The University of Tennessee College of Social Work | 2021
Cover: UT College of Social Work students get together after class (l to r): Megan Riedinger, Patrick Angelaccio, Aliyah Maples This page: UT students walk along the Ped Walkway, making sure not to step on the seal.
CONTENTS UTCSW eVOLving: Reflecting on the College’s Commitment Addressing Challenges Facing Women and Girls through Engaged Research
UTCSW Alumni are Making a Difference
12
Student Highlights
14
Advancement Impact
18
By the Numbers
20
Publications
22
2
4
UTCSW Faculty Expand Research Beyond the College Walls
6
Faculty Address Real Life Challenges
8
Message from the Dean Looking back, looking forward As the UT College of Social Work prepares to enter its 80th year with a new strategic plan, I have been meeting with students, faculty, staff, alumni, and other stakeholders to take stock of where the College has been, define who we are now, and consider where we want to go. A quick look at the history of the college shows that the “School of Social Work” opened in 1942, deep in the second World War, as a partnership between Scarritt College, Peabody College, and Vanderbilt University. The School did not become part of the University of Tennessee until 1951, when UT stepped in as Vanderbilt withdrew its support. The five full-time faculty and graduate students in those early days were white, due to state segregation laws, and the first Black students were not admitted until 1953. Since that time, the faculty, staff, and students have grown and diversified, including people of different races, ethnicities, genders, sexual orientations, countries of origin, religions, ability status, veteran status, cultures, and political affiliations. The School became a College in 1985, shortly after developing BSSW and PhD programs to better prepare social work generalist practitioners and social work scholars.
As I look to that future, I recall the words of UTCSW former Dean Eunice Schatz (1992) from 30 years ago, “Our vision of the future calls us to a creative commitment to the values of social justice, enhanced quality of life, and productive activity that is respected in environments made more human by those who inhabit them.” The administrators, faculty, and staff of the College of Social Work take on this mission with the knowledge that, as Tennessee Volunteers, we will continue to eVOLve.
Lori Messinger, Dean
In each new decade, the College of Social Work served the people of Tennessee through education, research, community service projects, and other outreach and engagement. Over time, we continually refined our vision for ourselves and our communities. We responded to the needs of our state, sought to pursue avenues to increase opportunity in our society, and took that learning back to the classroom as we updated and enhanced both our curricula and our student and alumni support. Like our predecessors before us, we face our own combination of challenges related to the times in which we live coupled with ongoing and systemic issues, like discrimination and bias. Yet, as you can see in this report, the College of Social Work has committed leaders, vibrant faculty, talented staff, an engaged student body, accomplished alumni across the state and the country, and numerous community and interdisciplinary partners that sustain and enhance our impact. We work every day to leverage our intellectual, financial, physical, and human resources to meet student and social needs and to shape a future of which we can be proud.
Schatz, E. (1992). “And Beyond.” In 1942-1992: A 50-year Scrapbook of the University of Tennessee College of Social Work (p. 42). UT Knoxville.
COLLEGE OF SOCIAL WORK
1
UTCSW eVOLving Reflecting on the College’s Commitments
A
s the UT College of Social Work steps into its 80th year, it is important to reassess the College’s commitments moving forward. Over the past year, the dean, a strategic planning team, and an external consultant held faculty and staff retreats, town hall meetings, and constituent meetings with students, alumni, Board of Visitor members, and other stakeholders to gain feedback on where the college should be headed in the next five years. The groups reviewed the College’s vision, mission, and values and current initiatives, and reflected on possibilities and potential areas for growth and change. After extensive listening, coming together to evaluate feedback, rethinking, and revising, the strategic planning team identified five commitments that will drive the work of UTCSW into the future. “The commitments we developed are designed to be evergreen—withstanding the shifts of time and resources, while our goals will be more time dependent and will fluctuate as needed,” said UTCSW Dean Lori Messinger. “I feel that we now have a solid base for our college to not only grow, but to thrive.” These five overarching commitments will take UTCSW through the next five years and beyond. Faculty and staff are finalizing the specific goals and benchmarks and sharing them with stakeholders for feedback. The final plan was released in March 2022 at the Social Work conference. “The goal of the strategic vision is to maintain the high-quality work we are currently doing, while stretching ourselves further toward greater excellence,” Messinger explained. “We can use this plan to drive our budgeting and decision making as we move forward. We will have solid benchmarks to keep us on track and to assess our successes as we achieve them. We do not want to wait until the end of the five years to look back at what we did or did not accomplish, but rather continually monitor our trajectory so we can adapt or pivot as necessary throughout the process. I’m excited to see the great future that lies ahead for our college.”
The goal of the strategic vision is to maintain the high-quality work we are currently doing, while stretching ourselves further toward greater excellence.” — Lori Messinger. Dean of The University of Tennessee College of Social Work
2
THE FIVE COLLEGE COMMITMENTS
I
II
III
IV
V
UTCSW will offer accessible, high quality education to prepare ethical, effective, skilled social workers for Tennessee and beyond.
UTCSW will do meaningful research and scholarship that is influential and impacts practice and well-being in the region, state, nation, and globally.
UTCSW will maintain highquality connections to alumni, university partners, and community partners, and foster meaningful collaboration in the work produced by the college.
UTCSW will continue as an anti-racist, equitable, supportive workplace that lives the college’s values through internal and external actions.
UTCSW will empower and maintain a culture of collaboration, agility, innovation, and sustainability throughout the college.
–
– The College strives to be a destination workplace, where all faculty and staff thrive and are respected, supported, mentored, and engaged. We are dedicated to being a community of people that works for anti-racism, social justice, and change in the college, in the university, in the community, in the state, and in the profession.
The College leadership is dedicated to expanding and diversifying revenue sources; strengthening business services; improving communications within the college; and improving overall function and structure of College leadership and administration to meet these commitments.
– The College of Social Work is committed to providing outstanding training that is accessible to social work students and practitioners throughout their professional journey. We will continue to lead the nation in online education, with instructors who have the knowledge, skills, and expertise to effectively train social work practitioners and scholars.
– Our scholars support the people of this region, the state of Tennessee, and the nation through engaged research and scholarship. We will disseminate our work widely and become even more widely recognized for the important work done in the university, in the state, and in the profession.
We maintain vibrant, mutually beneficial connections to UTCSW alumni and community partners through education, networking, and outreach. We partner with scholars and practitioners to enhance our interprofessional and interdisciplinary connections, and foster an open, transparent environment with high quality communication and collaboration across all campuses, research centers, and stakeholders.
