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  • The Magazine for THE NEW Social Work Students and Recent Graduates SOCIAL WORKER ® Fall 007 Volume 1, Number  OUR REGULAR FEATURES: Ethics Field Placement On Campus Electronic Connection Books Social work student Alejandra Alvarado participated in the Jena protest rally on September 20 with other members of the Social Work Action Club from Prairie View A&M University. See page 23. Kevin Douglas—Student Role Model In This Issue: • Confidentiality and the Duty to Warn • Making the Most of Field Seminar • Coming Out in Field Placement • Tips for Professional Behavior in the Classroom • 10 Things I’ve Learned From Clients • I Am a Geriatric Social Worker ...and more!
  • 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 SCHOOL APPLICANT’S HANDBOOK roles and NEW! SOCIAL WORKERS 2nd Edition more 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.” Tara Kuther, Ph.D. 35 “Real-Life” Stories of Advocacy, Edited by Linda May Grobman, ACSW, LSW, About.com Guide to Graduate Schools and Dara Bergel Bourassa, Ph.D., LSW Outreach, and Other Intriguing Roles in Social Work Practice Highlights experiences 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 prac- tice with and on behalf Now read about more of older adults. Read social work roles and about social workers THE FIELD PLACEMENT settings in this volume in communities; hospi- that builds on the narra- SURVIVAL GUIDE tals, hospice, and home tive format introduced 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: Field placement is one of the most exciting international settings; research; policy and working on a national and exhilarating parts of a formal social macro practice; and others. Photos by social level, program develop- work education. It is also one of the most worker/photographer Marianne Gontarz ment and management, challenging. This collection addresses the York are featured. advocacy and organizing, policy from the multitude of issues that social work students inside, training and consultation, research in field placement encounter. This book ISBN: 978-1-929109-21-0, 2007, $19.95 plus and funding, higher education, roles in the brings together in one volume the best shipping, 313 pages court system, faith and spirituality, domestic field placement articles from THE NEW violence, therapeutic roles, and employment DAYS IN THE LIVES OF SOCIAL WORKER. Packed with practi- and hunger. cal, 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 ISBN: 1-929109-10-5, 2002, $21.95 plus shipping, Stories from Social Work Practice 253 pages Edited by Linda May Grobman, ACSW, LSW ORDER FORM Please send me the following publications: _____________________________________________ NSW1007 “Thank you for ... the collection of ‘typical ________________________________________________________________________________ days’ from social workers! The students loved Shipping to U.S.: $7 first book/$1 per add’l book. Canada: $11/book. Other countries: $15/book. it.” Naurine Lennox, Associate Professor and PA residents: add 6% sales tax to total cost of book(s) plus shipping. Chair, St. Olaf College Dept. of SW Enclosed is a check for $______ made payable to “White Hat Communications.” Third edition of our “best-seller.” 54 social I want to pay with my: Mastercard Visa American Express Discover Card workers tell about their “typical” days in Card # _________________________________________________________________________ first-person accounts that cover a wide spec- Expiration Date ___________________________________________________________________ trum of practice settings and issues. Settings 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, NAME __________________________________________________________________________ substance abuse, pri- ADDRESS _______________________________________________________________________ vate practice, criminal justice, older adults, ADDRESS _______________________________________________________________________ management, higher CITY/STATE/ZIP __________________________________________________________________ education, and com- TELEPHONE NUMBER ____________________________________________________________ munities. Many rich Send order form and payment to: case examples. Lists social work organiza- WHITE HAT COMMUNICATIONS, P.O. Box 5390 tions and recommended readings. Harrisburg, PA 17110-0390 Telephone orders (MC ,Visa, Amex, Discover): 717-238-3787 Fax: 717-238-2090 ISBN: 1-929109-15-6, 2005, $19.95 plus shipping, Online orders: http://www.socialworker.com 410 pages
  • CONTENTS THE NEW SOCIAL WORKER® Fall 2007 Volume 14, Number 4 I Am a Geriatric Social Worker: A Walking, Talking, ES FEATUR Living Resource For All Your “What Ifs” It seems nearly inevitable that anyone who becomes a social worker will eventually end up functioning as the “resource” person for their family and friends. Liley tells how she handles such situa- tions in her role as a geriatric social worker. by Denise Goodrich Liley Student Role Model: page 18 Kevin Douglas In this issue, Barbara Trainin Blank provides Lipscomb Students Complete Critical Research for a close-up look at Kevin Douglas, BSW stu- CAL, Inc. dent at Eastern CT State University. This article reports on an example of how student research can by Barbara Trainin Blank contribute to the community-at-large. page 3 by Chris Pepple page 20 Ethics: Confidentiality and the Duty to Warn: Ethical and Legal Implications for the Your Social Work Career: Making Friends Therapeutic Relationship With the Impostor What are the ethical and legal imperatives of client confidentiality, Do you ever feel as if you are less competent than and what impact do they have on the therapeutic relationship? This others think, and that if you’re not careful, they article explores therapeutic jurisprudence, confidentiality, Tarasoff, might find out? Read about how the “impostor and more, ending with a case vignette to illustrate the complexities of phenomemon” (a term coined in the late 1970s by these issues. Clance and Imes) might be affecting your career. by James R. Corbin by Paul Clements & Jennifer A. Clements page 4 page 24 Field Placement: Making the Most of Field Seminar A Bad Feeling Can Be a Good The opportunity to integrate field and classroom work in a seminar Thing setting will be an important component of your learning. Everyone hates a bad feeling, even psychotherapists. What is a bad by Liz Fisher, Nicole Reed, Loran Stough, & Matt Tracey feeling, and when can it turn into a good thing? page 8 by Simon Y. Feuerman page 26 Field Placement: Coming Out in Field Placement: Electronic Connection: Report From Toronto: HUSITA8 Some Considerations for LGBT Students What’s new in human services technology? This article looks at the costs/benefits, planning issues, and devel- Columnist Marshall Smith reports on oping one’s professional self as an LGBT person. the latest from the HUSITA8 (Human by Joe Dooley Services Information Technology page 10 Applications) conference. by Marshall L. Smith 11 Tips for Professional Behavior in page 30 the Classroom The profession of social work desperately needs ethical, hard-working graduates. Swindell shares her observations of students’ classroom behavior and what it says about them as future professionals. by Marian L. Swindell TS MEN page 14 DEPART Art: Stamp Out Injustice A social worker creates art out of her social work-related stamp collection. by Tammy Quetot page 15 On Campus ........................................................page 22 Books..................................................................page 28 10 Things I’ve Learned From Clients Classified Ads.....................................................page 32 What does it take to really listen? How can you hear clients? The writer shares her experiences and lessons learned. by Linda S. Watson page 16
  • Publisher’s Thoughts The Magazine for Social Work Students and Recent Graduates THE NEW Dear Reader, SOCIAL WORKER® Happy Fall! I am very excited about this issue of The New Social Worker, because it is packed with lots of Fall 2007 great information to help you get a jump-start on the new academic year (if you are a student) or the new Vol. 14, Number 4 season! Social worker/writer James Corbin is back in Publisher/Editor this issue. Every social work student and practitioner Linda May Grobman, MSW, ACSW, LSW needs to know about the Tarasoff case, confidentiality, The publisher/editor and the duty to warn. Look no further than page 4. Contributing Writers If you are starting a new field placement this Barbara Trainin Blank Marshall L. Smith, PhD, MSW, CSW, ACSW term, you most likely will be attending a seminar in conjunction with your placement. How can you get the most out of this experience? Liz Fisher and THE NEW SOCIAL WORKER® (ISSN 1073- some of her former students share some of their findings on page 8. Also 7871) is published four times a year by White on the topic of field placement, LGBT students face some unique issues in Hat Communications, P.O. Box 5390, Har- placement, and Joe Dooley discusses these on page 10. risburg, PA 17110-0390. Phone: (717) 238-3787. Fax: (717) 238-2090. Postmaster: Send address You might think, I’m still a student...I don’t have to act like a professional! Or corrections to White Hat Communications, do you? Professor Marian Swindell expresses her views on this topic on page P.O. Box 5390, Harrisburg, PA 17110-0390. 14. Read it, and move to the front of the class! I’ve often heard social workers say, “I learn more from my clients than Advertising rates available on request. they learn from me.” Linda Watson shares some of those lessons on page 16. Copyright © 2007 White Hat Communica- But what about when friends and family want to “pick your brain”? See page tions. All rights reserved. No part of this 18 for Denice Liley’s take on this question. publication may be reproduced in any form Am I really competent? Or will people find out I’m just a fraud? If you have without the express written permission of the ever caught yourself thinking this way, you may be suffering from the Im- publisher. The opinions expressed in THE NEW SOCIAL WORKER are those of the postor Phenomenon. See page 24 to read about it. authors and are not necessarily shared by the Clients often come to social workers when they are having bad feelings. publisher. But what exactly is a bad feeling? And when can it be a good thing? Simon Feuerman addresses these questions and more on page 26. Photo credits: Images from BigStockPhoto.com © Edyta Linek (page 18), Denise Beverly (page 24), Mar- Do you have information you would like to share with The New Social tin Green (page 26), Andres Rodriguez (page 30). Worker’s readers? Think about submitting an article. Get creative! I want to hear from you! I am especially looking for articles focusing on specific The New Social Worker is indexed/abstracted in Social Work Abstracts. aspects of social work ethics, student field placement, and practice special- ties. Also, I am always looking for photos of social work students and social Editorial Advisory Board workers “in action.” Send your ideas or completed manuscripts and Rachel Greene Baldino, MSW, LCSW photos to me at lindagrobman@socialworker.com. Vivian Bergel, Ph.D., ACSW, LSW Until next time—happy reading! Fred Buttell, Ph.D., LCSW Joseph Davenport, Ph.D. Judith Davenport, Ph.D., LCSW Sam Hickman, MSW, ACSW, LCSW Write for The New Social Worker Jan Ligon, Ph.D., LCSW, ACSW Joanne Cruz Tenery, MSSW We are looking for articles from social work practitioners, students, and educators. Some areas of particular interest are: social work ethics; student field placement; Send all editorial, advertising, subscrip- practice specialties; and news of unusual, creative, or nontraditional social work. tion, and other correspondence to: Feature articles run 1,500-2,000 words in length. News articles are typically 100- 150 words. Our style is conversational, practical, and educational. Write as if you are THE NEW SOCIAL WORKER having a conversation with a student or colleague. What do you want him or her to White Hat Communications know about the topic? What would you want to know? Use examples. P.O. Box 5390 The best articles have a specific focus. If you are writing an ethics article, focus Harrisburg, PA 17110-0390 on a particular aspect of ethics. For example, analyze a specific portion of the NASW Code of Ethics (including examples), or talk about ethical issues unique to a particular (717) 238-3787 Phone practice setting. When possible, include one or two resources at the end of your (717) 238-2090 Fax article—books, additional reading materials, and/or Web sites. We also want photos of social workers and social work students “in action” for our lindagrobman@socialworker.com cover, and photos to accompany your news articles! http://www.socialworker.com Send submissions to lindagrobman@socialworker.com.  The New Social Worker Fall 007
  • Kevin Douglas Student Role Model by Barbara Trainin Blank The belief that big universities in Connecticut and two cities foster indifference Catholic colleges, as the BSW Social to others because resi- Work Student of the Year. The designa- dents are likely to feel tion is conferred by the Connecticut no one individual can Chapter of NASW. make a difference is cer- Gretchen Vivier, MSW, the chap- tainly not confirmed by ter’s health care organizer, worked with the activist world view Douglas on the universal health care of native New Yorker campaign in Connecticut. She wrote in Kevin Douglas. her support letter for Douglas’s nomina- A BSW student at tion that he’s “passionate about social Eastern Connecticut justice. More importantly, he is constant- State University, Doug- ly working to bring it about. He is well las grew up learning and organized, articulate, and always looking experiencing very much to learn more.” the opposite. He learned In one project, Douglas and other social consciousness at students in his policy class collected Kevin Douglas with his mother, Ann his mother’s knee. stories and holiday cards on the ESCU “Although essen- campus. Douglas helped address the or sociology,” he says. “I started out as tially a stay-at-home cards to the appropriate legislators and an urban studies major who switched to mom, she always has set up a press conference with Senator sociology.” been socially aware Donald E. Williams, Jr., president of the Then an introductory course rec- of conditions and of State Senate and an advocate for univer- ommended by a friend and taught by discrimination,” says the sal health care. Andrew Nisson changed his direction. “It 24-year-old. “She want- “When we showed up at the press was everything I wanted to do,” Douglas ed to make a difference. conference, Senator Williams surprising- says. “Everything else lessened, because I Whatever free time my ly asked the students to take over,” says wanted to learn social work and develop mother had, she’d join Vivier. “Kevin became the emcee of the my skills.” a cause--mostly around event with about two minutes’ notice and Nisson, professor of social work our schools. She joined performed as if he had been expecting it and coordinator of Eastern’s social work and was active on the all along.” program, said in turn that he places school board.” In the second project, Douglas initi- Douglas “among the most outstanding Douglas also credits ated contact with Generations Communi- social work students I have encountered his mother with raising ty Health Center. With three classmates, in my more than 25 years of teaching” at him and his two sisters he organized three days of education the university. after she and his father and collecting stories of clients of the Douglas has made an impact on split. “My father wasn’t health center. The students also made campus beyond academics and the part of the picture after sure Spanish translators were available. health care campaign. He’s vice presi- that,” he says. Douglas arranged videotaping for clients dent of the International Students As- Ann Douglas’s willing to be filmed. sociation, secretary (to be treasurer) of dedication to social Douglas’s sense of an individual’s Amnesty International on campus, and justice influenced not ability to make a difference was strength- a member of Omicron Delta Kappa, a only her son’s character, ened when Vivier gave a presentation in national student honor society for college but his career choice. his policy class and offered students the leaders. It’s a choice that has chance to work on projects relating to For Amnesty International, Douglas been affirmed by the the universal health care campaign. “It helped plan film and speaker presenta- wider world even before felt empowering,” Douglas says. “One tions about Darfur and anti-death pen- Douglas has completed more person can make things better for alty advocacy. Also active in the campus his social work studies. everyone.” chapter of Habitat for Humanity, Doug- Douglas was Initially, though, social work wasn’t las was chosen to go to New Orleans selected, from among on Douglas’s radar. “I always knew I 350 social work students wanted to work with people but con- Douglas—continued on page 27 attending the four state sidered other fields, such as psychology The New Social Worker Fall 007 
