NASW-NJ FOCUS Magazine - Winter 2023

WINTER 2023 • Vol 33.2

“LGBTQ+ YOUTH TODAY: Dispelling Myths & Creating Safe Spaces for LGBTQ+ Youth”

p. 13

BOARD OF SOCIAL WORK EXAMINERS (BSWE) UPDATE

p. 28

FREE CEUS - NATIVE AMERICAN EXPERIENCES OF TRAUMA & RESILIENCE

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BOARD OF DIRECTORS I N T E R I M P R E S I D E N T, Carrie Conger

2 N D V I C E P R E S I D E N T, Jennifer Sorensen

1 S T V I C E P R E S I D E N T, Kim Finnie

G R A D UAT E S T U D E N T R E P, Jana Sasser

S E C R E TA RY, Tiffany Mayers

U N D E RG R A D UAT E S T U D E N T R E P, Paola Benitez

R E G I O N A L R E P S , Courtney Wise, Ruslana Church, Franya Rodriguez, Renee Frazier

UNIT LEADERS

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

NORTHWEST

NORTHEAST

UNIT LEADERSHIP

UNIT LEADERSHIP

Dina Morley

Melissa Donahue

Afifa Ansari

CENTRAL UNIT LEADERSHIP

SOUTH

Vimmi Surti

UNIT LEADERSHIP

Miguel Williams

OPEN POSITIONS

CHAPTER OFFICE E X E C U T I V E D I R E C TO R Debra O'Neal, LMSW, ACSW doneal.naswnj@socialworkers.org or ext. 164

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

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

E N GAG E M E N T C O O R D I N ATO R Resia-Maria Cooper, MSW

hfrench.naswnj@socialworkers.org or ext. 122

rcooper.naswnj@socialworkers.org or ext: 154

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

M E M B E R S H I P & C OM MU N I C AT I O N S C O O R D I N ATO R Johanna Munoz, MSW jmunoz.naswnj@socialworkers.org or ext 160

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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M E SSAG E F R O M O U R E X E C U T I V E D I R E C TO R

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FROM THE FIELD

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A DV O C AC Y I N AC T I O N

35

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

53

MEMBER CONNECT

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F R E E C E U S - N AT I V E A M E R I CA N E X P E R I E N C E S OF TRAUMA & RESILIENCE

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

CONTENTS

M E SSAG E F R O M T H E I N T E R I M P R E S I D E N T

TABLE OF

04

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

MESSAGE FROM THE INTERIM PRESIDENT Dear NASW-NJ Members, As Interim Chapter President, I would like to send my thoughts and support to all of our members impacted by the tragic situation in the Middle East, as well as to the broader community. The killing of innocent Jewish and Palestinian people is appalling and unconscionable.

We, as social workers, need to denounce terrorism, hate, violence, and the senseless murder of civilians anywhere in the world. Civilians should never be a target of war. This war is profoundly isolating and scary for both Palestinian Americans and Jewish Americans. As social workers we further condemn all anti-Semitic or Islamophobic statements and hate crimes.

Please check on your neighbors. Many need support right now.

Social work is dedicated to fostering an atmosphere of understanding and acceptance of everyone. We are a community and should support each other as such, especially in times of uncertainty and grief.

In solidarity,

Carrie Conger, MSW, LSW Interim Chapter President

MESSAGE FROM OUR EXECUTIVE DIRECTOR Dear NASW-NJ Members, I am a Social Worker. As a social worker and long-time NASW member, I am honored to have this opportunity to serve as the Executive Director for the New Jersey and Delaware Chapters of NASW. While I have responsibility for both Chapters, each Chapter will maintain its own independent identity. I am excited to continue to build on the solid foundation of the NJ Chapter.

I want to thank the NJ Chapter team for their hard work during this leadership transition. With their support, the Chapter continues to provide high-quality programs and services to our members.

I have met with the NJ Chapter Board of Directors. They are member volunteers who will represent the NJ membership and are committed to the growth and success of our Chapter. Together with the Chapter staff, the Board will set Chapter goals and advocate on behalf of our organization.

I look forward to meeting you and learning about what is important to social workers in NJ. Being informed will allow your NJ Chapter Team to develop programs, events and services that are relevant to you. Accordingly, I encourage you to: • Be a member of NASW and the NJ Chapter. Together, we are a large voice advancing social work values and priorities.

• Be a Participant. Attend our member activities, continuing education workshops, certificate programs and conferences.

• Be active. Engage in legislative advocacy that benefits our clients, communities, and the profession.

• Be involved. Join a committee or consider being on the Chapter’s Board of Directors.

I look forward to our partnership as we work collaboratively to advance our social work profession. If you’d like to connect, you can reach me via email at doneal.naswnj@socialworkers.org or via phone at 732-296-8070 x 164.

Sincerely,

Debra A. O’Neal, MSW, ACSW, LMSW Executive Director

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MEMBER MISSIVES

THE LATEST FROM THE FIELD

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Clinical Social Work

Civic Engagement Leads to Better Health Outcomes: A Call to Clinical Social Workers

By Miriam Stern, LCSW and Chelsea White-Hoglen, MSW “By actively participating in the democratic process, individuals can advocate for policies that address [the social determinants of health] and ultimately improve the health and well-being of their communities."

A

s a clinical social worker, business owner, engaged parent, and concerned citizen, I [Miriam] do my best to make sure I am engaged in public service and politics. This is in keeping with my own personal beliefs, as well as the ethical mandates of our profession. I am in my third year of service on my local Board of Education, and try to stay current with local, state, and national politics. I serve as a Trustee on the NASW-NJ Political Action for Candidate Election (PACE) Committee, as well. For the past 20 years, I have run a group practice in southern New Jersey.

Some days it feels like a lot to keep up with. My passion and level of engagement has evolved over the years, as my kids have gotten older, and as my

understanding of the intersectionality of social work, education, and politics has deepened. Finding the right level of involvement that fits for each of us is very individualized. As social workers we can make a significant positive impact with any level of civic engagement, however big or small.

One thing all clinicians can do to further public welfare, as well as individual well-being, is to incorporate civic engagement activities into their practices. Governor Murphy recently signed legislation to mark each month of August as Civic Health Month in New Jersey. Now more than ever, I am constantly seeking ways to enhance

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Clinical Social Work

the well-being of my clients and communities. In recent years, I have come to realize that promoting civic engagement can have a profound impact on improving health outcomes. Voting and active participation in the democratic process go beyond political preferences; they have the potential to shape policies that directly influence the social determinants of health. In this article, my coauthor, Chelsea, and I will discuss the relationship between civic engagement and positive health outcomes, share insights on how clinical social workers can incorporate voter registration practices into their work, and shed light on organizations like Vot-ER that champion civic engagement efforts among health care and mental health care providers.

The Link Between Civic Engagement and Health Extensive research demonstrates a strong correlation between civic engagement and health outcomes.

Communities with higher civic participation rates and inclusive voting policies tend to have better overall health. This connection is not surprising when we consider that many social determinants of health, such as access to affordable housing, education, and healthcare, are significantly influenced by local, state, and federal policies. By actively participating in the democratic process, individuals can advocate for policies that address these determinants and ultimately improve the health and well-being of their communities.

The Role of Clinical Social Workers Clinical social workers play a vital role in addressing the social and emotional aspects of individuals' lives. By incorporating voter registration practices into our work, we can expand our impact beyond the therapeutic setting and empower our clients to become agents of change.

Here are some practical ways social work clinicians can integrate civic engagement into our practices: 1. Assessing Voter Registration Status During initial assessments or routine checkins, it is valuable to inquire about clients' voter registration status. By identifying individuals who are not registered to vote, we can provide them with the necessary information and resources to complete the registration process.

This simple step ensures that our clients have the opportunity to make their voices heard and actively participate in shaping their communities. And, equally important, it ’s not a very large lift for us to take on, as the practitioners. For example, by using Vot-ER’s tools, folks can easily scan a QR code to check their registration status.

2. Providing Voter Education As clinical social workers, we have the privilege of building trusted relationships with our clients. Utilize this trust to provide unbiased voter education. Offer information on upcoming elections, including ballot initiatives and special elections, voter registration deadlines, early voting dates, vote-by-mail procedures, and election dates. All of this information is easily accessible in New Jersey at vote.nj.gov.

Remember, you’re not telling people who to vote for, or what policies to support; you’re making sure they are aware of, and can engage in, the issues. By equipping our clients with knowledge, we empower them to make informed decisions at the ballot box.

3. Collaborating with Organizations like Vot-ER Organizations like Vot-ER are at the forefront of integrating civic engagement into healthcare.

Vot-ER is a nonprofit organization dedicated to integrating civic engagement into the healthcare system. They develop nonpartisan tools and programs for healthcare professionals,

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4. Overcoming Barriers to Voting Recognize and address the barriers that prevent individuals from exercising their right to vote. For many marginalized communities, these barriers can be significant, ranging from voter suppression tactics to limited access to transportation or identification. Clinical social workers, with the support of organizations like Vot-ER, can connect clients with community resources that provide support in overcoming these barriers. By actively advocating for equal voting rights, we contribute to creating a more inclusive and equitable democracy.

5. Engaging in Policy Advocacy Clinical social workers, supported by organizations like Vot-ER, are uniquely positioned to advocate for policies that prioritize the health and well-being of their clients. Take an active role in advocating for voter-friendly policies, such as expanding voting rights, combating gerrymandering, and supporting initiatives that address social determinants of health. Engage in conversations with policymakers, join non-partisan advocacy groups, and lend your voice to the ongoing efforts aimed at creating positive change through civic engagement.

As clinical social workers, we have the opportunity to bridge the gap between health care and civic engagement, fostering positive health outcomes in our communities. By integrating voter registration practices into our work and collaborating with organizations like Vot-ER, we empower our clients to actively participate in the democratic process and advocate for their own well-being. Recognizing the connection between civic engagement and health, we become catalysts for change, promoting equitable policies that address social determinants of health. Let us embrace our roles as advocates, educators, and change agents, working together

with organizations like Vot-ER to create healthier, more vibrant communities through civic engagement.

References: 1

Bhatia A, Martin A, Teszler R10 Civic engagement as a means to improve health equity.

BMJ Open Quality 2021;10:doi: 10.1136/bmjoq-2021-IHI.10

2

Bajaj, S.S., Martin, A.F. & Stanford, F.C. Health-based civic engagement is a professional

responsibility. Nat Med 27, 1661–1663 (2021). https://doi.org/10.1038/s41591-021-01523-2

About the Authors: Miriam Stern, LCSW is the Founder and Executive Director of Meridian Counseling Services. She received her Master of Social Work f rom the University of Pennsylvania and has worked in counseling services for over 25 years. She specializes in treating addictions, trauma, grief and loss, anxiety and panic, Postpartum Mood Disorders, and sexual orientation issues. She has advanced training in Motivational Interviewing, Dialectical Behavioral Therapy, and is certif ied in Clinical Supervision and EMDR Level II. Miriam sits on the Board of Education in Cherry Hill, NJ. She serves on the NASW-NJ PACE Committee and is a previous Board member of NASW-NJ. Learn more at https://meridiancounseling.net Chelsea White-Hoglen, MSW served as the Organizing Training Director at VotER until September 2023, building the organization’s capacity for organizing strategic campaigns around civic health. She received both her BSW & MSW f rom Western Carolina University and brings over a decade of experience as a rural community social worker in issues and policy campaigns related to recovery and harm reduction, healthcare access, economic injustice and more.

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Clinical Social Work

including clinical social workers, to empower them to engage with patients and communities.

By partnering with organizations like Vot-ER, clinical social workers gain access to resources, training, and support that enhance their ability to promote civic engagement and improve health outcomes.

Clinical Social Work

Miscarriage: The Invisible Traumatic Loss

By Kristin Miller, LCSW

“While there are aspects of the grief process that are universal, it is important to recognize elements that are specific to miscarriage.”

I

can still picture the scene in my head. A small casket in the distance. A sea of children, each holding tightly to a yellow balloon, making sure not to let go before the adults gave the signal. Songs were sung, tears were shed, memories were shared, and a life was honored. That life belonged to my friend Andrew who, like me, was seven years old.

Though I didn’t know it then, this was the beginning of my passion for working with people who have experienced loss. While obtaining my MSW at Columbia University, I was drawn to electives about terminal illness, grief, and loss. In my 22 years as a therapist, I have had the privilege of doing grief work with countless clients. These clients have experienced the loss of children, adolescents, and adults due to a variety of causes including car accidents, homicide, suicide, cancer, HIV/AIDS, drowning, drug overdoses, heart attacks, and IPV. In recognition of October being National Pregnancy and Infant Loss Awareness Month, I would like to take the opportunity to shine a light on a specific loss that is often overlooked: miscarriage.

A miscarriage is a traumatic loss, yet it is also a loss that is often invisible. This leads to “disenfranchised grief,” a term coined by Dr. Kenneth Doka, which he defines as “a loss that is

10 | NJFOCUS •Winter 2023

not or cannot be openly acknowledged, socially sanctioned, or publicly mourned.” Disenfranchised grief is a natural emotional reaction following a loss that is not openly accepted by society. When grief is disenfranchised, others don't recognize the relationship that existed, the loss that was experienced, or the feelings of the person who experienced the loss. Familial, cultural, and societal norms impact how people grieve and also determine acceptable and unacceptable circumstances in which to grieve.

Experiencing a miscarriage often involves shock and confusion. Not being able to openly grieve can be isolating and can lead to suffering in silence; moreover, it can prolong and complicate the grief process. The psychological consequences of miscarriage may have little or no outward physical manifestations which means they can easily go unrecognized by professionals, family, colleagues, and friends. Significantly, research shows that anxiety, depression, PTSD symptoms, and suicide are strongly associated with miscarriage.

