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    Social Work Students Give Up Spring Break To Advocate for Policies in D.C.

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    UA Social Work Students on Advocacy Day 2016

    There won’t be a post-spring break re-acclimation for a small group of social work students at The University of Alabama.

    Instead, they’ll sit before members of Congress on Capitol Hill to advocate for three bills related to social work during the first University of Alabama (UA) School of Social Work Policy and Advocacy Washington, D.C., Fly-In on March 21-22 in Washington, D.C.

    The program will provide UA BSW and MSW students with the opportunity to analyze and advocate for one of three bills: S 3434: Violence Against Women Veterans Act; HR 1290: Improving Access to Mental Health; and HR 253: Family First Prevention Services. Ohio State University asked UA to join the event, and 50 students were selected to participate.

    The Fly-In will mirror one of the components of UA’s long-running D.C. MSW internship program, which provides field education, policy practice and advocacy opportunities. UA’s School of Social Work added a BSW D.C. program in 2014.

    “The Council on Social Work Education put forth an initiative to incorporate more policy and advocacy experiences in our curriculum, so we decided it would make sense to work with what our school has done in D.C. for the last 38 years,” said Carroll Phelps, field coordinator for the Washington, D.C., internship programs. “We wanted to give students an experience of policy and advocacy in Washington for those who couldn’t participate in our BSW and MSW DC internship programs.”

    The DC Fly-In is a first-of-its-kind collaboration between two prominent schools of social work, said Dr. Vikki Vandiver, dean of the UA School of Social Work.

    “Led by each institution’s field education program, this event will provide students a rare opportunity to mix and mingle in a close-up and personal way with key politicians and national leaders in the social work profession — doing so in the very heart of government,” Vandiver said. “I have no doubt this experience will be transformative for our students not only now but for their future.” 

    Students will have a full slate of events with speakers from policy and advocacy agencies, training at the National Association of Social Workers, tours, a panel discussion on social work careers led by MSW DC alumni, receptions with members of Congress and policy practice training, particularly in the points of emphasis and how to communicate effectively.

    “They’ll all be involved in advocacy at some point, whether it’s for an individual client to get services or for a group of clients to be able to have access to resources,” Phelps said. “Teaching them on this national level, where they go before members of Congress, will prepare them to do that on any level.”

    Alexi Bolton, a sophomore BSW and business student from Madison, was assigned to HR 253: Family First Prevention Services, which would restructure the funding requirements for family interventions. Current law provides more available funding when a child is removed from a home and placed in foster care than funding for preventive measures, Bolton said. Bolton said she is looking forward to working with the current students in D.C. to craft a strategy for presenting this policy.

    Bolton hopes to have a career in nonprofit administration and already has experience implementing service projects, both through an art camp in her hometown of Madison and through 57 Miles, a UA Honors College development program in Perry County. Her previous experiences in those projects have shaped her interest in policy analysis.

    “Someone once said to me that the problem with policy is not that it’s poorly written, it’s that policy makers don’t understand the field,” Bolton said. “So doing the service work and giving back allows me an avenue to see what this policy is directly affecting.”

    Jonathan Harrell, a MSW student from Birmingham, participated in the undergraduate Washington internship program. He, like Bolton, is interested in how policy changes as it moves from the ground level to the House floor.

    “In reading and understanding laws, things jump off the page, and you begin to apply them to real-life situations at the ground-level to determine how effective it can be,” Harrell said. “Do people have a realistic chance to get the resources? Reading it is one thing — but what are the true outcomes? I’m interested in becoming a health policy analyst, so this is a great opportunity for me.”

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    Education

    How Social Workers Can Practice Trauma-Informed Care

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    Sponsored Article by Adelphi University

    Over the past few decades, there has been increasing recognition of the widespread and profound impact of trauma on individuals and communities. The results of an international mental health survey suggest that traumatic events have affected over 70 percent of the population, and can lead to prolonged physical and psychological harm.

    These findings have transformed the field of social work, shifting the focus of education and training onto practices that recognize, support, and empower survivors of trauma. Referred to as “trauma-informed care,” this framework is especially important for social work professionals who have a high likelihood of encountering people with a history of trauma in practice settings.

    Expanding the Definition of Trauma

    Trauma-informed care starts with an understanding of the intricacies of trauma, and how it impacts individuals and communities. According to the Substance Abuse and Mental Health Services Administration (SAMHSA), “trauma results from an event, series of events, or set of circumstances that is experienced by an individual physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.”

