NASW-NJ FOCUS Magazine - March 2023

BOARD OF DIRECTORS

PRESIDENT, Widian Nicola

1 ST VICE PRESIDENT, Carrie Conger

SECRETARY, Tiffany Mayers

PRESIDENT-ELECT, Lisa Lawson

2 ND VICE PRESIDENT, Jennifer Sorensen

GRADUATE STUDENT REP, Matt Sato

UNDERGRADUATE STUDENT REP, Lorna Jones

REGIONAL REPS, Courtney Wise, Ruslana Church, Oninye Nnenji, Veronica Grysko-Sporer

UNIT LEADERS

NASW-NJ has 4 units across the state of New Jersey.

NORTHWEST

UNIT LEADERSHIP

Dina Morley

Afifa Ansari

CENTRAL

UNIT LEADERSHIP

Tina Maschi

Vimmi Surti

Jeanne Koller

Miguel Williams

CHAPTER OFFICE

EXECUTIVE DIRECTOR

Jennifer Thompson, MSW jthompson.naswnj@socialworkers.org or ext. 111

DIRECTOR OF DEVELOPMENT & EDUCATION

Helen French hfrench.naswnj@socialworkers.org or ext. 122

MEMBERSHIP AND EDUCATION SPECIALIST

Willis Williams wwilliams.naswnj@socialworkers.org or ext. 110

MEMBERSHIP & COMMUNICATIONS COORDINATOR

Johanna Munoz, MSW jmunoz.naswnj@socialworkers.org

NORTHEAST

UNIT LEADERSHIP

Melissa Donahue

Hannah Korn-Heilner

Sarah Delicio

SOUTH

UNIT LEADERSHIP OPEN POSITIONS

DIRECTOR OF ADVOCACY & COMMUNICATIONS

Jeff Feldman, MSW, LSW jfeldman.naswnj@socialworkers.org or ext. 114

ENGAGEMENT COORDINATOR

Resia-Maria Cooper, MSW rcooper.naswnj@socialworkers.org or ext: 154

EXECUTIVE ASSISTANT

Britta Shrewsbury admin.naswnj@socialworkers.org

GRAPHIC DESIGNER

Katherine Girgenti kgirgenti.naswnj@socialworkers.org or ext. 129

NASW–NJ CHAPTER OFFICE

100 Somerset Corporate Blvd 2nd Floor, Bridgewater, NJ 08807, Ph: 732.296.8070, www.naswnj.org

FROM THE PRESIDENT AND EXECUTIVE DIRECTOR

BLACK HISTORY MONTH

ANNUAL CONFERENCE

HIDDEN HISTORIES: ATLANTIC CITY AND RESORTS HOTEL

SOCIAL WORK MONTH

ADVOCACY IN ACTION

THE LATEST FROM THE FIELD

STUDENT CENTER

HARRIETT BLOOMFIELD SCHOLARSHIP

PARTNER SPOTLIGHT: ARRAY BEHAVIORAL CARE

PARTNER SPOTLIGHT: WALDEN UNIVERSITY

MEMBER CONNECT

PROFESSIONAL DEVELOPMENT

Thank you to our partner Rutgers School of Social Work for their support of NJ FOCUS

FROM THE PRESIDENT & EXECUTIVE DIRECTOR

Friends & Colleagues,

Welcome to social work month, 2023! We are thrilled to celebrate, champion and honor the hard work that you do daily.

This year’s theme for social work month is “Social Workers Break Barriers” and we know that for the social workers in our community, nothing could be more true. Over the years, we have seen you break barriers by leading critical community conversations, diving in and leading our Race and Responsibility work, and advocating to make New Jersey a more fair and just state for all. We have seen you lead the discussion about what it looks like for social workers to work alongside police. We have seen you lead in social work technology and innovation, leading the nation’s conversation about what social workers are—and where we lead. We have watched you lead in therapy offices and nonprofit organizations, striving to make families and communities stronger and more vibrant.

We have heard you rally behind critical professional issues across the state, leading in the call to eliminate the ASWB exam from our licensing requirements and demanding reparations for those impacted.

You are breaking barriers every day, in every space.

This month we hope you’ll allow us the opportunity to celebrate you. We are doing so by hosting a mix of in person and online events, offering free continuing education programming to our New Jersey members, and hosting self-care events such as reiki and a virtual cooking class. We have fun giveaways planned and will be speaking at events across the state to honor your contributions.

We hope this month you will help us capture the stories of social workers like yourself, who are breaking barriers. You can do so through the Institute of Oral History for Social Work, a free online program that will allow you to interview a colleague or friend to ensure their story of breaking boundaries will be captured for generations to come. You can learn more about the effort we launched in 2023 here

This Social Work Month, we invite you to take a pause, reflect on your contributions and celebrate one another. There is truly no greater profession than social work and no better community of change agents than the one we have built in New Jersey.

We’re proud to be your association and honor you. Thank you for all that you do.

In solidarity, Widian & Jennifer

Widian Nicola, DSW, LCSW PRESIDENT

Jennifer Thompson, MSW EXECUTIVE DIRECTOR

Undoing Racial Harms: A Call for Reparations in New Jersey

By Ameerah McCoy, MSW, LSW

“We must continue to provide the facts on how poverty, high incarceration rates, and underfunded school systems ultimately affect the state’s economic progress and constituents’ trust in government— particularly among Black families. "

Black History Month is known as the 28-day celebration of African Americans’ global contributions. Yet, in the Black community, we take time to acknowledge and reflect on our ancestors’ struggles and present-day achievements and envision what more we can do to advance and empower our community. Depending on who you ask and where you are located, advancement for Black people can mean many things. If you speak to the Black community in Flint, Michigan, advancement may mean fixing the water crisis so their community can live healthier lives. In some southern states, empowerment may mean ending voter suppression tactics. If you ask the Legislative Black Caucus in New Jersey, advancement and empowerment mean reparations.

Introduced in 2019 by former Senator Ronald Rice and Assemblywoman Shavonda Sumter, A938/ S386 provides the blueprint for how New Jersey needs to rectify its role in perpetuating slavery and institutional racism far after the Civil War and Emancipation Proclamation. Although New Jersey was a divided state, it was the last to abolish slavery and consent to the 13 th Amendment to the United States Constitution and worked slowly to phase out the presence of slavery. 1,2 However, in 2008, New Jersey was the first of the Northern free states to issue a public apology for its role in slavery and subsequent discriminatory practices. Nonetheless, 15 years after the apology, thousands of descendants

of enslaved Black people do not find themselves in a better socioeconomic status than their 2 nd great-grandparents. The distinction between the haves and the have-nots is still disturbingly clear throughout the state.

Consequently, bill A938 provides the right direction for advancement and empowerment for Black communities in the Garden State. This legislation goes beyond obtaining restitution. This bill seeks to create a Reparations Task Force comprised of professionals from different areas of study in relation to Black people and minority communities. The task force will study New Jersey’s role in upholding slavery and its effects of oppression. The issues being examined include voter disenfranchisement, the juvenile justice system, housing discrimination, education, and the wealth gap. Their work will involve hosting public forums and providing reports. The task force will conclude with a final report on their findings and recommendations for the Governor.

It would seem like a no-brainer to support legislation that attempts to understand and improve the circumstances of a marginalized group. However, the reluctance to make this bill a priority indicates why the Black community needs a task force to guide lawmakers on addressing racially sensitive issues. But outside the task force, which will disband at the conclusion of their final report,

who else is there outside of the Black community to show support and help advocate? Bill A938 powerfully states: “It is in the interest of the State and of the people of New Jersey for the government to initiate and foster methods of improving knowledge and understanding between African Americans and other ethnic groups in New Jersey and to adopt and initiate means to foster communication and dialogue, for the purpose of achieving truth, transformation, and reparation.”

In true fashion, the social work community can be an ally in bringing more awareness to how a reparations task force is a step toward generational healing and reconciliation. In 2008, former Assemblyman Michael Carroll stated, “there are no more victims [slaves] left. The last slave died… in 1979…" 3 Although there are no living slaves in the state, the trauma caused by that brutality is still felt among African descendants. Moreover, epigenetics scientifically explains how our ancestors’ environment and behavior alter our genes and makeup our DNA. 4 Africans that were uprooted from their homeland and sold throughout the United States underwent a dramatic social and cultural genetic impact. 5

Today, we see these genetic influences through Post Traumatic Slave Disorder (PTSD). 6 Healthwise, Black women are three times more likely to die from childbirth than their white counterparts, either due to difficulties from pregnancy or childbirth— commonly due to medical professionals denying the existence of complications and myths of “inferior health” among Black people. 7 Culturally, the breakdown of the Black family derives from chattel slavery practices. 8 Not to mention, slavery loopholes and anti-Black policies and practices resulted in the migration of Black men and women from the cotton field to the prison yard. In 2015, African Americans made up 42 percent of the jail population and 61 percent of the prison population in New Jersey, yet they only accounted for 14 percent of our state’s population. 9

Despite the obstacles the Black community continues to face, I am confident that our profession can lend invaluable support. At the clinical level, we can work to heal intergenerational trauma and empower clients. Equally important is the work at the mezzo level. We must teach the larger

community about cultural humility to provide them with tools to engage minority groups through open discussion and self-reflection on personal biases. At the same time, the macro level needs to combine the work from the micro and mezzo fields to advocate endlessly to bring about societal change. Legislators are well aware of how institutional oppression impacts our society, but they overlook the dysfunction because it is not felt by the majority population and represents an uncomfortable truth. We must continue to provide the facts on how poverty, high incarceration rates, and underfunded school systems ultimately affect the state’s economic progress and constituents’ trust in government— particularly among Black families.

With all this to consider, it is important to understand that no one is blaming anyone currently living for the practice of slavery in New Jersey. The Black community is asking that we receive the liberties and wealth to which we should have been entitled more than 400 years ago. We do not want to let another decade go by without being able to provide our descendants with real estate property, trust funds, and quality medical care. Ignoring our plea sends a message that the harmful ideologies people held during the era of slavery are still believed today. We know that Black communities, and other ethnic minority groups, will struggle to advance in society until they are as equally valued and respected as the majority population. Until then, we need community leaders, advocates, and social workers to work together to support the reparations mission and empower and uplift the community until legislators make real advancements.

References:

1 Hester, T. (2008). New Jersey weighs apology for slavery. Boston.com. http://archive.boston.com/news/nation/articles/2008/01/02/new_jersey_ weighs_apology_for_slavery/

2 Asszony, C. (2021). New Jersey and the Civil War: A complicated history we should better understand. My central NJ. https://www. mycentraljersey.com/story/opinion/2021/04/16/nj-and-civil-war -complicated-history/7241617002/

3 Martin, M. (2008). New Jersey apologizes for slavery. National Public Radio (NPR). https://www.npr.org/templates/story/story. php?storyId=17925822

4 Centers for Disease Control and Prevention. (2022 August 15). What is epigenetics? CDC. https://www.cdc.gov/genomics/disease/epigenetics. htm#:~:text=Epigenetics%20is%20the%20study%20of,body%20reads%20 a%20DNA%20sequence.

5 Micheletti, S. J., Bryc, K., Ancona Esselmann, S. G., Freyman, W. A., Moreno, M. E., Poznik, G. D., Shastri, A. J., 23andMe Research Team, Beleza, S., & Mountain, J. L. (2020). Genetic Consequences of the Transatlantic Slave Trade in the Americas. American journal of human genetics, 107(2), 265–277. https://doi.org/10.1016/j.ajhg.2020.06.012

6 Halloran, M. J. (2019). African American Health and Posttraumatic Slave Syndrome: A Terror Management Theory Account. Journal of Black Studies, 50(1), 45–65. https://doi.org/10.1177/0021934718803737

7 Milano, B. (2019). How slavery still shadows health care. The Harvard Gazette. https://news.harvard.edu/gazette/story/2019/10/ ramifications-of-slavery-persist-in-health-care-inequality/

8 Atkinson, M. (2020). Post traumatic slave disorder and relationships: Revisiting relations of black men and women. SUNY Cortland. https:// digitalcommons.cortland.edu/slides/8/

9 Incarceration trends in New Jersey - Vera Institute of justice. (n.d.).from https://www.vera.org/downloads/pdfdownloads/stateincarceration-trends-new-jersey.pdf

About the Author:

Ameerah McCoy is a licensed social worker and Director of Constituent Services for Assemblyman Gary Schaer, Legislative District 36. She holds a Masters degree in social work from Ramapo College of New Jersey. Ameerah currently serves as the Women’s Caucus Co-Chair for the NJ Young Democrats.

also to discuss Black history and hold ourselves accountable for improving systems that maintain the social injustices visited upon Black people. Furthermore, our social work profession is based on a set of core values, and even our Code of Ethics calls for all social workers to contribute toward and be invested in the social justice fight.

Black History Month: A Time not Just for Reflection, but for Action.

By Tiffany L. Mayers, MSW, LCSW

“Black History Month should provide an opportunity not only to showcase Black success, but also to discuss Black history and hold ourselves accountable for improving systems that maintain the social injustices visited upon Black people.”

Lately, when I think of Black History Month, it signifies an opportunity to highlight many of the great accomplishments bestowed upon society that have come out of the Black community. These accomplishments usually include the acknowledgement of various “firsts” such as the first to break a record, the first to win an award, the first to hold a position, etc. However, I find this sole approach to celebrating

Black History Month to be counterproductive if we as a community still need to continue fighting to be “first” every year. This approach is essentially our attempt at fighting to be seen, valued, included, and recognized for the greatness we’ve always contributed to the world, and can come across as an appeasing tactic. On the contrary, to me, Black History Month should provide an opportunity not only to showcase Black success, but

Black people have been plagued with a number of challenges since the days of slavery, and are still experiencing the negative impact and ramifications of slavery, even in today’s society. As such, 20 years ago when I joined the social work field, I knew I had a great feat ahead of me if I wanted to help Black children and families. Moreover, as a Black woman, I knew then--and know even more so now--that my community needs my unwavering and boisterous advocacy, my expertise as a clinician, and more importantly, we in the Black community deserve proper healing in order to strengthen our overall mental health and well-being. But, how can we break the mental health silence within the Black community if we do not adequately address how we arrived here? Also, how can we as social workers, Black or otherwise, work with a population of people that require help, but often feel devalued, underrepresented, and irrelevant in today’s world?

My first thoughts include Dr. Joy DeGruy’s book, Post Traumatic Slave Syndrome: American’s Legacy of Enduring Injury and Healing , where she reiterates the meaning of Sankofa: “We must return and claim our past in order to move toward our future. It is

understanding who we were that will free us to embrace who we now are” (DeGruy, 2005, p. 20). These words are impactful because in order to break the silence, there must be an understanding of the historical context that contributed to where we Black Americans are now. Jim Crow laws and the dehumanization of Black people, during and after the slavery era, cultivated a lack of trust within the Black community toward their white counterparts, and ultimately toward systems that were created—arguably without Black people in mind. These systems include our mental health care system.

