NASW-NJ FOCUS Magazine - September 2022

NJFOCUS • September 2022 | 1 CALLPAPERSFOR p. 57 HARRIETT SCHOLARSHIPBLOOMFIELDRECIPIENTS p. 36 SPECIAL RESOURCESSTUDENTSECTION p. 38 SEPTEMBER 2022 • Vol 32.2HISPANIC HERITAGE MONTH

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

REGIONAL REPS, Courtney Wise, Ruslana Church, Oninye Nnenji, Veronica Grysko-Sporer REP, Jones PRESIDENT-ELECT, Jennifer Sorensen REP, Matt Sato

Lisa Lawson 2 ND VICE PRESIDENT,

DIRECTOR OF DEVELOPMENT & EDUCATION

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

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

BOARD OF DIRECTORS NASW–NJ CHAPTER OFFICE 100 Somerset Corporate Blvd 2nd Floor, Bridgewater, NJ 08807, Ph: 732.296.8070, www.naswnj.org CHAPTER OFFICE UNIT LEADERS NASW-NJ has 4 units across the state of New Jersey. UNIT LEADERSHIP Dina Morley Afifa NORTHWESTAnsariUNITLEADERSHIPTinaMaschiVimmiSurtiJeanneKollerMiguelWilliamsCENTRAL UNIT SarahHannahMelissaLEADERSHIPDonahueKorn-HeilnerDelicioNORTHEASTUNITLEADERSHIPOPENPOSITIONSSOUTH

GRADUATE STUDENT

PRESIDENT, Widian Nicola 1 ST VICE PRESIDENT, Carrie Conger SECRETARY, Tiffany Mayers

UNDERGRADUATE STUDENT

Christina Mina, MSW cmina.naswnj@socialworkers.org or ext. 117

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

Lorna

DIRECTOR OF MEMBER SERVICES

DIRECTOR OF ADVOCACY & COMMUNICATIONS

MEMBERSHIP AND EDUCATION SPECIALIST Willis Williams wwilliams.naswnj@socialworkers.org or ext. 110 ENGAGEMENT COORDINATOR Resia-Maria Cooper, MSW rcooper.naswnj@socialworkers.org or ext: 154

OFTABLE CONTENTS575655525048383625151311070504 FROM THE PRESIDENT AND EXECUTIVE DIRECTOR A SOCIAL WORKER’S REFLECTIONS ON HISPANIC HERITAGE MONTH HIDDEN HISTORIES: ARMANDO TORRES MORALES ADVOCACY IN ACTION ASWB EXAM DATA: IT'S NOT YOU, IT'S THE TEST THE LATEST FROM THE FIELD STUDENT CENTER HARRIETT BLOOMFIELD SCHOLARSHIP RECIPIENTS SPECIAL STUDENT RESOURCES SECTION PARTNER SPOTLIGHT: HANDSPRING HEALTH PARTNER SPOTLIGHT: INTEGRITY HOUSE MEMBER CONNECT FREE CEUS FOR MEMBERS PROFESSIONAL DEVELOPMENT CALL FOR PAPERS Thank you to our partner Rutgers School of Social Work for their support of NJ FOCUS

• Student summit at our Annual Conference in Atlantic City.

This degree and journey you’re about to embark on is profoundly meaningful. Whether you’re interested in clinical social work, organizing, advocacy or are unsure where you want this degree to take you—we’re here to help you find resources, make connections, and thrive as you begin your Welcome,journey.colleagues. We’re thrilled you’re here!

Friends, Colleagues & Future Social Workers, September brings several great things for the association, but we are most excited to welcome social work students into our community—you are preparing to embark on a career that is exciting, challenging and fulfilling!

We hope you’ll join us. Our first event is September 22nd, where we will be kicking off the school year with a conversation with the authors of “Where Social Work Can Lead You.” You’ll have the opportunity hear from a diverse group of social workers about where their degree has taken them—and ask questions! You can register here

MSW EXECUTIVE

• Opportunities to volunteer on committees and run for elected office so that you can develop your leadership skills.

• Monthly events created just for students that include networking, inspiration, and mentorship. You can view them in this issue on pages 38-47.

• Student-only forums on our national “social” platform—giving you an opportunity to connect with other future social workers across the country.

• Support in career searches and licensing. Connecting with NASW-NJ as a student gives you the opportunity to form meaningful relationships that will undoubtedly serve your professional growth and development—and, have fun! We’re busy planning in person events throughout the year as well as virtual events—including a few in the metaverse!

• Access to scholarships to help you on your educational journey.

FROM THE PRESIDENT & EXECUTIVE DIRECTOR Widian Nicola, DSW, LCSW

The profession of social work is one we are obviously passionate about—and for good reason.

The degree and profession of social work have changed us in demonstrable ways. As students, you are undoubtedly busy and asking questions about the profession, looking to explore and connect with mentors in meaningful ways. We’re here to help you.

• Legislative Education & Advocacy Day—taking you to Trenton while you learn about advocacy, in action!

We, as social workers, have leveraged our training and degrees in ways we never could have imagined while we were in your shoes. Our training has taken us on international travels, helped us create businesses, work with international thought leaders, and brought us to our professional home within NASW-NJ where we’ve had the opportunity to collaborate, advocate and creating meaningful change.

In solidarity, Widian & Jennifer

This year, NASW-NJ has created a year of activities available for free for you, our student members, and we are excited to have you join us. They include:

JenniferPRESIDENTThompson, DIRECTOR

Macro social work has been a focus I have maintained throughout my career. The macro lens has allowed me to view the larger pictures and systemic injustices that may contribute to individual hardships. Reflecting on Hispanic Heritage Month, I visualize the sacrifice my grandmother took forty years ago in an attempt to create a better life for her children. Leaving behind all she had ever known in Guatemala, she

“Hispanic heritage is entrenched in who I am and drives my devotion to be an agent of change. It has not only shaped my values and traditions, but also my passion and inner purpose." Worker’s Reflections on Hispanic Heritage Month By Kaetlynn Ayala, LSW

MonthHeritageHispanic

H ispanic Heritage Month marks a time to recognize the Hispanic histories, cultures, and various contributions of individuals of Hispanic descent to the greater community. To me, this month is a celebration, a form of remembrance, a call to embrace each other, and an important reminder. Hispanic culture has made its way into mainstream society and has been welcomed through food, music, dance, television, and various other components of the average day to day lifestyle. The influence of the Latinx population on the nation undoubtedly deserves this recognition, and ultimately leads me to feel nothing less than a sense of pride. Along with being proud of my Hispanic descent and of the sense of connectivity that is immersed within the population, I am also reminded of the beauty in the cultural differences that exist between individuals, families, and communities who happen to speak the same language. Though we jointly celebrate Hispanic heritage this month, I reflect on the unique experiences and struggles that comprise the narratives told by our families. As a social worker of Latinx descent celebrating Hispanic Heritage Month, I am reminded that each client has their own story. Each voice deserves to be heard. Individuals should not be marginalized, oppressed, and turned away simply because populations as a whole are stereotyped and viewed as inferior. Hispanic heritage is entrenched in who I am and drives my devotion to be an agent of change. It has not only shaped my values and traditions, but also my passion and inner purpose.

A Social

Kaetlynn Ayala is a Licensed Social Worker in the state of New Jersey. She works as the Social Work Program Coordinator at Ramapo College of New Jersey. She also works as a therapist in a private practice group Kaetlynn completed her BSW in 2019 and her MSW in 2020, both from Ramapo College. She is a certif ied EMT and has been a volunteer with the Lodi Volunteer Ambulance Rescue Squad since 2013, currently serving as the organization' s vice president.

Aboutthe Author:

During the COVID-19 pandemic, the nation as a whole faced immense hardship. The difficulties endured by all were nondiscriminatory and impacted individuals regardless of nationality. In response, political legislation ordered financial relief in the form of stimulus payments distributed to American citizens. According to the Department of Homeland Security, 6 out of the top 10 countries of birth for unauthorized immigrants are Hispanic. The undocumented population significantly comprised of Hispanic individuals who contribute to various successes of the nation and who also experienced the traumatic effects of the pandemic, were excluded from this relief. New Jersey responded with the Excluded New Jerseyans Fund (ENJF) and required that individuals submit lengthy applications. Already vulnerable, oppressed, and systemically traumatized individuals had to take strides to obtain the relief that American citizens were effortlessly granted. As a professional in the social work field governed by laws and regulations, I recognize that practices and policies are in place to maintain order. However, as a social worker in particular, I also recognize the rights, dignity, and worth of a person. I recognize that life circumstances can lead to taking risks and making decisions to maintain survival. With any client, current needs and human rights are what take precedent.

MonthHeritageHispanic

was faced with language barriers, lack of access to resources, and overall a country that did not truly embrace her. While present conversations may have shifted to a more welcoming approach and attempt to include efforts to maintain civil rights, current practices continue to deter and disempower our most vulnerable people.

This month, let us celebrate the strides and influences we have made and the resilience that is passed along through generations. Let us remember the hard work it has required to make it this far. Let us embrace each other as a collective unit who speak a familiar language, but respect, love, and acknowledge our differences. Let us be reminded that we will not stop here. By nature of the ethical code, social workers pursue social change on behalf of vulnerable and oppressed individuals and groups of people. While we celebrate Hispanic heritage one month a year, there is still work to be done to truly embrace the Hispanic Aspopulation.afirst-generation Latina in the social work field, it is not only my mission to make my family proud, but to make a lasting impact one life at a time. I am fortunate that my Hispanic roots have enabled me to practice social work with a unique lens that can be applicable to Hispanic clients, communities, and vulnerable populations overall.

(1932-2008) MonthHeritageHispanic

D r. Armando Torres Morales was an activistscholar and champion for Latinx rights. He has been described as a “Chicano Renaissance man”—he served in the U.S. Air Force and was a boxer and a musician, in addition to his long career as a psychiatric social worker. Morales is best known, however, for his tireless work as an advocate for the Latinx community, particularly in terms of advancing mental health services and ending abusive policing. 1,2 Dr. Morales was born Sept. 18, 1932, in Los Angeles, California. He graduated from Roosevelt High School in 1951 and later served three years in the Air Force. Following his military service, Morales earned undergraduate degrees at East Los Angeles College and what was then Los Angeles State College (now Cal State L.A.). He went on to obtain a Master’s in Social Work in 1963, and a Doctorate of Social Work in 1972, both from the University of Southern California. 3,4 He was the first Latino in the United States to earn a Doctorate in Social Work. 5,6 Torres Morales

Armando

Dr. Morales co-authored the 1977 textbook, Social Work: A Profession of Many Faces, the 12 th edition of which was released in 2011. He also directed the UCLA Neuropsychiatric Institute’s Clinical Social Work Department and Clinical Internship Training Program from 1979 to 2000, eventually rising through the ranks to attain the highest level of professorship possible at UCLA. 12,13,14

References 1

From 1966 to 1969, Morales served as Director of Mental Health Consultation Services, East Los Angeles Branch of the Los Angeles County Department of Mental Health. In 1972, working as a consultant for the Veterans Administration, he set up a satellite service in East Los Angeles. 9 He would go on to become founder of The SpanishSpeaking Psychosocial Clinic—the first psychiatric clinic for Spanish-speaking patients—at the UCLA Neuropsychiatric Institute. 10,11