While there are aspects of the grief process that are universal, it is important to recognize elements that are specific to miscarriage. Many people experience miscarriage before their pregnancy is visible to others, so others may not know about the pregnancy loss. Even if others know, there is often a lack of support. There is no wake or funeral, which means grieving parents miss out on the rituals where grieving people traditionally obtain support. Once a

Furthermore, there are hormonal changes that occur during pregnancy that can affect brain chemistry and make the parent more susceptible to depression and anxiety. The person who was pregnant can feel betrayed by their body, lose trust in their body, and have extreme anxiety regarding trying to get pregnant again. They may feel defective, worthless, and like a failure due to the societal expectation that women will produce children. Miscarriage often impacts the relationship between partners, as well as their relationships with family and friends.

In addition, partners may grieve the loss differently.

There are also numerous trauma triggers, including seeing other pregnant people, babies, playgrounds, doctor’s offices, commercials for baby products, as well as attending children’s birthday parties. Guilt

and shame often accompany experiencing these triggers.

If you have the privilege of working with clients who are grieving the loss of their baby due to a miscarriage, here are some helpful tips to keep in mind.

1. Provide psychoeducation regarding the grief process. While each person’s grief process is unique, providing clients with information regarding common grief reactions can be very helpful. Having knowledge can help miscarriage loss survivors feel more prepared in a process that is often invisible, disorienting, and overwhelming. This also includes providing websites and information about support groups due to the isolating nature of this type of loss.

I have seen countless clients benefit from connecting with other parents with this shared traumatic experience.

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Clinical Social Work

couple finds out they are pregnant, the relationship with their child starts. Many couples immediately name their child and talk to their child. And they certainly start to dream dreams about the life they will have with their child.

Clinical Social Work

2. Create a safe space for the parent(s) to acknowledge, feel, and process all of their emotions. As discussed earlier, disenfranchised grief can complicate the grief process. Because miscarriage loss survivors can feel unseen and their grief is often minimized, they may minimize their own feelings. It is important to let clients know that all of their feelings are okay. I often tell my clients that feelings are teachers and when we learn to sit with and get curious about them, we can learn things about ourselves. We cannot heal what we don’t feel, so getting in touch with feelings is an essential part of the healing process.

3. Don’t rush the process. I often find myself reminding clients, “Your process is your process.”

In a society where there is so much comparison, miscarriage loss survivors often feel like they should be further along in their process and can be hard on themselves when they continue to experience intense emotions months or even years after the loss. Grief is a day by day, moment by moment process. Part of being effective at this work means being able to sit with clients who are sobbing and expressing intense emotion and helping them learn to honor their process.

4. Encourage assertiveness and boundar y setting. People often don’t know what to say to a grieving parent after a miscarriage loss.

As a result, they may give advice or say things that they think are helpful, but are actually insensitive. My clients share stories of friends and family members saying things like, “It ’s been ___ months; you really need to move on,” “You need to get out more,” “Your baby is in a better place,” “At least you weren’t that far along,” and “You can try again.” Teaching clients to use “I-statements” to express how they feel and to ask for what they need is essential.

This includes concrete things like help with doing tasks like cooking, cleaning, or driving them to an appointment. It also includes helping them say no to things they don’t want to or don’t feel up to doing, as well as creating boundaries about what they do and don’t feel comfortable discussing.

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5. Be intentional about self-awareness, selfreflection, and self-care. This work is extremely rewarding and can also be challenging. Part of being effective in grief therapy involves bearing witness to excruciating pain and strong affect. It ’s important to notice what thoughts, feelings, and bodily sensations happen during the sessions. If you have experienced your own losses, this work can trigger intense emotions.

Taking care of yourself is essential to being able to provide the best care for your clients.

As social workers, we are committed to ensuring that each client feels seen, heard, understood, and valued. This is especially important when serving clients whose trauma is invisible. I am grateful for the privilege of joining grieving clients on their healing journeys. I have witnessed deep pain and despair, as well as hope, resilience, and transformation. It is truly a gift to do this work.

References: Quenby, S. et al. (2021). Miscarriage matters: the epidemiological, physical, psychological, and economic costs of early pregnancy loss. The Lancet. 397(2), 1658-1667.

https://www.verywellhealth.com/disenf ranchised-grief-5214998

https://www.partnershipmch.org/copingwithloss/

About the Author: Kristin Miller, MSW, LCSW, a therapist, clinical supervisor, and co-owner of Mosaic Counseling & Consulting, is extremely passionate about providing creative and culturally competent therapeutic services. She provides premier training and consulting to mental health and social service professionals, as well as educators. Ms. Miller is a volunteer trainer with the American Foundation for Suicide Prevention and board member of the Anti-Racist Mental Health Alliance of NJ. As a professor at Seton Hall University, she teaches courses on trauma and ethics and enjoys nurturing and mentoring future social workers. Ms. Miller’s areas of expertise include trauma, grief and loss, racism and racial trauma, depression, suicide prevention, and faith-based counseling. Learn more at https://mosaiccounselingnj.com

LGBTQIA+

“LGBTQ+ Youth Today: Dispelling Myths & Creating Safe Spaces for LGBTQ+ Youth”

By Marlee Kimmick, MSW, and Chelsea Stack, MA “Implementing safe spaces in schools creates an understanding that all students are able to be their authentic selves and creates pathways of inclusion."

W

hen individuals feel safe, they are less likely to participate in risky behavior.

Creating safe environments for our youth allows them to experience affirming spaces free of bias, conflict, criticism, and potentially threatening actions, ideas, or conversations. Additionally, safe spaces promote equity, foster understanding and respect, and welcome all.

disorder than their cisgender or straight peers. In fact, LGBTQ+ youth are 1.3 times more likely to use alcohol; 1.6 times more likely to use marijuana; 2.9 times more likely to use injection drugs; and 3.3 times more likely to use cocaine than their straight peers (Human Rights Campaign Foundation, (n.d.)).

S U B S TA N C E U S E I N LG B TQ + YO U T H

A major contributing factor in the disparity between LGBTQ+ youth substance use and their straight peers is social stigma. The consequences of such stigma increase the risk of using substances as a coping mechanism or as a response to weakened support systems.

LGBTQ+ youth are at a higher risk of substance use

In response to local need and interest, RWJBarnabas

While everyone can benefit from safe spaces, they are especially important for LGBTQ+ youth.

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LGBTQIA+

Health’s Institute for Prevention and Recovery, through funding from the Department of Mental Health and Addiction Services and a grant titled Prevention Services for LGBTQ+ Youth in New Jersey Middle and High Schools, created the PROUD Youth Prevention Network (PYPN), part of the DART Coalition of Ocean County, New Jersey.

DART is Ocean County’s substance use prevention coalition. The Coalition is comprised of community leaders, including law enforcement and government officials, educators, business owners, substance abuse professionals, faith-based leaders, and youth who are invested in the health and wellness of their communities.

Part of our work is encouraging schools to express intentional support for all students—regardless of who they are or where they are in figuring that out. Schools can increase the chance for all students to feel safer by establishing space, policies, and behavior as safefor-all. This signals to students that the school never tolerates discrimination, widens the door for students to connect with their peers, and increases access to help.

PYPN aims to decrease substance use among LGBTQ+ youth in Ocean County and to expand these services to southern New Jersey through training, technical assistance on prevention strategies, and linkages to programs within the clinical, community, and school settings. Peer support is an evidencebased strategy for prevention and behavioral health (Mental Health America, 2018). Our work utilizes this framework to decrease substance use by promoting Gender and Sexualities Alliances (GSAs) in schools and encouraging schools without an LGBTQ+-focused club to create one. Ultimately, PYPN’s goal is for schools to be intentionally safe spaces for all students.

GSAs are one part of this, but this also requires a culture shift to ensure ongoing inclusivity for all.

• • • • •

B U I L D I N G YO U T H R E S I L I E N C Y Schools, by nature, are a major player in developing the resiliency of young people.

We know that resiliency can be enhanced by helping kids to find positive connections with others, by learning and practicing self-regulation skills, and by fostering a young person’s ability to frame their experiences and work through problems with the appropriate tools (U.S. Department of Health and Human Services, (n.d.)).

Implementing safe spaces in schools creates an understanding that all students are able to be their authentic selves and creates pathways of inclusion.

When students feel safe, supported, and included, they are able to achieve higher educational success, seek out help when they need it, and find support from their peers.

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Schools can significantly reduce some of the risks facing LGBTQ+ youth by: •

•

affirming gender identity among transgender and non-binary young people creating a supportive environment for all students utilizing inclusive language displaying items that signal allyship implementing no-tolerance bullying policies integrating LGBTQ+ topics into conversation and lesson planning creating a school environment where students feel comfortable standing up for a peer who is bullied (The Trevor Project, (n.d.))

C R E AT I N G SA F E S PAC E S I N S C H O O L S We may know that we support and care for the young people around us, but without very intentional and clear efforts, higher-risk students may not sense this support. By creating a culturally responsive school environment, we can promote positive outcomes for high-risk young people and enhance the learning and emotional depth of their peers.

Schools should indicate that all buildings and grounds are safe spaces. Inside, schools can designate specific areas for students to study or meet with peers and staff that include signage about respect, confidentiality, and the school’s clear support for all students.

Throughout the building, posters and Pride flags should be displayed, and items such as pins or stickers should be available for students to take home to allow those messages to live outside the school. Finally, schools should involve students in the decoration of spaces by creating art or signage that shows the school’s commitment to inclusivity, no-tolerance for bullying, harassment, and non-inclusion policies.

Resources featuring local and national support services

Finally, an annual review and revision of resources will confirm they are still active and that they meet the needs of the student body. The end goal of all practices and suggestions is to create positive outcomes for the youth in our communities.

P O S I T I V E O U TC O M E S F O R O U R LG B TQ + YO U T H The ways in which we can show up for young people are always evolving, just as youth themselves evolve.

Our responsibility to the young people in our lives is to provide them with the opportunity to live well, live long, and live with love, strength, and fulfillment.

When LGBTQ+ young people face such significant risks to their ability to do so, it ’s our job to make moves.

When schools are a safe space, LGBTQ+ young people can reach their full potential inside and outside of the classroom. Making schools intentionally safe spaces creates an environment for students to connect with one another in a healthy, prosocial manner.

Shifting schools to a more inclusive climate helps schools create a more resilient student body; this can be achieved by having supportive adults available, providing opportunities for self-regulation and coping skills, and establishing a secure environment conducive to learning. We must match our daily practices to our beliefs in safety and support for the people around us, and we must do so now more than ever, when our LGBTQ+ young people are facing a world of increased risk to their legal, physical, and emotional safety.

If you or your agency is interested in learning more, please visit https://www.rwjbh.org/treatment-care/ institute-for-prevention-and-recovery/programs/dartprevention-coalition/

References Human Rights Campaign Foundation (n.d.). Prevention Substance Abuse Among LGBTQ Teens.

HRC.org. https://assets2.hrc.org/files/assets/resources/YouthSubstanceAbuse-IssueBrief.pdf

The Trevor Project. (2023). 2023 U.S. National Survey on the Mental Health of LGBTQ Young People. https://www.thetrevorproject.org/survey-2023/assets/static/05_TREVOR05_2023survey. pdf.

The Trevor Project (n.d.). Is Your School LGBTQ-Aff irming? TheTrevorProject.org. https:// www.thetrevorproject.org/resources/guide/is-your-school-lgbtq-affirming/

U.S. Department of Health and Human Services (n.d.). Help Children Build Resilience.

StopBullying.Gov. https://www.stopbullying.gov/prevention/help-children-build-resilience

U.S. Department of Health and Human Service (n.d.). LGBTQI+ Youth. StopBullying.gov. https://www.stopbullying.gov/bullying/lgbtq

U.S. Department of Health and Human Services (n.d.). Prevention at School. StopBullying.gov. https://www.stopbullying.gov/prevention/at-school

About the Authors: Marlee Kimmick (she/her) graduated from Douglass College at Rutgers University with a Bachelor’s Degree in Women’s and Gender Studies. Marlee holds a Master’s in Social Work from Rutgers, where she completed the program's clinical track and obtained a certif icate through the Center on Violence Against Women and Children. She has worked as a Domestic Violence Counselor and Family Service Specialist for the Division of Child Protection and Permanency (DCP&P). She is now working with RWJBarnabas Health Institute for Prevention and Recovery as a Prevention Specialist with the PROUD Youth Prevention Network, a program dedicated to developing and designing prevention services for LGBTQ+ youth and elevating their voices within the landscape of Southern New Jersey.

Chelsea Stack found a passion for activism in high school when she started learning what it meant to advocate for the rights of women and the LGBTQ+ community in her Catholic high school. Chelsea graduated from The College of New Jersey with a BA in Women’s and Gender Studies and Montclair University with a MA in Child Advocacy and Policy. She brings a trauma-informed, social justice, and intersectional approach to her work with marginalized populations and those in crisis, including sexual assault and domestic violence survivors, people experiencing challenges to their mental and emotional health, individuals living with HIV, people without homes, and youth. NJFOCUS • Winter 2023 | 15

LGBTQIA+

should be readily available for students, including organizations specific to the various identities and abilities of the student body: LGBTQ+ resources, information for youth of color, mental health services, and programs for youth with disabilities, for example. All school staff should have some familiarity with these resources, where to find them, and feel comfortable directing a student to them.

Mental Health

988 - A Step Towards a Transformed Crisis Care System in America

By Mary Jean Weston, LCSW

“According to 2021 data from the Centers for Disease Control and Prevention (CDC), New Jersey had next to the lowest suicide mortality in the United States. While this may appear to be good news, New Jersey residents continue to die by suicide, and we believe that every life lost is one too many.”

