This document is a magazine for social work students and recent graduates called "The New Social Worker". The winter 2008 issue features articles on topics like compassion fatigue, field placement experiences, community social work, cultural competence, and client situations involving unusual beliefs. It also profiles a student role model, announces programming at a university, and reviews books and other resources.

1. The Magazine for
THE NEW
Social Work Students
and Recent Graduates
SOCIAL WORKER
®
Winter 008 Volume 1, Number 1
In This Issue:
• Compassion Fatigue and Ethics
• Taking the Wheel in Your Field
Placement
• How Community Fits in Social Work
• Untangling the Intercultural Knot
• When Your Client Talks to Dead People
• Protecting the Protectors: Am I Really
Safe?
OUR REGULAR FEATURES:
Ethics
Field Placement
On Campus
Electronic Connection
Books
Johns Hopkins Hospital in Baltimore recently celebrated its 100th year
of social work. This mosaic by artists Olivia Spencer and her daughter
Sarah Reusing was the winner of an art contest in honor of the centennial
celebration. See page 26.
This issue’s student role model, Christina Michels (left), is
shown with Kadi Janssen. They are standing in front of a
home in Mobile, Alabama that they repaired after Hurricane
Katrina. Read more about Christina on page 3.

2. See our Web site for info on
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DAYS IN THE LIVES OF THE SOCIAL WORK GRADUATE
Macro
GERONTOLOGICAL roles and
SCHOOL APPLICANT’S HANDBOOK
NEW! SOCIAL WORKERS more
2nd Edition
by Jesús Reyes, AM, ACSW
44 Professionals Tell Stories
From“Real-Life” Social Work MORE DAYS IN THE LIVES OF “If you are applying to MSW programs,
Practice With Older Adults Reyes’ guide...will quickly become a favorite
SOCIAL WORKERS resource.”
Edited by Linda May Grobman, ACSW, LSW, 35 “Real-Life” Stories of Advocacy, Tara Kuther, Ph.D.
and Dara Bergel Bourassa, Ph.D., LSW About.com Guide to Graduate Schools
Outreach, and Other Intriguing Roles
Highlights experiences in Social Work Practice ISBN: 1-929109-14-8, 2005, $19.95 plus
of social workers in di- shipping, 310 pages
Edited by Linda May Grobman, ACSW, LSW
rect and indirect prac-
tice with and on behalf Now read about more
of older adults. Read social work roles and
about social workers
in communities; hospi-
settings in this volume THE FIELD PLACEMENT
that builds on the narra-
tals, hospice, and home tive format introduced SURVIVAL GUIDE
health; nursing homes; in DAYS IN THE LIVES Edited by Linda May Grobman, ACSW, LSW
addictions, mental OF SOC IAL WORK-
health, homelessness; ERS. Roles include:
international settings; research; policy and Field placement is one of the most exciting
working on a national
macro practice; and others. Photos by social and exhilarating parts of a formal social
level, program develop-
worker/photographer Marianne Gontarz work education. It is also one of the most
ment and management,
York are featured. challenging. This collection addresses the
advocacy and organizing, policy from the
multitude of issues that social work students
inside, training and consultation, research
ISBN: 978-1-929109-21-0, 2007, $19.95 plus in field placement encounter. This book
and funding, higher education, roles in the
shipping, 313 pages brings together in one volume the best
court system, faith and spirituality, domestic
field placement articles from THE NEW
violence, therapeutic roles, and employment
DAYS IN THE LIVES OF and hunger.
SOCIAL WORKER. Packed with practi-
cal, essential information for every student
SOCIAL WORKERS in field placement!
ISBN: 1-929109-16-4, 2005, $16.95 plus shipping,
54 Professionals Tell “Real-Life”
252 pages
Stories from Social Work Practice ISBN: 1-929109-10-5, 2002, $21.95 plus shipping,
253 pages
Edited by Linda May Grobman, ACSW, LSW
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3. CONTENTS
THE NEW SOCIAL WORKER®
Winter 2008
Volume 15, Number 1
ES
FEATUR
Protecting the Protectors: Am I Really Safe?
