NASW-NJ FOCUS Magazine - May 2022

MAY 2022 • Vol 31.5

ASIAN AMERICAN PACIFIC ISLANDER HERITAGE MONTH

p. 05

HORIZON BCBS OF NJ UPDATE

p. 13

WHAT YOU NEED TO KNOW ABOUT YOUR 2022 LICENSE RENEWAL p.May 37 2022 | 1 NJFOCUS •

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

U N D E RG R A D UAT E S T U D E N T R E P, Jack Serzan 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 4 units across the state of New Jersey.

NORTHWEST

NORTHEAST

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MORRIS CHAIR, OPEN

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BERGEN/PASSAIC CHAIR, Melissa Donahue

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SOMERSET/HUNTERDON CHAIR, OPEN

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ESSEX CHAIR, OPEN

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

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HUDSON CHAIR, OPEN

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

CENTRAL

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MIDDLESEX CHAIR, Tina Maschi CO-CHAIR, Vimmi Surti

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MONMOUTH/OCEAN CHAIR, Jeanne Koller

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MERCER/BURLINGTON CHAIR, Miguel Williams

SOUTH

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ATLANTIC/CAPE MAY/CUMBERLAND CHAIR, OPEN

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CAMDEN/GLOUCESTER/SALEM CHAIR, OPEN

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

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

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

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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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

04

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

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

FROM THE PRESIDENT & EXECUTIVE DIRECTOR Friends and Colleagues, Never has there been a more critical time for us as social workers to stand in solidarity, rise to meet the demands of the time, and re-affirm our positions for the world. With the strategic dismantling of the fundamental rights of our friends, colleagues, families, and clients throughout the nation, our leadership team continues to be focused on our shared goal of social justice. Here is a glimpse of where you will see much of our focus in the coming months:

Widian Nicola, DSW, LCSW

PRESIDENT

Supporting/Affirming Transgender Individuals Central to our work as a profession is upholding the dignity and worth of all persons and challenging social injustice. NASW-NJ does not condone the use of sexual orientation change efforts (SOCE) or any reparative therapy. We condemn the efforts of states who have passed legislation referred to as “Don’t Say Gay” laws. These bills and related efforts are antithetical to our work as a profession and go against all public health evidence in creating safe, supportive environments.

You can count on us to engage in advocacy with our sister chapters, continue to educate our community here in New Jersey, and monitor any attempts to move similarly harmful legislation in our State.

Protecting Abortion Access NASW-NJ affirms the right of all individuals to bodily autonomy, that abortion is healthcare, and that all individuals have the right to freedom of choice in accessing essential health care services. The overturning of Roe v. Wade will set a dangerous precedent for the erasure of an individuals’ right to bodily autonomy and embolden efforts to erode essential personal protections of civil liberties and human rights.

You will see us support the efforts of our sister chapters to protect these rights, continue to educate our community here in New Jersey, and stand in unity with coalition partners both at the State and National level to protect these fundamental human rights.

Jennifer Thompson, MSW

EXECUTIVE DIRECTOR

Voter Suppression Vote suppression has a long history in the United States and over the last few decades has resurfaced.

Voting is essential to a successful democracy, and we condemn all efforts to establish barriers that make voting more difficult. This includes stricter voter ID laws, cutting voting times, restricting voter registration, and purging voter rolls. These efforts impact us all, but specifically place a greater burden on racial minorities, those living in poverty, and both young and older voters. We believe in voter mobilization at all levels—from chapter elections to the Presidential election.

You will continue to see us mobilize our social work community to run for office, vote in local, state, and federal elections, and continue to protect the right to vote. We will hold elected officials accountable if they support legislation that disenfranchises voters. You will see our PACE Committee engage in supporting candidates who will protect the right to vote.

These are just a few ways we work, daily, to uphold OUR Code of Ethics and the NASW policy statements, outlined in Social Work Speaks. You have our commitment to continue this work on behalf of the profession and champion the values we espouse as a profession and to do so unapologetically.

We invite you to lean-in to these conversations with us. Join a committee. Volunteer to attend a hearing.

Raise your hand in elections. We are strongest together and we look forward to standing with you as we protect and fight for the rights of all.

In solidarity, Widian & Jennifer

AAPI Heritage Month

I

have 29 first cousins combined from my mother's and father's families. Many pinsans (cousins in Tagalog) have lived in New Jersey. I can vividly remember the family parties. My tita's (aunt in Tagalog) house would be packed. We talked, ate, sang, danced, and laughed. No matter the activity, the reason for gathering (even in cases of funerals), or the tita's house – there was love. These loud, lively, and energetic get-togethers helped shape my personality. Of course, my parents were the most influential, as they kept the Filipino culture, traditions, and values alive in our house. For example, they taught my sisters and me to respect our elders by not talking back, and we ate traditional Filipino dinners together every night because family time was critical. I also observed the importance of community.

I have many titas who are not related to me; however, we use these titles to show respect and enforce connection. My parents would stop and converse with random Filipinos we encountered. After a particularly long interaction and determining I did not know these people, I asked my mom if she knew them. She replied, "No." As I reflect on my childhood, I realize my sense of belonging concerning my ethnic identity was anchored and nearly isolated within my family. I was the only Asian in my class throughout elementary school. In high school, I met two Pinays (Filipinas), who became close friends. To note, we were the only Filipinas in our grade. The scarcity of Filipino compadres continued even into my MSW program at the University of Southern California. As a full-time worker and part-time student, I took classes in the evenings and on weekends. Los Angeles is home to a large Filipino population, yet I did not have the opportunity to connect with other social work students, professors, or co-workers with similar heritage. Though not seeing other Filipinos

in my work and school was a familiar experience, I noticed every time.

Nonetheless, I created professional communities and forged work relationships with social workers of various backgrounds. I felt akin to them because of shared values, a desire to make positive societal changes, and commitment to social justice. I am fortunate to have my social work family, who have helped shape my professional self. This family, just like my parents, pinsans, and titas, offered me a sense of belonging that carried me through professional challenges and celebrated accomplishments.

These parts of my identity—social worker and Filipina— were very separate for me until I attended a professional meeting a few years ago. I was excited about this meeting because the facilitator was a social work scholar with whom I was familiar. I read some of her research and was excited to have an opportunity to meet her. I was the first attendee to join this virtual meeting. Though pre-COVID, the handful of social workers who attended came from across the country. Then the lead logged in and warmly greeted me. After exchanging pleasantries, other attendees logged in. Suddenly, one arrival said, with enthusiasm, "Oh! Christine! I am Filipina, too!" Truthfully, I thought to myself, "Cool it!" But abiding by Filipino culture, I nodded with a smile and confirmed, "Yes. Hi." I did not want to be rude, but I did not want to highlight my difference in a room full of White presenting scholars and practitioners. I had become accustomed to separating my heritage from my work or at least not talking about it.

Then in a turn of events, the facilitator joined in the discussion and shared about her Filipino heritage and

NJFOCUS • May 2022 | 5

AAPI Heritage Month

upbringing. This leader's participation validated and affirmed the cultural conversation. I cannot recall the exact exchange; however, I remember feeling connected.

As the meeting unfolded, I shared an idea. Without acknowledging my contributions, the following speaker reiterated the idea, as did two or three more people. This often happens to me (and, of course, others). Sometimes it's unintended, while other times, it is a calculated effort to assert power. In this case, I felt sure it was the former. I was unfazed and unoffended by the warping of my contribution into a general idea from the group.

It was, however, the response from the facilitator that moved me. She concluded with, "We all agree with Christine, then." In one professional meeting, I felt understood and seen as my entire self - not just the social worker or the Filipina, not even the Filipina social worker, but Christine.

This Asian American Pacific Islander Heritage Month, I ask you to listen to all voices of AAPI and other populations alike and ensure our contributions are recognized in public spaces. Our unique cultures and practices are strengths-based foundations for community learning, progress, and growth.

Simultaneously, our individual selves with unique livedexperiences and insights are contributions to the social work profession and the world.

6 | NJFOCUS •May 2022

About the Author: Christine Morales, MSW, is Assistant Professor at the Rutgers University School of Social Work. She is a mother to two sons and a wife. She enjoys cooking breakfast, listening to R&B, and organizing, both her house and community. Christine is an alumnus of Rutgers University with a bachelor’s in psychology.

She earned her MSW at the University of Southern California. She is now a doctoral student at Rutgers Graduate School of Education.