    For most people, the concept of trauma conjures up images of soldiers who have survived violent combat. Others may think about people who have been exposed to physical abuse, sexual assault or natural disasters. While these are some of the most distressing experiences that an individual can endure, trauma isn’t defined by an extreme event—it’s what the event means to the individual.

    Trauma-informed social workers must take the time to understand a person’s unique perception and response to an event, taking into account the complex layers of identity, power, and oppression that contribute to trauma. Adopting this framework, researchers have expanded the definition of trauma to include the following categories:

    • Complex trauma: The result of being exposed to repeated, ongoing, or simultaneous traumatic events, such as chronic neglect from a caregiver or long-term exposure to war conflict.
    • Intergenerational trauma: This type of trauma is passed from those who directly experience trauma onto subsequent generations.
    • Historical trauma: A type of intergenerational trauma that is experienced by specific racial, ethnic or cultural groups that accumulates across generations. Some experiences most commonly associated with historical trauma include the colonization and forced migration of Native Americans and the enslavement of African Americans.
    • Institutional trauma: This is a type of trauma that occurs when institutions take actions that worsen the impact of traumatic experiences; for example, when a university covers up a sexual assault violation.
    • Secondary trauma: Many helping professionals experience this type of indirect trauma, through hearing or witnessing the aftermath of a traumatic event experienced by a survivor. In addition to expanding the definition of trauma, the social work field has begun to outline some essential components of trauma-informed care.

    Promoting a Sense of Safety

    Trauma-informed social workers recognize that clients may have a history of trauma and prioritize creating an environment that feels physically and psychologically safe. Physical safety can be ensured by keeping areas well lit, monitoring who is entering and exiting the building and providing clear access to exits. Psychological safety involves a client’s feelings of trust in their relationship with the social worker, and can be ensured by modeling respect, consistency, acceptance and transparency.

    Acknowledging and Reinforcing Patients’ Strengths

    Many social service and healthcare professionals focus on diagnoses and interventions, framing symptoms as problems or weaknesses. Trauma-informed social workers, on the other hand, recognize that these symptoms are coping strategies in response to trauma. These practitioners highlight resilience and acknowledge strengths, cultivating hope for recovery and change.

    Creating Opportunities for Choice

    Trauma survivors often feel a sense of powerlessness, resulting from a loss of control and predictability in their experience of trauma. Trauma-informed social workers attempt to return the client’s sense of control by offering them choices and actively involving them in goal-setting and decision-making. As clients practice making decisions in the social work setting, they develop coping strategies and self-advocacy skills that support their functioning in the outside world.

    Applying Your Knowledge

    To maximize your impact as a social work professional, you need an extensive understanding of the latest theoretical perspectives, including trauma-informed care. An online master of social work program can help you acquire the conceptual knowledge and hands-on field instruction that you can apply to improve clients’ lives and achieve your professional objectives.

    The Adelphi University Online Master of Social Work program brings decades of expertise and a legacy as a leading social work school to a flexible curriculum designed for working professionals. As a graduate student in the program, you’ll have the opportunity to engage with faculty members at the forefront of research on trauma-informed practices. Our graduates complete the program prepared to become Licensed Master Social Workers and fill the need for a skilled trauma workforce.

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    Justice

    In A New World, Social Work Leads the Way

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    This is a sponsored article by California State University at Northridge

    How Cal State Northridge is doing its part.

    The pandemic, if nothing else, exacerbated the unequal distribution of resources in society. For millions of people, access to food, shelter, and health care is now more uncertain than ever.

    What’s emerging is a new, somewhat dire need for experienced social workers – professionals able to compassionately address a disparate and evolving set of issues. Not only here in Los Angeles, but all over the world.

    For much of the pandemic, the field has championed relief efforts, such as the rent moratorium. This provided a necessary, if temporary, reprieve from the daily fear of eviction. Outside of California, however, this moratorium is over. As are federal unemployment benefits.

    And the impact is tragically visible. In California alone, the homeless population is over 151,000, with 41,000 of that in Los Angeles. And that’s just according to official estimates. The true number, allege some experts, may be much higher.

    This is the sad, beautiful truth of social work. No matter where a client is, whether it’s in the classroom, at home, or on the streets, the field will be there.

    But the field itself is evolving, too.

    Following the death of George Floyd, social workers are increasingly involved in policing, augmenting first responders with a new option: one aiming to mitigate crisis and, as importantly, prevent the use of force.

    As cities and states consider policing alternatives, social workers can help to ensure each community’s voice is heard, especially communities of color. Gaining popularity, the idea is to offer a more compassionate approach to law enforcement. Rather than responding with aggression, an arriving unit could instead respond with care, assessing the situation from a mental health standpoint, not one of criminality.

