NASW-NJ FOCUS Magazine - January 2022

SHAPE THE FUTURE OF SOCIAL WORK

JANUARY 2022 • Vol 31.3

Annual Conference Registration

NOW OPEN! See page 10 for more details.

REFLECTIONS ON THE LEGACY OF MLK JR. p. 06

LATEST FROM THE FIELD p. 13

HEALTHCARE SOCIAL WORKERS SYMPOSIUM p. 44 2022 | 1 NJFOCUS • January

BOARD OF DIRECTORS P R E S I D E N T, Widian Nicola

2 N D V I C E P R E S I D E N T, Dawn Konrady

1 S T V I C E P R E S I D E N T, Carrie Conger

C E N T R A L R E G I O N A L R E P, Caelin McCallum

S E C R E TA RY, Ralph Cuseglio

G R A D UAT E S T U D E N T R E P, Hannah Loffman

N O R T H E A S T R E G I O N A L R E P, Oninye Nnenji

U N D E RG R A D UAT E S T U D E N T R E P, Jack Serzan

S O U T H E R N R E G I O N A L R E P, Miriam Stern

N O R T H W E S T R E G I O N A L R E P, Veronica Grysko-Sporer

UNIT LEADERS

NASW-NJ has 12 units across the state of New Jersey.

ATLANTIC/CAPE MAY/CUMBERLAND CHAIR, Janelle Fleming

HUDSON CHAIR, OPEN

MORRIS CHAIR, Cheryl Cohen CO-CHAIR, Veronica Grysko-Sporer

BERGEN/PASSAIC CHAIR, Melissa Donahue

MERCER/BURLINGTON CHAIR, Miguel Williams CO-CHAIR, Michele Shropshire

SOMERSET/HUNTERDON CHAIR, OPEN

CAMDEN/GLOUCESTER/SALEM CHAIR, OPEN

MIDDLESEX CHAIR, Tina Maschi CO-CHAIR, Vimmi Surti

SUSSEX/WARREN CHAIR, Dina Morley CO-CHAIR, Afifa Ansari

ESSEX CHAIR, OPEN

MONMOUTH/OCEAN CHAIR, Jeanne Koller

UNION CHAIR, Hannah Korn-Heilner CO-CHAIR Sarah Delicio

CHAPTER OFFICE E X E C U T I V E D I R E C TO R Jennifer Thompson, MSW jthompson.naswnj@socialworkers.org or ext. 111

D I R E C TO R O F D E V E LO PM E N T & E D U C AT I O N Helen French hfrench.naswnj@socialworkers.org or ext. 122

D I R E C TO R O F S P E C I A L P ROJ E C T S Annie Siegel, MSW asiegel.naswnj@socialworkers.org or ext. 128

D I R E C TO R O F M E M B E R S E RV I C E S Christina Mina, MSW cmina.naswnj@socialworkers.org or ext. 117

D I R E C TO R O F A DVO C AC Y & C OM MU N I C AT I O N S Jeff Feldman, MSW, LSW jfeldman.naswnj@socialworkers.org or ext. 114

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

M E M B E R S H I P A N D E D U C AT I O N S P E C I A L I S T Willis Williams wwilliams.naswnj@socialworkers.org or ext. 110

N A S W– N J C H A P T E R O F F I C E 100 Somerset Corporate Blvd 2nd Floor, Bridgewater, NJ 08807, Ph: 732.296.8070, www.naswnj.org

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C O M I N G T H I S M A R C H : S O C I A L W O R K M O N T H 20 22

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R E F L E C T I O N S O N T H E L E GAC Y O F M L K J R .

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H I D D E N H I STO R I E S : W. G E R T R U D E B R OW N

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A N N U A L C O N F E R E N C E P R E V I E W : R E G I ST R AT I O N N OW O P E N

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T H E L AT E ST F R O M T H E F I E L D

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ST U D E N T C E N T E R

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PA R T N E R S P OT L I G H T: I P G

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MEMBER CONNECT

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MEMBER NEWS

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H E A LT H C A R E S O C I A L W O R K E R S SYM P O S I U M

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O U R G I F T TO YO U : F R E E C E U S

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P R O F E SS I O N A L D E V E LO PM E N T

CONTENTS

F R O M T H E P R E S I D E N T A N D E X E C U T I V E D I R E C TO R

TABLE OF

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

FROM THE PRESIDENT & EXECUTIVE DIRECTOR Friends and Colleagues, Happy New Year! We are grateful to be welcoming in this new year and look forward to all the possibilities it holds.

Widian Nicola, DSW, LCSW

PRESIDENT

As we closed out 2021, we took a moment to pause with you, reflect upon the work we’ve done together and the community we’ve nurtured in our Annual Impact Report. That reflection was the perfect way to wind down the year and prepare us for what’s ahead. Now we shift our focus to the new year—and the future of social work.

Our profession, perhaps more than any other, is charged with balancing two stances: being present in the moment – sitting with our clients where they are, supporting them in the minutes, moments, and days immediately before them— while simultaneously looking ahead to future situations, systemic change, and how our profession will meet and address those issues that have not yet presented themselves.

Jennifer Thompson, MSW

EXECUTIVE DIRECTOR

This year, we look forward to balancing these stances with you—and placing a focus on what the future holds for social work. We will be diving into these conversations daily and at our Annual Conference, which will be centered on the future of our profession. We’ll dive into new modalities, clinical interventions, and the use of technology in our field. We will wrestle with ongoing racial and social justice issues and the COVID-19 pandemic, which is entering its third year. We’ll draw upon all we have learned, the work of our social work predecessors and legacy, and together formulate our social work response.

The challenges of today and tomorrow require the best of social workers and the social work profession. This is our time to lead and leave our indelible mark on history, while simultaneously charting the course for our future. NASW-NJ has walked alongside New Jersey social workers for more than 60 years and will continue to be your place to go for resources, supports, advocacy, encouragement, and professional development—in short, your professional home.

Jennifer & Widian

Celebrating Social Work Month 2022 The need for social workers is great. There are nearly 720,000 social workers in our nation. That number is expected to grow by 12 percent by the end of the decade, making social work one of the fastest growing professions in the nation, according to the Bureau of Labor Statistics.

Social workers have been an integral part of our nation for decades. Social workers played key roles in the Civil Rights and Women’s Rights movements and pushed for social programs we now take for

Here’s a sneak peek:

What can you expect this March?

granted, including the minimum wage, a 40-hour

Chapter Awards Luncheon

work week, Social Security and Medicare.

The return of our popular Paint n’ Sip Middle-Eastern Cooking Class

The time is always right for social work. However

Guided Hikes for outdoor fun

more people are entering the field because the life-

Trivia Night with prizes

ArtReview, Inc.

affirming services that social workers provide are needed more than ever. This is especially true as our

Self-care activities including Chair Yoga and

p. 384-9444-932

EFT/Tapping

f. 945-9586-958

Free CEUs

nation continues to grapple with the COVID-19 pandemic, systemic racism, economic inequality,

e.warming, info@artreview.com global and other

crises.

a. 5 Oklahoma Avenue Stroudsburg, PA w. artreview.com In recognition of Social Work Month, NASW-NJ will be kicking it up a notch, with more events and activities to help you celebrate social work the best

WITH FUN!

way we know how—

Plus, the unveiling of a special project honoring New Jersey social workers that we think you’ll love, and more!

The time is right for social work. Celebrate with us this March.

NJFOCUS • January 2022 | 5

A Reflection on the Life and Legacy of Rev. Dr. Martin Luther King, Jr.

by Resia Cooper, MSW Intern

“We must choose: do we stay with the status quo and

take the easy road, or do we stand up and speak out for what is right—for human rights. "

O

n August 28, 1963, at the Lincoln Memorial in Washington, D.C., Dr. Martin Luther King, Jr. urged the residents of our nation—both present and future—to consider a dream of racial harmony and equality. Dr. King's famous, "I have a dream" speech vividly painted a portrait of the civil unrest of the time, the divided state of America, and the racial disharmony and discrimination plaguing our nation. He made clear the reality that Black and brown people deserved a seat at THE table, not just a table, and detailed how hatred and bitterness can overtake people's hearts and lead to civil unrest.

As a child growing up in the inner city of New York, the trials, tribulations, and triumphs of Dr. King were often discussed by my family. His accomplishments played a significant part in the Black history curriculums that depicted the “I have a dream" speech as a critical turning point for our nation. Dr. King was, and still is, a semblance of hope for Black and brown people. I vividly recall proudly bosting that I, too, had a dream as a child.

Dr. King and his legacy play a vital role in the pride and dignity I have in myself, my children, and my people! At just the mention of his name—the Rev. Dr. Martin Luther King, Jr.—a mental bell rings, reminding us that his dream must live on.

6 | NJFOCUS •January 2022

His legacy is one of resiliency and determination.

Dr. King led from the front, but he also showed the world it was okay to take a stance contrary to popular opinion, as long as what you were advocating for was right.

As social workers, we often find ourselves between a rock and a hard place. We must choose: do we stay with the status quo and take the easy road, or do we stand up and speak out for what is right—for human rights. If we can learn anything from Dr. King, it would be to heed the call of what is just and right; and that whatever you are called to do, give it your best and do it with your all.

The late great Reverend Dr. King, Jr. passed away nearly 54 years ago, yet his words still ring true.

Here are just a few that are most impactful to me: "We are not makers of history. We are made by history."

"The function of education is to teach one to think intensively and critically. Intelligence plus character – that is the goal of true education."

"An individual has not started living until he can rise above the narrow conf ines of his individualistic concerns to the broader concerns of all humanity."

"We must develop and maintain the capacity to forgive. He who is devoid of the power to forgive is devoid of the power to love. There is some good in the worst of us and some evil in the best of us.

When we discover this, we are less prone to hate our enemies."

Sometimes, I imagine what it would be like to sit in a room with Dr. King. My first thought is of the importance of solitude and silence—the sheer solemnity of the moment.

Then I hear the click-clack of his shoes, an indication he is near. A man of great stature approaches, with a voice that ripples through my eardrums, the resounding echoes calling “I Have a Dream.” He stretches his arms to gather all the community's children and pours a wealth of knowledge into these willing and capable vessels. His power lies not only in his strength, but in his vulnerability. He is a man of many tears; a man whose grief wasn't in who he lost, but in the dignity that lay within his grasp yet so far away. His strength allowed him to ask for what he knew we should receive; his willingness to be vulnerable allowed him to persevere, despite knowing he might never see it.

There is still significant work that is left to be done.

Dr. King laid an excellent foundation for what community organizing can be. His work is reflected in the efforts of modern-day community activists who peacefully address some of the biggest social problems we presently face. As social workers, we honor him with advocacy for what is just and action to bring positive change to our nation. The fight for social justice is ongoing, and we all play a role in the outcome.

Let your dreams speak for you today, tomorrow, and in the years to come for the stance you take on freedom, equality, and love.

NJFOCUS • January 2022 | 7

Hidden Histories: UNCOVERING THE DIVERSE ROOTS OF SOCIAL WORK

Photo (right): Gertrude Brown with children at Phyllis Wheatley House, about 1924. Courtesy of the MNHS collections (Minnesota Historical Society and photograph by, Sweet).

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W. Gertrude Brown (1888 – 1939)

W.

Gertrude Brown, known as Willie G. Brown in her youth, was born in 1888 in Charlotte, North Carolina. She was an advocate for racial justice for children and women and a major figure in the Settlement House movement of the early 20th century.

Although little is known of Brown’s early childhood years, her education is thought to have an impact on her values and career.

From 1906 to 1911 she was enrolled at Scotia Seminary in Concord, NC, a school founded by the Presbyterian Church to educate newly freed Black girls.2 After graduation from Scotia Seminary in 1911, Brown became a teacher in the Charlotte public school system for six years.

She then entered the social work field as a friendly visitor with the Associated Charities, working there for two summers. In addition, she worked at the Traveler’s Aid desk for another year. Brown was dedicated to service in her hometown, founding the first hospital for Blacks in Charlotte and that city’s Sabbath School Association.3

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In 1919, Brown moved to Dayton, Ohio. There she worked at the Linden Community Center, first as Director of Girls and Women’s work for three years, then as executive secretary for two more years.4 In the fall of 1924, Brown moved to Minneapolis, Minnesota to head the Phyllis Wheatley Settlement House.5 Phyllis Wheatley was established in 1924 by a coalition of Black and white women to serve Black residents and visitors to the city of Minneapolis. Brown was the first Head Resident at Phyllis Wheatley. Under her leadership, the house rapidly expanded its programs and facilities, serving both as a settlement house for its immediate neighborhood and as a social and agitational center for the city's entire Black population.6 For many Black residents, Phyllis Wheatley was a safe port in the midst of a racially segregated city. In fact, it was the only place where visiting Black people could stay in Minneapolis because hotels were segregated.7 It served as a meeting space for Black groups like the National Association for the Advancement of Colored People (NAACP) and the Brotherhood of Pullman Porters, who were not welcome at other places in the city.8 Other influential individuals who stayed in the settlement house’s transient bedrooms included W.E.B. Dubois, Marian Anderson, Langston Hughes, Roland Hayes, Ethel Waters, the Mills Brothers, the Ink Spots, Paul Robeson, Richard Harrison, and others.9

Brown resigned as director of the Phyllis Wheatley House in 1937 and moved to Washington, D.C. She died in an automobile accident in 1939.12 References Gertrude Brown with children at Phyllis Wheatley House, about 1924. Courtesy of the MNHS collections (Minnesota Historical Society and photograph by, Sweet).