One of Morales’s major concerns was police brutality, which had become a primary issue in the Latinx community by 1970. On Aug. 29, 1970, a large antiwar protest in East L.A. turned into a riot. Dr. Morales’s friend, Los Angeles Times columnist Ruben Salazar, who was covering the protest and ensuing riot, was killed by a tear-gas projectile fired by a sheriff’s deputy. 15

In addition to his academic and community work, Dr. Morales is known for his service as an expert witness in dozens of criminal cases, including the infamous Reginald Denny beating trial following the 1992 Los Angeles riots. 18

8 | NJFOCUS •September 2022

policinga%20Chicano%20Renaissance,services%20and%20ending%20abusive%20work#:~:text=Armando%20Torres%20Morales&text=Described%20as%20https://ican.family/news/four-hispanic-pioneers-in-social6 californias-hall-of-distinction/https://news.usc.edu/109983/usc-social-work-pioneers-inducted-into7 professor-hispanic-activist/https://www.mercurynews.com/2008/03/27/armando-morales-ucla8 morales26-story.htmlhttps://www.latimes.com/archives/la-xpm-2008-mar-26-me9 professor-hispanic-activist/https://www.mercurynews.com/2008/03/27/armando-morales-ucla-

policinga%20Chicano%20Renaissance,services%20and%20ending%20abusive%20work#:~:text=Armando%20Torres%20Morales&text=Described%20as%20https://ican.family/news/four-hispanic-pioneers-in-social2 californias-hall-of-distinction/https://news.usc.edu/109983/usc-social-work-pioneers-inducted-into3 professor-hispanic-activist/https://www.mercurynews.com/2008/03/27/armando-morales-ucla4 morales26-story.htmlhttps://www.latimes.com/archives/la-xpm-2008-mar-26-me5

Dr. Morales also played a role in a key legal case in Los Angeles known as Serrano vs. Priest that challenged the fairness of public school financing.

In the aftermath of the riot, Dr. Morales, who was a member of the Los Angeles County Human Relations Commission, advocated for gathering statistics on the ethnic and racial composition of shooting victims and police officers. He argued these statistics could influence police training, noting that minority group members are the victims of police shootings far beyond their proportion of the total population or their proportion of total arrests. He also authored the seminal 1972 book focused on the Chicano political movement, Ando Sangrando (I Am Bleeding): A Study of Mexican American Police Conflict. 16,17

Dr. Morales was a friend of Serrano and was on the board of the Western Center on Law and Poverty, which ultimately argued the case on behalf of Serrano’s son and won. The ruling prompted the state to provide more money for poorer school districts. 19 Dr. Morales died of cancer on March 12, 2008, at his home in Stevenson Ranch, California. 20, 21 He was posthumously inducted into the California Social Work Hall of Distinction in 2016. 22

As a psychiatric social worker, Dr. Morales was an early proponent of increased mental-healthcare services in the Latinx community. He found that despite the increasing Latinx population in Los Angeles County, the number of Latinx people using mental health services remained low, particularly among undocumented immigrants. 7,8

MonthHeritageHispanic

policinga%20Chicano%20Renaissance,services%20and%20ending%20abusive%20work#:~:text=Armando%20Torres%20Morales&text=Described%20as%20https://ican.family/news/four-hispanic-pioneers-in-social17 californias-hall-of-distinction/https://news.usc.edu/109983/usc-social-work-pioneers-inducted-into18

policinga%20Chicano%20Renaissance,services%20and%20ending%20abusive%20work#:~:text=Armando%20Torres%20Morales&text=Described%20as%20https://ican.family/news/four-hispanic-pioneers-in-social11 californias-hall-of-distinction/https://news.usc.edu/109983/usc-social-work-pioneers-inducted-into12 professor-hispanic-activist/https://www.mercurynews.com/2008/03/27/armando-morales-ucla13 morales26-story.htmlhttps://www.latimes.com/archives/la-xpm-2008-mar-26-me14 Competencies/dp/0205034896https://www.amazon.com/Social-Work-Profession-Connecting15 californias-hall-of-distinction/https://news.usc.edu/109983/usc-social-work-pioneers-inducted-into16

MonthHeritageHispanic

10

policinga%20Chicano%20Renaissance,services%20and%20ending%20abusive%20work#:~:text=Armando%20Torres%20Morales&text=Described%20as%20https://ican.family/news/four-hispanic-pioneers-in-social19 morales26-story.htmlhttps://www.latimes.com/archives/la-xpm-2008-mar-26-me20 policinga%20Chicano%20Renaissance,services%20and%20ending%20abusive%20work#:~:text=Armando%20Torres%20Morales&text=Described%20as%20https://ican.family/news/four-hispanic-pioneers-in-social21 californias-hall-of-distinction/https://news.usc.edu/109983/usc-social-work-pioneers-inducted-into22 pioneers/https://naswcanews.org/hall-of-distinction-lauds-social-work-

The much hyped "Battle of the Sexes" took place in the Houston Astrodome as tennis player and women ' s rights activist, Billie Jean King, defeated self styled male chauvinist Bobby Riggs in three straight sets.

The worst terrorist attack in U.S. history occurred as four large passenger jets were hijacked then crashed, killing nearly 3,000 persons.

The first U.S. Congress proposed 12 Amendments to the Constitution, ten of which, comprising the Bill of Rights, were ratified.

Anti slavery leader Frederick Douglass began his escape from slavery by boarding a train in Baltimore dressed as a sailor, and eventually came under the protection of the Underground Railway network Great Britain and France declared war on Nazi Germany after its invasion of Poland two days earlier.

Pioneering American social worker Jane Addams (1860 1935) was born in Cedarville, Illinois

F W De Klerk was sworn in as president of South Africa He began an era of reform aimed at ending apartheid President Abraham Lincoln issued a preliminary Emancipation Proclamation freeing the slaves in territories held by Confederates as of January 1, 1863.

African American Olympic athlete Jesse Owens (1913 1980) was born in Oakville, Alabama (as James Cleveland Owens) He won four medals in track and field at the 1936 Olympic Games in Berlin, defeating Nazi athletes and disappointing Nazi leader Adolf Hitler. Nazis enacted the Nuremburg Laws depriving German Jews of their rights of citizenship

Mother Teresa died in Calcutta at age 87, after a life of good works spent aiding the sick and poor in India through her Missionaries of Charity order.

President Dwight Eisenhower ordered the National Guard to enforce racial integration of schools in Little Rock, Arkansas

10 | NJFOCUS •September 2022 1 , 1 9 3 9s t 2 , 1 9 6 3n d 3 , 1 8 3 8r d 3 , 1 9 3 9r d 5 , 1 9 9 7t h 6 , 1 8 6 0 6 , 1 8 6 0 t h t h 9 , 1 7 7 6t h 1 1 , 2 0 0 1t h 1 2 , 1 9 1 3t h 1 5 , 1 9 3 5t h 1 7 , 1 8 6 2t h 1 9 , 1 8 9 3t h 2 0 , 1 9 7 3 2 0 , 1 9 7 3 2 0 , 1 9 7 3 t h t h t h Hitler's armies invaded Poland starting World War II in Europe.

Alabama Governor George Wallace forcibly halted public school integration by encircling Tuskegee High School with state troopers

Nazis killed 33,771 Jews during the Babi Yar massacre near Kiev.

New Zealand became the first country to grant women the right to vote

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

May 28, 2022 August 24, 2022 August 18, 2022 May 26, 2022 August 24, 2022 August 10, 2022 Hidden Dangers of HealthTracking Apps Post Roe Read the article: commondreams org/views/2022/07/19/hidden dangers health tracking apps-post roe How to cope at work with the overturn of Roe vs. Wade Read the article: worklife news/talent/how to cope at work with the overturn of roe vs wade/ July 19, 2022 July 14, 2022 Jul 20, 2022 August 6, 2022 Jennifer Thompson,Social Worker and Executive Director of National Association of Social Workers New Jersey and Delaware invited to join Forbes Nonprofit Council Read the article: prn.to/3pOZsPT How to Protect Your Data Post Roe v. Wade Read the article: onegreenplanet.org/human interest/how to protect-your data-post roe v wade/ How Jennifer Thompson of New Jersey Chapter of the National Association of Social Workers Is Helping To Battle One of Our Most Serious Epidemics Read the article: medium.com/authority magazine/how-jennifer thompson-of new-jersey chapter of the nationalassociation of social workers-is 410772154687 Parenting Pointers: Teen Self-Esteem Read the article: motherhood moment blogspot com/2022/05/parenting pointers teen-self-esteem html The Everywhere Superheroes: Social Workers' Outsized Impact on Tech, Business, Social Justice and Beyond Read the article: newsweek.com/everywhere superheroes socialworkers outsized impact-tech business-social justice beyond 1735745 Considering A Nonprofit Campaign Partner? 12 Areas To Not Overlook Read the article: forbes com/sites/forbesnonprofitcouncil/2022/08/10 /considering-a nonprofit-campaign-partner 12 areas to not overlook/?sh=1b453d645380 Nine Creative Leadership Positions Every Nonprofit Needs Read the article: forbes.com/sites/forbesnonprofitcouncil/2022/08/24 /nine creative leadership positions every nonprofit needs/?sh=3ef9e4a111cf How To Create Customized Nonprofit Donor Experiences Listen to the podcast: forbes com/sites/forbesnonprofitcouncil/2022/08/18 /how to create customized-nonprofit donor experiences/?sh=54cd374b3def Click the links to see NASW-NJ in the headlines.

So cial Work Boards (ASWB) released a long-awaited report on first-time pass rates (including demographics) for social workers who have taken their licensure exam. This has been a long process—the result of years of advocacy from social work organizations (including NASW-NJ), schools of social work, and advocates to force a report ASWB was not initially willing to release. In fact, New Jersey schools of social work have been one of the leading voices nationally in pushing for this data. The data presented by ASWB shows the disparity in test passing rates for people that have been historically oppressed, particularly for Black test-takers. The ASWB report exposes the inherent bias within the test, while showing— through data—the harm being done to the profession and marginalized communities.

ast month Associationtheof

NJFOCUS • September 2022 | 13

It’s

ActioninAdvocacy

L

ASWB EXAM DATA: Not You, It’s the Test

Older social workers and social workers of color have been sounding the alarm on the potential bias in this exam, and for decades the ASWB has stated the information that was included in this report did not Theexist.data now released demands we act. All social work institutions, including social work higher education programs, licensing boards, ASWB and NASW,

We are grateful for your trust in us and your colleagues.

14 | NJFOCUS •September 2022 are called to action to address systemic racism within our profession. We are called to ask challenging questions, including whether standardized testing is the best method to equitably evaluate a soourconversations,Theseanother.andexperiencessharesharedHundredsforwardofbelieverelatedlisten,cameonforInofweourofrecommendationsissue.needentireWeandvalues,question:inWegatekeepinghaswaysourcompetency.professional'sWemustchallengeinstitutionstoexploretheinwhichourprofessionupheldandcontributedtoanddiscrimination.mustevaluateourrolethesesystemsandaskthe“howwecanliveourdemonstrateourethics,decolonizesocialwork?”believethevoicesofoursocialworkcommunitytobeheardonthisTogether,wecanmaketoourBoardSocialWorkExaminersandStateLegislatureastohowmoveforwardwithlicensingsocialworkersinNewJerseyAugust,wecametogetherourfirstlisteningsessiontheASWBexamdata.Wetogethertosharespace,toandtohearyourfeedbacktotheexamandhowyouwe,thesocialworkersNewJersey,shouldmoveinresponsetothisdata.ofyouarrivedatthisspacetolisten,lean-in,vulnerablefeelingsandregardingtheexam,tosupportandupliftonemoments,thesearewhatmakecommunityatNASW-NJpowerful.