UNCOVERING THE DIVERSE ROOTS OF SOCIAL WORK

Diana Ming Chan, LCSW, ACSW (1929-2008)

D

iana Ming Chan was born in San Francisco in 1929. Her early life circumstances played a large role in her future desire to become a social worker. Chan’s mother was at one time a prostitute, brought to California for the sex trade that had flourished in the Chinese American community in the late 19th centur y. W hen Chan was 18-months old, her mother died, and Chan was sent to live in an orphanage. She would later be sent to live with her father, who would leave her in the care of an opium addict in the evenings. 1

Ms. Chan was a notoriously difficult and disruptive student during her early school years. She credits her fifth-grade teacher for expanding her world view and as a primar y influence in her life. This teacher invited Chan and other students to her home, which according to Chan was where she was able to play for the first time in her life. This was a major turning point in her life. 2 Ms. Chan’s passion for making a difference in the lives of others led her to pursue a degree in Social

NJFOCUS • May 2022 | 7

AAPI Heritage Month

Hidden Histories:

AAPI Heritage Month

Work. D uring her first year of college, she spent time in a summer program in New York's Bower y, working with low-income students at the Settlement House on behalf of the YWCA. She would go on to earn her Bachelor's degree in social work at the University of California, Berkeley and a Master's degree in social work from the University of Minnesota. 3 In 1964, Chan became employed at Cameron House in San Francisco’s China Town as a family therapist. There were no other social work agencies operating in Chinatown at that time, so she and one other social worker provided ser vices to a broad multigenerational clientele with a wide range of problems and needs. 4 As the one social worker of Chinese ancestr y, Chan broke the "color" barrier as the first Cantonese speaking Chinese MSW in San Francisco’s Chinatown. 5 She helped to increase the cultural competence of other social workers through her work and training in clinics, churches, and other private nonprofit organizations.

Chan continued to advocate for the recruitment and training of social workers of color during the Civil Rights and War on Poverty eras. 6 In the 1960s, during the War on Poverty, Chan provided substantial evidence for San Francisco's Chinatown to be considered a "targeted community" and thereby be eligible to receive federal funding for social work programs and ser vices. This funding led to the creation of many organizations including Self-Help for the Elderly, Chinese Newcomers Ser vice Center, Chinatown Child Development Center, and Northeast Mental Health Ser vices. In reaction to the new demand for Chinese American social workers, the City College of San Francisco created a two-year program for social work paraprofessionals. 7 Ms. Chan also lobbied on behalf of school social work. As a lifelong youth and family social worker, she became resolute in her conviction that prevention and early inter vention were critical ser vices to helping all students and families become or remain healthy. She noted this was especially true for immigrant families. 8 Before she retired in 1999, after working as a professional social worker for nearly a half centur y, Ms. Chan decided to make a long-lasting impact by helping to increase the number of school

8 | NJFOCUS •May 2022

social workers in the San Francisco Unified School District. 9 As such, she began a momentous undertaking to convince policymakers to increase the number of school social workers. One of her most successful advocacy initiatives was known as her "dumpling diplomacy." She invited San Francisco's top policy officials—superintendent, school board members, politicians—to her home to share Chinese dinner and hear about her passion for school social work. 10 This tactic, combined with others, was quite successful.

To further her efforts, Chan formed a committee, the Learning Support Ser vices Advocates (LSSA) to find a way to increase school social workers in the district. With a generous family donation of $1 million, she teamed with the NASW California Chapter and the NASW Foundation to endow the "Learning Springboard" fund of nearly $1 million to pay for half the salar y of two school social workers in the San Francisco Unified School District. Additionally, these school social workers would take on social work interns from San Francisco State University and the University of California, Berkeley to provide social work ser vices in the schools. 11 By 2002, Chan had persuaded the district ’s superintendent not only to pay the other half of those social work salaries, but also to fund another 10 social workers, a number that has multiplied with the blessing of subsequent school boards. 12 In 2007, Ms. Chan was nominated to be a member of the NASW Social Work Pioneers, received the NASW California Chapter’s Lifetime Achievement Award, and was elected to the California Social Work Hall of Distinction, University of Southern California, School of Social Work. 13, 14 Ms. Chan died in 2008. The NASW California Chapter maintains a scholarship in her name, the Diana Ming Chan Bilingual Social Work Scholarship.15 In 2020, the NASW Foundation announced that The Clarence and Diana Ming Chan Family had been awarded the International Rhoda G. Sarnat Award for their significant impact on school social work through their monetar y and visionar y support to increase the number of school social workers in the San Francisco Unified School District. The Rhoda G. Sarnat Award is given to an individual, group, or organization that has significantly advanced the public image of professional social work. 16

1 https://www.womensactivism.nyc/stories/5102 2 ibid 3 ibid

4 https://www.socialworkers.org/News/News-Releases/ID/2228/NASW-

Foundation-Honors-the-Clarence-and-Diana-Ming-Chan-Family-withthe-International-Rhoda-G-Sarnat-Award

5 https://www.naswfoundation.org/Our-Work/NASW-Social-WorkPioneers/NASW-Social-Workers-Pioneers-Bio-Index/id/592 6 ibid

10 https://www.sfgate.com/bayarea/article/Diana-Chan-legacy-schoolsocial-workers-4189497.php

11 https://naswcanews.org/applications-for-the-2021-diana-ming-chanbilingual-social-worker-scholarship-f rom-apisw-council-north-nowbeing-accepted/

12 https://www.naswfoundation.org/Our-Work/NASW-Social-WorkPioneers/NASW-Social-Workers-Pioneers-Bio-Index/id/592 13 ibid

14 https://www.womensactivism.nyc/stories/5102

15 https://naswcanews.org/applications-for-the-2021-diana-ming-chanbilingual-social-worker-scholarship-f rom-apisw-council-north-nowbeing-accepted/

16 https://www.socialworkers.org/News/News-Releases/ID/2228/NASWFoundation-Honors-the-Clarence-and-Diana-Ming-Chan-Family-withthe-International-Rhoda-G-Sarnat-Award 17 ibid

7 https://www.womensactivism.nyc/stories/5102

8 https://www.naswfoundation.org/Our-Work/NASW-Social-WorkPioneers/NASW-Social-Workers-Pioneers-Bio-Index/id/592

9 https://www.socialworkers.org/News/News-Releases/ID/2228/NASW-

Foundation-Honors-the-Clarence-and-Diana-Ming-Chan-Family-withthe-International-Rhoda-G-Sarnat-Award

NJFOCUS • May 2022 | 9

AAPI Heritage Month

The Chan Family continues to contribute additional funds to the program they established to continue and sustain the program’s expansion and maintain a social work student scholarship program for bilingual Asian Pacific Islander students. 17

Thanks to Our

YEAR-ROUND PARTNERS difference maker

shaker mover champion

Reach Your Audience with a Year-Round partnership.

Email: hfrench.naswnj@socialworkers.org

10 | NJFOCUS •May 2022

IN

ADVOCACY

ACTION

NJFOCUS • May 2022 | 11

Advocacy in Action

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ver the past few months, NASW-NJ has had several positive and collaborative meetings with representatives from Horizon Blue Cross Blue Shield of New Jersey to address the issues social work clinicians have identified as most problematic in their dealings with Horizon. We'd like to provide

you an update on those discussions.

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DENIAL OF LCSW CLAIMS FOR FAMILY THERAPY SESSIONS We were informed that Horizon's non-reimbursement of family therapy sessions conducted by LCSWs earlier this year was due to a coding error in their system. Horizon has confirmed that LCSWs are eligible providers of family therapy services. They have taken steps to correct the error and provide reimbursement for family therapy services provided by LCSWs that were incorrectly denied. For NASW members, if you are still experiencing difficulty with this issue, please contact jfeldman.naswnj@socialworkers.org and we will help connect you with a representative from Horizon who can assist you.

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PAYMENT VIA SINGLE USE ACCOUNT CARD (SUAC) In August 2020, Horizon began the process of converting payment to all providers via electronic fund transfer (EFT). In February 2021, Horizon began phasing out the use of paper checks with payment to providers being issued primarily via EFT. Those practitioners who opted not to enroll in EFT were advised they would receive payment via single use account card (SUAC).

Practitioners are able to have the balance on these cards transferred to their checking account via EFT with the aid of a Horizon representative. Horizon has provided the following FAQ sheet with more information on EFT, SUACs, and the phase-out of paper checks. Providers may call Horizon at 1-800-626-2212 to have the SUAC payments reissued to their bank accounts through EFT.NASW-NJ encourages practitioners to modernize their practices by converting to EFT whenever possible. EFT has the benefit of minimizing administrative burden, providing quicker access to funds, and improving cash flow. If you are an NASW member and are still experiencing difficulty with the transfer of Horizon SUAC funds to your checking account via EFT, please contact jfeldman.naswnj@socialworkers.org and we will help connect you with a representative from Horizon who can assist you.

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HORIZON COMMUNICATIONS AND TRAININGS Horizon offers regular training courses and communications for participating (in-network) providers, including trainings on EFT (Navinet Training). You can access the schedule of Horizon behavioral health trainings here. In addition, Horizon has agreed to work with NASW-NJ to schedule an EFT/Navinet information session for nonparticipating (out-of-network) providers to help answer questions and resolve difficulties non-participating LCSWs are experiencing with this process. If you are a non-participating provider with Horizon and would be interested in attending an information session, please respond to this brief survey. If there is sufficient demand, we will work with Horizon to get a meeting on the schedule.

NASW-NJ will continue to work with Horizon BCBS of NJ to address issues faced by both participating and nonparticipating social work clinicians. Stay tuned for future updates on these discussions.