1

https://aaregistry.org/story/w-gertrude-brownplaced-a-premium-on-education/ 2, 3, 4, 5, 11, 12

https://www.ncmaahc.org/civil-rights-social-justice-andactivism/willie-gertrude-brown 6,7,9

https://www.mnopedia.org/place/phyllis-wheatley-houseminneapolis 8

10

https://www.mnhs.org/votesforwomen/gertrude-brown

During her 13 years as Head Resident of Phyllis Wheatley, Brown made it a centerpiece of the Minneapolis Black community and a hub for activism. She also combatted police brutality by offering shelter to those unfairly targeted by the police. Under Brown’s direction, Phyllis Wheatley provided job placement programs, childcare for working mothers, and a gathering place for social and political organizations.10 While directing the programs at Phyllis Wheatley, Brown took summer courses at Oxford University and met many colleagues who were interested in combating racism in America. In June 1926, she attended The Paris Conference of Settlements, which attracted 250 delegates from twenty countries. Brown was one of about 30 American representatives who left the conference excited about the demonstration of peace and cooperation among delegates from around the world. Unfortunately, back in the United States, even among her white colleagues, she would remain a second-class citizen and was viewed as having questionable ideas.11

NJFOCUS • January 2022 | 9

REGISTRATION OPEN SPECIAL NASW MEMBER PRICE

$99

*

EARN UP TO 23.5 CEUS AT OUR CONFERENCE! Register at

THEFUTUREOFSOCIALWORK.ORG 10 | NJFOCUS •January 2022 *Must register by Feb. 28 and be a current member of NASW

SHAPE THE

FUTURE OF SOCIAL WORK

keynote

Sunday, May 1 9:00AM - 11:30AM

Anticipatory Social Work in Post-Normal Times (2 Ethics credits) Though all times are challenging, most would agree the last few years have seemed to open a door to a new era in our shared world — a world of disruption, discontinuity and in some ways, disorientation. As famous futurist William Gibson once said, "The future is here...it's just not evenly distributed." Together, we observe and feel the world changing rapidly - and as social workers, we understand that our practice may itself need to evolve more quickly to be impactful and relevant in a world that is in transition. The topic of "the future of social work" braids many other topics into it - the future of justice and antiracism, the economy, climate, technology, government, social movements, social policy, disinformation and so many more. How can social workers best prepare for and participate in the world ahead, and accelerate the degree to which we transform our shared profession?

Most importantly, how will these rapid changes impact the most vulnerable in our communities - and what is needed to help them prepare, engage and co-create the futures they want?

Laura Nissen, MSW, PhD Former Dean and Professor Laura Burney Nissen is with the Portland State University School of Social Work. With a commitment to innovative and equity-centered systems change, Laura has worked with futures practice and lenses throughout her career.

She is in the a foresight practitioner and a Research Fellow with the Institute for the Future. She has just been awarded a two-year grant to launch a national Social Work

This session invites participants to consider that a "futures lens" or foresight theory and practice can accelerate, optimize and amplify our collective readiness, imagination and agility. Futures practice can provide a new kind of guidance and tool kit to help social work be more "future ready" as we navigate both the deep changes happening now and all that is to come. This talk will be centered on critical futurisms acknowledging while also resisting the deep role of powerful people throughout history in guiding the future. Critical futurisms best fit and extend social works' values to have massively public, democratic, equitable and pluralistic visions and momentum for the future. Social workers are in an ideal position to bring knowledge, values, skills and connections to communities together with liberatory visions and movements for a better future for all. But only if we do the work to pay attention to the ways the world is changing - the ways that new threats operate alongside new opportunities.

Education Futures Lab from the Robert Wood Johnson Foundation to provide infrastructure and inspiration to further develop applications of a futures lens for the social work profession.

For additional information about her work, please visit: www.socialworkfutures.com, follow on Twitter @lauranissen.

How will new innovations — and potentially resistance to them — all shape our immediate practice and what can we do to remain valued and ethical? This session will provide a grounding in the dynamic, creative and fascinating world of futures practice representing a global community of scholars and practitioners - and will underscore that social workers belong in these spaces helping to create a more just and healthy future. Numerous "on ramps" for social workers to get involved, engaged and continue learning will be provided. The session will also include an overview of the national Robert Wood Johnson NJFOCUS • January Foundation initiative - the Social Work Health Futures Lab. 2022 | 11

SHAPE THE

FUTURE OF SOCIAL WORK

special session

Monday, May 2 9:00AM - 11:00AM

Reality of Virtual Reality 2 Clinical credits Many of us have heard about virtual reality (VR) — most typically as it relates to gaming. However, social work futurists have developed programs and tools to use in the field—in private practice, advocacy and education.

Leveraging years of discussions with social workers invested in this space and collaboration with world renowned virtual reality creators, NASW-NJ is proud to bring VR to our virtual conference. Attendees will walk through several immersive VR situations. A panel of clinicians and developers will process the experience and discuss the ethical and cultural implications of VR in the profession and the clients and communities social workers serve.

Juan A. Rios, DSW, LCSW

Cortney Harding

Dr. Rios is a practitioner scholar and works to integrate theoretical knowledge with practice in the field of Social Work. His academic mission is to ensure students are constantly applying scholastic thought with applied learning. Dr. Rios has experience in both non-profit and government sectors and is presently the Clinical Director of a multiservice specialty practice as well as a clinical consultant to community mental health agencies.

Cortney Harding is a professor, author, and the founder of Friends With Holograms, an agency that helps brands, advertisers, and entertainment companies understand VR and other emerging technologies. Prior to launching Friends With Holograms, Harding worked on partnerships for Moth+Flame VR, which has produced content for brands like AT&T, Ram Trucks, and Discovery Communications.

His research interests include: clinical phenomenological field narratives and self-reflexivity, Chinese philosophy on modern philanthropy, mindfulness intervention with immigrant and first generation children, and cultural intersection among men and masculinity. He has presented nationally and internationally at various Social Work conferences regarding the above and is extremely passionate about this profession and equally as passionate about educating the future leaders of this field on deconstructing oppressive social systems.

Harding has released two books: “How We Listen Now: Essays and Conversations About Music and Technology” and “How We’ll Listen Next: The Future of Music From Streaming to Virtual Reality.” She is also the co-editor of the Music Business Toolbox and the second edition of “Music Success in Nine Weeks,” and writes regularly for Cuepoint and Upload VR, among other outlets.

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Additionally, Harding is a professor at the Clive Davis School of Music at NYU, and has been a frequent speaker at conferences like SXSW, Further Future, VRDC, VRLA, and Creative Tech Week.

MEMBER MISSIVES

THE LATEST FROM THE FIELD

NJFOCUS • January 2022 | 13

Academia

Reflections on Trends and Social Justice Issues Impacting Social Work Field Education

By Margaret O’Donoghue, Ph.D., LCSW, Amy Strickler, LSW, Nancy Schley, LCSW, & Lauren Snedeker, DSW, LSW “Concepts of reciprocity, authenticity, mutual influence, and collaboration continue to be intrinsic to the supervisory relationship.”

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s we reflect on changes that have occurred in social work field education during the twin pandemics of COVID-19 and systematic injustice, we recognize the strengths and resilience of each of you—those who give of themselves to placements and supervision to students in the field.

We are grateful to host agencies and supervisors for mentoring and guiding social work students through challenging times. You are the heart and soul of field education programs. We also honor our students and their tireless commitments to their education and the social work profession.

The virtual format of supervision amid the COVID-19 pandemic ignited changes to our usual supervisory approach to field education and necessitated increased reciprocity and transparency.

We invited BASW/MSW students into our homes via Zoom and vice versa. However, while we were all in this together, there were huge imbalances.

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Students with less bandwidth, financial security, poor access to healthcare, and marginalized status faced greater disruptions in their field placements.

Cultural humility was at the forefront. Viewed in the context of an overarching relational perspective, critical conversations about shared power continue to enrich supervisory relationships. Concepts of reciprocity, authenticity, mutual influence, and collaboration continue to be intrinsic to the supervisory relationship. 1 We anticipate that this trend towards shared power within the supervisory dyad will gain momentum. As always, we recognize the parallels that exist between positive, affirming relationships we establish with clients and these important characteristics inherent in supervisory relationships.

Sharing power with social work students in the process of field education begins with ensuring BASW/MSW programs are accessible and inclusive

Building accessible social work programs does not only positively impact social work students, but also the populations they serve. Despite most social work programs having opportunities for students to focus their learning on older adult populations, the gerontological social work workforce remains fragile. Historically, social work students have expressed less interest in working with older individuals in comparison to working with children and families. 3 Inequalities sustained by the COVID-19 pandemic, such as inadequate healthcare delivery due to age, continues to create

plentiful opportunities for social workers to engage in important practice with the older adult population, and yet, MSW students are still less likely to specialize in working with older adults as opposed to children, youth, and families. 4,5 Social work programs, field education faculty, and agency field instructors all play important roles in reversing this trend. Institutional buy-in and meaningful mentorship to social work students who are exploring this type of social work practice during their programs are two ways to move forward and ensure equity across the lifespan. Valuing and ensuring social justice for older adults and those that informally and formally support them is critical for the future of our aging society and the social work profession.

The COVID-19 pandemic highlighted disparities affecting families including food deficits, inadequate access to health and mental health care, problems with housing stability, and access to educational technology and the internet. Coupled with these inequities is the obvious structural racism that ensures Black and brown families in New Jersey face the highest chasm in wealth in our country. Median wealth for white families in New Jersey is $352,000. For Black families, the median family wealth is a paltry $6,100. Latino families are slightly better at $7,300. 6 How are we going to use this knowledge to change the landscape of practice

NJFOCUS • January 2022 | 15

Academia

of all those wishing to pursue this career. “Post traditional” students specifically, are typically racially and ethnically diverse, and engaged in full time employment while managing life responsibilities. 2 These students bring a range of life and work experience to their studies, and their participation creates enhanced professionalization throughout all fields of practice. In recent years, social work programs have moved to a curriculum that is more manageable for this constituency while still maintaining its rigor. Programs have explored hybrid and online platforms, extended the use of work-based field internships, reduced the rate of field work and course hours, and extended them over a longer period of time. Acknowledging and adapting to the needs of all students is truly a way to look forward within social work education.

Academia

with children/teens and their families? We are charged with a huge task as social workers and we must be prepared for the changes to come.

According to the Bureau of Labor Statistics, employment of child, family, and school social workers is projected to grow 13% from 2020 to 2030, faster than the average for all occupations. 7 The skills that are required of these social workers will continue to include engagement and assessment. Increasingly however, we will need to be prepared with crisis response and preparedness, technology-based treatments, cultural humility— especially involving expansion of white social workers examination of privilege and power in clinical/macro relationships—advocacy skills including the ability to align with young people who are rightly questioning the structural legacy of previous generations, and responses to young people's eco-anxiety.

These reflections on social work field education trends and responses to them are limited. It is important to note that they originate from four cis-gendered white women in faculty positions.

Addressing power imbalances across the many different systems within academia is a worthy and overdue effort and needs to continue happening on campuses across the country. These reflections, though narrow, do encourage all involved in social work field education to consider the ways students are experiencing this part of their degree program, and how they can be supported for the future.

References 1

Rasmussen, B., & Mishna, F. (2018). The Process of Facilitating Case

Formulations in Relational Clinical Supervision. Clinical Social Work Journal, 46(4), 281–288.

2

Gulley, N.Y. (2016). Defining students as non-traditional is inaccurate

and damaging, Inside Higher Ed (blog). Retrieved from https://www.

insidehighered.com/views/2016/08/05/def ining-students-nontraditionalinaccurate-and-damaging-essay 3

Donna Wang & Jill Chonody (2013) Social Workers’ Attitudes Toward

Older Adults: A Review of the Literature. Journal of Social Work Education, 49(1), 150-172.

4

Inouye, S.K. Creating an anti-ageist healthcare system to improve care

for our current and future selves. Nat Aging 1, 150–152 (2021). https:// doi.org/10.1038/s43587-020-00004-4

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5

Council on Social Work Education. (2019). Statistics on Social

Work Education in the United States. Retrieved from https://cswe.org/ getattachment/Research-Statistics/2019-Annual-Statistics-on-SocialWork-Education-in-the-United-States-Final-(1).pdf.aspx 6

The NJ Institute of Social Justice (2020). Erasing New Jersey’s

Red Lines: Reducing the racial wealth gap through homeownership and investment in communities of color. Retrieved from https:// d3n8a8pro7vhmx.cloudf ront.net/njisj/pages/689/attachments/

original/1588358478/Erasing_New_Jersey's_Red_Lines_Final. pdf ?1588358478 7

U.S. Bureau of Labor Statistics. Occupational Outlook Handbook.

