Podcasts about social work education

In the third episode of Sage Advice, ⁠Hamza Khan⁠ interviews ⁠Janany Jayanthikumar⁠—a trauma and attachment expert—for a soul-deep conversation about healing, identity, and inner leadership. Janany, a seasoned social worker and founder of the Centre for Social Work Education, opens up about her own experiences with childhood trauma and dissociation, revealing how these early wounds shaped both her personal and professional journey. Together, they explore the power of understanding attachment styles—secure, anxious, avoidant, and disorganized—and how these patterns influence our relationships, leadership, and sense of self. Janany shares how addressing past trauma through modalities like spirituality and internal family systems therapy can catalyze lasting transformation. In this episode, she offers the timeless wisdom she would pass on at the end of her life: 1) What happened is leading to purpose, 2) You are the creator of your world, and 3) Trust your truth. This conversation is a tender, insightful guide to honouring your lived experience and stepping into your full power. A reminder that healing isn't just personal—it's profoundly generational.

This book is designed to assist social work academics and educators in enhancing their students' critical thinking, reflective capacity and skills in clinical and research settings through the integration of social work content podcasting.

In this week's episode Elizabeth and Matt Watson discuss orthodoxy and student disaffection in social work education. A recent survey project revealed that, while most students report a positive social work education experience, the feeling is by no means universal.  Some students  perceive that their religious beliefs, political ideology, or even their gender identity may be incompatible with social work, Some students reported that they actively self-censor or misrepresent their thoughts and opinions out of fear. Not surprisingly, they also reported that their professors were not open to alternative ideas or perspectives. Matt and Elizabeth discuss the study outcomes in the context of ethical responsibilities in social work education and practice.  We express our hopes that recent trends toward narrow definition of diversity pedagogy will expand to include viewpoint diversity that welcomes more students to fully participate in social work education.  We reached out to the author and Dr. C.J. Sorenson joined us for a follow up on his findings. We asked CJ about provisions for protecting religious and political views, and how social work faculty can avoid alienating their less progressive students at a time when the field needs more good candidates. C.J. expressed openness and commitment to viewpoint diversity in social work classrooms and practice.  We all agree that these are the kind of difficult conversations we need in the fields of social work and social work education. Podcast notes C.J. Sorenson, Tiffanie Jones & Rachel Casey (24 Jan 2024): The In-class experience of social work students based on their political ideology, Social Work Education.  https://doi.org/10.1080/02615479.2024.2307527 LCSW Matt Watson cohosts from our ILV partner, ProSocial Workers. ProSocial Workers is committed to creating a viewpoint inclusive and politically diverse environment for social workers and other helping professionals.  Professionals can find support and continuing education at ProSocialWorkers.com.   Get access the full author Q&A here. Second part of the series: Left Turn in Social Work Education: The Harmful Effects of a Narrow Political Ideology First part of the series: Critical vs. Classical Social Justice in Social Work

This week, our episode highlights the vital work of PsychArmor, an organization dedicated to transforming how society engages with veterans and service members. Led by Dr. Tina Atherall, PsychArmor's mission is to provide education, training, and resources to both the military community and the individuals and organizations that support them.We talk about the growing need for caregiver support, with recent studies showing a significant increase in active-duty, veteran, and civilian caregivers. Tina emphasizes PsychArmor's unique approach of serving two key audiences - the military and veteran families and the broader community interacting with them. Through online courses, webinars, and certifications, PsychArmor equips individuals and organizations to effectively support the military community, focusing on cultural humility and understanding the specific needs of this population.A particularly poignant aspect of the conversation is the exploration of social isolation and its connection to suicide prevention within the military caregiver community. Tina shares her personal experiences and passion for this work, stemming from her own family's military connections. The episode underscores the importance of creating community, providing resources, and empowering caregivers to ensure they can be the best support system for their loved ones who have served.About:Dr. Tina Atherall is a social innovation strategist with a focus on nonprofit and education leadership. As CEO of PsychArmor, she leads a national nonprofit dedicated to educating and advocating for critical support for Veterans, service members, and their families.With a Doctor of Social Work (DSW) from the University of Southern California, Dr. Atherall has devoted her career to social work leadership. Her recent work emphasizes addressing social isolation, one of the 13 Grand Challenges for Social Work. She is a George W. Bush Institute Stand-To Veteran Leadership Scholar and is active on the SAMHSA National Advisory Council and the Council on Social Work Education's Military Social Work Specialized Practice review committee.In addition to her leadership roles, Dr. Atherall holds advanced certifications in nonprofit leadership and military social work and is a Certified Daring WayTM Facilitator. She is an Associate Adjunct Professor at Columbia University and teaches in the Doctor of Social Work programs at Simmons University and the University of Kentucky. Her board service includes leadership positions at Mission Edge and Project Healing Waters.Support the showConfessions of a Reluctant Caregiver Sisterhood of Care, LLC Website: www.confessionsofareluctantcaregiver.com Like us on Facebook! Tweet with us on Twitter! Follow us on Instagram! Watch us on Youtube! Pin us on Pinterest! Link us on LinkedIn!Tune in on Whole Care Network

In this week's episode Elizabeth and Matt Watson discuss ideology in his field of social work. A recently published survey study confirmed that a trend toward liberalism in higher education faculty is even stronger in social work and the researchers expressed less concern about this than we'd hoped. We consider what the findings and the tone of the article mean for the field.  We also discuss the social work code of ethics and potential conflicts created by the preponderance of progressive faculty and elaborate on the importance of diversity of thought in both social work education and social work itself.  We also reached out to the author and Dr. Stephen Stoeffler joined us for a follow up. We asked Stephen about provisions for protecting religious and political views, and how social work faculty can avoid alienating their less progressive students at a time when the field needs more good candidates.  Stephen expressed an openness and commitment to viewpoint diversity in social work classrooms and practice. He also reiterated his beliefs that the field's alignment with the progressive left is appropriate and that social work education should maintain that focus.  We all agreed that these are the kind of difficult conversations we need in the fields of social work and social work education. Podcast notes Stoeffler, S., Young, B. & Hassler, M. (2023).  Embracing our values: Social work faculty progressivism in a conservative world. International Journal of Social Work Values and Ethics, 20, 194-219 LSW Matt Watson from our ILV partner, ProSocial Workers is co host this week. ProSocial Workers is committed to creating a viewpoint inclusive and politically diverse environment for social workers and other helping professionals.  Professionals can find support and continuing education at ProSocialWorkers.com.   Get access the full author Q&A here: https://prosocialworkers.com/courses/the-case-for-and-against-political-orthodoxy-in-social-work/ First part of the series: Critical vs. Classical Social Justice in Social Work

In our first episode back after the summer break we discuss the experiences of Indigenous People, exploring issues of resilience and social justice and examining lessons for social work. Helping Andy to explore this incredibly important issue are Professor Hilary Weaver and Professor Janet Walker. Hilary is Professor Emeritus of Social Work at the University at Buffalo School of Social Work, the Indigenous Commissioner for the International Federation of Social Workers, and the Board Chair of the United States Council on Social Work Education. She is has written on a variety of issues impacting Indigenous Peoples, including social policy, health and well-being, intergenerational trauma, education and environmental justice. Hilary is Lakota and has lived much of her adult life in Haudenosaunee territory in Western New York. Janet is Professor Emeritus of International Social Work at the University of Lincoln and Chair of the British Association of Social Workers International Committee. During the conversation several documents are referred to. They are:The International Federation of Social Work statement on International Indigenous Peoples' Day 2024The Council on Social Work Education Statement of Accountability and Reconciliation for Harms Done to Indigenous and Tribal PeoplesThe Council on Social Work Education Teaching Guide: Repairing Harms Done to Indigenous and Tribal Peoples Hosted on Acast. See acast.com/privacy for more information.

Before I get into who Dr. Kesslyn is, I want to introduce you to a life-changing course from Dr. Akilah Willery.The Midlife Educator's Job Search Blueprint is your personalized roadmap to navigating career transitions confidently. Whether you're seeking a leadership role in K12 education or exploring new paths beyond the classroom, this beginner-friendly, 6-module support program equips you with the actionable steps you need to shine.You can learn more about the course here:  https://upskillservices.mykajabi.com/a/2147852369/pCgXU4WdDr. Kesslyn is an educator, doctoral coach, speaker, and author. Dr. Kesslyn Brade Stennis' goal is to be a dynamic difference-maker!As an award-winning educator, a leading doctoral coach, respected international personal empowerment speaker, and noted faith community servant-leader,  it is her mission to inform and inspire as many as possible to live in a space where apex and opportunity intersect. Dr. Kesslyn holds several degrees: PhD in Social Work and a Master's of Divinity from Howard University, a Master's of Social Work Degree from The Ohio State University, and a Certificate in Women's Studies, also from Howard University.  And she is a proud graduate from Oakwood College! Currently, she is Director of the Minority Fellowship Program at the Council on Social Work Education.  There she supports doctoral and master's students through their academic programs.  She also addresses a wide range of issues faced by emerging BIPOC scholars and marginalized communities including diversity, equity, inclusion, accessibility, racism, oppression, and marginalization. Prior to this position, Dr. Kesslyn was a tenured Full Professor in the Department of Social Work and was the Executive Director of the Dr. Dorothy I. Height Center for the Advancement of Social Justice at Coppin State University.In addition, she is Founder of Kesslyn Enterprises, LLC, and is Chief Coach and Consultant with The PhD Consultants which she founded to provide inspiration and information for doctoral pursuers so they too can leverage their knowledge and experience to make a difference in the world. 

We invite you to watch or hear this in-depth interview with the new CEO of the National Association of Social Workers (NASW), Dr. Anthony Estreet. He holds his LCSW Credentials as well as an MBA. Dr. Estreet is a Bowie State University graduate, where he earned a bachelor's in science in psychology. He then moved on to Virginia Commonwealth University and Morgan State University, where he earned an MSW in social work and a doctorate in social work, respectively. He became a part of the MSU family in 2013. When he isn't busy training up the next generation of social workers, Dr. Estreet can be seen working with Next Step Treatment Center, an organization that offers solutions and resources for both substance use and improved mental health. He is a long-time member of the Maryland Chapter of NASW, where he has served as president. He also helps improve social work as a member of the Council on Social Work Education. During his time at Morgan, Estreet received roughly $6 million earmarked specifically as “funding for social work workforce development, research, and training. He also led the development and expansion of the first MSW program in the United States, and at a historically Black college or university, to have an area of specialized practice focused on addressing substance use disorders,” according to information released by NASW. At the top of his list of goals are his plans to grow the organization's membership, while also “addressing social justice issues, including racial equity and reproductive rights.” NASW reports that Estreet plans to “work to strengthen the social work workforce by expanding efforts to increase compensation for social workers.” Estreet said he is “honored and humbled to be the next CEO of NASW.” “I have been a member of this great organization since 2007,” he said in a statement. “As a former member of the NASW Board, I know NASW is committed to supporting social workers and the communities they serve. This organization has done phenomenal work especially in the past three years, including supporting social workers in the delivery of mental health services during the pandemic and addressing systemic racism. However, we have much more work to do, and I stand ready to work collaboratively to support our great profession.” #NASW #NASWNYS #NASWNYC #Adelphiuniversity#MorganStateUniversity #adelphi #BowieStateUniversity #VirginiaCommonwealth #CSWE #IFSW #NASWFoundation #Kelsunnontheair #NSWM #blackmensmentalhealthconference #socialwork #socialworkers #stonybrookuniversity #stonybrookuniversityschoolofsocialwelfare #brooklyncollege #suffolkcommunitycollege #molloyuniversity #albanystateuniversity #saintjosephsuniversity

In this episode, we're joined by Jamillah Parker, whose social work expertise revolutionizes how we approach teaching and learning in education. Undoubtedly, the rhythm of our daily lives can benefit from a sprinkle of mindfulness, a practice that transcends cultural and religious divides. Today, we unpack the art of bringing serenity into the classroom and home, highlighting the simplicity of deep breathing exercises and their power to calm and center our youngest learners. Through engaging anecdotes and relatable activities, we'll guide you on respectfully introducing these practices to children and their families, fostering a dialogue of understanding and acceptance, and setting the stage for our upcoming workshop to soothe the edges of anxiety.The episode concludes with an ode to self-care and the relentless pursuit of accurate information. We share the personal self-care rituals that keep social-emotional wellness afloat, from experimenting in the kitchen to the soothing melodies of music. So, wrap yourself in the warmth of this conversation that celebrates the love and commitment we hold dear in our professional and personal lives.EPISODE RESOURCES:Connect with Jamillah on LinkedIn and  X.

In this podcast, we hear from Dr. Sherrie Segovia, on infant mental health and best practices for working to address infant mental health needs of Latino Immigrants. This is part of the Continued Learning Podcast series.

“One thing we haven't even talked about is how we're preparing all students to go out there and work and practice. All of our students, regardless of where they work or whether they ever know it or not, will work with trans people, right? And so, what we're doing in the classroom or modeling is how to do that.” – Meg Paceley

Jonathan B. Singer, Ph.D., LCSW is Professor at Loyola University Chicago's School of Social Work, Past-President of the American Association of Suicidology and coauthor of two editions of the best-selling text, Suicide in Schools: A Practitioner's Guide to Multi-level Prevention, Assessment, Intervention, and Postvention. He is a two-time winner of the National Association of Social Workers Media Award (2012 and 2016). He was a 2014 Visiting Scholar at Fordham University, the 2017 Lucille N. Austin Scholar at Columbia University, and the 2018 Distinguished Lecturer at Weber State University. In 2023, he was inducted as an NASW "Social Work Pioneer" for introducing podcasting to social work. Dr. Singer is a well-regarded international speaker who has given over a thousand continuing education workshops, keynote addresses, and presentations on youth suicide, ethics, technology, adolescent development and attachment-based family therapy in the USA, Latin America, Asia, and Europe. He is an NASW Expert, Healio Psychiatry Peer Perspective Board member, and has served on several national youth advisory boards including Sandy Hook Promise, JED Foundation, Suicide Prevention Resource Center, and the National Suicide Prevention (988 Suicide & Crisis) Lifeline.  He is the author of over 90 publications and his research has been featured in national and international media outlets like NPR, BBC, Fox, Time Magazine, and The Guardian. His research collaborations have received private and public funding through the American Foundation for Suicide Prevention, National Institute of Mental Health, and other organizations. His co-authored article with Arielle Sheftall and John Ackerman about the news media's reporting on the suicide deaths of Kate Spade and Anthony Bourdain won the prestigious 2019 SDX prize for research on journalism. A pioneer in the integration of technology and social work, Dr. Singer is a founding member of the online suicide prevention social media community #SPSM, past-Treasurer for the international human services Information Technology association (http://husita.org/), co-lead for the Social Work Grand Challenge initiative "Harness Technology for Social Good"(https://grandchallengesforsocialwork.org/harness-technology-for-social-good/), and member of the Council on Social Work Education's Technology Advisory Group. Dr. Singer is the founder and host of the award-winning Social Work Podcast (www.socialworkpodcast.com). Founded in January 2007, the Social Work Podcast is the first podcast by and for social workers, with over 50,000 followers on social media, listeners in 208 countries and territories, and over 8 million downloads. He lives in Evanston, IL with his wife and three children and can be found on X/Twitter as @socworkpodcast and Facebook at facebook.com/swpodcast.