Reflections on the death of social service worker Boni Frederick.
by Justin Miller
Student Role Model: page 20
Christina Michels
In this issue, Barbara Trainin Blank provides Untangling the Intercultural Knot
a close-up look at Christina Michels, BSW
With an African Colleague
student at Central Michigan University.
Mukasa and Ann were stalled at an inter-
by Barbara Trainin Blank
personal intersection. They were mired
page 3 in their own perspectives and having a
hard time understanding the other’s posi-
Ethics: Compassion Fatigue: Being an Ethical Social tion. Ann reflects on how this knot got
Worker untangled and led to greater intercultural understanding.
Burnout, secondary trauma, and compassion fatigue are not exactly by Ann McLaughlin
the same things, and it’s helpful to be able to distinguish among page 22
them. There are several sections of the Code of Ethics that apply
directly to these topics. Horseshoe Farm Tutoring and
by Tracy C. Wharton Mentoring Program
page 4 Students and faculty at the University of Alabama started a tutoring
and mentoring program that has become a vital partnership with
Field Placement: Taking the Wheel: Put Yourself in the the local community.
Driver’s Seat of Your Field Placement Experience by Carroll Phelps and Jamie Bryars
As social work students, most of us page 25
approach our field placements with a
mixture of excitement and trepidation. Electronic Connection: Teach Your Teachers
Where do I want to go? What setting will Many social work educators have been on the “cutting edge” of
be a good fit for me? These and other new technology, but today’s generation of students have literally
questions floated around in Lyndal’s mind grown up with the ever-changing technological landscape. Now,
until she took the wheel and approached it is time for the students to teach their teachers about the newest
Amanda to be her field supervisor. innovations.
by Lyndal Greenslade and Amanda Vos by Marshall L. Smith
page 8 page 28
There’s a Place for “Us”—How Community Fits Into
Social Work
Despite the different demands between
the micro and the macro spheres, the
fact that they are studied under the
MEN TS
social work umbrella indicates that cer-
tain core professional skills pervade the DEPART
entire field of the social work milieu.
by Mordecai Holtz
page 12
Letter to the Editor ..............................................page 7
Poetry: My Life is in Your Hands (From a client’s per- On (and Off) Campus ........................................page 24
spective) Social Work Around the Map ............................page 26
A poem about a client’s struggle. Books..................................................................page 30
by Stephanie Griffey Classified Ads.....................................................page 32
page 17
How Not to Panic When Your Client Talks to Dead
People The New Social Worker is now on Facebook!
Your client tells you that she just talked to her mother, who died Visit our page at
two years ago. What do you do? http://www.facebook.com/profile.php?id=6689018002
by Michael Sanger and sign up to be a fan!
page 18

4. Publisher’s Thoughts The Magazine for
Social Work Students
and Recent Graduates
Dear Reader, THE NEW
It’s 2008! This issue marks the beginning of our SOCIAL WORKER®
15th volume of The New Social Worker!
As we begin our 15th year and I reflect back, Winter 2008
many thoughts come to mind: Vol. 15, Number 1
• The New Social Worker started as an idea in my
mind, and it came to fruition as a result of the Publisher/Editor
support of my family and many social work edu- Linda May Grobman, MSW, ACSW, LSW
cators and others who supported my vision.
• This is the fifty-third issue of The New Social The publisher/editor Contributing Writers
Worker to be published! Barbara Trainin Blank
• We have moved from a quarterly print magazine to a completely elec- Marshall L. Smith, PhD, MSW, CSW, ACSW
tronic, free access format.
THE NEW SOCIAL WORKER® (ISSN 1073-
• As each issue has come off the press (or the computer), I have been as 7871) is published four times a year by White
excited as when I saw the first issue. Hat Communications, P.O. Box 5390, Har-
• Through the contributions of many social work students, faculty, practi- risburg, PA 17110-0390. Phone: (717) 238-3787.
tioners, and other writers, the content of the articles has always been top Fax: (717) 238-2090. Postmaster: Send address
corrections to White Hat Communications,
notch and on the cutting edge of what is happening in the profession.
P.O. Box 5390, Harrisburg, PA 17110-0390.
• I have met some incredibly wonderful people through my role as the
publisher and editor of this magazine. Advertising rates available on request.
