2022 Annual Impact Report Supplement: Student Voices

STUDENT VOICES Most likely, if you’re reading this, you’re a student working towards becoming a social worker…or maybe you’re just curious about the field. Regardless of what brought you here, welcome!

Students that find their way on the social work path end up here for a multitude of reasons. There are many different backgrounds and goals that are united under the social work banner. And navigating through the decision-making process of what area to specialize in, and how to get there, can be a daunting one.

It’s for this reason we're pleased to present a collection of published NASW-NJ FOCUS stories from our amazing student members. Inside you will find a compilation of student experiences — ideals, struggles, and victories. These shared experiences will serve as a guide for you, a fellow student, through the winding road of student life and provide a stepping-stone and inspiration after graduation.

While the path through student life can be a strenuous one, these stories are meant to show you don’t have to walk it alone. They will inspire you and allow you to find new ways to meet any challenges you may have as you progress through school. Being able to stay connected, find resources, and gain a voice to create change all before even graduating, are some of the major themes you’ll find as you read through. The stories inside are a testament to the phrase, “what you put in, is what you get out” during your time in school. In addition, they will allow you to reflect on what motivated you to become a social worker and what you will achieve when you become one (or why you might want to become one). And once you’ve made it to graduation, we hope that you’ll continue your journey with NASW-NJ as we seek to help you bridge the gap to your next job.

And maybe you too will have a story of your own to tell the students walking in your footsteps.

November 2020 Issue

AN AUTISTIC WOMAN’S ADDRESS: Support for Expanded Inclusion in Social Work Employment & Beyond

by Danielle M. Ryer "My autism is a part of me and who I am as a person and a professional. "

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n experiment: What do you think about when you hear the word ‘autism’ – and what words do you associate with it? Perhaps ‘service use,’ ‘evidencebased practice,’ ‘applied behavioral analysis,’ or an abundance of other clinical jargon.

How about ‘empowered?’ or ‘highly researched and informed.’ How about ‘one who instills hope in people who are different’ and ‘deeply empathetic?’

My name is Danielle, and I am an MSW student. I am also autistic. As a side note, you may notice that I don’t use ‘person-first’ language in this article—for instance a ‘person with autism’—for myself. I choose to identify myself using identity-first language— 'an autistic person.’ This is because I believe autism is an identity and a culture, not something that can be modified or separated from a person.

Here’s a great resource on identity-first language if you’d like to learn more.

Or how about… ‘autistic social worker?’

In the interest of not stereotyping the community, I will say that I am my

own person. I’ve met other autistic people similar to me. I can also say with certainty that there are plenty of autistic people who are nothing like me. Each autistic person is unique.

My autism is a part of me and who I am as a person and a professional.

I see the world in vivid detail. I see beyond a person’s pain to reveal their complex, unique circumstances, their traumas, and what it would be like to be in their shoes. I’m meticulous about observing minor changes in other people’s moods because I listen

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to everything a person says at once – the words they use, the pace they’re speaking—and recognize any sudden changes. It is because of these skills that I am pursuing a career in social work.

I would say that being unusual in this way makes me a good fit as a clinician for other unusual people. It can help them feel at home. I appreciate a client’s quirks, rather than seek to change them. As a curious, diverse individual myself, I appreciate diversity in thought. I am highly empathetic but do not express it in ways that are overwhelming or overbearing to people I am serving.

might believe they have. My teachers have helped my education by treating me as an individual, and not a set of symptoms.

Inclusivity is not limited to education; we must also work towards an inclusive workforce. To support inclusion in the workforce, an employer might explore how an autistic person can use their unique strengths and abilities to be of maximum benefit to a company or agency. It is also important to recognize that over time, an autistic person’s needs may change, and their skill sets may grow. Talking to us about our likes, dreams, and goals can reveal ways we can uniquely benefit an organization. For instance, I have used various government services throughout my life, and as such have a lot of insight as to how they can be best used by the autistic and general communities.

As an advocate for autistic people, I am both a lifelong teacher and a lifelong student. I strive to live my life to the best of my ability, and I seize the opportunity to challenge stereotypes and biases simply by being myself.

The summation of my life experiences, simultaneously challenging and enlightening, have provided me with the insight to support others with challenges they face.

Despite these innate skills and traits, I would not be where I am today without inclusive education and other efforts to allow autistic individuals to integrate into the community, including in my collegiate studies. Inclusive education starts with two components: first, a belief in your students and a focus on their strengths, and second, not reducing a student to a label based on any challenges they have, or ones you

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I believe I have a place as a professional social worker, as do others like me. Workplace inclusivity will allow autistic professionals like myself to thrive in professional capacities, using our uniqueness to catapult us to success.

About the Author: Danielle Ryer is an MSW student at Rutgers University School of Social Work. She holds two undergraduate degrees, in Psychology (BA) and Philosophy & World Religions (BA) from Rowan University. Danielle has worked in clinical mental health, geriatric care, in special education, and as a crisis interventionist. She has also provided psychoeducation services and lectures for over eight years, both locally and internationally. You can reach her at asdquestion@gmail.com

January 2021 Issue

SOCIAL WORKERS' ROLE IN PROTECTING THE RIGHT TO VOTE

by Gianna Grandinetti, MSW Student

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s President of the Student Social Workers Association at Seton Hall University, it is my duty and privilege to present current events with relevance to social work to my members each month.

For our November meeting, my executive board and I decided that voter suppression was a relevant issue not only for the month of November, but for future social workers to be aware of to create change.

Voting is a right that allows American’s to make their voices heard. Shockingly, as many as half of eligible voters in the United States still don’t or can’t participate in our country’s election process.1 Voter suppression is not only alive and well today but is also very much legal. Voter suppression is a strategy used to influence the outcome of an election by discouraging or preventing specific groups of people from voting, either in legal or illegal forms. 2 While everyone in our country is supposed to vote, it is important to remember that there are barriers, whether they be physical, financial, or personal, that bar people from voting. Here are five main reasons why people do not turn out at the polls: 1. Voters need a valid form of identification to vote. Approximately 21 million Americans each year are unable to vote because they lack valid

identification. 3 There are also financial barriers, lack of access to transportation, and limited information which can make it difficult for the elderly, people of color, and low-income people to obtain ID during elections.

2. Age, gender, socioeconomic status, and race can all impact whether someone votes. Research shows that nonvoters are more likely to be low-income, young, Hispanic or Asian American. 4 Registration in the U.S. is also left up to us as individuals, compared to other countries where the process is automatic.

Getting a new ID can be unaffordable, missing work isn’t always a financial option, and low-income people are more likely to move around 5, which adds another level of complexity to voter registration.

However, college graduates, who tend to make more money, are also more likely to seek out information on politics and voting 6 3. Another issue is that election day is always on a Tuesday and is not yet a federal holiday. For those who have multiple or full-time jobs, missing work is not always affordable, especially if workers do not receive paid time off to go to their polling place and wait in line. While voting early and mail-in ballots gave citizens more flexibility this year, this was not always an option, and not every state offered this option previously.

4. Voters who don’t feel represented may choose to opt out of an election all together. The Republican and Democrat parties are the two largest political parties in the U.S. The 7% of citizens who don’t support

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either party and are registered as Independent tend to be less politically engaged. 7 5. Finally, citizens are less likely to vote if they feel like their vote doesn’t matter. For the 2016 presidential election, 15% of registered voters reported that they didn’t vote because they didn’t believe their vote would make a difference, according to the Pew Research Center. 8 They also found that half of the participants didn’t bother to research the election because they didn’t think their vote impacted the government.9 The many obstacles American citizens face to vote can be discouraging. When people don’t vote, they are silenced, and the government is not fully representative of the American people. With enough preparation and information, voting can help citizens play an important role in shaping the world in which they want to live.

Rogers, Kirsten. “Convincing the Non-Voter: Listen and Reframe.” IGNITE National, October 8, 2020. https://www.ignitenational.org/convincing_the_ non_voter_listen_and_reframe.

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Parker, Kim. “Views of Higher Education Divided by Party.” Pew Research Center's Social & Demographic Trends Project. Pew Research Center, July 29, 2020. https://www.pewsocialtrends.org/essay/the-growing-partisandivide-in-views-of-higher-education/.

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LaLoggia, John. “6 Facts about U.S. Political Independents.” Pew Research Center. Pew Research Center, August 28, 2020. https://www.pewresearch. org/fact-tank/2019/05/15/facts-about-us-political-independents/.

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López, Gustavo, and Antonio Flores. “Why Registered Voters Say They Didn't Vote in 2016.” Pew Research Center. Pew Research Center, July 28, 2020. https://www.pewresearch.org/fact-tank/2017/06/01/dislike-of-candidatesor-campaign-issues-was-most-common-reason-for-not-voting-in-2016/.

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Shearer, Elisa, and Jeffrey Gottfried. “Half of Those Not Learning about Election Feel Vote Doesn't Matter.” Pew Research Center. Pew Research Center, May 30, 2020. https://www.pewresearch.org/fact-tank/2016/03/04/ half-of-those-who-arent-learning-about-the-election-feel-their-vote-doesntmatter/.

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NASW Code of Ethics, 2017, section 6.01, 6.04

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As social workers, it is our duty outlined in the NASW Code of Ethics to advocate for those who cannot advocate for themselves.10 As social workers and American citizens we should advocate for full access to the vote and protect against deceptive election practices, as well as protect eligible voters from improper purges of the voter polls. Social workers and social work students can do this by asking clients if they are registered to vote and helping them overcome barriers to voting. We can also challenge unjust laws and processes related to voting and advocate for easing restrictions to allow everyone to access their right to vote. The next general election in NJ is just a year away and both the Governor and the entire legislature will be on the ballot. Let’s make sure all adult citizens are able to fully participate.