NJFOCUS • May 2022 | 13

Advocacy in Action

An Update on Reimbursement Issues with Horizon Blue Cross/Blue Shield of New Jersey

Advocacy in Action

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

BILL NUMBER

TITLE/DESCRIPTION

STANCE

TESTIMONY

Read our testimony

Behavioral Health S311/A2036

Establishes Core Behavioral Health Crisis Services System

Supported

S528/A2815

Requires certain additional school district personnel to complete training program on suicide prevention

Supported

S704/A3514

Limits patient information behavioral health care providers may disclose to health insurance carriers

Supported

Read our testimony

Economic Justice S508 S1677/A2368

Increases maximum weekly benefit rate for temporary disability and family leave

Supported

Working Class Families Anti-Hunger Act-req school prov free breakfasts & lunches

Supported

Health Care S329/A1747

Establishes Prescription Drug Affordability Board.

Supported

S1029/A992

Authorizes State Chief Diversity Officer to conduct disparity study concerning utilization of minority-owned and women-owned businesses in State procurement process

Supported

S855/A2146

Creates State business assistance program to establish contracting agency procurement goals for socially and economically disadvantaged business enterprises

Supported

LGBTQ+ S358

Prohibits attempts by mental health professionals to change sexual orientation of adults

14 | NJFOCUS •May 2022

Supported

Read our testimony

DATE

TOPIC

LEAD ENTITY

TARGET

NASW SIGN-ON

Federal

NJ Chapter

National Partnership for Women and Families

3/16/2022

Sign-On Letter to Congress: Reinstate & Expand Emergency Paid Sick Days & Paid Leave

3/18/2022

Dear Governor Murphy, Senate President Scutari and Speaker Coughlin: Pass Same Day Voter Registration Law

State

NJ Chapter

Same Day Registration Coalition

3/31/2022

Letter Supporting NJ HESAA Federal Grant Application for the State Loan Repayment Program

State/ Federal

NJ Chapter

NASW-NJ

4/1/2022

Solutions to the Challenges Facing Licensees at the NJ Division of Consumer Affairs

State

NJ Chapter

NJ Business & Industry Association

State

NJ Chapter

NJ Citizen Action

4/18/2022

Memorandum to New Jersey Department of Banking and Insurance-Power to Ban Credit Scores, Education, and Occupation in Auto Insurance Pricing

Advocacy in Action NJFOCUS • May 2022 | 15

Advocacy in Action

Over the past two months, NASW/NASW-NJ signed-on to the following joint statements.

MEMBER MISSIVES

THE LATEST FROM THE FIELD

16 | NJFOCUS •May 2022

By Nancy Schley, LCSW

“... I encourage supervisors to engage in critical conversations with students to establish mutuality and reciprocity. We model this approach in supervision, in part, to pave the way for students, in turn, to have critical conversations with clients they serve, now and in the future."

A

s the end of the traditional academic year at Rutgers approaches, I always reflect on the partnerships we develop with our field agencies that host interns and mentor our social work students. These agencies are the heart and soul of our field education program and provide key instruction to students. I express my deep appreciation to them. Over the course of my career as a field educator, I have found that the supervisory relationship is a key relationship guiding students towards growth and proficiency.

My own experience is that student supervision is a meaningful, purposeful, and professional endeavor, in which I gain as much professional gratification and development as students gain in skills and experiential learning.

In my role as Associate Director of Field Education at the Rutgers New Brunswick Campus, I encourage supervisors to engage in critical conversations with students to establish mutuality and reciprocity.

We model this approach in supervision, in part, to pave the way for students, in turn, to have critical conversations with clients they serve, now and in the future. In my observations, these experiences of mutuality and reciprocity are sometimes difficult to achieve. LGBTQ+ students may often wonder how to be fully present in their field practicum settings

due to experiences of non-inclusive practices, past and present. 1 I speculated that field supervisors would welcome a SOGIE training, and that such training would have broad reach across settings to inform and grow supervisory experiences with LGBTQ+ social work students.

In the above context, it is my pleasure to reflect here on the Sexual Orientation, Gender Identity and Expression (SOGIE) training for field supervisors and agency staff, sponsored, jointly, in October 2021, by Rutgers Office of Field Education and the HiTOPS organization. HiTOPS is a longstanding field partner agency providing LGBTQ+ advocacy and training. They were a natural partner in this effort due to the organization’s expertise and the opportunity to expand our community engagement beyond traditional internships to support the organization’s mission. This approach to partnering with agencies supports the work the agency is doing in the community and renders the partnership even more beneficial to both parties.

The joint endeavor was a meaningful one for all participants- including the 350 supervisors, agency staff, and administrators in attendance. The training provided up-to-date, basic terminology related to the three separate yet related constructs

NJFOCUS • May 2022 | 17

Academia

Reflections on a Sexual Orientation, Gender Identity and Expression (SOGIE) Training for Social Work Field Instructors and Agency Staff

Academia

of sexual orientation, gender identity, and gender expression along with implications for establishing an affirming environment.

Attendees were surveyed and we found that a majority of participants learned valuable key points and planned to implement what they learned in both their personal and professional lives.

The SOGIE training was an important milestone for the School of Social Work’s Office of Field Education and the larger social work community as it conveys our commitment to inclusion and equity. We invited partner agencies to join us in our effort to learn from each other and build positive, affirming relationships and they accepted the invitation wholeheartedly. The momentum created by this training provides direction regarding important next steps in training the next generation of social workers.

Practitioners are clearly yearning for this type of training, and the response to our initial offering was deeply moving to me. SOGIE training for supervisors and staff not only supports social work students in community-based field settings and

field supervisors in their role as educators but reverberates with clients and communities they serve. As we advance, I enthusiastically endorse SOGIE training to be a critical component of field instructor training to promote positive, affirming relationships in all field settings.

References: 1

Messinger, L. (2013). Reflections on LGBT students in social work

field education. Field Educator, 3(1) 2

Bogo, M. (2006). Field Instruction in Social Work. The Clinical

Supervisor, 24:1-2, 163-193, DOI: 10.1300/J001v24n01_09. https://doi. org/10.1300/J001v24n01_09 3

Robustelli, S. (2021). Introduction to SOGIE. [Presentation].

HiTOPS. https://www.hitops.org/ 4

SOGIE Workshop Engages with Community to Help Practitioners

Establish Affirming Environments. (Spring, 2022). Rutgers School of Social Work Alumni Magazine

About the Author: Nancy Schley, LCSW, 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, community engagement, and global social work initiatives. Learn more at https:// socialwork.rutgers.edu/current-students/off icef ield-education

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By Jennifer Vazquez, MSW, LCSW

“Grief is by nature a longing for those who have died before us. At its core, it reflects the surviving person’s relationship with the deceased, the love and friendship they shared together, and all that comes with that. "

A

s our adjustment to living with COVID-19 continues to improve, vaccines become more readily available, and with monoclonal antibody treatment being more and more accessible, we find ourselves more connected to one another and our lives as in the pre-COVID era. A return to semblance of normality also creates space for those who have experienced a personal loss—death of a parent, child, grandparent, friend, coworker, etc.—related to COVID-19 to finally have time to grieve. The familiarity of family traditions, holidays, birthdays, anniversaries, and day-to-day life should be expected to be reminders of those who passed before us. Remarkably, grief and grief counseling is often an overlooked and underserved need of many clients. Having a general knowledge of the typical presentation of grief after a death, what to expect, and how long the intensity of grief can last is essential in treating clients following the death of a loved one.

Our country has seen a death toll of nearly 1 million people due to COVID-19, so it is quite fair to say many of us will find ourselves working with a grieving person at some point in our work.

In fact, some of us may be grieving ourselves.

Knowing what is expected with grief can assist in feeling more prepared and competent in working with the bereaved. Below is a very basic structure of the common things to look out for and to be prepared for when working with a grieving client.

These suggestions are based upon my formal post

graduate training and supervision in the areas of chronic disease and death and dying, as well as my own experiences working directly with the dying, the grieving, and their families. My work leans on the teachings of both Elizabeth Kubler Ross and J William Worden.

WHAT TO EXPECT Depending upon the relationship between the grieving person and the deceased, a full grieving process can last between two to four years. The death of a child or spouse is notably the most difficult to experience. People, places and things may no longer feel the same to the grieving person.

After the death of a loved one, people often gain a new understanding of the phrase “life is short.”

Unimportant things no longer carry as much weight.

Patience for nonsense or drama in relationships wanes. The grieving individual may look at life with a new sense of urgency.

An overall change in priorities can also begin to take shape. Adjustment back to work and school can be difficult. Many times, job changes or retirement can happen. Friendships end and new ones begin.

Marriages can become strained, or conversely find renewed intimacy. And for those of school and college age, schoolwork and academics can become a struggle with difficulty focusing and maintaining attention.

NJFOCUS • May 2022 | 19

Clinical Social Work

What to Expect in Grieving Clients

Clinical Social Work

COMMON SYMPTOMS Expression of grief happens in many forms. Some of the most common symptoms of grief include: • • • • • • • •

Loneliness Tearfulness Isolation Anger Fatigue Difficulty sleeping Decrease in libido Panic attacks or daily anxiety

In addition, difficulty concentrating and focusing on simple hobbies may occur. For example, avid readers may find it hard to sit and read; music may be difficult to listen to; watching a once enjoyable show may become difficult. Loss of enjoyment and an inability to distract oneself from thoughts of the deceased are normal. A longing to be with the deceased may even be expressed, including thoughts/statement such as “it should have been me”; “I would do anything for 5 more minutes with…”; and “I wish I could trade places.”

For many, the grief process can make them feel as though they are losing their minds. Yet this presentation is normal and expected with grief.