NOTE: This article talks about suicidal thoughts and feelings.

If this is a triggering issue for you, please consider if or when you want to read further.

S

eptember was Suicide Prevention and Awareness Month. It ’s a month when we, as professional social workers, can take some time to consider the importance of life and how fragile it is. Every day we work in some capacity to help people make their lives better. But some individuals are in a very dark place and struggle to find any light or hope for their future. Ending their lives. Dying. Being dead. This is their solution to the crises, the pain, the exhaustion, the anger, the fear, the isolation, the hopelessness, the loneliness…

Being dead is their solution to the complete despair they are facing.

For those who have not been down this road, it may be hard to imagine just how deep and dark this place can be. It ’s the reason that we learn in our professional training that it ’s okay to ask someone if they are thinking of killing themselves. Those who are in this dark corridor often find this a helpful question, as it opens the door to a conversation few people are comfortable having with them. For those who are not contemplating suicide, it seems like

16 | NJFOCUS •Winter 2023

a strange question. It is often answered by, “No!” followed by some additional comment that indicates this is not a path they would be likely to choose.

A Crisis of Mental Health Crises According to the American Foundation for Suicide Prevention (AFSP), suicide was the 11th leading cause of death in the U.S. in 2021 (the last year for which we have complete data). That same year, 48,183 Americans died by suicide and there were an estimated 1.7 million suicide attempts. Clearly many, many people are in that dark place. And since the end of 2021, stressors including the pandemic, the economy, climate change and political developments, as well as many personal challenges, have continued to bring difficult times to many people.

988 - A Step Towards a Transformed Crisis Care System in America In 2020, the Federal Communications Commission

Previously, the NSPL offered a 10-digit 800 number for people to call, but the FCC required all U.S. states and territories to transition to this easy-toremember, 3-digit dialing code by July 16, 2022. On this date, in New Jersey and across the country, the 988 Suicide & Crisis Lifeline was established, and 988 became the new number to call, text or chat (https://988lifeline.org/chat/) for suicidal, mental health and substance use crises. When people contact 988, they are connected to trained crisis counselors who provide free, confidential support and resources based on the need(s) presented. New Jersey currently has five 988 Lifeline centers that respond when people in crisis reach out. Anyone in the United States or its territories can contact 988 for themselves or for someone else, and services are available 24 hours a day, every day of the year.

New Jersey According to 2021 data from the Centers for Disease Control and Prevention (CDC), New Jersey had next to the lowest suicide mortality in the United States. While this may appear to be good news, New Jersey residents continue to die by suicide, and we believe that every life lost is one too many. Nevertheless, these statistics reflect the robust crisis and acute care continuum available in New Jersey. Mental health and substance use resources for New Jersey residents include the 988 Lifeline, ReachNJ (substance use treatment referral), NJ 211 (social and community services referral), behavioral health clinics, community support services, screening, partial care, respite homes, wellness centers, hospitals and other community programs.

To expand the crisis and acute care continuum of services and complete the 988 system, two other programs are being developed by the New Jersey Division of Mental Health and Addiction Services (DMHAS) which is part of the New Jersey Department of Human Services (DHS). One is a statewide system of Mobile Crisis Outreach Response Teams (MCORT) for situations requiring a mental health response in the community.

When this program is operational, Teams will be

dispatched without law enforcement whenever it is deemed safe to do so. They will meet with individuals in person, help them de-escalate their crisis and access needed resources. Until the Mobile Crisis Outreach Response system is in place, existing community services are available to help people who contact 988. Once these Teams are activated, they will work with and complement current crisis response services. In addition, Crisis Receiving and Stabilization Centers (CRSC) will be located throughout the state. These Centers will offer community-based services in a facility designed to meet the immediate needs of people experiencing a mental health or substance use crisis, and they will provide referrals to other community programs. Both MCORT and CRSC will be available 24 hours a day, every day of the year.

Social Workers and Suicide Prevention Social workers have the unique skill set to work at the micro, mezzo or macro levels to support suicide prevention. As a result, social workers play a crucial role in preventing suicide in the United States and in our state. Social workers in New Jersey comprise much of the workforce that provides so many of the crucial services offered throughout the crisis care continuum. And social workers are already involved in the 988 system answering calls, texts and chats, or serving in other capacities at New Jersey ’s Lifeline centers. Information about employment opportunities with 988 is available at Careers: Lifeline (988lifeline.org) We have an opportunity to reflect on where we are as professionals in addressing this critical public health concern. One recommendation would be to learn QPR. QPR (“Question. Persuade. Refer.”) is an evidence-based suicide prevention training, teaching participants to recognize the warning signs of suicide and then to question, persuade, and refer people at risk for suicide to helpful resources. In 2 hours, you can learn to save a life. The New Jersey DMHAS Disaster and Terrorism Branch offers this training for free to the public and privately to organizations. The monthly public training calendar is posted about half-way down the page at Department of Human Services | Division of Mental Health and Addiction Services Home (state. nj.us). If you are interested in hosting a private training for your organization, please contact

NJFOCUS • Winter 2023 | 17

Mental Health

(FCC) designated 9-8-8 as the new 3-digit dialing code to connect individuals to the pre-existing National Suicide Prevention Lifeline (NSPL).

Mental Health

DMHAS.DTBtraining@dhs.nj.gov. These trainings are funded and made possible by a Substance Abuse and Mental Health Services Administration (SAMHSA) Mental Health Awareness Training grant.

Finally, I encourage you to take a few minutes to learn more about suicide prevention and 988. For national information, go to 988 Suicide & Crisis Lifeline | SAMHSA. For information about 988 in New Jersey, go to Department of Human Services | 988 Suicide & Crisis Lifeline (state.nj.us). And if you have questions about 988, please email 988Questions@dhs.nj.gov.

If you or someone you know is experiencing suicidal thoughts, a mental health crisis, substance use crisis or any kind of emotional distress, you can contact 988 via call, text or chat (https://988lifeline.org/chat/) for free, confidential support.

References A Crisis of Mental Health Crises American Foundation for Suicide Prevention: Suicide statistics | AFSP 988 - A Step Towards a Transformed Crisis Care System in America Federal Communications Commission: FCC Designates 988 for the National Suicide Prevention Lifeline | Federal Communications Commission New Jersey CDC: Suicide Rates by State | Suicide | CDC

About the Author: Mary Jean Weston is a Licensed Clinical Social Worker (LCSW ) and the New Jersey 988 State Lead for the New Jersey Division of Mental Health and Addiction Services (DMHAS) in the Department of Human Services. In this capacity, she has guided the state’s preparation for and transition to 988.

She is now working to expand funding for 988 Lifeline centers and establish a program of Mobile Crisis Outreach Response Teams across the state.

Prior to working for DMHAS, Mary Jean served as the Associate Executive Director of NASW-NJ for 10 years. She holds a Bachelor’s degree f rom Duke University and a Masters of Social Work degree f rom Smith College School for Social Work.

18 | NJFOCUS •Winter 2023

By Sandy G. Alzubi, LMSW, C-SSWS “Social workers, as professionals who provide services in a wide range of community settings, and who are trusted messengers, are in a unique position to promote COVID-19 vaccine confidence, access, and uptake — particularly among populations with low vaccination rates and higher vulnerability to severe forms of infection.”

C

urrently, there is someone dealing with the impact of COVID-19. One can only hope it is not you or a loved one. You may be wondering why, after all this time, this topic is still so important. I would like to point out some important reasons as to why the need for vaccination persists and why social workers continue to be well-positioned to advocate for the vaccine and the health of their clients.

The COVID landscape is constantly changing.

Scientists continue to find new variants of the virus, and although we all may be tired of COVID, COVID is not tired of us. This virus is still infecting/affecting thousands of people every single day. As of September 2023, the CDC reported over 1,127,000+ deaths due to COVID. Many of these deaths could have been prevented. Our clients need to be aware of repercussions from their decisions about vaccination, if they choose, or choose not, to be vaccinated.

As reported on the NASW COVID-19 Vaccine Information webpage:

Every day many more people are becoming vaccinated, but there are many others who have not been vaccinated, despite the demonstrated safety of the vaccines and their high degree of effectiveness in preventing severe illness and death. Social workers, as professionals who provide services in a wide range of community settings, and who are trusted messengers, are in a unique position to promote COVID-19 vaccine conf idence, access, and uptake — particularly among populations with low vaccination rates and higher vulnerability to severe forms of infection (NASW, 2023).

If unvaccinated, certain groups of people are at much higher risk of developing severe illnesses.

The most vulnerable are those with pre-existing conditions, such as the elderly, immigrants, children, and those with physical disabilities and/or mental disorders. People dealing with pre-existing conditions such as diabetes, heart conditions, blood clots, or neurological conditions are particularly affected because these conditions can often worsen due to infection or re-infection with this virus.

Another vulnerable population is those that face

NJFOCUS • Winter 2023 | 19

Public Health

Social Workers Support Informed Vaccine DecisionMaking

Public Health

socio-economic barriers and other disparities that impede their access to the vaccine. As social workers and trusted messengers, we are uniquely qualified to help clients overcome these barriers and be better informed so they can make confident decisions about their health and the health of their families.

Clients would often point out the anxiety associated with the potential side effects of being vaccinated.

Feelings of distrust and fear can be put at ease by discussing the positive outcomes of being vaccinated. The development of a stronger immune system, and the protection of not developing other illnesses due to being vaccinated and boosted need to be strongly emphasized.

In one way or another, we have all been affected

by COVID, and it ’s up to social workers to turn the uncertainty into a positive opportunity. This pandemic changed our role as social workers, and as ethical practitioners. We need to provide clients (in a non-judgmental way) with the education necessary to make a decisive change. Change happens collectively, therefore, lean on your support systems and use your relationship-building skills to mobilize for change. Clients need to be informed of the benefits of vaccination, as this will outweigh any side effect they could experience. As professional social workers, the NASW Code of Ethics standard 6.04 (b) (Social and Political Action) calls for us to be committed to the well-being of clients and ensure that systems that have an impact on our clients benefit those who are most vulnerable. Our ethical practice and collective interventions need to meet our clients where they are at. Our mission needs to continue to realign our practice with policy enforcement to make meaningful change. Be a voice for change by addressing issues such as better workplace accommodations, paid sick/family leave, as well as healthcare benefits.

The public health emergency mandate that ended in May 2023 has not put an end to this issue—the federal government is presently deciding how long free COVID tests (and COVID vaccines) should be available. Stay informed and connected by joining the NASW Connect to End COVID-19 online campaign and take advantage of the resources, information, and online toolkit it provides. Remain abreast of current COVID trends and how these trends are directly affecting your clients. Your positive impact will cause a ripple effect on your

20 | NJFOCUS •Winter 2023

clients, the people they love, and the communities they live in.

References https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

https://www.socialworkers.org/Practice/Infectious-Diseases/COVID-19-Vaccine-Confidence/ Connect-to-End-COVID-19-Toolkits

https://aflcio.org/covid-19-and-immigrant-workers www.covid.cdc.gov

www.covid19.who.int

About the Author: Sandy G. Alzubi is an LMSW, C-SSWS Latina school social worker. She is a family advocate with a special interest in working and advocating for the immigrant population and the needs of special needs children. Sandy also serves as an NASW Connect to End COVID-19 Ambassador.

Learn more about the NASW Connect to End COVID-19 campaign at https://www. socialworkers.org/Practice/Infectious-Diseases/ COVID-19-Vaccine-Conf idence

By Ratna Joshi-Nelson, MSW, CSW, MS DCAR, Hed, CJ “Research has shown that Expressive Art Therapy can benefit school-age children; […]

Despite the proven benefits, it has yet to be made widely available in schools.”

I

n recent years, many studies have suggested that Adverse Childhood Experiences (ACEs) continue to be a common experience among school-aged youth in many school districts. These studies have reported that one in four children have been affected by ACEs. ACEs are defined as exposure to sudden or traumatic experiences or circumstances, brought on by negative situations such as abuse, neglect, intimate partner violence, natural disasters, conflict, and global pandemics.

The experiences of ACEs without mediating efforts prior to adulthood can increase mental, physical, and economic hardships experienced later in life (Felitti, 2002).

New Jersey leaders and researchers have paid particular attention to the issues, particularly considering the COVID-19 pandemic, which created ACEs for many children in our state.

Lilo Stainton (2022) reported, “Since March 2020 more than 33,500 New Jerseyans have died from COVID-19, leaving an estimated 5,000 children orphaned, and many more have struggled economically or with isolation, depression, or anxiety.” These children impacted by COVID-19 are most susceptible to ACEs due to disrupted or inconsistent daily routines, including access to food, shelter, schools, and disrupted family dynamics. Due

to the heightened awareness of these experiences, New Jersey has increased its emphasis on remedial and mediating services for children who have experienced ACEs. The latest New Jersey statistics show that 13.2% of all New Jersey children have experienced two or more ACEs, and 21.2% have experienced at least one. These experiences include a lack of healthcare, bullying, neglect, and an unstable family environment (New Jersey Fact Sheet, 2021).

Furthermore, the experiences and frequency of ACEs among youth directly correlates to ethnicity, gender, familial status, culture, socio-economic status, and religious preferences. Additionally, more than 27% of African American youth and 22% of Hispanic children have experienced ACEs in New Jersey, compared to 16% of white youth (NJ Funders ACES Collaborative, 2021). Additionally, a recent study revealed that the experience of having two or more ACEs is more common among girls than amongst boys—specifically in single parent homes (Gajos et al., 2022). These statistics make it simple to understand that minorities, especially children of color who are female, experience ACEs at a disproportionate rate.

