COMPASS ELLEN WHITESIDE MCDONNELL SCHOOL OF SOCIAL WORK
SPRING 2021 EDITION
Stand
United!
Dean’s Welcome
Barry University School of Social Work is pleased to give you a glimpse into the academic lives of our students, faculty, staff, administrators, and alumni. This edition of COMPASS is especially meaningful because its content reflects the resilience, determination, and commitment evidenced during the most challenging times of our lives. With the onset of the pandemic, we had to transition from our traditional personto-person learning environment to complete remote teaching/learning. Our students, faculty, and staff were champions. Faculty demonstrated a willingness to quickly acquire new skills and dedicated themselves to providing students with the best learning experience possible. They were attentive to the needs of each student and provided support and understanding of the unique challenges remote learning posed for our students. Our students, in the midst of great uncertainty, remained focused and excelled in all of their classes.
This edition reflects our commitment to our mission and Core Commitments. We are proud to introduce you to our new and very successful degree programs, the extraordinary scholarly work of our faculty, the commendable experiences of our students, and the powerful impact of our Center for Human Rights and Social Justice.
We are very proud of our students and the resilience they demonstrated throughout each semester. The concern and fear of the pandemic was compounded as we all witness the explosion of racist violence in the streets and the heart of our nation. The voice of the School mingled with the voices of our University and communities across the country. We called for an end to systemic racism, mourned the deaths of the many men and women whose lives were unjustly taken, and, through it all, celebrated the resilience of people who lived through a legacy of racism and social inequities. As social workers, we will always stand up and stand out for social justice. Our University also responded to this call and under the leadership of our President, Dr. Mike Allen. We organized our efforts and immediately began working to strengthen our racial climate and to build a more inclusive community—
a community that respects the unique differences of all our students, faculty, staff, and administrators. We do not want to recite our mission; we want to live our mission. This edition reflects our commitment to our mission and Core Commitments. We are proud to introduce you to our new and very successful degree programs, the extraordinary scholarly work of our faculty, the commendable experiences of our students, and the powerful impact of our Center for Human Rights and Social Justice. We honor the life accomplishments of an alum that is with us in memory. We are proud of our alumni and want to hear from you. This is your magazine. Welcome to Barry University School of Social Work COMPASS. Dr. Phyllis F. Scott
Dean of the School of Social Work
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Table of Contents
3
New Programs
What’s New in The School of Social Work? Sneak Peek at our Latest Programmatic Offerings
4
Field Education in Times of Covid
12
Anti-Racism and Equity Coalition
16
Class Action
BACHELORS IN SOCIAL WORK PROGRAM:
MASTERS IN SOCIAL WORK PROGRAM:
DOCTORAL SOCIAL WORK PROGRAMS:
Our BSW courses are now being offered during weekends and evenings to better suit our students’ schedules.
Our MSW program is being offered fully online and is carefully designed to give you regular access to our exceptional, award-winning faculty through “real time,” partially synchronous modalities.
Our fully online Doctor of Social Work degree program is developed for those MSW practitioners who desire a doctoral degree that is practicefocused as opposed to independent research-focused.
Contact: Ashley Wright BSW Program Director Phone: 305-899-3941 Email: awright@barry.edu Book a one-on-one appointment: barry.edu/sswbooking Learn more: barry.edu/bsw/about
Contact: Kristy Vega Graduate Admissions Director Phone: 305-899-4765 Email: kvega@barry.edu Book a one-on-one appointment: barry.edu/sswbooking Learn more: barry.edu/msw/online
Contact: Kristy Vega Graduate Admissions Director Phone: 305-899-4765 Email: kvega@barry.edu Book a one-on-one appointment: barry.edu/sswbooking Learn more: barry.edu/social-work/doctorate
DSW Student Testimonial
The professors in the DSW program are very knowledgeable in their field and invested in the student’s success. The rigor of this program makes me confident that I made the right choice. The material learned within the DSW program has not only helped me grow as a professional in my day-to-day practice but also as a leader in trauma-informed care. — Gloria Valdivieso, DSW Student
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Field
Education in Times of COVID-19 The COVID-19 Pandemic Alternative Remote Learning Plan
By Sarah Ingram Herring, PhD, LCSW It is an understatement to say that the COVID-19 pandemic has presented challenges for Field Education. The sudden closing of field agencies and/or suspension of students from field agencies that remained open in response to the COVID-19 pandemic, left many students without agency placements and field educators to support them in moving forward in field. As field agencies made changes to be in compliance with the Center for Disease Control’s (CDC) social distancing guidelines, Barry University was also
graduate at the end of the spring 2020 semester, the COVID-19 pandemic created grave concern. On March 17, 2020, the director of field education issued a directive for all students to discontinue onsite/agency field placements. This directive would create even greater worry for students already dealing with disrupted placements and the uncertainties brought about by COVID-19. While some of our placement agencies were able to transition to remote/telehealth services, many were unable to do so.