Social Workers Job Outlook. retrieved from https://www.bls.gov/ooh/ community-and-social-service/social-workers.htm#tab-6

About the Authors: Margaret O’Donoghue, Assistant Professor of Practice/ Coordinator of the Child & Adolescent Well-being Certif icate, Rutgers School of Social Work. Margaret holds an LCSW and PhD in clinical social work and is dedicated to the f ield of school social work, interracial families and issues related to race and ethnic identity.

Amy Strickler, Assistant Professor of Teaching and the Assistant Director of the Intensive Weekend Program at the Rutgers School of Social Work. Amy holds an LSW and LMSW, and her areas of expertise are social work f ield education and adoption, particularly around adoption identity, trauma, search and reunion.

Nancy Schley, Assistant Professor of Teaching/ Associate Director of Field Education, Rutgers School of Social Work provides leadership, specialized knowledge, and expertise in areas of supervision, consultation, and training and global social work initiatives.

Lauren Snedeker, Assistant Professor of Teaching/Coordinator for the MSW Certif icate in Aging and Health, Rutgers School of Social Work. Lauren holds an LSW, LMSW, and DSW and is passionate about clinical social work practice with older adults and their communities, and educating MSW students about opportunities in this f ield of practice.

Addiction

As Social Workers and Change Agents, We Must Show Up to Expand Syringe Services in New Jersey

by Sandy Gibson, Ph.D., LCSW, LCADC, & Jenna Mellor, MPA

"New Jersey’s restrictive syringe access law is rooted in discrimination and stigma, not public health."

A

s we learn in our most basic Introduction to Social Work class, our values lead us to “meet the client where they’re at.” Meeting someone where they’re at does not preclude supporting positive changes in their life — it simply means the person in front of us sets the goals, and we provide support. This stance is also embodied in 1.02 of the NASW Code of Ethics, which states: “Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals.”

A CLINICIAN’S PERSPECTIVE As a new social worker in my very first job working for a local government agency serving people who use drugs, I (Sandy) immediately learned the work of my agency was inconsistent with two tenants that we claim to hold so deeply.

At this agency, our clients did not have the right to identify and clarify their own goals, at least not entirely. Most of my clients were forced to participate in substance use disorder treatment by the criminal legal system. Their goals were chosen for them, beginning always with mandated abstinence. I reflected on how I had learned about

the Transtheoretical Model’s stages of change, yet we were forcing determination and action on people who were deeply in a stage of precontemplation, and at times even worse, forcing it on people who did not have a problem with their substance use at all!

The entire design of substance use treatment programming was inconsistent with my values, and the declared social work values of service, social justice, dignity and worth of the person, importance of human relationships, and integrity (NASW Code of Ethics 1.01, 1.02, 6.01, 6.04). So I quit.

I soon became involved with harm reduction programs that did in fact meet people where they are and prioritized their well-being and quality-of-life over abstinence from all drug use. I can only imagine how many lives were saved by this service through the provision of new syringes at a time of high rates of HIV. The evidence from the U.S. Centers for Disease Control and Prevention, building on decades of research, is clear. When people have access to harm reduction services that includes new, sterile syringes, they are: •

Five times more likely to start drug treatment

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Addiction

• • •

Three times more likely to stop chaotic drug use altogether 50 percent less likely to acquire HIV and Hepatitis C Less likely to die from an overdose

As we now struggle under the weight of our overdose crisis, the expansion of harm reduction programming in New Jersey is essential. These programs offer new syringes, which often motivate people to get through the door, and also offer much more — fentanyl test strips, naloxone, and relationships! It is through these relationships that people who use drugs receive their essential services and most commonly their referral source for eventual treatment.

A POLICY-MAKER ’S PERSPECTIVE Sandy and I work together on the Abolish the Drug War Coalition and to expand harm reduction services in New Jersey. As someone who works every day to change harmful policies and end the racist drug war, uniting forces with clinical providers who are committed to change has been invaluable.

Unfortunately, not many clinicians realize how dire the harm reduction policy situation in New Jersey is.

Currently New Jersey has one of the worst records in the country for access to harm reduction services.

New Jersey has seven harm reduction centers. If we had the same number of harm reduction centers per capita as Kentucky, we would have over 160 such programs!

Local health officials, public health experts, and people who would benefit from harm reduction services are desperate to open new programs in New Jersey to prevent overdose deaths and the often hidden impacts of reusing syringes. And overdose rates are rising fastest for Black and Hispanic/Latinx residents, despite the media narrative that overdose deaths are primarily impacting white people.

The single biggest barrier to harm reduction expansion is an outdated and restrictive New Jersey law that requires local municipal approval before any new programs can be opened. For local elected leaders, even if they want a program to help their community, this is an often insurmountable barrier that puts politics ahead of public health. Every day we wait to expand syringe services and harm reduction, we’re accepting more preventable overdose deaths. Morally, we cannot wait any longer.

18 | NJFOCUS •January 2022

Join Us to Modernize New Jersey’s Syringe Access Law New Jersey’s restrictive syringe access law is rooted in discrimination and stigma, not public health. And, as social workers and people committed to social justice, it is incumbent upon us to change this law.

The NASW Code of Ethics (6.04) calls for us to “be aware of the impact of the political arena on practice and […] advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.”

As social workers and change agents, it is our ethical commitment to be social justice advocates as well and, wherever policies or practices stand in the way of justice and person-centered care for our clients, to take action. We would be honored to be in action with you as we uphold our social work ethical commitments.

UPDATE: The Syringe Access Bill (S-3009/A-4847) and the Syringe Decriminalization Bill (S-3493/A54-58) both passed the Senate and Assembly on January 10 and now head to Governor Murphy to be signed.

Thanks to all those who helped support this important legislation.

About the Authors: Sandy Gibson, Ph.D., LCSW is a Professor and Clinical Coordinator in the Department of Counselor Education at The College of New Jersey ( TCNJ). Prior to her time with TCNJ she was a community-based addiction counselor in the Washington, DC area, followed by seven years writing addiction-related grants and directing research studies for Temple University, and four years directing her own social research company.

Jenna Mellor, MPA, is Executive Director of the New Jersey Harm Reduction Coalition and has over ten years of experience at the intersection of direct service and public policy. She holds a BA f rom Harvard College and completed her Master’s in Public Affairs at Princeton in 2020, focusing on drug and housing policies that promote public health and human dignity.

by Jennifer Pax, PhD, JD, MSW, LCSW

“Social work values are instrumental in social work practice, and have been particularly essential in guiding virtual social work practice throughout the pandemic."

T

he COVID-19 pandemic accelerated the implementation of virtual social work services to clients by many social work practitioners. Social work practitioners’ readiness for virtual social work services varied greatly. Some social workers were providing virtual counseling services to clients pre-pandemic and had grappled with ethical considerations already. Some social work practitioners were providing exclusively inperson services to clients and had not reflected on social work ethics in the context of virtual social work practice. The purpose of this article is to provide a foundation for ethical virtual social work practice and implications following the COVID-19 pandemic.

Virtual psychotherapy services have strengths and shortcomings pursuant to research. Strengths of virtual psychotherapy include: 1) increased access to psychotherapy because of flexibility in service availability and location; 2) therapeutic benefits of modalities similar to that of in-person therapy; 3) some advantages related to specific client characteristics; 4) various conveniences, client and therapist satisfaction; and 5) economic advantages.

Some shortcomings of online psychotherapy are challenges related to: 1) privacy, confidentiality, and security issues; 2) therapist competence and need for special training; 3) communication issues specific to technology; 4) research gaps; 5) emergency issues; and 6) client ’s preference for live services. 1

Guided by the National Association of Social Workers (NASW ) Code of Ethics, best practices of virtual social work practice include: 1) ensure confidentiality throughout the counseling process by emphasizing the importance of privacy and helping clients maintain confidentiality; 2) discuss the benefits of therapeutic and safe spaces to conduct services while providing flexibility and understanding that everyone is living in different spaces; 3) identify the benefits and limitations of remote services so clients have information to compare options, and when available go with the option that is the best fit; 4) employ a method to verify the client ’s identity when initiating services that still feels welcoming; 5) model for and encourage clients to communicate in ways that foster optimal exchange of verbal and noncommunication and sharing; 6) maintain crisis contact information for clients to ensure immediate response to client ’s needs; 7) have a safety plan in place for clients, especially in higher risk cases; 8) provide appropriate termination plans to include follow-up care as needed; 9) provide fees and other relevant information to the clients, in writing, as if they were obtaining in-person services to ensure transparency; and 10) disclose any dual relationships that may be considered a self-benefit to providing services, as well as sharing credentials and other relevant information with clients. 2 Beyond ethical standards, practitioners are also guided by social work values. Social work values are instrumental in social work practice, and have

NJFOCUS • January 2022 | 19

Clinical Social Work

Ethics & Virtual Social Work Practice: Implications Following the COVID-19 Pandemic

Clinical Social Work

been particularly essential in guiding virtual social work practice throughout the pandemic. The value of service inspires social workers to elevate the needs of clients and communities above their own personal interests and use their skills and knowledge to enhance the well-being of others.

Service has been a paramount theme in providing virtual services as social workers made adjustments even when outside their comfort zone. Social justice inspires social workers to ensure clients obtain services and are empowered. Social justice encourages social workers to help clients overcome barriers to technology and limitations in their home environment while providing virtual social work services.

During COVID-19, social workers, in both clinical and case management contexts, demonstrated flexibility and creativity to ensure clients received services and stayed connected. In some cases, services included sending resources home with clients to maximize their clinical and/ or case management needs. The value of human relationships has been emphasized by ensuring virtual contact with clients is reflective of good communication, conveying emotions such as support and empathy. Integrity is strongly connected with the standards of ethical practice in that social workers emphasize transparency and honesty with clients about virtual services, procedures, and expectations. Dignity and human worth inspires social workers to value all clients and their needs/input about virtual services despite the specific challenges. Competency in virtual social work practice includes being aware of NASW ethics and values, and efficacy of evidence-based interventions. 3 In thinking about future implications, social workers should build their competency in evidencebased practices in the context of virtual social work services. There is a tremendous amount of research related to social work interventions with clients, but less in the area of virtual social work practice with clients. The pandemic has been a catalyst for expanding research on evidence-based practices in the virtual context. It is prudent for social workers to think about best interventions with their client population and setting and explore how they can best deliver such services in the context of virtual social work practice. Social workers have been a great support for each other during the pandemic and have collaborated in groups and organizations

20 | NJFOCUS •January 2022

to create plans that maximize virtual service delivery. Macro goals include advocating for increased resources that allow providers and clients to be best equipped for virtual social work services.

Overall, social workers and client populations would benefit from continued developments in areas of ethical and competent virtual social work services.

References 1

Stoll, J., Sadler, J. Z. & Trachsel, M. (2020). The Ethical Use of

Telepsychiatry in the Covid-19 Pandemic. Frontiers in Psychology, 11, 665-684, doi: 10.3389/fpsyt.2020.00665 2

Reamer, Frederic G., "Social Work in a Digital Age: Ethical and Risk

Management Challenges" (2013). Faculty Publications. 391.https:// digitalcommons.ric.edu/facultypublications/391 3

Brashear, C. A., & Thomas, N. (2020). Core competencies for

combatting crisis: fusing ethics, cultural competence, and cognitive flexibility in counseling, Counselling Psychology Quarterly, doi:// 10.1080/09515070.2020.1768362

About the Author: Dr. Jennifer Pax is an assistant professor and directs the new Bachelor of Social Work program at New Jersey City University, Jersey City, NJ. She is also a part-time clinical social work practitioner that works with the young adult through aging populations. She serves on various boards and committees including the Child Fatality & Near Fatality Board of the State of New Jersey.

by E. Lori Slater, DSW, LCSW

“With the use of CAM’s assessment tool […], social workers are prepared to identify and address client’s dual needs for mental health and social justice.”

T

he combination of the pandemic, partisan politics, and the ensuing economic recession have revealed disparities within social institutions, especially as they pertain to diverse groups. With social workers in position to provide the majority of mental healthcare services to historically disenfranchised groups, according to C. C. Chow: the profession must be prepared to lean into its social justice and advocacy role in real world practices. 1 Promisingly, the social work profession’s consensus regarding social justice states that social justice values are centered on achieving actual human rights, securing a client ’s right to selfdetermination, protecting individuals confronting imminent violent danger, and redistributing global resources, which must be tackled on multiple fronts because social inequities rest within societal institutions. 2 Hitherto, despite the absolute clarity regarding the profession’s unequivocal stated commitment and the public’s need for social justice, social justice work and advocacy continue to bewilder social workers in practice.