References 1

Colin Woodard, Half of Americans Don’t Vote, What Are They Thinking?, 2020.

About the Author:

“Voter Suppression.” Wikipedia. Wikimedia Foundation, November 11, 2020. https://en.wikipedia.org/wiki/Voter_suppression.

Gianna Grandinetti is a social work major and Psychology minor at Seton Hall University. She is currently applying to graduate programs while interning at HOPE Therapeutic Services in West Orange, NJ and mentoring for Project 99 in Springf ield.

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“Oppose Voter ID Legislation - Fact Sheet.” American Civil Liberties Union, May 2017. https://www.aclu.org/other/oppose-voter-id-legislation-factsheet.

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Malter, Jordan. “Why Poor People Still Aren't Voting.” CNNMoney. Cable News Network, August 5, 2015. https://money.cnn.com/2015/08/05/news/ economy/poor-people-voting-rights/index.html.

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March 2021 Issue

THE BENEFITS OF NON-TRADITIONAL FIELD PLACEMENTS

by Rodrigo Cardenas, MSW Class of 2021

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s an MSW student focusing on a Management & Policy Specialization, I have gained substantial knowledge and insight through my unique field placement in a non-traditional social work setting. Growing up in a family organized around social change, justice, and equality inspired me to become a social worker. When I initially enrolled in college, I was unfamiliar with the concept of macro social work. I just knew I wanted to help people, facilitate change, and deliver hope to those who need it.

organization’s medications, programs, and services more equitable. We raise uncomfortable questions, such as:

Looking for a masters level field placement— particularly a macro-focused placement—in the midst of a pandemic was a challenge. At first, I was hesitant; but I soon realized an increasing number of organizations that had closed their physical locations due to the pandemic were turning to virtual internship opportunities. Through dedication, determination, and research, my search evolved and eventually led me to a remote internship working in Health Equity and Patient Advocacy with a major pharmaceutical company.

The objectives of the work I am engaged in are to promote and seek improvement in the quality of care that patients receive. At the organization where I intern, this means focusing on supporting patient organizations, professional societies, and communitybased programs and expanding research in the areas of oncology, hematology, immunology, and cardiovascular disease. This includes the application of specific anti-racist frameworks and screening tools designed to improve overall health outcomes in populations disproportionately affected by serious diseases—addressing injustices and differences in health among various groups defined socially, economically, demographically and geographically.

In this position, I have had the opportunity to learn about and participate in efforts to make access to my

-Why does the organization lack diversity in patients enrolled in its clinical drug trials, when many who will need these drugs are minorities?

-Why are social determinants of health not a priority— or notoriously underfunded—when it has been proven that attention to these issues improve health outcomes?

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COVID-19 has forced organizations to reconsider how they work with interns and created some interesting new opportunities if you look in the right places.

And modern technology—with almost everything accessible virtually—has given students around the globe the opportunity to gain the experience needed for their careers in new and different ways. With the right planning and management, many internships can become a virtual or remote placement. This is particularly true for macro social work placements in non-traditional settings, such as the one I obtained.

connect communities with the company’s products and resources. Additionally, we can bring our social work knowledge of the human condition to be a voice for social justice, equity, and ethics that many companies are seeking at this time.

Virtual field placements—while not what you may have been expecting in an internship—should not be feared.

I have discovered far more pros than cons from my remote/virtual internship. The office is anywhere that includes a laptop with wi-fi access. I am able to easily communicate with staff via phone calls, email, instant messaging, chat rooms, web meetings, and so on. And I have been able to schedule my internship hours and activities in a way that allows me to maintain balance in my busy schedule.

I want to emphasize that being in a remote field placement does not mean your responsibilities, assignments, research and workload are going to be less than in a traditional internship. Please remember you are crucial to the mission of your organization— they bring on interns for a reason. You are also responsible for fulfilling all work assignments on time without physical oversight, reporting to virtual team meetings as required, maintaining constant communication with your supervisors, and meeting your internship hours as assigned by your academic liaison.

There are internship opportunities everywhere.

Search and find the one that is best for you and fits your career goals and schedule. Prepare a wellwritten resume. Start by checking with your school’s career office for internships. Attend career fairs and networking events to learn about opportunities for social work students you may have never considered.

Find a mentor and expand your networking resources.

My current internship has been an unparalleled pleasure. It has been an honor to participate in an area where the contributions of social workers are less frequent, if not completely absent. Major companies are in need of social workers to help

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About the Author: Rodrigo Cardenas is an Advanced Standing MSW student at the Rutgers University School of Social Work. He is currently interning at the Bristol Myers Squibb Foundation.

May 2021 Issue

THE IMPORTANCE OF MACRO SOCIAL WORK IN YOUR SOCIAL WORK EDUCATION

by Jack Serzan and Denise Arias Rodriguez, NASW-NJ Interns

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he importance of macro-based Social Work cannot be understated in the times we live in. Macro social work can include, but is not limited to, advocacy & policy work which, for the most part, entails direct outreach to legislators at the state and federal levels and can include advocating through emails and phone calls on behalf of specific legislation.

While advocacy and outreach are key aptitudes, we must also remember the importance of being able to read and interpret legislation, understanding the impact those pieces of legislation could have on social workers, social work clients, and any intersecting profession, person, and system.

Legislation being considered by our elected officials impacts the work we do—whether it’s as students or professionals—and usually has a direct impact on the people you serve, regardless of your area of social work practice.

For instance, one important bill we have been reviewing during our internships that could affect Social Work as a profession is H.R.2035, which does

not yet have a title other than to state its purpose: “To amend title XVIII of the Social Security Act to improve access to mental health services under the Medicare program.” This bill, which mirrors a bill introduced during the 116 th Congress, addresses the scheduled fee payment made to Social Workers who are providing care to clients enrolled in Medicare.

The bill addresses many areas, but one key component that must be emphasized—for the good of our clients as well as our profession—is for Clinical Social Workers to be reimbursed by Medicare at the same level as Psychologists for the same services provided.

Correcting this pay discrepancy will encourage social workers to remain as Medicare providers, or to become Medicare providers if they are not already, and would help ensure availability of providers and continuity of care for Medicare recipients.

What we must be sure to remember is that Social Work is not just providing counseling and clinical services.

We must also be actively engaged with the policy issues that impact our profession and the clients we serve. This includes work in social policy, child welfare policy, forensic social work, community organizing,

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and more. Our profession connects people with and helps them to navigate systems—social systems, family systems, economic systems, global systems. Our work extends beyond one-on-one interactions and considers how our clients function within the systems that impact their lives.

One way to enhance your macro and policy skills is to engage with NASW as a student. During NASWNJ's Annual Legislative Education and Advocacy Day (also known as LEAD), we interns gave a presentation on the legislative process—how a bill becomes a law. This is vital information for students and new social workers. We also worked with NASW-NJ staff to develop an extensive Advocacy Toolkit that showcases many resources and ways students and young professionals can get involved in macro level change. The Toolkit is available on the NASW-NJ website along with recordings of the LEAD 2021 presentations for those who were unable to attend.

These are a great resource for students to check out.

Lastly, it’s important to know who your elected officials are and how to contact them. The New Jersey legislature is comprised of 120 members elected from 40 legislative districts. The General Assembly houses 80 members, while the State Senate houses the remaining 40. You can look up who your state legislators are on the NJ Legislature website. Another great resource to help you find your federal, state, and local elected officials is https://www.usa.gov/ elected-officials.

We hope this article has inspired you to learn more about macro social work, policy, and advocacy. To be the best social workers—the best change agents—we can be, we need to be prepared to act at both the micro and macro levels. The combination of those two is where change is achieved.

About the Authors: John “Jack” Serzan is a Junior in the BSW program at Seton Hall University.

Denise Arias Rodriguez is a Senior pursuing her B.A. in Social Work at Rutgers UniversityNewark.

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May 2021 Issue

REFLECTIONS ON THE PAST NON-

TRADITIONAL ACADEMIC YEAR

by Peter Espinoza

took some getting used to; however, as time went on, I began to adapt to this new way of learning.

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knew this academic year would be unique; however, the reality has surpassed all expectations.

I recall checking my email in early March 2020 and stumbling upon a message informing everyone that for the rest of the semester, we would be transitioning to remote learning. After reading that email, my initial reaction was confusion and a bit of worry for the uncertainty of the world and my college experience. I distinctly remember the first-time I logged into one of my social work classes that was fully remote. It was a time of adjustment and adapting to a new way of learning for me and every student around the world.

This new way of attending classes certainly had its challenges. Isolation from my classmates and professors was not easy. The sudden change to remote learning affected my concentration and participation in class lectures. I felt particularly prone to losing focus in those classes that did not have synchronous lectures. In those courses consisting of discussion boards and pre-recorded lectures, my participation was minimal because of the lack of student and professor interaction. This sort of remote education

The 2020 school year was also an interesting time to begin my field education. Despite the COVID-19 pandemic and quarantine, I was still able to attend my internship at the YMCA Newark in person. I feel truly fortunate I was able to obtain my field education experience in person, as opposed to remotely. This face-to-face connection allowed me to absorb as much knowledge, insight, and social work skills as possible from my field instructor. Inperson internship also allowed me to master client engagement while social distancing and following the agency’s COVID-19 guidelines. I was fortunate to also be involved in research and policy analysis during this ever-changing socioeconomic climate.