Grief may mimic depression and other mental health concerns, and it is important to keep in mind that this is normal in the grieving process.

Grief is by nature a longing for those who have died before us. At its core, it reflects the surviving

20 | NJFOCUS •May 2022

person’s relationship with the deceased, the love and friendship they shared together, and all that comes with that.

Often, I suggest clinicians imagine their own lives without a person who matters most to them, or even one they’ve had conflict with. How might the absence of that person change things? How deep would that sorrow be? It may be difficult to consider and may even seem unimaginable—and that ’s what a death does. It brings the unimaginable to life, leaving the living to grieve and find solace in a legacy left in their hearts.

About the Author: Jennifer Vazquez, LCSW, experience with grief includes in home hospice care, counseling of anticipatory grief, the dying and their family, as well as counsel regarding the dying process and at times sitting bedside with the family and patient when one is actively dying. She continues her work seeing both chronically and terminally ill patients in her practice. Jen’s work with the chronically and terminally ill includes assistance with adjustment to complex medical diagnosis, the change to daily living and work with family dynamics when requested and appropriate. Her grief work includes working with parents who have lost their children, death of a sibling, spouse, parent and other family members and f riends.

By Karissa Vassallo, MSW “Pets have been shown to have therapeutic benefits for individuals with mental health disability not only through their companionship and perceived intuition to provide comfort, but also through their behavioral activation in establishing a routine for their owners to provide proper care and providing an existential sense of purpose. "

T

he American Psychiatric Association defined Emotional Support Animals, or ESAs, as a “legally recognized assistance animal that purports to provide emotional support to individuals with mental and emotional disabilities.” 1 In recent years, adopting animals with the intended purpose of emotional support, or “certifying” a pet as an emotional support animal has grown in popularity, due in part to some perceived benefits of the designation, such as reasonable accommodations for the animal in rental dwellings and on public transportation under the Fair Housing Act and the Air Carrier Access Act. However, the increased demand for ESA clinical determination and the conflated perception of ESAs as service animals has forced governing bodies, and as a result, clinical providers, to re-examine the governance of these interventions.

There is value for social workers to examine not only the importance of emotional support animals and animal-assisted therapy as an intervention, but to conceptualize new ideas of how to make animalassisted interventions more accessible and assessable for our clients.

Pets have been shown to have therapeutic benefits for individuals with mental health disability not only through their companionship and perceived intuition to provide comfort, but also through their behavioral activation in establishing a routine for their owners to provide proper care and providing an existential sense of purpose. They can create and reinforce roles in an individual’s life as a protective factor, by forming mutual beneficial attachments and providing a sense of meaning, creating or reinforcing an additional role of a caretaker. 2 Given the current climate related to emotional support animals, making the determination of the clinical appropriateness of an animal-centered intervention involves serious considerations for the mental health social worker, including determining the potential clinical benefits and drawbacks for the client to assume responsibility for the animal and potential welfare concerns for both the client and the animal. Although these considerations can be addressed in theory within the therapeutic space, these concerns can also open the opportunity for new and expanded animal-assisted therapeutic interventions.

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Clinical Social Work

Expanding Accessibility in Animal-Assisted Interventions: Applications for Clinical Mental Health Social Work

Clinical Social Work

Therapeutic interventions involving animals are not a novel concept. In addition to the determination of need for an emotional support animal or certified service animal for mental health disability, clinical applications of animal assisted therapy, such as equine-assisted therapy, have been found to be an effective treatment for individuals with depression, anxiety, and post-traumatic stress disorder. In this practice, the horse’s social and highly intuitive and sensitive nature to other beings is utilized to form positive relationships and attachments with the animal and encouraging and increase the practice of mindfulness. 3,4 However, due to the space that this form of therapy requires, this intervention may only be accessible to limited populations in more rural or suburban areas.

As the collective cultural consciousness has begun to prioritize self-care and mindfulness practices, therapeutic animal encounters—ranging from a cat café to practicing yoga with goats—have become a worthwhile and rewarding experience outside of clinical practice in a wide variety of geographical areas. If these interactive animal experiences can be utilized as a form of mindfulness-based entertainment, then there is potential for the therapeutic benefits of these experiences to be expanded into a setting beyond a horse’s pasture that is more accessible to individuals in areas where the space may be limited. In addition to providing curative experiences for the client, incorporating animals into the clinical setting provides an opportunity for the clinical social worker to assess the benefits, hindrances, and overall effectiveness of further animal-assisted interventions such as an emotional support animal determination. Such therapeutic ventures may also offer an opportunity for mutually beneficial community collaboration with local animal welfare agencies and shelters to promote informed adoption practices with a therapeutic purpose.

After all, what could be more healing than a therapy session with a cat purring on your lap, or a puppy cheering you up to play?

References 1

Ferrell, J., & Crowley, S. L. (2021). Emotional support animals: A

framework for clinical decision-making. Professional Psychology: Research and Practice, 52(6), 560–568. https://doi.org/10.1037/pro0000391

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2

Brooks, H.L., Rushton, K., Lovell, K. et al. The power of support from

companion animals for people living with mental health problems: a systematic review and narrative synthesis of the evidence. BMC

Psychiatry 18, 31 (2018). https://doi.org/10.1186/s12888-018-1613-2 3

Earles, J.L., Vernon, L.L. and Yetz, J.P. (2015), Equine-Assisted

Therapy for Anxiety and Posttraumatic Stress Symptoms. JOURNAL

OF TRAUMATIC STRESS, 28: 149-152. https://doi-org.proxy.libraries. rutgers.edu/10.1002/jts.21990 4

Burgon, H., Gammage, D., & Hebden, J. (2018). Hoofbeats and

heartbeats: equine-assisted therapy and learning with young people

with psychosocial issues – theory and practice. Journal of Social Work

Practice, 32(1), 3–16. https://doi-org.proxy.libraries.rutgers.edu/10.108 0/02650533.2017.1300878

Hughes, J., & Macdonald, D. W. (2013). A review of the interactions between free-roaming domestic dogs and wildlife. Biological Conservation, 157, 341-351.

Loss, S., Will, T. & Marra, P. The impact of free-ranging domestic cats on wildlife of the United States. Nat Commun 4, 1396 (2013). https:// doi.org/10.1038/ncomms2380

About the Author: Karissa Vassallo is a recent MSW graduate f rom the Rutgers University School of Social Work. She has recently begun her social work career as a case manager at GenPsych P.C. in Bridgewater, NJ.

By Matthew Sato, MSW Candidate and Hannah Korn-Heilner, LSW

“Without shared information on pay, we often do not know the extent of pay inequalities. Often, pay inequalities are the result of unconscious or implicit bias. Pay transparency can help bring those inequities to light."

I

n the first part of this article, published in the March issue of NASW-NJ FOCUS, we discussed social worker compensation and the reality surrounding the costs of being a social worker.

While income myths can contribute to lower social work salaries, arguably, pay secrecy is perhaps one of the greatest causes for low social work salaries and why salaries have flatlined in growth.

Efforts to advocate for and create equitable salaries for social work professionals are immensely difficult, largely due to the stigma associated with discussing pay. In every industry, and even more so in social work, discussing pay is considered taboo or socially unacceptable. This creates a Catch 22, as it is impossible to generate pay equity without the ability to talk about differences in salaries.

Pay secrecy not only prevents us from pushing for higher wages, it also contributes to the gender wage gap and inequities in pay based on race and ethnicity. Without shared information on pay, we often do not know the extent of pay inequalities.

Often, pay inequalities are the result of unconscious or implicit bias. Pay transparency can help bring those inequities to light. Pay transparency helps

to not only reduce pay inequalities, but studies have also shown that pay transparency leads to greater motivation, productivity, and trust among employees.

Therefore, it is our ethical duty to push for further pay transparency not only for the social work field, but also for the clients we serve. This can be done at the macro, messo, and micro levels.

On a macro level through public policy and legislation In 2018, New Jersey passed a pay equity law, which is intended to prevent differences in pay based on gender, race, sexual orientation, disability, and religion, and created one of the strongest equal pay laws in the country. However, pay equity laws are not enough and the research shows that to truly advance pay equity, transparency is needed.

As the ugly truth behind pay gaps continues to unravel, salary transparency is a small change that has the potential for drastic positive outcomes.

Social workers are bound by their duty to address racial and economic injustice, advocating for pay transparency is a natural extension of these duties.

NJFOCUS • May 2022 | 23

Professional Issues

In It for More than the Outcome: The Truth About Social Work Salaries Part 2 of 2

Professional Issues

From a racial justice perspective, “pay secrecy reinforces racial biases as well, and the pay gap is wider for black and Hispanic men and women, according to a recent report from the Bureau of Labor Statistics.” Attending legislative hearings, providing written or verbal testimony on related bills, and generating support for policies that mandate and enforce pay transparency is one step social workers can take to address the economic and racial inequalities that continue to plague not only our clients and their communities, but many social workers themselves.

Currently, 19 states, including New Jersey, have pay transparency laws. While New Jersey’s pay transparency law prevents employers from retaliating if employees request information on pay and benefits or discuss compensation with other current or former employees, the law does not go far enough in requiring transparency. For instance, Colorado has one of the strongest pay transparency laws, which requires employers to provide the actual or range of compensation in job postings.