The disconnect between the profession’s core social justice values and seeing them applied in practice has some alleging that social workers skim past social justice work because of everything from a lack of aptitude, care, and willingness to greed to outright ethical negligence. Perhaps unsurprisingly, in a study of 167 private practice social workers, none identified their work as social justice oriented, which suggested that neoliberalism is at odds with equitable mental healthcare. 3 However, countervailing thoughts regarding the diffusion of advocacy in mental healthcare practices among social workers is related to a dearth of education and training specific to social justice and

advocacy in practice. 4 Illustrating this problem, Ho reported that less than one percent of the one percent of published social work journals is related to practice. 5 Analogously, Wolfenden et al. reported that the gulf in scholarship reflected attitudes within the field that pit rigor against relevance, which is paradoxical to gaining intimate knowledge of a problem, according to Shepherd. 6,7 With that said, it is regrettable that clinical knowledge continues to eclipse social justice since it is incongruous with the profession’s generalist perspective. Appropriately, Yassine and Tseris echoed what Pioneer Northen warned decades ago, which is that knowledge culled and distilled by a select few betrays the profession and the public. 8,9 This is because if partisan beliefs and attitudes are malignant to social justice, then the profession must seek to expose embedded agendas within the profession. 10 Unquestioningly, the pandemic has highlighted structural inequities in public health that the social work profession cannot turn away from. For these reasons, we must help social workers translate the profession’s North Star—social justice—into practice. If the goal of education, according to Friere, is to act, then helping social workers explore their role within societal institutions is an ideal opening for social workers to learn about injustices in order to advocate. 11 Hence, the Clinical Advocacy Model (CAM) is a clinical advocacy framework that will provide social workers with the knowledge and tools to ensure social justice through clinical advocacy in practice. 12 CAM is a clinical advocacy framework that places structural inequality at the forefront as real and

NJFOCUS • January 2022 | 21

Clinical Social Work

Ensuring Social Justice Through Clinical Advocacy in Practice

Race & Identity

problematic to mental healthcare. CAM encourages the development of clinical advocacy acuity, which is a self-awareness that promotes professional self-reflective practice that helps social workers become and remain acutely aware of how they interpret and act upon clinical and social work knowledge. Becoming aware, within the context of clinical advocacy acuity, assumes a more scientific function with specific tasks and goals. The rationale that belies its importance rests with the ability of awareness to conjure empathy, a heralded tuning instrument in the detection of social injustices, according to Bloom, which situates the empathizer “to care about ” injustices as a prelude to advocacy, according to Reamer. 13,14 CAM helps prepare social workers to turn that awareness into an analytical skill. With the use of CAM’s assessment tool HEAL, social workers are prepared to identify and address client ’s dual needs for mental health and social justice. Understandably, if awareness is needed in order to successfully advocate, then the development of self-awareness is irreplaceable to social justice work. While sensitizing social workers to the existence of and the mechanisms that drive social inequities is central to social justice work and advocacy, the HEAL assessment tool simplifies the assessment process in practice.

Rethinking clinical social work depends on the profession’s dedication to preparing social workers by highlighting literature and supporting research that hones in on social justice, advocacy competency, and clinical advocacy. Accordingly, social workers must be taught that social injustices within systems are not aberrations but are prevalent and account for an alarming rate of mental health concerns, especially among non-majority groups. Addressing social injustice in social work practice ushers in a scientific shift in mental healthcare treatment, with clinical advocacy as a paragon in mental healthcare practice. To learn more about the Clinical Advocacy Model, join Dr. Slater at the 2022 NASW-NJ Virtual Annual Conference, May 1-2, 2022.

References 1

Chow, C. C. (2011). The Impact of the Affordable Care Act on

Behavioral Health Services: Who, What, How, Where, and When?.

2

National Association of Social Workers. (2009). Social Work Speaks:

National Association of Social Workers Policy Statements, 2009-2012.

NASW Press.

3

Lord, S. A., & Iudice, J. (2012). Social workers in private practice: A

descriptive study of what they do. Clinical Social Work Journal, 40(1),

85-94.

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4

Slater, E. L. (2020). Private Practice Social Workers’ Commitment to

Social Justice. Clinical Social Work Journal, 1-9.

5

Ho, Y. S. (2014). Classic articles on social work field in Social Science

Citation Index: a bibliometric analysis. Scientometrics, 98(1), 137-155.

6

Wolfenden, H., Sercombe, H., & Tucker, P. (2019). Making practice

publishable: what practice academics need to do to get their work

published, and what that tells us about the theory-practice gap. Social Epistemology, 33(6), 555-573 7

Shepherd, C. (2019). Sympathetic Knowledge in Jane Addams’ Democracy

and Social Ethics. Footnotes, 12.

8

Yassine, L., & Tseris, E. (2020). Beyond “Cultural Competency”:

Confronting Whiteness in Social Work. Social Work & Policy Studies: Social Justice, Practice and Theory, 3(1).

9

Northen, H. (1995). Clinical social work: Knowledge and skills.

Columbia University Press.

10

Gregory, J. R. (2020). Social Work as a Product and Project of

Whiteness, 1607–1900. Journal of Progressive Human Services, 1-20.

11

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury publishing

USA. 12

Slater, E. L. (2022) Social Work in the Age of Disconnection: Narrative

Case Studies. Routledge & CRC Press, https://www.routledge.com/SocialWork-in-the-Age-of-Disconnection-Narrative-Case-Studies/JarretteKenny-Jaffe/p/book/9781032218298.

13

Bloom, S. L. (1995). The germ theory of trauma: The impossibility

of ethical neutrality. Secondary Traumatic Stress Self-Care Issues for

Clinicians, Researchers and Educators (Sidran Press, Maryland), 257-276.

14

Reamer, F. G. (2013). Social work values and ethics. Columbia

University Press.

About the Author: Edith L. Slater DSW, LCSW is a bilingual Spanish doctor of clinical social work in New Jersey and Hawaii. She is the director of a New Jersey-based agency, a member of the CSWE Council on Practice Methods and Specializations, and is also a published author who advocates for social justice imperatives as an integral aspect of mental healthcare. Her work includes the intersection between social justice and mental healthcare in practice as well as social work education. Dr. Slater has developed the Clinical Advocacy Model, a framework to help social workers address clients' dual needs for social justice and mental healthcare.

Clinical Social Work

Focusing on Emotion: An Evidence Based Trans-Diagnostic Approach to Treating Eating Disorders

by Jackie Uveges, LSW & Nancy Graham, LCSW

“A transdiagnostic approach is ideal in the treatment of eating disorders as it can target not only the eating disorder symptoms, but also emotional dysregulation, intolerance, and experiential avoidance common with comorbidities such as depression, anxiety, and obsessive-compulsive disorder.”

I

ndividuals who struggle with eating d i s o rd e r s o f t e n h a v e d i f fi c u l t y e x p re s s i n g , p ro c e s s i n g , re g u l a t i n g, a n d t o l e r a t i n g strong or uncomfortable emotions and d i s t r e s s i n g e x p e r i e n c e s . T h e R e n f re w C e n t e r ’s U n i fi e d Tre a t m e n t M o d e l f o r E a t i n g D i s o r d e r s a n d C o m o r b i d i t y ( U T ) 1, a t r a n s - d i a g n o s t i c approach, allows patients to accept, manage, a n d c o m mu n i c a t e t h e i r f e e l i n g s i n a m o r e adaptive manner without engaging in emotion avoidance.

E a t i n g d i s o rd e r s a re c o m p l i c a t e d a n d p o t e n t i a l l y d e v a s t a t i n g p s yc h i a t r i c i l l n e s s e s c a u s e d by a c o m p l e x c o m b i n a t i o n o f f a c t o r s , i n c l u d i n g g e n e t i c , b i o c h e m i c a l , p s yc h o l o g i c a l ,

c u l t u r a l , a n d e n v i r o n m e n t a l . Ac c o r d i n g t o We d i g a n d No c k , “ E a t i n g a n d w e i g h t r e l a t e d concerns are defensive methods of directing attention to external problems and goals and to compensate for feelings of helplessness, i n s i g n i fi c a n c e , a n d v u l n e r a b i l i t y. ” 2 T h e R e n f r e w C e n t e r ’s e v i d e n c e d - b a s e d U n i f i e d Tr e a t m e n t M o d e l a d d r e s s e s n o t o n l y a n i n d i v i d u a l ’s e a t i n g d i s o r d e r, b u t o t h e r comorbidities through a careful integration o f c o g n i t i v e b e h a v i o r a l t h e r a py, m i n d f u l n e s s , r e l a t i o n a l - c u l t u r a l t h e r a py, a n d e x p o s u r e t h e r a py.

A transdiagnostic approach is ideal in the treatment of eating disorders as it can target

NJFOCUS • January 2022 | 23

Clinical Social Work

n o t o n l y t h e e a t i n g d i s o rd e r s y m p t o m s , b u t a l s o e m o t i o n a l d y s re g u l a t i o n , i n t o l e r a n c e , and experiential avoidance common with c o m o r b i d i t i e s s u c h a s d e p re s s i o n , a n x i e t y, a n d o b s e s s i v e - c o m p u l s i v e d i s o rd e r. A t r a n s d i a g n o s t i c a p p ro a c h c u t s a c ro s s D S M - 5 d i s o r d e r s , a n d t a r g e t s c o re m e c h a n i s m s , n o t s p e c i f i c d i s o rd e r s , w h i l e p ro v i d i n g a u n i f y i n g c a s e c o n c e p t u a l i z a t i o n t o t h e t re a t m e n t o f complex clients.

One hallmark of the U T is that it c o n c e p t u a l i z e s e a t i n g d i s o rd e r s a s e m o t i o n a l disorders. The U T is an adaptation of an e x i s t i n g e v i d e n c e - b a s e d t re a t m e n t , t h e U n i fi e d Pr o t o c o l f o r Tr a n s d i a g n o s t i c Tre a t m e n t o f E m o t i o n a l D i s o rd e r s ( U P ) . 3 T h e U n i fi e d Pr o t o c o l c o n c e p t u a l i z e s t h a t i n d i v i d u a l s w i t h e m o t i o n a l d i s o rd e r s e x p e r i e n c e n e g a t i v e a f f e c t m o r e i n t e n s e l y a n d m o re f re q u e n t l y t h a n t h e general population, view these emotional experiences as unwanted and intolerable, and u s e m a l a d a p t i v e e m o t i o n re g u l a t i o n s t r a t e g i e s (attempts to avoid or dampen the intensity of uncomfortable emotion) to cope. The m a l a d a p t i v e s t r a t e g i e s b a c k fi re a n d c o n t r i b u t e t o t h e m a i n t e n a n c e o f s y m p t o m s ( ED symptoms, substance use, self-harm, etc.) and interpersonal disconnection.

T h o s e w i t h e m o t i o n a l d i s o rd e r s b e c o m e experientially avoidant, meaning their drive to avoid negative emotional experiences may be evident in avoidance of situations, physical sensations, memories, and even e m o t i o n s t h a t m a k e t h e m f e e l b a d l y. T h i s experiential avoidance has been found to be a k e y m a i n t a i n i n g f a c t o r f o r m a n y p s yc h i a t r i c illnesses. W hat we have come to learn is that diverse symptoms function similarly and c o n t i n u e i n a c yc l i c a l p a t t e r n . T h e i n d i v i d u a l experiences an unpleasant internal experience, which leads to emotional avoidance and u n w i l l i n g n e s s t o h a v e t h e e m o t i o n , re s u l t i n g i n a v o i d a n t a n d / o r s y m p t o m a t i c b e h a v i o r, a n d u l t i m a t e l y — a l b e i t t e m p o r a r i l y — re l i e f f ro m t h e u n p l e a s a n t i n t e r n a l e x p e r i e n c e . U n f o r t u n a t e l y, this results in long-term consequences for the i n d i v i d u a l , h o w e v e r t h e t e m p o r a r y re l i e f t h a t is experienced is often enough to keep the i n d i v i d u a l s t u c k i n t h e c yc l e .

24 | NJFOCUS •January 2022

W hen individuals use symptomatic behaviors— emotion-driven behaviors—they are not building emotional tolerance and are further linking the connection in their brain and body to experience an emotion and then aversively r e a c t by a v o i d i n g s i t u a t i o n s , p l a c e s , t h i n g s , a n d people to circumvent the emotion. This pattern of avoidance restricts both their internal a n d e x t e r n a l w o r l d . Ad d i t i o n a l l y, t h e m o r e a person acts on impulses to avoid difficult thoughts and emotions, the stronger and more destructive these impulses become.