  • Ethics Confidentiality and the Duty to Warn: Ethical and Legal Implications for the Therapeutic Relationship by James R. Corbin, MSW, LSW What are the ethical and legal as well as the clear impact of mental sibility to maintain the privacy and imperatives of client confidentiality, illness on crime, scholars and profession- confidentiality of clients and to practice and what impact do they have on the als in the practice of law and the social within the confines of the law and in an therapeutic relationship? Perhaps the sciences have been inextricably linked ethical manner (American Psychological relationship that exists between the when looking at societal and systematic Association, 1994; American Psychologi- mental health system and the law could responses to these phenomena (Levine cal Association—Committee on Ethical be best described as “an uneasy alliance” & Wallach, 2002). Those concerned with Guidelines for Forensic Psychologists, (Melton, Petrila, Poythress, & Slobogin, the practice of therapeutic jurisprudence 1991; Clinical Social Work Association 1997, p. 3). Many mental health pro- focus on such problems as the manner in (CSWA) Code of Ethics, 1997; National fessionals would consider themselves which the court system deals with the is- Association of Social Workers (NASW) fortunate to avoid contact with a system sues of domestic violence and substance Code of Ethics, 1996). whose laws and procedures often seem abuse. The mental health system and our The NASW(1996) and CSWA (1997) foreign to the therapeutic aims of their nation’s criminal justice systems (as well codes of ethics outline the values and profession. On the other hand, attorneys as civil court systems) depend on the principles that govern social work prac- and other professionals surrounding exper- tice and guide our profession in making the practice of law may view the men- tise and ethical decisions. They compel licensed Perhaps the tal health profession as a nebulous and knowl- social workers to maintain the client’s relationship that somewhat unreliable science, particularly edge base privacy and confidentiality except under exists between when it intersects with their system. from very specific circumstances. There is a the mental health each re- However, their shared history particular portion that serves as a guide leaves little doubt that their present and spective from which social work professionals system and the future relationship is here to stay; their disci- may draw upon surrounding certain legal law could be best pline, intersection is unavoidable and can be proceedings. It is as follows: described as “an as well one that is both mutually favorable and beneficial. Since Muller v. Oregon (1908, uneasy alliance.” as the (j) Social workers should protect the con- U.S. Supreme Court) and critical court prudence fidentiality of clients during legal proceedings decisions such as Brown v. Board of of those to the extent permitted by law. When a court Education (1954, U.S. Supreme Court), specialists who have combined expertise of law or other legally authorized body orders evidence from the social sciences has (i.e., forensic social workers and psychol- social workers to disclose confidential or privi- been used in the judicial decision-mak- ogists), in attempts to address and solve leged information without a client’s consent ing process (Levine & Wallach, 2002). problems. Both fields inform the practice and such disclosure could cause harm to the For the clinician, a working knowledge of one another. client, social workers should request that the of basic forensic social work would help court withdraw the order or limit the order as The Conundrum of in navigating the system of law in a way narrowly as possible or maintain the records that is both helpful and contributes to the under seal, unavailable for public inspection. Confidentiality best interest of the client. (NASW, 1996, Ethical Standards, 1.07) One of the issues that is often in Therapeutic Jurisprudence Our code of ethics directs us to contention between these systems is comply with the law (such as in the case the ethical responsibility to maintain a of a court order for information on our Therapeutic jurisprudence is a term client’s confidentiality. Professionals in client) but to clarify from the court order, coined by David Wexler and Bruce each field recognize its importance and for example, what specific information is Winick that describes the problem-solv- have parallel processes in this regard—at- needed and how that information will be ing process between two systems—a study torney/client privilege (in the realm of guarded from public record. of the impact of the system of law on law), and client/clinician confidentiality mental health, as well as the impact of (in the field of social work and related Summary of Tarasoff the social sciences on the law (Wexler, practice). It is one of the basic tenets 1990; Wexler & Winick, 1991, 1996; of the therapeutic relationship and one Winick, 1997). With the increase in Licensed social workers and other that is an essential agent to the helping societal problems such as divorce, crime, mental health professionals are com- process for attorneys as well as clinicians. substance abuse, and family violence, pelled to reveal confidential information Indeed, it is a clinician’s ethical respon-  The New Social Worker Fall 007
  • about their clients when they are a harm maintaining a client’s confidentiality and Three rulings that followed helped to themselves or others. As well, all is “rooted in the ethical codes of each to support the Tarasoff duty to warn. In professionals (mental health, educational, profession as well as in statutory law” David v. Lhim (1983), the court ruled in and health care) who work with minors (Stein, 2004, p. 11). On the other hand, favor of the plaintiff who administered are mandated to report incidents of al- privilege “refers to the right to withhold the estate of the deceased, Ruby Davis, leged child abuse whether the child client confidential information in a court of who was killed by her son (who had agrees or not (Levine & Wallach, 2002, law . . . [and] is conferred by the legisla- schizophrenia) after his release from the pp. 274-285). The California Supreme ture of the courts” (p. 105). In a general hospital. Counsel for the plaintiff argued Court decision in Tarasoff v. Regents of the sense, the conduct of the professional successfully that the staff psychiatrist at University of California (1974; 1976) set a practitioner must be “measured against the hospital did not sufficiently warn the standard for practitioners to reveal confi- the traditional negligence standard of the mother, a “foreseeable” victim (Reamer, dential information in their duty to warn rendition of reasonable care under the 2003, p. 30). others of the potential dangers from a circumstances” [17 Cal.3d 425, 439-440 In Chrite v. United States (2003), a client. (1976)]. Veterans Administration (VA) patient Briefly, the Tarasoff case involved a Laws regarding mandated report- (Henry O. Smith) had written a threaten- murder victim, Tatiana Tarasoff, who was ing and other limits of confidentiality ing note on the day he was released from killed by an alleged acquaintance, Pro- differ. For instance, lawyers in New the hospital. Although the note was re- senjit Poddar. Poddar was a client of Dr. York are not mandated reporters (Stein, corded in his case notes, no warning was Lawrence Moore, who was employed 2004). In some cases, social workers who ever given to the intended victim, his by the University of California, and had are “employed mother-in-law. Smith did follow through ...work with stated during a therapy session that he by an attorney on his threat and killed his mother- a dangerous intended to kill Tarasoff because she had [are] covered by in-law. The court ruled in favor of the client poses rejected him as a lover. He was assessed attorney-client plaintiff (her husband) in finding that as a danger and was held briefly and privilege and may many the hospital staff had a duty to warn the released. not be required intended victim about the threat (2003). therapeutic Shortly after his temporary confine- to report abuse In Jablonski v. United States (1983), and ethical ment, he did indeed kill Tarasoff during or neglect” (p. Phillip Jablonski had been hospitalized challenges. an attack with a pellet gun and knife. 11). Practitioners and had a history of violence, including The victim’s parents sued the therapist, should familiarize threatening to kill and rape his mother- campus police, and everyone who had themselves with the appropriate statutes in-law. Following his stay, he killed his contact with the case at the University in the states where they practice. mother-in-law. His estranged wife sued of California (Board of Regents) for The history of confidentiality and the VA Hospital where he had been wrongful death. They asserted that if the how it has been guarded and breeched treated. The court found in favor of the therapist knew that Poddar was indeed a can be traced through pertinent case law. plaintiff, citing that the staff at the hospi- danger and there was intent related to his Familiarity with pertinent case law re- tal “should have concluded, based on the threat to his victim, that they had a duty lated to confidentiality can also be help- information and prior records available, to warn her. In the majority decision, the ful in guiding practitioners negotiating that Kimball [the victim] was a foresee- court found that the “protective privilege work with a client, for example, who has able victim” (p. 31). ends where the public peril begins” [17 threatened harm. As discussed earlier, However, subsequent rulings have Cal.3d 425, 441 (1976)]. The decision the Tarasoff ruling in 1976 formed the helped to clarify (in most cases) what had a significant impact on the legal foundation of case law that guided prac- constitutes such things as imminent requirements for a clinician and certainly tice with regard to a clinician’s duty to harm, the intended victim, and what affected a client’s confidentiality. If, warn others of a client’s intent to harm. actions constitute a warning. The ruling during the course of therapy, a clinician Journal of Social Work Values and Ethics assesses a client as a danger to some- one, he or she has a duty and is legally compelled to warn the intended victim The Journal of Social Work Values and Ethics is an online, free, full-text peer-re- (Levine & Wallach, 2002). viewed journal published by the publisher of The New Social Worker. The Journal, edited by Stephen Limits of Confidentiality and M. Marson, Ph.D., and Jerry Finn, Privilege: A Legal Analysis Ph.D., and published twice a year, is available at http://www.socialworker. com/jswve. The Journal examines the Often, the terms confidentiality ethical and values issues that impact and privilege are used interchangeably and are interwoven with social work to describe the same general phenom- practice, research, and theory devel- enon—keeping information about a client opment. private. However, the two terms can be Register for free, and you will distinguished from one another. The pro- be sent the Table of Contents of each fessional necessity of keeping a client’s issue when it is available. information private (for both attorneys and social workers) is referred to as The New Social Worker Fall 007 
  • protected from litigation when they are in the case of Mavroudis v. Superior Court a separate meeting with William, infor- following, for instance, mandated report- (1980) clarified that threats must pose an mation concerning Bobby’s exposure to ing guidelines. A careful assessment “imminent threat of serious danger to marital conflict was not confirmed. His and consultation with a supervisor are a readily identifiable victim” (Reamer, father was suspicious of why I was asking often the first steps in making an ap- 2003, p. 31). This was further clarified about this and stated that his relationship propriate plan of action. Reamer (2003) during a subsequent ruling in Thompson with his former wife did not have “any- further outlines ten steps to be taken by v. County of Almeda (1980), when the thing to do with Bobby” and his treat- clinicians if their clients pose a threat to court ruled that the threat must be spe- ment. It was one of my main hopes for another party: cific (Reamer, 2003). his treatment that the contentious nature Clearly, the best therapeutic choice of the parental separation and divorce • Consult an attorney who is familiar with for a therapist treating clients who pose would not contaminate Bobby’s ability state law concerning the duty to warn an immediate danger to themselves or to use the therapeutic relationship most and/or protect third parties. others is to seek hospitalization. Howev- effectively. • Consider asking the client to warn the er, the court’s ruling in the case of Currie Although my individual work with victim (unless the social worker believes v. United States (1986) “suggests that Bobby was critical in terms of his own this contact would only increase the risk). therapists may have a duty to hospital- development and understanding about • Seek the client’s consent for the social ize dangerous clients to protect potential his experience, the work with his family worker to warn the potential victim. victims” (Reamer, 2003, p. 34). Thus, was perhaps equally important in the ef- • Disclose only the minimum amount clinicians should take heed to their fort to tend to his psychological health. It necessary to protect the potential victim ethical and potential legal obligations to was in my work with his family that the and/or the public. protect others from a client posing an issue of confidentiality and the possibility • Encourage the client to agree to a joint imminent danger. of an intersection with the courts became session with the potential victim in Reamer (2003) offers four guide- a treatment issue. order to discuss the issues surrounding lines to help clinicians balance the Bobby’s paternal grandfather related the threat (unless this might increase the professional obligation of confidentiality to me that he was pursuing legal action risk). with the duties to warn (and protect): against William in regard to Bobby’s • Encourage the client to surrender any custody arrangement, pursuing what he First, the social worker should have evidence weapons he or she may have. deemed his legal “grandparent rights.” that the client poses a threat of violence to • Increase the frequency of therapeutic ses- His grandfather also related that Bobby a third party.... Second, the social worker sions and other forms of monitoring. had been increasingly withdrawn in their should have evidence that the violent act is • Be available or have a backup available, home and had been indirectly asked to foreseeable.... Third, the social worker should at least by telephone. “take sides” and placed in a precarious have evidence that the violent act is immi- • Refer the client to a psychiatrist if medi- situation of choosing between his father nent.... Finally...a practitioner must be able cation might be appropriate and helpful (on one side) and his mother and pater- to identify the probable victim. The disclosure or if a psychiatric evaluation appears to nal grandparents (on the other). Follow- of confidential information against a client’s be warranted. ing this meeting, I met with William once wishes should not occur unless the social • Consider hospitalization, preferably again. He was quite resistant and seemed worker has specific information about the voluntary, if appropriate (p. 41). client’s apparent intent (pp. 38-39). mistrustful of my intentions to gain help- ful information from him in the interest But not all clinical situations involv- It is clear that work with a dan- of his son. Although his willingness to ing confidentiality are quite so clear. Let’s gerous client poses many therapeutic come to our meeting was a good start, I look at a case vignette to examine some and ethical challenges. Clinicians may was able to gather only limited informa- of the clinical issues surrounding client be concerned about the liability that tion from William, as he was thoroughly confidentiality and the practitioner’s role a breach of confidentiality may pose. guarded and defended against attempts in working with a blended family where Dickson (1998) suggests that “When to build a meaningful alliance. custodial parties believe a third party to there is no statutory protection, consulta- The week following this contact, I have the potential for violence. tion combined with careful documenta- met with Jill and the paternal grandpar- tion should minimize the chances of ents. As I began to provide them an up- Case Vignette successful litigation” (p. 164). In many date on Bobby’s progress and work dur- states, mental health practitioners are ing his therapeutic play, my meeting with them was quickly pervaded by a much Jill sought play therapy treatment more serious and somewhat adversarial for her son Bobby, age 6, because of Share this copy of tone. His paternal grandfather pressed his reported difficulty revolving around for specific information that Bobby may his parents’ divorce. Jill and William THE NEW SOCIAL have revealed regarding his feelings and (Bobby’s father) share custody. Bobby thoughts about his father and his treat- was allegedly exposed to a great deal of WORKER ment of him or other family members. his parents’ marital strife by his mother’s Specifically, Bobby’s paternal grandpar- with a colleague report. She stated that prior to the ents were concerned that their own son’s divorce, there was constant tension and or classmate! behavior was becoming increasingly turmoil in the home. Jill attributed much combative and were concerned about his of this to his father’s alleged untreated potential for violence. I informed him mood disturbance and substance use. In  The New Social Worker Fall 007