Considering the amount of time applicants spend searching for compatible employers, scheduling and performing interviews, and negotiating compensation, employers should respect applicants and make salary ranges clear on applications and job postings. This prevents applicant and recruiter disappointment and allows applicants to only apply for positions that are compatible with their needs and goals. New York City recently passed Int. 134, a bill that will require employers to post minimum and maximum salary ranges on all applications and job advertisements as of May 15, 2022. This is an incredible victory for New York City citizens, hopefully social workers can be part of mobilizing similar efforts across New Jersey and the country.

On a mezzo level through organizational policies While New Jersey still has work to do to strengthen laws around pay transparency, organizations can take the lead and begin implementing practices around pay transparency. First, social work organizational leaders and managers can commit to being transparent during the hiring process.

Studies have shown that women often negotiate for less than men during the hiring process, even when they are equally qualified. This could be because applicants tend to ask for a starting salary that is between 10-20 percent higher than their previous job. And since women are often paid less, they are

24 | NJFOCUS •May 2022

starting from a lower salary to negotiate from. This gap becomes even greater for Black and Hispanic women who are typically paid even less.

This is certainly a concern for the social work field, one that has historically been dominated by women. To address this, organizations can commit to providing salary ranges when hiring for a new position, which helps level the playing field during salary negotiations. For example, a study in 2012 showed that the gender wage gap for all full-time workers was 20 percent compared to only 13 percent for federal employees where salary information is publicly available. Additionally, while many organizations will offer a higher starting salary for candidates whose qualifications, skills, and experiences are above the job requirement, there is often no formal process or scale for determining that. Organizations can create more formal policies to determine how they set starting salaries to ensure this process is more equitable.

Additionally, organizations can make salaries and raises public information. While organizational leaders and managers may be concerned that this kind of transparency can lead to resentment among employees, studies have shown that it actually has the opposite effect. A survey from the Society for Human Resource Management found that employees are more likely to trust that staff are compensated equitably when they believe their organization is transparent about pay. When organizations are not transparent, employees likely already talk and share information about salaries.

The SHRM survey also found that women and employees of color were more likely to discover that a colleague with the same position and experience was compensated higher. And overall, 27 percent of employees who discovered a pay difference began seeking other employment.

Employers can get ahead of this by conducting a pay equity audit to determine if there are pay disparities at their organizations. According to the SHRM survey, approximately 58 percent of organizations in the United States already conduct pay equity audits, and of those, 83 percent updated staff compensation after completing the audit. By creating greater pay transparency at organizations, social work managers and leaders can build trust among staff and take critical steps to ensure their employees are paid equitably.

PayTransparency-Sept16_ENGESQA508c.pdf

While many social workers may not be in a position to implement organizational policies, there are still steps they can take to increase pay transparency at their jobs and for their clients. The social work concept of person-in-environment shows that while a person’s environment can impact them, people can also impact their environment. Therefore, social workers can begin to shift organizational cultures around pay transparency by discussing compensation and benefits with other colleagues or clients. Additionally, social workers have an ethical duty to advocate. While some may not feel comfortable advocating on a policy level, social workers can advocate to their managers or human resource representatives for greater pay transparency at their organizations. Social workers can also speak to their clients about New Jersey’s pay equity and transparency laws so that clients know their rights.

While this may not feel comfortable at first, the more social workers have these conversations it will begin to break down the stigma and shift our culture towards greater transparency.

4

ibid

5

National Women’s Law Center. (2020). Salary range transparency

Creating equitable salaries for social workers and for all is certainly a daunting task. Fortunately, social workers are not only equipped to generate movement around this issue, but are bound by our Code of Ethics to do so. By influencing salary transparency at the micro, mezzo, and macro levels of our practice, social workers can create tangible change and positive outcomes. As social workers, we are well accustomed to the potential success that comes with consistency, resiliency, and a burning desire to improve the lives of our clients, communities, and ourselves! The most important and crucial step… is to start.

References: 1

US Department of Labor Bureau of Labor Statistics. (2022). Usual

weekly earnings of wage and salary workers fourth quarter 2021. US Department of Labor Bureau of Labor Statistics, https://www.bls.gov/ news.release/pdf/wkyeng.pdf.

2

Wong, K. (2019). Want to close the pay gap? Pay transparency will

help. New York Times, https://www.nytimes.com/2019/01/20/smarterliving/pay-wage-gap-salary-secrecy-transparency.html.

3

US Department of Labor. (2016). Know your rights pay transparency.

Off ice of Federal Contract Compliance Programs.https://www.dol.

reduces the wage gap. National Women’s Law Center. https://nwlc.org/ wp-content/uploads/2018/06/Salary-Range-and-Transparency-FS2020-1.17.2020-v2.pdf 6

Colvin, L. (2022). New York City council proposes amendment to pay

transparency law. The National Law Review, https://www.natlawreview. com/article/new-york-city-council-proposes-amendment-to-paytransparency-law#:~:text=As%20we%20previously%20reported%2C%20 beginning,or%20the%20%E2%80%9CLaw%E2%80%9D).

7

National Women’s Law Center. (2020). Salary range transparency

reduces the wage gap. National Women’s Law Center. https://nwlc.org/ wp-content/uploads/2018/06/Salary-Range-and-Transparency-FS2020-1.17.2020-v2.pdf 8

ibid

9

Miller, S. (2021). Pay equity audits and transparency foster trust,

SHRM research shows. Society for Human Resource Management. https:// www.shrm.org/resourcesandtools/hr-topics/compensation/pages/payequity-audits-and-transparency-foster-trust-shrm-research-shows.aspx 10

ibid

11

ibid

About the Authors: Matthew Sato, B.S., is an MSW student at Rutgers University - New Brunswick, anticipating graduation in 2023. He is a Filipino-American and is invested in increasing Asian-American representation in the social work f ield. Matt ’s interests lie in Macro social work, specif ically the areas of Management and Policy. He is a nontraditional BSW student, possessing a B.S in Business Studies.

Hannah Korn-Heilner, LSW, is a macro social worker, passionate advocate, and chair of the NASW-NJ Union Unit. She works as the Policy and Outreach Associate for the nonprof it organization, Advocates for Children of New Jersey. She obtained her MSW with a concentration in Management and Policy f rom Rutgers University and previously worked in youth development in Paterson, NJ.

gov/sites/dolgov/files/ofccp/regs/compliance/factsheets/FACT_

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Professional Issues

On a micro level through breaking the stigma

School Social Work

A Day on the Hill: Advocating for the School Social Workers Improving Student Success Act

By Tiffany Walker, LCSW

“Social workers are influential. Our advocacy skills are needed and can serve as a catalyst for change."

T

he School Social Workers Improving Student Success Act (H.R. 7037) is a bill introduced by Congresswoman Gwen Moore of Wisconsin's 4th Congressional district. This bill will provide critical funding to increase the capacity of school social workers, clarify their roles and expectations, and create a national technical assistance center for school social work to provide training and support.

On Wednesday March 30, 2022, I had the opportunity to participate in a congressional briefing as an expert in school social work along with several other colleagues to talk about the critical need to enact this legislation. My colleagues and I shared many critical points regarding school social work during the briefing. For instance, school social workers provide services in the community and represent the one school-based discipline that is guided by the Person in Environment perspective.

This allows social workers to understand the importance of the environmental context in which students and families live. Additionally, the values of equity and social justice, embedded in our work and enumerated in the NASW Code of Ethics,

26 | NJFOCUS •May 2022

urge school social workers to attend to students most in-need—students who may not have access to resources and services outside the school environment. This makes social workers uniquely adept at supporting specialized populations like BIPOC students, LGBTQIA+ students, and the neurodivergent population, among others.

School-based social workers can refer students to community-based services and help to ensure students and families are receiving the services they require to ensure academic success.

One exciting feature of H.R. 7037 is the technical assistance center it establishes to ensure a highly trained school social work workforce. The center would help to standardize school social work practice and will ultimately help us to recruit and retain clinical social workers in a schoolbased setting. Should this bill be enacted into law, school social workers can look forward to a more standardized way of doing their work across various settings (i.e., public schools, community schools, and charter schools). As someone who trains and supports school social workers, I know we are eager for and in need of more role specific supports, such

It was a privilege to represent our NASW Chapter and the state of New Jersey during this briefing.

While I have always been aware of the challenges facing school social workers—and was fairly confident these challenges were consistent across the board—hearing my colleagues share experiences that aligned with my own served to validate my commitment to using my expertise as a school social worker to train and coach other school social workers. My participation in the briefing also underscored the importance of social workers utilizing their expertise to influence policy and those who set it. Such action is one of the highest levels of change-making social workers can engage in.

Social workers are influential. Our advocacy skills are needed and can serve as a catalyst for change.

If you haven’t done so already, I encourage social workers, particularly school social workers, to involve themselves in policy change at any level— local, state, or federal. In addition to policy and governmental advocacy, this also includes sitting on boards of nonprofit organizations, joining search committees, and participating in critical public

meetings to voice our concerns and share our expertise. These efforts will all contribute to change that will impact the lives of our clients.

