell ill with a rare form formed a local advocacy group, served tabloid speculations about celebrities’ of meningitis that resulted in severe as manager and director of disability weight loss, it is clear that knowledge developmental disabilities and life-long organizations, and co-founded a about eating disorders abounds. On medical conditions. After 11 years of Medicaid provider agency that gives television, young women with eating caring for her son single-handedly and individuals with disabilities and their disorders are tragically portrayed being told repeatedly, including by parents more control over the services between commercials for diet social workers, that her family’s income provided. supplements and ice cream. It is easy was too high to receive public support, Denise’s moving story speaks of her to forget that people in early or “sub- Denise was at a breaking point. The faith, the loving support of her husband, threshold” stages of eating disorders may stress of caring for Danny and two other the power of community organizing, and seem normal by cultural standards. children and worrying about the debt most importantly of her infinite love for Authors Eric Stice and Katherine incurred to cover his medical care had Danny. Presnell examine the role of the taken its toll. Although the book goes into many “thin ideal” in the development and Fortunately, Denise had the details specific to North Carolina, it will prevention of eating disorders. They opportunity to participate in a life- be a welcome resource for parents of combine their interests and research in children with disabilities who continue to eating disorder risk factors, prevention, Be a Book Reviewer fight for the implementation of inclusive and treatment to create The Body Project, for The New Social education and disability rights legislation. part of the Programs That Work™ series. Denise’s story can also serve as an Whereas many treatment oriented books Worker inspiration for social work students to focus on psychoeducation for actively explore the often unpopular intellectual eating disordered clients, The Body Project If you are a social worker is aimed more toward prevention. The and developmental disabilities field. or social work student who loves program is targeted toward adolescent Social work educators can use to read, let us know your areas girls and young women to reflect their excerpts to illustrate the importance of interest and send us a short prevalence in the population of clients of the strength perspective, resilience sample of your writing. We will diagnosed with eating disorders. theory, spiritual assessments, and then consider you when we are The facilitator guide includes two community organizing. Although some assigning books for review in major sections. Part 1 contains detailed social workers will object to the book’s The New Social Worker and on our directions for leading the four-session contention that professionals often do not Web site. Body Project. The objectives are to know what is best for a disabled child, it can serve as a tool to explore strained “reduce risk for current and future Send writing sample, inter- eating pathology…and symptoms” relationships between consumers and est list, credentials, and contact and to “reduce risk factors for eating professionals. information to lindagrobman@ pathology.” The intervention is based on They Created Us has challenged me socialworker.com. introducing cognitive dissonance within personally to question my part in the 0 The New Social Worker Winter 008

a group setting to critique the “thin ideal” Harper-Dorton, K., & Lantz, J. (2007). war veterans returning home. Although of being “ultraslender, whatever the Cross-Cultural Practice: Social Work with this is a new group of clients with new cost.” Diverse Populations. Chicago Lyceum characteristics of their own, the insight The authors are thorough. Social Books. 220 pages, $29.95. provided concerning the social climate work researchers, educators, and and adjustment issues soldiers face upon practitioners interested in evidence-based Most social workers are confronted returning home is salient. practice will appreciate the efficacy trial daily with diversity issues. Harper-Dor- Although the range of cultures and summaries. The comprehensive and ton and Lantz have collaborated to pres- groups of clients discussed in this book practical instructions on implementing ent social work practitioners and students exceeds most, it is disappointing to find the program will benefit social work with an informative guide to increase no mention of Arab Americans, given students and novice group leaders. Each