  • that the themes present in Bobby’s play Bobby. I was not in the role of custody Stein, T. J. (2004). The role of law in social work practice and administration. New York: indicated conflictual feelings of loyalty evaluator and made my therapeutic role Columbia University Press. and marked differences between house- very clear to all parties. In this case, I holds, although he had not revealed any was a clinical social worker and not a Tarasoff v. Regents of the University of Califor- specific information regarding his father. forensic evaluator. nia, 108 Cal. Rptr. 878 (Ct. App. 1973); re- I further explained that it would not be In addition to issues surrounding the versed and remanded, 13 Cal.3d 177 (1974); appropriate for me to reveal any specific parental separation and divorce, particu- modified, 17 Cal.3d 425 (1976). information in this regard, as it may af- larly as it related to and was experienced fect the therapeutic relationship and trust by Bobby, it was important to guard Wexler, D. B. (1990). Therapeutic jurispru- that had developed, not to mention the his confidence within the therapeutic dence: The law as a therapeutic agent. Dur- issue of confidentiality. I explained that relationship. Work with children is spe- ham, NC: Carolina Academic Press. therapy was a special place for Bobby cialized in that a clinician must balance in that it may have been the only place the confidentiality of the client while Wexler, D. B., & Winick, B. J. (1991). Essays where he didn’t have to choose sides. maintaining an appropriate alliance with in therapeutic jurisprudence. Durham, NC: Lastly and most importantly, I suggested the caregivers and/or legal guardian(s). Carolina Academic Press. to all parties that a family evaluation be The contentious nature of the divorce completed by an independent clinician, and the interference by the grandparents Wexler, D. B., & Winick, B. J. (1996). In- so that any potential risks (for violence, certainly made this case much more troduction. In D.B. Wexler and B.J. Winick for instance) could be assessed, and that complex than some. I needed to bal- (Eds.) Law in a therapeutic key (pp. xvii-xx). Durham, NC: Carolina Academic Press. this would not interfere with my work ance and protect Bobby’s needs and our with Bobby. therapeutic alliance and confidence with Winick, B. J. (1997). The jurisprudence of The grandfather pressed me further the sometimes competing interests of his therapeutic jurisprudence. Psychology, Public and insisted that I would be compelled estranged adult caregivers. Policy, and the Law, 3 (1), 184-206. to reveal any specific information if asked by a judge. Clearly, the grandpar- Case References References ents were interested in pursuing revised custody and/or contact arrangements Brown v. Board of Education, 347 U.S. 483 between Bobby and his father through American Psychological Association—Com- (1954). involvement with the legal system and mittee on Ethical Guidelines for Forensic were hoping I would collude with them Psychologists. (1991). Specialty guidelines Chrite v. United States (2003). in this effort. What are the issues legally for forensic psychologists. Law and Human relevant to my work with this client? Behavior, 15, 655-665. Currie v. United States (1986). American Psychological Association. Legally and Ethically David v. Lhim (1983). (1994). Guidelines for child custody evalu- Relevant Issues, Discussion, ations in divorce proceedings. American and Concluding Remarks Jablonski v. United States, 712 F.2d 391 Psychologist, 49, 677-680. (1983). Clinical Social Work Association. (1997). I am ethically (and legally) bound Mavroudis v. Superior Court (1980). Code of ethics. Arlington, VA: Author. not to reveal any information about Bobby and my work with him to anyone Muller v. Oregon (1908, U.S. Supreme Dickson, D. T. (1998). Confidentiality and but his parents without a court order. Court). privacy in social work. New York: The Free However, there are indications that his Press. grandparents are directly attempting Tarasoff v. Regents of the University of Califor- to have me collude with their efforts to nia, 17 Cal.3d 425, 441 (1976). Levine, M., & Wallach, L. (2002). Psycho- alter Bobby’s custody and/or visitation logical problems, social issues, and law. Boston: arrangements with them. Certainly, the Thompson v. County of Almeda, 614P .2d 728 Allyn and Bacon. legally relevant issue at hand is Bobby (Cal. 1980). and the current custody arrangement. Melton, G. B., Petrila, J., Poythress, N. G., The grandparents (and Jill) inferred that James R. Corbin, MSW, LSW, received his & Slobogin, C. (1997). Psychological evalu- William might be prone to violence and MSW from Temple University and is a doc- ations for the courts: A handbook for mental were concerned about the impact that toral candidate at the Clinical Social Work health professionals and lawyers, 2nd edition. possible exposure may have had on Bob- Institute in Washington, DC. He is a licensed New York: The Guilford Press. by. It was not clear to me that he posed social worker in Pennsylvania with a specialty National Association of Social Workers. an imminent danger, and I referred the in children, adolescents, and their families. (1996). Code of ethics. Washington, DC: family to a forensic practitioner who He has been appointed since Fall 2002 NASW Press. performs independent family evalua- through Spring 2008 as Visiting Instructor/ tions for the local courts. This evaluation Lecturer of Social Work at McDaniel College Reamer, F. (2003). Social work malpractice would include a battery of psychological (formerly Western Maryland College). He and liability (2nd Ed.). New York: Columbia assessments, including measures of any practices privately at the Play Therapy Center University Press. potential dangerousness. Ethically, I had in York, PA. He can be reached at jcorbin@ to distinguish and clarify my role with psualum.com. The New Social Worker Fall 007 7
  • Making the Most of Field Seminar Field Placement by Liz Fisher, Ph.D., LSW, Nicole Reed, BSW, Loran Stough, BSW, & Matt Tracey, BSW When you are a social work student in a field placement, you will be offered the opportunity to integrate your intern- ship experiences and academic work through a seminar course or practice class. There are several options available that social work schools use to provide an integrative experience. The Depart- ment of Social Work and Gerontology at Shippensburg University (PA) includes a block field placement with seminar once a week during the students’ final semes- ter. Regardless of which model a school uses, the opportunity to integrate field and classroom work will be an important component of your learning. S.U.’s senior seminar is broken into three small groups led by three faculty members who also serve as liaisons. Sem- inar is considered the capstone course in which students enhance their under- standing of the relationship among social four main themes from this poll and pro- clients (Shulman, 2005), and seminar work theory, practice, and research. The vides some quotes directly from senior is a great place to practice using this small groups provide an opportunity for social work students. The four themes skill. Take time before class to mentally students to clarify and refine their under- can be thought of as “tips for success” in prepare for the session and think about standing of concepts and issues through making the most of seminar courses: (1) what you are bringing to the group, discussion with peers and the faculty be prepared, (2) support your peers, (3) whether it is an experience that you had liaison. At times, the small groups come apply what you learn, and (4) continue to at placement or a supportive response to together to meet as a large group so all grow. an ongoing problem a classmate may be seniors are meeting together to share experiencing. If you are sharing sensi- their experiences. For example, the small Be Prepared tive information, it is important to think groups come together mid-semester for about how you will do so in a confiden- a discussion about the progress of field tial way. Preparing for seminar includes tak- supervision. Do not put too much thought into ing time to complete assignments and There are two assignments for the developing the most interesting client mentally preparing to share what you seminar course. First, students complete problem or most shocking experience. have experienced in the field. The as- several 2-page mini-papers that provide Many common issues can be explored in signments given throughout the semester opportunities to integrate their course- the seminar setting. For example, one se- are hardly busy work. Each assignment work and field experiences. Examples nior had spent some time thinking about should reflect your learning experiences of topics include discussing the general- how to handle gossiping among co-work- in the field and the concepts you learned ist opportunities in the agency and how ers. He took the concern to seminar, and throughout previous academic semes- the NASW Code of Ethics applies to field a lively discussion followed in which ters. Analyzing your field experiences experiences. The second major assign- classmates provided suggestions and in writing is valuable and will help you ment is an agency-based research project, shared similar experiences. The student better understand your strengths and which requires students to carry out a recognized that his concern about gossip weaknesses as a new social worker. One research study from start to finish. was also an issue for other students. senior says, “When writing papers, reach Senior seminar is most meaning- Many of the S.U. students who were inside—draw on what you have learned. ful when students are actively involved. polled about how to make the most of It is amazing how it all connects to- However, this may be the first time you seminar talked about the importance of gether.” Another student adds, “…reflect will experience a seminar setting in the preparation. “Always come in with some- on the education that brought you to this classroom. It is quite different from a thing to talk about at seminar, if you rely point—it really does prepare you.” traditional college class and may take on your classmates to do all the talk- The attitude and outlook you bring some adjustment. To help other students, ing, you are going to become bored. At into seminar is as important as the qual- several S.U. seniors polled their class- least come in with one situation to talk ity of the written assignments. Nearly mates in the spring of 2007 to find out about with your classmates every week.” every social work class addresses the how they make the most of their seminar Another student offered that the best sug- importance of tuning in to yourself and experiences. This article describes the gestion is to “be prepared to share, talk,  The New Social Worker Fall 007
  • and learn from other people. Being an Seniors’ advice includes, “you need to agency. Because the student was able to intern at an agency is hard, and it’s really fully participate…” and “group members identify her comfort zone, she was able great to be able to connect with others who respond to each others’ situations to identify her boundaries and better and share common experiences, despite and problems can accomplish more as a understand what kind of agency setting is the fact that everyone is at a different whole.” Another student wrote, “some- the best fit in the future. agency.” times the best advice comes from your One student said this about self re- peers…don’t hesitate to bring things up” flection, “You need to be aware that you Support Your Peers and “enjoy yourself and talk a lot about are going to learn A LOT about yourself what you are experiencing. Most likely, during your internship process and try your peers are going through very simi- to prepare yourself for that. Even though The group setting of seminar allows lar things.” you …do lots of self assessments [in students to learn from each other and past social work classes], there is some- take advantage of peer support. Prob- Apply What You Learn thing about actually being thrown into lems from the field and with assignments, the helping profession that teaches you such as the research project, can be things about who you really are…you’ll addressed. For students to freely share The field placement provides an op- just have to experience it for yourselves!” and evaluate their learning experience, portunity to try out new experiences, so You should often think back to what the students need to feel group cohesion it is to your advantage to apply what you your initial learning needs were to ensure and ownership of the group. Although learn through seminar discussions. Your that they are being met. If you find that the instructor is initially responsible for classmates will be interested in hearing you are not getting the experience you establishing group culture, students can about what happens after seminar, so be hoped for, it is important to process these maintain it by being prepared to share, prepared to follow up on your discus- uncertainties within the comforts of the listen to classmates, provide honest feed- sions. One student recently shared that small group setting, as it will allow you to back, and respect confidentiality. Sharing she felt stereotyped during a conversa- prepare for addressing issues with your your own experiences encourages your tion with a co-worker in the field. Stu- field supervisor. “…sometimes it can be classmates to share theirs. Some students dents discussed how she could have han- hard to talk directly with your supervisor, will find this uncomfortable and risky, dled it differently and what she might be and seminar is a great place to talk things but it is well worth it. One of the most able to do in the future. In seminar the through beforehand and clarify.” Working important ways to support your peers following week, a classmate asked her on assertiveness techniques is a common is to keep group discussions within the whether she decided to confront the co- function of the seminar experience. group and respect confidentiality. worker. She shared that she had decided Students grow immensely in their A particularly helpful discussion to address the stereotyping if it came up critical thinking and analytic skills in seminar revolved around feelings of again and appreciated that she had more through the senior research project. The needing to know everything as an intern. ideas to deal with future issues. Students seminar presents an important oppor- One student shared that she was feeling report that you can “get the most out of tunity for processing the struggles with as if she should know how to do every- seminar by giving and getting advice… this project and sharing ideas. Tell your thing, because she had finished her social and taking what they said and applying classmates what your research project is work courses. Her classmates were able them to whatever problem you have at about, ask them how they have conduct- to help her by saying they had felt simi- your agency.” Similarly, “you need to be ed literature searches, and how they deal larly, but recognized that they were still willing to relate other classmates’ experi- with issues such as getting access to data. learning. Some students suggested she ences to your internship…” as it would Many problems with research projects talk to her field supervisor during weekly “be beneficial to know how to handle can be solved within the seminar setting supervision, because this had been a similar situations….” when students share. Another valuable valuable experience for them. piece of advice from students is to choose Continue To Grow Students have also been able to a topic that you are interested in. One solve problems with research projects student wrote, “You need to do research through discussions. It is often tough Your field experience represents a on something you have interest in. You to choose the final topic of a research time of personal, professional, and aca- will be spending a lot of time on this project, but sharing your ideas with class- demic growth. Being in a new situation topic, so make sure it’s something you mates can help you narrow it down. The will require you to assess yourself and be want to know about. It is important that research project is often the toughest part open to new experiences. The seminar your agency can gain from your research of being a senior social work student, and experience is yours to take advantage as well, but your sanity must come first.” it helps to share this “pain” with others of, and processing feelings about your who are in the same situation. Some- values and norms versus those of an Conclusion how, it makes it more manageable. You agency may help. For example, one may just need some encouragement that student did not feel comfortable praying “you can do it!” in order to keep moving Senior field placements are excit- with co-workers before they began work, forward. ing and rewarding, but they can also be so students in seminar, both religious Talking to each other also allows stressful and difficult to navigate if you and non-religious, gave advice on how you to learn more about the generalist feel alone. The senior seminar will offer to handle the situation without being perspective and the professional op- you an opportunity to handle some of disrespectful or feeling out of place at the Seminar—continued on page 12 tions available to you upon graduation. The New Social Worker Fall 007 
  • Field Placement Coming Out in Field Placement: Some Considerations for LGBT Students by Joe Dooley, Ph.D., LCSW Students approaching their field consider, and for some students the deci- • Are there supports in place for me if placements experience a mix of emo- sion to disclose is not particularly anxiety I come out? Are there people I can tions, expectations, and apprehensions. producing. However, in some environ- talk to about my field experiences as For lesbian, gay, bisexual and transgen- ments, LGBT students are cautious about a LGBT person? der (LGBT) students, the anticipation coming out, as they are concerned about of the field placement may bring about negative attitudes and how their coming For most LGBT persons, this type issues that are related to sexual orien- out might affect their evaluations. For of assessment is done reflexively in new tation or transgender status. Issues of example, it is possible that in some rural situations, but it would be important to disclosure and concerns about how field environments, attitudes toward LGBT do it in a planned and objective manner instructors, agencies, and potential clients persons may be more conservative and for students concerned about coming out might respond to LGBT students may be prevent students from feeling comfort- in their field placements. Writing down prominent. able in fully disclosing their status. Or, or talking over with another student or Social work ethics compel social disclosure may have negative repercus- friend what benefits there might be to workers to work against discrimina- sions in close-knit communities in that coming out (e.g., feeling free to discuss tion for a wide variety this information may be one’s life and opinions) can be produc- In the best of all of populations at risk, difficult to control once tive. Likewise, identifying drawbacks including sexual orienta- possible worlds, this disclosed. It is up to (e.g., anxiety over lack of safety or con- tion. However, research the individual to make flicts with agency culture) helps to clarify suggests that some social would not have to choices about if and how one’s choice. In addition, in thinking workers’ attitudes toward be something to to disclose, given how about what might be important in form- consider....however, much they feel safe in do- LGBT persons may not ing a positive field experience for LGBT be congruent with that in some environments, ing so. students, Messinger (2004) suggests that ethic. Berkman and Hunter & Hickerson interpersonal supports and institutional Zinberg’s (1997) research LGBT students are (2003) suggest that a resources are needed. Interpersonal sup- cautious about suggests that a majority cost/benefit analysis to ports consist of LGBT faculty members of social workers studied coming out. determine whether or not and agency staff, as well as educated held heterosexist atti- one wishes to come out in heterosexual field instructors and agency tudes, and approximately a particular environment staff. Institutional resources include 10% harbored homophobic attitudes. is a way to decide how open an indi- resource information for LGBT students Another factor is that some agencies vidual might wish to be about her or his (such as lists of gay/transgender-friendly and social organizations where students orientation. In respect to field placement, agencies and placement sites) and sup- may be placed are affiliated with groups some questions that might be pertinent portive resources for LGBT clients. whose beliefs may conflict with this social to this analysis are as follows: Students might consider whether these work ethic (e.g., placements affiliated supports and resources exist and/or if with some religious institutions). Many • How comfortable am I with my gay/ they might potentially be put into place. LGBT students are aware of these issues, transgender identity? How much In the course of this analysis, a stu- and therefore anticipation of placement anxiety do I have about coming out dent may decide that the costs outweigh may arouse anxiety. in general? Am I ready to make this the benefits and choose not to disclose. The following are considerations and identity part of my professional self? It is very important to note that not ideas in helping LGBT students to have a • What goals would I want to accom- disclosing is not a failing of the student. successful placement experience. plish by coming out to the field di- Moreover, some students may feel that it rector, faculty, and field instructors? is not an important aspect of their lives to Cost/Benefit Analysis Are these goals attainable given share. If a student decides not to disclose current information? this information, it would be impor- • Does the environment appear open tant to leave the door open if, at a later One of the most important is- to my disclosure? How safe is it for time, she or he may choose to disclose. sues that LGBT students think about is me to come out? Will my grade In some cases, it might be possible to whether or not to disclose their sexual suffer? What would I have to lose by “be out” to some people in the place- orientation/transgender status to the field coming out? ment but not to others. In any event, director and, ultimately, to a field instruc- • Are there other LGBT students? if the student does not disclose, she or tor. In the best of all possible worlds, Faculty? If so, how do others re- he should be sure to have support from this would not have to be something to spond to them? outside the field placement. In arranging 10 The New Social Worker Fall 007