If you are a school social worker or decision maker who supports school social workers, please be sure to check out the recording of the briefing and encourage your congressional representatives to support the passage of this bill. If you are interested in more training for school social workers, Journey Therapy Center is available to provide professional development and training using our Culture, Compliance and Collaboration framework.

NASW and the School Social Work Association of America, in collaboration with the Congressional Social Work Caucus, sponsored the Virtual Congressional Brief ing, The Critical Need for School Social Workers: Improving Student Success through H.R. 7037. The brief ing was cosponsored by the American Academy of Social Work and Social Welfare, the American Council for School Social Work, the American Federation of Teachers, the Council on Social Work Education, the National Association of Black Social Workers, Inc., the School Social Work Net, and the Society for Social Work and Research.

About the Author: Tiffany Walker, LCSW, is a Certif ied School Social Worker with extensive school social work experience.

She provides professional development and coaching to schools and school social workers regarding best practices in school social work. If you are interested in learning more about her work or working with her visit www.journeytc.org

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School Social Work

as data collection, intervention development, and assessment of program effectiveness. The proposed technical assistance center would address these needs, as well.

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By Danielle Ryer, MSW Danielle Ryer, MSW is a recent graduate of the Rutgers School of Social Work MSW program. Danielle, who is an autistic woman (she prefers this terminology to person-first terminology), shared some words about her experiences as a neurodivergent MSW student and social worker. While we originally envisioned this as a text-based article, a written transcript did not adequately convey Danielle’s essence and message. As such, for the first time ever, we’re presenting a video essay in FOCUS to allow Danielle to share her words with you directly. Below you will find a short intro from Danielle and a link to her video essay on YouTube.

Hi, my name is Danielle. I am autistic, and today, I celebrate the conferral of my Master's Degree. I reflect on a point in my journey as a person and a professional and the struggle it took to get here and let go of my perfectionism, and getting it right the first time all of the time. I did not edit this video, because I wanted it to be shown exactly in the raw, like I, myself, strive to be—entirely myself, at all times. The personal, the hard worker, professional, the human being that others conflate with a given role. I may have been a counselor, therapist, and advocate. But I will always be me—smile, humor, and all. I hope you enjoy my video essay.

Check out the video essay here.

NJFOCUS • May 2022 | 29

Student Center

An Autistic Social Worker’s Reflections

H O W

T O

N A V I G A T E

Student Center

Success Through Wellness:

An Internship of Collective Experience

By Doreen Ner, Shannon Piazza, Regina Guzzo, Jane Lee & Gina Vassallo, 2021-22 Navigating Success Through Wellness MSW Interns

D

eveloped and directed by Jill Pantaleo, LCSW, owner of Bergen County Therapy, and supervised

by Victoria Coppolecchia, LCSW, the Navigating Success Through Wellness (NSTW) initiative is a research-based mental health and wellness program currently enjoying success in a number of New Jersey school districts. Rooted in the belief that “success without wellness is not success,” NSTW provides preventative and psycho-educationally based support and services for students, parents and teachers focused on biological, psychological, social, emotional and physical wellbeing, including mental health support, nutritional counseling, yoga, mindfulness and more. Launched in 2019 in the prestigious Bergen County Technical Schools under the direction of Superintendent Dr. Howard Lerner and Assistant Superintendent Andrea Sheridan, Navigating Success Through Wellness has since expanded into several other New Jersey districts including the Ridgefield Schools and the Morris County Vocational School District.

Jill Pantaleo, LCSW, a professor in the MSW program

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at The Ramapo College of New Jersey, designed NSTW to also serve as a robust learning experience for future social workers. At the core of the program is an ambitious team of MSW interns delivering services including wellness assessments, resilience training, restorative groups for HIB offenders, freshmen and senior transition groups, coping and social skills training, test anxiety reduction groups, individual counseling, and parent support. Additionally, NSTW interns play a critical role in the planning of districtwide initiatives like Mental Health Awareness Day, facilitating a Wellness Ambassador program for student involvement in the social-emotional climate of their school, and in designing and implementing new services within the program.

Perhaps the most unique characteristic of the NSTW internship experience is the significance of the relationships that the interns have formed with each other. Collaborating on clinical tasks as a team, supporting each other in new and challenging commitments such as public speaking or co-teaching,

The NSTW interns recognize the importance of having programs such as Navigating Success Through Wellness in schools—especially in the age of COVID-19 and its resulting developmental challenges faced by children and adolescents. The services provided on the four campuses of the Bergen County Technical Schools are indeed in high demand, and the interns fulfill a plethora of daily expectations. According to Assistant Superintendent Andrea Sheridan, the NSTW program and MSW interns provide students with “a safe place to share…and process how their actions have a direct effect on their community.” This is not only essential for student’s mental health and well-being, but is, additionally, beneficial to staff, parents, and the communities at large. Simultaneously, the interns are presented with a once in a lifetime learning experience in the provision of valuable clinical services, building friendships, evolving as social workers, and being part of an effective team of clinicians who embody and epitomize the values of their profession.

At the start of the 2021-2022 academic year, the NSTW interns embarked on their internship journey, some interning for the first time, and others for their second, more advanced field placement. Many of the interns felt insecure and afraid of the unknown, not entirely aware of what to expect from the NSTW placement. It was soon apparent, however, that they would be provided with the support necessary in order to step outside of their comfort zones. Encouraged to learn by doing, it has been through this experience that these five MSW candidates gained the confidence they needed to embark on each of their personal social work journeys.

Not only has each intern grown personally since the beginning of this internship experience, but each has developed her own therapeutic style and discovered a niche to further explore for their professional aspirations.

The Navigating Success Through Wellness internship has given these interns the freedom and support to not only explore their skills, strengths, weaknesses, and goals, but has allowed for mistakes, as well, which paved the way for them to learn, grow, and demonstrate the same resilience they teach to the students they serve daily.

Each intern will soon advance from this internship as a more confident and capable social worker, armed with a toolbox filled with the experiences and skills to successfully enter the profession as Licensed Social Workers.

Learn more about NSTW at https:// navigatingsuccessthroughwellness.com

Pictured Below (from left to right): Jill Pantaleo, LCSW, Jane Lee, Doreen Ner, Shannon Piazza, Regina Guzzo, Gina Vassallo, Victoria Coppolecchia, LCSW

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Student Center

and creating an academic support system for each other, the interns have developed into a collaborative, unified force. The interns have also formed a meaningful relationship with the newest Student Assistance Counselor at The Bergen County Technical Schools, Sydney Zulli, LSW, who had been a NSTW intern for two years prior to gaining her employment in the district.

It is through her personal experience as an intern that she can guide and support the NSTW intern cohort.

Student Center

Become part of a social work legacy...

Are you a social work student in either a BSW or MSW program? Did you know that student members have an exclusive opportunity to apply for the Harriet Bloomfield Scholarship? You do—read on to learn more about this exclusive opportunity.

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

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

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

QUALIFICATIONS: Be an NASW-NJ member in good standing (you’ll be required to submit your membership number in the application) Enrolled in an accredited BSW or MSW program.

Complete the online application, including short essay The 2022 Application Deadline is June 15, 2022.

APPLY NOW

32 | NJFOCUS •May 2022

NJFOCUS • May 2022 | 33

PA R T N E R

SPOTLIGHT

R

utgers School of Social Work has proudly partnered with NASW-NJ for decades, providing valuable resources and unbeatable opportunities for students as they progress on their journey in school and beyond.

Each year, Rutgers School of Social Work sponsors NASW-NJ’s Legislative Education & Advocacy Day (LEAD), an event bringing together hundreds of social work students and professionals from across the state to the capital of Trenton. LEAD is designed to further social workers’ knowledge of the legislative process, grassroots advocacy, and major current statewide policy initiatives.

Students hear from an array of passionate speakers, including elected officials, community organizers, and advocates, about some of the most pressing problems facing society today.

Rutgers School of Social Work recognizes that now, more than ever, it’s important for social workers to have a seat at the table on discussions around policy and advocacy.

Social workers can do so much in addition to clinical practice. Having a grounding in macro social work in addition to clinical social work allows students to do important work like developing programs and policies that can help greater numbers of people. They can craft policies and manage programs on a broad scale and enhance the well-being of many vulnerable populations.

And understanding policy is essential to becoming leaders of organizations, managing the many challenges presented in the world of human services.

34 | NJFOCUS •May 2022

After students graduate from Rutgers School of Social Work, and with their knowledge of macro social work, they go on to serve in a variety of leadership levels in both the public and private sector in jobs that range from fighting homelessness to supporting environmental justice. They can also enhance their clinical efforts with and on behalf of their clients by engaging in electoral politics and public policy discussion. At Rutgers School of Social Work, alumni become professionals who create and manage agencies to deliver high-quality and easily accessible services effectively.

Rutgers School of Social Work is here to support students along their journey to a career in social work. As one of the largest, highest regarded, and most diverse schools of social work in the country, Rutgers can help advance you to where you want to be in your career. The Management and Policy specialization is available to most MSW students and is designed to build and enhance knowledge, skills, and competencies of current and future leaders of nonprofit and public service organizations.

Rutgers School of Social Work also offers a Bachelor of Arts (BA) degree with a social work major, MSW degree with a clinical specialization, DSW, Ph.D. and continuing education programs at each of Rutgers’ three campuses in New Brunswick, Newark, and Camden.