School-age children (ages 6-18) can experience

NJFOCUS • Winter 2023 | 21

School Social Work

Expressive Art Therapy as Mediator of Adverse Childhood Experiences

School Social Work

ACEs in various environments, both in the home and externally. Untreated, these experiences can lead to drug and alcohol abuse, violence, and isolation, creating long-lasting psychological effects (Centers for Disease Control, 2022). California and New Jersey are the first states to recognize ACEs as a social dilemma needing attention. The New Jersey Department of Children and Families (DCF) launched the Office of Resilience in June 2020 as an incubator and advocate for community-developed solutions grounded in positive and adverse childhood experiences science (NJ DCF, no date).

The empirical study I conducted while I was an MSW student at Fairleigh Dickenson University focused on all New Jersey youth ages 6-18 who have experienced at least two or more ACEs. This research was then used as a catalyst to create the pilot program “Expressive Art Therapy and Mindfulness,” sponsored by the Office of Resilience and implemented by Teaneck Counseling dba Aspire NJ Youth located out of Hackensack, NJ. Expressive Art Therapy is a therapeutic approach that utilizes various art forms to help individuals express, communicate, and understand their emotions. It brings together the old remedial therapeutic intervention techniques, such as

22 | NJFOCUS •Winter 2023

meditation and yoga, with contemporary mental health teachings of Art and Music therapy into one modality. This form of therapy is particularly beneficial for children, as it provides them with a non-verbal medium to express their feelings and thoughts, which they may be unable to articulate in another manner. The pilot program we have launched is comprised of licensed clinicians and interns with specific specialties in mindfulness, yoga therapy, and music to strengthen youths’ focus, rebuild relationships, and develop resiliency.

Research has shown that Expressive Art Therapy can benefit school-age children; according to Malchiodi (2012), this therapy can help children improve their self-esteem, reduce stress, and enhance their problem-solving skills. It can also help children who have experienced trauma, as well as those who have behavioral problems or learning difficulties (Karkou & Sanderson, 2006).

Despite the proven benefits of Expressive Art Therapy, it has yet to be made widely available in schools. Many schools focus primarily on academic achievement, often overlooking the importance of emotional and mental health. Introducing Expressive Art Therapy into schools can fill this service gap and give students a more holistic

Teaneck Counseling dba Aspire NJ Youth is collaborating with the school districts of Essex County to incorporate and embed Expressive Art Therapy in the curriculum with the assistance of administrators, teachers, and parents. Training will be provided for school counselors and psychologists, equipping them with the necessary skills to facilitate Expressive Art Therapy sessions. A safe and welcoming space must also be created where students can freely express themselves through art. The plan is to eventually expand this program into other counties in Northern New Jersey and integrate music and dance therapeutic services.

Aspire NJ Youth will also provide opportunities for MSW interns to work in these areas. These paid internships will assist practicum students to understand various treatment modalities available and may impact their future decisions regarding the populations and communities they choose to practice with.

Introducing Expressive Art Therapy in schools involves the creation of an environment where students feel heard and understood. The goal is to improve students' emotional and mental health, enhancing their academic performance and overall well-being. Ultimately, Aspire NJ Youth strives to equip students with the tools to navigate their emotions and challenges, thereby fostering resilience. The effectiveness of this pilot program will be shared with DCF and the Boards of Education in Essex County through program evaluation and surveys, which will be conducted every quarter. The results are expected to demonstrate improved relationships, communication, focus, and the ability to use coping strategies during triggering occurrences or uncomfortable situations.

References: 1

Center for Disease Control and Prevention & U.S Department of Health and Human Services.

(2022). Fast Facts: Preventing Adverse Childhood Experiences |Violence Prevention|Injury Center|CDC. Center for Disease Control and Prevention. Retrieved February 2, 2023, from https://www.cdc.gov/violenceprevention/aces/fastfact.html 2

3

Gajos, J. M., Leban, L., Weymouth, B. B., & Cropsey, K. L. (2022). Sex Differences in the

Relationship Between Early Adverse Childhood Experiences, Delinquency, and Substance Use Initiation in High-Risk Adolescents. Journal of Interpersonal Violence, 38(1–2), 311–335. https://doi.org/10.1177/08862605221081927 4

Health Sciences. -– Malchiodi, C. A. (2012). Handbook of art therapy. Guilford Press.

Karkou, V., & Sanderson, P. (2006). Arts therapies: A research-based map of the field. Elsevier New Jersey Department of Children & Families. (n.d.) Office of Resilience. Retrieved from https://www.nj.gov/dcf/resilience.html 5

New Jersey Fact Sheet 2022 (By The Child and Adolescent Health Measurement Initiative).

(2021). Cahmi.org. Retrieved January 29, 2023, from https://www.cahmi.org/docs/defaultsource/resources/2021-aces-fact-sheets/cahmi-state-fact-sheet---nj.pdf ?sfvrsn=2e1c2e9c_4

About the Author: Ratna Joshi Nelson, MSW, received her Master of Social Work degree f rom Fairleigh Dickenson University (FDU) in May 2023. She also holds a BCSW degree f rom FDU, as well as Masters in Dispute Conflict Resolution f rom Nova Southeastern University, Masters in Criminal Justice f rom South University, and Masters in Higher Education f rom Purdue Global. Ratna currently serves as a Director of Compliance/ Program Coordinator/HR Internship Supervisor at Aspire NJ Youth in Hackensack NJ. She also worked as an Adjunct Professor with Keiser University and Purdue Global in Pembroke Pines, Florida, but left teaching to gravitate back to work with families and children.

Felitti, V. (2002). The Relation Between Adverse Childhood Experiences and Adult Health:

Turning Gold into Lead. PubMed Central, 6(1)( Winter 2002), PMC6220625. https://doi. org/10.7812/tpp/02.994

NJFOCUS • Winter 2023 | 23

School Social Work

approach to overall well-being.

Social & Economic Justice

Equity… What is Equity to a Latina Social Worker?

Dahiana P. Grisales, MSW, LCSW

“The Anti-Racist Mental Health AllianceNew Jersey’s (ARMHA-NJ) vision is to create an anti-racist mental health system, part of a just society, that aims to liberate all people from psychological suffering and promote psychological health.”

A

s a Latina social worker in New Jersey, I am grateful for the opportunity to introduce the members of NASW-NJ to a groundbreaking effort called the Anti-Racist Mental Health Alliance-New Jersey (ARMHANJ). I joined ARMHA-NJ as a result of lived inequities and a desire to assist other NJ social workers to have a professional alliance that does not eliminate any group due to economic barriers. I am a Board Member of ARMHANJ, a non-profit organization dedicated to examining and addressing the structural racial inequities in the mental health field and society at large. ARMHA-NJ includes mental health professionals, consumers of mental health services, and others committed to addressing racism in mental health training, research and scholarship, clinical practice, and services. Our mission is to actively identify racism in ourselves, in others, as well as in social systems, structures, and institutions to promote equitable ideas and policies in mental health services, education, and the training of mental health professionals throughout NJ. ARMHA-NJ’s vision is to create an anti-racist mental health system, part of a just society, that aims to liberate all people from psychological

24 | NJFOCUS •Winter 2023

suffering and promote psychological health. Such a system would rely on a strengths-based, healingcentered engagement that recognizes resilience within the individual, families, and communities, as well as the liberating power of identifying and resisting oppression.

At ARMHA-NJ we value and believe in: •

Diversity in all its manifestations, understanding that an antiracist perspective is requisite to building effective coalitions for social change;

•

The continuous examination of our own internalized racial oppression (racial superiority and inferiority) because we consider this exploration to be an essential aspect of doing anti-racist work; and

•

The critical examination of societal systems to address explicit and implicit bias and to create equitable antiracist systems.

•

We believe that the mental health of all people is negatively impacted by racism in all of its manifestations, and we strive to eradicate

ARMHA-NJ Goals: 1. Constructing a mental health system in NJ that: prioritizes an understanding that racism in all its manifestations is psychologically traumatizing; takes into account the intersectionality of racist oppression and the kinds of harmful experiences that result in traumatic responses and symptoms; and offers specific interventions to heal the mental health symptoms that result from the historical and current impact of racism.

2. Recruiting, mentoring, supporting, and training mental health treatment providers who reflect the racial and ethnic diversity of our society. In addition, the goal is to train all mental health treatment providers to view their work through a non-hierarchical lens of cultural humility, recognizing and respecting that mental health is defined differently by different racial and ethnic groups.

3. Constructing an expanded and integrated mental health system in which all people have easy and rapid access to high quality mental health services in both clinical and natural settings that are culturally appropriate and culturally sensitive.

4. Constructing a mental health system that is accountable to consumers and to local communities, who have input in: defining and prioritizing mental health needs; identifying policies and practices; and designing and executing treatment programs. Specific attention will be paid to recognizing and utilizing nonprofessional community strengths and resources.

5. Identifying and responding to racial inequities and injustices as they occur in mental health services and education.

ARMHA-NJ Environmental Assessments: 1. Racism, oppression, and disenfranchisement have psychologically traumatized non-White individuals, families, and U.S.A. communities.

White people have also been psychologically impacted through the loss of ethnic identification to become White. All people have been desensitized to systemic racism, which reinforces and perpetuates an oppressive and unjust society. Racism dehumanizes all of us and has adverse mental health consequences on our society at large.

2. Mental health professionals do not reflect the racial and ethnic demographic diversity of our society. Mental health professionals often have limited training about the impact of racism and oppression on mental health, or about treatment methods that take into account contextual and cultural differences. Professional mental health training and education do not recognize, encourage, or utilize historical cultural sources of resilience.

3. The current mental health system in NJ favors those who can afford to pay for their mental health care. Even for individuals who have public and private insurance, mental health care is not reliably available. When it is available, there are many barriers to rapidly accessing and obtaining high quality, culturally sensitive, and affordable care. The current system is fragmented, and services are not integrated into natural contexts.

4. The current mental health system lacks accountability to the people and communities it serves. There are insufficient mechanisms by which the general public or mental health consumers can provide input about the kinds of treatment available, the knowledge that should be possessed by practitioners, and the venues where treatment is provided.

5. The current mental health system lacks a racial justice lens to evaluate its functioning.

ARMHA-NJ is particularly grateful for the leadership the NJ chapter of NASW has provided regarding racial disparities in pass rates on licensing exams and looks forward to a collaboration between the two.

This successful collaboration would liberate our system from deterring candidates due to inequities

NJFOCUS • Winter 2023 | 25

Social & Economic Justice

it through the establishment of an anti-racist community and society.

Social & Economic Justice

like those I experienced. As a dual language speaker, I struggled with our licensing exam and had limited resources to overcome them. Likewise, the cost of membership dues in our professional organization kept me from becoming a member despite my successful twenty-year career, due in part to the excessive student loan debt I had accrued. This is an example of a structural inequity and intertwined disadvantages that is rarely thought about and requires attention and correction. During my undergraduate studies at Kean University, I became a member of NASW due to the discounted rate available to students.

Ever since, I have been unable to financially prioritize the MSW membership fee. As a true advocate, despite facing shame at being precluded from such privileges due to the financial barrier, I asked for a discount, for a payment plan, or for a grant opportunity, but none of those options were available at the time. I will continue to advocate with the member services division for the institution of financial hardship rates that would allow myself and others facing similar financial challenges to participate fully in our professional association.

I am a passionate, dedicated, and committed licensed clinical social worker inviting those with academic and practical knowledge of equity and inequity to join forces with consumers and professionals with lived experiences of disparities in the mental health system to energize the statewide movement of an anti-racist focus in the mental health arena. I am also excited to continue to develop a collaboration between the NASW-NJ chapter and ARMHA-NJ to address these inequities and create better mental health outcomes and systemic experiences for social workers and their clients in New Jersey.

ARMHA-NJ will develop projects to address these issues while looking for members to actively work on them. Please contact us at www.armha-nj.org for more information.

26 | NJFOCUS •Winter 2023

About the Author: Dahiana Grisales, MSW, LCSW currently serves the mental health f ield through her private practice located in Dover-Morris County. She engages in community volunteerism and is passionate about her family in her personal time.

She hopes to continue to contribute equitable access to a mental health system that is anti-racist.

IN

ADVOCACY

ACTION

NJFOCUS • Winter 2023 | 27

Advocacy in Action

UPDATES FROM THE

NJ BOARD OF SOCIAL WORK EXAMINERS (BSWE)

CLINICAL SUPERVISION REQUIREMENTS: IN-PERSON VS. VIRTUAL SUPERVISION

28 | NJFOCUS •Winter 2023

The NJ Social Work regulations set forth specific requirements for the clinical supervision of LSW practitioners. One of these requirements (found at 13:44G-8.1(b)(5)) is that no more than 50% of an LSWs clinical supervision hours may be conducted virtually. During the COVID-19 pandemic, the BSWE made an informal decision to accommodate difficulties social workers might have in meeting the in-person supervision requirement. Social workers were able to request a waiver of the 50% in-person clinical supervision requirement due to restrictions created by the COVID-19 pandemic. Determination of whether the waiver would be provided was made on a case -by-case basis by the BSWE. At the September 2023 BSWE meeting, the Board noted that with the end of the COVID-19 pandemic, it would again be expected that LSWs complete no more than 50% of their clinical supervision hours virtually.

The Board advises LCSW candidates who completed/plan to complete more than 50% of their clinical supervision hours virtually to send an email to the Board requesting a waiver of the 50% in-person clinical supervision requirement. The determination of whether the requirement will be waived will again be made on a case -by-case basis by the BSWE. Requests should be emailed directly to the Board at socialwork@dca.njoag.gov.