This lack of trust in the established mental health system has permeated through generations of Black families and has led to an overwhelming experience of mental health challenges in Black families that have either gone unaddressed or have been inefficiently handled. For example, in many Black families, when an identified mental health issue arises, it is often swept under the rug and rarely openly and honestly addressed by members of the family. These families will go to the extent of “covering up” for particular loved one’s behaviors by dismissing their actions. Additionally, many Black families believe prayer will heal all and, as such, buy into the thought process of “praying away” mental health challenges. Historically, this foundation of faith and worship stems from slavery; the Black community leans heavily on these beliefs to get them through tough times, but this behavior has proven to be debilitating.

As a result, the negative impact of untreated mental health issues will continue to plague the Black community and prolong the reluctance to seek mental health care, unless and until we address this issue in a straightforward manner and begin changing the narrative surrounding the conversation of mental health and mental illness in Black communities. Racism and other injustices are destructive to one’s psychological well-being, compounded by the intergenerational trauma experienced by Black families. We can use platforms like Black History Month and Social Work Month to foster opportunities to bridge the gap between people in need and those of us in the field, in order to help break the silence within the Black community about mental health issues. Together, we can increase mental health awareness and the utilization of mental health services for Black people in need. While leaning on faith can be seen as a strong support for many Black families, faith is not the only approach, and truth be told, faith alone is not enough to overcome and sustain the varied nuances that mental health and mental illness present.

So, as we prepare to continue providing services to Black children and adults, whether on a macro or micro level, here are four simple tips that I suggest all social workers keep in mind when working within the Black community:

1. Your client’s story is unique and should be treated as such because the Black community is not a monolithic group.

There are varied cultural layers that must be identified, understood, and valued;

2. Being educated about the plight of the Black community and its uniqueness will best prepare social workers for tough conversations and provide them with a clearer understanding of how professionals should work with Black clients;

3. We need to normalize conversations about mental health in the Black community by using simple approaches to destigmatize the practice of therapy. You never know who you are indirectly encouraging to reach out for help; and

4. Being knowledgeable about the various community resources relevant to Black client’s needs will create a sense of trust and provide a level of comfort to those in need of help.

About the Author:

Tiffany L. Mayers, MSW, LCSW is an administrative director, mental health clinician, and advocate where she focuses on eradicating stigma and improving the well-being of children and families experiencing mental health challenges, especially within the Black community. Ms. Mayers is also a consultant with NAMI NJ’s African American Outreach program, AACT-NOW, as the Central Regional Coordinator. Additionally, Tiffany is the owner of Mental Health T Enterprises and can be followed on social media @MentalHealthT.

We are extremely excited to welcome social workers from across New Jersey and beyond back to Atlantic City for our first in-person Annual Conference since 2019! We’re returning to our 3-day conference format to provide you the opportunity to reconnect in-person with friends and colleagues while attending unique and forward-thinking learning sessions. You’ll have the opportunity to earn up to 23.5 credits, including in person and On Demand classes

Our work as social workers often calls us to moments of crisis and places our focus on taking steps to address immediate and critical needs at hand. However, many crisis points also create opportunities for reflection, change and growth for instance the renewed focus and

HOW THIS YEAR’S

growth of the Black Lives Matter movement following the murder of George Floyd This year's Annual Conference theme, “Historical Moments & Social Movements: Responding Clinically and Advocating Collectively,” asks us to consider how we can leverage key moments both with our clients and in the broader society to create significant movement towards change

We hope most of you will join us in Atlantic City as we return to an in-person conference format However, for those unable to attend inperson, we’ll also have a limited virtual Conference option providing 8.5 CEUs and allowing you to livestream the conference Keynote and select Plenary sessions. See page 19 for more information.

CONFERENCE WORKS

KEYNOTES – The opening keynote presentation on Sunday sets the tone for the conference. The closing keynote brings us back together to reflect upon all we have learned during the event.

PLENARIES – We have added plenary sessions to the schedule so we can come together to learn and examine key issues collectively

CONCURRENT WORKSHOPS – Each day, you’ll have the opportunity to choose a workshop on a topic of interest to you from a selection of concurrent sessions. You’ll attend one concurrent workshop session each day.

ON-DEMAND WORKSHOPS – To help keep your conference schedule manageable, while still providing the opportunity to earn more than 20 CE credits, we are offering two pre-recorded workshops that you will complete on-demand any time between May 3 and May 31 If you are a member and have registered for all three days of the conference, you will also receive a third pre-recorded webinar for on-demand credit That’s 2 bonus CE credits, at no extra charge, just for members!

STUDENT SUMMIT - Students will have their own uni conference experience combining professional pro with programming dedicated specifically for studen

See page 20 for information.

Browse through this registration brochure and then be sure to register today!

Sunday, April 30

CONFERENCE CHECK-IN DESK OPENS AT 8 AM

Optional Pre-Conference Plenary: Building a Culture of Connection and Care: TraumaInformed Organizations and Systems

Visit Exhibit Hall

Opening Keynote Panel: Social Workers Should Be In the “Room Where It Happens”

Break / Visit Exhibits

Concurrent Workshops

Exhibit Hall Grand Opening Reception (with light food)

Arts and Social Work: An Evening with Nathan Louis Jackson (space limited; pre-registration required)

Monday, May 1

pm

CONFERENCE CHECK-IN DESK OPENS AT 8 AM

Continental Breakfast / Visit Exhibits

Plenary Session: Justice Reform: A Space Where Social Workers are Needed Now More Than Ever

Concurrent Workshops

PM –

Lunch / Visit Exhibits

Plenary Session: Reproductive Justice: What Social Workers Need to Know

Break

Plenary Session: Psychedelic-Assisted Therapies: Cutting-Edge Interventions

Free Time / Visit Exhibits (light food provided)

PM –

pm

Free Time

PM –

Roaring 20’s Dance Party

Tuesday, May 2

pm 7:30 am – 9:00 am 9:00 am – 11:00 am 11:00 am – 11:30 am 11:30 am – 1:00 pm 1:00 pm

CONFERENCE CHECK-IN DESK OPENS AT 8 AM

Continental Breakfast

Concurrent Workshops

Break Closing Plenary: Social Work Leadership for the Future

Departure

On-Demand Workshops

On-demand virtual sessions will be available from May 3 – May 31

Information on accessing your on-demand workshops will be provided at the conference

Atlantic City and Resorts Hotel HIDDEN HISTORIES

Pre-Atlantic City

Long before Atlantic City was founded, the island where it would be developed, thick with woods and lined with dunes, was the summer home of the Lenni Lenape Native tribe

Jeremiah Leeds is the first European to build and occupy a yearround residence on the island, building his home in 1783. Early colonial settlers in South Jersey largely ignored the island because it could only be reached by boat

The city was incorporated in March 1854. "Atlantic City" name is selected by a civil engineer from Philadelphia, Richard Osborne, who prints it on a map of the city.

Atlantic City – The Early Days

With its close proximity to populated areas the city grew rapidly and offered lodging, dining, entertainment and amusements for all ages, tastes and incomes.

Atlantic City was originally conceived of as a health resort Visitors were encouraged to take the railroad from the congested cities to the seashore, breathe in the fresh air, and bathe in the salt water.

Overlooking the beach, the iconic Atlantic City Boardwalk was introduced as a way to keep sand from being tracked into the hotels’ lobbies The walk - made of boards - opened to the public on June 26, 1870, and was eight feet wide, one mile long, and stood approximately one foot above the sand This original boardwalk was removed and stored at the end of each year.

Later versions of the boardwalk were more permanent

Courtesy of the Atlantic City Free Public Library, The Atlantic City Experience, and Resorts Casino Hotel

Heston, Alfred M (Alfred Miller), 1854-1937, No restrictions, via Wikimedia Commons

20th Century Atlantic City

From the 1880s to 1940s, Atlantic City was a major vacation resort In the 1920s it was considered the premier tryout town for theatrical productions headed for Broadway and beyond

In 1913, a Black businesswoman “Madame Washington” as she was respectfully referred to started a hairdressing business in Atlantic City and later expanded the business, teaching students and developing beauty products

In 1920, noting the lack of beauty products for African Americans, Madame Washington founded the Apex News & Hair Company. Apex maintained a lab and school in Atlantic City, as well as an office in New York City.

Madame Washington became a millionaire Black businesswoman. Eventually, her beauty colleges were located in twelve states and there were 35,000 agents all over the world After Washington's death, her daughter, Joan Cross Washington, led the company until it was sold

Beginning in the 1930s and continuing over the next three decades, Kentucky Avenue was renowned for its nightlife, with Club Harlem and other venues attracting the best talent and biggest stars from the world of jazz

During World War II, the city offered much more than entertainment distractions, as it served as training site for military recruits and a recovery and rehabilitation center for wounded soldiers.

The Resorts Property

The Resorts site was originally occupied by two threestory wooden Quaker rooming houses The Chalfonte House was built in 1868 and named for Chalfont St Giles, the town in Buckinghamshire where William Penn is buried. It was expanded and moved oceanward twice, in 1879 and 1889. The Haddon House, named for the Quaker family who founded Haddonfield, New Jersey, was built in 1869 It was sold to Leeds & Lippincott in 1890 In 1896 they rebuilt The Haddon House, naming the new, larger hotel Haddon Hall.

Henry Leeds bought The Chalfonte House in 1900 and constructed a modern hotel on the site, the Chalfonte Hotel This eight-story iron-frame and brick-face building, Atlantic City’s first “skyscraper,” opened its doors to guests on July 2, 1904

The current Haddon Hall building was constructed in stages in the 1920s The 11-story wing facing the Boardwalk was constructed first, with the 15-story center and 11-story rear wings added later in the decade

Soon after the modern Haddon Hall was completed, it was merged with the adjacent Chalfonte. The new Chalfonte-Haddon Hall complex consisted of 1,000 rooms and was Atlantic City’s largest hotel by capacity.

During World War II, Chalfonte-Haddon Hall was requisitioned by the U S Military and put to a new use, as the Atlantic City Air Forces Training & Reception Center Hospital, renamed Thomas England General Hospital

Resorts International, formed in 1968, purchased Leeds & Lippincott Inc in 1976 to open a hotel and casino on the Haddon Hall property

Resorts International, the first casino to operate in Atlantic City, opened its doors at 10:00 AM on May 26, 1978. The 1904 Chalfonte Hotel building, which could not be remodeled to fit modern requirements, was left vacant and finally demolished in 1980 to make room for a parking lot for Resorts International

Edward Mason Eggleston (1882-1941), Public domain, via Wikimedia Commons

Bob Jagendorf from Manalapan, NJ, USA, CC BY 2 0 <https://creativecommons org/licenses/by/2 0>, via Wikimedia Commons

Mar 02

Trivia Night

March 16

Mar 08

Celebrating Social Work Month (Northeast Unit)

March 21

(1 CEU) EFT tapping for Pain Management (Free for NASW-NJ Members)

Mar 09 Gentle Movement and Meditation (Northwest Unit)

Mar 09

SWM Cooking Class

March 23

LEAD DAY

March 28

March 14

(2 CEUs) Motivational Interviewing (Free for NASW-NJ Members)

March 15 YESTERcade Student Event

March 30

(2 CEUs) The Syringe Access Bill and Syringe Decrim Bill (FREE FOR NASW-NJ MEMBERS)

Express Art Self-Care Event

A D V O C A C Y I N A C T I O N

October 27, 2022

33 Calming Movies For Kids To Give Parents A Much-Deserved Break

Read the article: worklife news/talent/how-to-cope-at-work-with-the-overturn-of-roe-vs-wade/

October 31, 2022

How The National Association Of Social Workers Are Supporting Domestic Abuse Survivors

Read the article: https://www forbes com/sites/jenniferpalumbo/2022/1 0/31/how-the-national-association-of-social-workersare-supporting-domestic-abuse-survivors/? sh=64c4e67a5123

November 4, 2022

How Leaders Can Respond to GrowingEmployee Activism in the Workplace

Read the article: https://www newsweek.com/howleaders-can-respond-growing-employee-activismworkplace-1756336

November 14, 2022

November 7, 2022

Rethinking Standardized Testing: Calling for Equity to Close the Achievement Gap

Read the article: https://www newsweek.com/rethinkingstandardized-testing-calling-equity-closeachievement-gap-1756995

November 17, 2022

November 15, 2022

Social Workers: The Surprise Heroes of Innovation

Read the article:https://www newsweek com/socialworkers-surprise-heroes-innovation-1759418

November 29, 2022

Leading the Way: Social Work Redefined

Read the article: https://www ibtimes.com/leading-way-social-workredefined-3641524

How Entrepreneurs Can Keep Up With Industry Trends

Read the article: https://www.newsweek com/howentrepreneurs-can-keep-industry-trends-1758713

January 11, 2023

How to Keep Purpose at the Forefront of Your Business

Read the article: https://www newsweek.com/howkeep-purpose-forefront-your-business-1773023

2022 Business of the Year Award Honorees

NJBIZ reveals

Read the article: https://njbiz com/njbiz-reveals-2022-business-of-the-year-award-honorees/

February 7, 2023

Nonprofit Growth Strategies For Social Impact

Read the article: https://www forbes com/sites/forbesnonprofitcounci

l/2023/02/07/nonprofit-growth-strategies-forsocial-impact/?sh=175dd0ea21e8

Click the links to see NASW-NJ in the headlines.

NASW-NJ took the following actions in Trenton over the past two months.

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A 4 2 7 5 - R e p o r t e d a n d R e f e r r e d t o A s s e m b l y

A p p r o p r i a t i o n s C o m m i t t e e ;

S 3 4 6 1 - I n t r o d u c e d i n t h e S e n a t e , R e f e r r e d t o S e n a t e H e a l t h , H u m a n S e r v i c e s a n d S e n i o r C i t i z e n s C o m m i t t e e

D e m o c r a c y & C i v i c H e a l t h

D e s i g n a t e s t h e m o n t h o f A u g u s t a s

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C i v i c H e a l t h M o n t h " i n N e w J e r s e y .