Yourecommendations.cananticipate more opportunities to weigh in and offer feedback in the weeks

Youahead.have our commitment to uplift what you’ve shared and to continue to listen and work collaboratively on actions that will ensure there are equitable pathways to licensure for all qualified social workers in the state of New Jersey. Thank you again for holding space for one another. Our social work community continues to leave us in awe and inspire us.

While we are just at the beginning stages of this listening tour and in formulating our state's response to the ASWB report, it was clear through our conversations that real harm has been done by this exam. Many of you shared the deep-rooted fear you have in taking the exam, the shame and trauma you’ve carried from an inability to pass the exam, and the anxiety it has caused as you navigate your career as a social worker. You shared with us stories of the lost employment opportunities, career advances, and promotions caused by this. Thank you for trusting our community enough to share. We heard you. Our conversations revealed that this data hasn't show us anything new; it only quantified what you have known for years—that there are challenges with the licensing exam. You shared that you have concerns about who writes the exams, whether the experts are social workers, and how the exams are scored. One thing is clear—more exploration, understanding, and work needs to be done on this issue. You shared with us that until questions can be answered by the ASWB, you have very strong concerns about the state of New Jersey continuing to use this exam. You gave us feedback that you have concerns about New Jersey participating in an interstate licensing compact that would require the ASWB exam as the baseline for licensure. You asked us to investigate moving away from the exam for Bachelor and Master’s level social workers, like other states have done. Our social work community is clear—we view addressing these exam disparities as one step in our collective commitment to decolonize social work. With the initial feedback gathered, our next step is to convene a smaller taskforce to draft an action plan and move the work forward. We anticipate the taskforce coming together in the next couple weeks. Our goal is to move as expeditiously as we can while also being thoughtful and intentional about this work, taking into consideration all possible impacts of our

ActioninAdvocacy

THE LATEST FROM THE FIELD M E M B E R M I S S I V E S

E ven though it comes around every year, the shift from summer vacation back to school is a big one for teens. It’s natural for kids to feel some stress around dealing with change, especially when it’s a lot all at once. Changes, such as those to their daily schedule and routine, activities, peer interactions, and responsibilities can cause anxiety. And for many adolescents, the turmoil and unpredictability of the past couple of years have only magnified this anxiety. Among U.S. teens, 40 1 percent suffer from anxiety and close to half 2 say they feel consistently sad and hopeless. That’s why it is so important to get to the root of a teen’s back-to-school anxiety and provide them with healthy coping skills to navigate the stress of the transition.

Understandingit." and Addressing

By Samantha Jones, LSW, MSW

WorkSocialClinical

16 | NJFOCUS •September 2022

3. A history of experiencing extreme anxiety in school 4. Concern about other students’ behavior: In a recent survey, 56 4 percent of schools reported increases in classroom disruptions due to student misconduct

Experiencing challenges and stress can actually help teens grow emotionally, if they have the right tools to cope with it. A study of adolescents 5 going back to school after COVID closures helps shed light on the coping skills that are most supportive for young people’s well-being and development. The researchers found that these three specific cognitive, 10.9.

Even though the majority of students (65 3 percent) say they prefer in-person learning, IRL (in real life) school comes with stressors as well as benefits. Here are some of the reasons why a teen might be nervous about going back to school: 1. Bullying 2. Worries about academic pressure—particularly anxiety producing for teens who struggle with perfectionism

5. Scared of being rejected or “cancelled” by peers 6. Anxiety related to school shootings

Three Evidence-Based Strategies for How to Deal with Back-to-School Stress

“Experiencing challenges and stress can actually help teens grow emotionally, if they have the right tools to cope with

7. Fear of COVID contagion 8. Post-traumatic stress related to the 2020 shutdown and remote schooling Social Nervousnessanxietyabout the unknown—a new school, new classes, new teachers, etc.

Back-to-SchoolAdolescents’Anxiety

10 Reasons Why a Teen Might Be Scared to Go Back to School

About the Author: Samantha Jones, LSW is a Clinical Outreach Specialist for Newport Healthcare, the leading provider of sustainable healing for teens, young adults, and families. In her role, she supports mental healthcare providers and parents in the Northern New Jersey and Westchester/Rockland region to access affordable and culturally competent care for adolescents and young adults.

NJFOCUS • September 2022 | 17 emotional, and behavioral coping skills helped students experience stress-related growth: Positive Reappraisal: Similar to reframing, this strategy refers to the ability to attach a positive meaning to an event or challenge in terms of personal growth. For example, a student who has experienced a panic attack in school in the past might be scared to go back to school because they’re afraid it might happen again. Instead, they can focus on how they recovered from the attack and the tools they learned for dealing with anxiety, such as breathing and grounding techniques. In this way, the event becomes a positive experience because it helped them gain mental strength and skills. Clinicians can support these cognitive-based strategies in sessions with teens, and help parents understand how reframing works and how they can encourage it in their children.

Strengths Use: Teens experience multiple benefits when they are able to activate their natural abilities and characteristics to deal with challenging situations and events. Research shows that teens whose parents help them become aware of and use their strengths have better well-being, life satisfaction, and self-efficacy. 6 For teens, selfefficacy represents the opposite of the helplessness and lack of control that they often experience during this stage of life, when their freedom and power are necessarily limited. By leaning on their strengths, a teen who is nervous about going back to school can access a new toolkit. They might use humor and curiosity to get to know new classmates. Or they might use perseverance and bravery to push through their fears. They may even encourage others to use these skills as well.

WorkSocialClinical

Emotional Processing: Emotional processing— the way a person deals with and expresses their emotions during times of stress—is key to mental health. In the post-closure study, the degree to which students identified, validated, and expressed their emotions was a significant predictor of their stress-related growth. If a teen is able to express, “I’m scared to go back to school,” that’s a step in the right direction. Parents may find it hard to hear those words, but they can learn to see them as a positive, and praise their children for being honest and clear about how they’re feeling even though it may not be easy to admit.

When Teens Need More Support When a teen is struggling with anxiety, trauma, depression, or another mental health condition, going back to school can bring the issue to a head—and sometimes coping skills aren’t enough. Adolescent behavior in the classroom, as well as a teen’s level of functioning at school and in extracurricular activities, can help parents and other adults gauge their mental health. If things aren’t going well as teens transition back to school, treatment may be necessary—for the adolescent as well as the whole family.

2 Centers

Prevention 3 Pew

References: 1 Morgan Stanley Alliance for Children’s Health for Disease Control and Research Center Center for Statistics Frontiers in Psychology. 2021; 12: 643443. Frontiers in Psychology. 2017 Oct 10; 8:1707.

5

6

4 National

Education

Samantha holds a Master’s in Social Work from Silberman School of Social Work at Hunter College and has more than 10 years of experience in the mental healthcare field.

“Seeking supervision when working with clients, especially those who are dealing with suicidality, is very important when balancing my personal and professional experiences.”

I have a passion for mental health, and despite the fact that I was going to school to study social work, it took me 10 years before I finally got professional help for myself. After years of suffering, I was diagnosed with Premenstraul Dyshphoric Disorder (PMDD); my symptoms greatly improved with the use of medication. Fast forward to 2021. I have been a social worker for 10 years and am 3 months postpartum as a firsttime mom. I had been free of depressive symptoms and suicidality for some time, but now I was experiencing severe symptoms of depression and anxiety. As a new mother, I thought “this should be the happiest time in my life,” yet here I was feeling suicidal… and I had a plan. I shared my thoughts with my partner. I knew I needed to get help. I began intensive outpatient treatment at The Center for Perinatal Mood and Anxiety Disorders, part of RWJBarnabas Health Medical Group (formerly located at Monmouth Medical Center). Experiencing postpartum depression and anxiety was the most debilitating experience in my life. I felt like I couldn’t function, but despite this, I had to be the primary caregiver to a small human being. Thankfully, I was on maternity leave and was able to extend my time at home through short-term disability. I am very fortunate

WorkSocialClinical

The Personal vs. the Professional: My Experience with Suicidality as a Professional Social Worker

18 | NJFOCUS •September 2022

I ndividuals who choose to become social workers often have a variety of reasons for joining the profession. In my experience, more often than not, there is a personal history or life event that results in a person wanting to become a social worker. For me, the biggest contributing factor in my decision to become a social worker was my personal history with suicidality.

I first experienced depressive symptoms after going through puberty; by the age of 14, I had experienced suicidal thoughts and made multiple attempts at taking my life. I was displaying a variety of signs and symptoms of depression and suicidality, but not a single person in my life realized I was constantly at risk of killing myself. I struggled with my issues in silence, and somehow managed to stay alive without seeking treatment. I was able to overcome this acute phase of my suicidality through self-discovery, developing and implementing my own coping mechanisms, and reaching out to close friends for support.

By Nicole McQueen, MBA, MSW

As early as I can remember, I have had an innate desire to help others. I enjoyed volunteering in my community and found this to be very fulfilling. My interest in the mental health field developed after experiencing my own challenges, as well as supporting loved ones who struggled. Even though

About the Author: Nicole McQueen received her Bachelor of Science in Social Work (2011), Masters of Science in Social Work with a concentration in Clinical Practice with Families and Children (2012), and Masters of Business Administration (2014) from Monmouth University. She has experience in mental health and crisis intervention, community outreach and program coordination, case management, geriatric case management, housing and homeless services, and medical social work. She currently works as a per diem social worker for CareOne skilled nursing facilities in New Jersey. She has been a volunteer with the American Foundation for Suicide Prevention (AFSP) for 12 years and has served on the AFSPNJ chapter board since 2016. Through her work with AFSP, Nicole is dedicated to advocating for vulnerable populations, policy and social change, and building a culture that is competent in mental health. She strongly believes by addressing suicide prevention as a public health issue we can make our communities safer.

My personal experiences have made me feel very comfortable, even calm, when speaking about suicide with clients and assessing their risk.

While my personal experience with suicidality can be beneficial when working with clients, there is a balance I must keep to ensure my personal experiences do not negatively impact the therapistclient relationship. I am always very careful about what I self-disclose when I decide to self-disclose my own experience with suicide, only doing this when I feel it will benefit the client. Although having this commonality with clients can be helpful, I must always be mindful not to put my own experience above the client’s. I keep this balance by consciously reminding myself I am here for the client, to learn their story, and to aid in helping them achieve their personal goals. I use empathy, relating to the client on a personal level if it makes sense for the therapeutic relationship. If I am working with a client and I become triggered due to my own history, I will make the decision if it is best to continue working with the client or have the client work with another social worker. Seeking supervision when working with clients, especially those who are dealing with suicidality, is very important when balancing my personal and professional experiences. There is a potential for counter-transference when I work with suicidal individuals. Talking this over in supervision allows me to achieve the best outcome for my client. Moreover, through supervision I can ensure I am working with my clients in an ethical and competent manner. After 6 months of intensive outpatient treatment, I graduated from the treatment program and felt ready to work with clients again. I have continued with online support groups and medication management to manage my symptoms. Self-care is always important in the social work profession, but I make a point to do something for myself after working with clients involving suicide to make sure I am mentally well after having these difficult conversations. It is crucial for all involved that I remain aware of the ethical implications involved in managing my own issues while working with clients. I need to be mindful of my client’s diversity and potential conflicts of interest that may arise. Ultimately, I have a commitment to my clients to provide them with competent services. To do this, I must be the best version of myself, continuing with my own mental health treatment and seeking additional services when needed.