The COVID-19 Pandemic Alternative Remote Learning Plan was developed in order to ensure students a path to continue their learning and ability to complete field requirements. moving forward to meet those guidelines. These sudden changes created a great deal of uncertainty for all. Reasonably, for students scheduled to
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Therefore, many agencies were no longer able to offer field learning experiences providing direct client work for students. With a lack of remote/telehealth
placement opportunities available and the suspension of placements, the administrative team was tasked with creating alternative learning opportunities for students. The COVID-19 Pandemic Alternative Remote Learning Plan was developed in order to ensure students a path to continue their learning and ability to complete field requirements. This learning plan offered field educators who were struggling to identify alternative tasks and projects to assign
to students. These remote alternative learning assignments were created to reflect the requirements of CSWE’s EPAS standards and core competencies. The COVID-19 Pandemic Alternative Remote Learning Plan packet resource was distributed to field educators, field advisors, and students. Included in this alternative learning packet were weekly focused learning seminars via the WebEx platform that were delivered by faculty members. In accordance with CSWE’s
statement giving schools of social work the option to reduce the number of hours being required for field education, a decision was made to grant students a 15% reduction in the number of hours required per their registered field courses during the spring 2020 semester and summer 2020 semester. Students were able to move through the spring 2020 semester and complete requirements of Field Education courses. This would bring some relief for students
scheduled to graduate spring 2020. Consequently, they were able to successfully meet field course requirements. Some students were even able to reconvene placements with agencies once remote/telehealth services were developed and implemented by these agencies. Additionally, students who requested to continue in an onsite agency placement with the signing of a release waiver, were given the option to do so.
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Charania Rachel Badilla, MSW Student Good Morning Ms. Charania, The following is something the agency would like to share regarding Rachel Badilla, MSW Student. I want to begin by saying it is a pleasure educating and working with Rachel Badilla. One of Rachel’s most impressive traits is that she is highly self-motivated. During the start of the COVID19 Pandemic the agency was in the process of developing ways to service clients using visual communication. Rachel reached out to me and was very concerned about her assigned clients and continued to communicate with them by phone. Rachel was eager to continue working with her clients because she was concerned about their mental state during this challenging time. After she had been authorized to return to the agency, she jumped right in and started the training for TeleHealth and immediately began therapeutic services. For example, a client was panicking because he was afraid to leave his home, he lived alone and needed groceries. Rachel took the time to help the client download an app and order groceries. She is polite, friendly, and respectful. Rachel [has] demonstrated the skills of creative problem-solving, a tireless work ethic, and the willingness to help service the mental health population. Thank you, Barry University for an excellent student! Thank you, Cassandra Williams, MSW Adult Day Program Coordinator, Field Educator Assurance of Hope Institute, Inc.
For students enrolled in Field Education in the summer and fall 2020 semesters, a cadre of seasoned social work practitioners and BUSSW faculty members were assembled to provide rich WebEx skills practice seminars. These highly engaging and interactive seminars are focused on addressing CSWE’s nine core competencies. Students receive WebEx invites and are able to accrue hours towards field education courses. Additionally, for students who are continuing in the field during fall 2020, field advisors are taking a central role for students not assigned to agency field educators. Field advisors assign
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and review remote learning activities, participate in role plays/simulations to ensure the acquisition of social work practice knowledge and skills, and provide weekly individual and/or group supervision sessions The Office of Field Education continues to work tirelessly to ensure, to the extent possible, that the learning experiences of students enrolled in CSWE’s signature pedagogy are of the highest quality. This commitment remains central to the Barry University School of Social Work and its Office of Field Education. Thus, the Office of Field Education team continues to assess, reassess,
plan, and develop remote alternative learning opportunities that will foster social work values, ethics, and practice skills to prepare students for future independent practice. We continue to seek remote/telehealth placement opportunities to refer students. Student Excellence in Times of COVID-19 While the COVID-19 pandemic has brought about significant challenges for field education, we are inspired by our students who shine in spite of these challenges. The following email communication serves as an example of how our students continue to excel in this COVID-19 pandemic environment.
Student-Alumni Mentorship Program STUDENTS: Are you looking for an experienced mentor to help you reach your academic, career, and personal goals? Sign up to get paired with an alumni mentor who can assist you!
ALUMNI: Remember what is was like to be a student with unanswered questions? This is an opportunity to gain leadership and coaching experience while giving back to your alma matter and supporting the next generation of social workers! The Mentorship Program is designed to encourage students to be proactive throughout their academic careers at Barry’s School of Social Work while simultaneously enhancing academic, professional, and personal experiences. We ask our alumni to consider signing
up to serve as a mentor to one or two of our current students. Whether your practice is local or out of state, there’s sure to be a Barry student whose career interests match your path in some way. We encourage all of you to consider this opportunity.
To find out more about the Student-Alumni Mentorship Program and to sign up, contact Stephanie Theile, Student Services Coordinator, at STheile@barry.edu.
Rachel Badilla, MSW student, put her social work passion into action during COVID by preparing and donating hundreds of flower bouquets to several local nursing homes. This wonderful gesture brought out many smiles during a difficult time.
mental impact for black female collegiate athletes as they shift from being amateurs to professionals. She recently wrote a feature for 9ine Point, an athlete-focused digital magazine.
Student News:
Marlene Holmes, PhD student, is a certified Meditation Instructor, Certified Life Coach, Education Consultant, and former Division 1 athlete who is merging the field of athlete development and social work. Her research interest is focused on the emotional and
Maria Tapia, PhD student, was a panelist for the Transgender Mental Health Summit in October 2020. This summit is about bringing awareness to employees of the Florida School Districts to prepare them with knowledge and culturally competent information to assist students and families.