–
COLLEGE OF SOCIAL WORK
3
Addressing
CHALLENGES facing WOMEN and GIRLS through
ENGAGED RESEARCH
I
n the workplace, in their homes, in schools, and in the larger community, women and girls face distinct challenges that reflect structural and systemic barriers of sexism, racism, classism, and other discrimination. Three UTCSW faculty scholars are working to understand those barriers and identify and test means to challenge, mediate, and mitigate their influence. UTCSW Assistant Professor Kristen Ravi has spent much of her career focused on issues of intimate partner violence (IPV) and its effects on women. Ravi notes, “I became interested in women’s issues such as IPV because I saw the oppression that women face, and how that oppression is compounded based on the intersecting identities that women hold, such as race, socioeconomic status, immigration status, and sexual orientation.” In the wake of the pandemic, Ravi shifted her focus to better understand the impact of COVID-19 on survivors of intimate partner violence in their homes as well as their experience in shelters. Ravi found that the stay-at-home orders that began in March 2020 inevitably forced survivors of Kristen Ravi, violence to reUTCSW Assistant main confined Professor
4
with their abusive partners for extended periods. This prolonged time spent together was dangerous for current and potential victims of IPV. Being trapped with an abusive partner both intensifies the isolation of survivors from social supports outside of their home and limits access to possible avenues for support or safety. It also potentially re-traumatized survivors who experienced trauma related to IPV or led to increased instances of IPV in the absence of access to safe shelters or key informal supports like friends or family members. Ravi is now embarking on a follow-up study examining the experiences of IPV survivors as well as the shelter staff during the beginning of year three of the pandemic. The study is the result of feedback from a local shelter director. As Ravi explains, “I shared the findings with the shelter leadership involved in the study, and one of the directors asked us to replicate our study. The shelter director wanted to know ‘if [the shelter] was doing any better.’ Now that we are in a new phase of the pandemic,” Ravi continued, “it is critical that we examine how survivors’ experiences may have changed as well as the experiences of IPV shelter staff.” This new study also focuses on mother’s experiences parenting while living in an IPV shelter during COVID-19. Ravi and colleague UTCSW Associate Professor Courtney Cronley are conducting a mixed-methods exploratory study funded by the UT Professional and Scholarly Development Award in the Arts,
Humanities, and Social Sciences, looking at maternal-child bonding within the context of living in an IPV shelter. The study has mothers complete an online daily diary for 14 weeks, reporting on their daily activities, levels of stress, and bonding with their child. In addition to the daily diary data, Ravi and Cronley will also conduct qualitative interviews with mothers to explore potential causal relationships among the daily diary data. “This is the first study to use these online diaries to explore the maternal-child bond within an IPV shelter,” Ravi said. “We are excited about this study because we know that having a strong maternal-child bond is essential to positive outcomes among children exposed to IPV. This pilot study will help us to develop an intervention to strengthen the maternal-child bond among survivors and their children within the IPV shelter or transitional housing setting.” Cronley and Ravi have also turned their examination of life during the pandemic a little closer to home, looking at their own lives to identify strategies that can support women social scientists’ career success during COVID-19. The COVID-19 pandemic poses unforeseen risks to academic women’s career advancement. Women faculty are more likely to be grappling with new challenges related to caregiving and work-life balance, compared to their male colleagues, and may be facing more research obstacles due to the disruption of human-subjects data collection. “We described four strategies
that we have relied on to maintain career momentum,” Cronley explained. “Staying passionate, engaging in active mentorship, making virtual connections, and launching research in COVID. We conclude with recommendations for institutions of higher education to formalize specific policies to support gender and intersectional equity in career advancement.” The team recommend more formalized and distinctly gender-informed mentor programs, professional development in utilization of emerging technology resources for research purposes, institutional training and support in leading interdisciplinary research teams, seed grants for racial and gender disparities research, and pro-family policies that provide financial supports and job security in the context of caregiving, as well as co-located campus childcare facilities. As Cronley notes, “In revealing the extent of disparities in career opportunities and progression, the pandemic makes it starkly clear that the time for higher education to dismantle these structural gender and Courtney Cronley, race disparities UTCSW Associate is now.” Professor
One way to disrupt woman’s issues is to start when they are girls. UTCSW Assistant Professor Andrea Joseph-McCatty notes that, when looking at the national level, Black girls are the only group of girls disproportionally suspended from school. Joseph-McCatty describes that Black girls are more likely to be disciplined for subjective infractions, such as hair styles, clothing, and tone of voice, indicating that Black girls are uniquely subject to school discipline that can ultimately derail their futures. Biased action towards and negative portrayals of Black women and girls both increases their risk and exposure to adversity and creates an environment in which adversity is normalized and underacknowledged. Unfortunately, this can lead to unsupportive and even punitive school environments for Black girls. These trends are significant to disciplinary exclusion as girls often find themselves in confrontations that are related to violations of their bodies. To protect girls who may be vulnerable to childhood adversities and inequitable discipline practices in school, Joseph-McCatty studies the use of school-based interventions such as trauma-informed practices and restorative justice practices to examine and reduce disproportional discipline disparities. Most recently, Joseph-McCatty has engaged in community-based research with organizations such as Gwen’s Girls Incorporated (Pittsburgh, PA) and The F.I.N.D design (Nashville, TN) to highlight and address the inequitable discipline practices leading to the disproportional suspension of Black girls from schools. Further, Joseph-McCatty suggests that schools must protect a student’s mental and physical well-being to support their academic performance. Schools committed to such practice should require policy and practice interventions that are anti-racist, trauma-informed, culturally relevant, and intersectional. In her work on the use of restorative justice practices, Joseph-McCatty concludes that restorative practices need to be consistent and school-wide, thus training of school personnel and student leaders is essential. “Perhaps the most significant and complex barrier to the success of restorative practices is the failure to examine what drives racial inequity in school discipline,” Joseph-McCatty explained. “School leaders must be willing to begin the conversations around the topics of race and culture to have the chance to im-
pact disparities and injustice.” This would require that school leaders be culturally informed and willing to confront racism within school walls. Inability Andrea Joseph-McCatty, to acknowlUTCSW Assistant edge and Professor discuss racial and gender inequity leads to a haphazard introduction of change policy that can only result in the partial success of practices that have no chance of being fully realized. “Restorative practices can be transformative,” Joseph-McCatty notes, “but they must be given the chance to be effective first.” And in addition to including race, class, gender and culture in school-based interventions, Joseph-McCatty argues that intervention work with and for Black girls must also be strengths-based. While researchers are often trained to take a problem-focused approach to intervention work, it is important to also acknowledge the strengths, talents, and dreams of Black girls. Failing to do so reduces their lived experiences to histories, inequitable systems, sexism, and racism—constructs the girls did not build nor should define them. Quoting Audre Lorde, Joseph-McCatty explains that “we must all be ‘deliberate and unafraid’ to truly engage in intervention work that leads to equity, healing, and a bright future for all Black girls.” Deliberate and unafraid, the scholars at UTCSW pursue their research and intervention work to shape a brighter future for women and girls.
COLLEGE OF SOCIAL WORK
5
UTC SW FACU LT Y Expand Research Beyond the
CO LLE G E WALL S
B
etsey Bush Endowed Professor in Behavioral Health and Associate Dean for Research Doug Coatsworth came to the college in August 2020 to help strengthen the culture of research within the college. He was notably impressed by what he encountered. “When I came to the college, I was introduced to a faculty with many strengths and to a university working to expand opportunities for faculty to conduct their cutting-edge research,” he explained. “Our CSW faculty and students have diverse research interests focusing on some of society’s most challenging issues and on changing lives. The college supports a broad array of engaged research projects, advancing knowledge about the wellbeing of individuals of all ages, and from a variety of physical, social, and political contexts. The research also reflects core social work values of empowerment and building evidence to improve care and quality of life.” Coatsworth quickly noticed the collaborative, transdisciplinary, and engaged nature of the faculty’s research. “Our faculty have forged interdisciplinary partnerships with researchers from over a dozen departments/ colleges at UTK. They are doing some kind of work focused on all 95 Tennessee counties, while also collaborating with researchers and community organizations in over 30 states,” he stated. “Additionally, we have several growing international collaborations. I am continually impressed with the breadth and quality of research being done by our faculty.” The Center for Guaranteed Income Research, co-led by UTCSW Associate Professor Stacia West, exemplifies the interdisciplinary, engaged research being done on a national level. West and co-director Dr. Amy Castro Baker, Assistant Professor
6
at University of Pennsylvania School of Social Policy & Practice (SP2), started their work as the co-Principal Investigators of the first mayor-led guaranteed income pilot in Stockton, California, and guided pilot cities through a learning agenda while overseeing the research design and implementation. The center, established by Mayors for a Guaranteed Income (MGI), together with the University of Pennsylvania School of Social Policy & Practice and UTCSW, paved the way for Los Angeles and Chicago to roll out guaranteed basic income programs to provide direct cash assistance to thousands of families in need. West and Castro Baker are working closely with city leaders to develop programs that are tailored to local needs. As West told one journalist, “The federal child tax credit, as well as the stimulus, showed that there are some holes, and some people get left out of these sort of large government programs. Part of what we’re looking at is what disbursement mechanism works best for specific populations, and my feeling is that a one-size-fits-all approach is not going to work.” Another potential challenge for larger cities is to gain and maintain trust. West notes that many people who are eligible for government programs are accustomed to not being trusted, so a more person-centered approach is needed not only in disbursing the money but also in tracking data. “Guaranteed income has to really separate itself from that paternalistic ‘you’re a number, you don’t matter, there’s something morally wrong with you’ and the internalized welfare stigma the individuals have,” she said. Through her continued research with the center, West will lead the UT College of Social Work in helping to change lives throughout the country.