A J R - 1 9 6 - I n t r o d u c e d , R e f e r r e d t o A s s e m b l y S t a t e a n d L o c a l G o v e r n m e n t C o m m i t t e e ;

S J R - 1 0 0 - R e p o r t e d f r o m S e n a t e C o m m i t t e e , 2 n d R e a d i n g

P r o f e s s i o n a l I s s u e s

C o d i f i e s a n d e x t e n d s a u t h o r i z a t i o n f o r c e r t a i n o u t - o f - S t a t e h e a l t h c a r e p r a c t i t i o n e r s a n d r e c e n t g r a d u a t e s o f h e a l t h c a r e t r a i n i n g p r o g r a m s t o p r a c t i c e i n N e w J e r s e y

R e q u i r e s i s s u a n c e o f r e p o r t o n c e r t a i n i n f o r m a t i o n a n d d a t a o n p r o c e s s i n g o f

a p p l i c a t i o n s f o r p r o f e s s i o n a l a n d o c c u p a t i o n a l l i c e n s e s a n d m a n d a t e s

r e v i e w o f t r a i n i n g a n d c a l l i n t a k e i n

D i v i s i o n o f C o n s u m e r A f f a i r s

R e q u i r e s h e a l t h i n s u r a n c e c a r r i e r s t o r e i m b u r s e h e a l t h c a r e p r o v i d e r s u s i n g

c h e c k o r e l e c t r o n i c f u n d s t r a n s f e r

P e r m i t s b e h a v i o r a l a n d m e n t a l h e a l t h c a r e p r o v i d e r s t o o p e r a t e w i t h i n h o m e l e s s s h e l t e r s

A 4 6 1 9 - R e p o r t e d o u t o f A s m C o m m w i t h

A m e n d m e n t s , a n d R e f e r r e d t o A s s e m b l y H e a l t h

C o m m i t t e e ;

S 3 5 9 6 - I n t r o d u c e d i n t h e S e n a t e , R e f e r r e d t o

S e n a t e C o m m e r c e C o m m i t t e e

A 4 6 2 1 - R e p o r t e d o u t o f A s s e m b l y C o m m w i t h

A m e n d m e n t s , 2 n d R e a d i n g ;

S 3 1 5 6 - In t r o d u c e d i n t h e S e n a t e , R e f e r r e d t o

S e n a t e C o m m e r c e C o m m i t t e e

A 4 9 1 3 - T r a n s f e r r e d t o A s s e m b l y C o n s u m e r

A f f a i r s C o m m i t t e e ;

S 3 1 3 3 - I n t r o d u c e d i n t h e S e n a t e , R e f e r r e d t o S e n a t e C o m m e r c e C o m m i t t e e

A 4 7 5 5 - P a s s e d b y t h e A s s e m b l y ( 7 7 - 0 - 0 ) ;

S 3 2 6 1 - R e p o r t e d f r o m S e n a t e C o m m i t t e e w i t h A m e n d m e n t s , 2 n d R e a d i n g

R e p r o d u c t i v e H e a l t h

R e q u i r e s D O H t o c r e a t e w e b s i t e w i t h

i n f o r m a t i o n o n r e p r o d u c t i v e r i g h t s

A 4 8 2 9 - I n t r o d u c e d , R e f e r r e d t o A s s e m b l y H e a l t h C o m m i t t e e ;

S 3 2 7 5 - R e f e r r e d t o S e n a t e B u d g e t a n d

A p p r o p r i a t i o n s C o m m i t t e e

S u b s t a n c e U s e

U p g r a d e s p e n a l t i e s f o r c e r t a i n c r i m e s i n v o l v i n g h e r o i n a n d f e n t a n y l ; e s t a b l i s h e s n e w c r i m e s c o n c e r n i n g h e r o i n m i x t u r e s ; a l l o w s c e r t a i n d e f e n d a n t s t o b e e l i g i b l e f o r d r u g c o u r t

E n h a n c e s p e n a l t i e s f o r p o s s e s s i o n , d i s t r i b u t i o n , a n d m a n u f a c t u r e o f c e r t a i n

a m o u n t s o f f e n t a n y l .

A 3 1 6 8 - I n t r o d u c e d , R e f e r r e d t o A s s e m b l y

J u d i c i a r y C o m m i t t e e ;

S 3 0 9 6 - R e f e r r e d t o S e n a t e B u d g e t a n d

A p p r o p r i a t i o n s C o m m i t t e e

S 3 3 2 5 - R e f e r r e d t o S e n a t e B u d g e t a n d

A p p r o p r i a t i o n s C o m m i t t e e

THE LATEST FROM THE FIELD

By now, you likely have seen the news articles, social media posts, and tv segments. Psychedelic treatments for mental health conditions are here, and the evidence-base continues to grow. As psychedelic-assisted therapies (PATs) become a more common treatment choice, social workers will be consequential in the provision of these services. According to the Substance Abuse and Mental Health Services Administration (SAMHSA), social workers are the nation’s largest group of mental health services providers. 1 Yet, I’m concerned that our profession will spend years playing a game of “catch-up” or be left behind all together. The field of PATs is growing quickly. There are ongoing clinical trials and recognized psychedelic training programs. Ketamine is an off-label treatment for refractory depression and the FDA is likely to approve MDMA (methylenedioxymethamphetamine)-assisted therapy for post-traumatic stress disorder (PTSD) in 2024.

The History

If you are not quite sure what all this means, let me back up and explain a bit about how we got here and why social workers, at all levels of practice, are vital to the future of PAT. Psychedelic, from the Greek “mind manifesting”, includes the medicines psilocybin, MDMA, LSD and ketamine, just to name a few. As far back as the 1940s, psychedelic medicines were being researched and used for the treatment of

Bullet Train to the Unconscious: Social Workers Left at the Station?

By Ralph Cuseglio, DSW, LCSW

“Psychedelics, used responsibly and with proper caution, would be for psychiatry what the microscope is for biology and medicine, or the telescope is for astronomy.”

individuals suffering from an array of mental health issues. However, these medicines became stigmatized in the 1960s due to their widespread recreational use, their association with the counterculture and the antiVietnam War movements. This ultimately led to many psychedelic medicines being classified into the most restrictively regulated drug schedule (Schedule I) of the United States Controlled Substances Act in 1970 with substances like cocaine and heroin, despite most having low abuse risk potential. This classification and the ensuing “War on Drugs” led to the prohibition of research regarding the efficacy of psychedelic medicines and their use to treat mental health issues until the 1990s. In recent years, however, psilocybinassisted therapy for depression and MDMA-assisted therapy for PTSD have been designated by the FDA with breakthrough treatment status, which is intended to expedite a drug’s approval process. 2,3 An FDA Phase III clinical trial found that 67% of participants no longer met the clinical criteria for PTSD after receiving MDMA-assisted therapy. 4 Perhaps most consequential is that these medicines have been shown to outperform other first line psychopharmacological treatments. Currently, PATs have already shown great promise in treating depression, PTSD, obsessive compulsive disorder (OCD), substance use disorders, and anxiety disorders. 5

The resurgence of PATs has brought with it a new paradigm for mental health conditions that has far-

-Stanislav Grof

reaching implications for the future of practice and policy in the United States. Thus far, the psychedelic research and training communities have struggled to include BIPOC and other members of historically marginalized populations. 6 As a profession committed to promoting social justice, social workers need to be informed and trained in new treatments for mental health conditions, especially those that disproportionately affect vulnerable and oppressed individuals and communities. By becoming active now, social workers at all levels of practice can help to ensure equitable access to, and treatment with PATs.

Take Action

So, what can New Jersey social workers do now to become better informed? Whether you have any intention of becoming a psychedelic therapist or not, the clients you serve are going to ask you about PATs and will seek out or may have already pursued such treatment. It is imperative that social workers take the time to research and become educated on the treatments. Increasingly, social workers are going to be asked to provide referrals and follow-up care to clients receiving PATs and will need to collaborate with other mental health providers providing PAT care. It’s important to have at least a foundational understanding of PATs to support clients in their mental health journeys. For clinical social workers interested in becoming a psychedelic practitioner, education and certification is available through reputable PAT training programs.

The entire social work profession has a role to play in the new frontier of mental health treatment. A more diverse, equitable, and multifaceted approach to psychedelic assisted treatment is crucial to address issues of accessibility, representation, and cultural sensitivity. To increase accessibility and affordability, social workers must advocate for policies that address structural barriers preventing members of marginalized communities from accessing PATs. This can include efforts to reform drug laws and policies, as well as working to provide services and support for people who have been impacted by the War on Drugs. We must ensure people from diverse backgrounds are represented in leadership roles within the psychedelic community, as therapists, researchers, and advocates by providing training and mentorship opportunities to underrepresented groups. Lastly, we need to make sure that PATs and research is conducted in a culturally sensitive manner. We must actively recognize the ways in which indigenous cultures are exploited for their medicines and practices and actively work to repair these harms and to reduce future harm.

The psychedelic-assisted therapy train has arrived. Social workers’ unique set of values, advocacy skills, and mental health expertise are needed in psychedelic spaces now, before the train leaves the station and the unique expertise brought by this profession is left out of the conversations. There are clients and communities that will depend on us for their safe and equitable journeys.

References:

1. https://www.socialworkers.org/News/Facts/SocialWorkers#:~:text=According%20to%20the%20Substance%20 Abuse,of%20mental%20health%20services%20providers

2. https://compasspathways.com/compass-pathways-receives-fdabreakthrough-therapy-designation-for-psilocybin-therapy-fortreatment-resistant-depression/

3. https://maps.org/news/media/press-release-fda-grants-breakthroughtherapy-designation-for-mdma-assisted-psychotherapy-for-ptsdagrees-on-special-protocol-assessment-for-phase-3-trials/

4. Mitchell, J.M., Bogenschutz, M., Lilienstein, A. et al. (2021). MDMA-assisted therapy for severe PTSD: a randomized, doubleblind, placebo-controlled phase 3 study. Nature Medicine 27, 1025–1033 https://doi.org/10.1038/s41591-021-01336-3

5. Mackey K.M., Anderson J.K., Williams B.E., et al. (2022). Evidence brief: Psychedelic medications for mental health and substance use disorders. Washington (DC): Department of Veterans Affairs (US). https://www.ncbi.nlm.nih.gov/books/NBK586533/

6. Hutchison, C., & Bressi, S. (2021). Social work and psychedelic‐assisted therapies: Practice considerations for breakthrough treatments. Clinical Social Work Journal 49(3), 356–367. https://doi.org/10.1007/ s10615-019-00743-x

About the Author:

Dr. Ralph Cuseglio, LCSW is an Associate Professor of Social Work at Monmouth University where he teaches clinical social work practice courses. Dr. Cuseglio will receive his Certification in PsychedelicAssisted Therapies & Research in April 2023 and has completed a 100-hour MDMA-Assisted Therapy Training offered by the Multidisciplinary Association for Psychedelic Studies. Dr. Cuseglio maintains a private psychotherapy practice where he collaborates with adolescent and adult clients by using a psychodynamic treatment approach combined with mindfulness-based practices. He is the former Secretary of the Executive Board for NASW-NJ.

Imagine growing up in an environment full of family, friends, and neighbors who were like your own personal coaches; strong, inspirational women who were committed to guiding the younger generation to success. I was fortunate to grow up in such an environment. As a young girl, my family was composed of eight children and two parents—both of whom had to drop out of school in the eighth grade to work on their families’ farms. My parents migrated to Newark from the southern U.S. in search of opportunity and a better life. I was blessed to have parents who emphasized the importance of education and faith in God to help overcome obstacles in one’s life. Without my parents’ efforts and the aid of my formal and informal mentor networks, I would not have become the successful and thriving adult I am.

As the famed African proverb states: “It takes a village to raise a child,” and my experiences are my testimony. The adult women in my community appeared to be experts on almost any subject I could imagine, and I was but one of their captive audiences. I would visit their residences and businesses for many reasons: to run errands, babysit, or to get my hair pressed and curled. While I was there, we would engage in conversations about life lessons, school, proper behavior, clothing, boys, and

Mentoring Women: A Pathway to Success

By Arzelia Dixon Said, MSW, LSW, ACSW

other myriad topics adults often lecture girls about. These talks fed my inquisitive mind and helped me to learn how to navigate the world around me. In addition, the guidance these women provided me helped to build my self-confidence and instilled within me the desire to pursue my dreams. They were my mentors and a part of the village that influenced me.

Growing up in Newark housing projects exposed me to the many social problems found in inner cities, where residents often feel trapped by an environment of violence, poverty, illegal drugs, alcoholism, theft, lack of education and crime. My ability to escape these societal ills was not based solely on my own efforts, smarts, or intuition. I had help from others—the mentors in my community.

The benefits of mentorship are undeniable, and I strongly believe mentoring can and should be a vital component of the services social workers offer their clients. For example, social workers who work with underserved and impoverished communities provide their clients with guidance and direction about opportunities. They link clients to community services, schools, training programs, employment, and other resources that help clients along the road to success and open many opportunities for them.

“My ability to escape […] societal ills was not based solely on my own efforts, smarts, or intuition. I had help from others—the mentors in my community.”]

My neighborhood mentors played this role for me.

With the support and guidance of family and mentors, I obtained an Associate degree at Essex County College, then went on to pursue further studies at Rutgers University Newark and the Rutgers Graduate School of Social Work. My attendance at these schools exposed me to African and Hispanic female professors for the first time. It was inspiring to see women of color—people who looked like me—in positions of prestige, wielding their expertise for the benefit of others. Dr. Phylis Peterman, head of the Rutgers Social Work Department in Newark (now retired) was my teacher and mentor. She guided me while I was in both undergraduate and graduate school. I am eternally grateful for her help and friendship over the years.

When I completed graduate school, I worked at several social service agencies in Newark and Jersey City. The last job I held prior to retirement was as a professor at Essex County College in the Human and Social Services Program. I also provided student advisement, coordinated field placements, and mentored students majoring in social work. Teaching students gave me the opportunity to leverage my earlier life experiences of being on welfare and living in housing projects to better educate students who had no prior experience with social services, as well as to better empathize with and relate to those students who came from similar backgrounds and experiences as my own. I encouraged my students not to settle for less and to continue their education by obtaining their BSW and MSW degrees after completion of their junior college degree. Throughout this time, while I acted as a mentor towards students, I was also being mentored by my supervisor, Professor Mamie Bridgeforth, Chairperson of the Division of Social Sciences who aided me in obtaining both a promotion and tenure while teaching in the department. Professor Bridgeforth is, of course, a social worker.

Now, it is my turn to give back. In my work, I strive to guide disadvantaged and struggling young women who want to rise above their circumstances and improve their standard of living. I am committed to doing so through the application of social work concepts and ethical principles that enhance the overall well-being of individuals and their families.