I think completing my field practicum during such uncertain times has helped prepare me for the often unpredictable “real world” of social work. I have learned to be flexible in my expectations and adjust quickly to agency demands.

My new flexibility was tested when one day last semester, my field instructor informed us that all interns had to self-quarantine for fourteen days due to someone at the agency contracting COVID-19. I felt confused and worried for the uncertainty of my field experience and my ability to meet my school’s requirements for field practicum hours and

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assignments. Having to resume my field placement remotely from home was an adjustment, but also an opportunity to improve my coping skills, such as prayer, breathing exercises, and meditation. Peer support from my fellow classmates was invaluable in coping with the stress of the unknown, minimizing my fears, and assuring me I was not alone in this experience.

Cultural considerations also came into play this past year. As a Latinx male, quarantining during the pandemic was a major challenge. Hispanic culture is well known for affection—hugging, gentle touches, and hand shaking is a norm. It felt weird and unnatural being unable to hug or shake someone’s hand to greet them. While quarantine prevented me from interacting with my extended family and friends, it did create strong ties between my immediate family.

As the oldest son in a Latinx family, I was expected to assist my younger siblings with their homework assignments on top of many other responsibilities.

Many people said spending too much time together caused family discord; however, I was happy to assist my younger sibling with remote learning and problem solving. Spending all our time together, whether studying, watching movies, or eating meals together, brought us closer as a family. It gave us time to get to know and appreciate each other more than ever.

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While this remote school year was certainly an adjustment period for me and the rest of our society, it has also impacted my plans for the future. Prior to remote learning, I was uncertain whether I would ever attend graduate school. However, after gaining so much experience in my field practicum and educating myself on policies and current social issues, I developed a strong desire to pursue a Master’s Degree in Social Work. So, the pandemic was not just trying, it was also transformative. When I look back on this difficult school year, I see my resilience—and the resilience of my fellow students and family members— has been the true silver lining.

About the Author: Peter Espinoza is a Senior at Rutgers University in Newark. He anticipates graduating with his BSW this May. His area of focus is child welfare and would like to work with children and families in the future.

May 2021 Issue

FINDING STRENGTH AND AUTHENTICITY THROUGH GRADUATE SOCIAL WORK STUDIES

by Vara Edara

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he past 18 months provided a challenging backdrop to my MSW studies. The 2020 school year started like no ordinary year. On January 9, I learned my niece had drowned while surfing in Bali. I was in absolute disbelief. My spring semester was supposed to start the 2nd week of January, and I was a complete mess. I was shaking like a leaf when I entered the program director’s office to share what I was experiencing. I told her I was not sure I could get through the semester. Grief and loss had consumed me, and I was overwhelmed. My niece's death was the first loss that hit so close to my heart. She sat with me, listened, and told me to take one day at a time.

When the semester began, I shared my situation with my professors, and they were very accommodating and understanding. Then came March and the COVID-19 pandemic. Before I could grasp what was going on around me, classes became virtual, and my internship called and asked me to return my badge. My placement was with older adults, and I understood the residents I worked with were vulnerable to the virus. Still, this was another shock to process. I remember turning in my badge and watching as it was placed in a yellow bag, like the badge itself was infected. And just like that, that was the end of my internship. I was so upset I did not get to say a proper goodbye to the staff or my clients.

I am a people person. As such, I struggled with quarantine and isolation. My life was suddenly restricted to four walls. I was still processing the loss of my niece

when COVID cases started rising, and people around me became sick and started dying. The possibility of death hovered close and became real. Even buying groceries became a hazard.

The fear that I might get sick kept me on constant edge. I come from a family of frontline workers, and two to three times, they had been exposed to the virus, putting my life in jeopardy. I struggled to imagine the future—would I graduate, or would I die from this virus? I had no idea what would come next. My parents were worried sick about me. My professors checked on me periodically.

My friends struggled to understand, though I guess everyone was in a similar boat to me. There is a saying that goes, "never underestimate the power of

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being heard." It is powerful and profound, I learned, as my professors stood by me, listened, and heard me. I learned from them what it meant to be a social worker in the truest sense.

I was eagerly anticipating a return to in-person learning for the Fall 2020 semester. Unfortunately, this did not occur. My new internship was virtual with the Department of Veterans Affairs, but I was very skeptical of seeing clients via a telehealth modality. Despite my misgivings, virtual learning and a telehealth internship soon became second nature to me. Life took up a new routine. I began to look forward to living again.

Stepping out to get milk, eggs, and bread became exciting and enjoyable and I looked forward to these outings.

My graduate social work education was the best part of my journey this past year and a half. School was a game-changer in my life and the field of social work allowed me to be my true self. Today, I am vocal, confident, present, and have advocated for myself throughout my journey. My professors, every single one of them, gave me space when I needed it, were present when I broke down, and helped to build me up, stood by me, and challenged me to do better than yesterday.

I am very passionate about the field of social work and believe I have found my calling. The struggles of the past months have left me stronger and more focused. I look forward to graduating so I can go out there and help, heal and guide my clients with the newfound strengths and tools this profession has given me. I am truly blessed and grateful for my MSW experience. I look forward to seeing where my path takes me.

About the Author: Vara Edara is an MSW student at Ramapo College of New Jersey. She anticipates graduating in May 2021.

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July 2021 Issue

How a Global Pandemic Enhanced my Passion for Mental Health Work

by Toni Kauffman, BSW

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hen I transferred to Georgian Court University in the Fall of 2019 and declared social work as my major, there was not a doubt in my mind I would eventually pursue a career as a clinician in the mental health field. Since I had intentions of becoming an LCSW, I knew a Master’s level education would be required. However, I had not yet decided whether I would go straight to graduate school after I received my BSW, or if I would take time off to work in the field to gain some experience before applying to MSW programs.

When my school announced we would be attending class remotely due to the rising COVID-19 cases in March 2020, most students were eager to leave campus for “an extra week of spring vacation.”

We were all so unperturbed, expecting to see our classmates and professors in just two short weeks once we “flattened the curve.” However, two weeks of remote learning turned into the rest of the Spring semester, and then also the Fall 2020 semester, and finally, we were told we would finish our senior year remotely for Spring 2021.

Back before COVID—what seems like a lifetime ago—I sat down with my academic advisor to discuss what courses I would be taking during my two years at Georgian Court. I was particularly excited for the Human Behavior and Mental Health classes and, in the course of time, working as an intern. However, I could never have imagined in-person learning would come to a halt during the Spring 2020 semester and I would have to finish my last two bachelor’s level semesters remotely.

When we first left school due to the coronavirus in March 2020, I was planning to use the extra time away from campus as an opportunity to spend more hours at my field placement. At the time, I was interning at a nursing home not too far from my school. My time there included shadowing the social worker and the activities director. I never imagined working with the elderly population, yet in the short time I was there I began to feel a connection to the residents. Then, our internships were cut short, and our

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field hour requirements reduced by half by the CSWE. On top of that, the nursing home began to restrict visitors and anyone else who was not a healthcare employee. My hands-on learning opportunity seemed lost.

Fortunately, I stayed in contact with the activity director at the nursing home. One day during the summer of 2020 she called to tell me that as a result of the pandemic, they were in need of employees in the activities department. I took the job, glad to be able to enhance the lives of the seniors who were experiencing social isolation due to restrictions on visitation. My work as an employee in the activities department not only benefitted the mental and physical well-being of the residents, but it also offered me the hands-on experience I craved.

For my Senior year, I was fortunate to find an internship at a behavioral health facility, working both remotely and in person. I quickly realized clients seeking treatment at this agency had also been greatly impacted by the pandemic. They reported heightened feelings of anxiety, depression, and isolation. It became clear to me during this internship that even after the pandemic ends, we will be dealing with a mental health epidemic in the aftermath of COVID. The combination of experiences during my BSW studies, internships, and employment, coupled with my thoughts about the future of our world—and the role social workers will play—has inspired me to pursue my MSW degree at Fordham University in the Fall. I believe this course of action will best prepare me for the challenges that lie ahead and provide me with the skills and knowledge I need to help those who are struggling with their mental health in the wake of the pandemic. Moreover, my experiences during the pandemic will allow me to empathize with and understand many of the issues clients will be experiencing in the coming months and years—not just depression and anxiety, but also trauma, adjustment issues, anger, and grief.

The pandemic was a life-altering event for most people and for our entire society. It will be up to social workers—including new MSWs like me—to help in the recovery.

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About the Author: Toni Kauffman graduated from Georgian Court University with her BSW in May 2021.

She will begin her MSW studies at Fordham University this Fall.

July 2021 Issue

How the Struggle of Elder Adults During COVID-19 Helped Steer Me to the Field of Gerontology

by Samantha Yaccarino

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s a social work student, I knew from the beginning that the field would have its setbacks and triumphs. However, I was not expecting to be faced with one of the largest worldwide challenges we as humans have faced in centuries, COVID-19. As a junior at Seton Hall University when the pandemic started, I gathered my belongings from my house in South Orange and said goodbye to my friends and professors. I was under the impression we would be back at school in two weeks. Now, over a year later, I have completed my bachelor’s in social work (BSW) online via Microsoft TEAMS. I am now enrolled in an MSW program and anticipate graduating in May of 2022. Social workers are called to rebuild and restore communities and organizations after the effects of COVID-19, and I feel prepared to be a part of the conversations and implementation of efforts to eradicate the social problems that have accumulated.