UTCSW Assistant Professor Jennifer First is part of another cross-disciplinary collaboration with researchers from Villanova University investigating the role of protective decision-making in response to tornado and flash flood warnings. Because severe weather can often include overlapping tornado and flash flood warnings, the public may receive contradictory recommendations to stay safe — sheltering below ground during a tornado and moving to high ground during flash floods. Using a convergent framework, this interdisciplinary team combines atmospheric, geospatial, and social science methods to examine a location’s climatological risk and societal exposure to tornado and flash flood events and its relation to how residents perceived, responded to, and prioritized protective actions when dual warnings for tornadoes and flash floods occurred. When extreme events such as these threaten communities, it is paramount that researchers collect perishable data prior to, during, and immediately following the disaster to ensure that vital information is not lost. This type of research is fundamental to the advancement of the field, and can provide life-saving information to decision makers and ultimately promote the collective good. UTCSW Researchers also recognize the importance of partnering with local, regional, and national agencies to help communities throughout the state. The College’s Social Work Office of Research and Public Service (SWORPS) maintains an ongoing collaboration with the Knoxville City Council and local homeless serving agencies to coordinate the KnoxHMIS collaborative database on homeless services, needs, and outcomes in Knox County, TN. Led by UTCSW Cooper-Herron Endowed Professor in Mental Health Research & Practice David Patterson, SWORPS Program
Manager Nate First, and their team, KnoxHMIS also partners with the homeless service community in strategic planning and policy development. Interdisciplinary collaboration brings with it a basis for advanced education. The city council recently approved additional funding for the KnoxHMIS CARES project. The project seeks to foster greater understanding of the social consequences, human impact, and deleterious effects of homelessness. The college seeks this work as reflective of the university’s land grant mission and commitment to serving the people of the state. Interdisciplinary and transdisciplinary collaboration, and partnering with community agencies and other local leaders allows scholars to explore and discuss multiple perspectives. As diverse mindsets come together to consider the challenges and opportunities, discussions deepen and yield a more complex analysis. Interventions that emerge from these collaborative creative processes are more likely to make lasting impact. UTCSW will look to expand connections and undertake these collaborative and interdisciplinary research projects, with the hope of enhancing the college’s knowledge and making a meaningful, lasting difference in Doug Coatsworth, the world. Betsey Bush Endowed Professor in Behavioral Health and Associate Dean for Research
COLLEGE OF SOCIAL WORK
7
Faculty Address Real Life Challenges ASSESSING RACIAL DISPARITIES IN AMERICA’S PET AND ANIMAL WELFARE ORGANIZATIONS Professor Stan Bowie received grant funding for research that assesses racial disparities in America’s pet and animal welfare organizations. The study explores whether racial disparities exist within animal welfare organizations in four communities in Arizona, North Carolina, Texas, and Tennessee, and includes a mixed-method approach using a structural racism framework to explore how animal control practices and pet adoption practices may be impacting some communities differently than others. The focus on individual, organizational, and community level data will provide a comprehensive view of animal welfare practices in these communities, and will determine what differences exist in how different racial and ethnic groups within a community are impacted by policies and procedures of animal control agencies and animal welfare organizations and how pet adoptions procedures and practices could be impacting different racial and ethnic groups within a community.
The overarching goal of the study is to generate a systematic approach to identify racial disparities in the animal welfare community that can be replicated in other communities. The current existing literature on racial disparities in animal welfare is fundamentally based on observations, theoretical conjecture, and anecdotal reports and is limited. The study is funded by Companions and Animals for Reform and Equity (CARE). Dr. Bowie is the Principal Investigator and Linda Daugherty is the Project Director.
UNCOVERING INEQUALITIES IN INDOOR POLLUTION Associate Professor Courtney Cronley, along with UT Civil and Environmental Engineering Professors Qiang He and Shuai Li, received a seed grant from the Institute for Secure and Sustainable Environment to better understand the indoor human exposome, which is the measure of all the exposures of an individual in a lifetime and how those exposures relate to health. The new research hopes to uncover disparities in indoor pollution. Given a choice between inhaling the scent of roasted meat and vegetables or breathing smog from a large industrial area, most people would choose the former. However, the simple act of roasting food indoors, especially with gas burners, can create indoor pollution worse than what is measured in many large cities. Unlike outdoor pollution, indoor pollution is not regulated, but it can greatly exacerbate health conditions and decrease life expectancy. In the case of cooking, the culprit is PM2.5, or particulate matter that is 2.5 micrometers in size. These microscopic particles of soot, dust, oil, and whatever toxins they might be carrying do not just enter the lungs, they can also pass into the bloodstream due to their small size. Just as the COVID-19 pandemic exposed health
disparities among race and class lines, exposure to pollutants such as PM2.5 indoors and outdoors is linked with environmental inequality. By creating a personalized device that can be worn throughout the day, the team hopes to continuously track pollutant exposure. Since humans spend up to 90 percent of their time indoors, it is worthwhile to study the exposome. Many linkages exist between environmental exposure and socio-economic determinants, and the team hopes that any research identifying disparities in the indoor exposome be used to develop strategies to reduce environmental inequity and improve public health.
NEW FACULTY HIRES IN 2021 • Allison Diehl, Coordinator of Field Education, Nashville; MSSW Program and Assistant Professor of Practice
• Tami Walker, Coordinator of Field Education, Online MSSW Program and Assistant Professor of Practice
NEW STAFF HIRES IN 2021 • Javonda Williams Moss, Associate Dean for Academic Affairs and Professor
• Hannah Collins, Administrative Specialist I, Knoxville Campus
• Margaret Huffstetler, Advisor, Online MSSW Program
• Grace Martinez, Administrative Specialist
FACULTY ACHIEVEMENTS
MODERATING THE EFFECT OF A MOBILE HEALTH INTERVENTION ON ADOLESCENT DEPRESSION UTCSW Betsey Bush Endowed Professor in Behavioral Health and Associate Dean for Research J. Douglas Coatsworth and Betsey R. Bush Endowed Professor in Children & Families at Risk Michael Mason participated in a study to leverage data from a pilot randomized controlled trial to investigate whether the effectiveness of a text-delivered Mobile Health (mHealth) intervention targeting adolescent depression and anxiety differs according to residential- and activity space-based measures of exposure to community-level socioeconomic disadvantage. For depression, it was found that intervention efficacy is significantly stronger for youth residing in more disadvantaged neighborhoods, even after controlling for individual level socioeconomic status, as well as marginal moderating effects of activity space-based neighborhood disadvantage on treatment efficacy. The research did not find evidence of treatment efficacy moderation by neighborhood disadvantage regarding anxiety. It is speculated that youth living in highly disadvantaged neighborhoods may be subject to weakened self-regulation due to chronic stress via exposure to the presence of violence, crime, poverty, and other community-level stressors prominent in highly disadvantaged neighborhoods, and are therefore more prone to the intervention effects. The findings provide a novel methodology and initial evidence for how community-level characteristics of socioeconomic disadvantage may affect mHealth intervention efficacy. The findings regarding the moderation of the treatment effect on depression by community-level socioeconomic disadvantage in the residential neighborhood is consistent with research that suggests that the efficacy of behavioral health interventions for youth may be enhanced for the most vulnerable populations, whether vulnerability is conferred by social marginalization, abuse, poverty, or other stressors, depending on the intervention target.
ADDRESSING THE NEEDS OF PEOPLE AND THEIR PETS The University of Tennessee College of Social Work Program for Pet Health Equity (PPHE) and Dr. Michael Blackwell, Founder of PPHE and AlignCare, received a grant award of $3.4 million from Maddie’s Fund®, a national family foundation established by Dave and Cheryl Duffield to revolutionize the status and well-being of companion animals. Following the development and testing of AlignCare, the funds will help ensure further improvements and implementation of community ownership to achieve the sustainability a healthcare system requires. By taking a OneHealth approach, AlignCare brings into line existing resources and activities in a community to ensure a focus on the whole family which includes non-human family members struggling to access veterinary care due to low-socioeconomic status. Collaboration amongst social service and public health agencies, veterinary practices, veterinary social workers, and funders is key to ensure families receive the care they need.
Established in 2018, AlignCare connects families with veterinary service providers, while aligning other community resources and activities to assist the entire family. AlignCare is currently implemented in eight pilot communities: Phoenix, Knoxville, Asheville, Buffalo, Las Vegas, Reno, Raleigh-Durham, Spokane, and in progress in four additional communities. Dr. Blackwell and the AlignCare team have created a foundation to help keep people and pets together. AlignCare’s mission to improve access to veterinary care, especially for those with limited means, is meaningful for families throughout the country.