Earlier this year, proposed revisions to the social work licensing regulations regarding the approval of Continuing Education courses in New Jersey were posted for public comment. These revisions, which have been pending for several years, address the concerns many of you have raised about the availability and accessibility of CE courses in our state. Members of the public had the opportunity to submit public comment on the proposed regulation changes to the BSWE through August 4, 2023.

ASWB LICENSURE EXAM ADMINISTRATOR CHANGE At their September meeting, the BSWE shared that the Association of Social Work Boards (ASWB), the national entity that oversees licensure exams for social workers, recently announced they will no longer be working with PearsonVue as the licensure exam facilitator/administrator.

Beginning January 2, 2024, all social work licensure testing will occur at PSI test centers. Exam registrations with ASWB will continue, but no testing appointments will be available between December 16 and December 31, 2023. Candidates who register November 1 or later will test at a PSI test center beginning January 2, 2024.

Candidates who have already registered to take the exam should have received, or will be receiving, a communication directly from the ASWB regarding any changes to your specific exam schedule.

We refer you to the information available on the ASWB website for further details. You can also contact the ASWB Candidate Service Center via the contact form available at https://www.aswb.org/exam/ contact-the -candidate -services-center/

Among the most significant changes proposed is an amendment that would allow for the acceptance of CE credits in NJ for attendance at programs or courses offered by providers approved by the Association of Social Work Boards (ASWB) or NASW. This provision would alter the current requirement in NJ that each individual CE workshop must be approved (as opposed to the CE provider) and extends the acceptance of CEUs in our state to providers approved by ASWB and NASW. These changes will bring our state's CE regulations in closer alignment with CE regulations in other states.

Once these regulation changes take effect, it would mean NJ social workers would be able to receive CE credits in NJ for many popular workshops, conferences, and certificate programs that are not accepted under our current regulations (provided the providing entity is an approved ASWB or NASW CE provider).

NASW-NJ supported these amendments and submitted a statement of support to the BSWE, as well as questions for clarification. You can read the full proposed regulation changes here.

As of the date of this publication, the revised regulations have not yet been formalized and published in the New Jersey Register, which is required for them to go into effect. We anticipate this will happen before the end of the calendar year.

NASW-NJ will keep you updated on the status of these and any other changes to our social work regulations in New Jersey.

NJFOCUS • Winter 2023 | 29

Advocacy in Action

REVISED SOCIAL WORK CONTINUING EDUCATION REGULATIONS

Advocacy in Action

SOCIAL WORK INTERSTATE LICENSURE COMPACT We continue to work with our lobbyist and our

the compact legislation will receive a hearing

allies in the legislature to move forward legislation

during the lame duck legislative session that

that would enter New Jersey into the proposed

commences in January; however, through the

Social Work Interstate Licensure Compact.

introduction of a Senate bill prior to the end of this year, we’ll be well positioned to have our

Earlier this year, Assembly Majority Leader Louis

legislation pre-filed for reintroduction at the start

Greenwald introduced legislation in the Assembly

of the next legislative session.

(A-5349) that authorizes NJ’s entry into the licensure compact. More than 500 of you

Meanwhile, work to enact the Social Work

responded to our advocacy alert this summer that

Interstate Licensure Compact continues to move

urged you to contact your legislators to support

slowly forward in other states. Remember that in

this legislation. We’ve been informed by our

order for the social work interstate compact to be

lobbyists that multiple members of the Assembly

formed, seven (7) states must enact legislation to

have agreed to sign on as sponsors or cosponsors

join the proposed compact. Currently, legislation

of A-5349 in response to our combined outreach.

to introduce the compact has been introduced in

When the Assembly returns to session and holds a

the following states: New Jersey, Wisconsin, Ohio,

full quorum in November, the list of those

Missouri, North Carolina, South Carolina, Georgia,

legislators who have signed on to our bill will be

and Florida. Of these 8 states that have introduced

available on the legislative website:

legislation, only Missouri has passed the legislation

https://www.njleg.state.nj.us

into law as of the time of this writing. Learn more about the compact and stay up-to-date at

In the meantime, we continue to search for a

https://swcompact.org.

sponsor in the State Senate to introduce the Senate version of our interstate licensure compact

NASW-NJ will continue to work with our lobbyist

legislation. Our goal is to obtain a sponsor for this

and legislative allies to move our state’s legislation

legislation before the end of this year, as well as to

forward in an expedient manner, with the intent of

identify and recruit other Senators to support the

becoming one of the initial group of states to

once it is introduced.

30 legislation | NJFOCUS •Winter 2023 It is unlikely that

authorize the compact.

As many of you are aware, the law

sources that legislation to extend

priorities, and impact on

that requires parity in telehealth

telehealth parity will be introduced

providers and patients during

reimbursement rates (i.e., telehealth

in both the Senate and the Assembly

and following the COVID-19

must be reimbursed at the same

when the legislature returns to

pandemic. As the primary

level as in-person services), is set to

session in November.

providers of mental/behavioral health services

expire on December 31, 2023. The loss of this provision would allow

NASW-NJ will continue to keep you

in New Jersey, social worker

New Jersey insurers to reimburse

updated on the situation and let you

participation in this survey is

telehealth services at lower rates

know when legislation has been

crucial.

than in-person services.

introduced so you can contact your

NASW-NJ and the broader

legislators to encourage their

If you are a social worker who has

support.

used telehealth in your practice,

health/mental health provider

we would greatly appreciate your

community are aware of the

In the meantime, The New Jersey

assistance by completing this

expiration of this legislation and

Department of Health (DOH), in

survey and sharing this

have been working with legislators

partnership with Laurel Health

opportunity with colleagues. The

to introduce and pass legislation

Advisors and Blue Cirrus

survey takes about 10 minutes to

that will extend telehealth parity

Consulting, is conducting a review

complete and will be open until

beyond the December 31 sunset

of telehealth practices in the state of

November 10, 2023.

date.

New Jersey. The review will inform future state policies with respect to

Take the survey at

At this time, legislation has not

telehealth. DOH is seeking input

https://survey.alchemer.com/s3/7

been introduced in either chamber

from providers who practice in New

523199/NJ-Telehealth-Provider-

of the legislature; however, we’ve

Jersey that can share their

Survey-2023

received assurances from multiple

experience related to telehealth use,

NJFOCUS • Winter 2023 | 31

Advocacy in Action

TELEHEALTH PARITY EXTENSION IN NEW JERSEY

Advocacy in Action

NASW-NJ RESPONDS TO ANTI-LGBTQIA+ POLICIES IN NEW JERSEY SCHOOL DISTRICTS Some school districts in New

they may be trans or non-binary.

Jersey continue to pursue

Social workers know that not all

mandatory parental notification

LGBTQIA+ youth are safe at home.

policies that are not only

Disclosure of LGBTQIA+ status to

discriminatory against LGBTQIA+

parents must be handled on a

students, but potentially harmful to

student-by-student basis, taking

them. Governor Murphy and the

into account student health and

Attorney General have spoken out

safety needs. Mandatory parental

against these practices and the

disclosure can lead to harms

Office of the Attorney General has

including rejection, disavowal, and

brought lawsuits against several

in some cases physical violence.

school districts that have

Disclosure of LGBTQIA+ status to

attempted to institute mandatory

parents by school staff must only

parental notification policies.

occur when it is safe and

Mandatory parental notification

appropriate for the youth involved.

policies—which amount to the

NASW-NJ has issued a policy

forced outing of trans and non-

stance on the issue that can be

binary youth—must not be the

shared with school leadership in

standard procedure in our schools

your community should these

when students exhibit thoughts,

policies be introduced.

ideas, and behaviors indicating

32 | NJFOCUS •Winter 2023

View our statement on the following pages.

NATIONAL ASSOCIATION OF SOCIAL WORKERS – NJ CHAPTER Statement on Forced Parental Notification Policies

In recent weeks and months, school districts in New Jersey have begun to propose—and in some instances pass—controversial parental notification policies requiring school faculty and staff to notify parents if their child wants to publicly be known by a different name or pronoun, if a child seeks to use a different bathroom or locker room than their gender at birth, or if a child seeks to play on a different sports team.

These policies—which amount to discrimination against and the forced outing of transgender persons— are harmful to transgender and gender non-confirming youth and risk potentially placing these youth in harmful situations.

According to a statement issued by the National Association of Social Workers (NASW ), “discrimination and prejudice directed against any individuals on the basis of gender identity or expression—including forced outing—are damaging to the social, emotional, psychological, physical and economic well-being of transgender and gender diverse people.” 1 NASW and NASW-NJ uphold that sexual orientation, gender identity, and gender expression are real and irrefutable forms of identity. 2 NASW-NJ stands opposed to mandatory parental notification and similar policies that threaten the well-being and safety of transgender, gender non-confirming, and other lesbian, gay, bisexual, transgender, queer/questioning, intersexed, and asexual (LGBTQIA+) youth.

These actions by school boards are taking place at a pivotal time, as our state and our nation grapple with a mental health and suicide crisis. Rates of suicide and poor mental health for transgender youth in our nation are at an all-time high due to the persistent threats posed by transphobic laws and institutional policies. 3 Forced parental notification policies in school districts will only serve to further alienate LGBTQIA+ youth and place them at further risk for poor mental health outcomes, up to and including death by suicide.

A Guide for Understanding, Supporting, and Aff irming LGBTQI2-S Children, Youth, and Families

(hereafter referred to as “ The Guide”), produced by the Substance Abuse and Mental Health Service Administration (SAMHSA), and endorsed by NASW and the National Association of School Psychiatrists (NASP) stresses: “Disclosing the sexual orientation and/or transgender identity of young people without their permission, either accidentally or intentionally, is inappropriate and may be dangerous to their safety and well-being.” 4 It is crucial to remember not all transgender and LGBTQIA+ youth are safe at home or within their families and that the coming out process includes significant challenges for youth. The Guide notes: Young people who are LGBTQI2-S [Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Two-Spirit] may experience family rejection that can cause major trauma and affect well-being. Research indicates that young people who are LGBT and experience high levels of family rejection are more than eight times as likely to attempt suicide and more than three times as likely to use illegal drugs as those from families that express little or no rejection [emphasis added]. By contrast, young people who are LGBT whose families express support or moderate levels of acceptance have lower levels of health risks and better health and wellbeing than those f rom families that express no or low levels of acceptance. 5 The Guide further notes: Children and youth who identify as LGBTQI2-S may experience challenges related to bias and rejection that can affect their well-being, including abuse, homelessness, running away f rom home, substance abuse, self-harm, and suicide attempts. Research has found that compared with heterosexual youth, youth who are LGBTQI2-S report experiencing higher levels of harassment, victimization, and violence— including verbal, physical, and sexual abuse—and these experiences are related to increased mental health challenges, substance use, and sexual risktaking behavior. 6 Research has also demonstrated that LGBTQIA+

people thrive in social environments where they feel safe, affirmed, respected, and understood. 7 However, prejudice and rejection can occur in many settings, including social service systems, schools, community settings, faith-based communities, and—most significantly in this instance—families. This may make it difficult for young people to receive support and access to safe and appropriate services when disclosing gender identity or sexual orientation to members of their families and may expose them to violence and rejection which can cause major trauma and negatively affect well-being.

The Guide is also careful to stress, Coming out is unique to each young person and is not a one-time event. The initial coming out process is not the same for every young person. Personal, cultural, and social factors may influence this process. Young people may (and likely will) come out continually as they encounter new settings and people in their lives.

Also, young people may not express their identity in every situation. 8 As coming out is often a multi-stage process dependent on each individual youth’s circumstances, comfort level, level of perceived support, and other familial and societal factors, LGBTQIA+ youth may be more open about their identity at school, than they are at home. Fear of negative response and lack of support plays a large role in a youth’s decision to disclose their sexual or gender identity. Regarding the coming out process, The Guide notes “some young people may not come out because they fear rejection or are concerned for their safety. Others may feel that coming out will affect their standing in their communities.” Moreover, “the process, meaning of, and responses to coming out can vary by culture.” 9 Forced parental notification policies also create an ethical and legal conundrum for social workers and other mental health professionals working within schools. Social workers are bound by confidentiality and privacy laws that protect the rights of their clients, including minor clients (those under the age of 18) in some situations. Confidentiality protections encourage youth and adolescents to seek the health care they need and safeguard their privacy when they receive services adults. The document published by the Adolescent & Young Adult Health National Resource Center, Adolescent & Young Adult Health Care in New Jersey: A Guide to Understanding Consent & Confidentiality Laws, notes “voluntary communication

[of personal health information] can be very helpful in supporting adolescents’ and young adults’ health; mandated communication and disclosure can be counterproductive unless they are necessary to protect the health of a young person.” 10 Rather than forced parental notification, NASW-NJ recommends social workers support young people who are LGBTQIA+ in making decisions about coming out and self-disclosing their identity on an individual basis. What is right for one person will not necessarily be right for all. Remember that it can be dangerous for young people to come out in unsafe situations.

Mandatory disclosure to families can result in rejection or violence against them, as well as traumatic stress. The proposed parental notification policies create a false one-size-fits-all mandate that disregards professional judgement, the socioemotional needs of the youth in question, and creates potentially harmful situations for at-risk youth. It is important to respect the process and timeline that is most appropriate for each individual and to respect where they are in this process and their need to feel safe. Social workers should listen carefully to LGBTQIA+ youth and allow them to choose when to come out and to whom—these youth often have a very good idea of how disclosure to their families will be received.