A patient, for example, may be avoiding s t r e s s a t s c h o o l o r w o r k by f o c u s i n g o n exercising excessively and rigidly controlling their food intake, as body size may be viewed as controllable, whereas stress at school or work may not. Recover y requires experiential challenge (doing things that have been habitually avoided) and reducing avoidance strategies, while also incorporating p s yc h o e d u c a t i o n a b o u t t h e a d a p t i v e f u n c t i o n s of all emotions, even those which can be uncomfortable, distressing, or may be perceived as being unsafe.4 Some important considerations when d i s c u s s i n g t h e t r e a t m e n t o f e a t i n g d i s o rd e r s a r e the barriers for minority and/or low-income

Intersectional issues of class and weight s t i g m a / f a t p h o b i a p l a y ro l e s i n b a r r i e r s t o receiving a diagnosis and accessing various l e v e l s o f c a re a s w e l l , w h i c h i s e s p e c i a l l y t r u e a s t re a t m e n t i s o f t e n c o v e re d by p r i v a t e insurance and can be inaccessible for those with lower incomes, on Medicaid, or without insurance. Social workers can assist in addressing these disparities though expanding r e s e a rc h a n d p o l i c y, p ro v i d i n g e d u c a t i o n a n d r e s o u rc e s t o u n d e r s e r v e d c o m mu n i t i e s , a n d i n c r e a s i n g s c re e n i n g f o r e a t i n g d i s o rd e r s i n a l l p a t i e n t s re g a rd l e s s o f r a c e , c l a s s , o r s i z e .

References 1,4

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G . E . , S m i t h , M . T. , L o w e , M . R . & B o s w e l l , J. F. ( 2 0 2 1 ) .

T h e R e n f re w U n i fi e d Tre a t m e n t f o r E a t i n g D i s o rd e r s a n d

C o m o r b i d i t y : L o n g Te r m E f f e c t s o f a n E v i d e n c e - B a s e d Pr a c t i c e I m p l e m e n t a t i o n i n R e s i d e n t i a l Tre a t m e n t . Fr o n t i e r P s y ch i a t r y .

2

We d i g , M . M . , & N o c k , M . K . ( 2 0 1 0 ) . T h e f u n c t i o n a l

assessment of maladaptive behaviors: A preliminar y evaluation

o f b i n g e e a t i n g a n d p u r g i n g a m o n g w o m e n . P s y c h i a t r y R e s e a r ch , 178(3), 518–524.

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B a r l o w, e t a l . ( 2 0 1 1 ) . U n i f i e d P r o to c o l f o r Tra n s d i a g n o s t i c

Tr e a t m e n t o f E m o t i o n a l D i s o r d e r s . 1 0 . 1 0 9 3 / m e d : p s yc h / 9 7 8 0 1 9 9 7 7 2 6 7 4 . 0 0 1 . 0 0 0 1 .

5

S w a n s o n , S. A . , C r o w, S. J. , L e G r a n g e , D. , S w e n d s e n , J. , &

M e r i k a n g a s , K . R . ( 2 0 1 1 ) . Pr e v a l e n c e a n d c o r r e l a t e s o f e a t i n g

disorders in adolescents. Results from the national comorbidity s u r v e y r e p l i c a t i o n a d o l e s c e n t s u p p l e m e n t . A r c h i v e s o f g e n e ra l psychiatr y, 68(7), 714– 723.

6

G o e r e e , M . S. , H a m , J. C . & I o r i o, D. ( 2 0 1 1 ) R a c e , S o c i a l C l a s s ,

and Bulimia Ner vosa. Health Economics eJournal.

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B e c k e r, A . E . , Fr a n k o, D. L . , S p e c k , A . & H e r z o g , D. B. ( 2 0 0 3 )

E t h n i c i t y a n d d i f f e r e n t i a l a c c e s s t o c a r e f o r e a t i n g d i s o rd e r symptoms. Int J Eat Disord, 33(2): 205-12.

About the Authors: J a c k i e U ve g e s , L S W i s a 2 0 2 0 g ra d u a te f r o m t h e R u t g e r s U n i ve r s i t y S ch o o l o f S oc i a l Wo r k . S h e i s c u r r e n t l y w o r k i n g a s a p r i m a r y t h e ra p i s t i n t h e t r e a t m e n t o f e a t i n g d i s o r d e r s a t T h e R e n f r e w C e n te r o f S o u t h e r n Ne w J e r s e y.

Na n c y B . G ra h a m , LC S W, i s t h e P r o f e s s i o n a l R e l a t i o n s R e p r e s e n ta t i v e f o r T h e R e n f r e w C e n te r o f No r t h e r n N e w J e r s e y l oc a te d i n Pa ra m u s . S h e h a s m a n y ye a r s o f e x pe r i e n c e a s a m e n ta l h e a l t h p r o f e s s i o n a l a n d c l i n i c i a n bo t h i n N e w Yo r k C i t y a n d Ne w J e r s e y. S h e a l s o h a s a p r i v a te p ra c t i c e i n B e r g e n C o u n t y, N J.

NJFOCUS • January 2022 | 25

Clinical Social Work

g r o u p s t o a c c e s s i n g a p p ro p r i a t e s e r v i c e s , w h i c h a re d u e t o a v a r i e t y o f re a s o n s . I n o n e s t u d y o f a d o l e s c e n t s , re s e a rc h e r s f o u n d t h a t H i s p a n i c p a r t i c i p a n t s w e re s i g n i fi c a n t l y m o r e l i k e l y t o s u f f e r f ro m b u l i m i a n e r v o s a t h a n t h e i r n o n - H i s p a n i c p e e r s . T h e s e re s e a rc h e r s a l s o re p o r t e d a t re n d t o w a rd s a h i g h e r p r e v a l e n c e o f b i n g e e a t i n g d i s o rd e r i n a l l r a c i a l m i n o r i t y g ro u p s . 5 Ad d i t i o n a l l y, B l a c k t e e n a g e r s a re 5 0 % m o re l i k e l y t h a n w h i t e t e e n a g e r s t o e x h i b i t b u l i m i c b e h a v i o r, s u c h a s b i n g i n g a n d p u r g i n g. 6 D e s p i t e s i m i l a r p r e v a l e n c e r a t e s o f e a t i n g d i s o rd e r s a m o n g non-Hispanic W hite, Hispanic, Black, and Asian Americans, people of color are s i g n i fi c a n t l y l e s s l i k e l y t o re c e i v e e a t i n g d i s o r d e r - re l a t e d h e l p a n d t re a t m e n t . Pe o p l e of color with self-acknowledged eating and weight concerns had a lesser likelihood than w h i t e p a r t i c i p a n t s t o h a v e b e e n a s k e d by a d o c t o r a b o u t e a t i n g d i s o rd e r s y m p t o m s , d e s p i t e s i m i l a r r a t e s o f e a t i n g d i s o rd e r s y m p t o m s a c ro s s e t h n i c g ro u p s . 7 T h i s i s t h e s a m e w i t h m e n t a l h e a l t h p ro f e s s i o n a l s , a s clinician bias can also act as a barrier to a c c e s s i n g t re a t m e n t .

Immigrant & Refugee

Barriers to Help-Seeking Among Immigrants and Refugees

by Elma Kaiser, Ph.D. MSW & Zakia Clay, DSW, LCSW, CPRP

“Mental health issues are also highly stigmatized in some cultures making it difficult for individuals to feel comfortable reaching out for the help they need.”

T

he steady influx of immigrants and refugees seeking opportunities and a better life in the United States has garnered much attention in political and social arenas. Sadly, less consideration is given to the stories and experiences of those who leave their native country.

Some immigrants come to the U.S. by choice, while some flee their countries due to fear and violence. Some come here legally with approved and established privileges, while others do not. All these circumstances influence their acceptance and rights in the host country. However, irrespective of their path to the U.S., many immigrants and refugees encounter discrimination while trying to settle and build a new life.

The period before and during migration can be traumatic for many immigrants and refugees.

26 | NJFOCUS •January 2022

They may experience physical and sexual violence, have life-threatening encounters, or be threatened with persecution. 1 The deplorable and inhumane conditions at Immigration Customs Enforcement detention centers have been well documented and underscore the trauma that can ensue for some following arrival. In recent years, there has also been an uptick in xenophobia and disparaging political rhetoric that contributes to stress and anxiety among immigrant communities. During resettlement, language barriers, family separation, and changing expectations around gender roles can all become salient determinants of physical and mental health outcomes. 2 Many immigrants and refugees hold on to their culture, religion, and traditions as they provide a sense of identity and security. Yet, continuing to

Immigrants and refugees with lower education levels, lesser knowledge of health care systems, and language barriers face even more challenges in receiving services. This can cause a significant hindrance when clients seek health services, especially when many of them may not have access to or knowledge of technology. 6 There are immigrants and refugees moving from lowtech environments with limited or no access to electricity, to high-tech, busy urban environments.

Many immigrants and refugees live in areas that are medically underserved in the U.S. Lack of transportation, lack of health insurance, long wait times, lack of physicians, etc. are also major factors in many of these communities. Research shows they are victims of institutional discrimination. 7 They are also unable to get services due to lack of financial resources. 8

Immigrants and refugees face various obstacles that prevent them from receiving adequate health care including cultural, social, and structural barriers.

The migration process can be a risk factor in developing mental health issues causing significant trauma affecting both immigrants and refugees.

The combination of various migration stressors and culture can create a different level of mental and physical health issues making it challenging for individuals to assimilate. Some migration stressors impacting immigrants and refugees include language barriers, lack of employment, social isolation, industrialization, legal status, family conflict, role changes, discrimination, racism, and xenophobia. 3 When immigrants and refugees are impacted by these stressors, they develop both mental and physical complications. Additionally, these stressors can hinder engagement in health care services.

In social work, we pledge to engage in culturally competent practice, yet this may not be enough to meet the needs of immigrants and refugees in our communities. It can be easy to be complacent and trust that simply satisfying our profession’s continuing education requirements for cultural competency will suffice in preparing us to work with immigrants and refugees. However, it is important we listen to the narratives and stories of these individuals. Taking additional time to provide a space for immigrants and refugees to share the nuances of their lived experiences and how they are adjusting to a new country is warranted.

It is important to understand the various layers of adjustment they have had to face. From the migration process to assimilation and acculturation and experiences with discrimination, they find themselves in battle with their new environment; they are exposed to these stressors over a long period of time. This places a toll on their overall physical and mental health, in ways they have not encountered before. It is very important for practitioners to understand the complexity behind these issues.

As mentioned, many immigrants and refugees hold on to their strong cultural beliefs. They believe in their own traditional treatment and may refuse to comply with mainstream health services, not only because of cultural influences, but also due to lack of trust in the system. 4 Furthermore, there are many cultures where mental health is unexplored, creating an environment where mental health concerns are not addressed despite continued growth in these problems. Mental health issues are also highly stigmatized in some cultures making it difficult for individuals to feel comfortable reaching out for the help they need. 5

Social workers must be aware of these challenges and be sensitive towards the needs of those who face these issues to work effectively with immigrant and refugee populations. Well-prepared, culturally competent and sensitive clinicians who can attune themselves to the culture, traditions, and lived experiences of immigrants and refugees— from experiences in their home country, to their migration journey, to their experiences upon

NJFOCUS • January 2022 | 27

Immigrant & Refugee

embrace native beliefs and practices can contribute to prejudice, stereotypes, and discrimination. The juxtaposition of these factors can lead to insecurity among immigrants and refugees alike. It is important to understand that these individuals face multiple jeopardy during their process of relocating from their current familiar environment into a new one. In response to these external factors, many immigrants and refugees begin to disassociate themselves from their own culture and identity in hopes of acceptance in their new environment.

During the process of dissociation individuals can be left confused, desolate, and alienated from both their previous and current communities. These physical and psychological changes can contribute to a complex level of anxiety, depression, and other mental health issues among many immigrants and refugees.

Immigrant & Refugee

arrival in the U.S.—can help ease the client into the therapeutic process and provide a healing environment that feels both safe and affirming.

References 1

Sangalang, C. C., Becerra, D., Mitchell, F. M., Lechuga-Peña, S.,

Lopez, K., & Kim, I. (2019). Trauma, post-migration stress, and mental

health: a comparative analysis of refugees and immigrants in the United States. Journal of immigrant and minority health, 21(5), 909-919.

2,7

Williams, D. R. (2018). Stress and the Mental Health of Populations

of Color: Advancing Our Understanding of Race-related Stressors.

Journal of Health & Social Behavior, 59(4), 466–485. https://doi-org. libaccess.fdu.edu/10.1177/0022146518814251 3,4,8

Potocky, M & Naseh, Mitra (2019). Best practices for social work with

refugees and immigrants (2nd ed.). Columbia University Press, NY. 5

Pavlish, C. L., Noor, S., & Brandt, J. (2010). Somali immigrant women

and the American health care system: Discordant beliefs, divergent

expectations, and silent worries. Social Science & Medicine, 71(2), 353–

361. https://doi-org.libaccess.fdu.edu/10.1016/j.socscimed.2010.04.010

28 | NJFOCUS •January 2022

6

Disney, L., Mowbray, O., & Evans, D. (2021). Telemental Health

Use and Refugee Mental Health Providers Following COVID-19

Pandemic. Clinical Social Work Journal, 1–8. https://doi-org.libaccess. fdu.edu/10.1007/s10615-021-00808-w

About the Authors: Dr. Elma Kiser is an Assistant Professor at Fairleigh Dickinson University’s Master of Social Work Program. Her research interests include international social work, diversity, violence against street children, gender-based violence, displaced populations, underprivileged children, mental health of minority women and adolescents, and macro-level social work.