RETIRED FACULTY IN 2021 • Bethany Mincey, Doctoral Programs Assistant
• Sherry Cummings
• Jon Rea, Financial Analyst
• Dave Dupper
• Melissa Richter, Communications
• Becky Jackson
& Marketing Specialist
10
Top left: Dean Lori Messinger (far left) poses with students at the UTCSW Knoxville campus Welcome Back picnic; Top middle: (l to r): UTCSW students Alexis Weaver and Morghan Hill outside their field placement at The Justice Initiative; Top right: MSSW student Alyxandria Morgan outside her field placement at Soldiers and Families Embraced (SAFE); Middle center: School social worker talks with student; Bottom left: Assistant Dean Mary Held (bottom row, left) poses with students at the UTCSW Nashville campus Welcome Back picnic; Bottom right: Associate Dean Javonda Williams Moss (far left) poses with students and Professor Gretchen Ely (third from left) at the UTCSW Knoxville campus Welcome Back picnic
COLLEGE OF SOCIAL WORK
11
From East Coast to West Coast, and Parts In-between, UTCSW Alumni Are Making a Difference DSW ALUM LORI SIRS TAKES HER UTCSW SKILLS TO WASHINGTON STATE Graduating with her DSW in 2017 opened many doors for Lori Sirs. She is currently living in Tumwater, Washington, and is the Director of Field Education and Assistant Professor of Social Work at Saint Martin’s University in Lacey, Washington, where she teaches undergraduate courses and oversees the internship placements for their BSW students. Additionally, she maintains a small private practice working mostly with teens and young adults, including those on the autism spectrum. Sirs credits her UTCSW DSW degree for many things, most recently her current job. “Having a practice doctorate prepared me to accept a position at a University,” she said. “Since starting here, I was fortunate enough to have the opportunity to develop three trauma courses and create a Trauma Studies Minor as well as a Trauma Studies Concentration for BSW majors, in my current position. I am thankful for the trauma courses and my leadership courses that I took at UTK, which prepared me to advance our organizational and program’s mission to prepare the next generation of social workers for the field. Because we are a small department, I have the opportunity to make a lasting impact on our program and to create meaningful relationships with the students.” Fond memories of her time at UTCSW are many. “My best memories are from our residency weeks in the summer, eating together, socializing, and studying together as a group,” she recalled. “But it’s hard to pick just one memory. Of course, spinning poi with my cohort and spinning poi at the Torchbearer statue make the list, though. Also, going out to watch the movie, “Inside Out” was one of best times. The bonds I formed during my time at UTK are still intact and I meet regularly with many of my cohort - even presenting with them at conferences. Even though we were primarily a distance program, we connected so well and I rely on my fellow Vols regularly. We hope to see a game together in Neyland Stadium at some point. I will be forever grateful of my time in the program.”
12
MSSW ALUM PARIS PALMER USES HER UTCSW KNOWLEDGE AT DARTMOUTH COLLEGE MSSW Alum Paris Palmer covered two programs during her time at UTCSW. She started in the Knoxville MSSW in 2015 and transitioned to the MSSW Online Program in 2017. She now holds the proud title of 2019 graduate. Parker recently took on a new role at Dartmouth College in Hanover, New Hampshire, and credits her education at UTCSW for making it possible. “I joined Dartmouth as a Staff Counselor,” Parker said. “My job includes short term psychotherapy for students, referring for community referrals, and outreach with a focus on BIPOC students. UTCSW prepared me for my role at Dartmouth by instilling the values of ethics and allowing me to meet clients where they are. Additionally, I learned how to promote positive well-being through assessment, treatment, and prevention. I was able to expand my understanding of substance abuse, mental health concerns, and developmental concerns in order to better serve clients. UTCSW has helped me pursue my vocation of helping others in a clinical space.”
UTCSW has helped me pursue my vocation of helping others in a clinical space.” — Paris Palmer Having been involved in both programs during her time at the college allowed her a greater understanding of how both programs worked and gave her the best of both worlds. “My experience was unique because at the time, I worked as a full-time state officer,” she explained. “I was worried that my transition to online would affect my ambition and ability to connect. In fact, it was the opposite. I am grateful for the support and lessons learned in the program. As I look back on my time at UTCSW, one of my favorite memories will always be hanging out in the student lounge with my cohort before class. I was able to learn more about my peers in those moments and how to support each other through completion of the program. My experience at UTCSW was amazing, and I hope to take all that I have learned to my new job and share my knowledge with the students at Dartmouth.”
ALUMNI STORIES
ALUMS MARC SLOAN AND RUSSETTE MARCUM-EMBRY MADE ATTENDING UTCSW A FAMILY EXPERIENCE Marc Sloan (BSSW 2019, MSSW 2020) and his mother Russette Marcum-Embry (MSSW Online 2019) studied social work together for three school years at UTCSW, and graduated from their respective programs in 2019. Sloan then continued into the advanced standing MSSW program, also concentrating in organizational leadership, and graduated in May of 2020. Sloan graduated in May of 2019 from the College of Social Work with a Bachelor of Science in Social Work (honors concentration) and a minor in business administration. He took a traditional route to college out of high school, but his journey to social work was not traditional in that he actually came in as a social work major, whereas many students “find” social work as a degree option after some time. “I was briefly sidetracked and changed my major to engage in some values clarification to determine whether I was seeking a path in this profession for the right reasons,” Sloan explained. “After an experience as a volunteer at the Boys & Girls Club, I returned to social work knowing there was no better way to engage in community change than a degree from the UTCSW, and planned to study macro social work. It was around this time that my mom began her MSSW in the extended study program, studying organizational leadership. Russette Marcum-Embry graduated from UTCSW’s Online MSSW program in May of 2019. “I completed the extended study program focusing on organizational leadership,” she said. “I received my Bachelor of Arts degree from UT in 1993, so I was a bit apprehensive about going back to school. The College of Social Work and all those involved were very supportive and encouraging. Entering the program at my age, I was focused on the classes and the finish line. What I didn’t expect was to make a very good friend. She is an energetic and amazing young adult who was so supportive of my endeavors. We have continued to keep in touch. I would have to say though, that my favorite memory is walking across the street from my workplace to watch Marc and a fellow student compete in the poster contest at Social Work Day on the Hill in Nashville. They traveled from Knoxville to be part of the event. I was in the unique position to support him as his mother and as a fellow social work student.”
Sloan is currently a second-year law student at William & Mary Law School in Williamsburg, Virginia. During his graduate degree program, he served as both a social work intern and graduate assistant with University Housing on campus at UT, where he studied and worked on trauma-informed housing policies and organizational/programmatic assessment. “Since leaving UT, I have held a law clerkship with the Virginia Department of Corrections, working on institutional compliance with governing statutes and regulations, as well as assisting the Virginia Board of Local and Regional Jails on regulatory best practices,” he stated. “I am currently a graduate assistant for Community Values & Restorative Practices at William & Mary, where I help administer the student code of conduct. When I came to law school, I made a list of the social work values and practices that I wanted to inform my study and practice of law every day. These included the dignity and worth of the person, a systems-based perspective, and more. I did this so I wouldn’t forget the framework through which social workers operate, all of which I learned through my experience at the CSW. In my time as a law clerk for a state agency, or through my daily work with students at William & Mary, I remind myself of what it means to be a social worker, and always keep the anti-oppressive practice at the forefront of the decision-making processes.” Marcum-Embry is currently serving as the Court Appointed Special Advocates
(CASA) grants manager for The Tennessee Commission on Children and Youth (TCCY) in Nashville, Tennessee. “I work with the CASA programs to facilitate annual contracts, quarterly reimbursement of grant dollars and any technical assistance needed,” she said. “My experience with UTCSW has been vital to my career path at TCCY. The MSSW curriculum stays in tune with innovations in research and practice. Since graduating in 2019, I have been more involved in program work at our agency and I am now serving on TCCY’s Youth Justice Team. I also have the privilege of serving as field instructor for students in the MSSW program at UT. This has quickly become a favorite part of my role at TCCY.” Sloan and Marcum-Embry’s paths have largely been similar in that they share interests in juvenile justice and social welfare best practice from a macro perspective, but their institutional roles are quite different. Marcum-Embry has focused on juvenile justice and grants administration through work with several agencies and organizations, while Sloan made the decision to transition professionally into the practice of law. Sloan credits a lot of his journey through social work to his mom. “I grew up learning from my mom in her roles as a helper: parent-teacher organization volunteer, church teacher, girl scout troop leader, and home-school teacher,” he said. “She modeled the way for me and it’s my goal to do that for others.”