My interests always lay with those in the field of gerontology. At Seton Hall University, I obtained a certificate in gerontology, which allowed me to attend classes

focused on the effects and research pertaining to older adults in America and other countries, as well. With the onset of COVID-19, older adults have experienced extreme levels of isolation and lack of resources. In the early months of the pandemic, older adults were advised not to leave their homes, see their family members, or put themselves at any risk of exposure to COVID-19.

The rates of isolation, depression, and anxiety, especially in older adults, skyrocketed during this time.

As such, I plan to continue my studies in aging and health at Rutgers University, and I will be researching more into the effects COVID-19 has had on older adults in America and what restoration of “normal” services will look like for medical facilities and other senior service centers.

The experiences of the COVID-19 pandemic may have caused some of my peers to reconsider pursuing a Masters degree immediately following the completion of our Baccalaureate degrees. The experience of virtual learning and virtual field placement was draining and stretched many of us beyond our routines, expectations, and comfort zones. It’s certainly understandable how taking a break from education and entering the work force may be an attractive option for recent graduates.

I took multiple factors into consideration when making my decision to continue my social work education immediately following my undergraduate studies. Despite the complications of the pandemic, I have become accustomed to balancing my school, work, and personal life. I feel confident that continuing with this lifestyle is what is best suited for me right now.

When I do enter the field as a social worker following the completion of my MSW, I will have a more concentrated area of emphasis that will ultimately benefit the clients and agencies with whom I will be working. While the path of entering the workforce directly after obtaining an undergraduate degree is just as valuable as the route I am taking, I cannot deny that I love being a student. Gaining an understanding of more advanced theories and concepts and adding an extra year of field education are in my best career interests, and most importantly to the older adults I’ll be serving. I continue to be a lifelong learner, and the field of social work makes this possible with everyday tasks, challenges, and triumphs.

About the Authors: Samantha Yaccarino is an Advanced Standing student in the MSW program at Rutgers University New Brunswick campus.

She received her BSW from Seton Hall University in May 2021.

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July 2021 Issue

WORK VS. EDUCATION:

How the Pandemic Influenced my Career Plans

by Jamie Terrone, BSW

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ooking back at the end of my four years as an undergraduate, I strongly believe my BSW program has well prepared me to continue my studies as an MSW student. My undergraduate education gave me a foundation in social work, including the basic skills and knowledge to be an ethical worker in the field. However, my BSW studies also seem almost like a cliffhanger—I don’t yet feel as though I have learned all of the clinical skills needed to start my career. So, while I gave some thought to entering the workforce immediately following graduation, I want to continue to challenge myself educationally. I’m not ready to end my studies knowing I can still learn more.

The decision to continue directly into an MSW program was not one that came easily. Throughout my undergraduate career at Monmouth University, I was consistently challenged to consider events and situations through a human rights and social justice perspective. This outlook helped me to become a well-rounded and compassionate social worker. It also made me very eager to jump right into the field and apply all the skills I had been learning to help

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real people in real-life situations. However, in order to be the best human rights and social justice focused social worker I can be, I also feel compelled to continue on to my MSW studies. The ability to deliver superior client experiences has been my goal for the past four years—and to do so, I have decided I need to complete my Master’s degree at this time. This may not be the path for every social work student, especially considering the challenges we experienced as students during the pandemic, but for me it feels like the correct one.

Despite the barriers to learning presented by the pandemic—particularly in field education—I do believe the experience of being a student during the pandemic opened up opportunities I may not otherwise have had. The slowed-down pace of life pushed me to connect with and focus on my studies in a way I had not been able to in some time, due to the hectic balancing act of work, internships, and classes. The reliance on online course work, either asynchronously or synchronously, provided the time and motivation to delve deeper into the material.

Additionally, before the pandemic, I was rarely able to attend professional development events that interested me because I did not have the time, or it was too far to travel. The pandemic allowed me the chance to attend virtual webinars on topics ranging from the housing system in New Jersey, to trauma-informed care in multiple settings, to best communications practices in nonprofit organizations.

The pandemic also showed me how important flexibility, agility, and adjustments are in social work. Professors and field agencies demonstrated this in their rapid and creative responses to the challenges of the pandemic.

Many of my professors have said “there is never a dull moment in social work,” and the pandemic showed how true this statement can be. My senior year internship, which took place in a case management program and in a community resource center program, challenged me to strategize how to best connect with my clients while maintaining physical safety for everyone. We learned how to operate multiple online platforms, fill out paperwork without being next to each other,

and provide support from a distance. It was an experience that no other cohort of social work students have experienced, and we should applaud ourselves for powering through!

Lastly, the pandemic underscored the importance of self-care for social workers. I like to remember “you cannot pour from an empty cup.” Social workers, even as students, need to remember to turn off the computer, save the homework for another day, and spend time doing something for ourselves.

The pandemic gave me the opportunity to consider what type of social worker I truly want to be— how much training and education I wanted and when, my understanding of professional values, ethics, and service, and my renewed dedication to becoming a change agent and helping others. It showed me that I need to keep learning to be the kind of social worker I am striving to be. As it turns out, my BSW studies were only the beginning of my career.

I am looking forward to my MSW studies starting this summer!

“There is never a dull moment in social work”

About the Author: Jamie Terrone, received her BSW from Monmouth University in May 2021. She begins her MSW studies in summer 2021 at Monmouth University in the Families and Children specialization. In addition to her work and studies, Jamie was the Undergraduate Student Representative to the NASW-NJ Board of Directors for the 2020-21 board year. She plans to work in the child welfare f ield following the completion of her graduate studies.

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July 2021 Issue

MEMBERSHIP BENEFITS SOCIAL WORK STUDENTS

by Hina Rehman, MSW

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s a student—whether you are in an undergraduate, graduate, or doctoral program—you are pulled in so many different directions: classes, coursework, fieldwork, jobs, and familial and other responsibilities. Often, you may be left wondering what you can do for yourself to further your own career aspirations or professional goals. Although NASW-NJ is well known throughout the state as the go-to for professionals in the field—for anything from clinical questions to ethical dilemmas— students often wonder why they should become paying members of this organization.

I initially wondered the same thing when I was a student and was pleasantly surprised at the opportunities student membership presented me. I have maintained my membership over the years since I graduated, and I continue to be impressed by the services NASW-NJ offers to its members.

When I was an MSW student, it was one of my professors who encouraged me to become a member of NASW-NJ. I am still so thankful to her for introducing me to this amazing organization. As an online student (long before COVID made this the norm), I was often faced with two dilemmas: 1) how do I interact more with the leaders within my community to affect change, and 2) how can I feel more connected with fellow social workers, despite being an online learner? NASW-NJ helped bridge those gaps for me, both personally and professionally.

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Becoming a volunteer leader with NASW-NJ was a huge first step. My first foray into a leadership role was, rather amazingly, via the Board of Directors as a student representative. As a student, it was awesome to fathom that I could be on a Board of anything! But NASW-NJ provides students the opportunity to have a seat at the table and represent their fellow classmates as either the BSW or MSW student representative. Through my Board experience, I was able to learn how a board works collaboratively to further the interests of their members/communities and learned that the success of an organization truly begins within the passion of its board members—all while I was still a student!

This initial opportunity led me to serve on several of the Chapter’s committees, as well. Although vastly different from one another, these committees all share the goal of further advancing the profession and advocating for those in need. Being a part of these committees over the years has not only allowed me to stay connected, but also be aware of all the new and exciting changes in the field, as well as areas that need increased advocacy efforts.

The Chapter also hosts an Annual Conference—which I have attended since I was a student—where social workers across the state can meet and network. I have met and continue to stay in touch with some great people through these conferences and am thankful to have had this opportunity (P.S.: student members get a discount on the registration fee!). Although the last two conferences have been virtual, I look forward to an

in-person conference again soon, to re-connect with previous acquaintances and meet new people!

NASW-NJ has remained a constant in my life since

events as often as I am able (which has been made easier via virtual programming), allowing me to feel like a part of a broad social work community, especially during the difficult times we have been facing. I can

I first joined as a student and has also benefited my work professionally. My team and I were recently in need of hiring some Field Liaisons and were not quite sure where to begin. I was able to tap into NASW-NJ as a resource and the staff immediately introduced me to multiple interested parties, whom we ended up hiring!

honestly say that NASW-NJ’s staff and fellow members truly feel like an extension of my family. You will always be met with warmth and positivity, both of which you can never have enough of!

Although I am no longer a student, I am so glad that I can remain involved in committee work and enjoy networking with other professionals in the field during meetings and events. As a macro social worker, sometimes I lose sight of the clinical side of our work.

Through NASW-NJ, I am able to meet and work with clinical and macro workers alike, ensuring I maintain a well-rounded view of the profession. I also attend

Hina Rehman, MSW, is a Senior Program Coordinator at the Rutgers University School of Social Work. She has served on the NASWNJ Board of Directors as the MSW Student Representative, as well as on the Executive Committee, Membership Committee, Legislative & Social Action Committee, and the Diversity & Inclusion Committee.

About the Author:

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March 2022 Issue

A SOCIAL WORKER GAVE ME A SECOND CHANCE AT LIFE; THIS IS HOW I PAY HER WORK FORWARD

By Lori Zerrusen, Seton Hall BSW Class of 2022

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any social workers are drawn to the profession because they have had a social worker impact their life. My story is no different. In my midforties, I found myself in an emotionally and physically abusive marriage. I felt trapped because I only had a high school education and hadn’t been allowed to work outside the home for over fifteen years. With three children and no means of support, I was in a very scary and lonely place. I wanted desperately to leave my husband and change my life but felt helpless, confused, and stuck. It was at this crucial moment that I met my first

social worker. With her help, I was able to take the first steps to changing my life. As often happens in abusive situations, I had become increasingly isolated from those around me. Having the social worker see me, hear my story, and help me name the abuse I was experiencing was life altering.