Learn more about Rutgers School of Social Work’s programs at socialwork.rutgers.edu.

PA R T N E R

SPOTLIGHT

E

ighteen years ago, I founded the group private practice, Meridian Counseling Services, in Southern New Jersey. Today, I’m proud to serve as its Executive Director, overseeing an amazing group of 18 dedicated therapists who provide client-centered mental health services to a very diverse group of clients. Our practice brings a trauma-focused lens to all the work we do. We serve clients of all ages who come with many different needs, including issues such as anxiety, depression, trauma, substance use, LGBTQI+, pregnancy and postpartum, family conflict, and neurodiversity. In order to be accessible to clients, we are in-network with many health insurance plans.

At Meridian Counseling Services, we value our therapists and staff – we have to take care of ourselves in order to take care of our clients. We pride ourselves on not only providing individualized care to our clients, but also ensuring our staff feels equally cared for and supported in the work they do. As we have grown, we have focused on enhancing staff benefits: increased pay, paid time off, great health insurance and a retirement plan. As a benefit of employment at Meridian Counseling Services, this year I was able to make memberships in NASW available to our entire team. We are seeking new clinicians to join our practice, and I encourage you to learn more about us at http://meridiancounseling.net/ I first joined NASW while I was a student getting my MSW. Over the years, my participation in the organization has varied, depending on my needs and time commitments. In recent years, I have once again become more active with NASW-NJ, serving on the Board of Directors as a Regional Representative. During this time, it’s become clear to me how central social workers are in addressing the major challenges we face in this country. Social workers are on the front

lines of national and local issues, including issues of social and economic justice, inclusion and diversity, and mental health care, as well as state-wide injustices like professional licensing delays. NASW is our voice in those issues, through both tangible efforts and with thought leadership. Through NASW, social workers make legislative strides that affect our clients and the work we do every day. We achieve this, in part, through strength in numbers—creating a powerful network through NASWNJ that can influence legislators and connect policy makers with social work experts who can inform public policy decisions.

Additionally, membership in NASW keeps us connected to the profession and to each other. It is a comfort to know the team at Meridian is connected to the many resources available through NASW—and to the support provided by being part of a broader social work community. Membership also grants them discounted access to the great CEU programs NASW-NJ has to offer.

More than that though, they are part of the driving force that unifies our social work voice to champion our social work priorities. NASW keeps us connected to something bigger. It ensures that the work we do as social workers with individuals and families is part of a larger tapestry of community and societal change.

“Make an impact,” is a phrase that often goes through my head. This thought pushes me to do the best I can as a clinical social worker, and as a citizen. It drives the decisions I make regarding client care, staff management, and business involvements—like the decision I made to partner with NASW-NJ as a Champion Sponsor. It’s my way of impacting an organization that has had—and continues to have-- a huge impact on our ability to practice our profession.

NJFOCUS • May 2022 | 35

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!

36 | NJFOCUS •May 2022

Social Work Licensure can be complicated. As part of your membership benefits, the team at NASW-NJ works to assemble information you need to navigate the licensing and renewal process.

We have built a strong relationship with the Board of Social Work Examiners (BSWE/Licensing Board) by attending their monthly meetings and communicating with BSWE staff frequently. In this way we stay abreast of all deadlines and changes you may face—and we communicate this information to you through our weekly newsletters, FOCUS and oneon-one consultations with our staff.

As many of you know, all NJ Social Work License and Certifications are due for renewal this summer. Here’s what you should know about licensing renewal:

The Facts Your license/certificate

Renewal Notice You will receive renewal

must be renewed by August

information in the mail during the

31, 2022. There is a 1-month

summer for your Social Work License

grace period (September) during

(LSW or LCSW) or Certification (CSW).

which you can renew and pay a late

The notice will be sent from the Office

fee.

of the Attorney General, Division of Consumer Affairs (not the Board of Social

After October 1st you cannot work as a social worker

Work Examiners).

in New Jersey unless you have renewed.

Renewal is online only. Your renewal If you have changed your mailing address in the last

notice will provide you with instructions

two years, change it online through the eGov online

on how to renew your license or

licensing portal so the Board has the correct address

certification.

to send your renewal information, https://newjersey.mylicense.com/eGov/Login.aspx.

Renewing Your License How many CE credits do I need to renew my icense/certification?

Continuing Education (CE) Credits are required for each biennial (two year) licensing cycle. To renew your license (LSW or LCSW) or certification (CSW), you will need to have completed the required number of CE credits outlined below during the current biennial period, which is September 1, 2020 - August 31, 2022.

NJFOCUS • May 2022 | 37

MEMBER CONNECT

What You Need to Know to Renew Your License in 2022

MEMBER CONNECT

IF YOU ARE AN

LCSW:

IF YOU ARE AN

LSW:

IF YOU ARE A

CSW:

An LCSW shall complete a minimum

An LSW shall complete a minimum of

A CSW shall complete a minimum of

of 40 credits of continuing

30 credits of continuing education, 5

20 credits of continuing education, 5

education, of which at least 20

of which must be related to ethics, 3

of which must be related to ethics, 3

credits shall be in courses or

credits must be related to social and

credits must be related to social and

programs directly related to clinical

cultural competency, and 1 hour

cultural competency, and 1 hour

practice, 5 credits must be related to

related to prescription opioid

related to prescription opioid

ethics, 3 credits must be related to

addiction. If the LSW earns more

addiction. If the CSW earns more

social and cultural competency, and

than 30 credits during a biennial

than 20 credits during a biennial

1 hour related to prescription opioid

period, the LSW may carry a

period, the CSW may carry a

addiction. If the LCSW earns more

maximum of six surplus credits into a

maximum of four surplus credits into

than 40 credits during a biennial

succeeding biennial period.

a succeeding biennial period.

period, the LCSW may carry a maximum of eight surplus credits into a succeeding biennial period.

If you initially obtained a license or certificate within the second year of a biennial license period (September 1, 2021 or later) one-half of the minimum required credits of continuing education, 3 credits 2 credits of which shall be related to social and cultural competency, and 1 hour related to prescription opioid addiction. An LCSW shall complete at least 10 of their 20 credits in programs which directly relate to

the applicant shall complete not fewer than of which shall be related to ethics,

clinical practice.

Is there a limit to the # of CE credits I can do online?

No! You can complete as many of your CE credits online as you would like, as long as they are courses that are valid according to the NJ BSWE regulations.

Wrap-Up What Do You Do With Your CE Certificates When It's Renewal Time?

You must keep your CE certificates for your own records. You do not send them to the BSWE when you renew your license.

The BSWE requires you to keep certificates of attendance for 5 years following the end of the biennial cycle for which the credits have been obtained. However, NASW-NJ encourages members to keep documentation permanently as this information may be useful to you in ways you cannot predict right now.

You will

NOT be sending your CE certificates to the BSWE when you renew your license. When you renew your license

online, you will be asked to confirm that you have completed or will complete your CE requirements by August 31st.

Completing your CE requirements is part of your responsibility in keeping up to date with techniques and resources for your practice. In addition, the BSWE does audit a percentage of social workers each cycle, so make sure that you have completed all your CEUs and have certificates ready to hand over if needed.

38 | NJFOCUS •May 2022

U

LOOK

AT

UNIT RESTRUCTURING nits are a major function of the NASW-NJ Chapter, giving the membership local opportunities to connect with one another. Volunteer unit leadership plans and executes events for their regional members. At the onset of COVID-19, events moved to virtual gatherings providing

members an opportunity for new and dynamic ways to connect and engage with other members. In

an ever-changing virtual world, NASW-NJ has restructured our unit work and consolidated to four regional units to foster more regional connections and opportunities for networking.

TNERRUC

SUOIVERP

12

4

UNITS

UNITS

REGION COUNT TO

REGIONAL CONNECTION NORTHWEST

NORTHEAST

Morris, Somerset/Hunterdon, Sussex/Warren

Bergen/Passaic, Essex, Hudson, Union

CENTRAL

SOUTH

Middlesex, Monmouth/Ocean,

Atlantic/Cape May/Cumberland,

Mercer/Burlington

Camden/Gloucester/Salem

If you’re interested in a volunteer leadership position working with our units,

NJFOCUS • May 2022 | 39

please contact Christina Mina at cmina.naswnj@socialworkers.org

MEMBER CONNECT

A

MEMBER CONNECT

New Members...

TO YOUR NETWORK FOR SOCIAL WORK BEST PRACTICES & COMMUNITY

We've welcomed more than 190 new NASW members to our Chapter since February 2022. 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!!