In this episode, Sara considers the power of telling your birth story--or your pregnancy or postpartum story. Stories remind us that we are each unique, whole individuals with immeasurable worth and dignity. They highlight the barriers that need to be removed on our path to a better birth experience, and they showcase what's possible if we work together for change. If you'd like to share your story on the podcast, email birthwordspodcast@gmail.com or reach out on Instagram or Facebook (@birthwords).   REFERENCES American Psychological Association. (2021, Ju ne). Carl Rogers, PhD. https://www.apa.org/about/governance/president/carl-r-rogers Council on Social Work Education. (2023). What is Social Work? CSWE. https://www.cswe.org/students/discover-social-work/what-is-social-work/ Mcleod, S., PhD. (2023). Humanistic Approach in Psychology (humanism): Definition & Examples. Simply Psychology. https://www.simplypsychology.org/humanistic.html Rogers, C. (1995). A Way of Being, Houghton Mifflin Harcourt. Sulé, V. T. (2020). Critical race theory. Encyclopedia of Social Work. https://doi.org/10.1093/acrefore/9780199975839.013.1329

We speak with David A. Wilkerson, PhD, MSW, and Liam O'Sullivan, MA, NQSW, co-editors of "Social Work in an Online World: A Guide to Digital Practice" (NASW Press, 2023). With the onset of the COVID-19 pandemic, in-person social work service delivery was dramatically interrupted. The field continues to experience a shift toward modern technology-mediated forms of delivery. "Social Work in an Online World" addresses this shift and charts the changing landscape from analog to digital practice. David A. Wilkerson, PhD, MSW, is an associate professor and director of the Office of e-Social Work Education and Practice at Indiana University School of Social Work in Indianapolis.  Liam O'Sullivan is CEO of Care Alliance Ireland, an award-winning alliance of more than 95 nonprofit organizations supporting family caregivers in the Republic of Ireland.  Purchase "Social Work in an Online World" from NASW Press at https://www.naswpress.org/product/53673/social-work-in-an-online-world Our host for this episode is NASW member Elisabeth Joy LaMotte, LICSW, founder of the DC Counseling and Psychotherapy Center and author of "Overcoming Your Parents' Divorce."  Visit the shownotes for resources: https://www.socialworkers.org/News/Social-Work-Talks-Podcast/EP104-Social-Work-in-an-Online-World Watch this episode on YouTube: https://youtu.be/jJz8gMHiMnA

In this episode you will hear Cafe con Emocion's interview with Dr. Paez as he discussed owning his challenges and struggles and getting support for this act of bravery. Tune in to this epidsode as he talks about how resiliency is built upon working through the unknowns and being okay with not taking an expert stance through the learning process. When we believe that we are lovable, competent, and can trust others we can navigate the "not knowing" and learn to trust ourselves and others while creating an openness to learn. Dr. Jose Miguel Paez (He/Him/His), is a multi-ethnic person (Mexican/Fillipino/Italian/enrolled member of the confederated Tribes of Siletz.) Assitant Professor, joined the CSU faculty in the fall of 2000 as a full-time lecture. He received his MSW from the University of Southern California in 2001, with an emphasis on families and children. He earned his Ed. D from CSUM in 2020. The title of his dissertation was Decolonial Portraiture: Challenging Coloniality and Re-imagining Social Work Education. Jose teaches clinical and macro practice courses. Prior to teaching, he served as a bilingual outpatient clinician for community-based mental health organizations. He continue to provide ongoing consultation, mentoring, trainings, and workshops within the community. He currently serves as a board member of Tia Chucha's Centro Cultural. Jose has a background in threatre, improv, spoken workd and was also a basketball coach at various levels for many years.

There are many mental health professionals who step into entrepreneurship so that they can shape a business around the needs they see in their community.It can be a challenging, controversial, and personal road to take, but the impact of building a business around your specific calling can leave a strong and lasting impact on the communities you serve.As much as living in authenticity and embracing your values can empower and support communities, it can also mean losing people in your life.If you want to create a business that embraces and embodies authenticity, your values, and liberatory leadership, then this episode is for you.In this episode, I speak with Shawna Murray-Browne, LCSW, owner of Kindred Wellness, consultant and coach on liberatory leadership in organizations, private practices, etc.Top 3 reasons to listen to the entire episode:Understand what liberatory leadership is and why it is so important to embrace it.Hear Shawna's powerful personal story about entrepreneurship and her role in empowering liberatory leadership in organizations.Learn how to use liberatory leadership to show up as your authentic self, promote love, and challenge colonialism, oppression, and racism in your business.When you step up to do the work of liberation-focused healing, it doesn't always feel good, and it can be tempting to find the escape route from all of it. It's important to take the time to slow down and allow yourself to not have all the answers, and work together to figure out answers through community, relationships, and love.More about Shawna:Shawna Murray-Browne, LCSW-C is an award-winning community healer, professional speaker, and Liberation-Focused, Mind-Body Medicine Practitioner. She is the Principal Consultant at Kindred Wellness LLC and trained as an integrative psychotherapist. Shawna is curious about what happens when we question colonial thinking and make space for indigenous ways of knowing in every aspect of life. In her hometown of Baltimore City, Shawna is known for holding grassroots healing circles to equip Black families and change-makers with the tools to heal themselves. Others know her best for her training intensive, Decolonizing Therapy for Black Folk, where she co-creates space for deconstructing and reimagining mental health care as we know it.Shawna works at the intersection of healing, ancestral wisdom, and deep support for organizations, corporations, and everyday humans seeking liberation. Her clients have included human service and political advocacy organizations, foundations, and universities. Intuitive, authentic, and high energy, she is committed to helping communities reclaim collective wisdom to triumph over the effects of historic and present-day trauma. Shawna was named by The Huffington Post as one of the “Ten Black Female Therapists You Should Know,” featured on the PBS special Mysteries of Mental Illness, and was a two-time guest on the popular, Therapy for Black Girls podcast.She is a doctoral candidate at the University of Maryland, School of Social Work where she gained her Master of Social Work. Her dissertation explores oral histories as a site of inquiry around the healing ways of Black women advocates during the civil rights movement. She earned a Bachelor of Science in Criminology and Family Science from the University of Maryland, College Park. She serves on the Advisory Board of Cllctivly, serves on the Trauma Informed Care Task Force for the City of Baltimore, and is a former Minority Fellow for the Council on Social Work Education and SAMSHA. Dedicated to continued growth, her practice in QiGong, African spiritual traditions, and sitting at the feet of elders maintain. She lives in Baltimore with her husband and her five-year-old...

LEXINGTON, Ky. (April 13, 2023) – In recent years, much attention has been paid to the so-called “helping” professions – those who work on the front lines in assisting others. Social workers, teachers, police, firefighters, doctors, nurses, and other healthcare workers are among the many professionals who often face the most stressful situations in the workplace. They're also often the ones who see the most prevalent risks associated with professional burnout, when a practitioner becomes increasingly inoperative based on the circumstances and pressures of what they're doing. Often, these workers are portrayed in our culture as tireless and self-sacrificing in challenging situations. Yet despite the portrayal, many of these professionals struggle to engage in adequate self-care, leading to increased incidences of burnout and job fatigue. Dr. Justin “Jay” Miller, Dean & Dorothy A. Miller Research Professor in Social Work Education at the UK College of Social Work, has been working hard to change that situation. Deeply passionate about self-care for those helping professionals, Miller created a lab at UK devoted to researching and improving self-care. Through the work of the self-care lab, Dr. Miller and his colleagues began to learn that social workers and other helping professionals engage with and talk about self-care in silos, which often leads to a lack of communication and information sharing between departments and institutions.  In response, Miller launched the Global Self-Care Initiative. This international partnership network, which has grown to over 17 countries, focuses on cultural nuances of professional workplaces and how self-care can help mitigate the stress caused by these workplaces. On this episode of ‘Behind the Blue' Dean Miller discusses the distinction of the concept of self-care vs. what it often is, how the pandemic revealed structural issues that had long been in place, the similarities of self-care needs in workspaces around the globe, and more. "Behind the Blue" is available on iTunes, Google Play, Stitcher and Spotify. Become a subscriber to receive new episodes of “Behind the Blue” each week. UK's latest medical breakthroughs, research, artists and writers will be featured, along with the most important news impacting the university. For questions or comments about this or any other episode of "Behind the Blue," email BehindTheBlue@uky.edu or tweet your question with #BehindTheBlue. Transcripts for this or other episodes of Behind the Blue can be downloaded from the show's blog page. To discover what's wildly possible at the University of Kentucky, click here.

Episode 61 Guests: Matt Dargay, MSW & Arie Davey, LLMSW Host: Shimon Cohen, LCSW www.dointhework.com Listen/Subscribe on: Apple Podcasts, Google Podcasts, Stitcher, Spotify Follow on Twitter & Instagram, Like on Facebook Join the mailing list Support the podcast Download transcript We are offering our Racial Justice & Liberatory Practice Continuing Education Series at Columbia University, The University of Alabama, and the University of Pittsburgh. Join us! Thank you to this episode's sponsor! The University of Houston has a phenomenal social work program that offers face-to-face master's and doctorate degrees, as well as an online and hybrid MSW. They offer one of the country's only Political Social Work programs and an Abolitionist Focused Learning Opportunity. Located in the heart of Houston, the program is guided by their bold vision to achieve social, racial, economic, and political justice, local to global. In the classroom and through research, they are committed to challenging systems and reimagining ways to achieve justice and liberation. Go to http://www.uh.edu/socialwork to learn more. In this episode, I talk with Matt Dargay and Arie Davey, the co-founders of the group Payment 4 Placements, which advocates for social work students to have paid internships. This episode is Part 1 of a two-part series on social work students organizing for paid internships. They started this group as MSW students at the University of Michigan, and there are now chapters across the U.S. We talk about the overall issue of social work students not only being required to complete free internships to graduate, but also having to pay for the internship credits. We discuss the inequities of this unpaid internship system in terms of who gets to be a social worker, the debt of social work students, and how the national accrediting organization, the Council on Social Work Education, released a report stating that the cost of a social work degree is much higher for Black social work students. Arie and Matt present numerous ways to fund paid internships and talk about the organizing they've done at the University of Michigan and at the state level. They helped pass legislation to fund students interning as mental health counselors in schools across the state of Michigan, including funds for student interns in related disciplines, such as mental health counseling and psychology. They share their experiences organizing with the graduate union at the University of Michigan and offer additional strategies for social work students and others who want to address this critical issue. We have to challenge the mentality of “that's just the way it is” and use our social work skills to organize for change. I hope this conversation inspires you to action. Instagram paymentforplacementsumich Twitter @P4PUofM Facebook Payment for Placements at the University of Michigan Email p4p.national@gmail.com     p4p.umich@gmail.com

Corinne Nijjer is a Certified Hypnotherapist and NLP Life Coach. Corinne is committed to supporting her clients to increase their confidence, take control of their health and transform their lives from the inside out. Corinne holds qualifications in Social Work & Education. Corinne is a Reiki Master Teacher, NLP Coach and Trainer and Health & Plant-Based Nutrition Coach. These modalities have all supported Corinne to personally lose over 30kg and greatly improve her health, supporting her to place her Fibromyalgia and MS in remission for over 14 years now. Using Hypnosis Corinne supports her clients with Weight Loss, Depression, Anxiety, Low Self Confidence, Insomnia, & Mindset helping them to improve their health, increase their energy, feel happier and more confident than ever before, so that they can live the incredible lives that they deserve. You can book a free 30 minute Hypnotherapy Consult with Corinne via her website www.corinnenijjer.com Connect with Corinne Nijjer on Facebook And corinnenijjer on Instagram. To connect with me: https://bit.ly/SoulLedSpiritDriven Facebook: https://www.facebook.com/msKasiaBourke Instagram: www.instagram.com/mskasiabourke Online home: www.kasiabourke.com

This episode features a conversation with two practitioners:Elisheva Rose Khalfin Elbaz, MSc, BCST, PLC, PPNE, PPNP (they/them): "My personal experience with pregnancy loss in my early twenties and my family lineages of healing practice inspired me to do this work. I started my practice in 2011, and I am a somatics practitioner, craniosacral therapist, full-spectrum doula, and facilitator. I am also a student of traditional Yehudi/Ivri healing practices. I work with parents, babies, and adults, healing trauma related to the perinatal period (preconception through postpartum) and childhood, intergenerational patterns, and supporting teens and adults in exploring gender and sexual identity. My academic background is in Narrative Medicine, and I used to teach clinical relational skills to medical students. I am Yehudi/Ivri and white European, with a mixed class background. I'm trans, queer, and neurodivergent. Witnessing the grave lack of embodied anti-racist education in perinatal psychology trainings, inspired me to co-create this project. I currently live on Lenni-Lenape land, in West Philadelphia, and grew up on Duwamish land, in Seattle, WA." See more about them at: elishevaelbaz.com Shanna M. Williams, LCSW, MEd, PMH-C (she/her) "My personal and professional experiences as an African American woman dealing with motherhood, mental health, trauma and resilience led me to develop my own business, S.W. Doula, in 2017. As the owner and lead practitioner, I provide integrative Perinatal wellness services, Lactation care, Clinical counseling and Professional consultation services to those at increased risk of negative emotional & physical health outcomes during pregnancy and the postpartum period. I also serve as an Adjunct Professor of Social work at Widener University, where I teach classes in Generalist Social Work Practice, Trauma Therapy and Family Therapy. Over the last 20 years or so, I have developed my experience in the fields of birthwork, sexuality education and counseling, diversity education, case management and psychotherapy. I am also a PhD Candidate at Widener University's Center for Social Work Education, where my research focuses on Black women, Maternal-infant health outcomes, pregnancy after loss and the impact of historical trauma. I serve as a member of several Perinatal focused community organizations, including Pettaway Pursuit Foundation and the Delaware County Breastfeeding Coalition. I currently reside in Delaware County, PA, but was born and raised in Wilmington, DE." myswdoula.comWe are talking about their new course: Birthing Wisdom: Caring for families and ourselves in the perinatal period. 