• I think the social work profession is a great one, and I love to share ideas
with new people coming into the field. Copyright © 2008 White Hat Communica-
tions. All rights reserved. No part of this
• Our Web site started in 1995 and continues to grow every day. publication may be reproduced in any form
This issue continues the tradition of great articles by great writers, shar- without the express written permission of the
ing great information with you! It includes articles on compassion fatigue, publisher. The opinions expressed in THE
putting yourself in the driver’s seat of your field placement, community so- NEW SOCIAL WORKER are those of the
authors and are not necessarily shared by the
cial work, how not to panic when your client talks to dead people, protecting publisher.
the protectors, untangling intercultural knots, mentoring, and how students
can teach their teachers about new technology innovations. Photo credits: Images from BigStockPhoto.com ©
Vaslina Popova (page 8), Dawn Hudson (page 12),
Speaking of which, we are now on Facebook! Visit The New Social Work- Andres Rodriguez (page 17), Stan Cox II (page 20),
er’s page at http://www.facebook.com/profile.php?id=6689018002 and become a Brian Hauch (page 22).
fan. We are just beginning to explore ways to use this platform to communi-
The New Social Worker is indexed/abstracted in
cate and network with you. Social Work Abstracts.
If you have some ideas you would like to share with our readers, I
would love to hear from you. (See below.) Editorial Advisory Board
Until next time—happy reading! Rachel Greene Baldino, MSW, LCSW
Vivian Bergel, Ph.D., ACSW, LSW
Fred Buttell, Ph.D., LCSW
Joseph Davenport, Ph.D.
Judith Davenport, Ph.D., LCSW
Write for The New Social Worker Sam Hickman, MSW, ACSW, LCSW
We are looking for articles from social work practitioners, students, and educators. Jan Ligon, Ph.D., LCSW, ACSW
Some areas of particular interest are: social work ethics; student field placement; Joanne Cruz Tenery, MSSW
practice specialties; and news of unusual, creative, or nontraditional social work.
Send all editorial, advertising, subscrip-
Feature articles run 1,500-2,000 words in length. News articles are typically 100-
tion, and other correspondence to:
150 words. Our style is conversational, practical, and educational. Write as if you are
having a conversation with a student or colleague. What do you want him or her to
THE NEW SOCIAL WORKER
know about the topic? What would you want to know? Use examples.
White Hat Communications
The best articles have a specific focus. If you are writing an ethics article, focus P.O. Box 5390
on a particular aspect of ethics. For example, analyze a specific portion of the NASW Harrisburg, PA 17110-0390
Code of Ethics (including examples), or talk about ethical issues unique to a particular
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Send submissions to lindagrobman@socialworker.com. http://www.socialworker.com
The New Social Worker Winter 008

5. Student Role Model Christina Michels
by Barbara Trainin Blank
Teaching’s loss is is typical of Michels, mature for her 22
social work’s gain. years. That intensity probably explains,
Christina Michels at least in part, her election last July as
arrived at Central Mich- the new BSW board member for na-
igan University with the tional NASW.
intention of becoming a The student who held the position
teacher. She took a class before, also from CMU, had encouraged
in special education Michels to run.
and enjoyed it, but then “I didn’t give it much thought, ’til a
thought it might turn out few weeks later, and Dr. Grettenberger
to be “a little limiting.” said I should try,” says Michels. “So, I
She considered being a said, I guess I can try.”
high school counselor, Susan Grettenberger is director of
but thought that that the university’s social work program
position often involves and Michels’ academic advisor for social
“more scheduling than work. She has taught Michels in two
actual counseling.” classes but also got to know her well off
“Finally, I came to campus—when Michels was one of nine Christina Michels
the conclusion that with students who joined Grettenberger on
social work, you can do a mission to Pascagoula, Mississippi, to An interest in “older populations”
anything,” Michels says. work on homes damaged by hurricanes. isn’t just a matter of platform statements.
