Problem Solving and Becoming a Professional Field Matters Learning how I fit within social work Exploring macro practice Working directly with client/patients How to ethically operate an organization Learn how to advocate for specific populations To apply knowledge gained from courses Learning about group facilitation and evidence-based practices Learning more about the day to day role of a social worker How to support patients needs Gain hands on experience Gain a better understanding of policy/law Finding out what area of social work I would like to pursue Gaining more knowledge of resources 2 MARSHA LINEHAN - Interpersonal Effectiveness MARSHA LINEHAN - Interpersonal Effectiveness Being an “Engaged” Intern Having foundational understandings Seeking engagement benchmarks Demonstrating personal quantities and competencies Attitudes & Values Reflection Skills Knowledge Communication Skills Empowerment Personal Resources Field Practicum Policies p 61-67 Attendance Distance from Columbia Transportation to field Transporting clients Client confidentiality Employment-based FP Publications & Presentations Student performance outside of field Student well-being in field Resolutions of Problems Unexpected breaks in field No fault reassignment Termination from field Dual Relationships Staying at same organization Resolution of Problems in Field Placement Procedure Step 1: Discuss concerns directly with your Field Instructor Step 2: Develop a plan with your Field Instructor and inform your Field Liaison Step 3: Contact your Field Liaison if problems persist Step 4: Meet with your Field Liaison to develop a course of action and involve Dr. Reitmeier when appropriate Step 5: Request a change in placement if still no resolution Step 6: Submit formal written request to change placements to Dr. Reitmeier Talking to your Field Instructor Depending upon the nature and severity of the problem, the student should discuss the difficulties with the field instructor Although initiating such a discussion may be uncomfortable, being able to advocate for one’s own needs is an important step to becoming an effective advocate for clients If the problem is one that cannot be discussed with the field instructor or if previous discussions have not alleviated the problem, the student should then contact the field liaison Working through Discomfort Difficult conversations are an inevitable part of social work practice, whether they are with clients or colleagues Most people want to avoid conflict and potentially stressful situations – this is human nature The longer you wait to have these important conversations, the more it will affect your relationship with the person Developing confidence in navigating tough conversations is at the heart of interpersonal skills Let’s explore an interpersonal effectiveness skill! Interpersonal Effectiveness Skills Interpersonal effectiveness, at its most basic, refers to the ability to interact with ot ...

1. Problem Solving and Becoming a Professional
Field Matters
Learning how I fit within social work
Exploring macro practice
Working directly with client/patients
How to ethically operate an organization
Learn how to advocate for specific populations
To apply knowledge gained from courses
Learning about group facilitation and evidence-based practices
Learning more about the day to day role of a social worker
How to support patients needs
Gain hands on experience
Gain a better understanding of policy/law
Finding out what area of social work I would like to pursue
Gaining more knowledge of resources
2
MARSHA LINEHAN - Interpersonal Effectiveness
MARSHA LINEHAN - Interpersonal Effectiveness
Being an “Engaged” Intern
Having foundational understandings
Seeking engagement benchmarks
Demonstrating personal quantities and competencies

2. Attitudes & Values Reflection Skills Knowledge
Communication Skills Empowerment Personal
Resources
Field Practicum Policies p 61-67
Attendance
Distance from Columbia
Transportation to field
Transporting clients
Client confidentiality
Employment-based FP
Publications & Presentations
Student performance outside of field
Student well-being in field
Resolutions of Problems
Unexpected breaks in field
No fault reassignment
Termination from field
Dual Relationships
Staying at same organization
Resolution of Problems in Field Placement Procedure
Step 1: Discuss concerns directly with your Field Instructor
Step 2: Develop a plan with your Field Instructor and inform
your Field Liaison
Step 3: Contact your Field Liaison if problems persist
Step 4: Meet with your Field Liaison to develop a course of
action and involve Dr. Reitmeier when appropriate
Step 5: Request a change in placement if still no resolution
Step 6: Submit formal written request to change placements to
Dr. Reitmeier

3. Talking to your Field Instructor
Depending upon the nature and severity of the problem, the
student should discuss the difficulties with the field instructor
Although initiating such a discussion may be uncomfortable,
being able to advocate for one’s own needs is an important step
to becoming an effective advocate for clients
If the problem is one that cannot be discussed with the field
instructor or if previous discussions have not alleviated the
problem, the student should then contact the field liaison
Working through Discomfort
Difficult conversations are an inevitable part of social work
practice, whether they are with clients or colleagues
Most people want to avoid conflict and potentiall y stressful
situations – this is human nature
The longer you wait to have these important conversations, the
more it will affect your relationship with the person
Developing confidence in navigating tough conversations is at
the heart of interpersonal skills
Let’s explore an interpersonal effectiveness skill!
Interpersonal Effectiveness Skills
Interpersonal effectiveness, at its most basic, refers to the
ability to interact with others. It includes skills we use to:
Attend to relationships
Balance priorities versus demands
Balance the “wants” and the “shoulds”
Build a sense of mastery and self-respect
These skills are so important because the way we communicate
with others has a huge impact on the quality of our relationships
with others and the outcomes of our interactions with others