Dr. Zakia Clay is an Assistant Professor and the Director of Field Education for Fairleigh Dickinson University’s Master of Social Work Program. She is also a licensed clinical social worker who practices in New Jersey.

by Tiffany Walker, LCSW

“More often than not the social and emotional goals of students are treated secondary to academic achievement. Thus, social workers are challenged with advocating for student and family mental health needs while equally supporting academic achievement standards.”

S

chool social work is rewarding, challenging, and debatably one of the most misunderstood roles within the social work field and education system. This can be attributed to a general misunderstanding of the social work profession. Media portrayals of social workers have long contributed to the reputation of social workers being responsible for the separation of children from their families or advocating for the unfounded classifications and placement of children in special services programs. These portrayals serve to make many families wary of school social workers and social work services, compounding the already difficult work we do. Additionally, school social workers are challenged with meeting the needs of students and their families while also considering the demands of school administrators and districts and statewide policies and goals.

Typically, school social workers are responsible for case management, child study team participation, crisis and general counseling, advocacy, resource brokering, and a host of other responsibilities determined by school culture and leadership. More often than not though, the social and emotional goals of students are treated secondary to academic achievement. Thus, social workers are challenged with advocating for student and family mental

health needs while equally supporting academic achievement standards.

While following models for interdisciplinary collaboration is important, establishing innovative frameworks for best practices for school social workers by school social workers is essential. The consideration of NASW core ethical values must be forefront while considering the multifaceted needs of school aged children, their families, and our most vulnerable communities. As a social worker not only experienced in traditional school-based settings, but in various educational settings as well, I’ve adopted a framework that drives my work and is evidenced by my professional success and supported by research.

This framework sets Culture, Community, and Compliance as the three pillars school social workers should build upon when working in school settings.

C U LT U R E Culture consists of the customs and beliefs of institutions, societies, and communities. School social workers must keep in mind cultural differences on the micro, macro, and mezzo levels.

NJFOCUS • January 2022 | 29

School Social Work

Best Practices for School Social Work

School Social Work

There are various cultures school social workers must be attuned to. They include the culture of students and families; the community the school is located in; and the actual culture of the school itself. Keep in mind the culture of the school is often affected by the decision makers who create school-based policies, staff demographics, and values, and parent engagement levels that drive accountability. On the macro level cultural reflection is attended to when our awareness of social and political changes shows up in ethical and social justice centered decision making. In doing this work, social workers can be most effective by ensuring their skill sets are trauma-informed, strengths based, student centered, culturally sensitive, and anti-racist.

businesses and visiting agencies that can provide services to students and families to build rapport.

COMPLIANCE The nuances of confidentiality in a school setting can feel like a roadblock to success. This is why school social workers need clear practices and processes for data management, record keeping, and safeguarding the security of their records.

The collaboration required between teachers, administrators, social workers, and other support staff to meet student needs often challenges social workers with how to share student information while maintaining confidentiality and protecting the trust and integrity built between students and families. School social workers should be sure to keep separate records that maintain sensitive details and have a separate general process for documenting and sharing student information. For example, it is necessary to share with a teacher and principal that a student has been temporarily removed from a home and is grieving due to parental neglect.

It is not necessary to share the details of the alleged negligence (i.e., substance abuse, suspected malnutrition, etc.). School social workers need to be aware of HIPPA, FERPA, student confidentiality and the ways in which they relate to and are different from one another.

With these three pillars in mind, social workers can be confident their work will not only be effective but will reflect the values and ethics that distinguish our profession.

COMMUNITY Nancy Boyd-Franklin's research on using a multisystems approach to support black families has greatly impacted my work. I’ve found BoydFranklin's definition, approach, and understanding of systems to be timeless and transferable. When meeting student and family needs, social workers must be attuned to the makeup of the community.

Social workers must establish relationships that often require stepping out of the limited and comfortable multidisciplinary approach to engage in collaboration that focuses on the engagement of professionals and discipline experts. This may require grassroots efforts like canvassing community

30 | NJFOCUS •January 2022

About the Author: Tiffany Walker is a Licensed Clinical Social worker with several school social work experiences. She is an expert in trauma-informed care and instructional design and consulting. If you are interested in learning more about her work or working with her you can learn more at www.journeytc.org

NJFOCUS • January 2022 | 31

Student Center

THE JOURNEY TO BECOMING

by Claudia Hawse, BSW student, Rutgers University - Newark

M

y journey to becoming a social worker has been a wild ride, and it is just the beginning. I remember thinking that having a plan was everything—until I found out it was hardly enough. Creating and maintaining my rigid, unrealistic goals often caused a lot of anxiety. Ultimately, I became consumed by time, and its relation to my progress, which caused my mental health to decline rapidly. To focus on my wellness, I devoted more time to my mental health and self-care.

I started showing up for myself more, just as I wanted to show up for my future clients. I needed to lead by example, yet I had to be the example I needed. And in that introspection, I saw my truth.

I grew up in an ethnically diverse Bridgeton, NJ where I lived with my mother and five younger siblings. We struggled. Resources were scarce and limited. We survived living in a food desert; gang violence; poor housing conditions; displacement. Yet, through all that, I rarely heard my mother complain.

I value my mother because she taught me that struggle is a reality. She taught me how to stretch my resources and maximize the gifts inside me. I’m proud of my mom for raising seven kids on her own—seven kids with seven distinct personalities, each with their own strengths and areas for improvement—in an environment they could have easily succumbed to… but did not.

That’s not to say we didn’t get caught up or knocked down a few times; that’s part of life. Also, it’s not that my mom never messed up; we just never really had to see what she did to get us through everything. We didn’t see her advocating for herself and for us when no one else could or would. We didn’t see each sacrifice, compromise, and detour. We did not see the times she fought, finessed, figured it out, and made a way. My mom is the

32 | NJFOCUS •January 2022

most resourceful person I have ever known. I also love my mom because she blessed me with five siblings, who were my first clients.

My siblings, whom I adore for their individuality, taught me how to empathize, problem-solve, and empower others.

My community helped build the foundation of my advocacy skills.

My discomfort was my motivation to work with and within systems that can change the lives of vulnerable populations. Growing up in a compact urban space taught me how to be more appreciative of the things I had, especially the community around me.

The sense of community in my city taught me to look beyond myself to see the city as a physical and social ecosystem. This perspective sparked my interest in policies that affect vulnerable populations and changed my outlook so I could see the bigger picture. In turn, this inspired me to intern with a BIPOC (Black/Indigenous People of Color) organization that emphasizes the revitalization and restoration of local art, culture, and history in Newark, NJ. Additionally, I serve as the President of the Phi Alpha Honor Society for Social Workers, Mu Nu Xi chapter, which reinforces the value of community service and the importance of collaborative efforts amongst peers and colleagues.

My name is Claudia Hawse, and I am entering my last semester as an undergraduate student at Rutgers University-Newark. Attending Rutgers University-Newark was not part of my plan.

However, since I have been there, I have met some of the most amazing mentors, peers, professors, advisors, and future colleagues. I am inspired by them and aspire to be the kind of social

worker that shows up to listen, serve, and connect with under-resourced communities. In the future, I will do my part by serving my community, staying true to myself, and putting forth my best efforts in everything I do. Assessing where I am now, I have realized that even when a plan falls apart, we still end up where we are meant to be— finding parts of ourselves in what we thought was a mess. Today, I am grateful for the mess that I did not realize was a message.

My plan was to be established by now, but God knew my path was different. I am a full-time student, the President of an honor society, a part-time/full-time employee, and the founder of a nonprofit organization, all at the same time.

Once, I thought my worth was based on my productivity, but now I know success is not measured by how many things I can juggle, or how well I can juggle them. I had to learn patience and speak to my perfectionism, reassuring myself it is okay to take a break, be imperfect, and ask for help. Throughout my journey, I consistently thought to myself: “be the person you needed when you were younger,” and this has carried me up until this point. Although I am not where I ever imagined myself to be, I am proud of my progress. The journey to becoming a social worker has been a wild ride, and it is just the beginning.

Student Center

Student Center

NASW-NJ

Career

Development

Program

FOR

NEW PROFESSIONALS Entering the social work profession

The ten participants in the initial cohort met via Zoom for the 6-week

at any stage in one’s professional

course to review modular materials, engage in live workshops, and

career is a formidable task and

complete assignments—honing their professional skills in a nurturing

especially daunting for budding social workers. While academic programs prepare social workers for clinical and macro practice, professional development within the social work frame is often overlooked, leaving many new social workers lost, confused, and frustrated. To address this need,

and supportive environment. The program is built around multiple core concepts and skills that new professionals strive to master:

Sense of Self, Values and Non-Negotiables, Resume Building, Interview Training and Networking, Salary Negotiations, Boundary Setting, Career Planning and more! Here is what some of the recent participants had to share about the program,

"

MATT SATO SAYS:

The Career Development Program seemingly dropped into my lap right when I needed it. As a career changer

the NASW-NJ and NASW-DE

entering the social work field, focused on macro practice, I had

Chapters launched their very first

immense difficulty translating my experiences as a business major

Career Development Program for

to the social work profession. Fortunately, Makyla and Annie

New Professionals on November 4, 2021!

were incredible coaches, and the program’s weekly structure allowed me to explore and practice my professional skills within a comfortable time frame. I also appreciated the level of vulnerability Annie and Makyla were able to create between

The program, led by Annie Siegel,

participants as we opened up about our professional struggles

MSW, LSW and Makyla Coulombe-

and were able to create personalized solutions together. Some of

Burke, of NASW-NJ and DE respectively, is a “6-week group coaching/mentoring program for

my biggest takeaways from the program include learning about using networking platforms like LinkedIn properly, building my interview skills through mock interviews, and how to “Build Your Career Story.” As social workers, we tend to come from all walks

new social workers struggling to

of life and backgrounds, and I appreciate how the program

find clarity and guidance while

approached crafting our professional narratives in a format that

navigating their career path.”

translates well in a job interview.

"

NJFOCUS • January 2022 | 33

Student Center

"

A career development program, to me, is a formal way of

JEANETTE TORRES HAS THIS TO

discovering those things that still need improvement within one’s

SAY ABOUT THE PROGRAM:

professional life. One of my future goals is to become a successful Assemblywoman; participating in the Career Development

Program gave me an opportunity to receive clarification and insight on how to get there. I appreciate that the program provided an intimate setting and gave me space to be open and vulnerable amongst other new social work professionals. Personally, understanding my flaws and weaknesses was the first step in gaining confidence in my professional self. The program addressed this in the module: “Sense of Self Values & NonNegotiables.” It helped me organize my thoughts and internalize the fact that I can and will be successful. I looked forward to each week's Zoom call and the personalized support I received. The program’s best takeaway for me was my realization that when we take the time and accountability to listen to ourselves, we often find the answers we’ve been looking for have been in front of us all along.

"

"

The format fit my schedule well. It was so in-depth, meeting once a week for

CHARLES GIRALDO

two hours, and really ensured attendees benefitted from the program. We

COMMENTS:

started with the basics, then gradually progressed into other areas of professional development, while we developed a final portfolio as the

ultimate product of our meetings. Additionally, when I had any questions about the materials outside our actual meeting dates, the host/presenters were prompt in responding to questions via email and clarifying any misunderstandings. Overall, this program was beneficial and provides valuable professional preparation beyond what is taught during one’s social work education. I believe it adequately prepares new professionals to enter the social work field with confidence and refined purpose.

If you’re looking for some help launching your career as a social worker, this program will set you up for success.

"

Look for the next offering during the spring of 2022. If you have questions about the Career Development Program, contact Annie Siegel at asiegel.naswnj@socialworkers.org.

34 | NJFOCUS •January 2022

PA R T N E R

SPOTLIGHT

T

he Institute for Personal Growth (IPG) is one of the leading mental healthcare providers in New Jersey.

A group practice with 30 therapists, 425+ years of combined experience, and 38 years in practice, we have the experience, talent, and expertise to serve a vast range of mental health needs. With three offices throughout the state (Highland Park, Jersey City, and Freehold) we serve a variety of different communities. And as a practice comprised primarily of LSWs and LCSWs, our partnership with NASW-NJ has expanded our reach and increased our contact with the Social Workers community.

OUR HISTORY IPG was founded in 1983 by psychologist Dr. Margaret Nichols, Ph.D., as a specifically LGBTQ-oriented practice.

The healthcare landscape was much less welcoming to Queer individuals back then, as homosexuality had only been de-pathologized in the DSM ten years earlier, and still remained categorized as a “disturbance” until 1987. With the increasing trauma of the AIDS epidemic, Dr. Nichols knew it was more crucial than ever to provide quality, affirming psychotherapy to the LGBTQ community.