Smoke Signals Pocast-- https://www.youtube.com/@UCU22Vw7zBCqiNElaiqlOU4g Audio Here-- https://www.kip-pod.com/ Luis H. Zayas is the Robert Lee Sutherland Chair in Mental Health and Social Policy. Zayas was dean of the Steve Hicks School of Social Work from 2012 to 2022. He also holds an appointment as professor of psychiatry and behavioral sciences at the Dell Medical School of The University of Texas at Austin. Zayas has held several national leadership roles, as president of the Society for Social Work and Research (2020-2022), president of the St. Louis Group for Excellence in Social Work Education and Research (served two terms 2016-2018; 2018-2020); member of the board of the American Academy of Social Work and Social Welfare (elected as Fellow in 2012), and member-at-large of the executive committee of the National Association of Deans and Directors of schools and programs in social work. Zayas was identified in a 2019 report (Journal of Social Service Research ) as one of the most influential contemporary social work scholars.

Welcome back to Therapy Chat! This week host Laura Reagan, LCSW-C revisits a previous interview from 2018 with Dr. Loretta Pyles. In this discussion you'll hear Loretta and Laura speaking about the process of social work education. To the listener - please keep in mind that this episode originally aired 4 years ago, many aspects of the educational process for social workers are critiqued in this conversation and there are many ways that change is being demanded and slowly implemented now. Loretta's approach is still not the norm in social work education. Loretta came to mind-body healing practices in 1999, after leaving a difficult long-term relationship and becoming burnt out from her social services and social change work. She found herself anxious, grief-ridden, and disconnected from her body, mind and spirit. Over the years, she has committed herself to a journey toward wholeness, presence, and compassion. The realizations that she later found in meditation and yoga deepened her ability to understand the ways in which oppression and undigested experiences rest in the mind-body continuum.  To learn more about these parts of herself and to experience life more fully, she practices a range of modalities including mindfulness, lovingkindness, breath work, physical poses, devotional mantra, group support, and self-inquiry. Loretta's sensibility about transformative social change was formed during her time working in a women's collective at a community-based domestic violence program in Lawrence, Kansas.  She continues to be inspired by the insights of collective and consensus building that come from feminist and other social movements, as well as conscious communication practices. She works with public and non-profit organizations to promote healing justice and offers workshops which support social workers and activists to embody mindful practice and self-care through trauma-informed and anti-oppression lenses. Loretta received her B.A. in philosophy and sociology from Baker University, an M.A. in philosophy from the University of Kansas and a Ph.D. in social work from the University of Kansas. Formerly on the faculty at Tulane University School of Social Work in New Orleans, Loretta is Professor in the School of Social Welfare at the State University of New York at Albany.  She was Director of UAlbany's Community and Public Service Program from 2008-2012. The National Science Foundation has funded her research on human capabilities, community participation, and disaster recovery.  Loretta's social change and healing justice work has taken her across the globe including to Haiti, Mongolia, and Indonesia. Resources for this episode: Dr. Loretta Pyles's website: http://lorettapyles.com Learn about the Land Back Movement and make a donation: https://landback.org/donate/ Learn about land acknowledgement here: https://nativegov.org/news/a-guide-to-indigenous-land-acknowledgment/ The website where I found the info I shared about the Land Back movement and the land acknowledgement I shared in this episode, Sicangu CDC: https://give.sicangucdc.org/give/336528/donation/checkout?gclid=Cj0KCQiAg_KbBhDLARIsANx7wAwbIUFZhzWZO2wYZgHtOFnCbZyShQfMixJQUxd5hMSlw66RFwkE96QaAuwEEALw_wcB#!/donation/checkout The Native American Rights Fund: https://narf.org/support-us/ Thank you to TherapyNotes for sponsoring this week's episode! TherapyNotes makes billing, scheduling, notetaking, and telehealth incredibly easy. And now, for all you prescribers out there, TherapyNotes is proudly introducing E-prescribe! Find out what more than 100,000 mental health professionals already know, and try TherapyNotes for 2 months, absolutely free. Try it today with no strings attached, and see why everyone is switching to TherapyNotes. Now featuring E-prescribe. Use promo code "chat" at www.therapynotes.com to receive 2 FREE months of TherapyNotes! This episode is also sponsored by Trauma Therapist Network. Learn about trauma, connect with resources and find a trauma therapist near you at www.traumatherapistnetwork.com. We believe that trauma is real, healing is possible and help is available. Therapists, registration is now open for Trauma Therapist Network membership. Join a compassionate and skilled group of trauma therapists for weekly calls focused on Self Care, Case Consultation, Q&A and Training. Members of the waiting list get a 20% discount on their first month of TTN Membership! Get on the waiting list now to and we will send you a registration link and coupon code! Sign up here https://go.traumatherapistnetwork.com/join  Find Laura's most recommended books for healing trauma here (new resources are being added continuously) https://traumatherapistnetwork.com/resources/book-recommendations/  Podcast produced by Pete Bailey - https://petebailey.net/audio 

This episode is the second interview with and about Christians in social work. The last episode focused upon the practitioners perspective. This episode focuses on the academic perspective. I am honored to have as my guests for this conversation Dr. Tanya Smith Brice, Dr. Jon E. Singletary, and Dr. Laine Scales. Tanya is Vice President of Education at the Council on Social Work Education. Previously, she served as the Dean of the College of Professional Studies at Bowie State University and the Dean of the School of (Education) Health and Human Services at Benedict College. She has served on the faculties of the University of South Carolina, Abilene Christian University, and Baylor University. Her research centers on addressing issues of structural violence specifically as it relates to the impact of those structures on African American people. Her publications focus on the development of the social welfare system by African American women for African American children and documents structural barriers to African American families. She provides consultation to community organizations, religious institutions, and educational institutions on the impact of their policies on African American families. She has taught and lectured all over the USA, as well as in the countries of Ghana, Sweden, Uganda, Colombia and the Republic of Moldova. Jon was appointed dean of the Diana R. Garland School of Social Work in 2016 after having served as Associate Dean since 2011.  He has held the Diana R. Garland Endowed Chair in Child and Family Studies in the School since 2010 and first joined the faculty in 2003. Jon directed the Baylor Center for Family and Community Ministries.  In the Center, he helped lead $2 million of grant-related activities focused on studying congregational ministries that serve low-income communities.  His scholarship has focused on a range of Christian ministries, including family-based care for orphans and vulnerable children in Sub-Saharan Africa.  More recently, his research has focused on Christian contemplative practices and the Enneagram as a tool for spiritual formation.  Related to that research, Jon is the author of Leadership by the Number: Using the Enneagram to Strengthen Educational Leadership. Before coming to Baylor, he served as a Mennonite Pastor and a community organizer in Richmond, VA. Laine is Professor and PhD Program Co-Director for the Diana R. Garland School of Social Work. She completed 15 years as Associate Dean in Baylor's Graduate School from 2004-2019. Her scholarly work led to her appointment as co-director of Baptist Scholars International Roundtable (BSIR). Laine is the author of Doing the Word: Southern Baptists' Carver School of Church Social and its Predecessors, 1907-1997 (UT Press) and co-author/co-editor of several works, including the 6th Edition of Christianity and Social Work: Readings in the Integration of Christian Faith and Social Work Practice, and Christian Faith and University Life: Stewards of the Academy. Her research interests include doctoral education, history of Baptist women in social work and missions, and rural social work. Laine's research on historical settlement houses led her to establish Good Neighbor Settlement House in Waco Texas, a social innovation experiment in nurturing community through an intergenerational experience of the arts, music, education, recreation, and worship. The intro and outro music for this episode is from a clip of a song called 'Father Let Your Kingdom Come' which is found on The Porter's Gate Worship Project Work Songs album and is used by permission by The Porter's Gate Worship Project.

In this episode we have the honor of speaking with Sidney Smith.  After 27 years of addiction, crime, homelessness, eating out of garbage dumpsters, prison, and 10 different rehabilitation centers, one encounter with Christ changed everything. Sidney is a good friend, a powerful speaker and an extremely talented pianist and singer. He is as authentic as they come, and we hope you'll be inspired and reminded of the goodness and power of God's love and forgiveness  as you listen to him share.You can learn more about Sidney by visiting his website at www.sidneyhsmithiii.comSidney Smith is a speaker and the author of 4 books titled: Unbelievably Amazing, Alone with GOD, Addiction Treatment Outcomes, and Big Braining the Whole Thang. Smith is a two-time graduate of The University of Southern Mississippi, Hattiesburg Campus, having completed a bachelor's degree in Social Work and a minor in psychology, as well as a Master of Social Work. Smith was awarded student of the year 2018-2019, Honors College Graduate, and McNair Scholar by The University of Southern Mississippi. Smith was also selected and awarded a Fellowship by The Council of Social Work Education 2018- 2019.Sidney H. Smith III currently works for The United States Department of Veteran Affairs as a Licensed Master Social Worker. Smith has worked as a Substance Abuse Counselor, Community Outreach Counselor and currently volunteers his services monthly at 4 local residential drug and alcohol treatment centers and ultimately desires to own private practice. Smith conducted Opioid Addiction Classes statewide for law enforcement officers, ambulance, and firefighters. Sidney H. Smith III is featured in National Outlets such as Guidepost Magazine, Pat Robertson's televised 700 Club and spoke in circles with United States Senator Roger Wicker.Thanks for listening to the Embodied Holiness Podcast. We invite you to join the community on Facebook and Instagram @embodiedholiness. You can also find all our episodes and more at www.embodiedholiness.com.

Episode Guest: Dr. Carolyn Walter, Ph.D., Professor Emerita, Widener University, Adjunct Professor, University of Pennsylvania, Teaching Coach, Author, and Consultant on Grief/Loss/Chronic IllnessEpisode Description:Whether expected or unexpected, life transitions are the changes we face throughout every life stage, whether we like it or not.  Every transition involves loss and a personal process of healing that precedes growth and reinvention. Grief and loss are inevitable passages we each experience in our lifetimes. The loss of a spouse, partner, parent, child, or loved one is a personal and unique grief journey. Losing a dream, a career, health, or abilities can also bring about profound sadness and fear of the unknown.The truth is that any transition through grief and loss can be lonely and difficult without support and understanding.During this episode, you will:Learn how the literature on grief, loss, and transformation helps us understand some of the dilemmas faced by those retiring and working on the reinvention process.Understand why the transition from retirement to reinvention is often filled with fear, anxiety, and frustration. Understand how an adult moves from retirement toward reinvention by meaning-making.Understand the various losses and emotions faced by those retiring such as:Loss of or change in identityLoss of routine and search for balanceLoss of or change in work relationships, relationships with friends, and within the marital/partner relationshipAbout Carolyn Walter:Carolyn Ambler Walter, Ph.D., LCSW, is a counselor, author, and Professor Emerita with 40 years of professional experience serving clients and organizations. Her extensive expertise in grief and loss and life transitions includes work with hospitals, hospices, and community groups.As a guest speaker and renowned authority in the field, she has spoken at numerous conferences on grief, chronic illness, and women's health issues. She also conducts workshops for healthcare staff, counselors, and other helping professionals. In addition to professional journal articles, A Visiting Scholar at the Stanford University Center for Research and Disease Prevention, Dr. Walter created and led two series for fibromyalgia patients. Locally, she has led numerous groups for fibromyalgia patients and families.Dr. Walter has more than 25 years of experience in higher education, including 23 years at Widener University, where she co-founded the Center for Social Work Education.  She currently offers Teachers' Coaching workshops to support educators and administrators in building stronger educational programs.Dr. Walter sits on the program committee of Peter's Place, a non-profit center for grieving children, teens, and families in Radnor, PA. She is a member of the Steering Committee and Peer Group Committee for the Philadelphia-based non-profit, The Transition Network, which helps women over 50 discover new beginnings.Get in touch with Carolyn Walter:Visit Carolyn's website: http://www.drcarolynwalter.com/index.html Buy Carolyn's Book:  https://revolutionizeretirement.com/walter What to do next: Click to grab our free guide, 10 Key Issues to Consider as You Explore Your Retirement Transition Please leave a review at Apple Podcasts. Join our Revolutionize Your Retirement group on Facebook.

Join Mim and Lis as they sit down with Jo McIlveen for an in-depth conversation about social work in the bereavement space. Jo discusses companioning in end of life care, and brings in her extensive knowledge of research in the death & dying space that informs her practice in this area. Lis and Mim also share their own experience in this space, providing a rich discussion which will no-doubt bring a new lens to this topic area.  This conversation is oriented as an educational piece, aimed at equipping both practitioners and students alike. The discussion is both deep and approachable, and will be perfect for your next journal club, reading group, or other learning spaces. We'd love if you would reach out and let us know how you use it! If you want to connect more with Jo, you can follow her on Twitter.  Have any burning thoughts after listening, or just want to say hello? Send us an email on socialworkstoriespodcast@gmail.com - we'd love to hear from you! Follow our Facebook Page at: https://www.facebook.com/SocialWorkStoriesPodcast Credits: Hosts - Lis Murphy and Dr. Mim Fox Producers - Justin Stech and Dr. Ben Joseph Social Media Coordinator - Maddison Stratten Music - 'Mama' by Ben Grace (copyright 2018). Find on Spotify, or at www.bengracemusic.com Social Work Stories©️ (Copyright 30 August, 2022) Contact us online at www.socialworkstories.com, follow our facebook page and LinkedIn, or use the handle @SOWKStoriesPod on twitter or instagram.