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Aging in the Age
of
COVID-19
Natalia Shtompel, PhD, MSW, MA
As the COVID-19 pandemic continues to devastate communities across the globe, few other groups in the US are impacted more severely and in more different ways than our seniors. Older adults are at the highest risk of serious and life-threatening symptoms and mortality as a result of COVID-19 (Center for Disease Control and Prevention [CDC], 2020a). The pandemic brings to light existing health disparities, as these risks are even higher for ethnic and racial minorities, regardless of age- children included (CDC, 2020b). Furthermore, when the
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data first showed that COVID-19 disproportionately affects those 65 years and older, there appeared to be a sense of relief among the public and the media, in addition to the differential allocation of limited life-saving healthcare resources based on age, and hashtags such as “#BoomerRemover.” These unsettling phenomena all point to ageism and the fact that the lives of seniors are less valued in our society (Brooke & Jackson, 2020). Older adults who previously attended adult daycares and senior centers and relied on meals
provided by these agencies may now face hunger and malnutrition, in addition to loss of exercise, recreation, and socialization (Berg-Weger & Morley, 2020). Further, the pandemic has exacerbated isolation in older adults who might not be able to see family and friends in person anymore (Berg-Weger & Morley, 2020). Seniors who live alone and those residing in Skilled Nursing Facilities and other long-term care institutions are likely at a particular risk of isolation and might find themselves feeling lost or forgotten. Institutionalized seniors with
cognitive impairment might struggle to understand or remember why there are no more visitors, going to the cafeteria and other common areas, group activities and other events, or why everyone around is wearing masks and other protective personal equipment. It is hard to imagine being isolated in one room and not seeing a familiar face for days, weeks, and months. Even more heartbreaking is the fact that many of the affected seniors with COVID-19 died alone, their families not allowed in the facility or hospital due to safety concerns (Wakam et al., 2020).
However, every one of us can positively impact the well-being of seniors in our lives. In some cases, a phone call is all it takes to help reduce isolation and improve their quality of life (Brooke & Jackson, 2020). Recognizing unusual symptoms and behaviors in older individuals is crucial, as an abrupt change in functioning, such as reduced energy level and disorientation, may be a sign of COVID-19 or another serious condition (Graham, 2020). Additionally, it is important to offer seniors assistance with technology, including the use of online social media and video platforms, Telehealth, grocery delivery or pick-up services, etc. Providing written step-by-step instructions may be especially helpful. In other cases, connecting seniors with community services and programs that they may now need, such as meal delivery, can be essential for their health and wellness. For instance, local Area Agencies on Aging are a great first step in finding a wide variety of resources for older adults and those with disabilities (Department of Elder Affairs, State of Florida, 2020).
REFERENCES Berg-Weger, M., & Morley, J. E. (2020). Loneliness and social isolation in older adults during the COVID-19 pandemic: Implications for gerontological social work. The Journal of Nutrition, Health & Aging, 24(5), 456-458. https://link.springer. com/content/pdf/10.1007/s12603020-1366-8.pdf Brooke, J., & Jackson, D. (2020). Older people and COVID-19: Isolation, risk and ageism. Journal of Clinical Nursing, 29, (13-14), 2044-2046. doi:10.1111/jocn.15274 Center for Disease Control and Prevention (2020a). COVID-19 guidance for older adults. https://www.cdc.gov/aging/ covid19-guidance.html Center for Disease Control and Prevention (2020b). Health disparities: Race and Hispanic origin. https://www.cdc.gov/nchs/nvss/ vsrr/covid19/health_disparities.htm Department of Elder Affairs, State of Florida (2020). Aging and Disability Resource Centers (ADRCs). http://elderaffairs.state.fl.us/doea/ arc.php Graham, J. (2020, April.) Seniors with COVID-19 show unusual symptoms, doctors say. Kaiser
Finally, now more than ever, there is a need to speak up for our seniors, bringing awareness to and combatting ageism and existing health and socioeconomic disparities in the US and across the globe. Advocating for older adults is a task for all social workers, not only due to the fundamental values of our profession, but also because we are all children and grandchildren of past generations who have continually and without hesitation made sacrifices to better our lives.
Health News. https://khn.org/news/seniors-withcovid-19-show-unusual-symptomsdoctors-say/ Wakam, G. K., Montgomery, J. R., Biesterveld, B. E., & Brown, C. S. (2020). Not dying alone- modern compassionate care in the Covid-19 pandemic. New England Journal of Medicine, 382(24), e88. doi:10.1056/ NEJMp2007781
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The Impact of COVID-19
on
Advocacy
The Center for Human Rights and Social Justice, like all other institutions across the globe, was faced with the unprecedented challenge of determining how to persist in the face of COVID-19. While we continued the valuable work associated with our existing community-engaged advocacy and research projects, we recognize the vital importance of being responsive to the needs of our most marginalized populations and our community partners. We had the pleasure of talking to some of our community partners—virtually— about their work, challenges, and hopes in these new times. Maria Clara Harrington (MC)Training and Outreach Coordinator, CHANCE Program Citrus Health Network Yinay Ruiz (YR)- Miami CARES Project Manager, Citrus Family Care Network Caridad Mas-Batchelor (CMB)Interim Deputy Director/Task Force Coordinator, International Rescue Committee Cristobal Perez (CP)Refugee Services, Program Analyst Department of Children and Families ADAPTING SERVICE DELIVERY What changes has your organization had to make in response to the pandemic, as it relates to serving human trafficking victims and vulnerable populations?”