NORTHWEST REGIONAL UNIT MORRIS Stacy Caitlin Gregory Rachel Caitlin Marissa Stephanie Kayla Eileen Kristin Amanda David

Alper-Lisi Byrne Collora Daly Farrell Frasso Iannuzzelli Miller Rodriguez Sobieski Stadler Wise

SOMERSET/HUNTERDON Chelsie Dina Shannon Lauren Tatyana Victoria

Cerdeira Rosin Curry Quimby Shields Sharkey

SUSSEX/WARREN Jessica Shannon Julian

Bleyhl Eskola Johnson

40 | NJFOCUS •May 2022

SUSSEX/WARREN (CONT.) Morgan Ebony Caitlyn

Lippmann Manzano McCormack

NORTHEAST REGIONAL UNIT BERGEN/PASSAIC Esther Naomi Morgan Rawan Francesca Joanna Kelsey Kristen Ruby Camille Ayelet Robin Adrian Grace Sarah Madison Alison Kimberly Leora Michelle

Acosta Arbit Aronoff Barmil Baroni Candanedo Dugan Forman Galarza Garcia Golubtchik Green Guerra Harris Haworth Johnson Klein Lewis Banks Mayer Mendelson

BERGEN/PASSAIC (CONT.) Lisa Adriana George Mayra Staci Juan Susan Jamie Elizabeth Danielle Joseph Ashley Sheila Julian Jayoung

Montecallo Pacini Powell Rodriguez Salzman Segovia Seligman Snell Szilvassy Tischer Twumasi-Ankrah Van Geldren Verna Wechsler Yi

ESSEX Renée Christian Aisha Ian Jenniffer Mariola Anthony Antonia Kadian Kristina

Benjamin Blackwell Blaine-Bey Borralho Calva Chamba Chery Christopher-Smith Costello Dillon Feliciano

MEMBER CONNECT

NEW MEMBERS (CONT.) Sidney Evan Nkeruka Donna Kristen Piper Melyssa Jennie Jenny Abigail Jennifer Lisa Shari Anne Betsy Debbie Danielle George

Garcia Greenberg Iferika Jenkins Kramer Law Laycock Louis Miranda Opare Patricio Perera Raphael Reboa Stephens Ulloa Weidner Williams

HUDSON Vivian Roxana Keisha Annette Imani Jalene JoAnn Gerardo Tonisha

Andrade Barroso Brewer Coleman Cooke Coss Crespo Leal Taylor

UNION Andrew Jasmine Michelle Kayla Gabrielle Karla Jean Nichole Daniel

Devereaux Bryant Ribadeneira Hooey Gonzalez Becht Benoit Kingston Tobar

CENTRAL REGIONAL UNIT MIDDLESEX Tierra Taylor Lissette Lizeth

Briggs Clough Ferreras Gonzalez Galindo

MIDDLESEX (CONT.) Doris Carianne Victor Hannah Lisbeth Teriz Annette Daniel Megan Holly Dellon Sabriena Nicole Karissa

Kiazolu-Annan Kurabinski Ladino Furque Levine Marte Michael Netta O'Connell Patterson Polakiewicz Smith Tango Vassallo

MONMOUTH/OCEAN Steven Kristina Kristi Haley Morgan Kaieta Michael Menplay Carlin Alexander Chloe Samantha Susan Sarah Kellie Jacob Kellen Cassandra Louisa Holly Jeannette Emily Andrea Andrea

Ashmont Bloodgood Brochon Caporrino Cascello Farley Favato Fountain Glyptis Goodman Kassner Levine Marano Pampillonia Piaskowski Pirogovsky Polito Rampino Renn Robichaux rotondi Sullivan Tozzi Winzer

MERCER/BURLINGTON Habeebah Saleem Lisa Tressa Alexander Carolyn Tatyanna Marla Manreet

Abdus-Salaam Brown Canzano Distelcamp Epply-Schmidt Featherston Frost Heinemann Kaur

MERCER/BURLINGTON (CONT.) Andrea Heather Eileen Karin Cara Demetrius

Kristensen Lee Lucuski Otto Ruddy Smith

SOUTH REGIONAL UNIT CAMDEN/GLOUCESTER/SALEM Chukwunyere Emily Arianna Amanda Jillian Arilix Vanessa Takira Mandy Amber Justine Caren Viana Maria Jessica Jane Brittany Caleigh Michelle Urszula William Myesha Jana Tatyana Dena Lynda

Acholonu Adcock Bowles Cahall Conklin Correa-Sanchez Curtis Dennis Dixon Endres Farnsworth Fendrick Figueroa Figueroa-Adorno French Griess Higgins Hughes Johnson Kobylinska Lane Sapp Sasser Shanks Vanterpool Wisnoski

ATLANTIC/CAPE MAY/ CUMBERLAND Tabitha Dominique Alexa Jessica Glorist Christina Nicole Ashley Julianna

Handelong Jones leone Mann Moore Seel Sochanski Stamelos Torres Santiago

Thanks for Being a Member!

ESSEX (CONT.)

NJFOCUS • May 2022 | 41

MEMBER CONNECT

Our

to You!

FREE CEUs Our members are a gift to us.

Here is our gift to you!

IN ORDER TO COMBAT GROWING “SCREEN FATIGUE” we are offering free CEUs for reading journal articles, rather than watching webinars. So let’s get you offline for some old-fashioned reading!

This month, we’ve selected two articles for your free CEU opportunity. Combined, it should take you 90-100 minutes to read the articles and complete the brief post-tests.

2 Ethics or Social/Cultural Competency Continuing Education Credits .

Upon completion, you will receive

Understanding COVID-19 through a Complex Trauma Lens: Implications for Effective Psychosocial Responses. Social Work, Volume 67, Issue 1, January 2022, Pages 79-87

Asian in the Time of COVID-19: Creating a Social Work Agenda for Asian American and Pacific Islander Communities. Social Work, Volume 67, Issue 1, January 2022, Pages 58-68

You can access the articles and the post-test at: https://naswnj.socialworkers.org/Membership/NJMember-Freebies

So, print out those articles, unplug from your computer, settle down with your favorite cold beverage and spend some quiet time offline. Happy reading!!

42 | NJFOCUS •May 2022

NJFOCUS • May 2022 | 42

THE SOCIAL WORK ORAL HISTORY INSTITUTE Stories are powerful. Through story telling we make sense of our world, spread ideas, and document our history. The stories of the social work profession represent the efforts of social workers, the communities they served, the lives they changed, and the policies they drove.

The history of the social work profession is long and deep—marked by the deeds of advocates who led us, teachers who inspired us, colleagues who mentored us, and coworkers who uplifted us on the hardest of days. These are the stories of change agents, leaders, and helpers—generations of social workers who uplifted communities and the legacies they have built. They enrich our understanding of our past, allow us a glimpse into the lives of those on the front lines, and help us understand how our profession changes the lives of everyday people, families, and communities across our nation.

Now, NASW-NJ has made it possible for these stories to be documented and preserved for generations to come. In March 2022, in recognition of Social Work Month, we launched “Stories of Change: The Social Work Oral History Institute” in collaboration with StoryCorps. These stories will be preserved for posterity in the American Folklife Center at the U.S. Library of Congress.

We’ve launched the Oral History Institute with the stories of more than a dozen prominent and well-known social workers—including Dr. Mildred "Mit" Joyner, current President of NASW National; Dr. Tawanda Hubbard, the first woman of color to serve as President of the NASW-NJ Chapter; Bill Waldman, former Commissioner of the New Jersey Department of Human Services; and Dr. Phylis Peterman, long-time Chair of the Department of Social Work at Rutgers University – Newark, among others.

We invite you to listen to the stories we’ve collected already and to help shape the growing Oral History Institute, as well, by capturing the stories you hold and those of the colleagues you know.

Each social worker has a powerful story to tell—a story of a life touched, a community uplifted, a project that affected change, and more. We invite you to share your stories and those of your colleagues. Learn more at our website.

Ready to hear from some passionate, inspiring social workers?

Click the photos to the left to hear their stories of change.

NJFOCUS • May 2022 | 43

MEMBER CONNECT

Stories of Change:

PROVIDING THE SKILLS TO GET AHEAD

44 | NJFOCUS •May 2022

Clinical Supervision Course June 06 and August 12 (Both sold out. Register now for the October 11 course.)

Register for October 11

20 CEUs

Prescription Opioid Misuse and Dependence in New Jersey June 08, 2:00 PM - 3:00 PM EDT Register

1 Prescription/Opioid or 1 General CEU

Downloading the DSM: How to Upgrade from 5 to 5TR June 10, 9:00 AM - 12:00 PM EDT Register

3 Clinical CEUs

FREE See My Color: Why Racial Colorblindness is Unethical July 28, 6:00 PM - 8:00 PM EDT Register

2 Social/Cultural or Ethics CEUs

Trauma Certificate Program September 9, 16, 23 & 30 from 9:00 AM-1:00 PM EDT Register

20 CEUs

Advance Care Planning Certificate October 18, 9:00 AM - 1:00 PM EDT Register

10 CEUs

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: naswnj.socialworkers.org/Professional-Development/CE-Course-Approval

NJFOCUS • May 2022 | 45

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.

46 46||NJFOCUS NJFOCUS•May • May2022 2022

NASW-NJ SWAG Rep your Social Work Pride

LIVE THE VALUES, LOUDLY.

SH OP HERE NJFOCUS • May 2022 | 47

EARN 10 CEUS 2 0

C E U S

FOUR-DAY INSTRUCTION September 9, 16, 23 & 30 from 9AM-1PM

LEARN MORE Tuesday, October 18 9:00 AM - 1:00 PM EDT In partnership with

LEARN MORE

3-DAY INSTRUCTION October 11, 12, 13 from 9:00 AM - 2:30PM

20 CEUS

L E A•May R N 2022 MORE 48 | NJFOCUS