cross-cultural the current prominence of discrimina- session chapter spells out the materials competence. tion against this group. A chapter dealing needed, time frames for each activity, The au- with common misconceptions and facts and a suggested script for delivering the thors center about Arab American culture would content. The group interventions are on the use have been invaluable to new social work- both creative and interactive, including of existential ers and students. role-plays, affirmations, discussion, concepts I would highly recommend this and homework exercises. There is in working book to new social workers, students, even a chapter on implementation that with diverse or anyone in a helping profession who covers administrative concerns, such as populations. would like to become more culturally recruitment, retention, and group leader Readers competent. This book is a quick read training. need not be with thought-provoking case studies and In Part 2, the Healthy Weight familiar with is nicely arranged by client group to use intervention is described as an elective, logotherapy for future reference. four-session intervention promoting or the works healthy lifestyle changes to achieve a of Viktor Reviewed by Kimberly Kozubovska, MSW. healthy weight and body acceptance. Frankl to gain valuable insight from this Kimberly is employed by Cochise College in The concept of “energy balance” is used book, although it may well encourage Sierra Vista, Arizona. as an alternative to dieting. Whereas one to become acquainted with these. dieting means “time-limited constraints The fundamentals of existentialism on caloric intake” to counteract are explained, but theory is minimal and Have you subscribed overeating, energy balance focuses on the application of these principles is the smaller, more sustained changes for a primary focus. Truly a tool for practi- yet to our FREE lifestyle that balances caloric intake and tioners, the book addresses each major e-mail newsletter? output. Although the Healthy Weight concept in a case study to demonstrate program is presented as an adjunct, it is as detailed and organized as the Body the utility in a clinical setting. The model of therapy described in THE SOCIAL Project. It could also create behavioral, lifestyle reinforcement to the cognitive this book is comprised of helping clients find meaning in their lives, even dur- WORK shifts made in the Body Project. The workbook for participants ing tragic circumstances. According to Harper-Dorton and Lantz, practitioners E-NEWS includes all the exercises assigned in the must understand the client’s worldview facilitator guide. Its pages are attractively and work within that frame to find mean- Delivered to your designed with space for completing ing. The examples provided throughout e-mailbox. the homework exercises. One minor the book demonstrate the necessity of criticism would be that the workbook creativity and forward thinking in social work practice. News! Jobs! Other is not broken up into sections as is the facilitator guide. This might be helpful, Specific groups of clients such as interesting stuff! however, if time constraints demand African Americans, Hispanic Americans, revising the order or length of activities. and Native Americans are the topic of Overall, The Body Project manages to entire chapters, again providing case To join our 23,500+ be both accessible and comprehensive. It studies and insight into each culture. A online subscribers, would be useful for practitioners in any great strength of this book is the inclu- stage of their career who are interested in sion of chapters related to uncommonly just go to: eating disorder prevention. mentioned groups, such as Appalachians, www.socialworker.com Vietnam veterans, and the elderly, there- by affirming the need for practitioners to Reviewed by Michelle Estile, LMSW, clinician with Family Counseling Services, think more broadly in terms of what it and fill out the Inc. in Athens, GA. means to be cross-culturally competent. subscription form The discussion of Vietnam veterans is sure to draw consideration to current The New Social Worker Winter 008 1