For me, this social worker was a beacon of light and hope. She helped me see that education was the key to changing my life. My ex-husband had told me repeatedly that I was “too stupid” to waste money on going back to school. I heard it so often that I believed it. Despite this, I ultimately decided to take a chance on myself and enrolled in a community college. To my surprise, I discovered that not only was I not stupid, but am quite a good student. Two years later, I became an undergraduate student at Seton Hall University. In my classes and field placements, I met more social workers who encouraged me and believed in me—long before I had developed belief in myself. While I still struggle with confidence and trusting my instincts, I no longer let fear hold me back from accomplishing my goals.

I have come to understand that, while I may make mistakes along the way, every step on this journey is an opportunity to learn and grow.

At Seton Hall, I have met many wonderful professors who have challenged me to become a better social worker. I attended the Buccino Leadership Institute program and have taken part in other amazing opportunities. For example, I had no idea I was interested in research, but in my first semester I wrote a research paper, “The Implications of COVID-19 On Older Adults: Challenges and Opportunities,” which was published in The Locust, the Seton Hall Journal of Undergraduate Research. I’m currently on

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a team drafting a grant proposal on a gerontology related research project that seeks to understand what draws people into gerontology studies as well as how interdisciplinary partnerships can innovatively affect change. In addition, in my senior field placement, I have had the privilege to intern at the New Jersey Commission for the Blind and Visually impaired (CBVI), and to advocate for the disabled.

After graduating from Seton Hall, I plan to attend graduate school and focus on a career working with older adults. I care very much about this population, and I believe the field of gerontology requires more social workers. I also want to challenge stereotypes and eliminate misconceptions within our society. Along with fighting discrimination, oppression, and injustice in all its forms, I will strive to be a voice for all who are unable to advocate for themselves and to improve the world one person at a time.

I have always been drawn to serving vulnerable populations and promoting the welfare of communities marginalized by society, and the curriculum at Seton Hall University and my internship at CBVI have helped shape my passion for social work and my desire to integrate macro, mezzo, and micro practices. In addition, these experiences have furthered my interest in mental and behavioral health and strengthened my desire to work with disadvantaged people, including older adults and individuals with disabilities, their families and communities. I believe that social workers have a unique opportunity to advocate for change in policies, programs, and practices to ensure that all people, particularly marginalized groups, receive the skills, training, resources, and opportunities to achieve their full potential.

Seven years ago, I could never have dreamed of attending a school like Seton Hall, applying to graduate school (I just learned I have been accepted to Columbia University’s MSW advanced standing program!), or being asked to write for NASW-NJ FOCUS. Everyone deserves a second chance, but not everyone is fortunate enough to get that chance. I believe the best way to repay the gift I received from the first social worker in my life is to work hard every day to advocate for and help others who have been marginalized and left out of the circle of opportunity. It was my first social worker who helped set in motion all that I have achieved. One day, I hope to be that first, transformational social worker in the life of others.

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March 2022 Issue

EXPANDING HORIZONS: New Ways to Use Your Social Work Degree

By Carly Trill, MSW

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believe everyone has a social worker within them.

While most do not pursue the title, we all hold the power to shape the world and help other people.

Donating to causes, volunteering, participating in awareness campaigns for social issues, and lending a listening ear when someone needs to be heard are just some examples of how each one of us can invest in the happiness and well-being of other people. After all, that is what social workers do – we invest in people.

I also believe every sector of the workforce has a role for social workers within it. Whether it be a nonprofit entity, a government agency, small business, corporation, or political movement, every type of organization can benefit from knowing how to invest in people and advance social justice.

I entered college with the same preconceived notions of social work as most of the world – counseling and casework. I did not realize how diverse our field is, and the breadth of careers that can be achieved with our degree. On my social work journey so far, my focus has shifted from supporting individuals to changing pieces of the world. Two ways this can be done are through population health work and corporate/business social work. These more macro-focused paths present vast opportunities for social workers to apply their skills in less traditional social work environments.

P O P U L AT I O N H E A LT H Social workers fight for justice—social, economic, environmental, and more. Some of this work falls into an area called population health. It is an approach to health that aims to improve the health of an entire human population—fertile ground for social workers.

Population health has been described as consisting of three components—health outcomes, patterns of health determinants, and policies and interventions.

For instance, a social worker may ask: why does air

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and water quality vary by zip code and how does this impact the health of residents in those areas?

Social workers can then engage in research and policy action to identify and enact solutions to these problems. Moreover, by building key relationships and partnerships, they can influence regulations in business and government to create healthier environments.

I currently work for a health equity coalition where we expand access to things like healthy food options and recreational opportunities for the community that we work in. This role falls somewhere between micro and macro social work. It is very much research-based – our blueprint for action was built from a concept called the social determinants of health, the economic and social conditions that influence individual and group differences in health status. Simply put, a person’s health rests on much more than their ability to see a doctor (although this plays a part), and that culture, environment, and opportunity are the true pillars for health. This research-based concept is inspiring social change across the world regarding population health and healthcare.

CORPORATE & BUSINESS SOCIAL WORK When done right, businesses are places that can elevate the well-being of people. There are so many different access points where this can happen within a company: Human Resources, Corporate Giving, Corporate Social Responsibility, Change Management, Diversity Equity & Inclusion, just to name a few. Unfortunately, a focus only on profit often draws companies away from what is most important – investment in and the well-being of their employees, the people they serve, and the communities they operate within. The irony is, when the well-being of

people is overlooked, the bottom line eventually suffers, too.

restaurant/hospitality work, so they can have a secure source of income and better options for the future.

So, what can we, as social workers, do to transform businesses from solely profit-driven entities to ones that also invest in humans? As it turns out, a lot. In many traditional social work roles, we are the recipients of grants. Now, imagine being on the other side of that transaction—using social work ethics and values to guide where and how foundations disburse their funds?

Or, imagine working in Human Resources to resolve conflicts, create and uphold policies, and support the learning and development of employees? Personally, I aspire towards Corporate Social Responsibility, the function that helps a company examine their impact on the world and improve upon it. A social worker in this role has the opportunity to address the harms—intended or not—a company has on the surrounding community, and what needs to change to improve this. The Corporate Social Work Collective is a great resource to learn more about these types of careers.

B U T W A I T — T H E R E ’S M O R E !

There are plenty of roles for social workers within businesses and corporations, but what about social workers with a more entrepreneurial outlook? Such social workers may want to consider launching a social enterprise. These are for-profit businesses dedicated to addressing a social problem. An example of this would be a restaurant that hires at-risk youth and trains them in

Don’t forget that in any realm, social workers are leaders, too. We are people-people who understand social systems. Whether in for-profit, government, or non-profit roles, many with our degree become managers and directors, and even founders of organizations. I hope that sharing some of what I have learned on my journey can help you imagine even more possibilities for yourself and for your colleagues. I believe that each one of us brings something special to the field of Social Work. While our ability to empower people remains constant, the spaces we can do this in are ever evolving.

About the Author:

Carly Trill is a social worker currently in the Public Health f ield. She aspires towards a career in Corporate Social Responsibility. She is also an artist of countless paintings and drawings and writes poetry as a way of expressing herself. She feels lucky to call the Jersey shore her home, where she spends much of her time with family and friends.

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March 2022 Issue

THE PLIGHT OF BLACK MASCULINITY:Being Tough vs. Acting Tough

By Eric Okai, Montclair State University, MSW Class of 2023

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lack men have to be tough to survive.” This is a truth I live by. Below I provide readers with two personal definitions and aspects of “toughness” and will differentiate the two as “being tough” and “acting tough.” Both definitions are in reference to Black masculinity. I define being tough as being emotionally detached and hardworking. Acting tough is defined as portraying a persona that others may perceive as intimidating. I came to this notion as it relates specifically to Black men from within my childhood household, my peer groups, and the media.

Being tough and acting tough became a model for how I formed my worldview of how Black men should behave.

If you did not act tough you were considered weak and were also an easy target for people to take advantage of and treat as less than. Being tough was created for me and modeled by my parents, who emphasized the weakness of men who expressed vulnerable emotions, such as crying. It was evident to me that this was unacceptable, as I would face judgement from my siblings and was reprimanded by my parents. It did not help that I was an extremely sensitive kid. Oftentimes when I would cry, I would get frustrated because I was never really able to express how I felt in a healthy way.

As a result of this, as I grew older, I developed a tough demeanor to mask my emotions and “be a man.”

As I grew into adulthood, my mother conveyed that being a man meant working four jobs and going to school full time. The red eyes, droopy face, and dragging feet I displayed coming home after a long day was considered the epitome of a hard-working man. Not coincidentally, this was the same way my father would typically come home after a long day at work.

According to Lawson (2004), Black mothers historically share a huge responsibility in the development of manhood and masculinity. Black mothers would often utilize examples of hard-working men within the family

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who persevered through challenges and difficulties while maintaining their pride and dignity. Adversely, if Black boys did not live up to their mother’s expectations of manhood, mothers would express concerns that their sons were being irresponsible, disloyal, and dishonest. This in turn affects Black boys’ sense of masculinity and possibly affects them emotionally, which may result in pushing them towards being tough.1 The affirming words I received from my mother definitely motivated me to continue my intense work ethic and further develop my understanding of being tough.