  • such supports, it would be important that Frank discussions are also important how its individual members act; this can confidential information of any type is in preliminary interviews with prospec- have political implications for that par- not shared with persons outside of the tive field instructors. Coming out to ticular group. How one acts as an LGBT agency. potential field instructors can give the student may have implications for other student some indication of how the potential LGBT students and LGBT pro- Field Placement Planning instructor and agency will respond to the fessionals, as well as LGBT clients. Being student’s orientation or status. If the stu- open in professional settings about one’s dent has concerns regarding these discus- sexual orientation/transgender status car- If students decide to come out, it sions with field instructors, it is important ries responsibilities. would be important to discuss their to alert the field director and field liaison orientation/transgender status with the Coming Out to Other regarding these concerns. Effort in the field director. This discussion should be planning phase of a field placement will Professionals straightforward and include the student’s set the stage for a successful placement. strengths, abilities, goals, and possible concerns. Transgender students should In coming out to others in profes- Development of be prepared to be detailed in this discus- sional contexts, it is not always necessary “Professional Self” as an sion, as the particular concerns and to make a big pronouncement. Hunter needs of transgender persons may not be LGBT Person and Hickerson (2003) discuss that a as familiar to some faculty. A frank dis- calm, factual disclosure that does not cussion will help the director to develop invite probing questions and one that A demeanor of openness and help- a plan for a placement that is congruent presents a positive sense of self may be fulness is important in learning to inte- for the student. The director may be the best choice. For example, in interac- grate one’s LGBT and social work identi- aware of placements that are particularly tions with new professional colleagues, I ties and provides a way to develop one’s appropriate for LGBT students and/or usually find some reason to mention my “use of professional self.” In relationships may know field instructors who are les- male partner. This sort of brief, casual with other staff members, as well as with bian, gay, bisexual, or transgender who disclosure alerts others to my sexual ori- clients, it is good to try to be a model could serve as role models for students. entation in a matter of fact way. Listeners of professionalism by remembering the If there is a LGBT community center or typically accept this information without feminist statement, “the personal is the related services, the field director may be needing elaborate detail. political.” This means that others make able to arrange a placement there, even New Social Worker before. 2007 ad 3/1/07 3:34 about Page 1 decisions PM a particular group from if one has not existed Spring Social Work Education In The Real World. MASTER OF SOCIAL WORK MSW Program locations: Concentrations in: • Harrisburg • Huntingdon • Clinical Social Work Practice • Lancaster • Pottsville • Management and Planning 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 Fall 007 11
  • Coming Out to Clients Seminar—continued from page 9 For all students, it is important to remember that integrating one’s LGBT the challenges in your internship. You identity with professional self is an on- One of the primary issues that will also have the chance to help your going process that begins with the field LGBT students will grapple with in the peers address their challenges. As a placement and continues to develop field is the issue of coming out to clients. senior, you may feel ready to graduate throughout one’s career. It is a learn- The question of when to self-disclose to and be finished with the coursework, ing process that builds over time and clients is a major learning experience but seminar provides a link between the produces many challenges and successes. in keeping appropriate boundaries as a classroom and beginning your profes- Most assuredly, it is possible to integrate professional, yet being “genuine.” As in sional practice. The seniors at S.U. have these two facets of one’s life in a mean- any self-disclosure to clients, the main reflected on ways they made the most of ingful way that is helpful to others. issue is whether or not the disclosure is their seminar. By preparing for seminar, important to the client’s care. In many supporting your peers, applying what References cases, disclosure of one’s sexual orienta- you learn, and continuing to grow, you tion or transgender status is not crucial may find that seminar was more than to the client’s care in any way. In other Berkman, C. S., & Zinberg, G. (1997). you expected in demands and rewards. cases, it might be important—for ex- Homophobia and heterosexism in social ample, when the client is lesbian, gay, workers. Social Work, 42 (4), 319-332. Reference bisexual, or transgender. In any case, it is very important to discuss this with one’s Hunter, S., & Hickerson, J. C. (2003). Af- field instructor to evaluate its impact on Shulman, L. (2005). The skills of helping firmative practice: Understanding and particular clients. Learning experiences individuals, families, groups, and communi- working with lesbian, gay, bisexual, and such as these help build a repertoire of ties. Belmont, CA:Wadsworth. transgender persons. Washington, D.C.: choices that are important in professional NASW Press. development. Liz Fisher, Ph.D., LSW, is an assistant professor of social work at Shippensburg Messinger, L. (2004). Out in the field: Helping Make Organizations University. Nicole Reed, BSW, and Loran Gay and lesbian students’ experiences Stough, BSW, graduated from Shippensburg in field placement. Journal of Social Work Welcoming University in May 2007 and are currently Education, 40 (2), 187-204. attending the Millersville-Shippensburg MSW Whether students decide to come program. Matt Tracey, BSW, graduated from Joe Dooley, Ph.D., LCSW, is Associate Profes- out in their field placements or not, there Shippensburg University in May 2007. He sor and Field Coordinator for the Social Work are some ways for them to improve the has been accepted to the MSW program at the Department at Mount Mary College. He was agency environment for LGBT persons. University of Maine and is investigating jobs a clinical social worker for 20 years before Organizations that have social work field in gerontological social work settings. entering academia. students often feel that students provide “fresh eyes” in looking at the day-to-day operations, policies, and procedures of the agency or program. LGBT students From THE NEW SOCIAL WORKER can be particularly helpful to agencies by providing ideas about how the organiza- The Field Placement Survival Guide tion could be more amenable to LGBT clients. For example, paperwork that clients fill out upon intake may require Volume 2 of the “Best of THE NEW SOCIAL more inclusive language (e.g., includ- WORKER” series. Field placement is one of the most ing the category “partnered” for marital status). Another example is displaying exciting and exhilarating parts of a formal social work LGBT symbols, such as a diversity flag education. It is also one of the most challenging. This or pink triangle, which can welcome and collection addresses the multitude of issues that social reassure clients. Another area is helping work students in field placement encounter. This book workers in the agency to better tailor brings together in one volume the best field place- their practice to LGBT clients when the ment articles from THE NEW SOCIAL WORKER. situation permits. This type of activity can be viewed as a form of advocacy Packed with practical, essential information for every for the client. If the student is to give student in field placement! these sorts of suggestions, it is best to do so in a helpful fashion, rather than ISBN: 1-929109-10-5, 2002, $21.95 plus shipping, 253 pages. one that could suggest prejudice or ill intent on the part of the agency. Sugges- See order form on inside front cover of this magazine, or order online at http://www. tions should be discussed first with the whitehatcommunications.com/store student’s field instructor, and collabora- tively they can be forwarded through the organizational system. 1 The New Social Worker Fall 007
  • UNIVERSITY of THE TENNESSEE College of Social Work Our 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
  • 11 Tips for Professional Behavior in the Classroom by Marian L. Swindell, Ph.D., MSW In my six years as a social work pro- job, and I also realized that if I didn’t do can pull out our grade books from five fessor, I have seen a drastic change in the my job correctly, then I would suffer the years ago and see how many classes they behavior of social work students in social reputation of being a bad social worker. skipped, how many assignments they work courses. After reading the syllabus On top of that, I would bring shame to missed, and how many tests they failed aloud to my students, many of them still my profession. because they didn’t even show up. come to class unprepared, apathetic, dis- When students do not participate I have included in this article a few respectful, and unmotivated. When I was in classroom discussions, plagiarize on suggestions for social work students to a graduate student in social work at the papers, refuse to read the assigned chap- assist them in acting professionally in the University of Alabama, I read my text- ters before class, or do not stay awake in classroom: book chapters, often several times, before class, they are modeling their future be- I went to class. I outlined my chapters, havior as professional social workers for 1. Read through your syllabus several underlined key definitions, and came to me. Little do they realize that at the end times so you know what to expect in class prepared with questions about the of their first semester, many of them will the course. text I did not understand. I was never the be seated before me applying for admit- 2. Read each chapter before going to top student in my class. I never was the tance into our social work program. Dur- class. If you can only read it once, teacher’s pet. I knew I needed to master ing this interview process, they are alive, that will help you so much during the material, because once I graduated, bright-eyed, happy, and awake. After class to be able to participate in class it would just be me and the client...and the interviews and their pat, rehearsed discussions and ask questions. In- all the knowledge I had gleaned from my answers about the strength-based profes- structors really enjoy the classroom studies. I realized the importance of my sion and application of theory, I then experience a lot more when students share their classroom behavior speak up. And believe me, we know with the other interviewers. The which students contribute and which results are usually not beneficial students do not. to the students. They are placed 3. When you do speak up in class, on academic probation or are think about what you are going to denied admittance into our say before you say it. Don’t just blurt program. Most of them explain out random thoughts and spend five the probation or denial into the minutes explaining your opinion on program by saying I am too hard a matter. Get right to the point and an instructor or that I expect too then move on. Students who ramble much from my students. They on and on incessantly in class frus- find a way to blame it on anyone trate both their classmates and their but themselves. Students also instructors. seem to be unaware that the in- 4. Type all your assignments! If you structors in our department share are in community college or higher, with each other how students are turning in handwritten documents progressing in our courses. indicates laziness and unprofession- Students often count on alism. professors to curve grades at the 5. Read through all term paper as- end of the semester, or give extra signments thoroughly to make sure credit, or some other gimmick you know exactly what is expected. to help them pass through the Many times the syllabus or the as- program. So curving grades and signment will spell out exactly what giving extra credit really just the instructor is looking for in your assists the student in graduat- paper. ing from the program, but not 6. Stay awake during class. If you have passing licensure. Although these a medical condition that makes you solutions do bandage the im- drowsy, explain this to the instructor mediate problem, students often before class. forget they still have to pass the 7. Spit out gum before class and turn licensure exam and ask profes- off cell phones (or at least place sors for letters of reference. They them on vibrate). seem to forget that we are aware 8. Proofread your papers before turn- of the students who intentionally ing them in. performed poorly in their classes. 9. Do not close your notebooks and get They seem to forget that we ready to go UNTIL the instructor 1 The New Social Worker Fall 007
  • dismisses class. Doing so sooner is they have made A’s on papers and got- make a change in the lives of the people extremely rude and unprofessional. ten A’s in all their classes in the commu- they will work with, to make a change 10. Show up for class either before class nity college thus far. I explain to students on a global scale, to be passionate about starts or on time. Walking into class that being a full-time student in college their career choice, and dedicate their late is extremely rude and unprofes- should be treated like being a full-time passion to the profession. sional. employee. They need to devote at least In conclusion, I hope that all the 11. Don’t plagiarize on papers or exams! 40 hours per week on their school work. current social work students who read You can be expelled for such be- Yes, that is possible if they are working this will be able to better understand havior, and the infraction will go on and have families. I said it was possible, what social work professors and instruc- your permanent academic record. not easy. tors are hoping to instill in our students. This means that when you apply for The profession of social work But above all, I hope all students reading jobs and they request an official tran- desperately needs ethical, hard-work- this article will seriously consider step- script, your potential employer will ing graduates. What we don’t need are ping up their performance in the class- know you cheated in college and employees who want an easy job, pick room, in field placement, and effecting will more than likely not hire you... up their paycheck, and go home. I see change in the classroom by inspiring and can you really blame them, though? this attitude in students who just want motivating their classmates. to come to class, not study, take exams, My professional advice to students is and get A’s. I explain that my courses Marian L. Swindell, Ph.D., MSW, is an given at the beginning of every semester. don’t work that way. Surprisingly, at the Assistant Professor in social work at Missis- I direct them to read through the syl- end of every semester, students come sippi State University. Her research focuses on labus, read each chapter assigned and do to my office and tell me that my class the spiritual resilience of children exposed to a chapter outline, come to class prepared was the hardest one they have ever violence, evidence-based social work practice to discuss every issue touched on in the taken but they learned more than they within child welfare, and progressive social text, and to open their minds to active have learned in any other class. They work programs that help foster care children learning. I explain that it is unethical of say I am hard, fair, and am a credit transition into healthy, safe, and happy adop- me to “pass the buck” and let them pass to my profession. That makes my job tive homes. Her secondary research interests my class if they have not mastered the worthwhile. What would make my job focus on Body Integrity Identity Disorder. She material. Most students do not like this. unbelievably wonderful would be if all received both her master’s and doctorate in They all want A’s in the course because social work students wanted to really social work from the University of Alabama. Art “Stamp” Out Injustice by Tammy Quetot, MSSW Since I was in fifth grade, I have collected stamps. One day, going through my collection, I discovered that I had collected several stamps that are associated with social work over the years. I put them together to spell the words STAMP OUT INJUSTICE. Tammy Quetot received her MSSW from Spalding University in June 2007. She is a military wife of 22 years and mother of two children. She currently works for the State of Kentucky as a Senior Social Worker at Hardin County Health Department with the Health Access Development Services Program (H.A.N.D.S.), which is a prenatal and parent education and support program for first-time parents. The New Social Worker Fall 007 1