COLLEGE OF SOCIAL WORK
13
STUDENT HIGHLIGHTS
Tyesha Butler, Nashville MSSW and GRA student, was recently selected for the 2021 CSWE Masters’ Minority Fellowship program (MFP). The Master’s MFP is a program designed to enhance the training of full-time, master’s-level, direct practice-focused social work students in their final year of study at a CSWE-accredited institution. As a fellow, Butler plans to work with the African American community to help dispel the stigma of going to therapy and shape how mental health is viewed. “While in graduate school, I first chose field placements where I could be intentional about serving marginalized groups,” she explained. “During my first placement I worked at Raphah Institute, which is a restorative justice diversion program, where I served youth impacted by the justice system. The restorative justice work done here provides an opportunity to, ‘confront the root causes of societal harm, take a uniquely crafted approach, and see transformative healing for all.’ I helped youth reimagine a better future for themselves through home visits when youth were in crisis and circle facilitation. Currently, I am interning at a charter school and learning a lot about the needs of youth in an academic setting. Working in the school system I get the opportunity to meet students at all of their intersections and am able to address specific relational, emotional, and academic needs that young people face.” As she looks toward graduation this spring, Butler is looking for opportunities to work where she can continue to serve communities that look like her. “At the end of my fellowship I hope to have gained a better understanding of what it means to work towards cultural humility, so much so that it is a framework of practice,” she said. “I also am eager to be on the contributing end of aiding in reducing mental health disparities in racial and ethnic populations through accessible therapy and other mental health services. I have already gained so much knowledge from staff, faculty and community members that support this fellowship, that I know I will be gleaning from their wisdom for many years to come.”
TYESHA BUTLER
STUDENT HIGHLIGHTS
NAMRATA MUKHERJEE Namrata Mukherjee is a first-year PhD student in the Fall 2021 cohort. Not only was she new to the University of Tennessee, Mukherjee was also new to the United States. “This is my first time in USA, and I am thrilled to be here,” she said. “The curriculum encompasses a perfect amalgamation of critical thinking and sharpening observation skills. The college is extremely welcoming to foreign students and the processes are easy to understand even though you are an alien to the system. The recreational center at the University is my stress reliever at the moment.” Continuing her education was something Mukherjee had wanted to do for a while. “I hold a Master’s in Social Work from India and it was important to get a firsthand exposure to how research is conducted in a developed economy like the USA to be able to better understand and implement solutions to social issues back in my country,” she explained. “I would like to see myself contribute to the field of academic writing and pursue further research after I graduate. I am very appreciative that the college is trying to provide the best possible exposure and accessibility to faculty, staff, and study materials even in times of this pandemic. I am excited and thankful to be a part of this college and community.”
Marie Holzer and her cohort recently coordinated ongoing efforts to help the victims who were devastated by the deadly Nashville tornados that blew through the city last spring. Holzer, Rachel Inman, and the rest of the cohort could not sit idly by and do nothing and knew that they needed to help in some way. “There was a stirring feeling within my cohort,” Holzer said. “Once we established that everyone was safe & secure, we all wanted to do something to help those who weren’t. We had just spent the past semester and a half learning about the social work values and principles and here came an opportunity to put what we have been learning into practice. Everything else that was requiring our attention as graduate students seemed insignificant after seeing the damage and destruction that rocked the emotional, physical, and financial security of so many of our neighbors.” Once they found out the specific needs, the students all came together throughout the semester and delivered food, water, toiletries, comfort items, and many other essential items to neighbors in North Nashville that experienced the most damage. “In addition to delivering items, we also cleaned up and tried our best to organize the chaotic mess the tornado made,” Holzer explained. “I actually learned how to wield a chainsaw to cut up some of the massive limbs that had fallen. It was incredibly empowering to see everyone come together and do what they could, and to learn what they could in order to help. I have never seen such destruction in my life. It was a humbling reminder that no one is immune to fragility and the force of Mother Nature. It catalyzed me thinking of social work’s role in natural disasters, ecological destruction, and how to best serve those who are most vulnerable to these horrible events.” As for what she wants to do after graduation, Holzer has several ideas in mind. “I flirt with a lot of ideas about what I want to do once I graduate, which is why an MSSW is so awesome,” Holzer stated. “It opens the door to so many opportunities. I would love to continue working with a food justice organization, the United Nations, or any other organization that strategically challenges the status quo. All I know is I will definitely continue learning and unlearning!”
The curriculum encompasses a perfect amalgamation of critical thinking and sharpening observation skills.” — Namrata Mukherjee
MARIE HOLZER COLLEGE OF SOCIAL WORK
15
16
Top left: UT students enjoy a nice day on campus; Top right: School social worker talks with student; Bottom left: BSSW student Katherine Crye outside her field placement at The Compassion Coalition; Bottom right: UTCSW students at graduation
COLLEGE OF SOCIAL WORK
17
ADVANCEMENT IMPACT
Social Work Degree Opens Doors to Many Opportunities For Hilary Hamlin (MSSW’76) a social work degree opened the door to opportunities she had never anticipated. “We need to educate people about how useful an MSSW degree can be, and how many areas they can work in,” Hamlin said. “The sky’s the limit. I happened to stay in health care, but the skills are very broad.” During the course of her career, Hamlin worked at community mental health centers, state departments of mental health, and a software company developing systems for mental health service providers. Her professional achievements led to acceptance in the prestigious Kennedy School of Government’s mid-career program, where she received a Master’s in Public Administration. For the past 25 years, she has been a consultant with Health Care Perspectives. The firm works with non-profits, large counties, and states to analyze behavioral health care systems, identify gaps and help determine solutions. “Every day is different,” Hamlin explained. “One day you are showing a case manager how to use a computer system or how to do documentation. The next day you may be advising the state commissioner on a policy issue.” She credits the UT graduate social work program for the foundation of her 46-year long career. “It was a very positive experience, and everything else was built on that,” she said. Hamlin recalls her field placements at Montgomery Village and Child and Family Services in Knoxville as key elements in her learning. “For me, having been both a VISTA volunteer and having worked in a number of poverty programs in the summer, getting to do the volume and quality of hands-on field work in a variety of settings was an essential partner to the classroom work,” she said. Though her professional experience has focused on organizations providing mental health services, Hamlin acknowledges her clinical training has been invaluable. “Clinical grounding is critical,” she stated. “If I’m consulting with a mental health center or a foster care agency, I understand the terminology and the kind of issues people there are dealing with. It has been a great value to me both as an employee and as a consultant.” After years of living far from Tennessee, a move to Atlanta gave Hamlin an opportunity to engage again with the college and visit the campus. In 2016, she was invited to join the Board of Visitors. Last December, she was elected board chair. “It’s really exciting to see what’s happening with the college and to be involved in this way,” she said. Hamlin’s experience working across the country underlines the importance of social work education. “The longer I’ve worked in mental health, the more I see the need for social workers in the field,” she explained. “I run into workforce issues wherever I turn. The more we can educate and support graduate social work students, the better.” Her appreciation for the importance of social work education
The longer I’ve worked in mental health, the more I see the need for social workers in the field.” — Hilary Hamlin
18
inspired Hamlin to include the college in her estate plans. A generous bequest will create the Hilary Hamlin Endowed Graduate Fellowship. The gift will support students in the MSSW program. “An MSSW just opens up so many doors,” Hamlin said. “You can do a huge range of things. I hope that more people can take advantage of that opportunity.”