In my retirement from teaching, I continue to serve as the President of Women Talking to Women II, Inc. (WTW), an organization I started more than 25 years ago. At WTW, we realize the importance of mentoring and we are in the process of launching a new mentoring program for women. WTW’s mission is to educate, encourage and empower women to improve their lives and overcome obstacles. Our target populations are women from underserved communities, minority women, single mothers, teenagers, women experiencing homelessness, students, domestic violence survivors, shelter residents, and other women receiving services from social service entities. In addition, we are partnering with other organizations that will provide referrals and resources to our mentees.

Making a positive impact in the lives of the vulnerable, oppressed, and neglected women is my life’s mission. I want to help women who are seeking a better life for themselves and their families to change and take control of the narrative of their lives. As an impressionable teen, I was blessed with a village that guided me down the right paths in life. Now, I want to share with others what has been passed down to me. I challenge social workers to integrate mentoring in their practices with individuals, groups, and communities. Ultimately, through these means, the innate worth and dignity of our clients will shine through.

About the Author:

Arzelia Dixon Said, MSW, LSW, ACSW is the President of Women Talking to Women, II, Inc. She is a retired Assistant Professor from Essex County College, where she served as Co-Director of the Human and Social Services Program in the Division of Social Sciences. Women Talking to Women conducts workshops and conferences at social service agencies, colleges, schools, churches, and other community organizations to help educate and empower women. For additional information, email dixonsaid@yahoo.com.

As social workers, it’s important that we understand how to help clients who are transgender (trans), gender non-conforming (GNC), or non-binary (ENBY). (Trans will be used as an umbrella term for these identities). When we think of these identities, we mainly think about change. Most of these changes fall under the category of “transitions.” While some of us have trans people as clients, it is also important to recognize that trans folks are also our friends, coworkers, family members, and everyday people we interact with. One of the easiest ways to help trans people during transitional periods, is to understand the three main types of transitions: social, medical, and legal.

Social transitions are often the first step in the transition process. Some factors involved in a social transition could be changing hair and wardrobe, using a preferred name, and changing pronouns. While most people think of haircuts as a regular part of upkeep in appearance, for transitioning individuals it can be life changing. Cutting hair or growing it out can help a person express themselves. Wardrobe changes also help with this process. Feeling comfortable in clothing can help someone express how they like to appear. Some trans people will choose a new name when they transition. This is often referred to as a person's “preferred

Working with Transgender Clients: What is Transitioning and What Does it Mean?

By Leah Rousso, MSW

name,” while their given name is referred to as a “dead name.” It is important that people make a conscious effort to use a person's preferred name and correct themselves if they were to accidentally “dead name” someone. While using the correct name is important, it is equally as important to use a person's correct pronouns. It should also be noted that asking a person what pronouns they use is not rude. Corrections should be made if misgendering occurs.

While it is not a requirement for trans people to go through a medical transition, it is often a step that people take in their transitioning journey. Some things that could be part of a person's medical transition are puberty blockers, hormone therapy, or various surgeries. Puberty blockers are for young people before they naturally begin puberty; they delay the natural onset of puberty. The puberty blockers do have to be stopped at some point to allow the natural course of puberty to happen. The effects are also reversible. Hormone therapy will happen for those after the onset of puberty. These hormones physically change the body so that a person can feel more comfortable in their own body. While these do change the body physically, the effects can be reversed with the stopping of hormones.

“Understanding the three main types of transitions can help point those we are helping in the right direction”

Surgery is also an option for those who are going through a medical transition. For those assigned female at birth, chest masculinization or “top surgery” can be performed. This involves a flattening of the chest area. For those assigned male at birth, facial feminization is an option for them. This could involve two different things: cracking and resetting of the jaw to create less of a square jawline, and / or shaving down the Adam’s apple. Genital surgery or “bottom surgery” is also an available option. This involves replacing the genitalia with the preferred genitals.

Legal transitions usually go through two main routes. The first is a legal name change. A legal name change uses the person's preferred name and makes it their legal name. This means a change in the birth certificate and all legal documents. The other legal transition would be a legal sex change. Legal sex can be changed to “M” for those who identify as male, “F” for those who identify as female, and “X” for those who do not identify as either male or female. This would also involve changing the birth certificate and other legal documents. While it is important to recognize a person’s legal sex, some medical settings might ask

for a “sex assigned at birth” because that will affect the medical care provided in certain settings.

It is also important to recognize that not all people's transitions look the same. Some people will never go through medical or legal transitions or will pick and choose things they want to do. Some main takeaways are that we do not shame anyone for how or if they choose to go through the transition process. Basic respect goes a long way.

Understanding the three main types of transitions can help point those we are helping in the right direction. The transition process can be extremely hard for those going through it. Being able to aid someone in this process can be lifesaving.

About the Author:

Leah Rousso, MSW (she/her) recently graduated from Eastern Kentucky University in December 2022 with her MSW and certificate in Social Advocacy and Justice. She currently works as the Continuing Education Associate at NASW-NJ.

In December 2017, the national office of NASW contacted local Chapters in search of qualified members to volunteer to serve on a Task Force to revise the document, Clinical Social Workers in Private Practice: A Reference Guide . At the time, I was the Chair of the NASW-NJ Ethics Committee, had created and presented several ethics and private practice-related continuing education programs for NASW-NJ, and had participated in many Chaptersponsored, private practice support, collaborative, and advocacy endeavors. Because of this experience, Chapter leadership suggested I apply to serve on the Task Force. I immediately submitted my resume and to my surprise, on February 28, 2018, I received notification that I was chosen to serve on this illustrious Task Force.

Several months after receiving my appointment letter, the Task Force met for a planning meeting during which the participants became acquainted and we discussed the overall mission of the Task Force and logistics of the work. The following month, we reviewed the existing document and brainstormed material to add to the revised document, volunteered to amend/create various topics, and revamped the definition of private practice—all in just two hours; it was a resounding success! After that first meeting, I think we all knew we had a lot of work to do, but we had no idea that it would take 3 years of monthly

Creating and Advancing Standards for Clinical Social Workers in Professional Practice

By Leslie Tsukroff, LCSW

“While the previous version addressed the business of running a private practice, it lacked key material necessary for today’s entrepreneurs… [including] marketing and advertising, billing, fees, and reimbursement options, as well as working with insurance companies and third-party payers.”

meetings (biweekly during the last 5 months) to complete. To date, the Task Force to Revise the Private Practice Guidelines is the longest running NASW project of its kind.

Initially, the Task Force was comprised of eight volunteers from across the country, but throughout the process, three participants resigned for personal reasons and one new participant joined. In the end, six members under the outstanding leadership of Mirean Coleman, NASW’s Clinical Manager, contributed to the document. Early on, I realized this would be a major commitment, one that would require not only participation in monthly meetings in which all participants collaborated on drafting and editing, but also many additional hours of editing, writing, or amending sections of the document.

Prior to joining the Task Force, I did not know what went into revising and publishing an NASW document and was surprised by the many steps involved in the process. Upon completion of the first draft, the document was posted on NASW’s website for 30 days to allow for the membership to provide public comment. We then reviewed membership input and decided whether to accept or reject the suggestions. If we rejected, we didn’t need to take any action, but if we accepted, we worked on revising parts of the document. In some cases, only minor corrections were

required, while at other times, we had to start over. Throughout the process, we found ourselves in the position of accepting or rejecting recommended edits after the document was reviewed by various other entities including NASW’s legal team, the editor, and the Sub Task Force (a group of members who reviewed the document for accuracy of information, some of whom had created the 2002 Guide). These reviews, rewrites, and edits were a contributing factor to why it took us three years to complete the project. Another major contributing factor was our goal to significantly expand the depth and breadth of the original Guide.

Although the Task Force was created for the purpose of revising the existing guidelines, there were many sections that required significant amendments and updates, while other sections were newly developed. The 2002 version lacked critical information, as over the past 20 years, there have been many advancements in the practice of clinical social work. From the rise of digital technology to the proliferation of social media; the expansion of HIPAA; several evolutions of the NASW Code of Ethics; and a shift in health care access and reimbursement; and the professionalism of private practice, it was evident clinical social work had changed and private practitioners deserved a text that reflected those changes. While the previous version addressed the business of running a private practice, it lacked key material necessary for today’s entrepreneurs. As such, the Task Force added a more comprehensive and up-to-date overview of business practices, one that included: marketing and advertising, billing, fees, and reimbursement options, as well as working with insurance companies and third-party payers.

The initial Guide also had limited information on ethical and legal issues related to minors, so I volunteered to spearhead sections dedicated to minors’ rights and best practice standards when working with minors whose parents are divorced, separated or in the process of divorce.

The new Reference Manual expands on the 2002 Guide’s coverage of documentation, record keeping and practice agreements to align with current state and federal laws, compliance with insurance company requirements, informed consent standards, and supplemental practice standards drafted and coauthored by NASW. This includes more detailed information on medical record forms, practice policies and agreements, and consent for treatment documents, with the goal of reducing malpractice risk.

To complicate matters further, two years into the

project, we found ourselves smack in the middle of a global pandemic. As a result, we expanded our guidance on the use of technology to deliver psychotherapy services; privacy and security as they relate to HIPAA and the storage, gathering, creating and sharing of information; privacy and confidentiality; conflicts of interest, dual-relationships and boundaries; and informed consent.

During the pandemic, members of the Task Force and private practitioners across the country became keenly aware that the world could shift overnight. It became apparent that having an advanced plan in place was necessary for continuity of care to clients and to ensure long-term viability of one’s practice. It was out of this realization that I took the lead on drafting a section that included advanced planning, developing a professional will, retirement and emergency, and disaster planning. Lastly, after a year of providing services and support to our clients during the global public health crisis and simultaneously managing our own pandemic fatigue, the Task Force felt the closing section of the Reference Manual should be dedicated to the importance of incorporating self-care into daily practice, not just during times of crisis.

It was truly an honor to serve on this volunteer Task Force and to be involved in developing this comprehensive and practical Reference Manual which is sure to become the preeminent resource for all private practitioners, not just clinical social workers. Being invited to share my expertise on issues impacting novice and veteran independent practitioners, as well as the clients they serve through the lens of social work ethics is a long-time passion of mine. I never dreamt that I would have been given the opportunity to collaborate with such knowledgeable and committed clinical social work co-authors from across the country and to help set the standard of care for the profession. I am grateful for the opportunity and hope to be included in the next update to “Clinical Social Workers in Private Practice: A Reference Manual.”

About the Author:

Leslie S. Tsukroff, MSW, LCSW is a recognized authority in professional ethics, risk management and private practice development in New Jersey. In addition to her mental health consulting business, she maintains a private practice in Somerset County, New Jersey. Learn more at https://www.leslietsukroff.com/

“Clinical Social Workers in Private Practice: A Reference Manual” can be purchased from NASW Press. Visit https://naswpress.org/product/53563/ clinical-social-workers-in-private-practice

Financial Social Work is life-changing for men and women who have spent a lifetime avoiding, hiding from, or protecting their money secrets. It changes lives by changing financial behavior and going beyond crisis intervention. It is a social work imperative.

Technology, the political environment, the changing workplace, social media, the pandemic, etc., have created a stressed and anxious society choosing to spend money they don’t have or can’t afford as a coping mechanism. The majority (90%) of Americans say financial considerations have an impact on their stress levels.

According to a new Nerd Wallet study, “Households with revolving credit card debt owe about $7,500 (up about 28% from last year).” Generation X carries the highest credit card debt, followed by baby boomers and millennials. Nearly half (46%) of people in problem debt also have a mental health problem. Nearly four out of every five U.S. workers live paycheck to paycheck; over a quarter never save money from month to month.

Against the existing background of high inflation, increasing utility costs, wages unable to accommodate the increasing cost of living, and enduring financial

Financial Social Work: Needed Now More Than Ever

By Reeta Wolfsohn, MSW

illiteracy, the current economy isn’t one most people can budget their way through. Today’s unrealistic and unachievable financial expectations leave too many people unable to pay their rent or mortgage, put food on the table, pay off credit cards, student debt, or other monthly living expenses. Additionally, they can’t afford healthcare, to save for retirement, or for their children’s education.

Without any money management training, Americans are expected to know what to do when they have more month than money, more debt than assets, and more financial problems than solutions. These conditions place them at perpetual risk for homelessness, food insecurity, low wages, no assets, domestic violence, and more.

It costs money just to wake up every day. If you are a woman, have an illness or disability, are older, uninsured, have a low credit score, or fall into any of numerous other negative money categories, it may be more expensive for you than for others. Money doesn’t grow on trees, it isn’t the root of all evil, and it can’t necessarily buy happiness, but money matters because financial health is fundamental to everyone’s physical, emotional, mental, and social well-being.

Too often, those struggling financially are categorized

“Money doesn’t grow on trees, it isn’t the root of all evil, and it can’t necessarily buy happiness, but money matters because financial health is fundamental to everyone’s physical, emotional, mental, and social well-being.”

and labeled in ways that make their lives more difficult (often based on their credit score or lack thereof). They’re left on their own to cope with financial wreckage they didn’t know how to prevent and don’t know how to improve. At the same time, they struggle to ease the accompanying feelings of shame, hopelessness, helplessness, fear, frustration, anger, and the list goes on.

The “Theory of Relationship with Money and Self “is noteworthy to the field of social work because it shifts the perspective of money problems from concerns and comparisons about income, debt, and savings to one that makes the complex and emotional topic of money management less intimidating, more accessible, and somewhat more manageable.

Financial Behavioral Health™ (identifying, addressing, and reducing the stress, anxiety, fear, uncertainty, and other harmful feelings that result when money, physical, mental, emotional, and social well-being negatively converge) belongs in every social worker’s toolbox. Its practice requires going beyond dollars, cents, income, debt, and savings to engage clients in sustainable, long-term financial behavioral change.

Financial social work incorporates evidence-based practices (the transtheoretical model of change, the transformative model of learning, mindfulness, and self-care), which makes it a core competency applicable to all levels of social work practice. In counseling sessions, it’s used to reduce symptoms associated with anxiety, depression, suicidality, reoccurrence of substance use, stigma, trauma, and other manifestations of societal dysfunction.

At the mezzo level of practice, it contributes to greater understanding of human financial behavior and offers programs, staff, and agencies insight on how humans relate to money to strengthen client and community work. At the macro level, combining financial social work with theories of human behavior enhances the potential for developing more beneficial policies.

Understanding some basics:

• No one wants to have money problems, but most people do.

• To prepare your children for the real world, teach them about money.

• Everyone has a relationship with money and with self; most need them healed.

• Healing your relationship with yourself takes time, honesty, less self-criticism, and more self-love.

• Healing your relationship with your money begins with your thoughts, feelings, and attitudes about money.

• It’s time to stop raising generation after generation of financially illiterate men and women.

• No one needs to know everything about money, but everyone needs to know certain things about it.