  • 10 Things I’ve Learned From Clients by Linda S. Watson, LMSW As a social worker in the medical Of course, my family may have other present for people—even vulnerable—and field, I have spent many hours listen- things to report. still not lose authority. Making a mistake ing to the words of my clients. Their is embarrassing for clients and for us. 2. They probably know, words have led me to know that they But, we are the examples and need to are the survivors of this system we call be able to ask for help without feeling already, where to go for a American life. These survivors of life as though we are losing face. How hard hot meal, a free turkey, and have taught me many things. Mostly, it is for someone (like each of us) who is to sign up for WIC and food they have taught me that surviving is expected to be knowledgeable, but who neither easy nor for the faint of heart. (like everyone else) has insecurities, to stamps. Being broke, jobless, homeless, abused, ask for help. We can learn from our cli- forgotten by family, or in tough relation- ents that people really are open to honest A social worker moving to a new ship situations makes most people learn questions. area need not worry about finding local to live in spite of the odds against them. resources. She or he need only to listen 4. When you have finished Here are ten things I’ve learned: to the client. My first real job in human listening intently, try not services was with Head Start back in the 1. Almost no one wants you late ’70s. I was assigned to one par- to give advice, as it will to solve their problems. ticular building that housed four Head frustrate you when they Start families, each with a don’t follow it! 3-year-old child. I learned I had been vis- more about the resources What does it take iting the daughter- in that county from those Now, you may be saying, isn’t that in-law of a hospice to really listen? four mothers than I could the same topic as number 1? Probably, but patient weekly for How can you hear ever have learned from a it bears repeating. Empathize, listen, nod about a month clients? When a referral list. sagely, and then summarize, but try to when she suddenly The mistake inexperi- refrain from advising. One day in 2006, I client talks, do we turned to me and enced social workers make sat with a woman whose story was heart reported that she ask for a clearer is assuming they have to wrenching. She cried, and my eyes filled was very frustrated explanation? teach clients the ins and with tears. Several times as I listened, I with our conversa- outs of the system. Actu- was able to direct her to stay on topic tions and did not ally, they teach each other, and complete her thoughts. By the time want me to visit and all we have to do is pay attention so she was finished talking, she had figured there again. As you can imagine, I was we can put those few clients not “in the out what she wanted and needed to do. shocked! After all, I was an experienced know” in touch with the savvy ones. As we finished our session, I sum- social worker who had, I thought, been It’s important for social workers not marized her dilemma and gave her three able to connect with this family quite to think they are smarter than the client. directions that involved the safety of well. Social workers are mostly more powerful the grandchild she was raising. Had I However, I had fallen into a trap. than their clients, but smart and power- “advised” her on what to do, she would As this daughter-in-law spilled out her ful are not the same thing. Try giving up not have been able to “chew” on her feelings about her relationship with her some power in order to get smart. problems. Only she knew what would husband and his family, I kept offering work. I did not live in her world, nor her suggestions for solutions. I was the 3. Most people simply want could I walk entirely in her shoes. The “older experienced woman,” and she best I could do was trot alongside, coach- was a very bright, receptive, talkative you to listen. ing from the sidelines. woman. Where did I go wrong? For one thing (and we’ll talk about What does it take to really listen? 5. After they leave your the other things later), I forgot the How can you hear clients? When a client nature of our relationship. I began office, you will need talks, do we ask for a clearer explana- to enjoy my visits at that home and someone to talk to so you tion? Very few people will automatically totally put aside the fact that we were spill out what is happening to them. Re- don’t carry the client with not, indeed, equals. I was there as a member, we’re the powerful ones. They you. Ask for supervision. professional. I was there to listen and feel powerless in front of us. Do they act to encourage. I forgot to hear myself angry? Is it really fear? Do they act as going on and on and on about ideas Does your supervisor need to be though they don’t understand because that would “help” her. Fortunately, this a social worker? Well, that depends on they are afraid to be embarrassed by us? was a very smart woman. And, she fired what your goal is. If you want to further Our power can be for good rather me! This was a lesson I never forgot your ability to bill for services, then than for punishment. We, as social work- and, to my knowledge, I didn’t repeat yes. But what you may be looking for is ers, don’t have to maintain a position of my mistake, at least not with a client. someone to listen to you. power and tension. We can relax and be 1 The New Social Worker Fall 007
  • it will wear you out and not Sometimes supervisors really want to we’ve had in our lives. It can be hard critique your style rather than teach you to sort out where we leave off and they help them. to be a better therapist or social worker. begin. But, just because we’ve changed, Choose carefully the person you depend we can’t expect them to follow us. It’s a lot easier to do for people than on to listen to you. Spend time deciding what helped it is to give resources and choices. The I recently thought that I would be you move on. Figure out how difficult it problem with that is, if you have six able to receive encouragement during must have been for those around you to clients who depend completely on you to a time of one-on-one case sharing. The sit back and watch your struggle. Make make their problems go away, what do more politically powerful social worker sure that you have worked out your own you do with the next six, and the next, instead took that opportunity to make feelings. and the next? sure I knew that she was higher on the There are times when we are not the When we get stuck looking for food chain than I. Instead of having left right fit for a particular client because quality outcomes and statistics to put on the session with a better idea for serving their situation is too close to our own. paper, doesn’t it look better if we can clients, I left the session with a sense that Don’t be afraid to respect your own list all the successes that we, ourselves, I was not assessing the client’s motives uniqueness. Be kind to yourself. accomplished rather than the apparently for seeking assistance. marginal changes the actual client ac- The goal of supervision should be 10. Practice a vacation complished? What a trap that is. And we three-fold: mentality at the end of the ask why social workers get “burned out.” The client who is not supported in day. • To relieve the tension of carrying the self-direction never grows beyond the load yourself. help given. You know the old saying, When you go home, after you have • To learn to better serve the client. “Give a man a fish, blah blah blah....” off loaded your feelings about clients • To have new and fresher ideas as Well, it’s actually true. And remember onto your supervisor, lock the office door you return to the client the following lesson #2. They already know where of your mind, and don’t unlock it until session. the resources are (probably). They just the next time you see clients. Then, open need reassurances from you that they are for “business” with a fresh mind and Be aware of the fact that some super- adequate for the job. heart. visors are secure in dealing with you, and At the end of the day, ask yourself others need to have the upper hand. 8. You can’t empower three questions. anyone. At best, you can 6. You won’t be able to save • Did I do the best I could for the encourage the client to anyone. You are not their clients today? empower herself or himself. savior. • Did I make notes about what needs to be done tomorrow? Often I hear talk of “empower- Remember, the client is more im- • What can I do this evening that is ing clients.” That’s a nice thought, but portant to you than you are to the client. fun, just for me? breathing into a client the will to change When I was 19, I found myself homeless, is ineffectual. Unless a person is ready to hungry, and an abused woman. Through Remember that as a social worker move off of his or her comfort zone and the caring ministrations of a person not you are only one person, available to into a new space, the person will just sit much better off than myself, I was able to help but not to save, ready to guide but there despite the worker’s best efforts. survive. Do I remember her name? Not not to direct, ready to work but also to You can’t mandate self empowerment. at all. I can picture her face but have no rest. If you remember this, you can con- Remember, you are a coach, a cheer- memory of her name. I was in crisis, and tinue your career for as long as you wish. leader, a support for when they stumble. my brain was only able to function in a Enjoy! Take the example of the young survival mode. I hope I thanked her. I woman I wanted so much to see grow will always and forever be grateful to her. Linda S. Watson, LMSW, graduated from and change. She was not ready. She was It taught me, much later and after Binghamton University in 1989 with a uncomfortable in her environment but much thought, to recognize that in my degree in human services and then attended not uncomfortable enough to take the work, few people will ever have the and graduated from the Syracuse University next step. The danger is that the client strength of mind to remember me or School of Social Work in 1991. Her experi- will try to meet your expectation. thank me. They are surviving. Hope- ences include working as a home-based visitor fully, as social workers we can help with for Head Start and 13 years as a hospice care 9. Even if their circumstances that survival. But we are not saviors—we social worker. Linda currently serves as the remind you of yours, it’s are merely resources for self-direction. social worker for the WellStar Health Systems Some will choose to grow, and others will Diabetes Services program in Marietta, not the same situation. You choose to languish. It’s not our choice to GA. Her interests include encouraging the are separate and unique make. development of social work and hospice care individuals. in Russia, where she travels yearly, as well as 7. Try not to let clients gardening and reading. She is the mother of Each of us works with individuals two grown sons and has five grandchildren. depend on you, because who bring to mind the awfulness of times The New Social Worker Fall 007 17
  • I Am a Geriatric Social Worker: A Walking, Talking, Living Resource For All Your “What Ifs” by Denise Goodrich Liley, Ph.D., ACSW, BCD It seems nearly inevitable that as hurtful or untimely for this person’s own emotions would keep the objective anyone who becomes a social worker emotional condition at the moment. I’ve flavored by the subjective at all times. will eventually end up functioning as the come to refer to this sort of dialogue as Being a social worker does not necessar- “resource” person for their family and the stranger/danger questions. I remain ily make these tasks easier! friends, particularly when something aware that I have but limited informa- These types of scenarios begin all happens to them that they are sure you tion, and many times the pieces don’t too subtly, say by way of an innocuous just might know something about. If you fit together; however, this person wants phone call or a comment in passing. And are a social worker, then I am sure you only to talk about his or her situation each situation seems to take on its own can relate to those calls: Whom could you and, in reality, may or may not want my path. There’s the expressed initial disbe- take on the situation. These relationships lief: How can this be happening to me or to recommend for XYZ? Does this sound right are casual, and provide the opportunity my family member? I’ve come to recognize to you? - or - Who would you go to if you to listen, educate, and provide support. It what I label that all-too-familiar fork in wanted marriage counseling? Social work is about helping, about is the all-too-familiar social worker kind the road. It might come in the form of a being an agent of change, and about of thing we learn to do. plea to tell that person what to do, what knowing how to access resources. To When the person who requests my the future will look like, what is the best become a geriatric social worker opened spin on a situation is a friend, though, thing to do, and can they do it? When me to a world all of us will eventually things become more complicated for the request comes from a family mem- become involved with—aging—aging par- me—the people with whom I share a spe- ber, it may not be in my best interest ents, aging grandparents, aging siblings, cial part of my life, and they, in return, to respond to it. I’ve come to learn the aging friends, or aging spouses. As a share parts of theirs with me. When this wisdom of questioning when to give of geriatric social worker, I am not able to happens, my role as geriatric social work- myself, the sacrifices I may need to face, escape the fact other people are going to er shifts the relationship to an entirely or what I may need to ask of my family. want to discuss the work I do. different dimension. The challenges of As a With the initial contact, that new ac- those “what ifs” and the losses associated geriatric quaintance may pause or gasp, and then, with aging, disease, or disability require social as though for clarity, they will pose the that the friendship take on a different worker, I question, though it’s more like a state- flavor and tenor. It may just be that the special- ment: You work with old people. friend I think I know is so very much ize in Soon, though, they will launch their more than I was ever aware. locating conversation into some personal di- Things become even more compli- and con- lemma they feel necessary to share with cated and, possibly, tenuous when those necting you, because, of course, they are dem- posing the request are my own family. concrete onstrating an interest in your career, and It is when I become the active actor in resourc- they would really like to know whether the drama, when I take on an entirely es: visit- you might have a different spin on new level of exploration, when I must ing nurse their crisis. At times, it seems as though function not just as a consultant, but service, everyone I know has a dying parent, a as a partner. This is when the answers hospice family member with Alzheimer’s disease, to the questions must be loaded. Any care, is questioning whether an alternate living future decisions automatically become aide arrangement needs to be considered, or influenced by the past. For me person- service, knows someone who should no longer ally, these types of situations have felt as transportation, housekeeping, lists of resi- be allowed to drive. though a lifetime of decisions had been dential care agencies, nursing homes, the At first, those new acquaintances avoided and suddenly became landmines local Area Agency on Aging programs. who feel the need to share with me their I have to dodge, with the caveat that I The list goes on and on, but for families family crisis seem a tad too friendly, had to move through this treacherous in need, those resources are a lifeline exhibiting a morbid curiosity about my ground to get anywhere, all the while to maintaining some semblance of the career choice, but over the years, I’ve hyper-vigilant to the family strife, sibling current life. Resources provide a feeling developed an antenna of sorts for those rivalry, my own feelings and reactions to of control when a person’s world has conversations that take on that old famil- what is on the line. It is simply human changed and the person feels as though iar feeling. I know that, if I simply linger nature that everyone wants their own he or she has none. over the conversation long enough, the feelings to be validated, not just to be an The indirect tasks that, as a geriatric punch line will be reeled out, but—most informed, trusted resource. I’ve had to social worker, I provide are wide and importantly—I must remain keenly aware recognize that my need for acceptance deep. It’s a wide variety of assistance, of the need to not say anything that could was creeping into the mix in these types when it may seem as though I am not be misconstrued, misunderstood, viewed of circumstances, that the wave of my doing anything. I can listen; sometimes 1 The New Social Worker Fall 007