Professionally, I have experience working with clients who have shared their history of suicidality or active suicidal ideation. Suicide does not discriminate by age, and my experiences range from working with suicidal individuals from childhood to the aging population. On countless occasions, I have performed a suicide risk assessment to determine the safety of a client and made referrals to psychiatric emergency services for those who are at imminent risk. I have provided short-term therapy to suicidal individuals and referred clients to agencies to support them in the long-term.

NJFOCUS • September 2022 | 19 to have a supportive partner who was willing to help me during this journey both emotionally and financially. Seeking treatment and taking the time I needed to heal wouldn’t have been possible without these supports—my short-term disability policy was a small fraction of my normal salary and at this time I did not have the capacity to be serving clients. The intrusive thoughts I experienced were terrifying; the thought of ending my life would come at the most unexpected times. Through weekly therapy, support groups and clinician-led groups, medication management, and psychoeducation, my life was saved, and I was able to enjoy motherhood.

WorkSocialClinical

By Julie Ferdas, LCSW and Kim Finnie, CSSW, LCSW

WorkSocialClinical

I

While the pandemic certainly took a toll on mental health, mental health problems in teens and adolescents were on the rise well before the COVID-19 shutdown. According to a report from the U.S. Surgeon General , youth mental health began to decline in 2009. Between 2009 and 2019, sadness and thoughts of suicide increased among high school students. Furthermore, there was a 57% increase in suicides among those aged 10 to 24 between 2007 and 2018.

“In totality, the data confirm that mental health problems among youth are on the rise, representing a continuation of a trend that began before the pandemic and gained traction in the midst of it.”

20 | NJFOCUS •September 2022

Fortunately, lawmakers, mental health experts, and schools are working together to offer a solution.

The History of the Youth Mental Health Crisis

Another recent study revealed that 14.3% of parents felt that children’s behavioral health declined after the start of the pandemic. Study results also indicated that 29% of teens lived with significant anxiety, whereas 22% experienced depression. Children also experienced more attention issues,

Addressing the Youth Mental Health Crisis

n the aftermath of the pandemic, there is no shortage of talk about mental health. After all, the fear surrounding COVID-19, and the social distancing orders that came along with it, understandably lead to social isolation, anxiety, and depression. As life returns to normal, one group that has been particularly hit hard by the mental health effects of the pandemic is America's youth.

Fast forward to the pandemic era, and the story grew even bleaker. According to a report from the CDC , there was a 31% increase in emergency room visits related to mental health among those aged 12 to 17 between 2019 and 2020. In May 2020, suicide-related visits began to increase, especially among teenage girls.

Solutions to the Mental Health Crisis in Children and Teens

The Stress of Returning to School

As mental and behavioral health problems increase in youth, there is a need for additional services and support to address them. Unfortunately, barriers like stigma and lack of services can prevent parents from reaching out for help for their children. Some parents may also be unaware of where to turn for support.

Youth who already struggled with separation anxiety or social anxiety disorder are especially vulnerable to the stress associated with returning to school. During the pandemic, when they were able to stay at home, they likely experienced a lessening of symptoms. Now that they are required to attend school in-person and engage in regular social interaction, they are likely to experience a return of anxiety LGBTQsymptoms.youthmay also be especially hit hard by the mental health consequences of the pandemic. Research has suggested that these youth not only experienced the stress linked to the pandemic, but they also struggled with being at home with potentially unsupportive parents and having limited access to in-person sources of support and socialization. As they return to school, LGBTQ youth may need additional support to help them reintegrate socially and cope with problems related to anxiety, depression, and conflict at home.

While most areas of the country have resumed pre-pandemic ways of life, including being in public without masks, allowing people to gather for public events, and returning to in-person schooling, youth are still experiencing the mental health consequences associated with COVID-19. In fact, returning to a traditional school schedule itself was a significant stressor for many youth who became accustomed to at-home schooling and the change of pace that came along with it.

NJFOCUS • September 2022 | 21 WorkSocialClinicalimpulsivity, aggression, and PTSD symptoms postpandemic. In totality, the data confirm that mental health problems among youth are on the rise, representing a continuation of a trend that began before the pandemic and gained traction in the midst of it.

To address the youth mental health crisis, the Biden Administration has set aside funding to allow schools to offer school-based mental health services. Having services in schools eliminates transportation and scheduling barriers, reducing the need for parents to seek out services on their own. In New Jersey, lawmakers are taking action to improve youth mental health. At the end of 2021, Governor Phil Murphy approved a bill that provides grants to allow school districts to partner with colleges and universities to train providers of school-based mental health services. Some districts are even receiving grants to allow them to provide mental health services within schools. In-school behavioral health services can be especially beneficial for students from low SES homes, as these students are disproportionately affected by the mental health and developmental consequences of the pandemic. Some districts may even cover the cost of school-based services, which provides low SES children with access to resources they may otherwise be unable to receive. Due to the growing number of mental health issues that students have been reporting, many schools have become overwhelmed with limited counseling staff to provide the support needed. Our practice has created a unique partnership with school districts to provide therapeutic services both onsite and in our office settings, in addition to other clinical services we offer. Many parents and children may be initially hesitant to seek out help and support for personal matters. However, while taking that courageous first step can be daunting, making that connection can also be life changing.

Julie Ferdas is a New Jersey Licensed Clinical Social Worker. She received her Bachelor of Arts in Psychology from Rutgers University in 1997. Julie completed her Master of Social Work at the University of Pennsylvania in 1999. She has been providing therapeutic services to children and adolescents, individuals, couples, and families in a variety of settings for the last fifteen years. Julie joined Bridge to Balance in 2014 and now a coowner, sharing in the vision and bringing energy to its continued growth. Learn more at https:// bridge2balance.com Kim Finnie earned her BA degree in 1999 from Wheaton College in Sociology and Theology. After graduating, Kim worked full-time in the social work field for Catholic Charities Chicago while attending graduate school to earn her Master of Social Work degree at Loyola UniversityChicago. Kim graduated in 2003 with her MSW and moved back to her home state of NJ to work for Robins’ Nest and Gloucester County Special Services School District as a licensed social worker (LSW). Kim earned her LCSW in 2009 and entered private practice. She opened the doors of Bridge to Balance Inc. in 2010 with a vision of providing individuals and families with services that focused on helping them cultivate a sense of balance and wellness in their lives. Learn more at https://bridge2balance.com

22 | NJFOCUS •September 2022 6 98announces-two-new-actions-to-address-youth-mental-health-crisis/releases/2022/07/29/fact-sheet-biden-harris-administration-700357-7https://capmh.biomedcentral.com/articles/10.1186/s13034-021-https://www.whitehouse.gov/briefing-room/statements-https://www.njleg.state.nj.us/bill-search/2020/A4433https://journals.sagepub.com/doi/full/10.1177/23727322211032248

References: 1 9SQmg6tfyqyVUdX_9KZgUFkGBbrSr9W3O9aVgcXOY1h0oNFfK8casa_token=Ic1eSvDu6WEAAAAA:tYJiKF_5G6AEX_VcMTSp8IM3_S1054139X20303116?54fulltext32mental-health-advisory.pdfhttps://www.hhs.gov/sites/default/files/surgeon-general-youth-https://www.cdc.gov/mmwr/volumes/70/wr/mm7024e1.htmhttps://www.pediatric.theclinics.com/article/S0031-3955(21)00080-8/https://link.springer.com/article/10.1007/s11920-021-01289-xhttps://www.sciencedirect.com/science/article/pii/

WorkSocialSchool

About the Authors:

Ten Steps School Social Workers Can Take for a Successful School Year

1. Make self-care a priority. School social workers have always been essential workers. Our very nature sets us as caretakers of those around us. Make yourself your priority every day. Whether you rise 15 minutes earlier in the morning, take a walk outside your building at lunchtime, or merely tune into your favorite music for a brief reprieve in the afternoon, you must refuel and reload every day. You cannot give to others what you do not have.

NJFOCUS • September 2022 | 23 W elcome back for another school year to our school social workers! I am grateful to be starting my 33rd school year in the New Jersey public schools. Whether you are a newly appointed school social worker, or a long-standing member of your school community, I would like to offer these tips and suggestions for ensuring a successful school year.

By Vicki L. Scheetz, Ph.D., ACSW, MSW

WorkSocialSchool

5. Know your school. You play a pivotal role in your school. You are the silent observer, preferred confident, and multiuse staff member. Take the time to know your school. Establish collegial relationships with the staff and administrators. Don’t overlook the importance of

2. Commit to ethical practice. We live in particularly demanding times. Our students, staff, and parents are faced with new challenges every day. Remember your training. Revisit your NASW guidelines for school social work practice. Review your procedures for confidential note taking, securing documents, and consent for practice. You cannot be too informed or too careful.

4. Build a county wide resource network system for referrals. There is a plethora of issues that arise for staff and students beyond the school community. You will be asked about area agencies, clinics, providers, and social services. Take advantage of opportunities to learn about your county via virtual information sessions. If you can establish one contact per agency, you will have the information you need as crises arise.

“Whether you are a newly appointed school social worker, or a long-standing member of your school community, I would like to offer these tips and suggestions for ensuring a successful school year.”

3. Establish a school social work network. You can’t be an essential worker alone. You need the unique perspective and training of other school social workers. Reach out to neighboring schools and build a support group. Schedule regular group meetings using your favorite videoconferencing platform and use each other to discuss social and ethical dilemmas. Be willing to share your concerns and frustrations and strategies for success.

8. Run groups with students. School social workers love students. We believe in them, yet our time is often consumed with paperwork and meetings. If you can, establish as many groups as possible. Whether they are informal breakfast or lunch groups or “meet as you can” groups, students will come to you to if your office is open, and you remain flexible. You will learn by listening and can follow up with individual students later. Don’t limit yourself to just special education or general education. Spread the word that your door is open to all, and they will come.

10. Celebrate and promote your profession. We are school social workers. We are highly trained, skilled clinicians, and our profession has never been as highly recognized as it has been during these difficult years. Take advantage of your membership in NASW. Attend the NASW-NJ Annual Conference in the spring. Meet social workers from all over our state. Participate in workshops either in person or virtually when you can. Vote on public issues relating to social work and the clients we serve. Be a proud social worker and promote our profession whenever Schoolpossible.social work is an integral part of your school and your community. We are essential workers who help build the future of our society and our world. I celebrate your commitment to our profession and to the students you serve and wish you the very best school year!

6. Practice short term solution focused therapy. School life is constant motion. Students move quickly through multiple scenarios and situations throughout the day. Short term solution focused therapy addresses the immediate issue and allows you to support a student in problem solving. It also allows you to share specific intervention strategies with teachers and parents as appropriate for the student. Use short term solution focused therapy as a building block for students to use as they navigate their school life.

7. Teach advocacy. A stronger generation is relying on us. We are clinicians who know the value of personal strength and identity. Teach your students to be advocates for their own selfcare. Help your students identify their goals and dreams, as well as their talents and any obstacles that stand in their way. Stronger students comprise a stronger school and community.

24 | NJFOCUS •September 2022 your support staff. Know the intricacies of your buildings and understand student schedules. If your time allows, volunteer for committees and attend after school events. Keep moving. Your talents and training will be used.