• Suicide is too common a choice when debt becomes overwhelming. Debt shouldn’t be a death sentence. Always choose life.

• When you talk about money, you talk about survival, safety, security, and POWER. Those with money have the power.

• Money isn’t an enemy or a friend. It’s what’s used to get the things you need and want.

• Your financial future is yours alone to create and live with, regardless of who does or doesn’t support you.

Financial health and wellness work belongs in social work practices, workplaces, classes, conversations, and casework. As agents of change, advocates for marginalized groups, and proponents for social and economic justice, it provides social workers with a holistic process for supporting clients in making peace and making friends with their money and themselves.

About the Author:

Reeta Wolfsohn, CMSW, is the founder of the Financial Social Work (FSW) discipline. For over twenty-five years she has been creating original programs, materials, products, and services to expand the role of Financial Social Work in the field of financial health and wellness. Reeta was recently inducted as an NASW Social Work Pioneer.

Financial Social Work is an interactive, reflective, behavioral model focused on helping clients heal their relationship with their money and with themselves. In 2022 the Center for Financial Social Work introduced the Financial Health & Well Professional Community open to everyone interested in the opportunity to interact, learn, network, connect, expand client resources, and support each other across diverse client populations and financial challenges. Learn more at www.financialsocialwork.com

In August 2022, the Association of Social Work Boards (ASWB) published an indepth analysis of passing rates for its various Social Work exams. The report included an analysis of the Bachelors, Masters, Clinical, Associate, and Advanced Generalist exam pass rates between 2011 and 2021, with a particular focus on the data between 2018 and 2021. The results—which revealed a significant disparity in pass rates for BIPOC test-takers when compared to white test-takers—were not surprising to many, but still staggering to see. For years, social workers, particularly BIPOC social workers, have discussed the challenges associated with accessing the exam, preparing for the exam, and ultimately passing the exam.

Exam pass rates were reported by gender, age, first language identifiers, and race and ethnicity. While the entirety of the data is important to digest and should mobilize efforts for changes that address these inequities across all exam levels, it is the clinical examination data and the discrepancy amongst pass rates for minority test takers that deserves special attention. Between 2018 and 2021, first-time pass rates for the clinical exam were 83.9% for White test takers; 79.9% for Multiracial; 72% for Asian; 65.1%

The ASWB Exam Data Must Serve as our Call to Decolonize Social Work

By Tiffany Walker, LCSW

for Hispanic; 62.9%for Native American/ Indigenous; and just 45% for Black test takers.

Many of us have always suspected what the report revealed to be true; BIPOC social workers have a much lower clinical exam pass rate than their white colleagues and peers. This disparity results in a crucial deficiency in our field—a lack of BIPOC mental health clinicians to meet the needs of BIPOC clients and communities. As such, this data ultimately serves as a call to decolonize the profession of social work and explore how power, race, oppression, and privilege have been embedded in the practices we use to allow entry into and advancement within the social work profession, particularly at the clinical practice level.

Furthermore, we need social workers, particularly clinical social workers, to help mitigate the national mental health crisis that the COVID-19 pandemic has exasperated. The COVID-19 pandemic has had a tremendous impact on both individual and community mental health, and it will continue to have residual effects for years to come. For some, COVID-19 revealed the mental health challenges faced by many communities,

“This data ultimately serves as a call to decolonize the profession of social work and explore how power, race, oppression, and privilege have been embedded in the practices we use to allow entry into and advancement within the social work profession, particularly at the clinical practice level.”

especially communities that are underresourced and have previously experienced high levels of trauma. Consequently, the demand for licensed mental health professionals to meet the challenges in these communities is high.

In fact, in 2020, Governor Murphy specifically called for the support of social workers to help provide critical services and crisis response to our state amid the pandemic. Based on the data in the ASWB report, it can be inferred that those who were qualified to answer the call were disproportionately white women, despite much of the need and most severe impact from COVID-19 being concentrated in communities of color.

We have a call to action to support our peers and colleagues and to make sure the social work profession lives its stated values by advancing equity within the profession. Below are a few questions I consider to be particularly urgent that I urge you to consider about our profession:

1. How do we advance social work practice and social work professionals in a matter that is ethically equitable and culturally sensitive?

2. How do we prioritize the decolonization of the profession and ensure that all accredited BSW, MSW, and social work doctoral programs examine the impact of privilege, race, oppression, and power?

3. How can I use my power and privilege to support this call to action?

These questions require honesty and vulnerability that should then ignite accountability and change. Social workers must move in solidarity to ensure equitable access to clinical exams which ultimately leads to equity in the availability and provision of clinical services to BIPOC individuals, families, and communities.

Social work licensure aims to ensure the competent, ethical, and safe practice of social work to support public needs. Additionally, access to licensure impacts social workers' employment opportunities and income potential. The disparity in exam passing rates continues to perpetuate the impacts of systemic oppression and racism within the social work profession. An inability to obtain clinical licensure presents a barrier for many BIPOC social workers who could otherwise earn better salaries and professional roles that advance their own lives and the well-being of the many clients they would be able to serve.

About the Author:

Tiffany Walker is a Licensed Clinical Social Worker. She currently serves as the University Director for Student Health Services at Fairleigh Dickinson University. She is also the CEO of Journey Therapy Center, a company that provides professional development and coaching to schools and school social workers regarding best practices in school social work. Learn more at www.journeytc.org

Where a Future Begins

By Cortney Crowell, Seton Hall University BSW Class of 2026

Have you ever believed that your purpose was limited? Have you ever struggled to create long-term goals due to a lack of hope? Regardless of your answers, you’re not alone. As a freshman in college studying Social Work, I found these questions were incredibly prominent in my decision to study mental health and plan to become a social worker. We all have a story. We all have an experience in our lives that creates a seemingly permanent belief; one that restricts, limits, and depletes our own passions, goals and hopes.

Mental health has always been a sensitive subject for me, even as a kindergartner just trying to use glue sticks and paint numbers on a canvas. For as long as I can remember, I was afraid of people. Talking to others never came easy; the words never slipped from under my tongue without a long, careful, and planned out thought beforehand. Maintaining a friendship was nearly impossible for me. I remember lashing out at others for little to no reason or ignoring someone for weeks after they had made a small remark, comment, or action. Despite these challenges, I was able to manage and maintain good grades throughout the beginning of middle school. However, when my family moved towns, everything changed for me and the status of my mental health. I felt like a lost puppy with a nametag, but no

owner. I developed a heightened level of anxiety that persisted for years, and still remains. I was sad all the time. I felt worthless and lacked the motivation to do anything. I didn’t realize how unhappy I was until sophomore year of High School, when I decided to get help.

Diagnoses are never easy to handle and when I first got mine, I was miserable. I was diagnosed with Generalized Anxiety Disorder, Major Depressive Disorder, Social Anxiety Disorder and Panic Disorder. I was prescribed medications—multiple medications, in fact. My level of social interaction was very low. I sat silently on the benches in gym. I would leave class at intervals throughout the day to walk around the school. The school nurses knew my first, middle, and last name by heart. Relationships became harder to manage. My moods were never stable, my impulses were out of touch, and I struggled with my identity. I couldn’t even tell you my favorite color or what my hopes and dreams were because I didn’t know. I talked about these unsettling feelings with a therapist and then received an unofficial diagnosis of Borderline Personality Disorder (BPD). This undocumented diagnosis soon became an official diagnosis, a label I’ve carried for about three years now. I began to take therapy more seriously than I ever have before. And soon I began to realize I enjoyed

my sessions and I didn’t mind the intense and previously uncomfortable discussions.

I engaged intensively in self-study on mental health. I would do my research every day after school, creating document after document of my research and ideas. I fell in love with the idea of helping others. I developed a deep sense of empathy—both for those who were similar to me, and for those who were not. I began to discover key parts of my identity, and after years of therapy, I became aware of what I wanted to do with my future. I want to help others through the creation of a safe space for sharing and self-reflection. I want others to be excited about possibilities, not to fear who they are or could be, not to fear their capabilities, or shy away from their potential. I want to be like the social workers who helped me by working with me to learn healthy ways to cope with the problems that caused a decline in my mental health. I want to help others navigate and process the fears and complicated emotions that arise in everyday life.

My experience with BPD has been far from easy. BPD will always be a part of me. But I have grown and adapted. I learned to become more empathetic with others. I learned coming up with goals is difficult, but attainable. I learned hardship has loopholes. And I eventually found comfort in and came to accept my experiences with mental health issues. I found my true passion and discovered my future has no limitations. I plan to declare my major in Social Work and to eventually become a Licensed Clinical Social Worker. I truly believe this is my purpose—to share my story and to help others share their own stories. I know one day, when I’m sitting in an office, opposite a client who reminds me of my teenage self, that every struggle will have been worth the effort.

My name is Emily Dalton and I am born and raised in Hoboken, New Jersey. I have lived my entire life (with the exception of my time as an undergrad at Rutgers University) in Hudson County. I am currently in my final year at the Rutgers School of Social Work (RUSSW) pursuing my MSW, focusing on Management and Policy. This past semester, my field placement through the RUSSW has been at the Hoboken Public Library. Having the opportunity to work at my childhood library has been life changing. It has enriched my experience as a social worker by allowing me to engage with my community on both the macro and micro level. Moreover, being able to work in this specific environment has allowed me to grow as an individual and understand the way systems impact communities.

A typical workday consists of case management, advocacy, and policy work. I meet with patrons during designated drop-in hours, both in the library and outside the library at local shelters and lunchtime ministries. I work primarily with unhoused folks, some of whom are residents at the local shelter. These patrons are often looking for assistance with SNAP applications, health insurance enrollment, and getting their state identification cards. My goal as the community service worker

Library Social Work: Making a Difference in my Hometown

By Emily Dalton, Rutgers School of Social Work, MSW Candidate 2023

is not to do the work for the patrons, but rather support them and assist when necessary. I have even been privileged to watch some of my patrons move from the shelter to stable housing of their own. Seeing this happen brings me a sense of accomplishment, but also pushes me to work harder and advocate for change within these systems.

My biggest challenge so far, and where most of my advocacy work has been focused, is helping patrons obtain identification cards (ID’s). Prior to

this internship, I truly did not understand how vital an ID was to an individual, particularly to someone who is experiencing homelessness. With the help of the library’s Community Engagement Team, we host a monthly program called “Project ID.” During this program, patrons come to the library for assistance with making an appointment at the Motor Vehicle Commission (MVC). They can apply for ID renewals or recover birth certificates or Social Security cards in order to get their ID’s. When I meet with patrons, I listen to their past experiences with navigating these social systems. Listening to these stories is critical to my advocacy work. Their feedback and input help me better understand the barriers to ID access unhoused people are experiencing so we can better advocate for system improvement and change.

Through this work I have been able to meet with the elected members to the Assembly in my district to discuss these challenges. I have also been able to create a relationship with

the Department of Constituent Affairs in Hoboken City Hall and share directly the challenges I see my patrons experiencing. Even though I am just one person, I believe shining light on these issues is critical to making a change. Being able to advocate with these officials on behalf of my patrons is what makes me a stronger social worker.

The Hoboken Library is a free public space. People are allowed to spend their time inside reading, using laptops, or simply seeking comfort. Any person with a residency in Hoboken is entitled to a library card, including shelter residents. I hope that my time at the library allows more people to feel a sense of comfort and acceptance through the social services we provide. As social workers we need to make ourselves visible in these spaces. The beauty of working in a library is that patrons can come and go as they wish. This gives social workers the ability to be creative in the way we provide services, and how we advocate for our communities. Working in the library I grew up in has been such an immense privilege, and I hope that others get to one day experience a job as fulfilling as this.

Turning Tragedy into Purpose: My Social Work Journey

By Jacquelyn Rolaf, Monmouth University, BSW Class of 2024

Social work was never on my radar. I went back to school in 2020, after a post-high school gap year turned into a gap8-years. I had every intention of becoming a history teacher. The idea was to get an Associate’s at my local community college, then move on to a school known for their education program. It wasn’t a passion, but it was good enough. It was a solid plan. But, as I’ve come to understand, life has a way of rearranging your plans; of changing what you thought you wanted, and giving you something completely different.

For a long time, I watched my sister struggle in an abusive relationship. I saw her leave and go back more times than I could count, dragging her two kids along with her from place to place. There have been times where the fear of her or my nieces getting hurt was too overwhelming for me. Times where I had to get CPS involved, which put us at odds with each other. I couldn’t understand why she couldn’t just leave him and stay left.

A few months had gone by and my sister and I still weren’t talking. It was a cool morning in October of 2021 when I got a call from my mom. 7am. Weird time for a phone call.

“You need to come here. Now.” Was all she said. I asked her what was wrong. She wouldn’t tell me. My bloodstream was all adrenaline. I drove the 6 minutes to my moms house that morning, praying for my sister. Thinking the worst. Expecting the worst.

When I got there, both of my sisters were outside of her house. What did this mean? Did he take the kids and run off? I rushed to them, asked what was going on, and they told me to go inside.

That’s where my mom met me and told me that my aunt was murdered by her longtime boyfriend.

Nobody ever knows how to react when you say something like that. It’s still the most bizarre sentence I’ll probably ever say. Almost a year later and I’m still waiting for it to feel real.

That whole time, I was worried it was going to happen to my sister. And even when my mind went there, I would tell myself, “relax, that doesn’t happen.” Except it does.

You never think something like this will ever happen to you. You think this type of thing only happens to other people. You watch it unfold on Netflix documentaries, listen to all the gory details on true crime podcasts. But this a reality for millions of families. The world loses these bright, vibrant souls each day for no good reason. After that day, I just couldn’t think about anything else but these women. These people. There’s so much more that could be done to protect them.

My Aunt Mary was one of the most intelligent and savvy women I’ve ever known. She graduated from NYU and made a name for herself in the corporate world, often being the only woman in a room full of men and always being the smartest one there. Because of this, she was one of my biggest inspirations. I wanted the same independence,

intelligence and confidence that she had. When I finally went for it, she was so excited for me. In the last birthday card she gave me, she wrote: “Set your sights high and you can do anything you want.”

Not a day goes by where I wish my aunt was alive, or at the very least to not have been taken out the way that she was. But we have to find the silver linings in these things, no matter how thin they might be.

One of them is that my sister finally left her husband, and stayed left. After seeing something like that happen to someone so close to you, it changes things. Now it’s not “this happens to other people,” it’s, “this can happen to me.” We talk all the time now. We both have a better understanding of each other’s perspectives. But most importantly, she’s safe.

that I found my passion. After Aunt Mary died, I could think of nothing else but helping women like her and my sister. And even before that tragedy, I was being pulled towards social work in a way that I’d never felt for any other career path. The hours spent researching domestic violence, the long phone calls to the hotline, the safety plans I wrote out – all of it out of desperation to help my sister – I never thought that any of that would be anything more than just me being a sister. But now it’s all I think about. And I want to help in a bigger way. I want to make an impact, make actual changes. So when community college was wrapping up, I knew exactly what I was going to do.