  • just being there or knowing that people Lastly, as a geriatric social worker, Coming in the can call me is ever so helpful. I help to I’ve come to enjoy describing my work normalize feelings and thoughts other like when I was a child looking out the Winter 2008 people are having. I challenge the absurd window: It is winter, it is snowing out- or irrational. Many times, my non-judg- side, it is cold, and the sky is clear sky. issue of mental stance has helped families to There is fresh snow everywhere. I have not struggle for the answer to “Why.” I my face pressed to the window. I am ex- model and give definition to “wait and periencing everything outside, but I also see.” I provide sanity when all that is fa- know it will be so different when I cross miliar is lost. I discuss common trajecto- the door and get to go outside. I share The Magazine for ries of hospitalizations, stages of demen- these experiences with many people, Social Work Students tia, end-of-life, and strategies others have friends, and family, but it is a very dif- and Recent Graduates THE NEW found helpful. I help formulate lists, pose ferent and unique experience when it is questions, and address what needs doing, my mother, my brother, watching my SOCIAL WORKER® given the situation. husband cope with the dementia of his My experience as a geriatric social mother, or a close friend selecting a nurs- worker helps me to listen, and not to ing home for a parent. Each situation is solve the unsolvable. Others can plead unique for each of us. How Community Work to me for something to be different, or As I chose my career in geriatrics, Fits Into Social Work to not be so. I help families move from I did not know the privilege I would what seems like the vortex of a living hell have of sharing the most private mo- to the other side. But, most often I wish ments with people. I would witness the When Your Client Talks to give hope for the future, for healing “Aha” moments. I have my own secret to Dead People and recovery from the loss and pain. I moments when I fear, when I observe listen to many people’s darkest moments carefully to notice a “change” in those I and provide comfort. love, to be prepared to anticipate, to be Protecting the Protectors: As a geriatric social worker, some- forewarned—but, mostly to acknowledge Am I Really Safe? times it seems like I specialize in the and treasure how very precious life is, “Final Act.” I am sure I have been to and how lucky I am to be able to share more funerals in my lifetime than I have in peoples’ lifetimes, to celebrate our to dinner parties. I know funeral music human connectedness. I am a geriatric ...and more! and common passages read. I am sought social worker! out to help choreograph many a funeral. At one point in my work, I went to the Denise Goodrich Liley, Ph.D., ACSW, wrong mortuary for a funeral, and I BCD, is Associate Professor at the Boise State knew people there! It was clear that I University School of Social Work. Dr. Liley Connect with was spending way too much time attend- has more than 20 years of clinical social work THE NEW SOCIAL WORKER ing funerals. What music, what readings practice experience, primarily in aging and would be good? What do you think the health care. She recently contributed a chapter Online person would have liked? These are to the book, Days in the Lives of Geron- questions friends and family have no tological Social Workers, edited by Linda hesitation to ask me. May Grobman and Dara Bergel Bourassa. Find.your.next. On THE NEW SOCIAL WORKER employer. Online...a calendar of social work events Share ideas with others on The New Social Worker Online Calendar of Events is a color-coded, our message board. interactive calendar on our Web site that serves as a central point on the See.what’s.coming.in. Web where you can find upcoming future.issues.of. conferences, calls for papers, dead- lines, celebrations, and other profes- THE NEW SOCIAL sional social work events. WORKER. calendar. In time, this will result in the You can sign up for e-mail remind- calendar providing a comprehensive ers, add events to your own electronic source of information on upcoming www.socialworker.com calendar, and perform other “event items of interest to all social workers. actions.” In addition, we have set up Just head over to our Web site at a “Submit an Event” form, so orga- The place for social workers on the ’Net. http://www.socialworker.com and click on nizations and individuals can suggest the “Calendar” tab at the top! events to be added to our published The New Social Worker Fall 007 1
  • Lipscomb Students Complete Critical Research for CAL, Inc. by Chris Pepple similar to ones they will serve through Lipscomb students were gracious in as- a career in the social sciences. Arthur sisting parents and students as very few During the Fall 2006 semester, seven knew that providing critical research for had previously participated in this type senior social work students at Lipscomb a community organization would benefit of data gathering event. University completed critical research for everyone involved. The seven students “This project has given CAL, Inc. Choral Arts Link (CAL, Inc.) as part of who worked to assist CAL, Inc. were invaluable documentation and evaluative their Applied Social Work Research class Rosa Santiago, Natalie Ivey, Meaghan statements for next steps in grant propos- project. Their work proved to be signifi- Lokey, Sarah Kate Tiner, and Rachel als, as well as content for our year-end cant in allowing the nonprofit agency to Forehand of Nashville, TN; Kim Mack of summary. By looking within our city’s move forward with grant applications Louisville, KY, and Lindsey Bumpus of boundaries and offering an educational that will provide opportunities for growth Centerburg, OH. service model of this type, you have for its programs. “The research project that we did for ‘paid forward’ through a long-term CAL, Inc., works to provide singing CAL, Inc. was one of the most rewarding investment fostering healthy services for and choral performance opportunities projects I have ever been a part of,” said children and youth that CAL, Inc. serves. for children and youth through programs Kim Mack. “The class pulled together I am indebted to the social work depart- that encourage not only strengthening as a team and worked so hard. We were ment’s willingness to reinvest its human vocal skills, but also scholarship, leader- able to give the CAL, Inc. board some resources and academic energies in our ship, and teamwork abilities. The MET great information which will, in turn, local community.” Singers Honor Choir is the signature pro- help them receive grant money and Between the number of supervised gram of CAL, Inc. This choir consists of recognition. There are many at-risk youth service hours put in by seniors and the middle Tennessee students in grades 4-12. on the streets, and this program number of required volunteer hours by Under the direction of founder Margaret gives those kids something to be freshmen, Lipscomb social Campbelle-Holman and an all-volunteer a part of.” staff, this choir performs regularly with The Lipscomb students the Nashville Symphony Orchestra and conducted in-depth research in other community performances. concerning families partici- As she prepared to incorporate her pating in the MET Singers choral program and seek nonprofit status program, the reasons for their in 2004, Campbelle-Holman studied at participation, the benefits they feel they work students serve the community the Center for Nonprofit Management. receive, and their evaluation of the pro- quite extensively. Social work students “I learned from these sessions that my gram. The students surveyed the parents complete a total of 508 hours during group needed to think strategically, plan and choir members. They reviewed the their senior year (60 in the fall and 448 effectively, and implement ideas steadily. program’s goals and assessed the pro- in spring). Last year, the department Then we must review, evaluate, and gram to see if it was meeting those goals had 10 seniors for a total of 5,080 hours reseed to grow. To gain funds through through questionnaires the students con- minimum of service. Introduction to grants, we needed to build in account- structed. The students had the question- Social Work students complete a 25-hour ability and provide research proving we naires translated into Spanish to give all placement. In 2005-06, there were 36 could fulfill our mission. We needed pro- families access to the evaluation process. students (including fall and spring) who gram evaluations. Cost for the research “This project really opened our eyes served a total of 900 hours. and evaluations, however, so soon in to the struggles in inner city Nashville The social work research class our development was only a future-think and to the important role that music implements many of the initiatives of the budget item in our strategic plan.” programs can play in youth develop- Serving and Learning Together (SALT) In 2006, Campbelle-Holman shared ment,” stated Lindsey Bumpus. “We Project developed from Lipscomb’s her hopes for research that would give were so happy to do such a large scale Quality Enhancement Plan (QEP), which her information needed for grant applica- project that benefited CAL, Inc. and focuses on service-learning experiences tions. She confided in Donnetta Hawkins, the MET Singers. This project not only for traditional undergraduate students. A CAL, Inc. board member and assistant taught us so much about research, but it service-learning graduation requirement professor of social work at Lipscomb. gave the volunteers, parents, and singers will begin with the incoming freshman Hawkins and Hazel Arthur, associate information that will benefit this positive class in Fall 2008. The intent of ser- professor and chair of the Department of program. It is so rewarding to be a small vice-learning experiences is to provide Social Work and Sociology at Lipscomb part of something so much bigger.” opportunities for students to focus on University, knew Lipscomb students The Lipscomb social work students and understand the fulfillment of specific could help. exhibited the level of excellence the academic goals in the context of ser- Lipscomb University social work social work department has come to be vice. The seniors in the fall social work majors must complete the Applied Social known for. “The research in their final research class proved how invaluable this Work Research class in their senior year presentation and documentation was experience can be for the students and to fulfill their graduation requirements. vast and in-depth,” stated Campbelle- for the agency they worked with. The students work together as a group Holman. “The administration of surveys on an approved project to apply re- during a rehearsal was done in a most Chris Pepple is a writer/editor at Lipscomb search methods and strategies to settings supportive, yet professional manner. University. 0 The New Social Worker Fall 007
  • 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 per- spective.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 • ORDER FORM in an applicant 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 Name on card ____________________________________________________ Probation Department, as well as Director of the Circuit Card # __________________________________________________________ Court’s Social Service Department. Formerly Assistant Expiration Date ___________________________________________________ Dean for Enrollment and Placement at the University of VISA/MC/Discover: 3-digit # back of card___ AMEX: 4-digit # front of card:____ Chicago School of Social Service Administration, he has Billing address for card (if different from above) _________________________ reviewed many graduate school applications and has 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 Fall 007 1
  • and American Indian Elders, Assisted Suicide, employed entertaining, educational, and STUDENT SOCIAL WORK On Campus Loss of Life Partners, The Older Voter, and inspirational activities at mezzo level dur- ORGANIZATIONS more. ing the event, and continue to lobby with Please send us a short Additionally, on May 17, 2007, Jason Hawai`i legislators on the macro level. news article about your Cross, a BASW student; Emily Proc- More information is available at http:// group’s activities. Also, tor, an MSW student; Glenn Stutzky a www.invisiblechildren.com and http://www. send us photos of your doctoral student; and Dr. Suzanne Cross, geocities.com/invischildren//updates.html. club in action—we may a faculty member at MSU, presented a Submitted by James Bibbee even feature you on our session entitled The Impact of the American front cover! MSU Celebrates Careers in Indian Boarding School System as a Social It’s easy to share your Construct: Revelation, Reverberation and Aging, Presents Impact of club’s activities with our Resiliency at the National Association American Indian Boarding readers. Send your news/ of Social Workers Michigan Chapter School System photos to: Conference, held at the Kellogg Center in East Lansing, on the MSU campus. Linda Grobman, ACSW, LSW The presentation included an Editor/Publisher The Michigan State University overview of the social policy designed to THE NEW SOCIAL WORKER School of Social Work, Honors Col- create the U.S. Indian boarding school P.O. Box 5390 lege and the John Hartford Foundation system, historical traumas experienced Harrisburg, PA 17110-0390 sponsored a Careers in Aging event on by the American Indian children who or to lindagrobman@socialworker.com April 12, 2007, at the Hannah Center in were placed in boarding schools, and the E. Lansing. significant impact the traumatic experi- Graduate and undergraduate Global Night Commute/ ences have had on not only the former students enrolled in the SW 491-Social Sleep Over at Hawaii Pacific Work Practice in the Field of Gerontol- residents, but subsequent generations. University The panel also shared with participants ogy course and undergraduate students the actions being taken by Tribal Nations enrolled in the SW 200 to ameliorate the historical traumas Honors College Research through traditional cultural programming Seminar combined their to promote healing for individual and efforts to display their work family systems. at a poster session, which Jason Cross, a member of the Little was open to the public. All River Band of Ottawa Indians and of the students completed a recent recipient of the Udall Scholar- research paper on a topic re- ship, focused on the global aspect of the lated to issues of concern for boarding school issues. Glenn Stutzky, older adults. Topics included a clinical instructor and a nationally The Impact of Ageism, Aging HPU students at the Global Night Commute/Sleep Over. Photo in Place, Religion & Spiri- known expert on the topic of “bullying,” by James Bibbee. provided a brief historical overview of tuality on the Lives of African the social policy. Emily Proctor, a mem- American and American Indian Interdisciplinary students at ber of the Little Traverse Bay Bands of Women, Technology to Improve Independent Hawai`i Pacific University (HPU) Odawa Indians and a former child pro- Living, Maltreatment & Neglect of Korean organized the “Global Night Commute/ tective worker with her Sleep Over” on April 27 at the Hawai`i Tribal Nation, shared State Capitol. This is the second-year her role as a research that HPU faculty member Paul Tran, assistant for the Board- MSW, challenged his students to join ing School Research the Invisible Children movement. The Project. Dr. Cross, a students-turned-organizers are Ashley member of the Saginaw Conroy, Jen Zondlo, Haley Belin-Pihi, Chippewa Indian Tribe Maria Christina Alcaraz, Sara Ortiz, Aya of Michigan and the Sato, Jennifer Thorne, Isabelle Gardnert, primary investigator for Duda Breseeg, and Saleh Azizi. the Boarding School Re- Approximately 200 people partici- search Project, was able pated, with 110 staying overnight in sup- to share preliminary port of the Invisible Children displaced findings of the ongo- by civil war in Northern Uganda. This ing research and her local event comprised university, high mother’s experience as a school, and elementary students, as well Abby Varvil, a Michigan State University MSW Student and child in an Indian board- as faith-based and nonprofit members. It a Hartford Intern 2007-2008, studied End of Life Issues. She ing school. coincided with the nationwide “Displace changed her major from Pre-med to Social Work after volunteer- Submitted by Suzanne Cross Me” project on April 28 with a total ing for hospice. She found the experience “rewarding, if you open of 67,871 participants. The organizers yourself up, you get more from the families than you give.”  The New Social Worker Fall 007
  • terviews gave the students an awareness Wear these buttons of how poverty affects people living in different situations. proudly! The purpose of the cultural ex- change was to give students the oppor- I am a Social Worker! Red with tunity to experience life from a minority yellow lettering. 10 buttons for $10. perspective in an unfamiliar environ- Quantity discounts available. ment. All the participants were urged to step outside their comfort zones and I am a socialize in their new environments. In the field, social workers always have Edinboro University of PA students are shown to adapt to new situations and diverse Social at SCSU. clients and empathize with those who function outside the margins of society. The BSW Students from Edinboro Worker! This experience gave the participants University of Pennsylvania (EUP) an outlook on what they may encounter and South Carolina State University when working with people from different (SCSU), a Historically Black College, cultures in the future. participated in a cultural exchange facili- Submitted by Rehema Barnett, President of EUP tated by funding from both universities. Social Work Club, Natalie Toth, Vice President Between March 18 and March Order today from: of EUP Social Work Club, and Tameka Hughes, 31, 2007, students from SCSU visited White Hat Communications • President of SCSU Social Work Club Edinboro, PA, and EUP students visited P.O. Box 5390 • Harrisburg, PA Orangeburg, SC. Throughout each of 17110-0390 the exchange weeks, students grew ac- Shipping to U.S. addresses: add $4 for first customed to their new surroundings and set of 10, $1 for each add’l set. (Contact us change in weather. The groups partici- for shipping outside the U.S.) Include name, pated in activities that enhanced their address, and phone number of person to understanding of each other’s culture. whom buttons should be sent. Call 717-238- The students from both universities 3787 for rush order prices or to place credit card orders. Please include payment. Check, participated in shadowing and completed money order, Mastercard, Visa, American Express, daily journal entries about the activities, and Discover accepted. emotions, and experiences through the day. Students also conducted interviews Visitors from SCSU are shown at EUP. with people living in poverty. The in- Prairie View A&M University Social Work Action Club Participates in Jena 6 Protest Rally Several Prairie View A&M University Social Work Action Club students were among the many participants who descended upon the small central Louisiana town of Jena on September 20, 2007, to protest the case against the so-called Jena 6. This case has become a focal point around issues of racial disparity and social injustice in America. Action club president Danyca Singleton stated, “Rather than wait for action, the club felt it was important we be proactive in lending a voice to this cause.” Addition- ally, student member Alejandra Alvarado, who brought the story to the club’s attention, stated, “Our duty as social work students according to the profession’s ethical principles, calls for us to challenge social injustices on behalf of the vulnerable. That’s what social work is, and we accomplished that by participating in this rally.” This case, which has attracted Left to right: Kammie Williams, Angela Williams, national media attention, focuses on and Danyca Singleton at Jena protest rally. six black students attending Jena High School, which is located in a small predominately white town of 3,000 in central Louisi- ana. The protest stemmed from arrests that occurred last December after a school fight in which a white student was beaten and suffered a concussion and multiple bruises but was not hospitalized. The six black students involved were charged with attempted mur- der and conspiracy and could face up to 100 years in prison without parole if convicted. The fight that sparked the protest took place amid mounting racial tension after a black student sat under a tree in the school’s courtyard known as the white tree, where only white students historically sat. This story’s origin can be traced back to early September 2006, when the black high school student requested permission to sit under the tree. Alejandra Alvarado is shown at Jena protest rally. The next day, three nooses were found hanging from the tree in the school courtyard. Prairie View A&M University is located in Prairie View, Texas. The director of the Social Work Department is Dr. Felix O. Chima. Submitted by Dr. Alex D. Colvin, Assistant Professor of Social Work, Social Work Action Club Advisor, Prairie View A&M University The New Social Worker Fall 007 