NON-PERSONNEL CLASSIFIED ADS HTTP://SOCIALWORKEXAM.COM Social Work Exam Prep Review. Prepare right on the Internet!! Multiple choice exam banks, Timed Questions, Secrets to Passing, DSM-IV Terms, Notables, all Online Master of Social Work and Interactive. Reveal strengths and weaknesses so you can map your study strategy. Check out our FREE QUESTION SAMPLER!! Licensure Exams, Inc. The Master of Social Work Program Social Work Employers, Publishers, Schools at West Chester University is fully If you are looking for new social work staff, want to let so- accredited by the CSWE. cial workers know about your books or products, or would like to provide information about your school’s undergrad- For further information please uate or graduate programs, please contact Linda Grobman contact the WCU Graduate for information on advertising in our publications. Job listings can be advertised on our Web site (SocialWorkJob- Social Work Program. Bank.com) and in our e-mail newsletter, The Social Work 610-436-2664 E-News. Ask about banner advertising on our Web sites! Contact: linda.grobman@paonline.com mswprogram@wcupa.edu www.wcupa.edu Need a gift for the social worker who has everything? www.cafepress.com/ socialworker mugs, tote bags, and more— West Chester University o f P E N N S Y LVA N I A with a social work twist! Find your next job at SocialWorkJobBank.com THE NEW SOCIAL WORKER’s full-featured, interactive online job board JOB SEEKERS: • search our jobs database • e-mail jobs to yourself or to a friend • receive job listings by e-mail • apply for jobs directly from the SocialWorkJobBank site • post your confidential résumé • visit our Online Career Center EMPLOYERS: • post your job openings • receive online applications from job seekers • search our résumé database • check for our monthly special discounts REGISTER TODAY! All Job Seeker services are FREE! The New Social Worker Winter 008

From the publishers of THE NEW SOCIAL WORKER® DAYS IN THE LIVES OF SOCIAL WORKERS 54 Professionals Tell “Real-Life” Stories From Social Work Practice 3rd Edition Spend a day with 54 professional social workers, each in a different setting. Take a look at the ups and downs and ins and outs of their real-life days in the “trenches” of social work practice. Each chapter presents a first person look at social work practice, with the following areas represented: health care, HIV/AIDS, schools, children/youth/families, disabilities, mental health, substance abuse, private practice, criminal justice, older adults and the end of life, management, veterans and the military, higher education, international social work, and working in communities. This book is the ultimate guide to social work careers. Whether you are a social work student, an experienced professional wishing to make a change in career direction, or just thinking about going into the field, you will learn valuable lessons from the experiences described in DAYS IN THE LIVES OF SOCIAL WORKERS. The third edition contains six new chapters, expanding the sections on international social work, health care social work, older adults, and children/youth/families. The chapter on disaster mental health has been updated to include content on the writer’s experiences related to 9/11. Edited by Linda May Grobman, ACSW, LSW Founder, publisher, and editor of THE NEW SOCIAL WORKER. ISBN: 1-929109-15-6 2005 Price: $19.95 410 pages Shipping/Handling: add $7.00/first book, $1.00/each additional book in U.S. Canadian orders: add $11.00/book. Other orders: add $15.00/book. If ordering from Pennsylvania, add 6% sales tax. More DAYS IN THE LIVES OF SOCIAL WORKERS 35 “Real-Life” Stories of Advocacy, Outreach, and Other Intriguing Roles in Social Work Practice Linda May Grobman, ACSW, LSW, Editor Using the same first-person narrative format as the popular DAYS IN THE LIVES OF SOCIAL WORKERS, this new volume allows the reader to spend a day with 35 professional social workers, each in a different setting. In this book, the editor provides more of a focus on macro social work roles than in the first, although this volume also includes “micro”-level stories, and illustrates ways in which social workers combine macro, mezzo, and micro level work in their everyday practice. The macro roles presented in Please send ___ copies of DAYS IN THE LIVES OF SOCIAL WORKERS, ____ MORE DAYS IN THE LIVES OF SOCIAL copies of MORE DAYS IN THE LIVES OF SOCIAL WORKERS, _____ copies of DAYS IN THE LIVES OF GERONTOLOGICAL SOCIAL WORKERS (see page 27.) WORKERS fall into several categories. Enclosed is a check for $______ made payable to “White Hat Communica- They include political advocacy, com- tions.” munity organizing, management/admin- I want to pay with my: MC Visa American Express Discover istration,program development,training Card # _____________________________________________________ and consultation, working in national organizations, higher education, Expiration Date _______________________________________________ research, and funding. Additional roles presented include several specialized roles and innova- VISA/MC/Discover: 3-digit # on back ____ AMEX: 4-digit # on