Welcome to Discover More Podcast. Congratulations on choosing curiosity over complacency. This week's guest is Dr. Trang Hoang, Ph.D., LCSW. Dr. Hoang is a professor at the USC School of Social Work, former division director at SSG Alliance, and received her graduate and doctorate degrees at UCLA. This is a very special episode because Dr. Hoang does not do media appearances due to her high emphasis on privacy, so this may be the first and last time you hear from her directly. Dr. Hoang has seven publications under her name and is the co-chair of the AAPI Equity Alliance Mental Health Subcommittee, and served on numerous regional and national associations, such as the UCLA Conflict Resolution & Mediation Team and Council on Social Work Education. Dr. Hoang directly experienced the horrific reality of wars in southern Vietnam and the subsequent refugee experience when she was young, before seeking safety in the United States. Do you ever wonder why life is full of suffering? Do you get stuck in your negative thought patterns and self-talk? Do you want to improve your mental health? Expect to learn a lot about Dr. Hoang's horrific refugee survival experience on a boat, how to improve your mental health, be self-compassionate when it's the hardest, and more. Let's get this started. Show Notes Dr. Hoang's Linkedin: https://www.linkedin.com/in/trang-hoang-6b8b1643/ Dr. Hoang's Email: Thcongviec@gmail.com * Welcome to Discover More Podcast, a community for seekers of curiosity & mental health insights. I am your host, Benoit Kim. A trilingual Korean American veteran and former policy maker. I became a clinician after witnessing the nonnegotiable of mental health and nuanced perspectives in our everyday life. I intend to connect and dissect the intricacies of life by talking to the most fascinating humans I can find. * Thank you for Discovering More with us! --- Support this podcast: https://anchor.fm/discovermore/support

Dr Amanda Taylor-Beswick's main research interest is in the area of digitalization and professional education, in particular, how social work education socializes and equips students for practice in an emergent and complex digital social world. Research projects include: an examination of the contribution of social work education to the preparedness of students for practice in the connected age; navigating digital contact for children in out of home care; the design and development of a wearable device to help to reduced drug deaths in high risk populations in Northern Ireland; a youth-co-research project designed to test out activism as a mental health intervention for young people; academic advisor to a project investigating ‘The Digital Capabilities of Social Workers in England' in order to improve practices in this area. She is also currently working with the NISCC, HSCB and the 5 NI Health and Social Care Trust to progress digital understandings in and for social work education and practice.Buy the 3rd Ed of The Brightness of Stars HERE@AMLTaylor66@_lisacherry

Host Global Career Guy Dr. Brian Hutchison hosts Amber Brown and Jennifer Luna, two career development experts in the social work career space. Amber Brown is a Career Advisor at the Brown School of Social Work at Washington University in St. Louis, MO. She is a Licensed Professional Counselor with a focus on career services. Jennifer Luna is the Director of the DiNitto Career Center and Alumni Relations office in the Steve Hicks School of Social Work at the University of Texas at Austin. She has a Master's degree in Social Work with a concentration in administration and planning.  This wide-ranging conversation digs into the training of social workers, career development and coaching issues with students pursuing a social work career, myths about social work, and how social workers can and do focus on career development as part of their social work practice. Both are active leaders in the Consortium for Career Development in Social Work Education, a US based student support organization. This episode will expand your knowledge and perspective!

We at Kelsunn Communications(www.kelsunn.org) welcome you to this informative 6-Part Series entitled “Raise-The-Wage: The Case for Equitable Salaries for Social Workers and Other Human Services Professionals”. This series aims to launch a discussion about the value of Social Workers in all the roles they play. This series also highlights the impact Social Workers and other Human Service Professionals have on the clients, communities, and agencies they serve and why they should be compensated according to their impact. For our 2nd Episode we feature Dr. Katherine Briar-Lawson, MSW - Dean Emeritus and Professor of the School of Social Welfare, Albany State University, NY. ((https://www.albany.edu/ssw/faculty/katharine-h-briar-lawson) Dr. Briar-Lawson, MSW is a national expert on family focused practice and child and family policy. Among her books (co-authored) are Family-Centered Policies & Practices: International Implications (2001), and (co-edited) Innovative Practices with Vulnerable Children and Families (2001), Evaluation Research in Child Welfare (2002), Charting the Impacts of University-Child Welfare Collaboration (2003), Social Work Research (2010), Social Work Practice Research (2010), and Globalization, Social Justice and the Helping Professions (2011), and The Children's Bureau: Shaping a Century of Child Welfare Practices, Programs and Policies (2013), and Social Entrepreneurship and Enterprises in Economic and Social Development (2020). She chaired the Gerontological Task Force for the National Association for Deans and Directors and served as a past president. In addition, for 10 years she served as a Co-PI of the National Child Welfare Workforce Institute and currently collaborates with its Leadership Academy for Deans and Directors and its National Advisory Board. She is the recipient of the 2015 NASW International Rhoda G. Sarnat Award and the Council on Social Work Education Significant Lifetime Achievement Award in Social Work Education. She is also recognized as a National Association of Social Workers (NASW) Social Work Pioneer for long and consistent history of dedication and innovation to the Social Work Profession. --- Support this podcast: https://anchor.fm/kelsunn-on-the-air/support

This is a great episode for all those who are interested in finding out more about social work and education in the university. In particular, how it is that students are learning about social work in contemporary times.

Justin Woods, MSW ‘21, describes his passions for social work and the lessons he learned regarding the ethical responsibility to challenge social injustice. Woods organized an effort with students, Dean Videka and School administration advocating the Council of Social Work Education to revise core competencies to better address anti-racism and racial justice.

Will's and Shanna's bio in their own words. “Will Williams is the owner and lead consultant at MGMT Consultants and also a Personal Financial Coach. His focus is improving our community by strengthening families and small businesses. Will has his associate's and bachelor's degree from Gwynedd Mercy University; additionally Will has a Master's in Business Administration and Master's in Business Process Innovation from Widener University. Shanna M. Williams, LCSW, MEd is the Founder of S.W. Doula, LLC, where she provides integrative Doula, Lactation Care and Clinical counseling services to individuals and families during the Perinatal period.  She also serves as an Adjunct Professor in the Center for Social Work Education at Widener University, where she has taught classes in Generalist Social Work Practice, Trauma Therapy and Family Therapy.  She has over 20 years of experience in the field, specifically in the areas of sexuality education and counseling, diversity education, case management and psychotherapy.  She is a PhD Candidate in Widener University's Center for Social Work Education and her research focuses on Black women, Maternal-Infant Health outcomes, Pregnancy after loss and the impact of Historical trauma. Shanna serves on the Board of Directors of Pettaway Pursuit Foundation and the Delaware County Breastfeeding Coalition. She is a member of several professional organizations including the National Association of Black Social Workers, and the National Association of Social Workers.”  

Will's and Shanna's bio in their own words. “Will Williams is the owner and lead consultant at MGMT Consultants and also a Personal Financial Coach. His focus is improving our community by strengthening families and small businesses. Will has his associate's and bachelor's degree from Gwynedd Mercy University; additionally Will has a Master's in Business Administration and Master's in Business Process Innovation from Widener University. Shanna M. Williams, LCSW, MEd is the Founder of S.W. Doula, LLC, where she provides integrative Doula, Lactation Care and Clinical counseling services to individuals and families during the Perinatal period.  She also serves as an Adjunct Professor in the Center for Social Work Education at Widener University, where she has taught classes in Generalist Social Work Practice, Trauma Therapy and Family Therapy.  She has over 20 years of experience in the field, specifically in the areas of sexuality education and counseling, diversity education, case management and psychotherapy.  She is a PhD Candidate in Widener University's Center for Social Work Education and her research focuses on Black women, Maternal-Infant Health outcomes, Pregnancy after loss and the impact of Historical trauma. Shanna serves on the Board of Directors of Pettaway Pursuit Foundation and the Delaware County Breastfeeding Coalition. She is a member of several professional organizations including the National Association of Black Social Workers, and the National Association of Social Workers.” Full episode scheduled to be released Friday October 22, 2021.  

Becoming a Director of Office at Arizona State University is no easy task, let alone pursuing a DSW at the same time. My guest for today's episode is Christopher Sharp did just that.Listen in, as Christopher and I have a wide-ranging conversation on the topics of:Advice for Social Workers pursuing their DSWHow to choose the right  program The unique angle Social Work has over helping professionsMore about Christopher:Christopher Sharp, M.S.W, M.P.A, is a Clinical Assistant Professor and the Director of Office of American Indian Projects, within the School of Social Work at the Arizona State University. He is a DSW candidate at USC Suzanne Dworak-Peck School of Social Work. He is of the Mohave tribe, descendant of the Frog Clan (Bouh'th) and a citizen of the Colorado River Indian Tribes. He teaches courses as a professor, serves as a field liaison to students in Tribal and urban American Indian-serving field placement settings, and is the advisor for the American Indian Social Work Student Association. He earned his B.S. in American Indian Studies, Master of Social Work, and Master of Public Administration at ASU. Chris serves on the National Advisory Committee for the FRIENDS CB-CAP technical assistance center, the Governing Council of the Indigenous and Tribal Social Work Educators Association, as Secretary of the Native American Connections Board of Directors, and is a member of the Council on Social Work Education and National Indian Child Welfare Association.Christopher's contact information:iSearch: https://isearch.asu.edu/profile/29118LinkedIn: https://www.linkedin.com/in/christopher-sharp-a11b115a/---If you enjoyed this episode feel free to follow me on the web for more career-related resources!LINKEDIN: https://www.linkedin.com/in/harlenyvasquez/INSTAGRAM: https://www.instagram.com/yourevolvedmind/?hl=enWEBSITE: https://yourevolvedmind.mykajabi.com/

I took an unexpected break and explain what happen. Today's episode also explores a listener topic of how to find your academic voice. I share why it's important to find your voice and suggestions of ways to find your voice.About the Writing on My Mind PodcastDr. Emmanuela Stanislaus, doctorate coach and diversity consultant, discusses the ups and downs of pursuing a doctoral degree. Tune in as she shares personal stories and revealing conversations with other women of color who share their doctoral journey and provide inspiration for others to level up as doc students.Article ReferencedRobbins, S. P. (2016). Finding your voice as an academic writer (and writing clearly). Journal of Social Work Education,  52(2), 133-135. Email your questions to writingonmymindpodcast@gmail.com.Follow Dr. Emmanuela Stanislaus on Instagram and Twitter. Connect with Dr. Emmanuela Stanislaus on LinkedIn.Support the show (https://paypal.me/dremmanuela)

This week we discuss a much more niche topic than usual. Cairn University (the school Seth and Bri attended) announced the closing of the school of social work in May. The decision felt abrupt and poorly executed to many current social work students as well as alumni. Lizzie Walker, Cairn U Social Work ‘18, joins us to discuss the storyline, history, and takeaways. We hope this can be somewhat of a one stop shop for you to learn about what's been going on with Cairn Social Work. Why do we care about this? Why is it important to us? Cairn U's mission statement reads, “Cairn University exists to educate students to serve Christ in the church, society, and the world as biblically minded, well-educated, and professionally competent men and women of character.” Social work fits into that mission just as well as anything else. The program was started in 1965 and Cairn was among the first schools accredited on the baccalaureate level by the Council on Social Work Education in 1974. Cairn students, individuals in the social work profession, and evangelical university students, alike will find interest in this episode! Your one stop shop to stay engaged with this topic moving forward: Bring Social Work Back Instagram Account @bringsocialworkback (www.instagram.com/bringsocialworkback) Articles Mentioned: NASW Response article CSWE Response McGahey's Musings: Cairn University Drops Its Social Work Program: "Critical Theory" and "Intersectionality" the Culprits? Philadelphia Gay News: Christian university cuts social work program due in part to LGBTQ issues World News Group (christian news): Dropping Christian social work Cairn University cites financial, ideological pressures in cutting the program Academe Blog: Conservative Christian Cancel Culture at Cairn University The Inquirer: Christian college ends program citing gender, sex guidelines Current: What is going on at Cairn University? --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thankyouforyourtimepod/support

Join us as we speak with Dr. Donna Jeffery about the challenges encountered as Social Work education attempts to develop anti-racist methods and practices of teaching. Dr. Jeffrey describes the tension between "being" and "doing" and the obstacle this tension poses for Social Work students and educators. What are Social Workers to do? What is the most practical application of anti-racist content encountered in Social Work education, especially given that content is frequently experienced as overly theoretical and disconnected from the demands of practice? Dr. Jeffrey offers her insights on navigating the path forward through this apparent double-bind.

Dr. Samuel Odom is President of the CRISP Board of Directors. He is an Adjunct Professor at Tulane University School of Social Work and a former professor in the Millie M. Charles School of Social Work on the campus of Southern University at New Orleans where he served as Faculty Senator and Faculty Senate Secretary. A native of Brewton, Alabama, he joined the United States Army in 1986 as a Forward Observer, Field Artilleryman, later becoming a Logistician and ultimately earning an Army ROTC Commission as a Medical Service Officer where he worked in Behavioral Health for more than ten years. Dr. Odom served as a Company Commander for the 377th Theater Sustainment Command. Dr. Odom is a US Army Combat Veteran of Operation Enduring Freedom /Operation Iraqi Freedom. Dr. Odom served 24 in the United States Army with deployments in Southwest Asia and was awarded the National Defense Service Medal, Army Commendation Medal, Expert Field Medical Badge, Global War on Terrorism, Army Achievement Medal with Two Oak-leaf Clusters and several other awards. He earned a BA degree in Philosophy at Dillard University, a Master of Social Work degree at Southern University at New Orleans and he earned a PhD in Counseling at the Harold Abel School of Social and Behavioral Sciences at the Capella University. Dr. Odom is currently or has held memberships in the Southern Christian Leadership Conference (SCLC), National Association of Social Workers, Council on Social Work Education, Academy of Certified Social Workers, American Psychoanalytic Association, Association of Military Surgeons United States (Life Member), American Philosophical Association and Prince Hall Free and Accepted Masons. He is a member of the American Red Cross Regional Board of Directors (New Orleans). He served on the ABO Board for the City of New Orleans. Dr. Odom is a Life Member of Kappa Alpha Psi Fraternity, Inc. where served as a board member of the Southwestern Province (Arkansas, Louisiana, Mississippi, New Mexico and Texas). He is currently the C. Rodger Wilson Leadership Conference National Chairman for Kappa Alpha Psi Fraternity, Inc. 1LT Marlon Dortch commissioned in 2017 and earned a MSW in the Army – University of Kentucky program in 2019. He earned a MEd from Iowa State University in Educational Leadership and Policy Studies and a BA in Sociology from Norfolk State University. He is currently in the Army's Social Work Internship Program at Fort Bliss, Texas under clinical supervision with Senior Leader Sustainment Program at the United States Army Sergeants Major Academy. Prior to the Army, 1LT Dortch worked in higher education as a student affairs practitioner, teaching and presenting at national conferences on politics related to race, gender, and identity.Links Mentioned In This EpisodeCongressional Research Institute for Social Work and PolicyTulane University School of Social WorkDr. Odom on Twitter1LT Dortch on LinkedInPsychArmor Resource of the WeekThe PsychArmor resource for this week is the PsychArmor Course, Telling Your Story. This course provides a compelling glimpse into the lives of four United States military Veterans. Narrated by David Vobora, CEO and co-founder of the Adaptive Training Foundation and former NFL Linebacker, this course offers service members and Veterans insight into talking about their military experience.This Episode Sponsored By:This episode is sponsored by PsychArmor, the premier education and learning ecosystem specializing in military culture content. PsychArmor offers an online e-learning laboratory with custom training options for organizations.Join Us on Social Media PsychArmor on TwitterPsychArmor on FacebookPsychArmor on YouTubePsychArmor on LinkedInPsychArmor on InstagramTheme MusicOur theme music Don't Kill the Messenger was written and performed by Navy Veteran Jerry Maniscalco, in cooperation with Operation Encore, a non profit committed to supporting singer/songwriter and musicians across the military and Veteran communities.Producer and Host Duane France is a retired Army Noncommissioned Officer, combat veteran, and clinical mental health counselor for service members, veterans, and their families.  You can find more about the work that he is doing at www.veteranmentalhealth.com