MC: We have been providing services during this pandemic via Telehealth to avoid any interruption of services. Our wonderful team of clinicians, case managers, life coaches, and supervisors work 24/7 to meet the needs of exploited youth and to provide much needed support to them and their caregivers. The team is prepared to make a physical visit to a home or foster home, if needed, or respond to a crisis situation. Our offices, medical clinics, crisis units, outpatient and residential programs have continued to operate and look for additional resources to assist families during these challenging times. We also continue to work very closely with our foster parents to provide them with support, as well as, to ensure placement availability when needed. YR: Given the current pandemic, we had to move services to Telehealth to avoid interruption of services provided to at-risk youth. We have also moved to virtual court hearings to ensure that the court continues to assist young clients and without delaying their proceedings. CMB: The IRC in Miami adapted how services are delivered to human trafficking victims. We have maximized the use of digital tools such as WhatsApp and Zoom as
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ways to communicate with clients during initial or follow-up meetings and have adjusted how clients access resources. The program staff have also distributed donated food and personal items while following CDC social distance guidelines. IMPACT ON SURVIVORS OF HUMAN TRAFFICKING Please speak about the main impact that COVID-19 has had on victims/ survivors of human trafficking in South Florida. MC: For our young survivors of exploitation, this pandemic has been very challenging. Being home all day, unable to be at school or other places and feeling so restricted has been a trigger for
Through the 1Human Trafficking Coalition (1HTC) Project and the South Florida Human Trafficking Task Force, we will continue collaborating with our trusted community partners and those on the front lines to help mitigate the exacerbated vulnerabilities of human trafficking victims due to COVID-19.
some of our youth. Those triggers, combined with symptoms of trauma, have pushed some to run away from home, putting them at higher risk not only for COVID but also for further exploitation. For some, adjusting to Telehealth has taken some time and our clinicians have been working on creative ways and various activities to continue to keep them engaged in treatment. In some cases, clinicians have done drive-by caravans to the youth’s home to say hello from a distance and to drop off needed items to help decrease stress. YR: Some of the youth have struggled with not having personto-person interaction with their assigned therapists. We have also
We recognize the vital importance of being responsive to the needs of our most marginalized populations encountered difficulties with identifying placements. Many foster parents also have expressed concerns as to possible exposure to COVID-19. We have seen some shelters create “cottages” intended for children that have tested positive for COVID-19. CMB: COVID-19 has contributed to increased levels of isolation and limited access to resources. Due to stay-at-home orders and social distancing, survivors are more vulnerable to victimization by traffickers or exploitation.
There has been an increase in unemployment resulting in a greater need for the IRC to provide additional financial support to survivors. CP: Certain populations or people are more vulnerable because they are more confined. There have also been cases of foreign-born people that have been exploited and dropped off at embassies because the victimizers no longer can “use them” during this time. UNICEF Continued on page 15
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Introducing the and
Anti-Racism Equity Coalition A conversation with Dean of the Ellen Whiteside McDonnell School of Social Work and Chair of the Anti-Racism and Equity Coalition, Dr. Phyllis F. Scott.
Can you tell us about the work of the Anti-Racism and Equity Coalition and discuss its mission, goals, and expected outcomes? The Coalition was formed by the President to help Barry University create a learning and working environment that is racially just and inclusive. The explosion across social media of what it means to be Black in America was overwhelming, and as the curse of slavery revealed itself, America rose once again demanding that the shackles of a people be removed and institutions of racism be dismantled. The University, as
did other institutions throughout the country, felt compelled to act and clearly proclaimed that, guided by our mission and our commitment to social justice, we will stand up and stand out for justice. We would seize every opportunity to dismantle systemic racism on campus, in communities, and globally. We want our students to learn and grow in a healthy, vibrant, and inclusive learning space and, in that space, discover their own voice and their own power to create change and help build a better tomorrow. The Coalition will examine every aspect of
Barry’s landscape with the sole intent to produce an anti-racist action plan that is both dynamic and practical.
How do we prepare Barry students to be leaders and advocates for social justice and equity?
We want our students to learn and grow in a healthy, vibrant, and inclusive learning space and, in that space, discover their own voice and their own power to create change and help build a better tomorrow. How will the Coalition create a space to have a meaningful dialogue about race? Will there be parts of the co-curricular journey where students can confront deep conversations about race? To have a discussion, an open honest dialogue about race and intersectionality is extremely difficult for most people; white people, Black people, brown people. Regardless of one’s origin of truth, it is a difficult conversation to have. It’s like ripping the stitches from a quilt that was sewn hundreds of years ago; for some the quilt protected, for some it gave them a false sense of superiority, and still others it smothered. We are working to create a safe place for our students to have these needed exchanges. We have got to pause, get a grip on all that is happening in silos, and produce a platform that strategically maximizes student time and interests.