  • Making Friends With the Impostor Your Social Work by Paul Clements, MSW, LCSW, Career and Jennifer A. Clements, Ph.D., MSW, LCSW As a new social worker, you might are often making the biggest mistakes. I had not considered giving Jody the be concerned with making mistakes. This is not a new experience. In fact in lead in our work. I was the social worker, Sometimes this thought even leads to the 1978, Clance and Imes first documented and I was supposed to have all the an- belief that maybe you chose the wrong this and coined the phrase “impostor swers. But I did not have all the answers; profession or are just not ready to be phenomenon.” in fact, I had no answers for Jody. So a social worker. Although classes have Impostor (sometimes spelled “im- Jody returned again the following week, added to your knowledge bank and field poster”) phenomenon was observed by and I began the session by simply stat- placements, if supportive, increased Clance and Imes (1978) in a study of high ing, “Well, Jody, I clearly don’t have any your confidence, sometimes there still achieving individuals who felt as if they idea how to get you talking. But I am is that nagging fear of messing up. The were not as intelligent or as skilled as the here for you, when you are ready. If you concept of this article developed out of outside world saw them. These individu- need me to sit in silence with you, I can many conversations we have had over als perceived themselves as frauds. They do that. But I believe that you have the the years about our social work practice. experienced their achievements not as ability to really talk about things and get We recently reflected on those years and skill, but as luck, and they lived with the to a place where you can feel better.” At hope that the stories (shared by Jennifer fear that given enough questioning, they that point, Jody took some of the art sup- Clements) and the recommendations would be seen as inadequate. plies that I had laid out on the table and (shared by Paul Clements) will be of Thinking back to times when I wrote a poem. help to other social workers. did not have all the answers for I ( Jennifer) remember the people I worked with helps Transfer me, close me out, shut the f%@ very clearly sitting with me to remember some of the door one of my first clients. most powerful work I have Just like everyone, you don’t want me She was the mother of done over my career. There anymore a 12-year-old girl, and have been instances when she was working on taking the time to really It took her 30 minutes to write new parenting tech- reflect and not jump to it, but at the end, she shared it with niques. As I shared perfect solutions has led to me—her fear of more abandonment. We some strategies with the client taking the lead. talked for the rest of the session, and as I her, I began thinking In these situations, the walked her out to her foster mother, Jody that she had to know people I am working with shared with her that I told her that I did that I had no idea what I have had the space and time not know what I was doing. Her foster was doing. I left the meet- to really think out their own mother laughed and asked her if anyone ing frustrated, wishing solutions, while I focused on really does. I had read believing in their potential. So how do we deal with this discom- more I was working with a fort and fears upon entering the field? about young girl in foster care For that matter, how do we cope with par- who had bounced from challenges and self-doubt that may creep enting, therapist to therapist. As her up on us throughout our careers? thinking that I should have paid more foster mother dropped her off for our first Recommendations attention in my classes and feeling as if I meeting, she warned me that Jody* would would never make it in this field. not talk to therapists. Feeling confident Upon returning to my agency, I in my abilities, I assured her that I could 1) Trust your knowledge base. Your ex- continued to feel lost. I wanted to pro- make it work. Needless to say, Jody said perience in your bachelor’s and/or cess this experience with someone, but nothing for 50 minutes, despite my best master’s program has given you the I felt intimidated to admit my shortcom- techniques, toys, art supplies, or music. As basic skills that are necessary as a so- ings. I certainly did not want to openly I walked out of my office to return Jody to cial worker. Often, it is the expecta- tell people that I was unsure of myself. her foster mother, I found that old sense tion of the worker that he or she will Luckily, I had several great co-workers of failure creeping back. I sat down with have the knowledge necessary to who were willing to talk out the situation, my supervisor and processed the session, address any situation as it arises. The and they shared that they at one time and walked away with several great sug- fact is that there are almost countless or another had felt incompetent. In fact, gestions. Jody returned to my office the scenarios that arise in our profession making mistakes is the natural process of next week and again said nothing. Again, and often differing opinions among learning. There are very few individuals I walked back to my supervisor’s office, the most prominent of researchers who have not felt unsure of themselves and he asked me what I thought was the on how to address them. Early in at one time or another. The reality is that strangest question: “Did you ask Jody my social work career, I found that those who don’t feel that way sometimes what she thought might be helpful?” when I didn’t know the “right” thing  The New Social Worker Fall 007
  • to do, I was able to let go of the can be a supervisor or a co-worker were doing, you probably wouldn’t picture of myself as an expert and in your agency. Your mentor should be checking your steps, identifying true humility arose. This provided a be someone with whom you feel mistakes, and improving yourself as space for the client’s empowerment. comfortable sharing your insecuri- a social worker. The fact is that your It was often at these times that my ties. Often, this is a person who is co-workers have all experienced listening skills were the most attuned not afraid to share his or her own these feelings at some time in their and I was just there with the client, experiences of Impostor Phenom- careers, and many at the same time because I knew that I did not have enon. This person can provide a as you. However, like you, they are the answers. non-judgmental ear, help improve not going around sharing it with It is also at these times that your confidence, assist with your everyone, and a lot of them aren’t the lesson of “when in doubt, ask” skills, and help you set realistic even admitting it to themselves. The should be followed. It is important expectations for yourself. Often the moment that you allow for feelings to feel comfortable asking clients most challenging part about obtain- of insecurity to be there is the time about aspects of their experience ing a mentor is being brave enough when you can use those feelings to that you do not understand. It is also to admit that you’re not sure about improve your practice. important to ask supervisors and your competence. The reaction from co-workers for help. Asking never the person with whom you share this Impostor Phenomenon often arises means that you don’t know enough— will tell you if this is the right person in our professional careers when we are it means that you know enough to for you. new, encounter new tasks, and take on ask. There will be times when they 3) Make friends with the impostor. As so- new positions. It’s often at these times seek assistance from you as well. cial workers, we know that almost all that we ask ourselves, “Am I really cut 2) Seek out a mentor. Find someone maladaptive thoughts and feelings out for this?” It is also at these times that with whom you feel comfortable have some adaptive value. Impostor we have the greatest opportunities for and who has had more experience Phenomenon is no different. If you humility, growth, and human connec- in your area of work. The mentor felt over-confident about what you tion. As we become familiar with the impostor within us and comfortable with On Our Web Site it, we gain the ability to walk into each situation with a sense of “not knowing.” The Social Work Podcast This can break down barriers of commu- nication and offers the greatest opportu- http://www.socialworker.com/home/menu/ nity of growth for our clients and us as Social_Work_Podcast professionals. References THE NEW SOCIAL WORKER they are practicing in the field, teach- is excited to bring you Jonathan ing in higher ed, formulating policy Singer’s Social Work Podcast! on Capitol Hill, or running regression Clance, P. R. (1985). The impostor phenom- analyses in their offices. enon: Overcoming the fear that haunts your Although the in- success. Atlanta, GA: Peachtree Publish- tended audience is social ers. workers, the information will be useful to anyone Clance, P. R., & Imes, S. A. (1978). The in a helping profession impostor phenomenon in high achieving (including psychology, women: dynamics and therapeutic inter- nursing, psychiatry, coun- vention. Psychotherapy: Theory, Research, seling, and education). The and Practice, 15, 241-247. general public might also find these podcasts useful *name changed to protect confidentiality as a way of learning what social workers understand Paul Clements, MSW, LCSW, is a clinical to be important. social worker in a private practice in central Visit the Social Pennsylvania. He began his career work- Work Podcast site at ing with adolescents and families in child http://socialworkpodcast. welfare. He currently provides mental health The Social Work Podcast pro- com for more information, including counseling to adolescents and adults. Jennifer vides information on all things social references that were used in developing A. Clements, PhD, MSW, LCSW, is an work, including direct practice (both the podcasts and links to other resources. assistant professor, Shippensburg University clinical and community organizing), Please e-mail Jonathan Singer to of Pennsylvania Department of Social Work. research, policy, and education. Join let him know topics you would like Her experiences have included working in your host, Jonathan Singer, LCSW, to have covered in future podcasts. family preservation and foster care services. as he explores topics that are Jonathan can be reached at: jonathan@ She currently teaches clinical, group, and relevant to social workers, whether socialworkpodcast.com macro practice at the MSW and BSW levels. The New Social Worker Fall 007 
  • A Bad Feeling Can Be a Good Thing by Simon Y. Feuerman, LCSW ity reasons, such as the lack of money or people to keep talking—through good time. Nor do they seem to leave because feelings and bad? Can we train people to of therapists’ incompetence or lack of stay connected, even when they are hurt, progress, but rather they leave because even when they feel misunderstood? they came in contact with a “bad” feel- Apparently, it is possible, but you ing. have to know how to give a bad feel- What is a bad feeling? Perhaps they ing and how to receive one, so that it is were told that they would have to deal therapeutic. There are therapists who are with their alcohol problem, or would good at this. I call them the “bad feeling have to accept the fact that their hus- experts.” They give, or at least allow band won’t change or that their goals are for, bad, horrible feelings, and yet their unrealistic or perhaps they realize that patients keep coming. How do they do we have failed them in some way. They it? may have felt criticized, misunderstood, One analyst I know is able to say confused, judged, or disappointed. the most difficult things to people with- Everyone hates a bad feeling. Some would be tempted to say that out seeming to pay any of the normal That seems to be a universal human con- if we want people to stay with us, we consequences. She is a master at being dition. Even we psychotherapists, who ought to give them a good feeling, or at even. When you are in her office in are trained to deal with bad feelings—we least avoid giving them a bad one. Greenwich Village, you feel that all of hate them too. And how! But as therapists, we know it’s much the world’s problems, wars, plagues, An informal but nearly unanimous more complicated than that. It may be broken hearts, can all be handled with a poll I took recently among colleagues our job to give bad feelings in some deft, light touch. When she disappoints, told me what therapists hate and fear instances. for example, by insisting on payment for most: they hate when patients leave. Some Of course, most therapists don’t a missed session or frustrates by not talk- find it hard to let go of patients at any want to give patients bad feelings. In fact, ing or not gratifying certain requests, she time, but it is especially painful when they may even do everything to avoid seems to be able to stretch the bonds of they leave before they had a chance to giving a bad feeling (which, paradoxi- the relationship to the breaking point— really be helped, for the treatment to cally, might make things worse.) We find without actually breaking. have really made a difference. ourselves bending a few rules. We may I have heard her say things like, And yet, it is a given in this business give those extra few minutes beyond the “You are disappointed and angry and that patients leave. treatment hour. We might not charge for you feel like not returning. You don’t In fact, you can pretty much count a missed appointment. Yet despite our have to come back, you know,” and then on them to leave. Sometimes they leave efforts, they might get a bad feeling any- when the patient responds with some- early in treatment. Sometimes they leave way, and when they do, they will surely thing negative, she just keeps asking in in the middle. Sometimes they leave be tempted to leave. the lightest tone of voice you can imag- after many years. But leave they do. It So, what’s a clinician to do? ine, “How would that be helpful?” happens. In fact, it happens all the time. There are no clear-cut answers, but Her secret may be that she is not So what are we are afraid of and it might be helpful to look at the patient/ conflicted about whatever feelings why do we hate it so when they leave? client-therapist matrix from a different she encounters. She does not avoid or A closer look suggests that it is not their schema. We might consider the idea that resist the good and the bad feelings leaving that we fear; rather it is the a bad feeling in our line of work may that inevitably come back at her. She is feelings that we are left with when they have different implications and differ in open to good feelings, but she may not do leave. How we hate those feelings! meaning than it would under ordinary want them. She is open to bad feelings One woman therapist I know revealed circumstances. We might even take the but she doesn’t want them, either. She in supervision group that she is loathe to opinion that a good part of our work is seems to be able to treat feelings like the even accept new patients into treatment, a preparation for, or inoculation against, weather: cloudy, sunny, rainy, snowy, because she is afraid of the pain she will bad feelings. blue skies. feel when they leave. What is the source In our trade, any feeling that stops Why can’t we all be like that? Well, of this pain? Therapists cite depression, people from talking, from saying every- part of the conundrum seems to be that failure, anger, and regret, to name just a thing that needs to be said, is a bad feel- some therapists want good feelings as few. ing. Any feeling that encourages people much as anyone. Moreover, some are in- The question therapists often ask to continue to talk and to stimulate new vested in being seen as nurturing, caring. themselves is: Why does it happen? Why do thoughts and ideas is a good feeling. When We want to be effective, too. However, they leave? seen from this perspective, a bad feeling for the sake of good feelings, we become To be sure, we can never be certain can be good and a good feeling, if it invested in the idea of being seen as about reasons people leave until they tell stops people from talking, can be bad. “nice.” us. One could certainly wager, however, The secret to maintaining treatment can Nice therapists give unconditional that they leave not for the obvious, real- therefore be in the training. Can we train regard. Nice therapists give people a  The New Social Worker Fall 007