Episode 38Guests: Garland Jaggers, MSW & Denise McLane-Davison, PhD, AMHost: Shimon Cohen, LCSW www.dointhework.comListen/Subscribe on: Apple Podcasts, Google Podcasts, Stitcher, SpotifyFollow on Twitter & Instagram, Like on FacebookJoin the mailing listSupport the podcastDownload transcript Thank you to this episode’s sponsors! The University of Tennessee Knoxville College of Social Work (UTK) has a phenomenal social work program, with the opportunity to do your bachelor’s master’s, and doctorate of social work online. Scholarships are available. Designs by Tee brings you positive, socially conscious tees and accessories. Use code TeePod5 for $5 off your next order. In this episode, I talk with Mr. Garland Jaggers and Dr. Denise McLane-Davison about their work with the National Association of Black Social Workers (NABSW). I am incredibly grateful for their participation in this interview. This is important history–and current work–and I’m honored to amplify it on Doin’ The Work. Mr. Garland Jaggers is a former Professor in the Black Studies Department at the University of Detroit and a co-founder of both Detroit’s Association of Black Social Workers and the National Association of Black Social Workers. Dr. Denise McLane-Davison is an Associate Professor at Morgan State University and the Founding Researcher and Archivist of the National Association of Black Social Workers. They discuss the history of NABSW, which started in 1968, soon after the assassination of Dr. Martin Luther King, Jr., when a group of Black social workers brought up concerns of racism to the mostly white National Association of Social Workers (NASW). They took over the stage and made demands at the National Conference on Social Welfare (NCSW), walked out, and decided to create their own organization. Mr. Jaggers explains the main issues at the time and details the experience. Dr. Davison explains the need to center Black expertise in research, curriculum, teaching, and other forms of practice. We discuss NABSW’s work developing Black researchers and practitioners, their own code of ethics, and positions on issues such as transracial adoption and licensing. Mr. Jaggers and Dr. Davison share their thoughts on the social work profession, racism, and Black liberation. They talk about their focus on the Black family and community, strengths-based liberatory approaches, and commitment to do this work “by any means necessary.” I hope this conversation inspires you to action. If you are interested in purchasing Mr. Jaggers’ books That Rare Moment in History Volumes I & II, please contact Mr. Jaggers at garland_jaggers@att.net. National Association of Black Social Workershttp://www.nabsw.org/ Mr. Garland JaggersEmail: garland_jaggers@att.net Dr. Denise McLane-DavisonTwitter: @DeniseDavisonEmail: Denise.Davison@morgan.eduArticle: The Strength of Black Families: The Elusive Ties of Perspective and Praxis in Social Work Education  

Episode 129: Today's episode is about the Power of Podcasting in Social Work Education. Shimon Cohen, founder and host of Doin' The Work: Frontlines of Social Change, and I read the article we wrote for New Social Worker Magazine about podcasting for social work education You can read a transcript of today's interview at https://www.socialworker.com/feature-articles/technology-articles/power-podcasting-social-work-education/. Listen to Shimon's podcast at https://dointhework.podbean.com/. You can connect with other social workers at the Social Work Podcast Facebook page at http://www.facebook.com/swpodcast, or follow the Twitter feed at http://www.twitter.com/socworkpodcast.

Welcome to the first episode of SWM for 2021, in this episode, I am in conversation with my colleague Jo Williams.  Jo is a Senior Lecturer and Development Lead for the National Practice Supervisors Development Programme delivered by education partners and the Dept for Education. Jo shares her career journey - she started out as a chef and found her way to a long career in Social Work and Social Work Education.  Jo shares her thoughts and passion for our work and is particularly passionate about Good Practice Supervision, and believes the work in this area is essentially about 'bringing back the feeling' to social work practice and keeping relationships alive.  She talks about her vision for the work she would like to promote at the Tavistock and what she can bring to the Social Work discipline. Jo is keen to create safe spaces for thinking, dialogue and learning on challenging issues such as racism.  She remarks on our current context and rather than think too far ahead, we can think in terms of an 'extended presence', listen out for what she means.   Please leave a review and share the podcast as this will ensure the word gets out. For more information on the PSDP programme and a wealth of resources please visit:  https://practice-supervisors.rip.org.uk/   Tavistock & Portman NHS Trust: https://tavistockandportman.nhs.uk/ Join our safe space on Facebook @ facebook.com/groups/412169436067530 My email address adosylv@gmail.com YouTube: https://www.youtube.com/channel/UCB6IJzP9UzJn2B5oXclbnOw  See omnystudio.com/listener for privacy information.

In this episode, Matthew talks to Caroline Bald. Caroline is MA course lead for Social Work and Human Rights at University of Essex and a registered social worker specialising originally in criminal justice. She is a Professional Doctorate in Social Care Education student researching 'Wellbeing discourse, understanding and implications in Social Work Education

Dr. Lawrence Shulman is Professor Emeritus and former Dean of the University at Buffalo’s School of Social Work.  As a social work practitioner-educator for more than 40 years, Dr. Shulman has done extensive research on the core helping skills that are used in social work practice, child welfare, school violence and supervision best practices. Dr. Shulman is the co-founder and co-chair of the International and Interdisciplinary Conference on Clinical Supervision sponsored by the National Institutes of Health and the Haworth Press. Recognized for his dedication to excellence in scholarship and research, pedagogy and curriculum development, and organizational leadership, Dr. Shulman is a recipient of the 2014 Significant Lifetime Achievement in Social Work Education Award, conferred on him by the Council on Social Work Education. Dr. Shulman has published numerous journal articles on the topic of direct practice and is the author of many books including the Enhanced Eighth Edition of the Empowerment Series: The Skills of Helping Individuals, Families, Groups, and Communities, the Dynamics and Skills of Group Counseling and the fourth edition of the seminal book Interactional Supervision. Parallel Process makes clear that the role of the supervisor and the purpose of supervision are quite different from counseling and therapy. However, there are striking parallels in the dynamics and skills. The core dynamics and skills of the supervisor-practitioner working relationship which include rapport, trust, and caring are similar to those skills used to develop a working alliance in psychotherapy. There are also four phases in the supervisory relationship which include the preliminary, beginning, middle and ending/transition phase, which shape the supervisory relationship over time. The use of certain communication, relationship and problem-solving skills by the supervisor can influence the development of a positive working relationship with the supervisee, and that this working relationship is the medium through which the supervisor influences the practitioner. Dr. Shulman puts emphasis on the word “influence” because a central assumption of this approach is that both supervision and direct practice are interactional in nature and that the supervisor and the supervisee each play a part in the process. The outcome of supervision is the result of how well each contributes to the process. Dr. Shulman’s suggests that “more is caught than taught” and that our supervisees watch their supervisors very closely. Whether we like it or not, whether we are aware of it or not, our supervisees learn more about practice from the way we work with them than from what we say about their actual practice. Supervision is not therapy, and, in fact, Dr. Shulman believes that supervisors who are seduced into a therapeutic relationship with their supervisees actually model poor practice, since they lose sight of the true purpose of clinical supervision and their role in the process. TherapyShow.com/Supervision-Best-Practices Disclaimer: The information shared in this podcast is not a substitute for getting help from a mental health professional.

“Maybe it's not about healing. Maybe it's just about being with people who are wounded too. It's maybe like wounded is we're alive together.” ~Claude Cayemitte Hello friends! This is the episode in which Claude Cayemitte, LCSW blows my mind -- by answering the wounded healer question in a way I’ve never heard before.  So, who is Claude Cayemitte? He’s a NARM-certified, award-winning psychotherapist working with at-risk teenaged boys and their families. He’s a self-described passionate consumer of and advocate for outlets that address issues relating to social justice, systemic racism, and all forms of oppression. He’s a lover of comic books and chess. He’s a hater of spreadsheets (#same). He’s also a Black man living in a country grappling with the ugly, deadly realities of its white supremacist infrastructure and the confines of linear thinking.  Claude encourages listeners to reclaim joy, self-care, and intimacy - with themselves and others. They’re skills he’s had to pick up along his journey. “All I saw was my pain. All I saw was my trauma,” he recalls of his mental health challenge. “And I was so afraid of everyone else seeing it. But where I'm at now, like even with the George Floyd stuff, it's like I'm more than just that pain.” (#same!) Claude Cayemitte is a licensed clinical social worker who has experience working with trauma in substance abuse treatment and marginalized communities. Claude is an award-winning psychotherapist, receiving the Minority Fellowship Award from the Council of Social Work Education for his work with at-risk teens. Claude is a NARM certified therapist who currently works at Family First Adolescent Services, a residential treatment center that incorporates NARM in their programming. Claude also sees patients through his private practice using teletherapy. In 2020, in collaboration with the NARM training institute, Claude presented a Cultural Misattunement webinar on the topic of racial trauma and its impact on the therapeutic process. Claude believes in the healing power of conversation, allowing him the privilege to help people overcome obstacles to being healthy, authentic and connected.   For full show notes, guest information, and resources, visit: http://www.headhearttherapy.com/podcast *** Conversations with a Wounded Healer is a proud member of @mhnrnetwork. Let’s be friends! You can find me in the following places… Website: www.headhearttherapy.com/podcast Facebook: https://www.facebook.com/WoundedHealr/ https://www.facebook.com/HeadHeartTherapy/ Instagram:  @headhearttherapy Twitter: @WoundedHealr @HeadHeart_Chi

Episode 33 Guests: André Marcel Harris, BSW; Dashawna J. Fussell-Ware, MSW; Deana Ayers, BSW; Vivian Taylor, MSW Host: Charla Cannon Yearwood, LSW   www.dointhework.com Listen/Subscribe on: Apple Podcasts, Google Podcasts, Stitcher, Spotify Follow on Twitter & Instagram, Like on Facebook Join the mailing list Support the podcast Download transcript Transcription services provided by FIU’s Disability Resource Center   This episode is a collaboration with SWCAREs – Social Work Coalition for Anti-Racist Educators – who are doing phenomenal work to transform social work. SWCAREs members Charla Yearwood and Laura Hoge dropped serious knowledge on Episode 27 White Supremacy in Social Work. I’m so excited that Charla is back on Doin’ The Work, this time as the host. Charla facilitates a discussion with a group of amazing Black social workers who talk about their experiences with social work education.   I chose to pass the mic to Charla because I wanted to give this platform to Black social workers to have a conversation without white people, so that it could be really open without any filter I may impose on it when I’m interviewing.   I’m grateful to Charla for doing this and to André, Dashawna, Deana, and Vivian for their time, courage, and vulnerability. They are giving the social work world a gift with this episode. Something that jumped out to me about their stories is how social work education is so violent towards Black students on so many levels. This has to change.   The guests’ social media and contact info, along with Cash App and Venmo accounts are in the show notes, so please give them support. I hope this conversation inspires you to action.   SWCAREs www.swcares.org   André’s info: Twitter: @andreharris89 Instagram: @andremarcelharris Facebook.com/AndreMarcelHarris Cash App: $AndreMarcelHarris   Dashawna’s info: Twitter: @msfdubs Cash App: $docfw22 Venmo: @shawnafw PayPal: www.paypal.com/paypalme/shawnafw   Deana’s info: Twitter: @deanajayers Instagram: @deanajayers www.deanajayers.com Venmo: @djayers   Vivian’s info: Twitter: @TayloredLooks Cash App: $TayloredBills Venmo: @Vivian-Taylor-25   Black Men in Social Work Twitter: @blackmeninSW Instagram: @blackmeninsocialwork Facebook.com/blackmeninsocialwork

Jo and Alice return the podcast to update listeners on their upcoming social work talks quarterly issue. We recap some of the key areas from previous issues, looking at decolonising social work and mental health in social work.    The next issue of Social Work Talk Quarterly is all about social work education. Jo and Alice share their inspiration for this topic and some of the ways they are challenging educators to think about how social workers are created and trained.    https://www.facebook.com/socialworktalkquarterly/ The previous episode with Jo and Alice, episode 13 was in December 2019 https://podcasts.apple.com/au/podcast/the-inside-social-work-podcast/id1459084811?i=1000459713683 Join the Inside Social Work Facebook Group Join the Inside Social Work Podcast mailing list to get your free social work career guide Visit the website for the latest info and show notes https://insidesocialwork.com/ Support the show by making a contribution https://www.paypal.me/Insidesocialwork Subscribe to the podcast  Subscribe on Android Player.fm apple iTunes Spotify Subscribe to the podcast wherever you get your podcasts!

Dr, Samantha Fletcher was selected as the Executive Director of the NY State Chapter of NASW in September of 2019. She has been instrumental in taking the chapter to new heights, especially since the on-set of the Corona Virus Pandemic. Dr. Fletcher details in this segment how she, the Chapter Board of Directors and her Staff supported the NASW Member and non-member Social Workers during the early stages of the Corona Virus Pandemic outbreak. Listen as she talks about how Dr. Fletcher recognized right away that in order to best support the general public during this crisis the State's Social Workers need to be strongly supported and advocated for. Samantha is a member of the Cherokee Nation and strongly embraces native culture. She earned her Master's degree in Social Work (2014) and a Ph.D. (2018) from the University at Albany School of Social Welfare. Prior to her tenure at the University at Albany, she worked for over 15 years in human services including a family law firm, a crisis pregnancy center, an Islamic school, as well as a personal training business. After earning her Ph.D., Samantha served as the Assistant Dean of Academic Programs and the Director of Admissions in the School of Social Welfare at the University at Albany. She partnered with the Assistant Dean of Diversity, Equity, and Inclusion to implement a social justice group for students, faculty, and staff called “The Gathering;” this endeavor increased awareness of social injustice for all members of the community and instantiated an on-going method for critically examining inequality at micro-, meso-, and macro-levels of analysis. She worked with a diverse team of administrators and faculty to implement quality educational programming for social work students at all levels (BA, MSW, and Ph.D.). In addition to enacting New York State and the Council on Social Work Education mandates for the School, a special emphasis of her work was to deepen and expand the School's focus on social justice. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/kelsunn-on-the-air/support

Our team has produced a special episode for you regarding the COVID-19 pandemic and the potential impacts on social work education. As with all our episodes, this is designed to be a conversation starter, and is by no means the be all and end all of the matter. As you listen, we hope that you know that we're thinking of you and your families. Look out for each other folks! We hope you enjoy.   Credits: Hosts - Lis Murphy and Dr. Mim Fox. Producers - Ben Joseph & Justin Stech Music - 'Mama' by Ben Grace (copyright 2018). Find on Spotify, or at www.bengracemusic.com   Contact us online at www.socialworkstories.com, follow our facebook page or use the handle @SOWKStoriesPod on twitter or instagram. Do you have thoughts, want to contribute a story or question for the team, or just say hello? Send us an email on socialworkstoriespodcast@gmail.com - we'd love to hear from you!