When it came time to apply to other colleges, Monmouth stood out to me because of their social work program. When I visited the campus, the staff made me feel so welcomed. I knew I was around

like-minded people; passionate and eager to help others. This was where I was meant to be, no question about it. Every twist, turn and roadblock along the way has led me to this place. I can’t think of anywhere better equipped to teach me the skills I need for my future career.

In that same birthday card, my Aunt Mary wrote “Don’t forget, I am always here if ever you need me for anything.” I’ve needed her more than I can put into words, but somehow she has been there. I know she’ll continue to be by my side, the way she has been by my sister’s, giving us the strength to push forward.

In Loving Memory of Mary Huber – beloved daughter, sister, aunt, cat-mom and friend

The issue of food insecurity and food allocation has not only been a recent interest of mine, but also to those who depend on donated food in order to feed themselves and their families. Where does unused food go? Why do only some people have access to food while others do not? All of these questions, as well as my general curiosity, sparked the idea to have a campus-wide food and hygiene drive at the end of the spring 2022 semester.

While sitting in my kitchen at school, cooking, dreading the idea of throwing away all of the unused food at the end of the semester, I decided that I would donate it to a local food bank. I ended up getting my housemates on board with donating all of our unused food. I realized we were not the only students with this issue; this was an issue not only on my campus, but on campuses around the world.

I took this idea of collecting all of the unused food as well as hygiene products to Dr. Robin Mama, the Dean of the School of Social Work at Monmouth University. Dean Mama was able to guide me in the right direction on how to start the drive. She connected me to the Social Work Society, a club on campus for social work majors. The president of the Social Work Society was on board with the idea and supported it. In addition to this club, the Monmouth University Chemistry Club, specifically the president Luke Collier, showed support for this initiative and

Food Insecurity: How Local Food and Hygiene Drives can Help Answer the Call to Hunger

By Mackenzie A. McDonald, Monmouth University, BSW Class of 2023

wanted to contribute both financially and with logistics.

After both clubs as well as the school approved the idea, we were able to set boxes all around campus. The boxes were located on both the academic side as well as the residential side of campus, with a flier describing what the drive was for, what we were looking to collect, and where the materials collected would be donated to. These boxes stayed on campus for a week while students were packing up to go home at the end of the semester. This time proved to be the most effective and efficient in collecting items to be donated. Students were able to easily drop off unwanted goods to collection boxes located in the lobbies of residential buildings. This ideal location allowed students to see the collection boxes as they came into the building, encouraging them to donate, and also allowed for easy pick-up and monitoring by those collecting the boxes to be dropped off at the foodbanks.

Over two days the chemistry club president and I collected the boxes from their designated areas around Monmouth University’s campus. Boxes were filled to the brim and in most cases, overflowing with goods ready to be donated to those in need. Items ranged from microwavable rice to men’s and women’s razors. We could not be more happy with the items collected, as they would be put to good use by those who are less fortunate in the surrounding communities.

The outcome of this drive was something I could have never imagined. With this food and hygiene drive, we were able to collect over 1,000 pounds of

goods to be donated. A large portion of donations, 997 pounds, was donated to the Fulfill food bank, located in Neptune, NJ. This organization works to end food insecurity and hunger by providing meals across Monmouth and Ocean Counties. Fulfill offers various means of distributing collected goods, ranging from mobile pantries to drive-up. In addition, Fulfill also provides SNAP enrollment assistance, as well as culinary training for those less fortunate. We were also able to donate two large boxes (over 70 pounds) full of collection items to the Shore House, located in Long Branch, NJ, a community resource for adults with mental illnesses. The food and hygiene products donated to the Shore House will be used to cook meals for their members and ensure they have the hygiene products necessary to conduct daily life.

This food and hygiene drive allowed me to donate items that would otherwise have ended up as garbage. Without this drive, it is very possible that these items would have been left behind at school, in the garbage, filling surrounding landfills with unnecessary solid waste. Hence, conducting this drive

shows that there is an environmental component as well, reducing the amount of solid waste generated by college students moving out at the end of a school year, all while helping the surrounding community.

While creating and actually completing the drive, I learned about how food goes to waste and that there are so many individuals and families it could be helping. I was extremely grateful to see this project from start to finish, knowing I had support from staff members and classmates but also to see how much it impacted the community. We look forward to conducting this drive in 2023, and (hopefully) surpassing our record of collected goods. We would like to thank everyone who donated to the drive, as without them, none of this would have been possible.

According to the U.S. Department of Justice data on sex crimes, people living with disabilities are seven times more likely to be sexually abused in their lifetimes than people without disabilities.1 There is a pressing need to reevaluate how we can provide an inclusive and effective comprehensive sex education (CSE) learning experience for youth with disabilities (YWD). It’s imperative YWD are taught to identify inappropriate touching, the power of consent, and how to recognize when a relationship is unhealthy or abusive. Teachers trained in CSE can deliver appropriate instruction according to the student’s developmental stages with a focus on victimization. 2

Learning about sexuality is a very normal part of human development, but YWD are regularly excluded from general education classes, and alternative arrangements with appropriate accommodations are rarely made. Excluding YWD from or barring access to CSE contributes to the vulnerability of these individuals and increases isolation from their mainstream peers. Specially designed sex education curricula focusing on anatomy, consent, boundaries, respect, and romantic relationships is vital for YWD. Less than 100 years ago, people with disabilities were forcibly sterilized, locked away in same-sex institutions, and punished for having an interest in

“The Talk”: Giving Disabled Youth a Seat at the Table

By Megan Warshauer, Fairleigh Dickinson University, MSW Class of 2024

sexual relationships. 3 It wasn’t until 2006 that the United Nations Convention on the Rights of Persons with Disabilities endorsed that people with disabilities have the right to the same quality of sexual and reproductive health services afforded to non-disabled citizens.

Currently, research shows that young adults and adolescents with disabilities are still less knowledgeable about sex than their peers without disabilities. 4 Often this is due to lack of access to modified education and misconceptions about the absence of desire for romantic relationships in the lives of this population. Understanding safe and healthy sexual activity, learning how to confirm or deny consent, identifying physical boundaries and exercising bodily autonomy are all very important when curiosity arises and children start developing romantic feelings for others. When provided with information about healthy sexual relationships, children learn what is safe for them and we empower them to make smart decisions.

Modified and effective learning methods such as visuals, role play, and examples of real-life people with disabilities in healthy romantic relationships are necessary for impartial sex education. To promote inclusive learning, alternative or augmented communication devices should be programmed with vocabulary on sexuality and relationships and educational interpreters must be comfortable conveying this subject matter accurately. As we recognize and respect youth with disabilities, culturally competent sex education policies that use positive representations of the disabled community in

learning materials would be most reparable.

This curated sex education could also prevent unplanned pregnancy, as pregnancies among women with disabilities are 53% more likely to be unintended than pregnancies among women without disabilities. 5 Clearly, we are doing a great disservice to the entire disabled community by not involving them in these crucial developmental discussions. The basic rights to bodily autonomy, self-determination, informed decision making, as well as holistic wellbeing, demand we reconsider how we approach sex education with YWD and ensure them a seat at the table for these important conversations.

References:

1 Bureau of Justice Statistics, National Crime Victimization Survey, Special Tabulation

2 Schneider, M., & Hirsch, J. S. (2020). Comprehensive Sexuality Education as a Primary Prevention Strategy for Sexual Violence Perpetration. Trauma, violence & abuse , 21(3), 439–455. https://doi. org/10.1177/1524838018772855

3 Rowlands, S., & Amy, J.-J. (2019). Sterilization of those with intellectual disability: Evolution from non-consensual interventions to strict safeguards. Journal of Intellectual Disabilities, 23(2), 233–249. https://doi. org/10.1177/1744629517747162

4 Sinclair, J., Unruh, D., Lindstrom, L., & Scanlon, D. O. (2015). Barriers to sexuality for individuals with intellectual and developmental disabilities: A literature review. Education and Training in Autism and Developmental Disabilities, 50(1), 3–16.

5 Horner-Johnson W, Dissanayake M, Wu JP, Caughey AB, Darney BG. Pregnancy Intendedness by Maternal Disability Status and Type in the United States. Perspect Sex Reprod Health. 2020 Mar;52(1):31-38. doi: 10.1363/psrh.12130. Epub 2020 Feb 24. PMID: 32096336.

My name is Rosemary, and I am a Black Dominican-American graduate student at the Monmouth University School of Social Work (MUSSW), a Predominately White Institution (PWI). I’m working as a member and Graduate Assistant to Growing Together as Allies (GTAA) a group of faculty, students, and alumni working together to advance anti-racism in the program, the university, and our communities. GTAA began its work in 2020, after the murders of Breonna Taylor, George Floyd, and so many others, and the uprisings in response to this violence. GTAA’s work started by reaching out to students and alumni to involve them in crafting an anti-racism statement. Members broke into subcommittees and listening sessions were held with students and alumni to review the draft before it was voted on by the school. These listening sessions also served as a space for BIPOC students to share their experiences, concerns, and express what they believe needs to be changed on campus.

Understanding the need to share the voices of Black social work leaders in the field, GTAA held its first speaker series in Fall 2021. The series brought in social workers from New Jersey and around the country to address the current state of our nation as it relates to anti-racism and voting advocacy. Three of these speakers, and two other leaders in antiracism work are now supportive champions of GTAA: Anjanette Young, LCSW, Dr. Denise McLane-Davison,

Growing Together as Allies: Creating an Anti-Racist University Community

By Rosemary Asencio Samuel, Monmouth University School of Social

Work, Class of 2023

MSW, Joyce James, MSW, Dr. Zaneta Rago-Craft, Director of the Intercultural Center at Monmouth University (MU), and Tawanda Hubbard, DSW, MSW. They have each provided key input and support to our statement, curriculum assessment tool and action plan, and also serve to create external accountability for our work.

Attending a PWI as a Black Dominican-American student isn’t easy, especially while studying social work, which adds the element of discussing social justice and human rights issues. This can make conversations about racism and systemic oppression uncomfortable and nerve-wracking. Unsurprisingly, this experience isn’t unique to social work students, extending beyond the classroom and into the workforce. There are very few Black and Brown faculty members at MUSSW, which often leaves me unable to ask questions about what it’s like to be a Black woman in social work. The fall 2021 speaker series gave me the opportunity to hear from Black American social workers and learn about their experiences in the field. I learned so much about their work and heard them unapologetically tackle the issues of racism within their areas of expertise. They showed vulnerability in a way that was admirable; it highlighted the benefit of deconstructing stigmas that block BIPOC individuals from accessing services like therapy. More importantly they centered joy, which can often be forgotten in anti-racism work.

I’m not sure if everyone had this takeaway from the speaker series, but it was a validating and humbling experience for me. I hope this is an experience BIPOC students can have with BIPOC professors in the future at MU.

Additionally, as one of the few BIPOC students in the full-time social work graduate program, I wanted to figure out how I could contribute to change for myself and future students. As such, in the spring of 2021, I applied for and became the Graduate Assistant (GA) for GTAA. Through my involvement, I’ve contributed to conversations and action plans about the climate at MUSSW and how to make our classrooms safer. I’ve also helped create an anti-racism curriculum analysis tool with faculty. I’ve been able to build stronger relationships with faculty and have had discussions about identity and positionality. For me, this solidified the importance of taking these conversations beyond the classroom.

subcommittee has encouraged me to question assignments from various professors. Although this hasn’t changed any of the assignments I have had to complete, I know it’s still important to express my frustration and seek clarification to ensure assignments are non-biased and take into account the realities of BIPOC students. And since GTAA has created an anti-racism curriculum tool, voicing my opinion DOES matter because the curriculum WILL be analyzed.

Being the GA for GTAA also puts me in a special position because I won’t graduate from MUSSW wondering if the school is taking action to address social work curriculum that often lacks cultural variety. This is an issue that extends beyond MUSSW. It includes the use of theories and evidence-based practices in social work that aren’t inclusive of the various racial, cultural, and ethnic backgrounds of the many populations served by our field. I’m happy GTAA is taking steps to try to change this. As a student, it’s cool to be a part of these conversations and see the process unfold. It also leaves me in a position where I feel more comfortable holding GTAA accountable for their progress and action long after I graduate, because I know we’re not perfect and have more work to do. That said, GTAA’s impact goes far beyond my personal experiences. Our 2021 speaker series was open to the entire campus and community. More than 200 students, faculty, and alumni attended the series—many more than we initially imagined. In the fall of 2022, we hosted another well-attended series called Advancing Anti-racism Through Intergenerational Conversations: Power and Possibility in Latinx Communities. It was followed by a student/alumni-led roundtable processing event. This proves that students and faculty are hungry for diverse and different voices.

I think it’s very easy to get comfortable as a social worker surrounded by other like-minded social workers. This can lead us to believe that our social work institutions have minimal flaws, but that is rarely the case. I’ve been able to reinforce the importance of challenging comfort and complacence within myself and others. For example, serving as a member of our curriculum and pedagogy

I hope students and faculty throughout the university will learn to understand the importance of this kind of racial justice work at a PWI. It’s also important to remember this work is ongoing. Victories are great, but that shouldn’t slow down the momentum. I know there is still more work to be done at MUSSW; but my vision for our work is that it will serve as an example for other departments and schools at our university because for us to eliminate the scourge of racism our efforts cannot start and end at MUSSW.

Become part of a social work legacy...

Are you a social work student in either a BSW or MSW program?

Did you know that student members have an exclusive opportunity to apply for the Harriet Bloomfield Scholarship? You do—read on to learn more about this exclusive opportunity.

The Harriet Bloomfield Memorial Scholarship Fund is dedicated to the memory of Social Worker Harriet Bloomfield. Harriet was a charter member of NASW. She worked for the Elizabeth Board of Education before retiring in 1984. She served as director of social services at Bonnie Brae Farm for Boys, Millington from 1956 to 1960 and was with DYFS from 1944 to 1956. She taught at Kean College and Rutgers University and organized the Center for Infant Development and teen-parent program in conjunction with the Rutgers Graduate School of Social Work and the Elizabeth Board of Education.

Harriet served the New Jersey Chapter in a variety of positions. She was first vice-president, chair of the PACE committee, a delegate to the Delegate Assembly and a member of the annual conference committee. In 1989 the chapter honored her as Social Worker of the Year. She also served on the board of Jewish Family Services of Central New Jersey, the Mayor’s Advisory Committee for Community Development Funds in Elizabeth and the Clark Juvenile Conference Committee.