WorkSocialSchool

About the Author: Dr. Vicki Scheetz earned a Master’s in social work degree from Rutgers University and a Doctor of Philosophy degree from The Ohio State University in Counseling Psychology and Educational Supervision. She has taught social work, sociology, and educational foundations at area colleges and partnered in a private practice for over ten years. Dr. Scheetz is a school social worker in the Ocean City, NJ school district

9. Look for work efficiently. Social workers are busy. More is expected of us because we have specific talents and skills that are necessary in our schools. Don’t wait for work to come your way. Practice effective social work so that your work is within your purview. Develop and maintain a consistent network of administrators, staff, and support staff that will help you in identifying issues in your building. As you develop these relationships, they will serve as markers for your daily, weekly, and monthly work.

My earliest memory about what I wished to become as an adult goes back to wanting to become Wonder Woman when I was in kindergarten. As I got older—and I realized that superpowers only existed in movies and comics—my dreams for the future changed to become more aligned with reality, or at least my reality. I remember in 5 th grade wanting to become a civil rights activist or lawyer. The real-life people who fought for rights, spoke at protests and rallies, individuals I had read about in history books, became my new heroes. However, like my dreams of becoming Wonder Woman, this dream too began to shift further from reality. Lawyers, doctors, and activist became something I only saw on television, and not something I saw in my real life. Fast forward to my early teen and middle school years, and my reality was such that wanting to grow up and have a job that allowed me to make ends meet became my new focus.

26 | NJFOCUS •September 2022 M y name is Jana Sasser, and I am currently in my senior year of the BASW program at Rutgers University on the Camden campus. My journey to pursue a degree in Social Work is driven by both my passion for helping others and the experience I have gained in the last 15 years I have spent in the workforce. I am 36 years old, married, and mother of 3 girls and a Great Dane. The last 10 years I’ve spent working for my current employer in the corporate world have fueled my desire to live in my purpose and to spend my time doing work that Asmatters.astudent the biggest challenge for me has been deciding what population of people I would like to work with and what degree path I would like to pursue in graduate school. Post undergrad, my plans are to continue at Rutgers University in the Advance Standing MSW Program, obtain LCSW licensure, and eventually complete a DSW or Ph.D. program. When I think about my future, I believe I will end up working in a space where I am needed and would like the flexibility to determine where that is as I go forward. At this early point in my career, my interests range from school social work, mental health, the criminal justice system, and healthcare to management and policy, academia, and research. In a recent conversation I had with Dr. DuWayne Battle, the director of the BASW program at Rutgers, I was asked a few very simple, but thought-provoking

CenterStudent

I dreamed of growing up and having things I lacked, for instance, a car, a luxury that my parents could not afford; or to always have money to keep the lights on and food on the table.

questions: Why social work, and what led me to this program, and why now? As I prepared to meet with Dr. Battle to interview for a position as a Curriculum Assistant I reviewed my resume, jotted down highlights of relevant job duties, as well as some references. What I wasn’t prepared for was for this interview to leave me in deep thought about why now, and why social work. What I discovered was that social work has always been my passion, but like many others, my early career decisions were driven by financial needs rather than my passion.

How Do You Answer the Question: Why Social Work and Why Now?

By Jana Sasser, Rutgers University BSW Class of 2023

I grew up in a house with my mother, stepfather, four brothers, and one sister. Two parents, and six children made for a house that overflowed with love, with enough happy times to last a lifetime; but proved to create financial hardships. My reality was filled with seeing working class people work 40+ hours a week in hopes of maintaining a bare level of subsistence, and my goal became obtaining a job that allowed me to live above poverty. At 36 years old, I have now broken many generational curses. I am a firstgeneration homeowner, first generation college graduate, and the first of generations to earn a sixfigure income. In my current role as an Operations Manager, I am responsible for managing approximately 110 employees. What allows me to be successful in my role is my love for helping others, solving problems, and empowering those around me. The short answer to the question “Why social work and why now?” is because for me, for the first time in my life, I am able to allow my purpose in life be what drives decision making about my career. The reason I chose RutgersCamden is because of the flexibility the BASW program offers to non-traditional students to help them succeed in the program. My time at Rutgers has been amazing. The teachers I have had the pleasure of learning from, the number of opportunities the program has afforded, and the mentorship I have received from Dr. Sara Plummer and others throughout this journey have by far exceeded all expectations. As someone with experience in the workforce who has had an opportunity to expand my role in corporate America, I’ve realized I have always been a social worker at heart, and I cannot wait to graduate and get started.

CenterStudent

An Open Letter to Future Graduates:MSWThank You for Being Here

T

Lean on your community. Throughout your MSW experience, you will meet incredibly intelligent, insightful, and encouraging peers and faculty who will quickly form a support system. Assignment extensions, course adjustment forms, advisors, and alternate assignments for varying learning styles are just a few supports that exist to help you succeed. If you find yourself feeling guilty for requesting these resources, I urge you to remind yourself your commitment to the objective at hand remains unchanged. By advocating for yourself and asking for what you need, you will continue to accomplish the same goals. You are simply taking a custom route specifically designed to help you succeed.

Inside the Classroom You get out what you put in. What you put it in is not limited to dialogue. We have all heard our teachers tell us to participate. Engaging in dialogue with your peers and professors can enhance your understanding of class materials, offer new perspectives, and provide examples of how lessons learned in class show up in practice. Remember, participation may manifest differently each class; it does not always have to include an in-depth discussion. Events outside the classroom may require your attention, technology may not be on your side that day, you may forget to read for class, and sometimes, you may find yourself feeling tired−mentally, emotionally, physically, or a combination thereof. Give yourself grace. Active listening, taking notes to look back on, and emailing your professor questions outside of class will demonstrate your investment in learning while you take time to regroup. Recognize you would be doing yourself a disservice if you do not prioritize your well-being, even if that means not attending class that day. It may seem counterintuitive; however, taking a break can be quite productive!

to embark on their journey to a Master of Social Work (MSW) degree: thank you for being here. Perhaps, you are coming straight from your undergraduate program; maybe, you took some time away from academia and have returned; perhaps, you are transitioning between careers. Your path has led you here, and I hope you find yourself at peace with your decision to advance your education and training. Entering a graduate program is exciting and complex; your emotions may extend beyond the typical butterflies that might pester you on the first day of school. With every new challenge comes a world of opportunity. It is time for you to lean in and remind yourself: you deserve to be here. After having earned an MSW this past May, I have had time to reflect on my experiences in and outside of the classroom. To augment transparency of the unspoken requirements of students earning an MSW, and to equip students with helpful tools meant to improve their experience, I have compiled a few insights inspired by peers, supervisors, professors, and advisors that directly contributed to my success as a graduate student and aspiring professional.

CenterStudent

28 | NJFOCUS •September 2022

By Katherine Dolan, MSW

Outside the Classroom

Establish boundaries and honor them. Often, we find ourselves negotiating with our schedules regarding our own self-care. Why go for a walk when I have a ten-page research paper due soon? Or, I should really respond to this email even though it is late at night. Your mind may trick you by understating the significance of self-care, especially in the presence of a busy schedule. Self-care can give you the energy and mentality to accomplish the other important tasks. Establishing boundaries such as when you will respond to emails, the days you commit to your field placement, and deciding what you are comfortable or not comfortable with in your classes can help you prioritize. It is okay to adjust your boundaries so long as they continue serving you. Foster relationships. Take the time to foster meaningful relationships with your peers, professors, and scholars in the community. Graduate programs, in particular, host students of all ages; some students will have years of experience in the field when they arrive for their MSW, while others may not. Both students have so much to offer. Schedule a Zoom call with your peers outside of class for a trivia night. Invite your professors to your study groups. Get to class early to chat with your professor about current events and their relation to social work. Debrief with your colleagues after a hard day. Be there to listen when your peers need support. Expand your horizons. Enrich your MSW experience by exploring different facets of the program. Sign up for that extra virtual webinar or workshop that interests you even if it does not coincide with your specialization. Join a student group that you know absolutely nothing about; it may become your favorite part of the program! If you feel there is not enough time for everything you want to do, do not hold back. Try it out and if you find yourself feeling overwhelmed or unable to fulfill your roles, take a step back. Let it Begin While there is an extraordinary amount of nuance to each MSW experience, it is my hope these few insights can serve as helpful tools to enhance students’ journeys. There are so many kind beings ready to support you along the way. Thank you for being here.

CenterStudent

30 | NJFOCUS •September 2022 CenterStudent

As the years passed, I continued to work at the NJ Department of Children and Families (DCF) under the Division of Child Protection and Permanency (DCPP) and now with the Office of Training and Professional Development (OTPD), a promotion I owe to obtaining my MSW. I now have the pleasure of working with and training new DCF ISupervisors!passedmy LSW exam on the first try, which is not easy for many prospective social workers in my black and brown community (and we now know why, as the ASWB recently published their findings on the racial and age-related disparities in test passing rates for our licensing exam). We can finally say, with data to back us up, "it's not me, it's the test."

When the opportunity to enroll in Monmouth University's initial DSW cohort arose once more, I opted to join in the DSW Program in order to acquire more effective skills and tools for leading my existing team and for teaching other leaders how to lead their teams. I am grateful to be in a good place in my life and career, and since both my husband and children have encouraged me and promised to support me throughout my adventure. We all need support like this from the loved ones in our lives. My objective is to complete a Capstone Project that will have a positive and significant impact on the community that DCF currently serves, particularly post Covid. This is the ideal time for me to pursue my future goals of being a full-time professor, author, motivational speaker, and community mentor and role model as I approach the end of my 20-year tenure with DCF. Dr. Brene Brown, a trailblazing social worker, is one of my inspirations. If you are unfamiliar with her, please do some research, because she helped me fully embrace my real self, which is what social workers do for one another. As I prepare to embark on this new adventure, I am still working on passing my LCSW exam, which I failed by five (5) points. This hit me square in the gut, as I thought to myself, "I have been doing this for

“I f not now, when?” This is how I began my personal statement when I applied to Monmouth University's first Doctoral of Social Work (DSW) Cohort for Fall 2022. Who would have guessed that I, a Paterson mom who had her first child at age 14, would be in the first cohort of Monmouth University's DSW Program? But here I am—a working mother of one amazing daughter and adult son—about to embark on this journey with 16 other amazing social work superheroes from various disciplines. I completed my first DSW cohort residency in August 2022, and I can tell you NASW-NJ members, you have 17 dedicated Social Workers starting this journey together. We are strong alone, but together we can move mountains. Pursuing a DSW degree has been a consideration of mine for several years. After receiving my MSW from Monmouth University in 2015, our warrior, Dean Robin Mama, sent out an email asking alumni their thoughts about a possible DSW Program. I was immediately drawn to the idea, but because the program was not yet operational, I put the issue to the side.