From this experience IPG found its calling in serving the underserved. In the 1990s much of our focus turned to transgender individuals, then barely visible in mainstream

society. As that changed, we began seeing more and more gender non-conforming youth exploring their identities, but few therapists were equipped to meet their needs. Today we work hand-in-hand with other healthcare providers, from urologists and gynecologists to endocrinologists and surgeons, to provide a holistic treatment plan at every step of the journey. In 2019, IPG received a PROUD Award honoring our decades of work with the trans community.

We’ve also worked extensively with other marginalized and stigmatized sexual identities, such as the polyamory and kink/BDSM communities. Dr. Nichols, a leading expert on this topic, became an AASECT-certified sex therapist and began training others at IPG in sex therapy.

We are now leaders in this field, treating countless individuals and couples for issues related to sex and sexuality, whether they are members of these sexual minority groups or merely experiencing frustrations in their sex lives. And Dr. Nichols, now in retirement, published a book this year summarizing her life’s work, entitled The Modern Clinician’s Guide to Working with LGBTQ+ Clients, available from Routledge Press.

IPG serves other underserved communities as well.

In the mid-2000s we began an internship program, training and supervising graduate students from Rutgers School of Social Work, not just to help shape the next

NJFOCUS • January 2022 | 35

generation of therapists, but also to provide quality care to financially disadvantaged clients at little or no charge. As the technology of EMDR became more prevalent to treat trauma/PTSD, we trained several of our therapists in this technique, allowing us to better serve victims of trauma, from veterans to firemen to survivors of abuse. And most recently we have started training our therapists to work with patients with eating disorders, a difficult-to-treat but sorely underserved group. Where there is a mental health need, IPG aims to meet it.

OUR FUTURE In the mid-2010s Dr. Nichols began planning for retirement, and two longtime IPG figures took over the reins: Susan Menahem, LCSW, veteran IPG therapist, took over as Clinical Director in 2016; and Dr. Cory Nichols, Ph.D. – Dr. Margaret Nichols’ own son, and former web and marketing consultant for IPG – took over as Business Director in 2017. In 2018 Susan and Cory acquired the practice from Dr. Margaret Nichols and have been steering the ship together since.

Susan and Cory felt IPG should have a more active involvement in the Social Work community, especially with a staff composed primarily of Social Workers.

Thus began the partnership between IPG and NASWNJ. We began by sponsoring the 2019 NASW-NJ Conference, and from the positivity of that experience our relationship evolved into a full-blown yearround partnership. During this time, perhaps the most valuable element of our relationship has been the sharing of experience and knowledge. For example, NASW-NJ has provided us with CEU-eligible inservice training sessions, helping us to stay on the cutting edge of the profession, and in return we have given presentations on various aspects of sex therapy, sharing our expertise and experience with the rest of the profession. We have more ideas for the future, and we can’t wait to see how the partnership evolves. Stay tuned for more IPG and NASW-NJ collaborations in 2022!

36 | NJFOCUS •January 2022

Members Only Perks

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!

NJFOCUS • January 2022 | 37

MEMBER CONNECT

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

Send submissions to jfeldman.naswnj@socialworkers.org.

CARRIE CONGER, LSW... won election to the Freehold Borough Board of Education for the 2022 – 2025 term. She also serves as chairperson of both the Freehold Borough Human Relations Committee and Freehold Borough Participatory Budget Committee. Carrie earned her BSW at Rutgers University – Newark, her MSW from Fordham University and is currently the Area Director at Premier Supports, an organization serving the needs of individuals with developmental disabilities and their families.

COLLEEN DALY MARTINEZ, PHD, LCSW, RP T-S… received a grant from the Ramapo College of New Jersey Foundation to support her travel to the 38th Annual Association for Play Therapy (APT) International Conference in October 2021, where she presented one of her research studies, and also received recognition for completing the APT 2021 Leadership Academy.

TINA MASCHI, PHD, LCSW, ACSW... has been announced the winner of the 2022 Society for Social Work and Research (SSWR) Book Award for her book entitled Aging Behind Prison Walls: Studies in Trauma and Resilience.

BARBARA E. MILTON, JR. PHD, LCSW... has recently released her first book Heeding the Caregiver Call: The Story of Barbara Ella Milton, Sr. and Alzheimer's Disease. This book tells the story of Barbara Jr.’s journey as her mother’s caregiver and shares insights into the physical, emotional, financial, and spiritual impacts of caregiving while fighting her own cancer. More info at www.heedingthecaregivercall.com

MARLEINA UBEL, MSW... recently joined New Jersey Policy Perspective (NJPP) as a State Policy Fellow. Marleina is a dedicated researcher and advocate for underrepresented groups. Her research at NJPP will focus on alternative solutions to policing and is a continuation of the work she began as the 2020-21 Kathleen Crotty Fellow at NJPP and as a Fellow for the Eagleton Institute for Politics at Rutgers University.

38 | NJFOCUS •January 2022

MEMBER CONNECT

Welcome

TO YOUR NETWORK FOR SOCIAL WORK BEST PRACTICES & COMMUNITY We've welcomed more than 250 new NASW members to our Chapter since August 2021. Thanks to all of you, NASW-NJ has grown to become the second largest NASW Chapter in the country!

Welcome aboard to our newest members!!

ATLANTIC/CAPE MAY/ CUMBERLAND UNIT Emily Julia Melissa Jordyn McKenzie John Nancy Ariana Turkessa Vincent Richel

Baker Belmonte Bethune Bronsky Buck Davis Gonzalez Gonzalez-keller Lee Leszczynski Liranzo

ATLANTIC/CAPE MAY/ CUMBERLAND UNIT (CONT.) Tajeh Natasha Linda Aida Kerry Sativah

Moreno Muriuki Santiago Serrano Sullivan Williams

BERGEN/PASSAIC UNIT Elisabet Delia

Amadiz Avila-Valdez

BERGEN/PASSAIC UNIT (CONT.) Priya Diana Carla Sarah Rachel Jeffrey Ana Iris Stephanie Leslie Nadia Melissa

Bhanderi Borelli Carter Choi Cohen Culbertson De Los Santos Etienne Gherghetta Ghnaim Gross

NJFOCUS • January 2022 | 39

MEMBER CONNECT

NEW MEMBERS (CONT.) BERGEN/PASSAIC UNIT (CONT.) Katherine Chelsea Priscila James Paige Gerson Ronique Ratna Matthew Kelly Sarina Jeanette Alexandra Megan Kathleen Susan Ashley Cathy Destiny Melissa Felicia Rosenny Rachel Rashawn Jasmine Suzanne Ethan Shauna Michelle Debbie Austin Stella Stacey Ann Judith Megan

Harris Hayet Hiciano Hickey Inglese Jimenez Johnson Joshi-Nelson Kanter Kelly Lentini Lopez Luppino Mantz McIlraith McLaughlin Mendoza Morales Moscat Paredes Pasculli Pena Rebich Ricks Robinson Rodriguez Rosler Rychcik Scher Scott Sroka Stempel Stetson Suh Walters Warshauer

CAMDEN/GLOUCESTER/ SALEM UNIT Jessie Megan Dierra Tierra Laura Jessica Christy Stephanie Elma Sarah

Andre Bowen Branch Brown Cunningham Floresta Gilcrest Gould Kaiser Levy

40 | NJFOCUS •January 2022

CAMDEN/GLOUCESTER/ SALEM UNIT (CONT.) Joanne Taylor Brian Briana TIkeena Latanya Haley Lem

Lu Masciocchi Mindlin Riley Sturdivant Thomas Tripoli Wells-Watts

ESSEX UNIT Shirley Ann Michelle Landai Megan Rayann Rochelle Marilus Bethany Sandra Judlyne Kathryn Lakeesha Edy Leanne Tracy William Diana Erika Michael Christina Joy Milagros Shericka Ana Mioandrys Sasha Kyra Kiara Kelsey Jamillah

Alexander Barber Barnes Berg Brown Caraway Castellanos Chase Davis Destine Enkhaus Eure Fils-Aime Fodera Fredericks Gyekye Haynes Price Hurtado Mailloux Malhotra Ochiemhen Puelles Reed Reis Rodriguez Rodriguez Saniewski Sarner Scalfaro Smith-Zeigler

HUDSON UNIT Abanoub Takeem Alison Jenny Diana Maria

Amir Brantley Burton Gonzales Guiney Mores

HUDSON UNIT (CONT.) Brian Yomaris Tiffany Jessica

Neff Pena Salce Pineiro Saraiva

MERCER/BURLINGTON UNIT Adefemi Lea Lucia Julie Kamaria Jolie Justin Myya Hibba Sharon Sonya Virginia Sarah Devon Rina Nikia Stephanie Kimberly Jennifer Ana Cristina Samantha

Adigun Albarran Ansara Buranelli Byrd-McAllister Doogan eldridge Evans Fazal Joag Klein Klockner Kotz Norton Ojeda Palmer Rahinsky Rumaker Rutherford Soares Torrente

MIDDLESEX UNIT Ann Larissa Janelle Catherine Hillary Samantha Amanda Myrta Philip Diana Arianna Matthew Jessica Leisa Kathleen

Fink Garcia Grant Henderson-Ruff Jenne Lyon Lyons Maldonado Marrone Montero Ramirez Sato Shaw Walker Wojnar

MONMOUTH/OCEAN UNIT Altit Kudless Juarez-Lopez Antonelli Melewski White Weber Pancurak Ribet Sutton Longo Silvestri Evangelista Stern Tuchman Campanile Reddin Ansbrow Trujillo Sweeney McGarrigle Leone Blanco Shtybel Henderson Robbins Pender Wechkus Handelsman Larkin Moorman Desousa Lohr

MORRIS UNIT Justin Amanda Denise Bryan Susan Cynthia Jennifer Rajeshri Amy Eunsun Megan Joan Angelina

Bucchio Chrisman Codner Eckhardt Ferrante Fiore Gavilanes Joshi Keyishian Kwon Maruzo Nixon Rivera

Caey Marci Gloria

Santora Stringham Wyka

SOMERSET/HUNTERDON UNIT Diane Hannah Debra Linda Stephanie Tricia Beatriz Christopher Jacqueline Theresa Michael Stephanie Yarlane Helen Nancy Michael Courtney Kathleen

Bower Carpenter Crossman Di Filippo England Floyd Hilden Hug Koppa Lyons Milano Ostrowski Perkins Plummer Shupack Weeks Williams Wright

SUSSEX/WARREN UNIT Melissa Claire Michelle Calista Julianna Allison Valeska Deanne Kelly

Barry Crimando Cupo Downtain Ferenczi McCurry Millan Rieger Smith-Pampin

UNION UNIT Stacey Priscilla Shena Marykate Atiya Kimberly Lisa Krystal Karen

Barnes Bauer Bishop Boylan Brooks Durando Greenstein Halim Hamilton

UNION UNIT (CONT.) Adara Jessica Maria Sophia Cristina Kim Leah Monica Grace Jasmine Sarah Nayirin

Kimbrough Levy Maggiore Melendez Monroy Musikant Rousso Sanagustin Sowah Strumeier Tchalikian

Thanks for Being a Member!

Alix Anastasia Ariadna Austyn Britt Brittany Brittany Christine Daniel Debra Desiree Dominique Elisa Erica Ester Gabrial Heather Jacqueline Joshua Kathleen Kathryn Kelsey Luisa Mallory Marissa Mark Martha McKayla Miriam Nicole Nicole Rebecca Suzette

MORRIS UNIT (CONT.)

NJFOCUS • January 2022 | 41

MEMBER CONNECT

NEW MEMBERS (CONT.)

MEMBER CONNECT

Share your Interests. Share your Voice.

Join Our SIGs: Find the groups that matter to you.

The beauty of our profession is that it is diverse. From academia to private practice, macro social work to healthcare, there is no area that social work does not touch in some way. While we often come together in larger groups—sharing our different perspectives and from different places—sometimes its good to find your smaller group of “people”—social workers with shared interests or areas of practice.

These smaller places are a great place to discuss unique

challenges and needs in the field, as well as brainstorm on programs and help shape specific learning events that the Chapter hosts.

Over the last several months our Chapter has expanded our Shared Interest Groups to meet your needs—giving you more opportunities to connect and collaborate. These dedicated spaces meet on various schedules (virtually for now) and are busy sharing best practices in school social work, healthcare, and more. We invite you to check out the Shared Interest Groups and join a conversation or program. You

42 | NJFOCUS •January 2022

can sign up for Shared Interest Group information here.

JANUARY 7th

13th

Creating Your 2022 Business Plan

14th

Youth Mental Health and Gun Violence in Schools

(Essex Private Practice Meeting) 10-11 AM EST

Bergen Passaic PPSIG Meeting

(School SW SIG)

2-3 PM EST

6-7:30 PM EST

21th

28th (5.5 CEUs) Healthcare Social Workers Symposium

Doctorate of Social Work (DSW): Is it Right for You? (Macro SW Shared Interest Group)

8:30 AM-3 PM

12-1 PM EST

FEBRUARY 10th

22th

Best Practices for School Social Work

Combatting Imposter Syndrome

(School SW Shared Interest Group)

(Black SW Shared Interest Group)

6-7:30 PM EST

12-1 PM EST

More events to be added soon!