References: 1 National Association of Social Workers. March 28, 2023. Retrieved from https://www. socialworkers.org/News/News-Releases/ID/2642/Gender-Affirming-Health-Care-SavesLives#:~:text=WASHINGTON%2C%20D.C.%20%E2%80%93%20The%20National%20 Association,transgender%20and%20gender%20diverse%20(TGD) 2 National Association of Social Workers. n.d. Retrieved from https://www.socialworkers.org/ Practice/LGBTQIA/Sexual-Orientation-and-Gender-Diversity 3 National Association of Social Workers. February 25, 2022. Retrieved from https://www. socialworkers.org/News/News-Releases/ID/2406/NASW-Condemns-Efforts-to-RedefineChild-Abuse-to-Include-Gender-Affirming-Care 4 Poirier, J. M., Fisher, S. K., Hunt, R. A., & Bearse, M. (2014). A guide for understanding, supporting, and aff irming LGBTQI2-S children, youth, and families. Washington, DC: American Institutes for Research.

5

Ibid.

6

Ibid.

7

National Association of Social Workers. n.d. Retrieved from https://www.socialworkers.org/ Practice/LGBTQIA/Sexual-Orientation-and-Gender-Diversity 8 Poirier, J. M., Fisher, S. K., Hunt, R. A., & Bearse, M. (2014). A guide for understanding, supporting, and aff irming LGBTQI2-S children, youth, and families. Washington, DC: American Institutes for Research.

9

Ibid.

10

English A. Adolescent & Young Adults Health Care in New Jersey: A Guide to Understanding Consent & Confidentiality Laws. San Francisco, CA: Adolescent & Young Adult Health National Resource Center; and Chapel Hill, NC: Center for Adolescent Health & the Law, 2019. http://nahic.ucsf.edu/resource_center/confidentiality-guides/.

STUDENT CENTER

NJFOCUS • Winter 2023 | 35

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10 Ways to Utilize Your Therapy Skills in Non-Traditional Ways

By Alexandria Theordor, MSW

C

ongratulations! You graduated with your MSW...now what? Many assume that a MSW degree automatically means working as a clinician at an agency, private practice, or some type of child welfare work, but the reality is many doors open wide with a degree in social work. This article discusses ten creative ways to leverage your social work skillsets for both personal and professional fulfillment. Consider these options as your primary income source or as a side hustle. With a willingness to think outside of the box, the possibilities for utilizing your MSW degree are endless.

Employee Assistance Programs: More employers are recognizing the importance of their employees' mental and emotional wellbeing, leading to the rise in popularity of Employee Assistance Programs (EAPs). As a social worker, you can offer counseling and support to employees facing personal or work-related challenges, lead workshops on stress management and self-care, and train managers on how to recognize and address workers with mental health concerns.

Teach a Skillset: Social workers can share their knowledge with the wider community in various ways, such as developing digital courses, conducting workshops, or organizing CEU presentations. Educational workshops, regardless of the format, are an excellent way for social workers to share their insights and focus on areas where they feel confident in teaching others.

36 | NJFOCUS •Winter 2023

Authorship: Writing a book can be a great way for social workers to expand their reach and income as it allows them to connect with a wider audience and broaden their practice. MSW graduates can author many publications both fiction and nonfiction using their clinical backgrounds for character development as well as for educational purposes. Additionally, having a book published can serve as an avenue for passive income during times of financial instability or industry changes.

Support Group Facilitator: Facilitating support groups is a great way for social workers to make a difference using a one -to-many model. Support groups enable peer feedback, normalize experiences, and increase social support.

Group work allows social workers to serve more individuals in less time, reducing the overhead costs associated with running an individual practice.

Support groups can be clinical in nature, addressing issues such as mental health symptoms, addiction, caregiver burnout, and other concerns of medical necessity, or they can be sub-clinical and still make a substantial difference to the community. Examples of sub-clinical topics include preventative wellness, grief, stress, or relationship problems.

Open an E-Commerce Shop: Social workers can create and sell therapy worksheets or templates, design office décor, and offer personalized services such as custom-made journals

Becoming a Professor at a University: Becoming a professor or part-time lecturer at a university can be a great opportunity for social workers to establish themselves professionally and achieve financial stability. To do so, it is essential to research universities that offer positions in your field, create a tailored CV that highlights your expertise, and showcase your relevant academic qualifications and work experience when applying.

Copywriter for Other Therapist Blogs/Websites: Copywriting is an effective tool used by companies to create promotional or marketing materials.

Social workers can leverage their writing skills to generate additional income without having to leave the profession they love. Copywriting assignments often require researching topics related to human behavior and emotional triggers, using this research to create content that is SEO-friendly and attractive to readers. Copywriters are paid well for their work, and social workers with strong writing skills can take advantage of this opportunity as a side hustle or even create a full-time business.

Become a Social Media Manager for Therapy Practices: As more and more mental health professionals turn to social media to connect with their clients and share information, the demand for social media managers in this field is growing. By offering services as a social media manager to fellow clinicians, you can earn extra money while also helping colleagues build an online presence.

As a social worker, you may already have the skills needed to manage social media accounts effectively (especially if you are running your own business). You understand how to communicate with people in a clear and empathetic manner and know how to create content that resonates with your audience. In addition, you may also have experience marketing yourself as a therapist through different channels such as websites or directories. With this knowledge, you can help other mental health practitioners establish an online presence that aligns with their brand values, while also increasing their reach and engagement on various platforms.

Content Creator: Social workers can build an online presence through content creation such as podcasting, blogging, and/ or building a TikTok or YouTube channel that focuses on mental health topics and related fields. Content should target a specific audience and direction, such as providing tips on managing anxiety and stress, reviewing therapy-related books and resources, and promoting self-care strategies. Monetizing content can be done through affiliate marketing, sponsorship, and promoting one's own products and services.

Group Private Practice Owner: As an MSW, you have a unique set of skills that make you well-suited to becoming a group practice owner.

By combining your business acumen with your therapy expertise, you can create a successful marriage of clinical services and daily operations.

Responsibilities of a business ownership include hiring talented therapists, matching perspective clients with the appropriate clinician, and overseeing clinical services. Should you wish to participate in clinical services, you can hold a small caseload, or you can remain completely nonclinical and focus exclusively on administrative tasks, marketing, and supervision duties.

Conclusion: A MSW degree can open many doors for social workers beyond the traditional paths of clinical practice. From EAPs, teaching content creation and more, social workers can find new ways to make a difference in the lives of others while generating income. The possibilities for utilizing a MSW degree are endless, and social workers can find success and satisfaction by pursuing their passions and thinking outside of the box.

About the Author: Alexandria Theordor, MSW is the mastermind behind Stress Less Enterprises LLC, a small business dedicated to assisting mental health professionals in f inding a work life balance through entrepreneurship. Her blog www.

StressLessTherapist.com offers a wealth of valuable insights and resources to guide professionals in establishing, promoting, and expanding their clinical and non-clinical businesses successfully.

NJFOCUS • Winter 2023 | 37

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with prompts that cater to individual needs. Places like Etsy or a private online storefront make it easy to sell digital products from home, which is a great way to build income while still having a flexible schedule.

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From Daughter to Doctoral Student: A Personal Journey

By Melanie Bennett, DSW Candidate, Rutgers University

S

ome may be surprised to hear that my career in mental health started when I was a child. My mother devoted her entire professional career to working with individuals with severe persistent mental illness and developmental disabilities. I found her job at a partial care day program fascinating, and I enjoyed going to work with her. As soon as I was old enough, I started to volunteer there, which I would do for many years. My mother would explain the clients’ illnesses and behaviors and she encouraged me to ask her questions. Not only was she teaching me about empathy and compassion, but she was also laying the foundation for my future career in mental health. Plus, I was the only kid who knew what a “folie à deux” was.

My father was a Vietnam veteran who had voluntarily enlisted in the U.S. Marine Corps to serve his country; he planned to attend college on the GI Bill when he returned. My father struggled upon his return to the U.S., though, because of the experiences he had witnessed and endured in Vietnam. It was only after he finished four years of college and began to complete his student-teaching hours that his PTSD symptoms began to interfere with his life enough to prevent him from becoming the physical education teacher he had aspired to be.

Despite my interest in and knowledge about mental health, I set aside my earlier goals and decided to major in Advertising and Marketing Communications.

I loved the idea of using words as a form of art and to

38 | NJFOCUS •Winter 2023

impact others, so I planned to become a copywriter.

Like my father, I struggled during my undergraduate college years, though for very different reasons.

During those years, I experienced multiple losses and traumas, including the sudden death of my boyfriend, who was killed in a car accident. Finishing school felt impossible; I became depressed and hopeless, and I seriously considered dropping out.

As a mental health professional, my mother validated and normalized my pain, and she knew I needed professional help. With her encouragement, I went to therapy; that experience, along with the support of family and friends, helped me return to school and I graduated with a Bachelor of Science degree. But I had an entire semester’s worth of exams, papers, projects, and presentations to complete in only a few weeks’ time. A week after school started, I was walking up the stairs of the subway station in New York City when I felt like I had walked onto a movie set. I was instantly confused, panicked, and frightened by what I saw. People were running past me crying, yelling, covered in dirt, desperately trying to use their cell phones to call their loved ones.

People were hopping on the back of moving trucks and opening the doors of random taxi cabs to jump in with strangers. I remember feeling paralyzed with fear and instinctively grabbing the hand of a stranger standing next to me as we both looked south down 6th Avenue and watched the second tower collapse.

Though I didn't know it at the time, September 11 would also make it impossible to find a job in

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advertising in New York City. Thus, to compound all my traumatic experiences, I never had a chance to grow in my initial career.

All those early traumas critically influenced my decision to pursue a social work career, but my parents were also important to that story. As a mental health professional, my mother had instilled knowledge about and compassion for individuals with severe persistent mental illness. As a veteran, my father had given me insight that only families of a veteran would or could understand. His PTSD symptoms limited his social interactions primarily to family, and he avoided large gatherings. To cope with his high levels of anxiety, he smoked multiple packs of cigarettes a day, and his addiction largely contributed to his untimely death in 2008. So, it wasn’t surprising when I decided on a career change and went back to school shortly after he passed away to pursue a master’s in social work, with the ultimate goal of working with veterans and their families.

During my social work career, I have felt an unwavering desire to succeed in this field and make a difference. Starting with my MSW internships, all the jobs I have accepted and the positions I have held have contributed to my ambition to advance in the social work profession and help me grow as a clinician. My ambition, passion, and enthusiasm have helped me achieve my professional goals and have led me to my current position as a clinical director, where I oversee multiple mental health programs and have been selected to lead and implement our agency-wide smoke -free initiative, which I was inspired to do in my father’s memory.

As the clinical director for intensive outpatient treatment and support services and clinical oversight of partial care day programs, I am motivated to apply what I am learning in the Rutgers DSW program to expand existing programs at my place of employment to serve veterans and their families. My goals are to implement change, explore innovative interventions such as animal-assisted therapy, and improve re integration services for veterans and families who are adjusting to civilian life by improving their quality of care and continuity of care, supplementing a significant gap in treatment. I strongly believe my experiences in the DSW program will prepare me to do so. Thus far, it as been an amazing step in my professional and educational journey.

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Empowering Middle School Students Through Peer Mediation and Advocacy

By Sahiba Bhatnagar, Seton Hall, BSW Class of 2024

M

y name is Sahiba Bhatnagar, and I am a senior BSW student at Seton Hall University.

Beyond my academic pursuits, I'm actively involved in several organizations on campus, serving on multiple committees in Alpha Kappa Psi, a professional academic business fraternity at Seton Hall, and holding the position of Diversity, Equity, & Inclusion (DEI) and Outreach Chair in this organization. I'm also proud to have been the President of the South Asian Student Association this past year, where I worked towards fostering cultural understanding and inclusivity while planning large scale organization-based events for my members.

Having ventured into 3 different fields of study throughout my college years and unsure of what I wanted to do; it wasn't until my junior year that I stumbled upon Social Work. Social work has turned out to be a calling of mine that I never anticipated, and ever since, I've been dedicated to making a positive impact in every interaction I engage in. The level of enthusiasm I feel for my coursework and future career prospects is truly exciting.

Currently, I am on an exciting journey as a social work intern at Maplewood Middle School as my Senior Practicum. While the opportunity to intern at a middle school is inherently fulfilling, my experience

40 | NJFOCUS •Winter 2023

took an even more gratifying turn when the idea of creating a peer mediation and advocacy program was brought to my attention. The school staff was seeking innovative ways to promote conflict resolution and empowerment among their students, and I eagerly embraced this challenge.

Research supporting the implementation of peer conflict resolution programs in schools highlights their potential to reduce aggressive behavior, improve communication skills, and enhance emotional intelligence among students. While there are various existing models for such programs, the specific approach adopted should be tailored to the unique needs and culture of the school, drawing inspiration from successful models while adapting to the school's context.

As I delved into designing this program, I compiled a list of several key considerations that I believe were important to explore: 1. Target Audience: Our primary focus will be on reaching out to 8th graders, but we are also considering interested 7th graders who are ready to participate.

10. Feedback Mechanism: We are establishing a system for collecting feedback from applicants about their recruitment experience, ensuring continuous improvement.

3. Teacher Referrals (First Step): Teachers will play a pivotal role by referring potential candidates who exhibit qualities such as empathy, maturity, and strong communication skills.

The program I am spearheading at Maplewood Middle School represents a response to a crucial need for enhanced conflict resolution and empowerment among our students. In an annual survey taken by students and parents, approximately 54% of students felt disconnected and unable to speak to an adult about their issues.

By introducing a peer mediation and advocacy program, we aim to provide our middle schoolers with valuable life skills through fostering a more inclusive and harmonious school environment, while giving those who need a peer a safe space to talk to someone closer to their own age.

4. Interview Process: We will develop an interview process to assess candidates' suitability for the program, evaluating traits like confidentiality, readiness to discuss serious topics, active listening skills, and empathy.