ANTI-RACISM and EQUITY COALITION
It is my hope that as we engage our students in activities that will allow them to advocate for social justice and to participate in various forums where their voices are heard, they will recognize what it feels like to unleash power for positive change. WE must focus on our students becoming educated and more aware of social issues and their implications. An anti-racist must be knowledgeable and have an innate thirst for truth. How will the work being done now set the path for sustained dialogue about race and systematic racism? The Coalition is committed to presenting a sustainable plan to the University in March 2021. In the meantime, work is being done to move our agenda forward. The Coalition has pledged its commitment that extends beyond my retirement and my value to this important cause. The Coalition, will continue to advocate for positive change and within an antiracist framework, do that work with courage and vulnerability.
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The Grand Challenges of Social Work In My Blood
By Todd Tedrow, DSW, LCSW, CAPSW (WI) the midst of another crisis with race, along with a health crisis like we’ve not seen before. These crises have opened old, unhealed wounds, and created new ones. So where is social work?
By: Savanna Osei, 11 year old daughter of Alumna: Precious Skinner-Osei, Ph.D. ‘16 In my blood There is a truth That is hidden But needs to be told In my blood There are people Unheard of But bold In our blood There are bad things Like violence and inequality That encourages us To be the change That we want to see I embrace this blood This very blood That courses through my veins So find the truth Find your light And decide to make a change
Todd Tedrow, DSW, LCSW, CAPSW
Social work is a varied and diverse profession, covering all aspects of improving lives, from the individual level to groups and communities to changing society for social good. In the past several years, the Academy of Social Work and Social Welfare spearheaded an endeavor — the Grand Challenges for Social Work and Society — that has provided direction and guidance for the profession to make a positive impact on the challenges we face in society. In this endeavor, the social work profession has the intention to promote scientific innovation, foster transdisciplinary research, and increase the value the profession brings to the creation of a transformative social agenda to America. And what an urgent time to consider these Grand Challenges, as our cities, states, and culture splinter in
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The Grand Challenges provide a framework. A new grand challenge has been added in the past months: the Grand Challenge of Eliminating Racism. A longstanding challenge, Closing the Health Gap, is intertwined with the issue of racism, as all of the Grand Challenges are intertwined with our historical legacy of the suffering of the most vulnerable and oppressed in the wealthiest country in the world. Barry School of Social Work is engaging with the Grand Challenges by linking formally with the national leadership for the challenge of Eliminating Racism. Social work has a role in bringing all to the table to solve complex social problems in order to serve the vulnerable and oppressed in our culture. The Grand Challenges provide an opportunity for all of us to advance our profession and our professional skills to the betterment of all.
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Social Justice Initiatives
has reported that COVID is playing a more challenging role in identification and ways to assist victims.
Sponsored by The Center for Human Rights and Social Justice The work of the CHRSJ centers on using our values and voices to stand against injustice with trauma-responsive approaches. We invite you to join us in amplifying the powerful wave of social change that has long been overdue.
The most recent surge of violence against Black Americans calls us to action. Generation Strong Alliance — a working group of students, alumni, faculty/staff, and community stakeholders — will work together in tangible ways to end racism and reduce prejudice and bias. Join us for the monthly online Gathering of Voices to discuss our roles in addressing why Black Lives Matter, how the social work profession can advocate for systemic change, and to amplify the social change that is sweeping the nation.
MITIGATING VULNERABILITIES Has your organization used creatives ways to meet the needs of the “new normal” and mitigate exacerbated vulnerabilities?
TRACKS Intergroup Dialogue Program is rooted in the tenets of the evidence-based Intergroup Dialogue (IGD) model of prejudice reduction from the University of Michigan, and the work of Gordon Allport (1954), which supports that intergroup prejudice and violence is often based on perception of differences rather than actual differences (Robinson, Keltner, Ward, and Ross 1995). Since 2014, TRACKS at Barry University has invited members to engage in peaceable, focused, and organized dialogue about social justice issues in a safe space.
Cross-Cultural Connections creates an atmosphere for open, honest exchange to learn from each other, acknowledging differences in backgrounds, skills, interests, and values through expressive arts.
MC: Our team is working to meet the individual needs of each youth; since each one of them have very unique needs, we are always thinking of creative ways to provide additional support and to keep our youth engaged in services. We started a “Fun Summer Physical Challenge” to motivate our youth to stay active, which helped them to better manage stress and cope with their symptoms of trauma. The staff also participated in a challenge to increase motivation for the youth. We incentivised foster families to engage in activities together; they could do some of the activities with their clinician, case manager, or Life Coach. Additional support and training is being provided to foster parents to better manage this challenging time and help youth cope with our new normal. We are also conducting a back-to-school supply drive. CMB: The IRC in Miami has maximized the use of digital tools such as WhatsApp and Zoom as ways to communicate with clients during initial or follow-up communications with survivors and have adjusted how clients access resources provided to them from the program. For example, the program has moved to e-gift cards to reduce food insecurities for the clients. The program is also utilizing transportation services of survivors to their medical and legal appointments.
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Class Action: Alumni News 1974 Suzanne Gunzburger, LCSW and former Broward County Commissioner, is proud to say that she instilled the value of social work in her granddaughter, Emily Katz, who graduated this past spring with her MSW degree. 1985
Marta Miranda-Straub is the founder of Catapult Now, LLC, providing organizational and leadership development services to non-profit and for-profit organizations with a focus on equity and inclusion. In addition, in July 2020, she was appointed as the Commissioner of the Kentucky Cabinet’s Department for Community Based Services (DCBS). 1996
2000 Wendy Kraszewski was promoted to Executive Director of Connexis Medical Services, a Stratum affiliate company that provides in-home medical visits, physician services, and palliative care. 2005 Joy R. Clark Newkirk recently sat for and passed the ASWB Clinical Exam and received final approval for her LCSW in August 2020. Additionally, she recently got promoted to the Director of Service Integration and Quality Assurance, Urban League of Broward County.