Acting tough on the other hand, was something I began to learn from peers as early as kindergarten. One day in kindergarten, a friend hit me with his hat and I cried about it. His response—as a 5-year-old trying to deescalate the situation—was to tell me, “men don’t cry.” I learned early on that to be a man, I needed to act tough; and if pressed further, prove to them that I was not weak. As I grew older, I often portrayed a tough demeanor in order to emphasize my toughness.

I acted tough. I grew to understand that people would always try to examine me and test me to see what they could get away with. Luckily, I learned my lessons early on, so I knew how to carry myself and also to mask how I felt emotionally when I was sensitive about a situation.

Further cementing my understanding of acting tough were the portrayals of Black men I saw in the media. I grew up in an era where rap artists were idolized not just for their music, but for the lifestyle they portrayed, as well. I wanted to be just as tough as them—to establish my masculinity as I saw it portrayed daily through their music videos. This further continued my approach to developing a persona that modeled powerful Black men

who looked tough and gained social status because of it. I now recognize commercial hip-hop has created an environment that nurtures aggressive behaviors through music videos and lyrics that set forth a continuum of Black masculinity. 2 Being tough and acting tough were norms in my development. These behaviors allowed me to cope with rejection and being perceived as weak. Over time, I was able to gain control of my reactions when I felt the need to be emotional. I became tough through the observation of my social environment, the socialization of my parents and peers, and watching prominent Black male figures. The result is that I learned to shun my own feelings in order to protect those same feelings. Denying the existence of my emotional experience was easier than accepting them.

As I continue my journey in the field of social work, I plan to continue to influence Black men through mentorship. What I have come to understand, even within the field of social work, is that representation matters. If there are no Black men present to discuss the issue of what masculinity looks like in their community,

the issue remains. I have been able to mentor people of various ages and provide a space where Black men can be their authentic selves without the fear of rejection. The ability to share personal experiences and past trauma proves true strength, and this will create space for Black men to stand firm in the process of healing. There are struggles within each journey in life, but each journey breeds strength, conviction, and an understanding of self that no one else will be able to take away from you.

References: Lawson Bush, V. (2004). How Black Mothers Participate in the Development of Manhood and Masculinity: What Do We Know about Black Mothers and Their Sons? The Journal of Negro Education, 73(4), 381–391. https://doi. org/10.2307/4129623

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2 Gause, C. P. (2008). Chapter 2: BLACK MASCULINITY. Counterpoints, 337, 37–59. http://www.jstor.org/stable/42979205

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March 2022 Issue

ON BECOMING A SOCIAL WORKER

by Olivia Monahan, Monmouth University BSW Class of 2022

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hen people discuss what sparked their interest in the social work field, many people mention issues they saw that needed solutions, their drive to create change, and the support system that raised them to get there. For me, I saw holes in the tapestry of solutions currently available, and while I had a good support system, it was the people that told me to do something other than social work that fueled my fire.

I knew I wanted to help people at a young age. At thirteen, my mom passed away. With just my dad and I left to go on, I had to turn to external sources for support. The guidance counselor who helped me through the grieving process—without her knowing—ignited something in me and became a lifelong friend. This spurred me to learn more about mental health, what it meant to me, and what I could do for others.

Flash forward about five years and I have since only further confirmed my love for social work. College transformed me, expanding my world from the rural town in North Jersey where I grew up to one where I attended a school that pushed me to think in ways I never had before.

And it was the push I needed. I started changing—from the shy girl who never spoke her mind to a confident go-getter that would not take “no” for an answer, nor stand down on topics that mattered.

This caused me to take interest in a major-specific club at Monmouth University: The Social Work Society.

As a freshman, I attended a late-night meeting, dragged along by a friend

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who would later become a huge social justice influence on me. We made glitter-jars, socialized, and I remember thinking, “there must be more to this.”

The next year, I joined the executive board of the Society as secretary, dipping my toes into a leadership position, and I have never looked back. The friend that brought me along stepped into the president role, and she eventually convinced me to do the same. Now a second semester senior, I sit as the president of Monmouth University’s Social Work Society.

The most impressive event the Social Work Society puts together each year is our Annual Teach-In. The executive board decides on a topic each year that we believe is relevant and needs to be discussed in the realm of social work. Each executive board member reaches out to professional contacts and invites them to speak. This past year, we engaged in rigorous and informative conversation around Anti-Racism and Social Determinants of Health, inviting professionals from social work, public health, education, and other disciplines to talk about their personal experiences with anti-racist practices as well as their experiences in the broader field. We had over one hundred people attend this event virtually, both from inside and outside of Monmouth’s School of Social Work. It was the largest turnout we’d had in several years.

The past few years have not been easy.

COVID-19 has caused our club, and us as social workers, to think differently about our approach to serving others.

The Social Work Society noticed freshmen and sophomores were being

hit the hardest by these disruptions, despite our best efforts to support them.

Regardless of how hard we tried, we could never quite understand what their experiences had been for the past two years. The best we could do was be present and willing to listen should they want to reach out. Events can always make a comeback when COVID eases, but if these young social workers feel like they do not have anyone to look up to or mentor them, I will not have done my job.

In my burgeoning social work career, in the club, and throughout social work at large, my hope is that we can come to the table with more compassion, inclusion, and fervor for change than we already do. The only way to continue to grow our impact is to treat obstacles not as barriers that halt us, but as walls that can be scaled with the help of others. I would not be half the leader or social worker I am today without my amazing team, my external supports, and the naysayers who told me to do something else. They combined to spark and nurture the fire within me. I hope in my time at Monmouth and as I move through my career I can do the same for others.

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N A V I G A T E

Success Through Wellness:

May 2022 Issue

An Internship of Collective Experience

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

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

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

Jill Pantaleo, LCSW, a professor in the MSW program at The Ramapo College of New Jersey, designed

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

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

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

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

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

At the start of the 2021-2022 academic year, the NSTW

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

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

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

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

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

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

July 2022 Issue

Social Action is Social Work: An Intern’s Reflections

By Leah Russo

I

have always been a loud person. As a kid, I was vocal about my whole grade receiving a punishment of silent lunch because of a few bad actors in my class. I made petitions in elementary school about Tamagotchis and found myself actually having to take on the administration in high school because I wanted to wear pants instead of a dress to graduation. During my undergrad, I found myself leading protests around campus about sexual assault, union contracts, and so many other things. So, macro social work easily became a home for me to express how I felt about the state of the world.

I consider myself fortunate to have obtained an internship with the NASW-NJ while I pursue my MSW. Part of that means I have the privilege to go to the State House in Trenton to learn about advocating for legislation and attend rallies around the state to use my voice to speak out against injustice. This summer, I’ve had the opportunity to participate in several rallies with the NASW-NJ team.

Our first rally was a same day voter registration rally in Trenton, which I attended with my field supervisor, Jeff. On the ride down, I was super excited to go to my first rally at our state’s capitol. Almost immediately upon our arrival in Trenton, we ran into another social worker. She had taken the day off from her work in

hospice to come to the rally. We spent the first part of the morning at the masonic temple talking to others who all wanted to use their voice to pass same day voter registration. I got to talking to someone from the NAACP about student loans – what can I say? Students will always bring up student loans and I am not sorry about that. As we chatted with other advocates (and drank some juice boxes) we learned about reasons people had chosen to turn out for the rally. Soon, we made our way down to the capitol annex and talked with the event organizers. They thanked us for coming and for the support of the NASW-NJ and we thanked them for putting on such a great event. We also ran into another social worker who works as a legislative staffer and I spent some time talking with a retired teacher about the importance of interprofessional collaboration between social workers and teachers.

As the rally progressed, we heard from legislators, religious leaders, community organizers and more. Not a bad way to spend a Thursday.

The following weekend, we participated in a March for Our Lives event put on by the Lesniak Institute. Again, I jumped in the car with Jeff and headed to Roselle.

We met with other members of the NASW-NJ staff, our Chapter board, and other social workers. We heard speeches from community organizers and advocates, including our own Jeff Feldman and Widian Nicola,

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NASW-NJ’s Chapter President. Both of their speeches made me cry. After spilling enough tears to refill my water bottle, we began our march around the park.

With chants led by young people —including one passionate young man who may be destined for the presidency—we walked in the heat to make our voices heard about sensible gun legislation.

Most recently, we went to the Juneteenth rally in Newark, organized by the NJ Institute for Social Justice. We met up with some social work friends and found even more social workers in the crowd. It was another hot day for a march, but the temperature didn’t seem to matter when people are facing injustice. We heard speeches about the militarization of schools, the lack of funding for community programs, and the need for NJ to pass legislation that would establish a Reparations Task Force. We then marched to City Hall, chanting about reparations the entire walk. It was an amazing showing for such an important issue.

There were more speeches made at City Hall, including

one by Assemblywoman Shavonda Sumter, leader of the Legislative Black Caucus, that were equally as impactful. The crowd swelled, as more people joined to listen. It was a truly inspiring day.

I feel incredibly grateful that I have been able to go to all of these rallies as part of my internship. I understand that this is a privilege, and I do not take that lightly. Especially when rallies are on workdays, many people do not have the flexibility to take time off to participate. I feel honored to be able to raise my voice on their behalf. I have also been fortunate enough to attend some rallies outside of my intern hours—including Pride Month events and local rallies for abortion access.

In the spirit of social work and social action, I invite you to attend a rally or march for a cause you care about, if you are able.

HERE ARE SOME OF MY TIPS FOR STAYING SAFE AND HAVING A GREAT TIME WHEN YOU RALLY: • First, bring water. If you are going to cheer and chant for social justice and progress on a hot day, you are going to need to stay hydrated.