Each year, up to four scholarships (2 BSW students and 2 MSW students) will be awarded in honor of the legacy that Harriet built.

Qualifications:

Be an NASW-NJ member in good standing (you’ll be required to submit your membership number in the application)

Enrolled in an accredited BSW or MSW program

Complete the online application, including short essay

The 2023 Application Period is NOW OPEN.

Applications must be received by May 1, 2023 to be considered for the 2023-24 School Year.

Apply Now at: naswnj.socialworkers.org/ Membership/Student-Center

PARTNER SPOTLIGHT

Array Behavioral Care is the nation’s leading virtual psychiatry and therapy practice with a mission to transform access to quality, timely behavioral health care. For more than 23 years, Array has partnered with hundreds of hospitals and health systems, community healthcare organizations, and payors of all sizes to expand access to care and improve outcomes for underserved individuals, facilities and communities.

Much of the telepsychiatry landscape has changed since the first encounter reached a patient in need at a rural hospital. Today, telepsychiatry is increasingly the standard form of delivering care and Array is leading the charge in transforming access to modern behavioral health care.

Array supports the mission and work of the NASW and is honored to partner with the NJ chapter to address the rising need for mental health care in New Jersey.

Every March, we celebrate social workers and the many contributions they make during Social Work Month. Social workers are an integral part of our practice, and we are proud to empower the transformative work they do within our organization and the communities they serve. Working together, we can “break barriers” that prevent people from accessing the mental health care they need so they can live to the fullest.

The Array clinical team started practicing telepsychiatry in 1999 as a brick-and-mortar behavioral health practice in Southern New Jersey. Founder and Current Chief Medical Officer, Dr. Jim Varrell, provided the nation’s first commitment via telepsychiatry and has since been one of the nation’s top advocates for the right use of telepsychiatry to increase access to care. As an industry pioneer and established thought leader, Array has helped shape the field, define the standard of care, and advocate for improved telepsychiatry-friendly regulations.

Array Behavioral Care is the only virtual behavioral health practice delivering care across the continuum from hospital to home. Our three flexible delivery models meet patients where they are and bring proper care to the right setting at the right time. Array’s AtHome Care model is like a virtualized outpatient clinic that provides psychiatry and therapy services directly to

individuals in their homes through a secure, HIPAAcompliant platform

With flexible scheduling and convenient online appointments, patients can easily access behavioral health experts who most closely fit their needs. Array also has a team of Care Navigators who help patients in finding and connecting with a suitable clinician.

Our clinicians offer psychiatric assessments, talk therapy sessions, medication management appointments and EAP sessions for a variety of mental health issues including anxiety, depression, trauma, grief and loss, mood disorders, attention deficit disorder, schizophrenia, personality disorders, and more.

Much of the telepsychiatry landscape has changed since the first encounter reached a patient in need at a rural hospital. Today, telepsychiatry is increasingly the standard form of delivering care and Array is leading the charge in transforming access to modern behavioral health care.

Array Behavioral Care is the only virtual behavioral health practice delivering care across the continuum from hospital to home. Our three flexible delivery models meet patients where they are and bring proper care to the right setting at the right time. Array’s AtHome Care model is like a virtualized outpatient clinic that provides psychiatry and therapy services directly to individuals in their homes through a secure, HIPAA-compliant platform

With flexible scheduling and convenient online appointments, patients can easily access behavioral health experts who most closely fit their needs. Array also has a team of Care Navigators who help patients in finding and connecting with a suitable clinician.

to connect with New Jersey-licensed adult or child and adolescent psychiatrists, psychiatric nurse practitioners, and therapists – many of whom are accepting new patients and have appointments available.

Referred patients can self-schedule online using our direct scheduling link at arraybc.com/patients/refer or contact our Care Navigation Team at 877-2642873 for help booking their first appointment.

Whether you work in a school setting, hospital environment, law enforcement, correctional center, primary care center or clinic, or other community organization, Array is a trusted referral choice for behavioral health services. Referring patients and families to Array ensures shorter wait times for them and sets individuals on a path to receiving care quickly and more efficiently.

Array’s services are a covered benefit for over 80% of insured New Jersey residents and self-pay is always an option.

With online video appointments available seven day a week, Array makes it easy for referred patients

In addition to being the virtual behavioral health solutions provider of choice, Array strives to be the employer of choice for those looking to make a difference in mental health care. We are committed to fostering a supportive and best-in-class experience for its more than 600 combined clinicians and administrative team members nationwide. With a well-established technical and administrative infrastructure, Array helps ensure its teams are well connected and highly responsive. Team members are also provided with opportunities to mentor peers and for professional development through continued education training.

As the industry leader and a trusted partner to health organizations nationwide, Array Behavioral Care offers unparalleled behavioral health solutions, services and expertise across the continuum of care. Let’s work together to make sure individuals, families and communities across New Jersey have access to the mental health support they need, sooner rather than later.

To learn more, visit arraybc.com

PARTNER SPOTLIGHT

NASW- NJ Members: Achieve Your Goals, Live Your Values, and Reshape Your Future With Walden University

Walden University’s online social work programs are designed to address some of the most pressing issues facing society today. They can help prepare NASW NJ members to work in a variety of roles delivering direct services to individuals, families, and communities—or providing leadership to programs and agencies.

The partnership between NASW- NJ and Walden will give students greater access to high-quality social work degree programs and allow them to benefit from exclusive tuition savings while pursuing their educational goals.

“We are honored to be partnering with NASW NJ,” said Dr. Lisa Moon, dean of the College of Social and Behavioral Health at Walden. “Walden’s programs aim to equip the next generation of social workers with the skills they need to make an immense impact in their communities. Social change is at the heart of who we are and what we do, which aligns perfectly with the values shared with NASW.”

Walden’s Bachelor of Social Work (BSW) and Master of Social Work (MSW) programs are CSWEaccredited. This means our programs prepare NASWNJ members to be effective practitioners in the field of social work, and graduates have the academic preparation required to sit for licensure exams. Walden students learn ethical principles and critical thinking skills that are paramount to contemporary social work practice. The university also offers Doctor of Social Work (DSW) and PhD in Social Work programs.

How Walden Uses AI to Enhance the Learning Experience

What makes Walden stand out from other universities? It’s the use of innovation in the classroom. Walden social work programs feature video case studies and Skills Labs that present real-life scenarios, providing students with the opportunity to learn sought-after skills in a safe and supportive environment. Walden’s AI-powered tutor, Julian™, is built with Google Cloud’s AI and machine learning capabilities. It creates personalized experiences and knowledge mastery through various educational engagement activities.

“The Walden AI-powered tutor is part of our university’s mission to drive student success through innovation in higher education,” said Steven Tom, senior vice president and chief customer officer for Adtalem Global Education, the parent organization of Walden University. “The breakthrough cognitive tutor transforms learning and knowledge mastery through the power of AI, enabling a dynamic and engaging nature for instruction. As we continue to develop this tool, it will allow us to provide personalized instruction at scale to meet the needs and busy lives of adult learners.”

Complementing how students learn in faculty-led online courses, the Walden AI-powered tutor was developed to help students master concepts—not just review them—through on-demand learning activities. This technology engages students in dialogue via chat functionality, offers learning activities, evaluates student responses, and provides valuable feedback to students.

Social Change: The Heart of Walden’s Mission

In 1970, Walden’s founders Bernie and Rita Turner sought to build a learning community where knowledge could be applied to solve key societal challenges. Their vision: to empower students to make a difference by confronting those challenges where they live, in their professions, and on a global scale. Today, Walden is still deeply rooted in this commitment to promoting positive social change.

Walden students have access to the university’s Center for Social Change, a networking hub with three major goals: empowering changemakers, building community, and elevating social change outcomes. The center partners with stakeholders across the university and in the community to create and support social change initiatives.

Students at Walden don’t just learn about social change; they gain the skills and knowledge to put it into action. Since arriving in the United States from northern Iraq three decades ago, Dr. Mona Alnaeemi, who goes by Dr. Mona, has used her experience, talent, and Walden education to help ease the transition for other female Muslim refugees. For 13 years, Dr. Mona was a caseworker for Mosaic Family Services in Dallas, Texas, helping immigrant women gain the variety of skills they need to become selfsustaining. She continued that work as co-founder of the Dallas Institute for Immigrant Women. Language and employment, she said, are “the fundamental building blocks of independence.”

In 2018, Dr. Mona graduated from Walden with a PhD in Human Services, completing a dissertation titled Experiences of Kurdish/Middle Eastern Refugee Women Seeking Employment. “Refugee resettlement agencies provide services to help new refugees develop skills that will allow them to achieve selfsufficiency,” she wrote in her dissertation summary. “Prior research has indicated that leveraging skills and talents is not an easy process for refugee women, who face barriers and difficulties in the transition to a new culture.”

Throughout her life and career, Dr. Mona has embodied Walden’s mission of social change. “Social change is about learning from yesterday to build a better future,” she said. Her commitment to the greater good also means giving back to the community. In 2021, Dr. Mona was a Walden Outstanding Alumni Award nominee.

Become a Changemaker Like Dr. Mona

With Walden’s online social work programs, you can continue your education and become the highimpact changemaker you want to be. As a member of NASW- NJ, you may be eligible to receive 10% tuition savings on Walden’s Bachelor of Social Work (BSW), Master of Social Work (MSW), PhD in Social Work, and Doctor of Social Work (DSW) programs.*

Learn more about our partner savings at WaldenU.edu/NASWNJ .

*A 10% tuition savings is available to eligible members of NASW NJ. Tuition savings are applicable to new tuition charges after the date the savings is awarded only and does not apply toward books, materials, and other supplies or fees needed for a course.

This offer cannot be used in combination with any other tuition savings benefit, unless otherwise noted. The tuition savings is a non-transferrable, non-cash offer, and in no event will the recipient receive a check or other disbursement of money pursuant to this tuition savings. Walden may change this tuition savings offer at any time, but such change will not affect the tuition savings for students who are currently enrolled at Walden and using it.

Accreditation

Walden University's Master of Social Work (MSW) and Bachelor of Social Work (BSW) programs are accredited by the Council on Social Work Education (CSWE), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA). CSWE’s Commission on Accreditation is responsible for developing standards that define competent preparation for professional social workers and ensuring that social work programs meet these standards.

Note on Licensure

Walden University’s Master of Social Work (MSW) program meets the academic requirements to obtain the required credential to practice as licensed social workers in all states.

Walden University’s Bachelor of Social Work (BSW) program meets the academic requirements to obtain the required credential to practice as a bachelor’s-level social worker in many states.

State licensing boards are responsible for regulating the practice of social work, and each state has its own academic, licensure, and certification requirements for practice as a social worker. Walden recommends that students consult the appropriate social work licensing board in the state in which they plan to practice to determine the specific academic requirements for licensure or other credentials. Walden enrollment specialists can provide information relating to the state-by-state requirements for licensure. However, it remains the individual’s responsibility to understand, evaluate, and comply with all licensing requirements for the state in which he or she intends to practice. Walden makes no representations or guarantees that completion of its coursework or programs will permit an individual to achieve state licensure, authorization, endorsement, or other state licensure or credential.

Members Only Perks

With over 6,500 members in our New Jersey family, you are part of a larger family of social workers, a network of friends and colleagues who share your commitment to the profession and strengthening our community. While the chapter has many opportunities to connect on a broader level—from educational programs to advocacy events, there are also many great ways for you to connect with your colleagues locally or on a specific area of interest. Read on to learn some ways in which you as a member can build your connections, network and grow in smaller, more intimate spaces—and virtually!

N e s . . .

T O Y O U R N E T W O R K F O R S O C I A L W O R K B E S T P R A C T I C E S & C O M M U N I T Y

W e ' v e w e l c o m e d m o r e t h a n 3 6 0 n e w N A S W m e m b e r s t o o u r C h a p t e r s i n c e S e p t e m b e r 2 0 2 2 . T h a n k s t o a l l o f y o u , N A S W - N J h a s g r o w n t o b e c o m e t h e s e c o n d l a r g e s t N A S W C h a p t e r i n t h e c o u n t r y ! W e l c o m e a b o a r d t o o u r n e w e s t m e m b e r s ! !

NORTHEAST REGIONAL UNIT

BERGAN/PASSAIC

A d r i a n a

E r i c J e s s e

R o s e m a r i e S o l e

L a u r e n

K r y s t i n a

D i a n a

S h e r r i

N u b i a

G r a c e

M a t t h e w

C a m a r a

J a z m i n

S h a r e s e

M i c h a e l

C a r l y

J e s s i c a

C r i s t i n a

M a r i e

B r a n d y

V e r e d

M i c h e l l e

A l f a r o

A l i m o h

A l m o n t e

B a r b a l a c e

B a u t i s t a

B e s l i t y

B i s i g

B o r r e l l i

B r a d i n g

B r i t o

B r o c k e l

B r o o k s

B r o w n

B r o w n

C a r l i s l e

C a r o n e

C a r r i c a r t e

C h o i

C o b o s

C o r i o l a n

D e t a r a n t o

D u l e v

E r d m a n

BERGAN/PASSAIC (CONT.)

H a l e y

N a d a

C l a u d i a

S h a y n a

L o r e l l y

R o s s a n a

K a t h y

W i l l i a m

E r i c a

M a r y

A l e x a n d r a

P a u l a

A n d r e a

V i c t o r i a

S t h e f a n y

G a b r i e l a

M o n i q u e

A l i s i a

S a m

I a n

C h r i s t i n a

D a n i e l l e

S t e p h a n i e

A l e x a

S a r a h

R o b i n s o n

BERGAN/PASSAIC

(CONT.)

F a s a n o

F a t h y

F l o r e s

F r i e d m a n

F r i e s

G a l l e g o s V e l i z

G a r c i a - V e g a

G a r n e r

G i b b o n s

G l a u b e r C o c o

G u e r r a

K a r e s

K o r n

L a m p a d o

L a y n e s

L o p e z

M a c k

M a l i b o r s k i

M a n d a r a

M i c h e l i n

M i h a l i t s i a r

M o r e n a

M u n o z

P e r e z

P o l o n e r

R e y e s S a n t o s

S t e p h a n i e

J o h a n n a

K r i s t e n

J a m i e

D a r a

G a b r i e l a

T a m i y a

B r o o k e

R a c h e l

A l i s s a

J e s s i c a

R o j a s

R u b i o

S a l v i

S c a r n a t y

T a n n a r i e l l o

T e j a d a

T h o m a s

T i r o n e

V a l e n t i n o

V o g e l

W h a l e y

ESSEX

K i a

D o r r i e

L i l l i e

K a y l a

O c t a v i a

T y n e s h a

L a u r e n

K e a r

V a l e r i e

L e i g h

D e b r a

A b d u s - S a b u r

B a r b a n e l

B a r b e r

B l u m e t t i

B r a d l e y

C u m m i n g s - B i l l i n g s

E l g i n

F r e n c h

F u l l e r

G a r w i n

G o g g i n s

N E W M E M B E R S ( C O N T . )

ESSEX (CONT.)