Delphine Gervais is in private practice as a licensed clinical social worker (LCSW) in education, health, social welfare, community development, and individual/ family/group intervention services. Additionally, she works in publiccharter education as a Dean of School Culture and Climate. 2007
Marni Feuerman maintains a private practice in Boca Raton, Florida, and authored a self-help book titled Ghosted and Breadcrumbed: Stop Falling for Unavailable Men and Get Smart about Healthy Relationships.
and completed her dissertation on “Effective Intervention: A Process Monitoring Evaluative Case Study of a Countywide Community-based Youth Diversion Program.” In addition to graduating with her doctorate, Mishique passed the LCSW exam in September 2020. 2008 Amy Grosshandler currently works at South Shore Association for Independent Living in Baldwin, NY, and was promoted to the Director of Supported Housing. 2010
Marie Ghislaine Desir published a book titled Owning My Mistakes: My Undies Should Fit Now, a personal memoir in which she opens up and shares with us in her daily battle with mental illness. Her true-to-life narration of personal experience aims to help victims of rape, domestic violence, social or racial discrimination, work abuse, and other traumas. 2011 Vivian A. Richards is a licensed social worker in South Carolina and Alabama and served on the board for NASW’s AL chapter.
Mishique Pearson graduated in Spring 2020 with her Doctoral Degree in Public Administration
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https://www.barry.edu/sswalumni
2016
Aiyana Angeni Gonzalez was a guest on the “Entre Nos” radio program (PangeaFM), where she shared her journey and experiences as a Trans woman of color. She also
serves as the chairwoman on the Miami Date County LGBTQ Advisory Board and was a panelist for the Transgender Mental Health Summit in October 2020.
Helen’s Story Anthony Torres is the Executive Director of Combat Hippies, an ensemble of Puerto Rican military veteran performing artists based in Miami, Florida. 2019
Ashley Ferguson took the LCSW exam and passed in June 2020. Devon Lewis-Buchanan accepted a position as Director of Alumni Relations with the NFL Las Vegas Raiders. 2020 Monica Maria accepted a position as a Social Worker with Broward County Public Schools. Ashlee Ray Richardson presented at the NASW-FL’s 2020 Social Work Virtual Conference in June on “Reforming Florida’s Child Welfare System: A Job for Social Workers.”
A social worker dedicated to the South Florida community for more than 30 years died on July 17, 2020, a victim of COVID-19. She was only 62 years old. Helen Gutierrez-Zwick loved laughing and helping the most vulnerable. Helen’s social work ran the gamut, including hospice, behavioral health, disability, child abuse, and chronic illness: HIV and AIDS. When she died, she was employed at Infinite Ways Network, Inc., a Social Service Community Helen Gutierrez-Zwick, Class of 1999 Behavioral Health Agency that she helped to co-found that offers counseling and linkage resources in Miami. “Her service was rooted in devotion, not ambition,” said Rose Homicile, a friend and Executive Director of Infinite Ways. Helen’s sudden passing shocked all of her friends and those who worked with her, many of whom she had communicated with on the day she passed. “There was no one like her,” said a client, sobbing as he heard the news. “She was so passionate and had the biggest heart.” The joy she brought to her work was felt in more personal circles, too. “She always lit up the room. She had the gift of being both discreetly tender and charmingly boisterous,” said her daughter, Iris O’Connor. “She often saved some of her best zingers for folks who took themselves too seriously—and she never took herself too seriously either.” “Helen was easy to love because she loved so easily and genuinely. Her big heart beat strongest for those who were struggling to hang on,” said Shelly Baer, Director of Leadership Training Initiatives at the University of Miami’s School of Medicine’s Mailman Center for Child Development. She leaves behind her two children: Iris O’Connor and Dany Gutierrez, her mother Rina, her brother Guillermo, her son and sister in law; Killian O’Connor and Olivia Gutierrez, as well as her two nephews. “There was no one like her. She will be dearly missed!”
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Faculty Scholarly Articles Levenson, J.S. (2020 in press). Theoretical Perspectives for Direct Social Work Practice, 4th Edition, A Generalist-Eclectic Approach (Springer Publications). EDITORS: Nick Coady PhD & Peter Lehmann PhD. BOOK Levenson, J.S. & Morin, J.W. (2021- in press). The Road to Freedom. 4th Edition. [A workbook for sex offenders In treatment]. Distributed by Safer Society Press: Brandon, VT.