• Second, bring a mask and a picture of your vaccination card (keep the original copy at home so you don’t lose it). These are always a good thing to have while going out, but if you are going to go inside a building (like the Capitol!) these are things you might need.

• Third, use sunscreen. Don’t get so sunburned that you can’t attend the next march.

• Fourth, wear sturdy shoes—you’ll be on your feet a long time.

• And lastly, bring an open mind and a good attitude. Excitement is infectious. Now get out this summer and help spread the excitement for social justice to all those around us.

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July 2022 Issue

ESSENTIAL WORK IN ESSENTIAL TIMES

by Leah Cunningham, MSW Class of 2021

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arly in the Spring of 2019, facing my 50th birthday, I took account of where my work was headed and whether that was the way I wanted to spend the rest of my career. The answer was a resounding “no.” After twenty years in the software design industry, I finally realized my true calling was social work. I fell into software design quite by accident, and the money was good, so I just took the path of least resistance. It was okay, even exciting at first, back in the late nineties, when the internet was still mostly uncharted territory. I was able to make a meaningful contribution to society by bringing people together electronically. Once that time passed, it just became a job. In the end, I was working for an investment bank, designing applications that would make the rich richer, and I just didn't find meaning in it any longer.

I was fortunate to have found excellent care in the social work community over the years. Knowing I was the one in control allowed me to excel without fear of the unexpected. I learned when to ask for help and that asking for help is not a sign of weakness. This experience was key to my success

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and would not have worked, were it not for the trust and teamwork of my therapist and psychiatrist. I was so moved and so changed by their support I decided to spend the rest of my career doing this work. Social work is a crucial lifeline, especially now.

None of us who are currently on this educational journey knew what 2020 would bring. While the pandemic hit us all hard, it did not hit us all equally.

As is the case with many disasters, COVID hit the economically disadvantaged and communities of color with particular voracity. As students, we have borne witness to the changing course of history while we were learning. We have been challenged to rise to the call when so many are suffering. Those who were in most need have been made even more vulnerable by this crisis, and others are finding themselves at risk for the first time in their lives.

Because we are all in such unprecedented need, social work is essential work, now more than ever.

Moreover, the way we care for others is changing.

Telehealth is no longer an afterthought or used only

in special cases. Technology and healthcare are coming together in new and better ways to lower barriers to care, reduce stigma, and reach those who are the most difficult to reach while keeping us all a bit safer. These changes to the way we work will permanently alter the landscape of healthcare, and students are living these changes.

Personally, my past and future are coming together to marry technology and social work.

Ideas abound on how to extend technology further into the helping professions. We are living through a horrible time, but there is also the opportunity to make a lasting impact. Social change, legislative change, and technological change all can come together to build us back stronger, with a sense of unity and urgency that we haven't seen in a century.

As MSW students due to be licensed and practicing in just a few short months, my cohort and I have had the unique opportunity to learn from the harrowing experience of COVID in real time. We will rise out of it, knowing in our deepest core that our work is essential. We are on the front lines of a battle against this pandemic that will continue to be fought long after the vaccine is broadly distributed, and the death rate slows. We are all suffering a shared trauma. And while we are not all suffering in the same way, there is hope this experience will give birth to a shared global empathy and the renewed knowledge that none of us are invincible. We all have the fundamental human right to protect ourselves and our families from physical, social, and psychological peril.

As soon-to-be licensed social workers, we are all eager to join that fight and stand, arm in arm, ready to wage the long battle back to safe, healthy, and productive lives.

About the Author: Leah Cunningham is an MSW student at the Rutgers University School of Social Work.

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September 2022 Issue

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

By Jana Sasser, Rutgers University BSW Class of 2023

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y name is Jana Sasser, and I am currently in my senior year of the BASW program at Rutgers University on the Camden campus.

My journey to pursue a degree in Social Work is driven by both my passion for helping others and the experience I have gained in the last 15 years I have spent in the workforce. I am 36 years old, married, and mother of 3 girls and a Great Dane. The last 10 years I’ve spent working for my current employer in the corporate world have fueled my desire to live in my purpose and to spend my time doing work that matters.

As a student the biggest challenge for me has been deciding what population of people I would like to work with and what degree path I would like to pursue in graduate school. Post undergrad, my plans are to continue at Rutgers University in the Advance Standing MSW Program, obtain LCSW licensure, and eventually complete a DSW or Ph.D. program. When I think about my future, I believe I will end up working in a space where I am needed and would like the flexibility to determine where that is as I go forward.

At this early point in my career, my interests range from school social work, mental health, the criminal justice system, and healthcare to management and policy, academia, and research.

In a recent conversation I had with Dr. DuWayne Battle, the director of the BASW program at Rutgers, I was asked a few very simple, but thought-provoking

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

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

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

I grew up in a house with my mother, stepfather, four brothers, and one sister. Two parents, and six children made for a house that overflowed with love, with enough happy times to last a lifetime; but proved to create financial hardships. My reality was filled with seeing working class people work 40+ hours a week in hopes of maintaining a bare level of subsistence, and my goal became obtaining a job that allowed me to live above poverty. At 36 years old, I have now broken many generational curses. I am a firstgeneration homeowner, first generation college graduate, and the first of generations to earn a sixfigure income.

In my current role as an Operations Manager, I am responsible for managing approximately 110 employees. What allows me to be successful in my role is my love for helping others, solving problems,

and empowering those around me. The short answer to the question “Why social work and why now?” is because for me, for the first time in my life, I am able to allow my purpose in life be what drives decision making about my career. The reason I chose RutgersCamden is because of the flexibility the BASW program offers to non-traditional students to help them succeed in the program. My time at Rutgers has been amazing. The teachers I have had the pleasure of learning from, the number of opportunities the program has afforded, and the mentorship I have received from Dr. Sara Plummer and others throughout this journey have by far exceeded all expectations.

As someone with experience in the workforce who has had an opportunity to expand my role in corporate America, I’ve realized I have always been a social worker at heart, and I cannot wait to graduate and get started.

September 2022 Issue

An Open Letter to Future MSW Graduates: Thank You for Being Here

By Katherine Dolan, MSW

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o the student who has just begun or is about to embark on their journey to a Master of Social Work (MSW) degree: thank you for being here. Perhaps, you are coming straight from your undergraduate program; maybe, you took some time away from academia and have returned; perhaps, you are transitioning between careers. Your path has led you here, and I hope you find yourself at peace with your decision to advance your education and training. Entering a graduate program is exciting and complex; your emotions may extend beyond the typical butterflies that might pester you on the first day of school. With every new challenge comes a world of opportunity. It is time for you to lean in and remind yourself: you deserve to be here.

After having earned an MSW this past May, I have had time to reflect on my experiences in and outside of the classroom. To augment transparency of the unspoken requirements of students earning an MSW, and to equip students with helpful tools meant to improve their experience, I have compiled a few insights inspired by peers, supervisors, professors, and advisors that directly contributed to my success as a graduate student and aspiring professional.

Inside the Classroom You get out what you put in. What you put it in is not limited to dialogue. We have all heard our teachers tell us to participate. Engaging in dialogue with your

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

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

Outside the Classroom Establish boundaries and honor them. Often, we find ourselves negotiating with our schedules regarding our own self-care. Why go for a walk when I have a ten-page research paper due soon? Or, I should really respond to this email even though it is late at night. Your mind may trick you by understating the significance of self-care, especially in the presence of a busy schedule. Self-care can give you the energy and mentality to accomplish the other important tasks. Establishing boundaries such as when you will respond to emails, the days you commit to your field placement, and deciding what you are comfortable or not comfortable with in your classes can help you prioritize. It is okay to adjust your boundaries so long as they continue serving you.

Foster relationships. Take the time to foster meaningful relationships with your peers, professors, and scholars in the community. Graduate programs, in particular, host students of all ages; some students will have years of experience in the field when they arrive for their MSW, while others may not. Both students have so much to offer. Schedule a Zoom call with your peers outside of class for a trivia night. Invite

your professors to your study groups. Get to class early to chat with your professor about current events and their relation to social work. Debrief with your colleagues after a hard day. Be there to listen when your peers need support.

Expand your horizons. Enrich your MSW experience by exploring different facets of the program. Sign up for that extra virtual webinar or workshop that interests you even if it does not coincide with your specialization. Join a student group that you know absolutely nothing about; it may become your favorite part of the program! If you feel there is not enough time for everything you want to do, do not hold back.

Try it out and if you find yourself feeling overwhelmed or unable to fulfill your roles, take a step back.

Let it Begin While there is an extraordinary amount of nuance to each MSW experience, it is my hope these few insights can serve as helpful tools to enhance students’ journeys. There are so many kind beings ready to support you along the way. Thank you for being here.

September 2022 Issue

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

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

“I

f not now, when?” This is how I began my personal statement when I applied to Monmouth University's first Doctoral of Social Work (DSW) Cohort for Fall 2022. Who would have guessed that I, a Paterson mom who had her first child at age 14, would be in the first cohort of Monmouth University's DSW Program? But here I am—a working mother of one amazing daughter and adult son—about to embark on this journey with 16 other amazing social work superheroes from various disciplines.

I completed my first DSW cohort residency in August 2022, and I can tell you NASW-NJ members, you have 17 dedicated Social Workers starting this journey together. We are strong alone, but together we can move mountains.

Pursuing a DSW degree has been a consideration of mine for several years. After receiving my MSW from Monmouth University in 2015, our warrior, Dean Robin Mama, sent out an email asking alumni their thoughts about a possible DSW Program. I was immediately drawn to the idea, but because the program was not yet operational, I put the issue to the side.