Register at: naswnj.socialworkers.org/Events NJFOCUS • January 2022 | 43

MEMBER CONNECT

C A L E N D A R

MEMBER CONNECT

HEALTH CARE SOCIAL WORKERS SYMPOSIUM

5.5 CEUs January 28, 2022, 8:30am - 2:45pm Sponsored by

Health care social workers are frontline, essential personnel and a vital part of leading health care transformation in the United States. Evidence shows that the involvement of a social worker in patient care and well-being effectively improves care and outcomes.

NASW-NJ is proud to offer the Health Care Social Workers Symposium, sponsored by CareOne. With sessions that specifically pertain to those in the health care field, attendees will get tools, information, and resources to enhance their capacity to improve the well-being of clients, families, and the communities they serve.

Helping Doesn't Have to Hurt

The expectations placed upon frontline workers are high and it puts them at an elevated risk for compassion fatigue also known as secondary or vicarious trauma. Vicarious trauma is the emotional distress or apathy resulting from the constant demands of caring for others and witnessing pain, suffering and trauma. Vicarious trauma is often considered the “common cold” of the helping profession because everyone is prone to this condition.

The opening session on January 28th, Vicarious Trauma: Another Form of Burnout and Compassion Fatigue, will discuss the difference between trauma and vicarious trauma and identify tools and techniques for caring for yourself and your staff/colleagues before, during and after burnout and/or compassion fatigue.

44 | NJFOCUS •January 2022

MEMBER CONNECT

Scientific Data from a Toilet Seat? The future of healthcare is shaping up with advances in digital healthcare technologies. Health care social workers need to familiarize themselves with emerging healthcare technologies to stay relevant in the coming years. The Future of Health Care and Adaptive Technologies session will showcase and discuss some of the latest technologies available that may help your clients, including TrueLoo®, an early detection smart seat!

Treating the Whole Person Social workers’ professional responsibility to screen for social determinants of health has proven essential for improving patients’ health and the delivery of health services. Through promoting preventative wholeperson care, social workers are emerging leaders in interdisciplinary health care, who can assess and treat social care, a key component in optimizing health. A Call to Action: Social Work Leadership in Interdisciplinary Health Care session will review assessment strategies, explore approaches to intervention, and assess the benefits of interprofessional collaboration in creating prevention and wellness psychoeducational forums You can register for each class separately or register for the whole day for nearly 20% savings!

REGISTER NOW

For the whole day: https://events.eventzilla.net/e/55-ceu-live-webinar-health-care-socialworker-symposium-2138828006?preview=1638826145802

INDIVIDUAL SESSIONS REGISTRATIONS: #1: Vicarious Trauma: Another Form of Burnout and Compassion Fatigue https://events.eventzilla.net/e/2-ceu-live-webinar--vicarious-trauma-burnout--compassion-fatigue-2138821396

#2: The Future of Health Care and Adaptive Technologies: https://events.eventzilla.net/e/15-ceu-live-webinar--the-future-of-healthcare-and-adaptive-technologies-2138821393

#3: A Call to Action-Social Work Leadership in Interdisciplinary Health Care https://events.eventzilla.net/e/2-ceu-live-webinar-a-call-to-action-socialwork-leadership-in-interdisciplinary-health-care---2138821395

NJFOCUS • January 2022 | 45

MEMBER CONNECT

Chapter Elections Are Coming!

Voting is critical to our organization. Each year, our membership votes on a group of individuals to serve as the programmatic volunteer leadership of the state Chapter. This group of elected representatives is charged with working in collaboration with the Chapter staff and in unison with the national board to meet the mission of our Association. Our elected representatives bring their experience, passion, and ideas to the table to help grow our Chapter, make us stronger, and build our community.

This year, we’ll be electing the following positions:

President 2nd VP of Finance Regional Representative MSW Student Representative BSW Student Representative Chapter Committee on Nominations & Leadership Identification (CCNLI) We are still accepting nominations for candidates. Candidates/nominees must be current NASW members. You can nominate an individual on

our website.

Election voting will open this spring and is available to members only. Watch our website and your email for more information on our final slate of nominees and information on how to vote.

Celebrate the Best of New Jersey Social Work At NASW-NJ, we believe in celebrating the successes of our profession and our colleagues. Each year we come together to honor the outstanding work and accomplishments of our friends, colleagues and like-minded partners. Nominate your friends and colleagues for a Chapter Award—or nominate yourself!

All nominees for social work positions should be members of NASW-NJ; however, we do have some awards open to those in our field/surrounding fields that do not require membership.

We’re extending our nominations period through January 31, 2022. Nominations will be reviewed by an awards committee. Notifications will be made in February 2022, and we’ll celebrate our awardees during Social Work Month this March.

This year's awards categories include:

Social Worker of Year Academic of the Year Lifetime Achievement Emerging Leader of the Year Organization of the Year To learn more about the process and awards available, or to submit a nomination, visit

46 | NJFOCUS •January 2022

our website.

YOU MAKE A DIFFERENCE ,

MAKE AN IMPACT

AND WE THANK YOU.

During this unprecedented time, NASW-NJ has been there by your side making sure the needs and voices of social workers are heard.

P U S H I N G

P R E S S U R I N G

P R E V E N T I N G

NJ BSWE to help with

ASWB to allow online

unaccompanied migrant children

licensing delays

proctored licensing exams

from prolonged detention

during COVID

H E L P I N G immigrants at US border

W O R K I N G F I L I N G

with lead legislatures to ensure

amicus briefs in legal cases

access to Telehealth during the pandemic

C H A L L E N G I N G

E X A M I N I N G

DCP&P to be more precise

the history of privilege in social

in reporting of

work to create an anti-racist

unsubstantiated cases

profession moving forward

YOUR H E L P T O M A K E S U R E T H A T YOUR VOICES AS SOCIAL WORKERS CONTINUE TO BE HEARD.

NOW WE ASK FOR

Please consider a gift to help us continue making an impact.

A $50 gift will go a long way, a $100 gift even more, but we invite you to support our work in any amount. Your donation will assure that we have the resources to continue our work to help you make our profession and our communities stronger.

Membership dues do not cover all the expenses incurred during this important work. With so much at stake for social workers and the clients we serve, your support is critical.

You can use the enclosed envelope or go online at

THANK YOU

FOR

ALL YOU DO.

We are proud to stand with our social work brothers and sisters.

www.naswnj.org and click Donate.

Donations directly to the Chapter are a great way to invest in the future of social work, but regretfully

BE A PART OF OUR CONTINUED, COLLABORATIVE SUCCESS.

are not tax deductible. If you would like to make a deductible donation, please contact us directly so we can help you do so.

NJFOCUS • January 2022 | 47

MEMBER CONNECT

HELP US CONTINUE TO

PROVIDING THE SKILLS TO GET AHEAD

48 | NJFOCUS •January 2022

EARN UP TO 27 CEUS

ADVANCED CLINICAL WORKSHOPS Official Newsletter of Curtfield Healthcare Services

TRAUMA CERTIFICATE PROGRAM Many NASW-NJ members have reached out to us to let us know that you wanted more advanced clinical workshops and we are happy to oblige.

We have increased our clinical course content to help you enhance your clinical toolkit by adding/creating the following programs:

The NASW-NJ Trauma certificate program is a 20-hour program of in-depth training covering foundational therapeutic skills, neuro-biological, psychological and somatic impacts of trauma and more. This is an interactive program featuring case scenarios, best practices and breakout groups.

The program is led by Julie Roebuck, LCSW, who has over twenty-five years of experience working with various types of traumas.

Next class starts March 11. Register: https://events.eventzilla.net/e/20-ceus-traumacertificate-program-2138829863

NJFOCUS • January 2022 | 49

POLYVAGAL THEORY Polyvagal Theory (PVT), developed by Stephen Porges in the 1990’s, proposes that the Autonomic Nervous System shapes our experiences. PVT is a tool therapists can use to help shape the nervous system toward safety and connection. It is useful for working with trauma as well as a means for understanding social connection and communication in general.

This class is led by Dawn Wilcox, MSW, LCSW, who is extensively trained in Polyvagal Theory informed clinical practice.

Next class is March 4. Register: https://events.eventzilla.net/e/3-ceu-live-webinar-an-introductionto-the-polyvagal-theory-2138821490?preview=1638805915993

A CONCEPTUAL OVERVIEW OF THE INTERNAL FAMILY SYSTEMS MODEL OF PSYCHOTHERAPY The Internal Family Systems Model (IFS) is an integrative approach to individual psychotherapy developed by Richard C. Schwartz in the 1980s. It combines systems thinking with the view that the mind is made up of relatively discrete subpersonalities, each with its own unique viewpoint and qualities. IFS uses family systems theory to understand how these collections of subpersonalities are organized.

This class is taught by Lois Ehrmann, PhD, NCC, CTTS, who is Level 1,2 & 3 trained in IFS and is a certified IFS Clinician and approved consultant (IFS-Institute) Next class is March 25. Register: https://events.eventzilla.net/e/4-ceu-live-webinar-a-conceptualoverview-of-the-internal-family-systems-model-of-psychotherapy--2138830106

DIALECTICAL BEHAVIOR THERAPY Dialectical Behavior Therapy (DBT) is a modified type of cognitive behavioral therapy (CBT). Its main goals are to teach people how to live in the moment, develop healthy ways to cope with stress, regulate their emotions, and improve their relationships with others. DBT was originally intended to treat borderline personality disorder (BPD), but it has been adapted to treat other mental health conditions. It can help people who have difficulty with emotional regulation or are exhibiting self-destructive behaviors (such as eating disorders and substance use disorders). This type of therapy is also sometimes used to treat post-traumatic stress disorder (PTSD).

Instructor: Danna Markson, LCSW. Danna has over 25 years of clinical experience working with clients using a variety of effective therapeutic techniques including Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, and Systems Family Therapy.

COMING IN APRIL - DATE TBD

50 | NJFOCUS •January 2022

EARN 20 CEUS

Trauma Certificate Program 4 DAY PROGRAM MARCH 11 & 18, APRIL 1 & 8

REGISTER AT NASWNJ.ORG

NJFOCUS • January 2022 | 51

Upcoming CE Programs

2022 FREE FOR MEMBERS New Strategies for Working with Veterans January 19, 6:00 PM - 8:00 PM EST 2 Clinical CEUs Register Social Work Ethics: Revisiting the NASW Code as a Tool for Risk Management January 25, 6:00 PM - 8:00 PM EST 2 Ethics CEUs Register Vicarious Trauma: Burnout & Compassion Fatigue (Healthcare Symposium Session #1) January 28, 8:30 AM - 10:30 AM EST 2 Ethics CEUs Register

The Future of Health Care and Adaptive Technologies (Healthcare Symposium Session #2) January 28, 10:45 AM - 12:15 PM EST 1.5 Ethics CEUs Register

A Call to Action- Social Work Leadership in Interdisciplinary Health Care (Healthcare Symposium Session #3) January 28, 12:45 PM - 2:45 PM EST 2 Clinical CEUs Register

B U N D L E & S AV E Health Care Social Worker Symposium January 28, 8:30 AM - 3:00 PM EST Earn 5.5 CEUs Register

Clinical Supervision Course (SOLD OUT) February 03, 04, & 11, 9:00 AM -10:00 AM EST 20 CEUs Register for the April 5 course here Marijuana is Legal...Now What?

February 09, 6:00 PM - 8:00 PM EST 2 Ethics CEUs Register

NEW JERSEY CONTINUING EDUCATION APPROVAL COLLABORATIVE

Add CE credits to your professional development course.

Recognized by the NJ State Board of Social Work Examiners as an approving entity for social work CEUs in the State of NJ. To learn more & apply visit: 52 | NJFOCUS •January 2022 naswnj.socialworkers.org/Professional-Development/CE-Course-Approval

NASW-NJ CLINICAL SUPERVISION CERTIFICATE Become a Clinical Supervisor

NEXT COURSE DATES:

FEBRUARY 3 (SOLD OUT) APRIL 5 MORE INFO NJFOCUS • January 2022 | 53

ADVERTISING

FOCUS AD/IMAGE RATES: NEW LARGER ADS, SAME RATES 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

CONTACT: wwilliams.naswnj@socialworkers.org, call 732-296-8070, or visit naswnj.socialworkers.org/About/Advertise for more information.

54 54||NJFOCUS NJFOCUS•January • January2022 2022

NASW-NJ SWAG

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SHOP HERE NJFOCUS • January 2022 | 55

A LEGACY OF CHANGE, A FUTURE OF ACTION

Special NASW Member Price

$99

*

Available Now! Register at thefutureofsocialwork.org For more information see page 10

*Must register by Feb. 28 and be a current member of NASW