    Likewise, opportunity youth – sometimes referred to as “at-risk” – now face many new challenges (among them, a skills gap from a year of remote learning). On top of food scarcity and uncertain housing, there’s also the real risk of contracting COVID. And for these youth, who often lack access to health care, this can be especially dangerous.

    In all these cases, a humane approach is needed. Many social work programs incorporate hands-on experience, giving students access to the communities they’ll serve. One such program is the Master of Social Work (MSW) at California State University, Northridge (CSUN).

    Unlike many social work programs, CSUN’s MSW expands participants’ career possibilities by offering a generalist approach. This enables graduates to work at ALL levels of the field: individual/family (micro); group/community (mezzo); and societal/policy (macro).

    The program is offered fully online in two- and three-year formats. The two-year option is a full-time program with an intensive curriculum designed to help students complete their degrees and enter the field in as little time as possible. The three-year option, on the other hand, is an excellent choice for those who would prefer the same curriculum at a less intensive pace.

    The master’s degree, which is often ranked among the best in the country, promotes the well-being of urban communities. Through its curriculum, participants learn how to assess a community’s needs from the inside, in large part through active listening.

    As the field continues to evolve, those who comprise it must evolve too. That begins with knowledge of the new world, but ends, as it always has, with the people who need us most – the ones for whom we care.

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    Technology and Entrepreneurship in Social Work

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    After helplessly watching her sister try to navigate the international adoption process, Felicia Curcuru launched Binti in an effort to reinvent foster care and adoption. Since the launch of the company in 2017, Binti has expanded its network to over 190 agencies across 26 states in the U.S. The software Binti creates helps social workers and others who work in foster care to effectively approve 80% more families and decrease their administrative burden by up to 40%.

    Jimmy Chen, a Stanford graduate and the son of struggling immigrants from China, created Propel in 2014 after noticing that Supplemental Nutrition Assistance Program (SNAP) recipients needed to call a 16-digit phone number to check their balance. In order to check their balances, some of the recipients would resort to strategies such as buying cheap items such as bananas. Currently, the Propel app helps 5 million households who are eligible for SNAP benefits to manage their finances!

    Besides using technology and entrepreneurship to transform human service systems, what do these companies have in common? They were not started by social workers.

    Technology and Entrepreneurship in Social Work

    Technology and entrepreneurship have and will continue to transform our profession. But social workers have stayed on the sidelines of this creative process for too long. If we are to be successful in effectively disseminating our incredible values and pushing forth the mission of social work, social workers must play a more direct role in embracing the movements of technology and entrepreneurship.

    This is not a new concept. Research articles on technology and entrepreneurship in social work have been published for years, and the National Association of Social Workers (NASW) has published reports on technology in social work. Furthermore, universities such as Columbia University in New York have embraced the movement, and have created a minor for social workers called “Emerging Technology, Media, and Society,” which trains social workers to understand the latest developments in the world of technology. Finally, thousands of social workers operate their own private practices and embrace the benefits of entrepreneurial practices.

    This slow, yet continuous shift towards technology and entrepreneurship is important, but it must be accelerated. The question still remains: how do we enable social workers to embrace the power behind technology and entrepreneurship? Here are some ideas:

    Enabling Social Workers to Embrace Technology and Entrepreneurship

    First and foremost, social work curricula must embrace technology and entrepreneurship. The curricula must incorporate mandatory courses on technology and entrepreneurship, and these courses should be taught by experts in these fields.

    Social work departments must enable field placements for social workers in technology or startup environments. By being a part of successful organizations in these spaces, social work students can be exposed to this type of thinking and be inspired by the possibilities!

    Social workers themselves must take time to explore and learn about these fields. Although it is difficult enough to maintain our mental health while managing our caseloads, we can utilize the time we spend on webinars or Continuing Education Units (CEUs) to take classes in technology and entrepreneurship.

    Social workers can become intrapreneurs, or employees that create new projects from within organizations and businesses. For example, during my time at a community mental health organization, I helped launch a social media channel for the organization’s therapists, which allowed us to feel more connected, share resources, and learn from one another.

    Moving Forward

    As social workers, we uphold an ethical code that enables us to represent the most marginalized members of our society. But we can only do this effectively by embracing the intersection between technology, entrepreneurship, and social work. Although there is no silver-bullet answer, we can help social workers gain entrepreneurial and technological skills by broadening the education available to social work students and ourselves so that we can all better understand the possibilities that are out there.

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