Opening Doors and Creating Opportunity: How I Decided to Pursue a DSW Degree

By Beatris “Betty” Drace, MSW, LSW, DSW Candidate

CenterStudenttwo decades and five years as a bilingual therapist with caseloads based solely on referral. I know enough to pass this exam." I found it helpful to remind myself that I am not the test; I am a Social Worker who has studied human behavior for over 20 years, and I am good at it; I have made a difference in the lives of my clients, and that is more important than any exam. NASW-NJ members, if you, like me, failed the LCSW exam and are feeling ashamed, embarrassed, or unworthy, please know that I understand your suffering and you are not alone. As said previously, we are not the examination; we are superheroes. And I'm here to tell you that failing a licensing exam is not the end of your social work journey. I'm on a new and exciting journey now, and you can be too, whether it's retaking the exam, pursuing your DSW, or seeking new, non-clinical aspects of social work to explore. Remember, you are in control of your life; do not let a test dictate who you are. One thing is certain about social workers: we are fearless, and we understand that when one door closes, another door—or two— opens. For me, my new door led to the pursuit of a DSW. I will be working on a capstone project, and my mind is already churning out ideas as quickly as I can put them on paper. I will share these ideas with my mentors/coaches/ direct team/colleagues/family and friends, because building community and collaborating is what social workers do best. Heck, we teach it, and it is our greatest strength. I want to be a role model for others in my black and brown community, increasing the number of members of our community with Doctorate degrees. We will succeed because we are the authors of our own stories. We are the experts of our own lives, and our circumstances won’t limit us! I am enjoying this new journey, and my plan is to share what I have learned with those who would listen. I want to provide comfort in the knowledge that you, too, can balance your home life with your partner and children, work a full-time demanding job, work as an Adjunct Professor, Bilingual therapist, spend time with friends, and still pursue a higher education. For me that means obtaining my DSW. My goal is to become equipped with more knowledge, wisdom, and clarity on how to help people— and our society—reconnect with one another, regardless of which side you sit on, because I firmly believe our humanity should take precedence over anything else. That’s something all social workers know.

I was born blind and immigrated from India to the United States at age 12. Here, because of the ADA, I was able to attend my first public school that allowed me to have access to mainstream educational opportunities alongside my peers. I continued to climb the rungs of my educational ladder by completing my Bachelors in Sociology and ultimately pursuing an MSW Degree at Rutgers University with a Management and Policy specialization. In addition to my own disability, I have witnessed my closest active and career-oriented family member experience very traumatic and abusive life events that resulted in an acquired disability that has impacted their entire life—while the abuser walked out with financial gains and absolutely no consequences. I spent hours on the phone advocating for my family member’s basic rights while they were fighting for their life in the hospital. I was already interested in disability advocacy due to my own experiences as a person with a disability, but witnessing the events that changed the life trajectory of my family member further grew my determination to ensure that others have access to basic human rights and that disability doesn’t stop anyone from achieving their goals.

32 | NJFOCUS •September 2022

MSW Candidate Class of 2023CenterStudent

While we have come a long way in making progress in increasing public awareness about disabilities, we have much work ahead in ensuring true equal access in settings such as the job market. According to the U.S. Bureau of Labor Statistics, only 19.1% of individuals with disabilities were employed, while 63.7% of individuals without a disability were employed in 2021. Employment is a crucial aspect of one’s self-fulfillment and financial stability; however, people with disabilities still stand at a disadvantage in an increasingly competitive job market.

Rutgers

T he Americans with Disabilities Act (ADA), enacted in 1990, has been a crucial piece of legislation that paved a path to equal access in public spaces for Americans with disabilities.

I chose to pursue a career in social work because it is a field that will allow me to be connected with clients and use their experiences to help center my macrolevel, policy-oriented goals. Last semester, I interned at Youth Consultation Services where I served youth who have had to walk similar traumatic paths as my family member that resulted in their acquired disabilities. I provided them with clinical services, such as individual therapy sessions and daily clinical check-ins, while also considering the more macrolevel needs of increasing community integration, case management services and expanding career readiness resources after discharge for the youth I served. This semester, I will be interning at Camden County Senior and Disabled Services where I will also help clients with daily case management services while ensuring their experiences remain at the center of my leadership project as a recipient of the Taub InFellowship.addition, I recently joined the Office of Disability Services at Rutgers University-Camden where I work directly with students who have documented disabilities in assisting them with their accommodation By Nimit Kaur, University,

Putting the “Ability” in Disability

process, while using their experiences in my campus awareness and training initiatives for the campuswide communities. I have hosted trainings on service animal access and greater accessibility on campus for various disabilities. I have participated in various community projects and served at various nonprofits and government agencies in my mission to increase inclusion through work such as quality assurance and ADA Compliance, mentoring, grant writing, program evaluation, and a host of advocacy work. Social work allows me to stay on the ground and also implement macro-level changes that will be beneficial for both individuals and groups. My ultimate goal is to combine a law degree with my social work background so that I can ensure people have access to legal rights from someone who understands and can sympathize with their experiences.

CenterStudent

Social workers have an ethical duty to challenge social injustice and pursue social change “with and on behalf of vulnerable and oppressed individuals and groups of people” (NASW, 2021). Disability is considered a vulnerable intersectional minority group and anyone can acquire membership in this group at any point in their lives (born or as a result of an event). After all, ADA ultimately became a law because of the pioneering disability advocates who fought against social injustices that had long isolated individuals with disabilities. Disability shouldn’t put a halt on an individual’s life chances such as a gainful employment and financial stability. Often, businesses and agencies are aware of the ADA but don’t know where to locate the adequate resources to boost productivity and help their employees. As such, I am constantly educating both clients and companies on their rights and resources. I am determined to join this important field to ensure that disability doesn’t stop others from living a meaningful life and that individuals have the crucial advocacy skills for competing in mainstream social and career opportunities. With access to the adequate resources and meaningful rights combined with high expectations, anyone can reach the stars and succeed.

Social Work Field Placement: A ClientsExperienceTransformativeforBothandInterns

34 | NJFOCUS •September 2022 CenterStudent

By Christopher Tarashuk, Seton Hall University, BSW Candidate, Class of 2023

F or my spring semester internship, I worked with Prevention Links in their recovery high school. I only interned on Mondays, and by the second week of April, I had completed the field hours required for my class. As I reached the conclusion of my internship, I realized I wasn’t ready to separate from the students I had met or such a fantastic organization. I chose to remain with Prevention Links as a summer volunteer because I believed in the mission of the school and enjoyed working with the students. A main motivating factor was that I wanted to stick with the students until their graduation date. Many of them had worked extremely hard to graduate on time, and I felt it important to show my support for them. Although I was an intern, I was invested in more than just my credit hours. I was invested in the success of these students, and so I chose to volunteer. When graduation arrived, I could barely contain my excitement. Some of these students had talked about giving up on school, believing they could not succeed, yet here they were graduating! One student gave a speech about their experience in the program and the challenges they faced along the way. They also described how supportive my supervisor was in their journey. I looked over at my supervisor, who was a little teary eyed; I was tearing up myself. Although I had limited contact with this particular student, I had a serious feeling of fulfillment, knowing our program had such a strong, positive effect on their life. I felt a huge feeling of pride for all of our students that day and spoke with some of them about their next steps, whether it was trade school or college. After graduation came summer school, which three students had to attend. I eagerly anticipated my work with this group—working with such a small cohort allowed us to be more connected. We already knew each other from the regular school year, and now those relationships could grow and strengthen. One goal I had for these students was for them to create healthy life habits, such as positive coping strategies and good habit forming. To do so, I ran a group completely focused on self-reflection and growth. I have been doing quite a bit of work on myself this summer—focusing mostly on setting achievable goals and self-discipline. I used these concepts to guide the group. In addition to helping the students, the experience taught me more than I can fit in this brief Iarticle.began the group by handing each student a piece of paper and asking them to divide it in two by drawing a line down the middle. I then had them label one side “short term goals” and the other “long term goals.” I did the same on the whiteboard. The point of this exercise was to break big long-term goals into more manageable short-term ones. This would then more easily allow them to track their achievement and see the progress being made. Using a personal example—my goal to own my own house—we broke down the smaller step that would help me meet my goal. One step we identified was establishing good

CenterStudent

Ultimately, I learned that making a meaningful connection with a student— even in one quick instance—can really help better your relationship with them. My experience as an intern and volunteer with Prevention Links has been extremely positive. I eagerly await the next school year so I can continue my work with this wonderful, empowering organization.

credit by obtaining a credit card and using it wisely. One student, clearly paying attention, asked what responsible credit card use was. This question became a round table discussion about credit and finances, and I could see the students reflecting and engaging in deeper though. I felt a sense of pride in myself for reaching them in this way. It was another reminder that helping others is a huge part of why I want to be involved in the social work field. When we completed my example, I gave them 10 minutes to think about their own goals and break them down into smaller, more manageable goals. They also assessed the barriers to achieving these goals. One of the students wrote down that substance use was a barrier and created a goal to be done with substance use. When we started sharing, other students realized they wanted this goal on their lists as well. I refrained from adding my own input at this point, because they were talking with each other and helping each other with how to achieve their goals. By the end of this session, one student was determined to start the paperwork necessary to take their drivers test and another was going to apply for a promotion to manager at their job. My internship and volunteer time provided me amazing opportunities for hands-on experience working with students. I received great supervision, but also had a great deal of freedom when it came to creating and running groups. I also was reminded daily of the impact we had on these students’ lives.

The Harriet Bloomfield Memorial Scholarship Fund is dedicated to the memory of New Jersey 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 teenparent program in conjunction with the Rutgers Graduate School of Social Work and the Elizabeth Board of Education.

MSW

Manisha Nelson (Seton Hall University, Class of 2024)

A W A R D E E S BSW Students

The Harriet Bloomfield Scholarship Committee has awarded 5 student scholarships for the upcoming school year. MSW student recipients will each receive $1,500 towards their education; the BSW student recipients will each receive $1,000 towards their education The funds are issued directly to the schools

Melissa Dreby (Stockton University, Class of 2024)

Oliver Nicholson (Rutgers University, Class of 2023)

Mahasin MWilson

Mahasin Wilson (Seton Hall University, Class of 2024) Being one of the Harriet Bloomfield Scholarship recipients is exciting and reassuring that I am striving towards my purpose. I will use this award to offset the cost of purchasing school supplies and books. After attaining my MSW, I plan to work with local communities to help them thrive and promote community health. ahasin Wilson

part of a social work legacy... 3636 | NJFOCUS •September 2022

Becoming

Marrisa Rodriguez (Rutgers University, May 2024) Students

Being awarded the Harriet Bloomfield Scholarship is helpful to me as it provides me with a jumpstart to success in my academic career. After graduation, I have hopes to continue my career working with individuals who struggle with substance abuse disorder. I would love to get my Masters in Social Work, as well!

My first-year internship and summer employment was at the Middlesex County Care Management Organization (CMO), which provides services to children, youth, and families with behavioral, emotional, and/or developmental needs. In my free time, I enjoy cooking, nature-walks, and playing the clarinet and oboe in the Rutgers University Alumni Wind Symphony. It is such an honor to receive the Harriet Bloomfield scholarship because of Ms. Bloomfield’s dedication to helping at-risk youth. After graduation, I aspire to be a school social worker and an intensive in-home clinician to help serve individuals and families with their various biopsychosocial needs.

I have been working for the Division of Child Protection & Permanency in New Jersey for over 15 years. I am very excited to be going back to school to obtain my MSW and the opportunity for professional growth and career advancement. I want to obtain my MSW and then my LCSW as I would like to be a therapist in the future. I am so appreciative for being chosen as a recipient for the Harriet Bloomfield Scholarship as the funds will help me with being able to attend school whether the funds go towards my tuition or books.

During my 10-year hiatus from school, like Ms. Harriet Bloomfield, I worked with young men who dealt with issues ranging from behavioral, emotional, to judicial. Dealing with challenging adolescent boys and witnessing their struggles gave me a purpose and a desire to help more. The environment I was in fueled my desire to now obtain my MSW. Upon graduation, I plan to work within urban school districts as a member of the Child Study team to promote growth, wellness, and advocacy for underserved youth. Receiving this scholarship not only changes my life, but also impacts the lives of the at-risk youth I will serve. Thank you.