front ____ tive fields of practice, including social work in the court system, domestic Name as it appears on card _____________________________________ violence, employment and hunger, various therapeutic roles, and faith-based Signature ____________________________________________________ settings. NAME ______________________________________________________ Each chapter includes “Think About It” discussion questions. Biblio- ADDRESS ___________________________________________________ graphic references and additional resources for students and other readers ADDRESS ___________________________________________________ can be found in the appendices. This easy-to-read,hard-to-put-down book will make a welcome supple- CITY/STATE/ZIP ______________________________________________ ment to the theory found in your course’s textbook. Find out how social TELEPHONE NUMBER ________________________________________ work managers and practitioners put theory into practice on a day-to-day Send order form and payment to: basis! WHITE HAT COMMUNICATIONS, P.O. Box 5390 Harrisburg, PA 17110-0390 ISBN: 1-929109-16-4 Publication Date: 2005 $16.95 Telephone orders (MC ,Visa, Amex, Discover): Shipping: add $7.00/first book, $1.00/each additional book in U.S. 717-238-3787 Fax: 717-238-2090 Canadian orders: add $11.00/book Other orders outside the U.S.: add $15/ Online orders: http://www.socialworker.com book. If ordering from Pennsylvania, add 6% sales tax. For more information about books in the Days in the Lives of Social Workers series, see http://www.daysinthelivesofsocialworkers.com

THE NEW SOCIAL WORKER® Continuing Education Program Keep up with your profession (and get credit for it) with THE NEW SOCIAL WORKER. We have partnered with CEU4U.com to provide online testing, so you can receive continuing education credit for reading your favorite magazine. Continuing education credit is available for reading this issue of THE NEW SOCIAL WORKER. It’s as easy as 1-2-3. 1. Read the articles in this issue of THE NEW SOCIAL WORKER magazine. 2. Go to http://www.ceu4u.com/tnsw and register/pay the fee for the course that corresponds with this issue. (After you get to the site, click on “Social Work,” and then find the course under “The New Social Worker Magazine.”) You will automatically receive a 15% discount for this and all courses that you register for through this link. 3. Take the post-test and print out your certificate. The courses are approved by the Association of Social Work Boards (ASWB). Please see the CEU4U.com site (http://www.ceu4u.com/tnsw—look under course info/ac- creditations) or contact your state social work licensing board to find out if the credits are approved in your state. In addition to courses based on THE NEW SOCIAL WORKER magazine, CEU4U. com offers a wide variety of courses that are approved for social work continuing education credit. Go to http://www.ceu4u.com/tnsw and browse through the social work section, and receive a 15% discount. If you would like to continue reading THE NEW SOCIAL WORKER, we can remind you when each new issue is available. Just go to the subscription page on SocialWorker.com and sign up to receive free e-mail reminders and tables of contents for each quarterly issue. This way, you will be sure not to miss out on any of our great articles! LINKS: To subscribe to THE NEW SOCIAL WORKER (free): http://www.socialworker.com/home/menu/Subscribe/ To get continuing education credit: http://www.ceu4u.com/tnsw (The New Social Worker readers receive 15% discount on all courses when using this link.) IMPORTANT: New Ways to Subscribe The New Social Worker is now available in electronic format only. It is available in PDF format, free of charge, via our Web site at http://www.socialworker.com, so you can download it or view it online. It is in full color, and you can save it on your computer for future reference. It is still published on a quarterly basis. You can still subscribe in several ways: 1. Subscribe to receive a free e-mail notification each time The New Social Worker is published and ready for download (quarterly). 2. Subscribe to receive our free Social Work E-News, an electronic newsletter that is sent monthly to more than 23,000 subscribers. 3. You can subscribe to receive notifications of our free online Journal of Social Work Values and Ethics. Go to http://www.socialworker.com/home/menu/Subscribe/ to subscribe to The New Social Worker notifications and the Social Work E-News. Go to http://www.socialworker.com/jswve to subscribe to the Journal of Social Work Values and Ethics.

New Social Workers Winter2008

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