“I believe everyone has [complex trauma]. And we may know it logically, and tell ourselves ‘Oh, it’s okay,’ and all that. For me my journey has been to really deepen my own compassion for myself and recognize my own complex trauma.” Claude Cayemitte, MSW, RCSWI Claude Cayemitte, a clinical social worker and NARM Therapist, joins our host Sarah Buino to examine how complex trauma impacts individuals from marginalized communities and how unrecognized cultural trauma can lead to misattunement in the therapeutic relationship. Using his NARM training as a foundation, and his own background as a Haitian-American male therapist, Claude addresses blind spots, such as privilege, biases and fear, that impact connection between therapists and their clients, particularly from non-dominant cultures. These blind spots can prevent much-needed introspection within and outside of the therapeutic setting, and can lead to further distrust and disconnection between individuals and communities. When talking about his own experience as a therapist who is also a person of color, Claude identifies the difference between what it feels like when people are acting-out from their own unconscious biases - even well-intended ones - versus when they show up with cultural humility. Cultural humility is not something that can be faked, it emerges from self-reflection that requires exploring one’s unconscious biases. When someone shows up with curiosity and openness, and is continually doing the work of self-reflection, they build the ability to tolerate the complexity of being connected to others even in difference and disagreement. Claude sees this as an important distinction to understand, especially for therapists working cross-culturally, or anyone working with social justice issues.  As a recipient of the Minority Fellowship Award from the Council of Social Work Education for his work with at-risk teens, Claude has witnessed first-hand what happens when therapists bring their whole selves, and a willingness to examine their own biases and fears, into their therapeutic practice: long-standing cultural trauma - social injustices and disconnection between individuals and communities - can begin to shift and heal. RESOURCES MENTIONED Family First Adolescent Services White Fragility: Why It’s So Hard For White People To Talk About Racism Conversations With A Wounded Healer   CONTACT CLAUDE Claude Cayemitte Primary Therapist Family First Adolescent Services LinkedIn   NARM Training Institute http://www.NARMtraining.com   *** The NARM Training Institute provides tools for transforming complex trauma through: in-person and online trainings for mental health care professionals; in-person and online workshops on complex trauma and how it interplays with areas like addiction, parenting, and cultural trauma; an online self-paced learning program, the NARM Inner Circle; and other trauma-informed learning resources.   For the full show notes including references, podcast episodes mentioned, and a quick glossary of terms, visit us at http://www.narmtraining.com/transformingtrauma *** We want to connect with you! Facebook @NARMtraining Twitter @NARMtraining YouTube Instagram @thenarmtraininginstitute   Sign up for a free preview of The NARM Inner Circle Online Membership Program: http://www.narmtraining.com/freetrial

Dr. Lawrence Shulman is Professor Emeritus and former Dean of the University at Buffalo’s School of Social Work.  As a social work practitioner-educator for more than 40 years, Dr. Shulman has done extensive research on the core helping skills that are used in social work practice, child welfare, school violence and supervision best practices. Dr. Shulman is the co-founder and co-chair of the International and Interdisciplinary Conference on Clinical Supervision sponsored by the National Institutes of Health and the Haworth Press. Recognized for his dedication to excellence in scholarship and research, pedagogy and curriculum development, and organizational leadership, Dr. Shulman is a recipient of the 2014 Significant Lifetime Achievement in Social Work Education Award, conferred on him by the Council on Social Work Education. Dr. Shulman has published numerous journal articles on the topic of direct practice and is the author of many books including the Enhanced Eighth Edition of the Empowerment Series: The Skills of Helping Individuals, Families, Groups, and Communities, the Dynamics and Skills of Group Counseling and the fourth edition of the seminal book Interactional Supervision. According to the National Association of Social Workers (NASW), supervision is defined as: ​[T]he relationship between supervisor and supervisee in which the responsibility and accountability for the development of competence, demeanor, and ethical practice take place. The supervisor is responsible for providing direction to the supervisee, who applies social work theory, standardized knowledge, skills, competency, and applicable ethical content in the practice setting. The supervisor and the supervisee both share responsibility for carrying out their role in this collaborative process. (Best Practice Standards in Social Work Supervision, n.d.)​ National Association of Social Workers and the Association of Social Work Boards Best Practice Standards in Social Work Supervision are outlined as follows: Standard 1. Context in Supervision Standard 2. Conduct of Supervision Standard 3. Legal and Regulatory Issues Standard 4. Ethical Issues Standard 5. Technology Click here to review supervision standards.

Dr. Frederic Reamer is a Professor in the School of Social Work at Rhode Island College for over 30 years.  He received his PhD from the University of Chicago and has served as a social worker in correctional and mental health settings. Dr. Reamer chaired the national task force that wrote the National Association of Social Workers Code of Ethics adopted in 1996 and recently participated in drafting new technology standards added to the code in 2017.  Dr. Reamer lectures both nationally and internationally on the subjects of professional ethics and professional malpractice and liability. He has conducted extensive research on professional ethics and has been involved in several national research projects sponsored by The Hastings Center, Carnegie Corporation, Haas Foundation, and Center for Bioethics of the University of Pennsylvania. Dr. Reamer is the author of many books, including: Risk Management in Social Work: Preventing Professional Malpractice, Liability, and Disciplinary Action; Boundary Issues and Dual Relationships in the Human Services; The Social Work Ethics Audit: A Risk Management Tool and his latest, On the Parole Board: Reflections on Crime, Punishment, Redemption, and Justice. In a recent article in Social Work Today, Dr. Frederic Reamer discussed the recent developments of the New NASW  Code of Ethics Standards for the Digital Age (2017). In August 2017, the NASW Delegate Assembly formally approved significant updates to the profession's venerable Code of Ethics. The revisions focus explicitly on ethical challenges pertaining to social workers' and clients' increased use of technology. They reflect a broader shift in social work practice related to technology that has led to very recent and noteworthy changes in regulatory (licensing board) standards, practice standards, and ethical standards. Recognizing the profound impact that technology is having on social work practice, in 2013 the Association of Social Work Boards (ASWB) board of directors appointed an international task force to develop model regulatory standards for technology and social work practice. ASWB embarked on development of new technology standards in response to demand from regulatory bodies around the globe for guidance concerning social workers' evolving use of technology. The ASWB task force included representatives from prominent social work practice, regulation, and education organizations throughout the world. The task force sought to develop standards for social workers who use digital and other electronic technology to provide information to the public, deliver services to clients, communicate with and about clients, manage confidential information and case records, and store and access information about clients. The group developed model standards addressing the following key concepts: practitioner competence; informed consent; privacy and confidentiality; boundaries, dual relationships, and conflicts of interest; records and documentation; collegial relationships; and social work practice across jurisdictional boundaries. These model technology standards, formally adopted in 2015, are now influencing the development of licensing and regulatory laws around the world. Following this development, in 2017, with unprecedented collaboration among key social work organizations in the United States—NASW, Council on Social Work Education, ASWB, and Clinical Social Work Association—the profession formally adopted new comprehensive practice standards focused on social workers' and social work educators' use of technology. Approved by these respective organizations' boards of directors, these transformational comprehensive standards address a wide range of compelling issues related to social workers' use of technology to provide information to the public; design and deliver services; gather, manage, and store information; and educate social workers. These new standards constitute a sea change in social work practice, administration, and education. Most recently, social work has adopted an updated NASW Code of Ethics that incorporates 19 new (and some revised) technology-related standards. The process started in 2015, when NASW appointed a task force to determine whether changes were needed in its Code of Ethics to address concerns related to social workers’ and clients’ increased use of technology. The last major revision of the code was approved in 1996. Since 1996, there has been significant growth in the use of computers, smartphones, tablets, e-mail, texting, online social networking, monitoring devices, video technology, and other electronic technology in various aspects of social work practice. In fact, many of the technologies currently used by social workers and clients did not exist in 1996. In August, 2017, NASW adopted a revised code that now includes extensive technology-related additions pertaining to informed consent, competent practice, conflicts of interest, privacy and confidentiality, sexual relationships, sexual harassment, interruption of services, unethical conduct of colleagues, supervision and consultation, education and training, client records, and evaluation and research (Reamer, 2017; Reamer 2018).

In this episode, our guests Dr. Ashley Davis and Dr. Rebecca G. Mirick discuss the dynamics of power and privilege in relation to teaching and social work education, with an emphasis on the experiences of conservative students. They describe their research involving students’ perceptions of microaggressions within classroom, and provide compelling examples of how conservative students have experienced marginalization. Strategies for creating a more inclusive and affirmative learning environment are considered.

Listen in to episode 9 with Luke Geoghegan, Head of Policy and Research (BASW) and special guest Amanda Taylor-Beswick who is a registered social worker, Senior Lecturer of Social Work and acknowledged expert in social work and digital technology. Amanda has been thinking, writing and teaching about it for 10 years now. You can inform the BASW/SCIE survey mentioned in this podcast via https://www.surveymonkey.co.uk/r/digital-capabilities-social-work Accompanying resources; - From Gutenberg to Zuckerberg: What You Really Need to Know About the Internet – John Naughton https://www.amazon.co.uk/Gutenberg-Zuckerberg-Really-About-Internet/dp/0857384260 - Turner, D (2019, June 5). ‘App’- lying the digital in social work… Or why we should not be teaching the same way for 20 years [Blog Post] - Turner, D , Kirkland, D , Landmann,M (2019) Making ideas “app”-en: The creation and evolution of a digital mobile resource to teach social work interviewing skills Social Work Education https://www.tandfonline.com/doi/full/10.1080/02615479.2019.1611758 - Machines Like Me: Ian McEwan https://www.amazon.co.uk/Machines-Like-Me-Ian-McEwan/dp/1787331660 @SWBookGroup - More about Dr Tarsem Singh Cooner can be found here https://www.birmingham.ac.uk/schools/social-policy/staff/profile.aspx?ReferenceId=4781 - There is a 31 year literature in social and technologies that can be found here: http://www.husita.org/about-us/ If you want to find out more about Amanda's work you can follow her on Twitter @amltaylor66 https://twitter.com/AMLTaylor66 or on her LinkedIn space https://www.linkedin.com/in/amanda-taylor-beswick-b3810647/

Welcome to Learn on the go, a Community Care Inform podcast where we discuss what the latest research, practice models and policy guidance mean to your practice.This episode is about social work supervision. It covers why supervision is important, what good supervision can do, and if supervision can and does make a difference to children and families. Discussing these questions are David Wilkins, senior lecturer in social work at the Cascade Research Centre at Cardiff University, and Tom Stibbs, principal social worker for children and families for Brighton and Hove City Council. The questions were asked by Ruth Hardy, content editor at Community Care Inform.Community Care Inform Children subscribers can access a full written transcript of the episode, plus key learning points and messages from research: https://www.ccinform.co.uk/learning-tools/learn-on-the-go-podcast-social-work-supervision 2:38: Why is supervision important and what should good supervision do?9:07: Does supervision need to be reflective?15:52: What makes for good supervision?28:18: How can supervision help children and families?30:55: Final thoughtsDue to poor audio quality we had to remove Tom’s answer to the question on whether supervision can help the people social workers work with. Instead we’ve transcribed this:Tom Stibbs:Yes, certainly I think it should and it can help the people that social workers work with. I think, as David has said as well, that doesn’t mean that it always does. I think in terms of how it does, I think it goes back to those ideas we’ve been talking about, about how workers reflecting on their practice and their feelings about working with families can actually lead to purposeful planning that makes a difference for families. So actually it’s about reflection that leads to action that does make a difference for families. So that’s something that supervision should be providing.I think as well just picking up on David’s quote there from Donald Forrester, or a phrase from Donald Forrester, it made me think of another phrase from Donald Forrester, or a phrase that he helped us think about in terms of our model, which is that actually what supervision is trying to do is to help social workers be the best that they can be. And if we do that, that might actually mean that they can help families to be the best that they can be. So actually about us providing that emotional containment to social workers actually means that they can make a difference in terms of working with families.I think that obviously we do have examples about how that sort of approach in supervision and that kind of curiosity that David was talking about does make a difference in terms of what social workers then go and do in terms of their work with families. And you know, just simple questions as well. You know, things like social workers talking about how they’re working with families in group supervision and then planning, rehearsing, practising how they might talk to families in group supervision. Or even taking back to families that, ‘I’m talking about the work that I’m doing with you in my group supervision and this is what some of my colleagues said we might need to think about.’ So there’s very practical ways that group supervision or other forms of supervision might affect how social workers support families.Some of the evaluation that we’ve done around our different forms of supervision through our social work health check, which we call Your Voice survey, the feedback we get from social workers is positive in terms of the impact of especially one-to-one supervision but also reflective practice groups and group supervision. And they are positive in their feedback not just about the emotional aspect and the support they get but they do also give positive feedback in terms of it making a difference to their practice.But I recognise that that’s based on self-report, and I know David’s been working on this with colleagues as well, that there’s more work we could do around actually looking at the detail of how supervision then makes a difference to practice. But I think obviously it’s really important that we recognise that the purpose of supervision is about making a difference for the families that social workers are supporting.ReferencesBogo, M and McKnight, K (2006)‘Clinical supervision in social work‘The Clinical Supervisor, Volume 24, Issue 1/2, pp49–67Bogo, M; Regehr, C; Logie, C; Katz, E; Mylopoulos, M and Regehr, G (2011)‘Adapting objective structured clinical examinations to assess social work students’ performance and reflections‘Journal of Social Work Education, Volume 47, Issue 1, pp5-18Bogo, M; Regehr, C; Power, R and Regehr, G (2007)‘When values collide‘The Clinical Supervisor, Volume 26, Issue1/2, pp99–117Jones, J (2014)A Report for the Centre for Social Work Practice on Reflective Practice Group Models in Social WorkCentre for Social Work PracticeWilkins, D and Antonopoulou, V (2019)What Does Supervision Help With? A Survey of 315 Social Workers in the UK’Practice, Volume 31, Issue 1, pp21-40Wilkins, D; Forrester, D and Grant, L (2017)‘What happens in child and family social work supervision?’Child and Family Social Work, Volume 22, Issue 2, pp942–951Wilkins, D and Jones, R (2018)‘Simulation supervision: How do managers respond to a crisis?‘European Journal of Social Work, Volume 21,Issue 3, pp454–466Wilkins, D; Khan, M; Stabler, L et al (2018)‘Evaluating the Quality of Social Work Supervision in UK Children’s Services: Comparing Self-Report and Independent Observations’Clinical Social Work Journal, Volume 46, Issue 4, pp350-360Wilkins, D; Lynch, A and Antonopoulou, V (2018)‘A golden thread? The relationship between supervision, practice and family engagement in child and family social work’Child and Family Social Work, Volume 23, Issue 3, pp494–503Wilkins, D and Whittaker, C (2017)‘Doing child-protection social work with parents: What are the barriers in practice?’ British Journal of Social Work, Volume 48, Issue 7, pp2003-2019

On 24 October, Iriss attended Navigating Troubled Waters: Women in social work education in Scotland seminar, where we heard from Emeritus Professor Viv Cree and Dr Mary Mitchell about a study funded by the Carnegie UK Trust, which began with the realisation that women in the academy fare less well than men across all disciplines: they are less likely to be promoted, they earn less pay, and they are much less likely to become professors. What this means for the discipline of social work education is explored. Transcript of episode Music Credit: Make your dream a reality by Scott Holmes

Building the future: shaping our social work identity newly qualified social worker conference was held on 31 May 2018 in Edinburgh. Delivered with the University of Edinburgh (in partnership with the Higher Education Heads of Social Work Group), Iriss, Scottish Social Services Council, the Scottish Association of Social Work, Social Work Scotland and the Scottish Government, it provided an opportunity for newly qualified social workers to come together to connect and reconnect. In this episode, Martin Kettle of Glasgow Caledonian University gives an overview of research on newly qualified social worker perceptions of social work education and practice. Transcript of episode Music Credit: Make your dream a reality by Scott Holmes

Online coursework is now a mainstream approach to the delivery of education and training to professional social workers in the United States. As online courses and programs grow, more and more faculty will be asked to teach using platforms and instructional methods that they may be unfamiliar with. One of these methods is known as gamification. While it should not be confused with game-based learning, it uses game-like features in the educational setting. In 2015, three members of the Concordia University social work faculty decided to incorporate some gamification elements into one course each was teaching. In this episode, Drs. Julie Dodge, Christie Bernklau Halvor, and Sonja Vegdahl explore that experience.