5. Promoting Leadership Skills: The program emphasizes the opportunity for students to develop leadership skills that will serve them well throughout their lives.

6. Highlighting Positive Impact and Fostering Inclusivity: Joining the program allows students to make a positive impact on the school community by resolving conflicts and promoting harmony. It also aims to foster a more inclusive and harmonious school environment, where every voice is heard and valued.

7. Benefits of Participation: We will emphasize the potential benefits of joining, including personal growth, conflict resolution skills, and even the possibility of resume enhancements or extra credit opportunities.

8. Creative Promotion: We are designing eye catching materials such as posters, flyers, and social media posts to promote the program and its benefits.

9. Open Forums: To ensure transparency, we will host open forums where interested students can ask questions and learn more about the program.

The next steps in launching the peer conflict resolution program at Maplewood Middle School involve a systematic approach. We anticipate screening students for eligibility shortly, with this process commencing in the near future. We aim to launch the program within the next few months, providing students with an empowering resource through the year. As for my involvement, I will still be present for the program launch, as my practicum experience extends beyond this milestone, allowing me to see the program through its initial stages of implementation and beyond.

Through this initiative, we hope to empower our students to become leaders, equipped with the ability to navigate complex interpersonal dynamics, address conflicts effectively, and promote empathy and understanding. Our vision is to create a school community where students not only thrive academically but also develop the emotional intelligence and communication skills necessary for success in all aspects of life.

Ultimately, I aspire to see our students embrace their roles as peer mediators and advocates, making a lasting, positive impact on their school community.

NJFOCUS • Winter 2023 | 41

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2. GPA Requirement: To ensure commitment and dedication, we are exploring the possibility of implementing a minimum GPA requirement for the candidates.

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From Painter to Clinical Scholar: A DSW Endeavor

By Rachael Miller, LCSW, DSW Candidate, Rutgers University

A

s a Research Social Worker at the Department of Veteran Affairs (VA) New Jersey Healthcare System, I straddle the line between research and clinical practice, developing, evaluating, and delivering targeted, evidence -based treatment programs via telehealth to Veterans throughout the United States. While benefitting greatly from the research expertise and clinical foundations of fellow colleagues with PhD and PsyD degrees in psychology, I questioned how the research, and my own clinical work, could be enhanced through a social work lens and framework. As I looked around the table and at the published journal articles, there were few fellow social workers. This desire to connect with other social workers and contribute to the field of social work led me to pursue the Rutgers University Doctor of Social Work program.

My path in social work began at the University of Michigan, where I graduated in 2009 with a Bachelor in Fine Arts. Yes, fine arts. At first glance, painting, drawing, bronze casting, and taking outreach art classes appear to have little to do with the field of social work. Yet, as I provided drawing lessons to people who were incarcerated and engaged with underserved youth in finger painting, I found a passion for addressing social injustice. I began volunteering for a local teen hotline, where I learned the art of empathetic listening and providing support to individuals in crisis.

42 | NJFOCUS •Winter 2023

The next two years were spent obtaining a Master of Social Work degree at the University of Pennsylvania.

During my second-year internship at the VA, I worked on a research project assessing the impact of case management and individual therapy for unhoused Veterans transitioning into the community. I began to understand the importance of research and its role in enhancing the lives of those in need. Following graduation, I worked for Catholic Charities and received my clinical license, but deeply missed working with the Veteran population. When an opportunity arose in 2014 to join the Mental Health Research and Program Development unit at the VA, I did not yet know my spark for clinical research would turn into a flame.

For nearly a decade with the VA, I have collaborated with multidisciplinary teams, co-developing, testing, and delivering clinical interventions that form the brushstrokes of targeted, evidence -based practices.

In this role, my colleagues and I have piloted small studies and developed treatments, investigating their efficacy and implementation in larger randomizedcontrol trials. This journey led to the creation of nationwide programs addressing gaps in accessibility and service within the VA. Our current clinical work includes telehealth CBT for Veterans with depression and Parkinson’s Disease (dPD), telehealth Mindfulness-Based Cognitive Therapy for dPD, and telehealth Mindfulness-Based Cognitive Therapy for Suicide Prevention.

The solution to bring the richness of the social work lens back to my clinical practice was the driving force in my decision to return to school and embark on a Doctor of Social Work degree. This decision was not taken lightly but was essential for my growth as a practitioner and researcher. I wanted to further engage with fellow social workers and refine my skills in painting the bridges between research and practical solutions. Currently, in my second year of the DSW program, I am mastering the art of analyzing

complex research findings and translating them into practical interventions that can drive change in communities. I have been critically examining the role of social workers in the larger mental healthcare landscape and the importance of our voices at the decision-making table.

As the mental health research field continues to grow at a quick pace and in an ever more complex and challenging society, it is crucial that social workers also evolve, contributing our own unique lens, while advocating for social justice and enhanced wellbeing. While my work no longer takes place on a canvas, I still approach each chapter of my journey – my experiences, challenges, and education – with the mindset of a painter. I change shapes, play with lightness and shadows, apply color as needed. My work involves adding a brushstroke here, emphasizing a detail there, and gaining fresh insights along the way. As I continue to paint through my DSW journey, expanding my knowledge and refining my expertise, my commitment to social work remains a common thread. The artistry of social work intertwined with research is a canvas I am devoted to painting throughout my career.

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It was only in 2022 that it became clear to me the work was missing the social work lens. I have been growing in my leadership role, providing clinical supervision to other social workers, social work interns, and psychology externs. I co-led five day intensive trainings in MBCT-S for VA social workers and psychologists. This past September, I co-facilitated a two-day CBT for Parkinson’s disease training with one of the leading Parkinson’s psychotherapists in the world and an incredible social work colleague. I have co-authored papers on our department’s research and presented at conferences, including the 2022 NASW-NJ Virtual Annual Conference. Yet, in my heart, I knew something was missing.

Student Center

Colors Dripping Off: A Call to Support Diverse Students

By Julio Sarmiento, Ramapo College, MSW Class of 2024

A

s a first-generation college graduate, a product of the Educational Opportunity Fund (EOF), and the son of immigrant parents doing their best to succeed, my experience of life and fulfillment has always been challenged by resistance.

I am part of a history of being seen as different by those from the dominant culture, just like many others like me who are categorized by the majority population and placed into boxes waiting to be checked off.

I took those challenges I faced and chose to repurpose them to create a positive impact for the other students in the same situation. Most recently, I worked with Ramapo College’s EOF program with my close colleague, Genesis Siverio, supporting and providing service to the incoming class of 2023. I also worked with Kids In Need of Defense in order to advocate and assist immigrant children in their proceedings to have a better future in the United States.

At my BSW graduation from Ramapo, I had the honor of speaking to the graduating class of 2023 and sharing a few words on equity, diversity, and inclusion. I wanted to spread that message to a wider audience as a call to action, in hopes that those in the audience might come to understand the challenges that come with being a minority in the United States, especially in the higher education system.

Students from culturally diverse backgrounds put

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in the work in the classrooms, the studying, the test taking, the paper writing, just like students from the majority culture. Some people might brush that off and say, “Well obviously you had to put in the work. You wouldn’t have received your degree any other way.” But those people fail to see the deeper meaning—the hidden layers beneath our work. When we put in the work, that doesn’t just mean completing the standard requirements for a college degree but doing it all while being challenged and under pressure from a system not built to serve people like us. It means having to be the best at all times just to be recognized for our unique thoughts, as opposed to only receiving recognition by educators and peers because we share the same heritage as the character in the book a class is assigned to read or have the same religious or cultural backgrounds as the oppressed people they are learning about in a history course. It means being the only person in a class able to write from experience about “what it means to be an ‘insert race’ in America.” When it comes down to these points, it becomes all eyes on us. We tip-toe a fine line to make sure we say the safe things, so that we aren’t judged or used to fulfill the assumptions that others (the dominant majority) have about us. In a way, we are the ones being studied, and we have to be near perfect to get that grade we all desire.

This is the by-product of American culture and the years of oppression faced by all peoples who look and act even a little different from the dominant, white mainstream. Leroi Jones (now known as Amiri

So, for now, I say we celebrate our success; and on top of that we celebrate our excellence, the sparks that make us who we are, and the cultures that we embody and love. The Black excellence, the Hispanic excellence, the Muslim excellence, the Asian excellence, and the many more that I could go on listing. We will use our pride to fuel and inspire the younger generations who are raised in our cultures and look up to the people who look just like them— because we looked up to the people who looked just like us. I have to say that I am very proud of what we have accomplished and very proud to be able to have the opportunity and the privilege of celebrating this with fellow students from cultures and backgrounds that are the same or different from mine, because that is what makes us special and allows us to achieve and progress.

References: 1

Even if we still must walk the tightrope at times, we are contributing to the mission of bringing equity to and respecting diversity in all places, not just on campuses or at our jobs, where we hope to be more than just a quota to fill. Just as people have done previously for us, we now do for the generations to come. We walk in our own freedom and not in the “free -doom” that Gil Scott-Heron once performed is the product of the “mother country whose legs were spread all across the world.” 2

Hobson, C. (1968). Inside Bedford-Stuyvesant. Leroi Jones Young Spirit House Movers and

Players. episode, New York City; WNEW.

2

Scott-Heron, G. (1970). Comment #1 [Song]. On Small Talk at 125th and Lenox. Flying

Dutchman/RCA.

NJFOCUS • Winter 2023 | 45

Student Center

Baraka), a Black poet born and raised in Newark, New Jersey, cultivated this idea perfectly with his performance group, Young Spirit House Movers and Players, who sang: “What has America done for me?

Nothing but made me a zombie, I don’t know who I am, I try to act like somebody else, no name, no language, no culture.” 1 For a long time, people like us were forced to act like someone else or to assimilate, and it is that kind of bubbling subversion of identity and culture that has birthed the movement for change.

Because of the people and the cultures that refused to remain silent and who fought and advocated for change, we can now have celebrations to enjoy ourselves and our cultures. The advocacy of the past and present has given us new light and new spaces to be comfortable and proud of who we are and where we came from. The people who fought alongside us, whether they were like us or were there to support us and our ideals, has allowed us to be more seen and respected.

Student Center

The Winding Road of Recovery & Self-Discovery

By Brian T. Young, Fairleigh Dickinson University, MSW Class of 2025

A

s an extrovert and stor yteller, the challenge of expressing a stor y in written text, versus spoken word, is finding language rich enough to embody the emotion and passion to bring that stor y to life. As I reflect on the journey that’s led me to where I am today, freshly pursuing a Master ’s Degree in Social Work from Fairleigh Dickinson University, I started by asking myself what happened that led me to give up a 20+ year career in financial services to go back to school full-time, at the age of 44. And why study social work? I began to realize that it was not one specific event, but rather a culmination of life events, fueled by a burning desire from deep within for more meaningful personal growth, and the aspiration to be more to myself and those around me.

Many in the field of social work may have had the luxur y of knowing what they wanted to be when they “grew up,” and the path to achieving that was through the study of social work. While this bottomup approach has served many, my route seems to have taken more of a top-down approach, reflecting on life events, and working backward while asking the same question: what do I want to be when I grow up? While I may not yet have the answer to that, I am learning to be comfortable with the uncomfortable and to feel I have absolute control over what I do next to influence how this new me takes shape. The difference this time around is that

46 | NJFOCUS •Winter 2023

I’m excited about the vastness of the opportunit y to serve others.

This excitement at the opportunities and possibilities that lie ahead is a foreign concept for me. I previously followed in conformity, living by the principles of “should and shouldn’t.” However, a major life event in April resulted in several major turning points, milestones, and a period of intense self-discover y and reflection. I have learned more than I ever thought I would about the resources available to serve those in need.

My personal journey has taken me on an exploration of in-patient rehabilitation, intensive outpatient therapy, psychology, psychiatr y, therapy, and counseling, helping me to improve my quality of life.

It was upon reflecting on the value of these resources that I recognized a common theme; they are all parts of a larger whole that makes up the generalist study that I consider to be representative of the field of social work. Without these resources, I’d be left still wondering where to start my road to recover y.

I continue to put these various tools to work for me, however they serve me best. This is an art, not a science, and it is with a newfound openness that I am embracing the unknown, welcoming new experiences and challenges with eyes wide open and listening more intently to the universe to guide my ethos. I am open to exploring unfamiliar

As someone in active recover y, it is important to remind myself that I am not defined by the mistakes, struggles, and challenges of my past, though it has also been strongly suggested I not shut the door completely on these experiences. This attention to past varies from one person to the next, but I have made a conscious decision to embrace that part of me and incorporate it into my being—shaping my beliefs and values as I strive to become the best version of myself, guided by a moral compass and renewed true north as I set off on this journey of discover y, purpose, and service to others. I recognize this comes with a responsibility not only to myself, but also to those around me, as we are all deserving of the chance at renewal, selfdiscover y, and growth. It’s what we do and who

we are today that empowers us with the opportunit y to shape who we are, what we stand for, and how we will serve tomorrow.

Whether one believes in destiny, fate, or karma it is undeniable that the vibrations we make in our daily lives influence the mark we leave on the world and the legacy we leave our children. Through harnessing the knowledge and skills I will acquire from the study of social work, I graciously welcome the opportunit y to serve others and look for ward to one day reflecting on my contributions and taking pride in my achievements, as they will be rooted in serving a greater good, and in turn, myself.

NJFOCUS • Winter 2023 | 47

Student Center

territories and willing to take risks to expand my horizons. Moreover, I feel most fortunate that I get to do this with and for the love and support of my family and the betterment of myself.