  • Douglas—continued from page 3 break. When there is a dispute over ap- pointments or over money owed, nice along with other students during winter diversity issues. But one of those issues therapists give patients the benefit of the break to help rebuild post-Katrina. is more a “butt of jokes” rather than doubt. “I learned about the social ramifica- a source of serious conflict, the BSW One therapist friend of mine won’t tions of the hurricane,” he says. “It was student insists. ever raise a fee because it isn’t nice. humbling to see the devastation.” “I’m one of only two men out of Another is lax about collecting his pay- A less socially conscious activity 30 or 40 people in my classes,” Douglas ments because he wants to be seen as a but still social is Douglas’s involvement says. “Despite the humor, I don’t think good guy. Still another will always return in the ISA, which offers activities for gender is much of an issue in social a telephone call even when she probably students from other countries. work.” shouldn’t. “In any given semester, we have As we all know, it is dangerous to fewer than 25 such students on campus,” Barbara Trainin Blank is a freelance writer be “nice” when we really don’t feel that he says. in Harrisburg, PA. way. In circumstances when we are The organization is dear to his heart, “nice” when we don’t feel benevolent, no matter how few students may be Have you subscribed yet to we cut ourselves off from the awareness involved. Douglas’s girlfriend is one of our FREE e-mail newsletter? of our aggressive feelings. Unconscious- them. THE SOCIAL WORK ly, behaving this way toward patients, How exactly Douglas would like to being “nice” when we don’t want to be, contribute to the field of social work as may have the effect of cutting patients off E-NEWS a professional remains “up in the air.” from their aggressive impulses, as well. He’s considered politics and certainly They and we become in effect, “pris- public policy. After completing his BSW Delivered to your e-mailbox. oners of niceness,” and the treatment in spring 2008, he may continue going stagnates. directly for a master’s degree or join the News! Jobs! I would go so far as to suggest that Peace Corps. a bad feeling is potentially more valu- Other interesting stuff! Meanwhile, Douglas has a busy year able than a good one, if a bad feeling ahead. He’ll continue an unpaid intern- To join our 23,500+ online stirs up a bit of healthy aggression. A ship and also work at Perception House, subscribers, go to: bad feeling can also be an opportunity a residential facility for people with dual www.socialworker.com to reflect, to dream, to fantasize, to feel diagnosis of substance abuse and other and fill in the subscription form the pain of others. A bad feeling can be psychiatric disorders. He’ll also carry a stimulating, educational and instruc- second internship, with tive. the NASW Connecticut In short, after it is properly under- chapter office. “It’ll be stood, a bad feeling can lead to good a little tough,” Douglas things, in treatment and in life. admits, laughing. An active ori- Simon Y. Feuerman, LCSW, is a licensed entation is evident clinical social worker with a psychotherapy in Douglas’s eclectic practice in NY and NJ since 1991. He re- interests, as well. He ceived advanced training in psychoanalysis at loves running and bik- the Center for Modern Psychoanalytic Studies ing, as well as basket- in New York City (CMPS) and group psycho- ball—although he’s less analysis at the Center for the Advancement of inclined to teams than Group Studies (CAGS). He has studied the to “intramural games” art of dream interpretation intensively in his with friends. Musically, post-graduate and doctoral work. He has pub- he enjoys Jimi Hendrix lished considerably on psychotherapeutic issues and the Beatles. such as depression, religious and cultural dif- Douglas likes ferences, working with teenagers, family life, shooting pool as well as couples, and infidelity issues. His essays on a reading—a recent favor- variety of topics have been published in The ite is Deception Point by New York Times and other media. Dan Brown (of The Da Mr. Feuerman is a graduate of Yeshiva Vinci Code fame). “But University’s Wurzweiler School of Social I usually read nonfic- Work and of Yeshiva Rabbi Chaim Berlin tion,” he says. “I can and is expected to receive his Psy.D. from get into 10 books at a Southern California University for Profession- time.” al Studies this November. He is the co-founder As a member of a of Therapist2Therapist.com. minority, Douglas has long been conscious of The New Social Worker Fall 007 7
  • racial, socioeconomic, age, gender, Books Readers eagerly searching for geographical, and other community, ways to interject a broad, conceptual compiling a cohesive text is undoubtedly understanding of age into their feminist difficult. However, Morrow and thinking will be pleased with this edited Messinger’s text does an admirable job Morrow, D. F., & Messinger, L. (Eds.). book. Topics covered include the of covering the essentials in working (2006). Sexual orientation and gender legacy of Betty Friedan, age relations in with LGBT consumers. The text begins expression in social work practice: Working terms of inequality, conceptualizations by defining the sexual orientation and with gay, lesbian, bisexual, and transgender of the aging body, interpersonal gender identity expression in terms of a people. New York: Columbia University relationships among older adults, care historical context of discrimination and Press. 536 pages, $80. work, employment, and the lifespan oppression. Discussing the importance experiences of lesbians. of identity development and coming out, Training culturally competent Many contributors to the book the text transitions into the importance practitioners is one of the top priorities discuss a lack of confronting ageism, the of relationships and community for of most undergraduate and graduate bias or discrimination faced by older LGBT consumers. It is worth mentioning social work programs. Beginning social adults based on age, within feminist that the contributing writers do a most workers are taught about the importance work. Some explore in-depth the admirable job of adequately discussing of respecting the dignity and worth of all relationship a woman has with her aging the transgender community, which is of our clients, regardless of their ethnic body in a society that glorifies youthful often ignored or inadequately addressed heritage, socioeconomic status, religious attractiveness and physical stamina. Yet in the LGBTQ literature. In the final background, gender, age, and other others discuss the aging body generally portion, the book addresses the influence experiences. Many judicious professors as a revenue-producing target for the of society and culture in framing of social work include sexual orientation pharmaceutical industry, such that culturally competent practice with LGBT and gender expression in their definition commercialized forces seek to redefine consumers, including health issues, hate of culturally competent practice. Others our notions of a normal, aging body crimes, spirituality, and workplace issues. share the sentiment that the lesbian, to that of a decaying structure in need The authors propose incorporating social gay, bisexual, and transgender (LGBT) of costly biomedical interventions to welfare policy and practice methods that community should be included in function optimally. affirm the inherent dignity and worth of our knowledge of diversity, but have Of particular interest to social our LGBT consumers. uncertainty about ways to incorporate workers are the chapters highlighting In a society that continues models for working with the LGBT the voices of the aging themselves. to stigmatize many of our LGBT community into the curriculum. Deana It is here that the reader will get the consumers, social workers remain Morrow and Lori Messinger’s Sexual strongest sense of how ageism and an important voice in advocating for Orientation and Gender Expression in Social feminist thought converge and apply to the needs of the LGBTQ community. Work Practice bridges the gap in preparing the individual. For example, the reader Homophobic rhetoric and anti-gay culturally competent practitioners learns from the interviews with older legislation in the United States that capable of meeting the needs of LGBT lesbians that these women unanimously prohibits the full inclusion of LGBT consumers. think of aging as a positive process but people in our society, such as defining Because the LGBT community is so are dissatisfied with their weight. Some marriage as a heterosexual union, diverse, represented in virtually every realities of life, it seems, do not change threatens the dignity and in some cases all that much as we grow older. Even the lives of LGBT consumers. Social more interesting is the chapter detailing workers remain an important player in Be a Book Reviewer the lessons that manliness can bring to challenging injustice and working toward for The New Social feminist ideology, particularly that both ensuring that all people are full members men and women will experience a loss of our society. Morrow and Messinger’s Worker of power and privilege as they age. As text will assuredly be an important such, the experience of aging together contribution in training culturally If you are a social worker may lead to increased opportunities competent social workers, and it is a or social work student who loves for mutual understanding and worthy addition to one’s social work to read, let us know your areas communication between the sexes. library. of interest and send us a short sample of your writing. We will Reviewed by Karen Zgoda, MSW, LCSW, Reviewed by Trevor Gates, LMSW, ACSW, then consider you when we are a social worker at the Veronica B. Smith who specializes in social work with the assigning books for review in Multi-Service Senior Center in Brighton, lesbian, gay, bisexual, and transgender The New Social Worker and on our Massachusetts. Her research interests include community. Trevor lives in Fort Worth, TX Web site. the role of technology in social work, social and has enjoyed practice experiences in settings informatics, and the aging population. She is serving individuals across the lifespan. Send writing sample, inter- currently working on her Ph.D. in social work est list, credentials, and contact at Boston College. See Karen's web site at information to lindagrobman@ http://www.karenzgoda.org. Calasanti, T., & Slevin, K. (Eds.). (2006). socialworker.com. Age matters: Realigning feminist thinking. New York: Routledge. 353 pages, $37.95.  The New Social Worker Fall 007
  • 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 work- ers 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 read- ers’ 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 Chapter 42—One Day in the Life of a Qualitative Researcher ABOUT THE EDITORS Chapter 43—Racism Oral History Linda May Grobman, MSW, ACSW, LSW, is the publisher, editor, and founder of The Chapter 44—Centenarians in India: Secrets to Long Life New Social Worker magazine. She edited the books Days in the Lives of Social Workers and More Days in the Lives of Social Workers, and co-authored the book The Social APPENDICES Worker’s Internet Handbook. Linda received her MSW from the University of Geor- 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 Online orders: http://www.socialworker.com Services Social Workers.” She became interested in working with older adults dur- linda.grobman@paonline.com ing her undergraduate social work field placement in a suburban hospital. The New Social Worker Fall 007 
  • Electronic Connection by Marshall L. Smith, Ph.D. Report from Toronto: HUSITA8 This past August, the eighth inter- professional calls X therapy is called Y out-of-focus image posted by a perpetra- national conference of Human Services therapy by others. Similarly, agencies tor on the Internet led nowhere until it Information Technology Applications that provide preventive services may be was posted to the CETS network. Very (HUSITA: http://www.husita.org/) grouped under “socialization services” quickly, similar images were located in was held in Toronto, Ontario, Canada. in one location, and under “pre-crisis other databases that matched the style According to the conference program, services” elsewhere. There is an emerg- of the first image, leading eventually to “HUSITA is an international virtual ing standard developed by the Alliance an arrest and conviction. CETS is in its association dedicated to promoting the of Information & Referral Systems infancy, but is already proving to be a ethical and effective use of Information (AIRS: http://www.airs.org/) that has powerful force in the fight against child Technology (IT) to better serve human- been used by crisis hotlines, and now exploitation. ity.” In particular, this meeting explored the evolving “211 system.” However, A follow-up survey of distance information technology and diversity it does not go far enough. It does not education efforts of social work schools in human services with an aim toward classify the types of services provided and programs found that not only is promoting strength through difference. according to psychosocial and interven- social work practice being taught using Sessions ranged from distance education tion theories. It only classifies the types the Internet, but it is achieving effective to online delivery of services to the use of agencies and services. So, Dale Fitch learning rates among students. A previ- of IT in the solving of crimes. of the University of Michigan has been ous survey had found that the highest A keynote address was given by working on this task to expand the scope frequency of use of online courses is to Paul Gillespie, Cyber- of the AIRS taxonomy to include social teach social work practice—exactly the crime Director- work practice knowledge. What will area that most people believe cannot be in-Residence, result, eventually, will be a universal way taught in this manner. Obviously, more University to agree on what to call what we do as research is needed. of Ontario, professional social workers and therefore Calls for a social work wiki Institute of a way to agree on referrals we make to were raised. We are in need of a Technol- each other. way to collect, categorize, refine, ogy. He Lawrence Murphy is a pioneer in and distribute social work knowl- described the use of cybercounseling via e-mail edge. The tools commonly used by a frustrated (http://www.therapyonline.ca/about. Wikipedia, for example, could eas- htm). He and his associates have worked ily be used by the social work on ways to incorporate the human profession to catalog our touch in digital communication such evolving knowledge base. that useful principles have emerged. It In fact, Goutham Menon, of e-mail that was actually is a combination of emoticons, the University of Texas at San Antonio, sent to Bill Gates of Microsoft, essential- emphasizing the emotional content of is working on a Social Work Education ly saying that the “bad guys are winning, a message in font and style, employing Network to accomplish this monumental and that law enforcement was not able the strategies commonly used by Deaf task (http://socialworkeducation.net/). to keep up with crimes involving the people in TTY communications, and At the moment, it too is in its infancy, victimization of children through the creative interpretations of the action with 26 users signed up at the time of this Internet.” Microsoft responded immedi- implications of intervention strategies. writing. I hope to assist Goutham with ately to the Toronto Police Department, Murphy and his colleagues are leading the creation of an interactive course and putting top programmers to work on the us toward an increasing intimacy in our degree program catalog of distance edu- problem. The result is the Child Exploi- electronic communications. Perhaps this cation and online social work education tation Tracking System (CETS: http:// comes as no surprise to younger profes- opportunities. It is hoped that academic www.infoworld.com/article/05/04/07/ sionals who have grown up with digital programs can list and update their offer- HNmstools_1.html?COMPUTER%20 communication technology. ings in real time and students can use the FORENSICS), which links together the There were many more outstanding wiki to locate courses that are already “database silos” of many law enforce- presentations that stretched the limits accredited to help toward progress on ment agencies around the globe that of IT and human services. The future their BSW and MSW degree programs had previously not been able to talk to is always elusive, yet in the process of wherever they are enrolled. You will each other. Immediately, fragments of coming true all the time. hear more about this soon. information stored in each of these da- One of the problems facing human tabase silos began to come together and Marshall L. Smith, Ph.D., is Professor and services information systems up until form coherent leads to exploiters who Coordinator of Distance Education at the now has been the lack of a standard way had previously been untrackable. For School of Social Work, University of Hawai’i of referring to types of services, agen- example, undecipherable writing in an at Manoa. cies, programs, and so forth. What one 0 The New Social Worker Fall 007
  • Master of Social Work • Emphasizes responsibility to both the local and global communities • Promotes problem solving within a holistic systems framework • Offers convenient weekend classes and a cohort model featuring small class sizes For more information contact: 612-330-1520 elllingsl@augsburg.edu www.augsburg.edu/msw The New Social Worker Fall 007 1
  • NON-PERSONNEL CLASSIFIED ADS HTTP://SOCIALWORKEXAM.COM Social Work Exam Prep Review. Prepare right on the Master of Internet!! Multiple choice exam banks, Timed Questions, Secrets to Passing, DSM-IV Terms, Notables, all Online 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 Social Work Program. listings can be advertised on our Web site (SocialWorkJob- Bank.com) and in our e-mail newsletter, The Social Work 610-436-2664 E-News. Ask about banner advertising on our Web sites! mswprogram@wcupa.edu Contact: linda.grobman@paonline.com www.wcupa.edu Need a gift for the social worker who has everything? www.cafepress.com/ socialworker West Chester University mugs, tote bags, and more— 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! 32 The New Social Worker Fall 2007
  • 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 edu- cation, 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 expe- rienced 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 chil- dren/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 WORKERS fall into several categories. IN THE LIVES OF GERONTOLOGICAL SOCIAL WORKERS (see page 29.) They include political advocacy, com- Enclosed is a check for $______ made payable to “White Hat Communica- munity organizing, management/admin- tions.” istration,program development,training I want to pay with my: MC Visa American Express Discover and consultation, working in national organizations, higher education, Card # _____________________________________________________ research, and funding. Expiration Date _______________________________________________ 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. Each chapter includes “Think About It” discussion questions. Biblio- NAME ______________________________________________________ graphic references and additional resources for students and other readers ADDRESS ___________________________________________________ can be found in the appendices. ADDRESS ___________________________________________________ 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 basis! Send order form and payment to: WHITE HAT COMMUNICATIONS, P.O. Box 5390 ISBN: 1-929109-16-4 Publication Date: 2005 $16.95 Harrisburg, PA 17110-0390 Shipping: add $7.00/first book, $1.00/each additional book in U.S. Telephone orders (MC ,Visa, Amex, Discover): 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 refer- ence. 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.