Melissa MDreby elissa Dreby Oliver ONicholson liver Nicholson

Marrisa MRodriguez arrisa Rodriguez

Manisha MNelson anisha Nelson

CONGRATULATIONS!

Y O U R G U I D E T O M E M B E R S H I P RESOURCE BOOK N A S W - N J S T U D E N T 1 0 0 S o m e r s e t C o r p o r a t e B l v d . , 2 n d f l o o r , B r i d g e w a t e r , N J , 0 8 8 0 7

EACH works with members to enhance their professional growth and development, create and maintain professional standards of practice, and advance t align with our professional hapters are one organization and programmatically ou join NASW, you enjoy a two hip NASW chapters offer members a wide variety of continuing education, robust state-based advocacy efforts, and professional networking opportunities. A B O U T N A S W NJFOCUS • September 2022 | 39

40 | NJFOCUS •September 2022 W H O I S N A S W - N J ? A B O U T U S The NASW N within the or among the la 7,000 memb micro and m every comm The New Jer a space whe developed a outlines inte organization practices, ed collaboration membership commitmen Committee r achievemen Directors an continued w

Advocate for policy by engaging local legislators & getting involved in policy work . Make National connections and connect with colleagues via the myNASW online community Member exclusive scholarships and opportunities, NASW scholarships and grants, and internship and volunteer opportunities. BSW graduates qualify for up to 2 years MSW graduates qualify for up to 3 years Qualify for a transitional membership period with discounted dues; Establishing a professional network through in person or virtual events, mentorships on a local level W H Y S H O U L D Y O U J O I N N A S W ? 5 K E Y P O I N T S NJFOCUS • September 2022 | 41

NASW-NJ supports students with an understanding of professional standards through the Code of Ethics, Social Work Speaks, Encyclopedia of Social Work, and access to the NASW Research Library. Members receive access to more than 25 databases from allied organizations and government agencies. A T A R E T H E B E N E I T S ?

NASW NJ boosts career options through access to the NASW Career Center. Search job listings, attend career development webinars, learn about social work salaries, post resumes to our exclusive employer database, and connect with your local NASW network

» » » » » » » 42 | NJFOCUS •September 2022

B N E F I T S

W H

E

NASW-NJ offers students financial resources via scholarships, student loan management training, and discounts on a variety of services, including professional liability insurance.

NASW provides options for student liability insurance, which you will need as you begin your practicum you may not have enough coverage through your school, if at all.

NASW-NJ engages students in legislative advocacy through a virtual toolkit and our annual Legislative Education & Advocacy Day (LEAD)

NASW NJ assists students with obtaining licensure by providing discounted registration fees for licensing exam review courses

F

NASW NJ affords students networking opportunities with fellow students, future colleagues, and potential mentors through conferences, online MyNASW Community forums, and opportunities to volunteer in chapter leadership roles.

NJFOCUS • September 2022 | 43 B E C O M E A M E M B E R T O D A Y C O N N E C T @NASWNJ @naswsocial workers @NASWNJ @naswsocial workers @NASWNJ @NASW @NASW-NJ @National Association of Social Workers C O N N E C T W I T H U S N A T I O N A L N E W J E R S E Y C H A P T E R Become a member and connect with a network of social workers that provide the knowledge and tools for success in the field. BSW and MSW students join for just a year! BSW and MSW students who join NASW before graduation and maintain continuous NASW membership pay reduced dues 2 3 years after graduation to help ease post graduation transition. $60 @NASWNJ1 J O I N N A S W . O R G

R E S O U R C E S & L I N K S R E S O U R C E S Main Student Resource Pages bit.ly/StudentCenterMain bit.ly/StudentResourcesCC bit.ly/GrowWithNASW Legislative Advocacy bit ly/AdvocacyToolkit2022 bit ly/NASWNJAdvocacyAlerts bit ly/AdvocacyPACE bit ly/AdvocacyLEAD bit ly/AdvocacyLegislativePriorities Connection Hub MyNASW Online Members Forum bit ly/myNASWStudentCommunity bit ly/myNASWAllMemberForum bit ly/myNASWMemberDirectory Employment Resource bit.ly/NASWJobLink bit.ly/NASWJobCenter bit.ly/TipsforJobSeekers Volunteer Opportunities Run for Student Representative bit ly/NASWNJ2022Elections Social Work News bit ly/SocialWorkBlog bit ly/SocialWorkersSpeak bit ly/NASWNJNews bit ly/NASWPodcast Financial Resources (Loans) bit ly/Covid19LoanTools bit.ly/NASWManageStudentLoans Financial Resources (Scholarships) bit.ly/SWScholarships bit.ly/StudentCenterMain (Harriet Bloomfield Scholarship) bit.ly/NASWFoundation Financial Resources (Membership Discounts) bit ly/NASWMemberDiscounts Academic Resources bit ly/ExploreSocialWork bit ly/AccreditedSWPrograms bit ly/OnlineMSWPrograms bit ly/SWContinuingEduInstitute bit ly/2022GraduationCords Regional Units & Shared Interest Groups bit.ly/RegionalUnits bit.ly/SharedInterestGroups Connect with Statewide Leaders bit.ly/NASWNJAboutOurTeam bit ly/NASWNJBoardofDirectors Social Media Accounts bit.ly/NASWNJFacebook bit.ly/NASWNJTwitter bit.ly/NASWNJInstagram bit.ly/NASWNJLinkedIn bit.ly/NASWNJTikTok Program & Events bit ly/NaswnjEvents bit ly/NASWEvents Licensure Resources bit ly/NJLicensingSteps bit ly/LiceningFAQs bit ly/NASWNJLicensingConsultForm bit ly/NASW-NJTestPrep bit ly/NJBoardofSocialWorkExaminers Documents & Database bit.ly/CodeofEthicsNASW bit.ly/EncyclopediaofSocialWork bit.ly/NASWResearch bit.ly/NASWJournals 44 | NJFOCUS •September 2022

NJFOCUS • September 2022 | 451 0 0 S o m e r s e t C o r p o r a t e B l v d . , 2 n d f l o o r , B r i d g e w a t e r , N J , 0 8 8 0 7 T H E F U T U R E O F S O C I A L W O R K B E G I N S W I T H Y O U V I S I T N A S W N J . O R G T O G E T S T A R T E D

s discover true ency as the field merges while voices of of color. rs Breaking Barriers ork Profession s e e v e n t s a r e A S W M E M B E R S ! ur events page at: W N J . O R G 2 March ’23 – Social WORK MONTH April ’23 – Conference Month May ’23 3 he hard work and are nearing t how to effectively use this e and self care and creating care plan that you can use ring School Breaks: The Care as a Student Our annual program designed to further social workers’ knowledge of the legislative process, grassroots advocacy, and major current statewide and national policy initiatives. March 30 Legislative Education & Advocacy Day (LEAD) 2023 NASW-NJ Annual Conference Student Summit at Conference Develop your professional identity, including how to brand and market your self. Bringing together over 1,000 participants nationwide for multiple days of learning, laughter, networking and many CEUs! Panel with social workers and social work students that identify as LGBTQ+ share best practices in advocating, building an inclusive student life and being a safe space. May 2 Students for Inclusion Event s gain clarity, build confidence ocial worker brand. Where your ree can work together to and plan you would need to r the field of social work. M - 8:00 PM ategy Vision Mapping

As we set out on this journey, we agreed to always abide by one principle: do the right thing. Our model 1) puts clients first by providing evidence based care, 2) treats our clinicians as our most important asset, and 3) contributes to a more sustainable healthcare system. We made several choices based on this principle that will set us up for success in the long term:

MENTAL HEALTHCARE FOR CHILDREN AND YOUNG ADULTS

Handspring is a hybrid behavioral health center for children, adolescents, and young adults that includes both virtual care and in person clinics. Our vision is to create a world where all children are empowered to lead resilient and fulfilling lives.

HANDSPRING was created to make quality mental healthcare accessible to all children, adolescents, and young adults. We are a diverse & incredibly dedicated team and have deployed a care model that puts clients first and prioritizes our clinicians. Most people who develop mental health disorders show symptoms by age 24. Untreated mental illness often worsens over time, escalating to more serious illnesses. Unfortunately, most children & young adults still do not have access to quality mental health support. The healthcare system is failing our children & young people, as systemic barriers have made it impossible for most families to find timely or high quality mental healthcare. This is why we built Handspring. Virtual first, but not virtual only: Because many young people need more hands on care, we're building a hybrid model that integrates digital and in person care Serve our clinicians: Because clinician satisfaction is essential to providing high quality care, we're investing in our clinicians and provide salary, benefits, and quality and training programs

A model for all families: Because we want to make a difference for families with the difficulty accessing care, we work directly with health insurers Therapy first: Because we believe in scientific evidence, we're taking a measured approach to prescribing medications and building a psychotherapy first model

48 | NJFOCUS •September 2022

NJFOCUS • September 2022 | 49

CHILDREN AND YOUNG

WE MENTAL HEALTHCARE ORGANIZATION NJ. OUR PARTNERSHIP WITH NASW NJ HELPS MAKE THAT FOR ADULTS

ARE ENERGIZED TO BUILD AN IMPACTFUL

If you or a loved one needs mental health resources, visit us on our website: www.handspringhealth.com/our care If you have any questions or thoughts, please reach out to me directly at kwasi@handspringhealth.com

We first met the NASW NJ team in 2021. We were immediately drawn to the organization’s mission driven mindset and overall commitment to furthering the field of social work. We had built Handspring to serve our clinicians, and we knew that a relationship with NASW NJ would be a great avenue to do so effectively. To date, our partnership with NASW NJ has exceeded all our expectations. Through NASW-NJ, we have stayed closely connected to social workers across NJ, as we continue to build our model. Further, the NASW NJ team has been a great sounding board for Handspring, as we work to build an impactful mental health organization We are proud partners of NASW NJ!

IN

POSSIBLE. MENTAL HEALTHCARE

MENTAL HEALTHCARE FOR CHILDREN AND YOUNG ADULTS

The Handspring team has laid the foundation to provide the care that families deserve. If you are energized to help solve the pediatric mental health problem and driven to make an impact, you can learn about our career opportunities at: jobs.ashbyhq.com/handspring

50 | NJFOCUS •September 2022 I ntegrity, Inc. is one of the largest and longeststanding substance use disorder (SUD) and behavioral health treatment programs in New Jersey, providing residential and outpatient services to more than 3,000 individuals annually across licensed facilities in Newark, Secaucus, Kearny, Morris Plains, and Toms River. Integrity is also the third-party operator of SUD treatment services at Bergen New Bridge Medical Center in Paramus. The organization practices an innovative whole-person approach to client care by addressing the confluence of physical, behavioral, emotional, and social factors that contribute to problematic substance use. In line with this focus, Integrity recently implemented a Certified Community Behavioral Health Clinic (CCBHC) in Newark. The CCBHC is designed to increase the availability of integrated medical, mental health, and SUD treatment for individuals who experience disproportionately low access to quality health care, including members of historically oppressed groups.

Integrity’s scope is not limited to traditional “brick and mortar” services, however. Recognizing that many individuals are reluctant or unable to access care at Integrity’s physical locations, the organization operates a mobile outreach unit that travels throughout Essex County each day to provide onthe-spot assessment, treatment referral, and overdose prevention services to the most vulnerable members of the surrounding community, many of whom lack addresses and experience other barriers to treatment.