Dr. Jill Levenson Levenson, J. (2020). Translating Trauma-Informed Principles into Social Work Practice. Social Work, 65(3), 1-11. https://doi.org/10.1093/sw/swaa020 Craig, S. L., Austin, A., Levenson, J., Leung, V. W. Y., Eaton, A. D., & D’Souza, S. A. (2020). Frequencies and patterns of adverse childhood events in LGBTQ+ youth. Child Abuse & Neglect, 107, 1-12. https://doi.org/https://doi. org/10.1016/j.chiabu.2020.104623 Cowan, D., Zgoba, K.M., Guerette, R.T., Levenson, J.S. (2020). Do Views on Sex Offending Vary by Nationality? A Comparative Analysis of Community Sentiment toward Sex Offense Legislation in the United States and United Kingdom. International Journal of Offender Therapy and Comparative Criminology. doi:10.1177/0306624X20964168 Harris, D. A., & Levenson, J.S. (2020). Life on “the List” is a Life Lived in Fear: Post-Conviction Traumatic Stress in Men Convicted of Sexual Offenses. International Journal of Offender Therapy and Comparative Criminology. https://doi.org/10.1177/0306624x20952397
Dr. Ashley Austin Austin, A., Craig. S. L., Matarese, M., Greeno, E. J., Weeks. A., & Betsinger, S. A. (Under Review). Preliminary effectiveness of an LGBTQ+ affirmative parenting intervention with foster parents. Children and Youth Services Review. Levenson, J. S., Craig, S. L., & Austin, A. (In Press). Trauma-Informed and Affirmative Mental Health Practices with LGBTQ+ Clients. Psychological Services.
Grady, M. D. & Levenson, J.S. (2020). Prevalence Rates of Adverse Childhood Experiences in a Sample of Minor-Attracted Persons: A Comparison Study. Traumatology. https://psycnet.apa.org/doi/10.1037/ trm0000273
Craig, S. L., Leung, V. W. Y. Pascoe, R., Pang, N., Iacono, G., Austin, A., & Dillon, F. (2021) AFFIRM Online: Utilising an Affirmative Cognitive–Behavioural Digital Intervention to Improve Mental Health, Access, and Engagement among LGBTQA+ Youth and Young Adults. International Journal of Environmental Research and Public Health, 18, https:// doi.org/10.3390/ijerph18041541
Kahn, R., Jackson, K, Keiser, K, Ambroziak, G., Levenson, J.S. (2020). Adverse Childhood Experiences among Sexual Offenders: Associations with Sexual Recidivism Risk and Psychopathology. Sexual Abuse. https://doi.org/10.1177%2F1079063220970031
Austin, A., Holzworth, J., & Papciak, R. (2021). Beyond Diagnosis: “Gender dysphoria feels like a living hell, a nightmare one cannot ever wake up from”. Psychology of Sexual Orientation and Gender Diversity.
BOOK CHAPTERS Levenson J.S., Willis G.M., Prescott D.S. (2020) Evidence-Based Practice and the Role of Trauma-Informed Care in Sex Offending Treatment. In: Swaby H., Winder B., Lievesley R., Hocken K., Blagden N., Banyard P. (eds) Sexual Crime and Trauma (pp 197 – 224). Palgrave Macmillan, Cham.
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Austin, A., Craig, S. L., D’Souza, S., & McInroy, L. B. (2020). Examining Suicide Risk among Transgender Youth: Identifying Intervenable Risk Factors. Journal of Interpersonal Violence. doi: 10.1177/0886260520915554.
Austin, A., Craig, S. L., Navega, N. & McInroy, L. B. (2020). “It’s my safe space: The life-saving role of the internet in the lives of transgender and gender diverse youth. I nternational Journal of Transgender Health, 33-44 https:// doi.org/10.1080/15532739.2019.1700202 Craig, S. L., Austin, A., Levenson, J., Leung, V. W., Eaton, A. D., & D’Souza, S. A. (2020). Frequencies and patterns of adverse childhood events in LGBTQ+ youth. Child abuse & neglect, 107, doi.org/10.1016/j.chiabu.2020.104623 Craig, S. L., Yang, W., & Austin, A. (2020). Promoting the sexual self-efficacy of sexual and gender minority youth through groups. Groupwork, 28 (2), 5–22. Craig, S.L., Eaton, A., Pascoe, R., Egag, E. McInroy, L., Fang, L, Dentato, M. & Austin, A. (2020). QueerVIEW: Protocol for a technology-mediated qualitative photo elicitation study with sexual and gender minority youth in Ontario, Canada. JMIR https://doi.org/10.2196/20547.
Dr. Heidi LaPorte LaPorte, H. (2020). “How we hold emotional connection during a time of social distance online in advanced clinical practice with groups.” IASSW-AIETS.org https://www.iassw-aiets.org/covid-19/4701-how-we-holdemotional-connection-during-a-time-of-social distanceonline-in-advanced-clinical-social-work-practice-withgroups/
Craig, S. L., Iacono, G., Austin, A., Eaton, A. D., Pang, N., Leung, V., & Frey, C. (2020). The role of facilitator training in intervention delivery: Preparing clinicians to deliver AFFIRMative group cognitive behavioural therapy to sexual and gender minority youth. Journal of Gay and Lesbian Social Services. https://www.tandfonline.com/doi/ full/10.1080/10538720.2020.1836704
Dr. Sheila McMahon
Dr. Eva Nowakowski-Sims Nowakowski-Sims, E. & Kumar, J. (2020). “Soul work in social work.” Journal of Religion and Spirituality in Social Work. https://doi.org/10.1080/15426432.2019.1706694 Nowakowski-Sims, E. & Kumar, J. (2020). “Increasing self-efficacy with legislative advocacy among social work students.” Journal of Social Work Education. https://doi.org/10.1080/10437797.2020.1713942
Hartz, Dale, E., McMahon, Sheila M., Ascencio, Merlyn, Badilla, Rachel, Marquez, Noemi. (In Press). Experiential Learning with Social Action Entrepreneurs Before and During COVID-19, Experiential Learning & Teaching In Higher Education. McMahon, Sheila M. and Pederson, Shelby. (October 2020). “Love and compassion not found Elsewhere”: A Photovoice exploration of restorative justice and nonviolent communication in a community-based juvenile justice diversion program. Children and Youth Services Review, Vol. 117. McMahon, S.M. and Karp, D. (2020). Building Relational and Critical Thinking Skills: The Power of Peer-Led RJ Circles Among First-Year College Students. In Reframing Campus Conflict: Student Conduct Practice through the lens of inclusive excellence, 2nd Edition. Jennifer Meyer Schrage and Nancy Geist Giacomini, Eds. Sterling, VA: Stylus Publishing, Inc.