PA R T N E R S P O T L I G H T

B

ridge to Balance is a private practice mental health facility with offices in Hamilton, Voorhees, and Piscataway, New Jersey, and locations recently expanding to include Portland, Maine. Providing services to both youth and adults, Bridge to Balance offers inperson individual, couple, group, family, and teletherapy sessions. With a range of service options, the agency can meet a variety of different needs. Owners Kim Finnie and Julie Ferdas, both Licensed Clinical Social Workers, are proud to partner with NASW-NJ to ensure that these service offerings remain client-centered, with a focus on serving a diverse client base and meeting the needs of the most vulnerable members of the community.

Bridge to Balance operates from a trauma-informed lens, specializing in EMDR, Sandtray therapy, Mindfulness, DBT, and CBT. Beyond trauma, our clinicians are able to treat stress-related challenges, OCD, anxiety, and depression, as well as childhood and family difficulties, such as ADHD, autism, behavioral issues, school avoidance, marital conflict, parenting challenges, and issues related to divorce and separation. Our diverse array of specialty areas allows us to serve a wide range of needs within the community.

With licensed and clinical social workers employed across our office locations, the core values of the NASW permeate our work with individuals, couples, families, and groups. We adhere to the same core values of the NASW in all of our work, including our professional training and sponsorship of the NASW-NJ Annual Conference, which seek to honor the core value of competence and the NASW’s focus on evidence-based practice throughout all fields of social work. Through our partnerships with local schools, we also recognize the value of the social work person-in-environment perspective and the necessity of serving vulnerable groups, including youth.

Our clinical services emphasize the importance of

48 | NJFOCUS •Winter 2023

human relationships, as we seek to strengthen families and help couples to improve communication and conflict management skills. While we are trained to provide evidence-based talk therapy services, including EMDR, DBT, and CBT, to individuals, couples and families, we also recognize that not every client benefits from traditional talk therapy methods. With this in mind, we offer alternative therapeutic modalities, such as sandtray therapy to meet the needs of youth and adults. We also utilize certified therapy dogs, through our Pawsitivity Ambassadors program, as an add-on to other services, like supportive counseling.

Other service offerings at Bridge to Balance include creative and expressive therapies, which can help clients to achieve healing by participating in art or other forms of creative expression like dance movement therapy.

These methods can help people to uncover uncomfortable thoughts and emotions, so they can be processed with the guidance of a trained therapist. In totality, these and other therapeutic offerings at Bridge to Balance reflect a commitment to quality service, which is also a core value of the social work profession.

In addition to our professional commitment to quality service, we stand behind NASW’s efforts to support social and racial change efforts that benefit vulnerable and oppressed groups. Founder and Co-Owner, Kim Finnie, CSSW, LCSW, is currently serving as the Vice President of the NASW-NJ Board of Directors. In her role, Kim is charged with putting together a workgroup of diverse social workers to identify and bring to the Board of Directors’ and Executive Director’s attention the social justice and racial issues that are unique to the NJ area so that the NASW-NJ Chapter can advocate for policies and legislation that advance progress and reform on the local and national level.

meaningful social justice work, we rely upon guidance resources provided by NASW-NJ. Our partnership with NASW-NJ allows us to become better advocates for a variety of social justice issues, and the agency’s work has been central to our efforts to expand access to mental health services, so that all who need such services can benefit from them. Recognizing the need for improved access to mental health care, Bridge to Balance offers teletherapy options, so clients who are unable to report to an office location, because of transportation, finances, and other barriers, can access the care they need to live healthy, fulfilling lives.

As Bridge to Balance continues to expand its service offerings, the organization is committed to providing compassionate, strength-based care that honors the inherent dignity and worth of each individual served.

The partnership with NASW-NJ remains an invaluable resource, by connecting the organization’s clinicians with training and professional development opportunities that keep them apprised of the latest practice trends, as well as the ways in which they can continue to provide compassionate, culturally competent care. This meaningful work would not be possible without our partnership with NASW-NJ. Learn more about services at Bridge to Balance at https://bridge2balance.com/

One of Bridge to Balance’s primary focuses in recent years has been on improving quality of life and selfesteem for teens who identify as LGBTQ+. In line with this mission, we offer an “Express Yourself” group for LGBTQ+ youth, which provides a safe setting for coping with challenges that come with the LGBTQ+ life. In these support groups, teens receive unconditional positive regard, as well as support for navigating concerns like stigma, unsupportive parents, and the coming out process.

We also offer information and support to parents who are learning how to best love children who identify as LGBTQ+. While Bridge to Balance endeavors to do this

NJFOCUS • Winter 2023 | 49

PA R T N E R S P O T L I G H T

T

he Institute for Personal Growth (IPG) is one of the leading mental healthcare providers in New Jersey. A group practice with 30 therapists, 400+ years of combined experience, and 40 years in practice, offering both online and in-person therapy, we have the experience, talent, and expertise to serve a vast range of mental health needs. With three offices throughout the state (Highland Park, Jersey City, and Freehold) we serve a variety of different communities.

And as a practice comprised primarily of LSWs and LCSWs, our partnership with NASW-NJ has expanded our reach and increased our contact with the Social Work community.

IPG was founded in 1983 by psychologist Dr. Margaret Nichols, PhD, as a specifically LGBTQoriented practice, at a time when the healthcare landscape was much less welcoming to the Queer community. Since then, we have maintained our close connection and commitment to that community, as well as other marginalized and stigmatized sexual minorities, including the polyamory and kink/BDSM communities. In 2019, we received a PROUD Award honoring our decades of work with the transgender/ gender-variant population.

But, of course, we work with many other populations, as well. In fact, one of IPG’s greatest strengths is the professional diversity of its clinical staff and the number of different specialties and modalities we are able to offer. Our staff of roughly 30 licensed

50 | NJFOCUS •Winter 2023

therapists have specialties including but not limited to sex therapy, PTSD/trauma (including EMDR), eating disorders, couples/marriage counseling, children and adolescents, family therapy, counseling and therapeutic consulting for corporations/organizations, sexually compulsive behavior (so-called “sex addiction”), mindfulness/meditation-based therapy, and most recently, Ketamine-Assisted Psychotherapy (see below). And within these and other specialties we offer dozens of more specific modalities of treatment.

R E C E N T D E V E LO PM E N TS 2023 is a momentous year for IPG. For starters, having been founded in 1983, it marks our 40th anniversary!

Happy Birthday to us!

In addition, we recently moved our Jersey City office to a gorgeous, new, sunny space, built out to our specifications, in a brand-new luxury building in downtown Jersey City, just across the street from our old space. We have six large, beautiful, well-lit therapy rooms, a huge waiting room, and a private bathroom and kitchenette. In addition to seeing clients there in person, we currently have some office space available for sublet for other licensed mental health professionals. Please contact us at info@ipgcounseling. com for more information.

But perhaps most importantly, IPG is now booking clients for Ketamine-Assisted Psychotherapy (KAP),

which is an exciting, cutting-edge, holistic modality where ketamine is used as a complement to psychotherapy to help clients experience more frequent breakthroughs and sustained improvement in symptoms of mental health conditions, including depression, anxiety, and PTSD/trauma. Ketamine's rapidly acting antidepressant and mood-enhancing effects can begin to take effect within 20 minutes. It works by blocking the brain’s NMDA receptors and stimulating AMPA receptors, which help form new synaptic connections and boost neural circuits that regulate stress and mood.

Ketamine has also been shown to enhance overall neuroplasticity for lasting symptom improvement.

IPG has partnered with licensed, experienced medical providers who handle the diagnostic, prescription, and other medical aspects of treatment, while we will provide the psychotherapy portion of the experience.

After initial preparation sessions, clients will conduct dosing sessions in person at one of our offices, under the close supervision and guidance of one of our KAPtrained therapists, which ensures a safe, comfortable, and supportive environment. Subsequent integration sessions then solidify the effects of dosing sessions, and this therapeutic modality has been shown to produce far longer-lasting effects than the use of ketamine alone.

webpage at www.ipgcounseling.com/how-we-help/ ketamine-assisted-psychotherapy, and/or call our office at 800-379-9220 for more information.

I P G A N D N ASW - N J Susan Menahem, LCSW, IPG’s Executive Clinical Director, and Dr. Cory Nichols, PhD, IPG’s Executive Business Director, took over IPG in 2018, when its founder and previous owner retired. Susan and Cory felt the practice should have a more active involvement in the social work community, especially with a staff composed primarily of social workers. Thus began the partnership between IPG and NASW-NJ. We began by sponsoring the 2019 NASW-NJ Conference, and from the positivity of that experience our relationship evolved into a full-blown year-round partnership.

During this time, perhaps the most valuable element of our relationship has been the sharing of experience and knowledge. For example, NASW-NJ has provided us with many CEU-eligible in-service training sessions for our staff, helping us to stay on the cutting edge of the profession. On our side, multiple IPG therapists have given presentations on various specialty topics such as sex therapy and KAP, as mentioned above, sharing our expertise and experience with the rest of the profession. We have more ideas for the future, and we can’t wait to see how our partnership evolves.

All of our KAP clinicians are licensed psychotherapists with years of experience in conventional modalities, who have undergone extensive KAP training, including experiencing the effects of ketamine in a clinical setting themselves, which we feel is imperative to enable them to best guide our clients through a safe and effective KAP dosing session.

In fact, our Executive Clinical Director, Susan Menahem, LCSW, is not only trained and experienced in KAP, but is a veritable expert on the subject. She participated in the expert panel on psychedelic assisted therapies at the 2023 NASW-NJ Annual Conference, has attended conferences and given presentations on KAP, and, as part of IPG’s Partnership with NASW-NJ, is working with them to help Social Workers stay informed on innovative treatment modalities such as KAP. If you think you, a client of yours, or someone else you know might benefit from KAP, please visit our KAP

NJFOCUS • Winter 2023 | 51

NASW-NJ

SOCIAL WORK

Student Summit

SAVE THE DATE! DEC

52 | NJFOCUS •Winter 2023

6 th

2 023

Members Only Perks

W

ith nearly 7,000 members in our New Jersey family, you are part of a larger family of social workers, a network of friends and colleagues who share your commitment to the profession and strengthening our community. While the chapter has many opportunities to connect on a broader level—from educational programs to advocacy events, there are also many great ways for you to connect with your colleagues locally or on a specific area of interest. Read on to learn some ways in which you as a member can build your connections, network and grow in smaller, more intimate spaces—and virtually!

NJFOCUS • Winter 2023 | 53

MEMBER CONNECT

TO YOUR NETWORK FOR SOCIAL WORK BEST PRACTICES & COMMUNITY 150

We've welcomed almost new NASW members to our Chapter since August. 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!!

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54 | NJFOCUS •Winter 2023

BERGEN/PASSAIC (CONT) Beverly Angela Beth Jonathan

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SOUTH REGIONAL UNIT

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NJFOCUS • Winter 2023 | 55

MEMBER CONNECT

ESSEX (CONT)

MEMBER CONNECT

F R EE C EU CE US for

you

IN APPRECIATION OF OUR MEMBERS YOU CAN EARN FREE CEUS THIS FALL!

Native American Experiences of Trauma and Resilience 2 Social/Cultural Competence CEUs WEDNESDAY, NOVEMBER 15 6:00 PM - 8:00 PM EST Native Americans have both experienced trauma and demonstrated resilience. This presentation will provide an overview of the diverse Indigenous Peoples within the United States while providing historical and contemporary examples of trauma and resilience. The presentation will examine how social workers have interacted with Native Americans and how our profession is beginning to take accountability for contributing to trauma.

Register at naswnj.org 56 | NJFOCUS •Winter 2023

PROFESSIONAL DEVELOPMENT PROVIDING THE SKILLS TO GET AHEAD

NJFOCUS • Winter 2023 | 57

Get your CEUs on Demand.

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Prescription Opioid Misuse & Dependence in New Jersey 1 Prescription Opioid CEU Learn the basics about the prescription opioid addiction epidemic in the tri-state area, including the risks and signs of opioid abuse, addiction, and diversion. Hear how to spot it and referral/treatment options. This course fulfills the prescription opioid continuing education requirement for New Jersey social workers (Statute 45:15BB-11.1).

Social Work Ethics & Roe v Wade Supreme Court Decision With Dr. Frederic Reamer 2 Ethics CEUs On June 24, 2022, the U.S. Supreme Court published a controversial decision in the Mississippi case of Dobbs v.

Jackson Women’s Health Organization that effectively overturns Roe v. Wade (a landmark decision of the U.S. Supreme Court in which the Court ruled that the Constitution of the United States generally protects the liberty to choose to have an abortion.)

The Dobbs decision has introduced compelling ethical challenges for social workers who provide services and information related to reproductive health.

Technology and Boundaries: The Future of Professional-Personal Interactions in Virtual Spaces 1.5 Ethics CEUs With new and emerging uses of technology in social work practice, social workers need to rethink how they establish and maintain appropriate boundaries with clients. This conversation will explore ethical issues related to using personal technology for work purposes, intentional dual relationships, unintentional dual relationships, and maintaining presence when interacting with clients through technology.

58 | NJFOCUS •Winter 2023

(1 CEU) Prescription Opioid Misuse and Dependence in New Jersey November 13, 1:00 PM - 2:00 PM EST Register

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(2 CEUs) Native American Experiences of Trauma and Resilience (FREE FOR NASW-NJ Members) November 15, 6:00 PM - 8:00 PM EST Register

(10 CEUs) NASW-NJ Aging and Older Adults Certificate Program Convenes Fridays, 9:30 AM - 11:30 AM, from February 9 - March 8 Register for the full certificate program

(20 CEUs) Clinical Supervision Course January 8, 9:00 AM - 2:30 PM EST (SOLD OUT) Register for the April 2024 session

(2 CEUs) The Experience of Aging February 9, 9:30 AM - 11:30 AM EST Register just for this session

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 • Winter 2023 | 59

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