4. (Bray, 2013)
DBT - DEAR MAN Skills
Interpersonal effectiveness is the main focus of Dialectical
Behavioral Therapy (DBT)
Dialectical Behavioral Therapy (DBT) is a combination of
cognitive and behavioral therapies
The goal is to transform negative thinking patterns and
destructive behaviors into positive outcomes
“DEAR MAN” is an acronym, with each letter representing its
own skill
Goals of module:
To learn to observe one’s thoughts, feelings, and sensations
without reacting to them
To increase control of one’s experience
To cultivate a non-judgmental stance
To participate in life with awareness (rather than impulsive or
mood-dependent behaviors)
To experience reality as it is
Core Mindfulness – States of mind
Awareness of each “mind state”
Cultivate “Wise Mind”
Balanced point of view
Intersection of reason and emotion states

5. Embraces dialectic
Sensation = Sensation
Reason
Mind
Emotion
Mind
Body
Mind
Wise
Mind
Mindfulness of sensation
Curiosity about experience
Bring information from other mind states to locate wise mind
12
UNC Chapel Hill School of Social Work Clinical Institute
DBT and Trauma with D. Barrett and R. Sansing
1/19/2018
DBT - DEAR MAN Skills
D – Describe
E – Express
A – Appear Confident
R – Reinforce
M – Mindfulness
A – Assert Yourself
N – Negotiate
Core Mindfulness – What and How Skills

6. What to do:
Observe
Describe
Participate
How:
Nonjudgmentally
One-mindfully
Effectively
14
UNC Chapel Hill School of Social Work Clinical Institute
DBT and Trauma with D. Barrett and R. Sansing
1/19/2018
Describe and Express
Describe the situation and include details that clarify and
demonstrate your understanding
Stick to the objective facts, avoid judgmental statements
Express your opinion, your perspective, and how this situation
affects you
Express how you are feeling using “I” statements
An “I” statement means that you take accountability and prevent
the other person from going into defense mode

7. Assert and Reinforce
Assert by asking for what you want/need or saying no
Don't expect the other person to know what you want them to do
if you don't tell them
Don't tell others what they "should" do
Reinforce by helping the other person understand why they
should grant your request or see your perspective
Telling them the positive effects of getting what you want or
need
Mindful
Don’t allow distracting thoughts or intense emotions to cloud
your thinking
If the other person responds with defensiveness or hostility,
don’t allow yourself to engage with the emotional intensity
Stay on track with what it is that you are asking for
If you respond to the other person with your own defensiveness
or aggressiveness, your efforts will be sabotaged – you will
probably not get what it is that you are asking for (at least not
in the long-term)
Mindful in Practice
Notice our thoughts without being overwhelmed by them
Make planned decisions & avoid impulsivity
Be focused on, appreciate and enjoy the fun times
Feel more calm within your mind and body-even during
stressful times
Act effectively and feel better

8. Mindlessness
Don’t notice our thoughts and get overwhelmed easily,
increasing anxiety, depression and anger
Are less likely to think about decisions and act impulsively
Are more likely to miss out on enjoyment and having fun
because of worry or distraction
Increase impact of stress
Might not be able to use skills to assist self when you really
need them
Appear Confident & Negotiate
Appear Confident even when you are not confident
You may feel nervous or unsure of yourself, make your case
with a confident tone of voice, maintain eye contact, and use
positive body language
Negotiate when you’re unable to get what you want
Sometimes, you need to give to get, – and meet someone in the
middle with a compromise
DEAR MAN DBT Skill – The Most Effective Way to Make a
Request
Small Group Activity
Break into groups of ~4
Each group will be assigned a scenario
Using the DEAR Man approach/worksheet, problem solve in
your group how you would respond to the scenario
Be prepared to share with the larger group

9. Scenario 1
You are assigned to a school-based field placement. You have
been in your field placement for several weeks and have not had
an opportunity to observe any client interactions. You have
been assigned data entry tasks and to read the agency’s policies
and procedures. You are feeling frustrated with the lack of
opportunity to experience client centered tasks and experiences
within the organization.
Scenario 2
You are assigned to a community-based family services
organization. Your field instructor has tasked you with drafting
a proposal for a new parent education group. He has asked for
you to submit your proposal in 3 weeks. You have been
provided a general overview of what the purpose of the group
should be but have received little guidance on how to complete
a group proposal and do not know where to start. You are
feeling overwhelmed.
Scenario 3
You are assigned to a Student Services program at the
university. It is halfway through the semester and you haven’t
had a supervision session with your field instructor. She
apologizes each time and keeps rescheduling due to schedule
conflicts and promises to “catch up” on supervision the next
week which does not happen. You are growing concerned that
you aren’t going to meet the requirements for your field
education course.
Processing
Did your initial planned response align with DEAR MAN?
How was is different?
How did you feel when using the DEAR MAN approach to

10. respond?
What are some of the thoughts you had while applying the
approach?
What are the benefits if using DEAR MAN in this particular
scenario?
Assignment Due
September 30th – COVID19 Safety Plan Due
October 3rd – Assessing your Emotional Intelligence Due
October 22nd – Learning Contract Due
Questions??