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Student Organizations
STUDENT SOCIAL WORK ASSOCIATION: The Student Social Work Association (SSWA) is an organization that supports and strengthens the School of Social Work, improves professionalism for students, builds relationships between cohorts, enhances the educational process, promotes communicative relations among students, faculty, and staff, forms a continuing network for active members, and vows to uphold the NASW Code of Ethics.
NATIONAL ASSOCIATION OF BLACK SOCIAL WORKERS (NABSW): BUSSW CHAPTER This chapter allows students to engage with professional networks, mentors, and financial scholarships. All School of Social Work students are welcome to attend meetings and support fundraisers and events.
PHI ALPHA’S HONOR SOCIETY: This organization allows students to deepen their academic scholarship and to graduate with honors. Eligible students are announced at the beginning of each term and must have earned a cumulative GPA in the top 35% of the program. This is available to all BUSSW programs. For information on how to join these organizations, Please contact Stephanie Theile, Student Services Coordinator at Stheile@ Barry.edu or 305-899-3907.
Giving Campaign In celebration of Barry University’s 80th anniversary, we are launching the 800 for 80 Campaign. Our goal is a big one. We hope to partner with Barry alumni to raise $2 million, surpassing our fundraising efforts of last year by $800,000. This additional “800” of Opportunity Fund support will have a huge impact, helping us meet the educational needs of our deserving students. As our community continues to navigate our new normal, ensuring our Barry students receive a transformational experience has been a lasting priority. The 800 for 80 Campaign will move us closer to ensuring that costs never prevent a Barry student from completing their degree. Our success at ensuring every student the chance to achieve their dreams will depend on the generosity of alumni, parents, friends, faculty and staff to support the 800 for 80 Campaign. This is your opportunity to transform lives and help students who have limited financial means – but unlimited potential – achieve greatness for themselves, their families, and their communities. Contributions of any level to the 800 for 80 Campaign will help Barry achieve its goal to raise $2 million in scholarship support and have the greatest impact across the life of the University. Please consider making a gift of $25, $50, $100, or any amount, and open the door to opportunity for the next generation of Barry students. Visit barry.edu/giving to donate. Under “Designation,” please specify that the gift is to be applied toward the School of Social Work.
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Upcoming Events WELLNESS WEDNESDAYS Every Wednesday in March 2021 12:00 - 12:45 pm Practicing mindfulness through expressive arts Led by Dr. Heidi Heft LaPorte Can you feel your heartbeat? Creating opportunities for self-regulation through movement Led by Dr. Eva Nowakowski-Sims Reset your relationship with anxiety using relaxation techniques Led by Dr. Jennifer Williams Find your calm through gentle yoga movement Led by Dr. Natalia Shtompel Introducción a la Autocompasión basada en Mindfulness (En Español) Led by Teacher of Mindful Self-Compassion Carolina Rios LAW ENFORCEMENT RESPONSE TO AUTISM TRAINING March 10, 2021 | 10:00 – 12:00 pm Webinar presented by Bart Barta, President, Autism Safety 101 CROSS-CULTURAL CONVERSATIONS March 10 – April 14, 2021 | 6:30 – 8:30 pm Led by Dr. Heidi Heft LaPorte, Alison Moore, MSW Student and Melody Fakhourie, BSW Student TRAUMA-INFORMED CLINICAL SUPERVISION: 4-HOUR UPDATE March 12, 2021 | 10:00 – 2:30 pm Webinar led by Dr. Mark Smith HUMAN TRAFFICKING CERTIFICATE PROGRAM March 15 - 16, 22 – 23, 2021 | 9:30 – 4:30 pm Led by Professor Sambra Zaoui and Sondra Skelaney INTERGROUP DIALOGUE TRACKS FACILITATOR TRAINING March 17, 2021 | 5:00 – 7:00 pm Led by Carolina Rios, Coordinator for the Center for Human Rights and Social Justice LITERARY GATHERING WITH DR. GILBERT RAIFORD March 18, 2021 | 5:30 - 6:30 pm Q+A led by Dr. Sharron Singleton BARRY UNIVERSITY DRIVE-IN TOUR: SOCIAL WORK TAKEOVER March 20, 2021 | 9:00 – 12:00 pm In celebration of Social Work Month THE HEART OF SOCIAL WORK March 25, 2021 | 6:00 – 7:30 pm Field Education Awards & Recognition Ceremony
COMPASS BARRY UNIVERSITY | Ellen Whiteside McDonnell School of Social Work