The  very first episode of N.A.H. Podcast is here! In this Podcast I had the great honor of interviewing Social Worker and friend l o t... The post N.A.H. Podcast Episode 1: Social Work, Education, Race & More appeared first on N.A.H..

The NASW Code of Ethics and International Federation of Social Workers’ "Statement of Ethical Principles" call for social workers to challenge discrimination, oppression, and "unjust policies and practices." In the United States, racism remains a lasting and pernicious example of those injustices. In this podcast, Dr. Ashley Davis and Dr. Allyson Livingstone describe the development of their Anti-Racism Project. The discussion includes their experience as the Project's facilitators and group members, research connected to the Project, and their advocacy for the need to include equity work in social work doctoral education. They also identify four important themes that seemed to emanate from their work.

In this episode, the second of two parts, Professors Elizabeth Bowen, Diane Elze, Isok Kim, and Charles Syms of the University at Buffalo School of Social Work continue their conversation about how they have approached the topic of systemic racism with their social work students. Here the panel's discussion shifts to why they believe it is important for social work education to specifically address the issue of racism. They also explore this topic from the School of Social Work's trauma-informed, human rights perspective.

The social work code of ethics asks that social workers focus efforts at addressing discrimination and other forms of social injustice. Therefore, it is essential that social workers in training be provided the opportunity to learn about and explore the inequities faced by individuals, groups, and communities they will work with. In this episode, the first of two parts, four members of the University at Buffalo School of Social Work faculty (Elizabeth Bowen, Diane Elze, Isok Kim, and Charles Syms) share their experience and thoughts about leading classroom discussions on this important and often challenging topic.

In this episode, Dorlee Michaeli describes how current and emerging social media expand social work career choices and practice. Ms. Michaeli tells us how she developed herself into a social worker who is social media savvy and why she believes social media competence is important for current social work practice. She discusses how and why social media is altering the landscape of social work practice and education.

John Devaney MBE, Director of Social Work Education at Queens University , Belfast who Chaired the Congress gives his thoughts on the success of the event. Then, to follow, Sue Berelowitz, the Deputy Children's Commissioner for England, talks about new initiatives and improved chances to hear the voice of the child. The post 053 BASPCAN Congress interviews appeared first on Thoughts On The Social World.

In this podcast, Ken and Susan Herrmann discuss their work with local stakeholders and Danang University in developing and operating an international social work educational program, The Brockport Vietnam Project. The discussion highlights the project’s mission, how it operates, its work in the local communities, and the learning opportunities and takeaways for students. The discussion might well be instructive for institutions or programs considering similar types of programs in developing countries.

The second of this series features John Devaney, Director of Social Work Education at Queens University , Belfast and his co-presenter John Carpenter, Professor of Social Work  from the School for Policy Studies at the University of Bristol. John Devaney was 20 years a social work practitioner and joined the University in 2006. He is also […] The post 040 JSWEC Conf. Part 2 appeared first on Thoughts On The Social World.

This is the second episode of a two-part discussion with Dr. Michael Reisch on the state of social work education in America. In this episode, Dr. Reisch offers his insights on a number of specific topics he believes must be attended to in order to strengthen social work education and continue to advance the profession.

In this episode, the first of two parts, Dr. Michael Reisch describes the role that social work education has in facilitating the emerging professional’s understanding of the institutional and structural inequalities facing oppressed and disenfranchised people. He also discusses the necessity for social work to reconnect with its historical mission of directly addressing social injustice.

In this episode, Professor Marion Bogo discusses research she has conducted on innovative methods for educational outcomes assessment in social work. She describes a program of research that looks at conceptualizing and assessing social work students’ competence. She also reviews some of the challenges in assessing students in their field experience. Finally, Professor Bogo discusses the development and testing of two innovative assessment methods: 1) an online tool for use in field evaluation and 2) the Objective Structured Clinical Examination (OSCE) adapted for social work student assessment.

In the last decade, social work education relevant to Nepal and its societal values and international social work has emerged and is growing. There are many challenges and opportunities in its development. Bala Raju Nikku shares insights into the development of Nepalese social work.

It's our 100th episode, and we have invited our Dean, Dr. Nancy Smyth, to reflect on our long, sometimes strange trip as we've found our way in producing years of compelling podcasts and sharing the work of our tremendous guests. Dr. Smyth discusses the early days of our series, our impact so far, and her thoughts about the future as Social Work and Social Work Education comes to grips with the risks and opportunities in the digital age.

A graduate of Wurzweiler School of Social Work shares ten ways to wisely use the field work experience during social work graduate education. BIO: Faith Herring, LMSW, is a 2010 graduate of Wurzweiler School of Social Work Concurrent Program. Currently, Ms. Herring works in Child Welfare at a non-profit agency in New York City. She also continues to assist the school with learning events, and plans to pursue a doctoral degree within the next few years.

Episode 68: Today's Social Work Podcast, The Training and Education of Military Social Workers, is the first of a two-part series. Part II, is a discussion of Cultural considerations in military social work. I'm doing this two part series because whether you agree or disagree with America n's involvement in what has now become the longest continuous combat engagement in its 235 year history, "There is an urgent need to understand and engage with the military service members, veterans, their families, and their communities in effective [social work] practices" (CSWE, 2010, p. 2). I hear some of you right now; I'm reading your thoughts: you don't work for the Veterans Administration; you're not contracted by the military to provide services; you don't wear the uniform and serve in the armed forces. And yet, according to my guest, Anthony Hassan, you could still be a military social worker. According to a 2011 Rand report, "Since October 2001, approximately 2 million U.S. troops have deployed as part of Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF). Many of these previously deployed individuals have since left the military or retired, and most previously deployed National Guard and reservists have returned to their home communities" (p. iii). These "community dwelling veterans" seek services where they live - in their communities. So, for all of you who work in communities - and that's everyone - chances are you're providing services to veterans and their families. And that's the main focus of today's military social work. And yet, most of us, unless we work directly with the military, have no idea what might be required for effective practice with this population. By all accounts, the wars in Afghanistan and Iraq have exacted a significant toll on community dwelling veterans and their families. In response to this need, in 2010, the Council on Social Work Education published guidelines for educational competencies for advanced social work practice in military social work. The authors of these guidelines explained, "with no end in sight and the ultimate results of these wars uncertain, we are now challenged with both a military that is exhibiting the stress-related consequences of these long and multiple combat deployments and a rapidly growing veteran population in need of a wide range of combat-related physical and mental health care services. Every community in the United States has been affected, and service delivery systems are trying to respond. Military social work, as a field of practice and research, is critical to our relevance as social workers, to the advancement of new career options, and in our leadership among the helping professions. This does not mean that we endorse war or aggression, but rather that we extend meaningful help to those who have been affected. This is a moment in history when we can reassert our central influence as a pivotal healing profession in the midst of wartime and in the aftermath by promoting a vigorous social work research agenda and appropriate training to effectively prepare military social workers" (CSWE, 2010, p. 2). In order to better understand both the training and education of military social workers, I spoke with a man who is on the forefront of the current reconceptualization of military social work. My guest, Anthony Hassan, is a retired Air Force officer with 25 years of experience in military social work. He served during Operation Iraqi Freedom in 2004 on the first-ever Air Force combat stress control and prevention team embedded with an Army unit. He led the largest military substance abuse and family advocacy programs in the Pacific which were recognized as benchmark programs and training sites for all other Pacific bases. He chaired the committee responsible for creating the Council on Social Work Education's model for advanced social work practice in military social work (CSWE, 2010) which I quoted a few minutes ago. And, if those bona fides aren't enough, he is currently the director of the Center for Innovation and Research on Veterans and Military Families at the University of Southern California's School of Social Work. In today's Social Work Podcast, Anthony and I talked about the how the definition of military social work has changed over time, how educators and practitioners can use the CSWE guidelines, opportunities for advanced training at the master's and doctoral level in military social work at USC's school of social work, and online certificate programs for non-USC students. We talked about the use of a "virtual patient" as part of the training program. We talked about the central role that the profession of social work could and should play addressing the issues faced by active duty military, community dwelling veterans, and their families. We talked about the kinds of jobs that military social workers do. We ended our conversation with some resources for listeners wanting to know more. A couple of notes about this interview. Anthony and I spoke for an hour and a half. Our conversation about education and training actually happened in the second half of our interview. Because I'm presenting it as "Part I" there are a couple of times when he makes reference to information that we discussed in the beginning of the conversation... which is now Part II. I hope that's not too confusing. Another thing that stands out about this interview is that, for the first time, I invited listeners of the social work podcast who are fans on the social work podcast Facebook page, to submit questions for Anthony. The response was fantastic. There were over 20 questions, most of which I couldn't ask. But those that were suggested on Facebook I identified as such. So, thank you to everyone who posted questions - you'll recognize your contribution to this interview. And I'll definitely be asking folks to submit questions for future podcasts. Finally, as with all my remote interviews, this one was done using Skype. Anthony was in Los Angeles and I was 3,000 miles away in Philadelphia. And now, without further ado, on to episode 68 of the Social Work Podcast, The Training and Education of Military Social Workers: An Interview with Dr. Anthony Hassan.

Episode 68: Today's Social Work Podcast, The Training and Education of Military Social Workers, is the first of a two-part series. Part II, is a discussion of Cultural considerations in military social work. I'm doing this two part series because whether you agree or disagree with America n's involvement in what has now become the longest continuous combat engagement in its 235 year history, "There is an urgent need to understand and engage with the military service members, veterans, their families, and their communities in effective [social work] practices" (CSWE, 2010, p. 2). I hear some of you right now; I'm reading your thoughts: you don't work for the Veterans Administration; you're not contracted by the military to provide services; you don't wear the uniform and serve in the armed forces. And yet, according to my guest, Anthony Hassan, you could still be a military social worker. According to a 2011 Rand report, "Since October 2001, approximately 2 million U.S. troops have deployed as part of Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF). Many of these previously deployed individuals have since left the military or retired, and most previously deployed National Guard and reservists have returned to their home communities" (p. iii). These "community dwelling veterans" seek services where they live - in their communities. So, for all of you who work in communities - and that's everyone - chances are you're providing services to veterans and their families. And that's the main focus of today's military social work. And yet, most of us, unless we work directly with the military, have no idea what might be required for effective practice with this population. By all accounts, the wars in Afghanistan and Iraq have exacted a significant toll on community dwelling veterans and their families. In response to this need, in 2010, the Council on Social Work Education published guidelines for educational competencies for advanced social work practice in military social work. The authors of these guidelines explained, "with no end in sight and the ultimate results of these wars uncertain, we are now challenged with both a military that is exhibiting the stress-related consequences of these long and multiple combat deployments and a rapidly growing veteran population in need of a wide range of combat-related physical and mental health care services. Every community in the United States has been affected, and service delivery systems are trying to respond. Military social work, as a field of practice and research, is critical to our relevance as social workers, to the advancement of new career options, and in our leadership among the helping professions. This does not mean that we endorse war or aggression, but rather that we extend meaningful help to those who have been affected. This is a moment in history when we can reassert our central influence as a pivotal healing profession in the midst of wartime and in the aftermath by promoting a vigorous social work research agenda and appropriate training to effectively prepare military social workers" (CSWE, 2010, p. 2). In order to better understand both the training and education of military social workers, I spoke with a man who is on the forefront of the current reconceptualization of military social work. My guest, Anthony Hassan, is a retired Air Force officer with 25 years of experience in military social work. He served during Operation Iraqi Freedom in 2004 on the first-ever Air Force combat stress control and prevention team embedded with an Army unit. He led the largest military substance abuse and family advocacy programs in the Pacific which were recognized as benchmark programs and training sites for all other Pacific bases. He chaired the committee responsible for creating the Council on Social Work Education's model for advanced social work practice in military social work (CSWE, 2010) which I quoted a few minutes ago. And, if those bona fides aren't enough, he is currently the director of the Center for Innovation and Research on Veterans and Military Families at the University of Southern California's School of Social Work. In today's Social Work Podcast, Anthony and I talked about the how the definition of military social work has changed over time, how educators and practitioners can use the CSWE guidelines, opportunities for advanced training at the master's and doctoral level in military social work at USC's school of social work, and online certificate programs for non-USC students. We talked about the use of a "virtual patient" as part of the training program. We talked about the central role that the profession of social work could and should play addressing the issues faced by active duty military, community dwelling veterans, and their families. We talked about the kinds of jobs that military social workers do. We ended our conversation with some resources for listeners wanting to know more. A couple of notes about this interview. Anthony and I spoke for an hour and a half. Our conversation about education and training actually happened in the second half of our interview. Because I'm presenting it as "Part I" there are a couple of times when he makes reference to information that we discussed in the beginning of the conversation... which is now Part II. I hope that's not too confusing. Another thing that stands out about this interview is that, for the first time, I invited listeners of the social work podcast who are fans on the social work podcast Facebook page, to submit questions for Anthony. The response was fantastic. There were over 20 questions, most of which I couldn't ask. But those that were suggested on Facebook I identified as such. So, thank you to everyone who posted questions - you'll recognize your contribution to this interview. And I'll definitely be asking folks to submit questions for future podcasts. Finally, as with all my remote interviews, this one was done using Skype. Anthony was in Los Angeles and I was 3,000 miles away in Philadelphia. And now, without further ado, on to episode 68 of the Social Work Podcast, The Training and Education of Military Social Workers: An Interview with Dr. Anthony Hassan.