ADVANCEMENT IMPACT
ve on his r son Ste r and he e y in 1975 a rg d a b n le uatio Sula Ink UT grad
Sula receiv ed he r
MSSW fr UT in om 1964
Our little family’s philanthropy is about honoring Steve’s memory, and supporting social work students in the military and those working in rural areas.” — Lynn Inklebarger Barnes named him for my brother,” Lynn said. “He
A SCHOLARSHIP with a Great Back Story There’s a story behind the William Steven Inklebarger Scholarship. It’s a story of courage and determination and the power of education to change lives. Above all, it is the story of a family’s legacy and their proud tradition of service. The scholarship is named for Captain William Steven Inklebarger (BS ’75), who attended UT on an ROTC scholarship, served in the U.S. Army, and became a rescue helicopter pilot. He died while co-piloting a medical rescue mission in Colorado in 1982. Following Steve’s tragic death, friends and family established the scholarship in his memory. It supports students in the College of Social Work who are either veterans or planning to enter military service, or students who plan to work in rural Appalachia. Sula Inklebarger (BS’46, MSSW ’64), Steve’s mother, was a social worker for more than 30 years. The first in her family to attend college, she grew up during the Depression. Her father’s job with the Clinchfield Railway meant that the family moved often, eventually settling in Erwin, Tennessee. Sula graduated from UT with a degree in business and worked in accounting before becoming a case manager for the state welfare department. She went on to receive her Master’s degree in social work in 1964 and held supervisory
positions in human services until her retirement in 1988. Sula was a loyal alumna of the college, regularly attending the annual gala and enjoying football games with other alumni and friends. One of her joys was meeting the students who received the Inklebarger Scholarship. Always eager to hear about their field placements and their plans for the future, she shared stories of her son and daughter and their service to others. Sula died at 94 in 2020. Lynn Inklebarger Barnes (BS’72), Sula’s daughter and Steve’s older sister, taught middle school for 26 years. For more than two decades, she volunteered with the Appalachian Service Project at Cokesbury United Methodist Church. Lynn led groups of local high school students to rural communities where they did home repair. “The goal was to make houses warmer, safer and dryer,” she explained. “We went back in the hollers in Southwest Virginia and Kentucky. We repaired a lot of porches and learned how to do roofs and mud and tape and painting. It was life-changing for the kids in our group. They got to know the families there and to accept people right where they are.” The family tradition of service continued with Lynn’s son, Steven Barnes (BA ‘06). “I
spent 20 years in the Air National Guard and served in Afghanistan and Iraq.” Like her mother, Lynn looks forward to meeting the students who benefit from the Inklebarger Scholarship. “Our little family’s philanthropy is about honoring Steve’s memory, and supporting social work students in the military and those working in rural areas,” she said. “Steve was just such a good guy. I went to his 50th high school reunion last year, and everyone had a Steve story for me. I tell Steve stories to my children and my grandchildren. I show them his picture. He died a hero, doing what he loved, trying to save the life of another person.” It’s a story worth telling.
Sula and her daughter Lynn Inklebarger Barnes B.S. ‘72
COLLEGE OF SOCIAL WORK
19
STUDENTS
22
doctoral graduates in 2021
401
in-state students in MSSW Program fall 2021
46
out-of-state students in MSSW Program fall 2021
4
TN Veterans Act students in MSSW Program fall 2021
2
Military students in MSSW Program fall 2021
1
International student in MSSW Program fall 2021
SOCIAL JUSTICE AND ENGAGEMENT
17
Staff participated in the Anti-bias training
15
Students participated in Critical Conversations training
8,500+
College of Social Work alumni living in Tennessee
$2,576,684 Total raised in FY 21
525
Individual donors in FY 2021
17%
increase in CSW donors since 2019
20
19
faculty members in
63
journals
GRANTS
$40,000
2020-2021 Academic Year
5
College of Social Work, Center for Behavioral Health Research, and SWORPS
24
New proposals submitted
distributed over
projects for Social Justice Innovative Initiative
articles published from UTCSW faculty covering Social Justice and DEI
51
38
New grants funded 28 External Awards 10 Internal (University) Awards
STUDENT FUNDING
$152,886 in scholarships distributed in FY21
FUNDRAISING (FY 21)
79
articles published by
viewers for Generating Justice series on Facebook Live
ALUMNI
over 5,700
FACULTY PUBLICATIONS 2021
74
scholarship recipients in FY21
$2,000
minimum student scholarship in 2021
14
Continuing grant funded projects
$12,719,603 total new grant funding
$7,654,002
total continuing grant funding
19
Principal Investigators with grant funding in 20/21 academic year
BY THE NUMBERS
230,809 student field placement hours in 2021
65% increase in endowment from FY 20 to FY 21
89.5% of BSSW graduates and
74.8% of MSSW graduates were employed within 3 months of graduation
COLLEGE OF SOCIAL WORK
21
Publications 2021 JANUARY Twis, M, Petrovich, J, Cronley, C, Nordberg, A, & Woody D. (2021). A mixed-methods analysis of case manager stress at a homelessness services center. Journal of Evidence-Based Social Work (United States), 19(1), 19-41. https://doi.org/10.1080/26408066.2021.1989355 Agbemenu, K, Banke-Thomas, A, Ely, G, & Johnson-Agbakwu, C. (2021). Avoiding obstetrical interventions among US-based Somali migrant women: a qualitative study. Ethnicity and Health, 26(7), 1082-1097. https://doi.org/10.1080/13557858.2019.1613519 Rayburn, SR, & Coatsworth, JD. (2021). Becoming fathers: Initial exploration of a support program for new fathers. Journal of Perinatal Education, 30(2), 78-88. https://doi.org/10.1891/J-PE-D-20-00015 Russell, MA, Bomysoad, RN, Coatsworth, JD, & Mason, MJ. (2021). Effects of a cannabis use disorder text message–delivered treatment on young adult alcohol misuse: Differential effects by gender. Journal of Substance Abuse Treatment, 132. https://doi.org/10.1016/j.jsat.2021.108466 Kilgore, CD, & Cronley, C. (2021). In-house writing support: who uses supplemental resources, and how, and for what purpose. Teaching in Higher Education, 26(2), 265-282. https://doi.org/10.1080/13562517.2019.1657397 Abrams, TE, Lloyd, AA, Held, ML, & Skeesick, JD. (2021). Social workers as members of burn care teams: A qualitative thematic analysis. Burns, 48(1), 191-200. https://doi.org/10.1016/j.burns.2021.03.001 Padilla-Medina, DM, Williams, JR, Ravi, K, Ombayo, B, & Black, BM. (2021). Teen dating violence help-seeking intentions and behaviors among ethnically and racially diverse youth: A systematic review. Trauma, Violence, and Abuse. http://doi.org/10.1177/1524838020985569 Ely, G, & Murshid, N. (2021). The association between intimate partner violence and distance traveled to access abortion in a nationally representative sample of abortion patients. Journal of Interpersonal Violence, 36(1-2), NP663-NP689. https://doi.org/10.1177/0886260517734861 Leitch, J, Gandy-Guedes, M, & Messinger, L. (2021). The psychometric properties of the competency assessment tool for lesbian, gay, bisexual, and transgender clients. Journal of Homosexuality, 68(11), 1785-1812. https://doi.org/10.1080/00918369.2020.1712138
22