S a m e e k a

D e b o r a h

H e a t h e r

C l a u d i a

E v e l y n

A m a n d a

R e e g a n

M e i

C a l e i g h

A l e x a

R a m o n a

P h i l i p

D a n i e l l e

G e o r g e s

L i s s e t t e

S h a n t e i a

M e l a n i e

U m a

S a m e l v i e

S h i h i d a h

F a t o u m a t a

N a y e l l y S h a r y n

A l i c i a

F r a n c e s

M i c h e l l e

G r a h a m

H a l p e r n

H a m i l t o n

J a c k s o n

J o n e s

L a r s o n

L e d e t

L e p o w s k y M o y e r

M a g e e

M a i s a n o

M a t e o

M c C o r m i c k

M i l l e r

M o m b r u n

M o r a l e s

m u r p h y

R a m i r e z

S a j i

S a r g u s i n g h

S c o t t

S e c k S i g u e n i c a S t e i n s t e p h e n s o n

S t o r e y

W i n g a t e

HUDSON

K a t h e r i n e

A m a n d a

V e r o n i c a

D o r i

S a v a n n a h

S e l e n n e

J o a n n e

J o h n

H e r b e r t

S a s h a

A t s u k o

H e i d i P h i l i p

Y o s m a r

C a r m e n

N a n a h o

K a r l

C y n t h i a

S a m a n t h a

A n d e r s e n

B a r r o n

D o m i n i c - B o u c h e r

E l l o w i t c h

F e r l a n d

G a l v e z

G a v i l a n e z

G e s u m a r i a

G l a z e r m a n

H e r n a n d e z

N a d a t a

O r e l l a n a

R a l e i g h

R o d r i g u e z

R o s a

S a w a n o

S m i t h

S o t o

T u l i p a n i

Y u

D i a n e

N I a

Q o r i

M i r l a

A l i o u n e

J a m e s

Y o l a n d a

L i d i a

L o r e n a

Q u i s h l a

K a m a l i c h

C l a r i s a v e l

B e s i e h

T a i j a h a

E m m a

O l a m i d e

E m m a

H e a t h er

B r e n d a l i z

M a i r e a d

M i c h e l l e

E m m i l y

N a d e n e

L o r e n z o

D a v i d

P a t r i c i a

Y e k a t e r i n a

A l e x a n d r a

M e l i s s a

A n n e - M a r i e

A p r i l

J i l l i s a

A m a y a

B u r t o n

C a m p o s

C o l o n

D a n i e l s

D a n i e l s

D e P a r e j a

D i a s

D o n o v a n D o r v i l

F i g u e r o a

G a r c i a I t o k a

J o s e p h

K a p n e r

K u n l e - L a w a n s o n

L a f f e y

L i t t l e j o h n

M a d e r a - M c G i n n i s

M i s z k i e w i c z

M i t c h e l l

M o s q u e r a

M u r p h y

N a s h

N e e d l e m a n R e y n o l d s

R o g o z i n S a c h e r S a r t o r i u s S p r i c i g o

T a n s e y

W h i t f i e l d

NORTHWEST REGIONAL UNIT

MORRIS

H a n n a h

J a c q u e l i n e

N a n c y

N a t a l i e

S e a n

A s h l e y

J e s s i e

J u l i a

S t e p h a n y

A s h l e y

C a i t l i n

F r y

H o r a n

J o h n s o n

K e s s l e r

L o u z i o t i s

L y n c h

M a l d o n a d o

M c C a r t h y

M c v i c a r

M o r a n

M o r r i s

MORRIS (CONT.)

J o h a n n a

R e b e c c a

S a b i h a

S o n i a

T a m a r a

J e n n i f e r

L a u r i a n e

M a r i e - A l i c e

M e l i s s a

O s o r i a

P a b a l a n

P a y n e

R i v e r a - S e r n a

S c h i m m i n g e r S h a d e k

S t o u t

S u l t a n a

V a r e l a

R a y

S a n d r a

S o p h i a

S a m a n th a

N a r i a h

C i n d y

A s h l e y

A l e x a n d e r

K a t i e

T y r a

T a y l o r

C a o

C a t i n e l l o

F o u n t o u k i d i s

H a r r i s o n

M c K n i g h t

P e r c a r i o

P e r e z

R e s z u t e k

S l o t t e r

W i l l i a m s

W o j t o w i c z

SUSSEX/WARREN

A n n a M a r i e

K a t h r y n

D a n i e l l e

F r a n k

L a u r e n

G a b r i e l l e

P a t r i c k

N i c o l e t t e

A b i g a i l

S a m a n t h a

T a r a

B r i t t a n y

A n n a l e e

S a r a h

S a m a n t h a

A m a y a

E n g l e - W u

F r a n k

G a r c i a

G m i t t e r C o r y d o n

H a g g e r t y

H a n s o n

H e i n e n

K o v a l c i k

L i m a

M c M a h o n

M u r r a y

S m i t h

S t r u b l e

T a n z o l a

N E W M E M B E R S ( C O N T . )

MIDDLESEX

C a r m e n

M i c h e l l e

L u c y

L a u r a

A c e

P a t r i c i a

E d w a r d

C a n d i c e

E r i n S i d n e y

C o r i n n e I s r a a

A n g l e a

A n t o i n e t t e

C h e l s e a

M i m i

M o r i a h

M a l i h a

K y l i e

M u n ee z a

R y a n

L a u r a

Y e s e n i a

N o r e e n

G a b r i e l l e

D a n a

S t e p h a n i e N i n a R o b i n

J e n n i f e r J a c o b

D a r k i s

S a m a n t h a S a r a h

K a i t l i n

N i c o l e

N e l m a r y

E m m a

K e n d r a

A l v a r e z

A t t o n i s

A y i m

B a r b e r

B e g u

B o b e r

B o l j o n i s

B u r g e s s

C a p o n e

C h e u n g

C u s h i n g

E l s h e r i f f a c k i n a

F a r m e r

F r a n c h e t t e

H a t t o h

H e r n i t e r

J a n j u a j o h n s o n

K h a n

L o n g

L o r a y l u n a

M a h o n y

M c L e a n

M e l l o n

M i c h a e l

M o r g e n l a n d e r

M y e r s

P e n a

R i e d e r

R o d r i g u e z

S i l v e r m a n

S t e r n

V a n B e n t h u y s e n v e g a

V i l l a T h o m a s

V i t u r e i r a

W i l l i a m s

MONMOUTH/OCEAN (CONT.) MERCER/BURLINGTON

K e y s t i n

J u s t i n e R o s e m a r y

L i s a

J e s s i c a

A p r i l

M i c h e l l e

K e r i a n n e

B r y a n

B r o o k e

E m i l y

K a r l i e

M i c h e l l e

J e s s i c a

J a n e l l

D a n i e l l e

M i c h e l l e

B l a i r

L e n o r e

D a n i e l

B r o o k e

C h r i s t i n a

S t e p h a n i e

C y n t h i a

H e a t h e r

B r i a n n a

D e s i r e e

K e r r y

E l i z a b e t h

H e a t h e r

A m a d a

D a r i u s

M e k e n z i e

T a n e s i a

K e r r y

J u l i a

A m a n d a

A l e x

A d e l e

R e b e c c a

M o n i k a

M o l l y

D a r r a

A l e x

C a r l i e

A r n on e

A r r i g o

A s e n c i o

B o n d B o r r e r o B u t e C a s t r u i t a C l a y t o n C o n w a y D a n t o n i o

D e C e g l i e

D e c k e r t D e p u t y D e V i t a D i l c h e r

D o n a t e l l i f r a n z o s o

G a l l i n a

G i b s o m - P e t t i f o r d

G o n z a l e z

G o r s k i

G u t i e r r e z

G u z m a n H u g g i n s H u i s m a n J o c k e l K a m i l

K r a c h m a n l l o y d

M a r t i n M c D o n a l d

M c K n i g h t M o f f i t t M o s e s

O ' C o n n o r R e s n i c k

R i c c i R o d r i g u e z

S a k a s h i n g e l o

S k o r a

S p a s c h a k

S t a c k

T a r a n t o l a

T a u r o s a

A r i e l l a

D a i s h a

L i l l i a n

C h r i s t i n e

G r a c e

A b a y e v

A b r a m s

A l e x a n d e r

A l l a i r e

A l l i s o n

J u l i a

D e i c e

P e t e r

R e g i n a

A d r i e n n e

T r a c y

v a s q u e z

W a l t e r

W e s t e r

Z a p p i a

B a r b a r a

K e a r a

L u d m i l a

J u l i a

K a t h e r i n e

L e e

K a t h l e e n

J a c q u e l i n e

B r i d g e t

R a c h e l

K a r e e m a h

R e b e c c a N a t a l i e R u t h

N i c o l e

G r e g o r y

M a t t

M i c h e l l e S a m a n t h a

A y s

C h i n e d u m

G l e n d a

S a b r i n a

B a s m a

S e m a j

N i c o l e

M e l a n i e

R a c h e l

M i c h a e l

L i s a

M a r i a

C a t h e r i n e

A v a

C h a s e

D a v i s

D e - M e n d o n c a

E i d e l m a n

F e a r o n

F o w l e r

G e t a z

G o n z a l e z

H a i n e s

H a m l i n h a r r i s - b a k e r

H e n d e r s o n

H o r n y a k

J a c o b s - M a z i a r z

L l o y d

L o u i s

L y n n

M o n t e s e r i n

M o r r o w N e c i o g l u

N g u m e z i

P a d i n R o d r i g u e z

P e g u e r o E d u a r d o

Q a z i

R u s s e l l

S e i t z

S o s i s

S t u t z m a n

S u n l i t i s

T o r q u a t o

V a n m o r t e r

V a n m o r t e r

W i l l i a m s - S h a r p

L e ' T i s h a

C h r i s s y

A r y a n

G r e y

N i c h o l a s

L i n n e t

S h a n n o n

D e r e k

T a m i k a

T a n i s h a

B a d g e r

B i s h o p

C h o k s h i

C u b a n o

D o m a n i c o

F i c c a g l i a

G a l l i n a

H e r i t a g e

M c N a i r

M o r i

N E W M E M B E R S ( C O N T . )

ATLANTIC/CAPE MAY/CUMBERLAND (CONT.)

O s u n g b e m i

S h e i l a

B r e n d a

J a c q u e l i n e

J a m i k a

K e v i n

O s u n n i y i

P i e r c e - W i l l i a m s

R z e m y k

S i l v a

S p e l l m a n

Y o u n g

I d a l i z e s

S h a l e a t t a

K a i t l y n

J e s s i c a

K a t i e

I z a b e l l a

A n n a

D a v i d

E v e l y n

C h r i s t i n e

M e g a n

C h a l l e s

R o n a l d

D e b r a

S h a w n a

V i c t o r i a

E z r a

P a m e l a

Y o k a r i

K r i s t e n

R e b e c c a

R a c h e l

S a m u e l

H a i l e e

H a l e y

J e s s i k a

H a n n a h

A s g a r a l i

B a t t l e

B r a n d o

C e l e t t i

C o b u r n

C o l e s

C o l l a z o

E v a n s

F i n c h

F i o r e

F i t z p a t r i c k

F o l e y

F o r d

F o r d

g a m b l e

H a r n e r

H i r s h f i e l d

M c C u l l o u g h

P e r a l t a T o r r e s

R o s a r i o

R o s e n a u

R o s s e l l

S a m s e l

S h o b e r

S m i t h

S z a t n y

Z a b o r o w s k i

T h a n k s f o r

B e i n g a M e m b e r !

CAMDEN/GLOUCESTER/SALEM

MEMBER NEWS

Welcome to Member News — A space dedicated to celebrating the professional achievements of our members from around New Jersey. We want to highlight your professional accomplishments to underscore the great work being done by social workers in our state.

Send submissions to jfeldman.naswnj@socialworkers.org .

KATHERINE DEVITO, DSW, LCSW...

a social worker at Rahway High School, recently published a book, Gang Prevention in Schools: Creating a Secure Base and Safe Haven.

ANTHONY GALLO, LCSW, LCADC...

has recently opened a private practice, Anthony Gallo Consulting, specializing in treating adults experiencing depression, anxiety, and grief.

TERRY LYONS, J.D., MSW...

was named to the NJBIZ 2022 Best 50 Women in Business List.

LAURIE POPPE, J.D., MSW...

a family law expert who specializes in collaborative divorces, was recently confirmed for a seat on the New Jersey Superior Court, Family Division, Ocean County (Vicinage 14).

JUAN RIOS, DSW, LCSW ...

is featured in the PBS Impact Campaign and documentary series “Facing Suicide”

TIFFANY WALKER, LCSW ...

has been appointed as the new University Director of Student Health at Fairleigh Dickinson University. In this role, she is responsible for strategy and oversight for the health and counseling centers at both NJ locations (Florham Park and Teaneck/Hackensack).

PROVIDING THE SKILLS TO GET AHEAD

(4 CE) Advanced Clinical Supervision Course

Friday, March 10, 9:00 AM – 1:00 PM EST Register

(2 CEU) Live Webinar Motivational Interviewing

Tuesday, March 14, 6:00 PM – 8:00 PM EDT Register

(20 CEUs) Clinical Supervision Course

March 27 & March 29, 9:00 AM – 2:30 PM EDT (SOLD OUT) June 16, June 17 & June 18, 9:00 AM- 2:30PM EDT Register for next course (June 16)

(1 CEU) Prescription Opioid Misuse and Dependence in New Jersey

Wednesday, April 19, 1:00 PM – 2:00 PM EDT Register

(1.5 CEUs) Family Trauma, Therapy and Resilience of Black Families

Tuesday, June 6, 6:00 PM – 7:30 PM EDT Register

(1 CEU) Prescription Opioid Misuse and Dependence in New Jersey

Wednesday, June 7, 1:00 PM – 2:00 PM EDT Register

(4 CE) Advanced Clinical Supervision Course

Friday, June 9, 9:00 AM – 1:00 PM EDT Register

(3 CE) Clinical Social Work with LGBTQ+ Clients

Friday, June 23, 9:00 AM – 12:00 PM EDT Register

A D V E R T I S I N G

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