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As the years passed, I continued to work at the NJ Department of Children and Families (DCF) under the Division of Child Protection and Permanency (DCPP) and now with the Office of Training and Professional Development (OTPD), a promotion I owe to obtaining my MSW. I now have the pleasure of working with and training new DCF Supervisors!

good place in my life and career, and since both my husband and children have encouraged me and promised to support me throughout my adventure. We all need support like this from the loved ones in our lives. My objective is to complete a Capstone Project that will have a positive and significant impact on the community that DCF currently serves, particularly post Covid.

I passed my LSW exam on the first try, which is not easy for many prospective social workers in my black and brown community (and we now know why, as the ASWB recently published their findings on the racial and age -related disparities in test passing rates for our licensing exam). We can finally say, with data to back us up, "it's not me, it's the test."

This is the ideal time for me to pursue my future goals of being a full-time professor, author, motivational speaker, and community mentor and role model as I approach the end of my 20-year tenure with DCF. Dr. Brene Brown, a trailblazing social worker, is one of my inspirations. If you are unfamiliar with her, please do some research, because she helped me fully embrace my real self, which is what social workers do for one another.

When the opportunity to enroll in Monmouth University's initial DSW cohort arose once more, I opted to join in the DSW Program in order to acquire more effective skills and tools for leading my existing team and for teaching other leaders how to lead their teams. I am grateful to be in a

As I prepare to embark on this new adventure, I am still working on passing my LCSW exam, which I failed by five (5) points. This hit me square in the gut, as I thought to myself, "I have been doing this for

two decades and five years as a bilingual therapist with caseloads based solely on referral. I know enough to pass this exam." I found it helpful to remind myself that I am not the test; I am a Social Worker who has studied human behavior for over 20 years, and I am good at it; I have made a difference in the lives of my clients, and that is more important than any exam.

NASW-NJ members, if you, like me, failed the LCSW exam and are feeling ashamed, embarrassed, or unworthy, please know that I understand your suffering and you are not alone. As said previously, we are not the examination; we are superheroes. And I'm here to tell you that failing a licensing exam is not the end of your social work journey. I'm on a new and exciting journey now, and you can be too, whether it's retaking the exam, pursuing your DSW, or seeking new, non-clinical aspects of social work to explore. Remember, you

are in control of your life; do not let a test dictate who you are.

One thing is certain about social workers: we are fearless, and we understand that when one door closes, another door—or two— opens. For me, my new door led to the pursuit of a DSW. I will be working on a capstone project, and my mind is already churning out ideas as quickly as I can put them on paper. I will share these ideas with my mentors/coaches/ direct team/colleagues/family and friends, because building community and collaborating is what social workers do best. Heck, we teach it, and it is our greatest strength. I want to be a role model for others in my black and brown community, increasing the number of members of our community with Doctorate degrees. We will succeed because we are the authors of our own stories. We are the experts of our own lives, and

our circumstances won’t limit us!

I am enjoying this new journey, and my plan is to share what I have learned with those who would listen. I want to provide comfort in the knowledge that you, too, can balance your home life with your partner and children, work a full-time demanding job, work as an Adjunct Professor, Bilingual therapist, spend time with friends, and still pursue a higher education. For me that means obtaining my DSW. My goal is to become equipped with more knowledge, wisdom, and clarity on how to help people — and our society—reconnect with one another, regardless of which side you sit on, because I firmly believe our humanity should take precedence over anything else.

That’s something all social workers know.

September 2022 Issue

Putting the “Ability” in Disability

By Nimit Kaur, Rutgers University, MSW Candidate Class of 2023

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

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

I was born blind and immigrated from India to the United States at age 12. Here, because of the ADA, I was able to attend my first public school that allowed me to have access to mainstream educational opportunities alongside my peers. I continued to climb the rungs of my educational ladder by completing my Bachelors in Sociology and ultimately pursuing an MSW Degree at Rutgers University with a Management and Policy specialization. In addition to my own disability, I have witnessed my closest active and career-oriented family member experience very traumatic and abusive life events that resulted in an acquired disability that has impacted their entire life —while the abuser walked out with financial gains

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and absolutely no consequences. I spent hours on the phone advocating for my family member’s basic rights while they were fighting for their life in the hospital. I was already interested in disability advocacy due to my own experiences as a person with a disability, but witnessing the events that changed the life trajectory of my family member further grew my determination to ensure that others have access to basic human rights and that disability doesn’t stop anyone from achieving their goals.

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

In addition, I recently joined the Office of Disability Services at Rutgers University-Camden where I work directly with students who have documented disabilities in assisting them with their accommodation

process, while using their experiences in my campus awareness and training initiatives for the campuswide communities. I have hosted trainings on service animal access and greater accessibility on campus for various disabilities. I have participated in various community projects and served at various nonprofits and government agencies in my mission to increase inclusion through work such as quality assurance and ADA Compliance, mentoring, grant writing, program evaluation, and a host of advocacy work.

Social work allows me to stay on the ground and also implement macro-level changes that will be beneficial for both individuals and groups. My ultimate goal is to combine a law degree with my social work background so that I can ensure people have access to legal rights from someone who understands and can sympathize with their experiences.

Social workers have an ethical duty to challenge social injustice and pursue social change “with and on behalf of vulnerable and oppressed individuals and groups of people” (NASW, 2021). Disability is considered a vulnerable intersectional minority

group and anyone can acquire membership in this group at any point in their lives (born or as a result of an event). After all, ADA ultimately became a law because of the pioneering disability advocates who fought against social injustices that had long isolated individuals with disabilities. Disability shouldn’t put a halt on an individual’s life chances such as a gainful employment and financial stability. Often, businesses and agencies are aware of the ADA but don’t know where to locate the adequate resources to boost productivity and help their employees.

As such, I am constantly educating both clients and companies on their rights and resources. I am determined to join this important field to ensure that disability doesn’t stop others from living a meaningful life and that individuals have the crucial advocacy skills for competing in mainstream social and career opportunities. With access to the adequate resources and meaningful rights combined with high expectations, anyone can reach the stars and succeed.

September 2022 Issue

Social Work Field Placement: A Transformative Experience for Both Clients and Interns

By Christopher Tarashuk, Seton Hall University, BSW Candidate, Class of 2023 a serious feeling of fulfillment, knowing our program had such a strong, positive effect on their life. I felt a huge feeling of pride for all of our students that day and spoke with some of them about their next steps, whether it was trade school or college.

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or my spring semester internship, I worked with Prevention Links in their recovery high school. I only interned on Mondays, and by the second week of April, I had completed the field hours required for my class. As I reached the conclusion of my internship, I realized I wasn’t ready to separate from the students I had met or such a fantastic organization. I chose to remain with Prevention Links as a summer volunteer because I believed in the mission of the school and enjoyed working with the students. A main motivating factor was that I wanted to stick with the students until their graduation date.

Many of them had worked extremely hard to graduate on time, and I felt it important to show my support for them. Although I was an intern, I was invested in more than just my credit hours. I was invested in the success of these students, and so I chose to volunteer.

When graduation arrived, I could barely contain my excitement. Some of these students had talked about giving up on school, believing they could not succeed, yet here they were graduating! One student gave a speech about their experience in the program and the challenges they faced along the way. They also described how supportive my supervisor was in their journey. I looked over at my supervisor, who was a little teary eyed; I was tearing up myself. Although I had limited contact with this particular student, I had

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After graduation came summer school, which three students had to attend. I eagerly anticipated my work with this group—working with such a small cohort allowed us to be more connected. We already knew each other from the regular school year, and now those relationships could grow and strengthen. One goal I had for these students was for them to create healthy life habits, such as positive coping strategies and good habit forming. To do so, I ran a group completely focused on self-reflection and growth. I have been doing quite a bit of work on myself this summer—focusing mostly on setting achievable goals and self-discipline. I used these concepts to guide the group. In addition to helping the students, the experience taught me more than I can fit in this brief article.

I began the group by handing each student a piece of paper and asking them to divide it in two by drawing a line down the middle. I then had them label one side “short term goals” and the other “long term goals.” I did the same on the whiteboard. The point of this exercise was to break big long-term goals into more manageable short-term ones. This would then more easily allow them to track their achievement and see the progress being made. Using a personal example —my goal to own my own house —we broke down the smaller step that would help me meet my goal. One step we identified was establishing good

credit by obtaining a credit card and using it wisely.

One student, clearly paying attention, asked what responsible credit card use was. This question became a round table discussion about credit and finances, and I could see the students reflecting and engaging in deeper though. I felt a sense of pride in myself for reaching them in this way. It was another reminder that helping others is a huge part of why I want to be involved in the social work field.

When we completed my example, I gave them 10 minutes to think about their own goals and break them down into smaller, more manageable goals. They also assessed the barriers to achieving these goals. One of the students wrote down that substance use was a barrier and created a goal to be done with substance use. When we started sharing, other students realized they wanted this goal on their lists as well. I refrained from adding my own input at this point, because they were talking with each other and helping each other with how to achieve their goals. By the end

of this session, one student was determined to start the paperwork necessary to take their drivers test and another was going to apply for a promotion to manager at their job.

My internship and volunteer time provided me amazing opportunities for hands-on experience working with students. I received great supervision, but also had a great deal of freedom when it came to creating and running groups. I also was reminded daily of the impact we had on these students’ lives.

Ultimately, I learned that making a meaningful connection with a student—even in one quick instance —can really help better your relationship with them. My experience as an intern and volunteer with Prevention Links has been extremely positive.

I eagerly await the next school year so I can continue my work with this wonderful, empowering organization.