Gavin, A, Woo, B, Conway, A, & Takeuchi, D. (2021). The association between racial discrimination, posttraumatic stress disorder, and cardiovascular-related conditions among non-Hispanic Blacks: Results from the national epidemiologic survey on alcohol and related conditions-III (NESARC-III). Journal of Racial and Ethnic Health Disparities, 9, 193-200. https://doi.org/10.1007/s40615-020-00943-z Tonui, BC, Ravi, KE, & Xu, L. (2021). African immigrant acculturation scales in the USA: A systematic review. The British Journal of Social Work, 52(1), 374-395. https://doi.org/10.1093/bjsw/bcaa245 Conway, A, *Cain, S, *Granger, P, *Lozano, H, & Gavin, AR. (2021). Parent ethnic–racial socialization during childhood protects against increases in bedtime sleep problems in black adolescents. American Journal of Orthopsychiatry, 91(2), 236-245. https://doi.org/10.1037/ort0000490
FEBRUARY Ranjit, YS, Shin, H, First, JM, & Houston, JB. (2021). COVID-19 protective model: The role of threat perceptions and informational cues in influencing behavior. Journal of Risk Research, 24(3-4), 449-465. https://doi.org/10.1080/13669877.2021.1887328 Hall, JC, Conner, KO, & Jones, K. (2021). The strong black woman versus mental health utilization: A qualitative study. Health and Social Work, 46(1), 33-41. https://doi.org/10.1093/hsw/hlaa036 Mennis, J, Li, X, Meenar, M, Coatsworth, JD, McKeon, TP, & Mason, MJ. (2001). Residential greenspace and urban adolescent substance use: Exploring interactive effects with peer network health, sex, and executive function. International Journal of Environmental Research and Public Health, 18(4), 1-15. https://doi.org/10.3390/ijerph18041611 Herting, MM, Uban, KA, Gonzalez, MR, Baker, FC, Kan, EC, Thompson, WK, Granger, DA, Albaugh, MD, Anokhin, AP, Bagot, KS, Banich, M,…Mason, MJ…Sowell, ER. (2021). Correspondence between perceived pubertal development and hormone levels in 9-10 year-olds from the adolescent brain cognitive development study. Frontiers in Endocrinology, 11. https://doi.org/10.3389/fendo.2020.549928
MARCH Ravi, KE, Robinson, SR, & Schrag, RV. (2021). Facilitators of formal help-seeking for adult survivors of IPV in the United States: A systematic review. Trauma, Violence, and Abuse, 22(5), 1279-1296. https://doi.org/10.1177/1524838021995954 Ravi, KE, Fields, NL, & Dabelko-Schoeny, H. (2021). Outdoor spaces and buildings, transportation, and environmental justice: A qualitative interpretive meta-synthesis of two age-friendly domains. Journal of Transport and Health, 20. https://doi.org/10.1016/j.jth.2020.100977 Mennis, J, Stahler, GJ, & Mason, MJ. (2021). Treatment admissions for opioids, cocaine, and methamphetamines among adolescents and emerging adults after legalization of recreational marijuana. Journal of Substance Abuse Treatment, 122. https://doi.org/10.1016/j.jsat.2020.108228 Abrams, TE, & McGarity, SV. (2021). Psychosocial determinants of burn-related suicide: Evidence from the national violent death reporting system. Journal of Burn Care & Research, 42(2), 305-310. https://doi.org/10.1093/jbcr/iraa152 Li, Y, Thompson, WK, Reuter, C, Nillo, R, Jernigan, T, Dale, A, Sugrue, LP, Brown, J, Dougherty, RF, Rauschecker, A, Rudie, J, Barch, DM, Calhoun, V, Hagler, D, Hatton, S, Tanabe, J, Marshall, A,…Mason, M… Bogdan, R. (2021). Rates of incidental findings in brain magnetic resonance imaging in children. JAMA Neurology, 78(5), 578-587. https://doi.org/10.1001/jamaneurol.2021.0306 Nugent, WR. (2021). Measurement equivalence, symmetry, effect sizes, and meta-analysis. Journal of the Society for Social Work and Research, 12(1), 223-245. https://doi.org/10.1086/713393 Zottarelli, LK, Sharif, HO, Xu, X, & Sunil, TS (2021) Effects of social vulnerability and heat index on emergency medical service incidents in San Antonio, Texas, in 2018. Journal of Epidemiology & Community Health, 75(3):271-276. https://jech.bmj.com/content/75/3/271.info
APRIL Nahar, S, & Cronley, C. (2021). Transportation barriers among immigrant women experiencing intimate partner violence. Trauma, Violence and Abuse: a review journal, 2675(9), 861-869. https://doi.org/10.1177/03611981211004587 Hyun, K, Naz, F, Cronley, C, Leat, S. (2021). User characteristics of shared-mobility: a comparative analysis of car-sharing and ride-hailing services. Transportation Planning and Technology, 44(4), 436-447. https://doi.org/10.1080/03081060.2021.1919351
Nugent, WR, & Conway, A. (2021). Violent political rhetoric, generalized imitation, income inequality, gun ownership, changes in gross domestic product, and mass shootings. Journal of Social Service Research, 47(5), 694-713. https://doi.org/10.1080/01488376.2021.1902456 Abrams, TE, & Nugent, WR. (2021). 88 substance use testing upon burn admission: Insights from the national burn repository. Journal of Burn Care & Research, 42(Supplement1), S61. https://doi.org/10.1093/jbcr/irab032.092 Auerbach, SL, Agbemenu, K, Ely, GE, & Lorenz, R. (2021). A review of uintended pregnancy in opioid-using women: Implications for nursing. Journal of Addictions Nursing, 32(2), 107-114. https://doi.org/10.1097/JAN.0000000000000396 Jackson, MS, Nelson-Gardell, D, Williams, J, Tang, N, & Yang, F. (2021). International collaboration for mutual benefit: A Southwest China and Southeast United States partnership. China Journal of Social Work, 14(3), 288–300.
MAY Bowie, SL, Banks, S, Dopwell, DM, & Martin, KB. (2021). A differential analysis of depressed mood symptomology among welfare-reliant African American and Latinx women heads of household. Journal of Poverty, 28. https://doi.org/10.1080/10875549.2021.1929659 Mason, MJ, Coatsworth, JD, Russell, M, Khatri, P, Bailey, S, Moore, M, Brown, A, Zaharakis, N, Trussell, M, Stephens, CJ, Wallis, D, & Hale, C. (2021). Reducing risk for adolescent substance misuse with textdelivered counseling to adolescents and parents. Substance Use and Misuse, 56(9), 1247-1257. https://doi.org/10.1080/10826084.2021.1910709 Sheldon, WR, Ely, GE, & Rouland, RS. (2021). Does Tennessee’s mandatory waiting period law systematically prevent residents of the most economically disadvantaged zip codes from accessing abortion: An exploratory analysis. Journal of Health Care for the Poor and Underserved, 32(2), 1034-1046. https://doi.org/10.1353/HPU.2021.0078 Swan, LET, Rouland, RS, Sperlich, M, Ely, GE, & Walters, C. (2021). Looking back, looking forward: Examining the processing of abortion experiences using public abortion narratives. Affilia: Journal of Women and Social Work, 36(2), 204-219. https://doi.org/10.1177/0886109920944533 Bowie, SL, Banks, S, & Johnson, O. (2021). Case management and employment training outcomes for welfare-reliant African American and Latinx heads of household. Urban Social Work, 5(3), 1-17. https://doi.org/10.1891/USW-D-20-00018
COLLEGE OF SOCIAL WORK
23
MAY (continued)
JULY
Joseph, A, *Hnilica, RJ, & Hanson, M. (2021). Using Restorative Practices to Reduce Racially Disproportionate School Suspensions: The Barriers School Leaders Should Consider During the First Year of Implementation. Taboo: The Journal of Culture and Education, 20(2). https://digitalscholarship.unlv.edu/taboo/vol20/iss2/6
Mena, NZ, Barrett, K, Flesher, A, Coatsworth, JD, Johnson, SL, & Bellows, LL. (2021). A mindful parenting intervention for obesity prevention in early childhood. Journal of Nutrition Education and Behavior, 53(7), S9. https://doi.org/10.1016/j.jneb.2021.04.028
Garland, BH, Mindrup, RM, Zottarelli, LK, & McCarley, JD. (2021). Effects of a same-day post-detoxification residential alcohol use disorder treatment admission policy. Journal of Social Work Practice and Additions. https://doi.org/10.1080/1533256X.2021.1996839