Carmen Ortiz Hendricks joined Yeshiva University Wurzweiler School of Social Work as Associate Dean and Professor in 2005 after being on the faculty of Hunter College School of Social Work of the City University of New York since 1980. A graduate of Wurzweiler’s doctoral program, she currently teaches doctoral courses in Social Work Education and Social Work Administration. Dr. Hendricks is the lead author with Jeanne Finch and Cheryl Franks of Learning to Teach—Teaching to Learn: A Guide to Social Work Field Education by the Council on Social Work Press (2005) which is widely used in Seminars in Field Instruction throughout the U.S. She is co-editor of Intersecting Child Welfare, Substance Abuse and Family Violence: Culturally Competent Approaches with R. Fong, and R. McRoy (2006, Alexandria, VA: CSWE Press). She is principal investigator on the U.S. Children’s Bureau Grant entitled, Child Welfare Traineeship Project Serving Hispanic Families.

Episode 63: Today's Social Work Podcast is a broad overview of current policies and practices associated with adoption in the United States. According to the Evan B. Donaldson Institute, 6 in 10 Americans have had experience with adoption, meaning you, or a family member or close friend was adopted, adopted a child, or put a child up for adoption. Although most Americans have experience with adoption, as you'll hear in today's interview, the world of adoption is incredibly complex. For example, is it ever acceptable to consider the race of a prospective adoptive family when making placement decisions? For example, you're looking to place an African American child. You have three prospective adoptive families - two African American and one White. Assuming all things are equal, could you use race as an exclusionary criterion? What about if the child was White, Latino, or Native American? If you know the answer - congratulations. If not, keep listening. And even if you know the answer, keep listening. My guest, Dr. Ruth McRoy, has been an academician, researcher, practitioner, trainer and lecturer in the field for over 30 years. She is a member of the North American Council on Adoptable Children (NACAC) Board and is a Senior Research Fellow and member of the Evan B. Donaldson Adoption Institute Board. In today's conversation, Ruth talks about different kinds of adoptions such as transracial, international, infant placement, and foster care adoption. She talks about the role of the social worker in adoption, from pre-placement to post-placement. She talks about some of the national and international laws that regulate adoption, such as the Multi-Ethnic Placement Act, the Indian Child Welfare Act, and the Hague Convention. We end today's conversation with some resources that you can tap for more information about adoption, including the Evan B. Donaldson Institute, the National Resource Center for Adoption, AdoptUsKids.org, and the North American Counsel on Adoptable Children. One quick word about today's Social Work Podcast: I recorded the interview with my Zoom H2 digital recorder. Ruth and I were sitting in an empty lecture hall at the Oregon Convention Center during the Annual Program Meeting of the Council on Social Work Education. Empty rooms are something of a commodity at conventions and I've done my best to edit out the sounds of people opening and closing the door looking for their own place to get some privacy. And now, without further ado, on to Episode 63 of the Social Work Podcast: Adoption Policy and Practice in the USA: Interview with Ruth McRoy, Ph.D.

Episode 63: Today's Social Work Podcast is a broad overview of current policies and practices associated with adoption in the United States. According to the Evan B. Donaldson Institute, 6 in 10 Americans have had experience with adoption, meaning you, or a family member or close friend was adopted, adopted a child, or put a child up for adoption. Although most Americans have experience with adoption, as you'll hear in today's interview, the world of adoption is incredibly complex. For example, is it ever acceptable to consider the race of a prospective adoptive family when making placement decisions? For example, you're looking to place an African American child. You have three prospective adoptive families - two African American and one White. Assuming all things are equal, could you use race as an exclusionary criterion? What about if the child was White, Latino, or Native American? If you know the answer - congratulations. If not, keep listening. And even if you know the answer, keep listening. My guest, Dr. Ruth McRoy, has been an academician, researcher, practitioner, trainer and lecturer in the field for over 30 years. She is a member of the North American Council on Adoptable Children (NACAC) Board and is a Senior Research Fellow and member of the Evan B. Donaldson Adoption Institute Board. In today's conversation, Ruth talks about different kinds of adoptions such as transracial, international, infant placement, and foster care adoption. She talks about the role of the social worker in adoption, from pre-placement to post-placement. She talks about some of the national and international laws that regulate adoption, such as the Multi-Ethnic Placement Act, the Indian Child Welfare Act, and the Hague Convention. We end today's conversation with some resources that you can tap for more information about adoption, including the Evan B. Donaldson Institute, the National Resource Center for Adoption, AdoptUsKids.org, and the North American Counsel on Adoptable Children. One quick word about today's Social Work Podcast: I recorded the interview with my Zoom H2 digital recorder. Ruth and I were sitting in an empty lecture hall at the Oregon Convention Center during the Annual Program Meeting of the Council on Social Work Education. Empty rooms are something of a commodity at conventions and I've done my best to edit out the sounds of people opening and closing the door looking for their own place to get some privacy. And now, without further ado, on to Episode 63 of the Social Work Podcast: Adoption Policy and Practice in the USA: Interview with Ruth McRoy, Ph.D.

In this episode, Drs. Raphael Travis and Anne Deepak discuss using Hip Hop as a framework for understanding client populations and educating social work students.

Episode 59: Today's Social Work Podcast is on incorporating religion and spirituality into social work practice with African Americans. Or at least that's the official title. The unofficial title is, "If my client brings God into the conversation, what should I do?" I spoke with Nancy Boyd-Franklin, best-selling author, multicultural researcher, family therapist and clinical trainer, and recipient of awards from the American Psychological Association, Association of Black Psychologists, and the American Family Therapy academy. When I was a social work intern, I worked with an African American mother who had AIDS and whose 6 children were HIV+. The father of her children had been an IV drug user who had died of AIDS. The mother was in poor health, and rarely sought her own treatment. I had a hard time tracking her down because she spent most of the day, every day, on public transportation with one child or another taking them to and from medical appointments. I remember being on the bus with her one day (because that was only place I could meet with her), listening to her talk about how she had successfully fought hospital administration to get treatment for one of her kids. Being the eager social work student that I was, fully prepared to acknowledge my clients strengths and resources, I told her that I was in awe of her strength. "How do you do it?" I asked her. Her response totally caught me off guard. She said, "The good lord will give me only as much as I can handle." I had no idea how to respond. See, I was expecting her to say something like, "a parent will do what a parent has to do," or maybe, "I don't know either; I sure could use a vacation." I expected her response to be much more... textbook? You know, the kind of response that I had read about in my textbooks so that I could follow up with, "and so if you took a vacation, what would be different?" Which really makes no sense at all since she was obviously not about to zip off to the Dominican Republic for a week at the beach. Not so textbook. In that moment, on the bus, I found myself completely at a loss for words. Not that I didn't have a million things running through my head, I did. I just thought they all sounded stupid. On one level I was trying to figure out what she meant: "ok. She said that the good lord will give her only as much as she can handle... does that mean that when she can't handle any more, she'll die? or that the good lord knows exactly how much she can handle and then when she can't handle any more the good lord will stop giving her things to handle, or is there a third option I'm just not thinking about. I mean, I'm just a social work intern, I'm not sure what I can offer above and beyond what the "good lord" can offer her, so what now?" Ok, so in case you got lost in all of my self-talk here's a quick recap. I asked my client a question. She responded. That's it. What should have come next was me saying something intelligent. Instead, what I said was, "Wow." So why did I have such a hard time coming up with an appropriate response? Well, for one, I thought that as a social worker I should know what my client meant, and I should understand what she meant... Another things was that I had a different belief system from my client and it didn't seem right to disagree with her, nor did it seem right to agree with her, because that wouldn't be genuine. My social work education did not prepare me to deal with issues of religion and spirituality. My textbooks didn't provide me with templates for how to respond when my clients brought up the issue of God. Prior to 2001, accreditation guidelines from the Council on Social Work Education didn't require schools to include spiritual assessment in the biopsychosocial assessment, which I talk about in more detail in Episode 2, Biopsychosocial-spiritual Assessment and Mental Status Exam. Another reason is that there has been a long and contentious relationship between religion and the helping professions. Religion was either the answer or the problem. On one hand, the social work profession is in part rooted in the Friendly Visitor movement which believed that the right version of religion was the answer to poverty. On the other hand, you have Freud's legacy of religion being considered an obsessional neurosis. So for many providers, the only safe middle ground was "Religion is not within my scope of practice and therefore I'm not going to deal with it at all." Well, today's guest, Nancy Boyd Franklin, would say that when religion or spirituality is part of a client's life, the effective provider has to be able to deal with and be willing to engage in conversations about it. "Wow" just won't cut it. She would see this mother's belief in the power of the good lord as a sign of strength and resilience, not weakness or pathology. She would also say that I could have simply responded to the mother's statement by saying, "tell me more." In today's interview, Nancy spoke about the heterogeneity of beliefs among Black Americans. She and I talked about the difference between religion and spirituality, what a church family is and why it is so important, whether or not social workers should ask about religion and spirituality if clients don't bring it up, and what the role of religion and spirituality is in traditional African American families. I interviewed Nancy at Temple University's School of Social Work. She was the invited speaker for the school's lecture series on social work research. For more information about Temple's School of Social Work, or the research lecture series, please visit their website at www.temple.edu/ssa.org. And now, without further ado, on to episode 59 of the Social Work Podcast. Incorporating religion and spirituality into social work practice with African Americans: Interview with Nancy Boyd-Franklin, Ph.D. For links to resources mentioned in this episode, or other episodes on social work topics, please visit our website at http://socialworkpodcast.com

Episode 59: Today's Social Work Podcast is on incorporating religion and spirituality into social work practice with African Americans. Or at least that's the official title. The unofficial title is, "If my client brings God into the conversation, what should I do?" I spoke with Nancy Boyd-Franklin, best-selling author, multicultural researcher, family therapist and clinical trainer, and recipient of awards from the American Psychological Association, Association of Black Psychologists, and the American Family Therapy academy. When I was a social work intern, I worked with an African American mother who had AIDS and whose 6 children were HIV+. The father of her children had been an IV drug user who had died of AIDS. The mother was in poor health, and rarely sought her own treatment. I had a hard time tracking her down because she spent most of the day, every day, on public transportation with one child or another taking them to and from medical appointments. I remember being on the bus with her one day (because that was only place I could meet with her), listening to her talk about how she had successfully fought hospital administration to get treatment for one of her kids. Being the eager social work student that I was, fully prepared to acknowledge my clients strengths and resources, I told her that I was in awe of her strength. "How do you do it?" I asked her. Her response totally caught me off guard. She said, "The good lord will give me only as much as I can handle." I had no idea how to respond. See, I was expecting her to say something like, "a parent will do what a parent has to do," or maybe, "I don't know either; I sure could use a vacation." I expected her response to be much more... textbook? You know, the kind of response that I had read about in my textbooks so that I could follow up with, "and so if you took a vacation, what would be different?" Which really makes no sense at all since she was obviously not about to zip off to the Dominican Republic for a week at the beach. Not so textbook. In that moment, on the bus, I found myself completely at a loss for words. Not that I didn't have a million things running through my head, I did. I just thought they all sounded stupid. On one level I was trying to figure out what she meant: "ok. She said that the good lord will give her only as much as she can handle... does that mean that when she can't handle any more, she'll die? or that the good lord knows exactly how much she can handle and then when she can't handle any more the good lord will stop giving her things to handle, or is there a third option I'm just not thinking about. I mean, I'm just a social work intern, I'm not sure what I can offer above and beyond what the "good lord" can offer her, so what now?" Ok, so in case you got lost in all of my self-talk here's a quick recap. I asked my client a question. She responded. That's it. What should have come next was me saying something intelligent. Instead, what I said was, "Wow." So why did I have such a hard time coming up with an appropriate response? Well, for one, I thought that as a social worker I should know what my client meant, and I should understand what she meant... Another things was that I had a different belief system from my client and it didn't seem right to disagree with her, nor did it seem right to agree with her, because that wouldn't be genuine. My social work education did not prepare me to deal with issues of religion and spirituality. My textbooks didn't provide me with templates for how to respond when my clients brought up the issue of God. Prior to 2001, accreditation guidelines from the Council on Social Work Education didn't require schools to include spiritual assessment in the biopsychosocial assessment, which I talk about in more detail in Episode 2, Biopsychosocial-spiritual Assessment and Mental Status Exam. Another reason is that there has been a long and contentious relationship between religion and the helping professions. Religion was either the answer or the problem. On one hand, the social work profession is in part rooted in the Friendly Visitor movement which believed that the right version of religion was the answer to poverty. On the other hand, you have Freud's legacy of religion being considered an obsessional neurosis. So for many providers, the only safe middle ground was "Religion is not within my scope of practice and therefore I'm not going to deal with it at all." Well, today's guest, Nancy Boyd Franklin, would say that when religion or spirituality is part of a client's life, the effective provider has to be able to deal with and be willing to engage in conversations about it. "Wow" just won't cut it. She would see this mother's belief in the power of the good lord as a sign of strength and resilience, not weakness or pathology. She would also say that I could have simply responded to the mother's statement by saying, "tell me more." In today's interview, Nancy spoke about the heterogeneity of beliefs among Black Americans. She and I talked about the difference between religion and spirituality, what a church family is and why it is so important, whether or not social workers should ask about religion and spirituality if clients don't bring it up, and what the role of religion and spirituality is in traditional African American families. I interviewed Nancy at Temple University's School of Social Work. She was the invited speaker for the school's lecture series on social work research. For more information about Temple's School of Social Work, or the research lecture series, please visit their website at www.temple.edu/ssa.org. And now, without further ado, on to episode 59 of the Social Work Podcast. Incorporating religion and spirituality into social work practice with African Americans: Interview with Nancy Boyd-Franklin, Ph.D. For links to resources mentioned in this episode, or other episodes on social work topics, please visit our website at https://socialworkpodcast.com

Dean Nancy Smyth speaks with Dr. Alex Gitterman, the Council on Social Work Education's 2008 Lifetime Achievement Award recipient, about the Life Model of Social Work Practice and its continued influence on the field.