PARTNER

Integrity’s “Reach for Recovery” initiative engages with more than 1,500 individuals annually and serves as a critical pathway to life-saving interventions amidst an opioid overdose epidemic that has no apparent end in sight. SPOTLIGHT

With aspiring and licensed social workers present in nearly every department in the agency, the influence of the profession is felt palpably in the way that staff display unconditional positive regard for the individuals and families who arevariouslivesrebuildingcourageouslytheirinIntegrity’sprograms.

In an effort to ensure that the workgraduateundergraduatewithrelationshipsmaintainstheIntegrityremainmoreworkandprinciplesguidingofNASW,ofthesocialprofessionbroadly,vibrantatHouse,organizationseveralandsocialdepartments

across the tristate area, enabling social work students to receive unique hands-on experience in a number of practice areas, including screening, assessment and treatment of clients with SUD and mental health concerns; exposure to innovative models of integrated healthcare; and the opportunity to observe and work within both micro and macro-level paradigms of care. As Integrity continues to adapt to the changing needs of the population it serves, NASW-NJ will remain a critical resource in the development of approaches and strategies that reflect innovation while promoting compassion, dignity, self-determination, and equity in the delivery of high-quality substance use disorder and behavioral health services. Learn more about Integrity House at: https://integrityhouse.org/

The New Jersey chapter of the National Association of Social Workers (NASW-NJ) has been a critical resource for Integrity House throughout the history of the organization. This partnership includes Integrity’s involvement in the NASW-NJ Annual Conference and other NASW-sponsored training events, as well as the use of NASW-NJ’s networking tools to share program innovations and announce employment opportunities for social workers. Perhaps most importantly, Integrity’s overall approach to client care is guided by NASW’s Code of Ethics, in particular, its emphasis on the “inherent dignity and worth of the person” and the right of each individual Interviewingaspracticesevidence-basedarecare.self-directedprogramsagency’sallthesecommitmentIntegrity’sevidenceprocess.inself-determinationtothetreatmentAsoftostandards,oftheclinicalpromoteCounselorstrainedin(suchMotivationalandSolution-focused Therapy) that encourage those engaged in treatment to establish goals and interventions that suit their individual NASW-NJ’sneeds.

NJFOCUS • September 2022 | 51

focus on social justice and its commitment to diversity, equity, and inclusion complement Integrity’s own efforts to address implicit bias, institutional discrimination, and other forms of racism within the healthcare system. In 2021, Integrity partnered with Columbia University Scholar-inResidence Dr. Dana E. Crawford, creator of the innovative Crawford Bias Reduction Theory (CBRT), to deliver an agency-wide introduction to CBRT and to provide targeted training to key staff on methods of reducing implicit bias and improving cross-cultural communication. Moreover, as a part of Integrity’s recent Cultural Competency and Diversity Plan, the organization established a standing committee to promote inclusion, diversity, equity, and access. The I.D.E.A. Committee provides educational resources to staff and clients regarding DEI topics and plans events that encourage cultural pride and recognition.

W ith 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! Members Only Perks

N e s . . . C h e r n i c k E r i c k s o n E z r a t t y J a c o b s K o e l l n L a t z M c C r e e J e n k i n s o n M o l l o z z i T a r v i n V a y n m a n K r i e g e r W i l k i n s Y a n c i u s J u s t i n E r i c B r i t t a n y J u d y J e n n i f e r E r i n K r y s t l e M e l a n i e E l i z a b e t h S a r a h G a i l K y l e NORTHEAST REGIONAL UNIT BERGEN/PASSAIC F e l t o n K r u t y a n s k y M o r e l S m i t h J o s e p h J i l l i a n J u a n M a r i e l l e B r i n k e r h o f f E a r r u s s o G o n s a l v e s J u n c o L o u r e i r o S a r a N y a B r i e l l e D e v o n n a R u t N a t a l i a HUDSON F u l c o G r e e n w a l d D a m e l i n e s O b r e g o n S t a d t l a n d e r T o w n s e n d W e b s t e r M a r y J u l i a V a n e s s a T a y l o r N i k k i H e a t h e r MORRIS NORTHWEST REGIONAL UNIT UNION 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 9 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 J u n e 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 ! ! A b r a h a m A d e k u n l e B e c k H u r r i l M a r i n e z M c N a i r M i l a n o R a m o s L a u r y e C h r i s t i a n a h W i l l i a m O m a d a i R o s i t a Z a k k i y y a h N i c o l e M a r i e l a ESSEX CONNECTMEMBER

B a u e r B e c k B e h a n C h r e m D a v i s D i n u z z o D o u g h e r t y F a u l k n e r K l e y M c C a b e N o l a n T a f t W o o d M a r g a r e t S u s a n M i c h a e l J a n e t D y e s e S i l o n e m a E i l e e n E d w a r d M o l l y K i m b e r l y M a r y B a i l e y E m i l y G l o v e r G r i f f i t h H a r d e n b r o o k L a m a r t i n e L u n a D o r i s M a r i s s a L i s a P h y z n a E m e l y MONMOUTH/OCEAN

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

MERCER/BURLINGTON

C a n n o n C a s s e l F a l l i c k H e d e m a n R o u s s e a u S a f f i o t i S t a r n e r J a n e l l e R e e d S a m a n t h a P a t r i c i a M e l a n i e M e l i n d a M e g h a n CAMDEN/GLOUCESTER/SALEM

SOUTH REGIONAL UNIT C r e n n y E v e y M a r c h a n d J u a n P e r e z P r i n g l e L i a n a J e s s e N o r i s D i j a K a r e n T h a n k s f o r B e i n g a M e m b e r !

ATLANTIC/CAPE

MAY/ CUMBERLAND B o r o n k a s C a n d i d o C o l o n n a G a l a s s o H a r a b i n K a h l e M a l o n e O ' S u l l i v a n V a l e n c i a S o s a H a r k e r L o c k O ' D o n n e l l S e l l m a n n T o r r e s F e l i c i a n o V i l l a r Z i e l i n s k i M i c h e l e S a b r i n a R a c h e l L i s a A l i c i a B r e n n a D a w n T i n a A l e s s a n d r a N i c o l e E r i c E l i z a b e t h E m i l y D a y a n a r a S a u l A p r i l SOMERSET/HUNTERDON MIDDLESEX CENTRAL REGIONAL UNIT CONNECTMEMBER

Our OGift ur Gift to tYou! o You! Free 2 CEU Live Webinar B i a s , S t e r e o t y p e s & M i c r o a g g r e s s i o n s September 14, 6 8 PM EDT 2 Cultural/Social or Ethics CEUs This month, we are offering members a free two CEU live webinar conducted by Crystal Rozelle Bennett, LMSW. During this workshop, participants will evaluate the necessity in acknowledging the role that race plays in the experience of systemic oppression, marginalization, internalized oppression and feelings of hopelessness and helplessness. R E G I S T E R H E R E : https://events eventzilla net/e/2 ceus free for members bias stereotypes microaggressions 2138582928 For the past 25 years Crystal has been driven by her personal experiences of trauma to educate, advocate, and amplify the voices of individuals and communities in order to promote healing and opportunities to move from surviving to thriving. Her experiences include advocacy within the child welfare system, oversight of child and youth programs, crisis hotline response, delivery of community based mental health services and implementing trauma informed strategies and programs for school districts. CONNECTMEMBER

PROVIDING THE SKILLS TO GET AHEAD

The deadline for proposals is October 4, 2022. All submissions must come through our online submission process Learn more and submit your proposal here will examine Responding Clinically Collectively

We are very interested in new presentations, ideas and innovations that have not yet been presented at social work conferences or in professional spaces.

Present Your Workshop at the 2023 NASW-NJ Annual Conference in person October 2022

The NASW NJ Annual Conference is one of the largest social work conferences in the nation and attracts global attendees for three days of intensive learning and dialogue. Our presenters play a critical role in this conference, leading important conversations, inspiring dialogue, and sharing best practices.

Key moments in our personal and collective histories have served as turning points and the crux for social workers to seek and create broad change As we face challenges of global and historical proportion in our ever evolving world, now more than ever the social work profession is called to action

The Conference draws us to these focal points where moments can be leveraged to create movement as we identify strengths, build capacity for change, and challenge ourselves to have critical conversations about our goals and paths forward and mapping out, together, how to move forward as agents of change.

We are particularly interested in several areas of expertise, including: Advanced Clinical evidence based theories and other intervention methods with individuals and families; School Social Work; Child Protective Services; Drug and Alcohol; and Macro Social Work

The 2023 Annual Conference will be held in person in Atlantic City, NJ in April 2023 (exact dates TBD). The conference will feature keynotes, plenary sessions, and workshops Some sessions will be live; we anticipate several will be hybrid for those who wish to participate remotely, and others on demand We invite proposals for all formats

The 2023 Annual Conference will examine the theme: Historical Moments & Social Movements: Responding Clinically and Advocating Collectively. As a profession, social work is rooted in person centered connections, building upon our individual and collective strengths to create significant positive change at the individual and societal levels.

We encourage you to share your knowledge and experience with your colleagues through two hour workshops You will not only receive maximum exposure by presenting at the statewide conference, but you will have the opportunity to engage and establish thought leadership among your colleagues

Add CE credits to your professional development course. NEW JERSEY CONTINUING EDUCATION APPROVAL COLLABORATIVE R e c o g n i z e d b y t h e N J S t a t e B o a r d o f S o c i a l W o r k E x a m i n e r s a s a n a p p r o v i n g e n t i t y f o r s o c i a l w o r k C E U s i n t h e S t a t e o f N J . T O L E A R N M O R E & A P P L Y V I S I T : n a s w n j . s o c i a l w o r k e r s . o r g / P r o f e s s i o n a l D e v e l o p m e n t / C E C o u r s e A p p r o v a l N R P Trauma Certificate Program September 9, 16, 23 & 30 from 9:00 AM-1:00 PM EDT Register FREE FOR MEMBERS: Bias, Stereotypes & Microaggressions September 14, 6:00 PM - 8:00 PM EDT Register Clinical Supervision Course October 11, 9:00 AM - 2:30 PM EST (SOLD OUT, NEXT SESSION DECEMBER 05) Register for December 05 Advance Care Planning Certificate October 18, 9:00 AM - 1:00 PM EDT Register 20 CEUs 10 CEUs 2 Cultural/Social or Ethics CEUs 20 CEUs

N E W L A R G E R A D S , S A M E R A T E S Over 6500 readers Digital delivery Frequency: 1 issue Full color, camera ready image sent to NASW NJ via electronic upload Full page (no bleed): $1000 Advertorial: (story ad w/ image or logo) $1500 1/2 page: $700 1/3 page: $450 1/6 page: $300 Inside back cover: $2000 Back cover limited availability, call for details A D V E R T I S I N G C O N T A C T : F O C U S A D / I M A G E R A T E S : wwilliams naswnj@socialworkers org, call 732 296 8070, or visit naswnj socialworkers org/About/Advertise for more information 60 | NJFOCUS • September 2022

NJFOCUS • September 2022 | 61 NASW-NJ NSWAG ASW-NJ SWAG S H O P H E R E L I V E T H E V A L U E S , L O U D L Y . Rep your Social Work Pride

We've got you covered with new student resources to help you stay prepared. S C H O O L C H E C K O U T O U R R E S O U R C E P A G E S O N P G S 3 8 - 4 7 I N S I D E