JUNE Ravi, KE, Rai, A, & Schrag, RV. (2021). Survivors’ experiences of intimate partner violence and shelter utilization during COVID-19. Journal of Family Violence. https://doi.org/10.1007/s10896-021-00300-6 Cannon, CEB, Ferreira, R, Buttell, F, & First, J. (2021). COVID-19, intimate partner violence, and communication ecologies. American Behavioral Scientist, 65(7), 992-1013. https://doi.org/10.1177/0002764221992826 Cronley, C, Miller, VJ, Fields, N, & Mattingly, SP. (2021). Utilizing an inter-professional online advisory board: A case study to inform innovation in community-engaged, transportation equity research and planning. Transportation Research Interdisciplinary Perspectives, 10. https://doi.org/10.1016/j.trip.2021.100365 Miller, VJ, Roark, EM, Fields, NL, & Cronley, C. (2021). Experiences with technology amongst an international sample of older adults: Results from a qualitative interpretive meta-synthesis. The British Journal of Social Work, 4, 1332-1353. https://doi.org/10.1093/bjsw/bcab040 Morris, ZA, Zaidi, A, & McGarity, S. (2021). The extra costs associated with a cognitive impairment: Estimates from 15 OECD countries. European Journal of Public Health, 31(3), 647-652. https://doi.org/10.1093/eurpub/ckab011 Fields, NL, Cronley, C, Mattingly, SP, Roark, EM, Leat, SR, & Miller, VJ. (2021). Transportation mobility and health among older adults: Examining missed trips and latent demand. Journal of Transport & Health, 21. https://doi.org/10.1016/j.jth.2021.101069 Cronley, C, & Ravi, KE. (2021). Maintaining career momentum: Women-centered strategies for social sciences career success in the context of COVID-19. ADVANCE Journal, 2(3), https://doi.org/10.5399/osu/advjrnl.2.3.9
24
Hobbs, S, Johnson, S, Coatsworth, JD, & Bellows, L. (2021). P98 Refining a maternal self-care intervention to promote family health using the plan, do, study, act (PDSA) model. Journal of Nutrition Education and Behavior, 53(7), S70. https://doi.org/10.1016/j.jneb.2021.04.157 Ravi, KE (2021). Correction to: Exposure to IPV among children in the child welfare system and an emotional-behavioral disability: The role of maternal depression and social support, Journal of Child & Adolescent Trauma, 14(4), 599. https://doi.org/10.1007/s40653-021-00384-8
AUGUST First, JM, Ellis, K, Held, ML, & Glass, F. (2021). Identifying risk and resilience factors impacting mental health among black and Latinx adults following nocturnal tornadoes in the U.S. Southeast. International Journal of Environmental Research and Public Health. 18(6), 8609. https://doi.org/10.3390/ijerph18168609
SEPTEMBER Bowie, SL, & McLane-Davison, DR. (2021). Readiness for graduate social work education: Does an undergraduate social work major make a difference. Journal of Teaching in Social Work, 41(4), 360-372. https://doi.org/10.1080/08841233.2021.1947440 Morris, ZA, McGarity, SV, Goodman, N, & Zaidi, A. (2021). The extra costs associated with living with a disability in the United States. Journal of Disability Policy Studies, 65. https://doi.org/10.1177/10442073211043521 Swan, LET, Hales, T, Ely, GE, Auerbach, SL, & Agbemenu, K. (2021). Validation of the short-form reproductive coercion scale with Appalachian women. Contraception, 104(3), 265-270. https://doi.org/10.1016/j.contraception.2021.04.024 Swan, LET, Hales, T, Ely, GE, Auerbach SL, & Agbemenu, K. (2021). Validation of the short-form reproductive coercion scale with Appalachian women. Obstetrical and Gynecological Survey, 76(9), 539-540. https://doi.org/10.1097/01.ogx.0000792608.40561.e1 *Elliott, S, West, SM, & Castro, AB. (2021). Rent burden and depression among mothers: An analysis of primary caregiver outcomes. Journal of Policy Practice and Research, 2, 285-300. https://doi.org/10.1007/s42972-021-00040-3
Prowell, A, & Williams, J. (2021). Mentoring as a Protective Factor: Does Mentoring Work for Survivors of Childhood Sexual Abuse. Children and Youth Services Review, 128. https://doi.org/10.1016/j.childyouth.2021.106169.
OCTOBER *Huslage, M, Rai, A, & Held, ML. (2021). Building partnerships and trust: Research with vulnerable immigrant communities. Families in Society: The Journal of Contemporary Social Services, 68. https://doi.org/10.1177/10443894211034776 Held, ML, Villarreal-Otálora, T, & Jennings-McGarity, P. (2021) Latino immigrant service provision in Tennessee and Georgia: Provider perceptions. Journal of Immigrant and Minority Health, 31. https://doi.org/10.1007/s10903-021-01286-5 Wade, NE, Ortigara, JM, Sullivan, RM, Tomko, RL, Breslin, FJ, Baker, FC, Fuemmeler, BF, Howlett, KD, Lisdahl, KM, Marshall, AT, Mason, MJ, Neale, MC, Squeglia, LM, Wolff-Hughes, DL, Tapert, SF, Bagot, KS. (2021). Passive sensing of preteens smartphone use: An adolescent brain cognitive development (ABCD) cohort substudy. JMIR Mental Health, 8(10). https://doi.org/10.2196/29426 Lisdahl, KM, Tapert, S, Sher, KJ, Gonzalez, R, Nixon, SJ, Feldstein, Ewing, SW, Conway, KP, Wallace, A, Sullivan, R, Hatcher, K, Kaiver, C,…Mason, MJ,… Sowell, ER. (2021). Substance use patterns in 9-10 year olds: Baseline findings from the adolescent brain cognitive development (ABCD) study. Drug and Alcohol Dependence, 227. http://doi.org/10.1016/j.drugalcdep.2021.108946 First, JM, Yu, M, & Houston, JB. (2021). Development and Validation of the Disaster Adaptation and Resilience Scale: development and validation of an individual-level protection measure. Disasters. https://doi.org/10.1111/disa.12452.
Wicklund, A, Roy, A, & Coatsworth, JD. (2021). Providing a medical definition of concussion: Can a simple intervention Improve selfreported concussion history in youth athletes. Clinical Journal of Sport Medicine: Official Journal of the Canadian Academy of Sport Medicine, 31(6), e467-e469. https://doi.org/10.1097/JSM.0000000000000813
DECEMBER Nugent, WR, Abrams, TE, & Joseph, AA. (2021). The relationship between violent political rhetoric and mass shootings. Journal of Social Service Research, 24. https://doi.org/10.1080/01488376.2021.2018089 Gonzalez, R, Thompson, EL, Sanchez, M, Morris, A, Gonzalez, MR, Feldstein, Ewing, SW, Mason, MJ, Arroyo, J, Howlett, K, Tapert, SF, & Zucker, RA. (2021). An update on the assessment of culture and environment in the ABCD Study®: Emerging literature and protocol updates over three measurement waves. Developmental Cognitive Neuroscience, 52. https://doi.org/10.1016/j.dcn.2021.101021 First, JM, Bonifay, W, & Houston, JB. (2021). Gender differences in posttraumatic stress symptoms after a disaster: A differential item functioning analysis of the impact of event scale-revised. Journal of the Society for Social Work and Research, 12(4), 657-676. https://doi.org/10.1086/717263 Correa, N, & First, JM. (2021). Examining the mental health impacts of COVID-19 on K-12 mental health providers, school teachers, and students. Journal of School Counseling, 19(42). http:/www.jsc.montana.edu/articles/v19n42.pdf. Barnett McElwee, T, Hearne, BN, Jackson, & Williams-Moss, J. (2021). A measure of Dallas Heart Walkers’ Cardiovascular Health. Journal of Sociology and Social Work, 9(2), 31-40. http://dx.doi.org/10.15640/jssw.v9n2a4
NOVEMBER Sharp, EH, Palen, LA, & Coatsworth, JD. (2021). Development and properties of the parental support of leisure exploration measure. Journal of Leisure Research, 53(1),139-158. https://doi.org/10.1080/00222216.2021.1988773
*Indicates UTCSW students
Rayburn, SR, Coatsworth, JD, & MacPhee, D. (2021). Becoming fathers: A mixed-methods study of the feasibility and acceptability of a mindfulness-based group intervention for perinatal fathers. Journal of Child and Family Studies, 30(11), 2822-2832. https://doi.org/10.1007/s10826-021-02105-z Black, D, Held, ML, Skeesick, J, & *Peters, T. (2021). Measures evaluating patient satisfaction in integrated health care settings: A systematic review. Community Mental Health Journal, 57, 1464-1477. https://doi.org/10.1007/s10597-020-00760-y
COLLEGE OF SOCIAL WORK
25
NONPROFIT ORG. U.S. POSTAGE PAID PERMIT NO. 481 KNOXVILLE, TN
1618 Cumberland Ave. 401 Henson Hall Knoxville, TN 37996 865-974-2809 csw.utk.edu
The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment and admission without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, genetic information, veteran status, and parental status. A project of the College of Social Work with assistance from Nathanna Design. PAN E01-4013-001-22
UTCSW students on the Nashville campus preparing for class