“I don’t like to be stuck The following year, Michels partici- Michels is minoring in gerontology and
in any one thing.” pated in another mission, this time to would definitely like to go into the field
There were no role Mobile, Alabama. professionally and get her certificate.
models for social work “Christina exemplifies the values “I really enjoy the time I spend with
in her family. Michels’ and ethics of the profession already, as older adults,” she says. “And there’s a lot
father is an executive someone who understands the impor- to do in that area.”
pastry chef who teaches tance of advocacy and social justice,” Michels chose the subspecialty—one
culinary arts in a com- says Grettenberger. “She demonstrates young social workers rarely favor—partly
munity college. Her consistent leadership, such as planning because of her close relationship with
mother has been an and organizing the trip to Mobile, then her maternal grandparents. Both are still
accountant for 30 years. by serving as work site coordinator for alive. And yet, it’s “such a growing field,”
Michels also has a sister, 27 people. She is well respected by her she says. “You’d think a lot of people
16 months older, a peers.” would go into it.”
student at Grand Valley Intensity and conviction are also Also motivating her were the visits
State University. reflected in the student’s platform state- to her paternal grandmother in a nursing
Michels didn’t ment—sent out to all NASW members. home for some time before the older
begin taking social work Michels stated that the organization’s woman’s death. “I always thought when
courses until her sopho- most important function is “to work for visiting her that things could have been
more year. She plans a change in policies that affect those done differently,” Michels says. “I think I
to make up for any lost who cannot advocate for themselves... would not have done certain things, and
time, though, by going addressing “the still abundant amounts it could have made a difference.”
straight to graduate of inequality rooted in racism” as well as For her social work internship,
school after receiving other “disparities in privilege, whether Michels served as Care Coordinator
her BSW in May. She’d due to race, religion, sexual orientation, Intern at the Senior Services Midland
prefer Wayne State or other reasons.” Michels also spoke of County Council on Aging—a position she
University, which offers advocacy on behalf of older populations started in August. “I really love it,” she
a 10-month accelerated and people in poverty. says. “It’s a very rural area, so I’m doing
program, or maybe “I was super surprised and very rural social work. Some of the clients live
Michigan State. But an excited I won,” says Michels, who has in older farm areas, and we have clients
MSW is a definite. attended an orientation and a board from all different socioeconomic back-
Her quiet intensity meeting, both in Washington, D.C., since
as she speaks of goals her election. Michels—continued on page 29
The New Social Worker Winter 008

6. Ethics
Compasson Fatigue: Being an Ethical Social Worker
by Tracy C. Wharton, M.Ed., MFT
When I was a young counselor just are willing to write it all off as fatigue, or risk and the greatest protective factor
out of school, I took a job at an alterna- tell ourselves (or others) to “buck up,” from long-term trauma (Figley, 2002;
tive school. I provided crisis interven- or “learn to deal,” or even worse—to get Saakvitne Pearlman, 1996; Stamm,
tion and behavioral therapy to children out of the profession, as my supervisor 2002).
who were unable to succeed in normal had done with me. Can you imagine
educational environments. One of my what would happen if every young social
Compassion
clients was a six-year-old girl who had worker took such advice? There’d be no
Satisfaction
been repeatedly sexually abused and had one left to help our clients. It took me
been bounced around foster homes with less than six months to learn about the Secondary
her aggressive outbursts. After one par- strains of the job, but it would be nearly Trauma Burnout
ticularly bad day of her active flashbacks, a decade before I would find out that re-
I found myself sitting in my clinical actions like mine are common, and more Compassion
supervisor’s office in tears. importantly—normal. Fatigue
“How do you do it?” I asked. “I Exposure to stressors is not neces-
can’t sleep without thinking about her, sarily a guarantee that there will be
about all of them. How do you deal with development of clinically significant
it?” He turned around and slammed his symptoms. Job satisfaction and personal
briefcase shut. “Like that,” he said, latch- gratification protect us (this is that notion Ethical Considerations
ing the locks shut. “You just have to learn that we love what we do, even if it’s very
rough some days). We know that these The truth about compassion fatigue
to walk away. If you can’t do it, maybe
things are true for our clients. What is that not only was my supervisor’s ad-
you’re in the wrong field.”
makes us think that our training makes vice very bad and uninformed, but it was
I hated him at that moment, and
us something other than human? completely ignorant of the ethical obliga-
suddenly I felt as if all my teachers had
tions that we have on this subject. There
betrayed me for not letting me in on this
are several sections of the Code of Ethics
little secret. Why hadn’t anyone told me Burnout, Trauma, and of the social work profession that apply
that this job would hurt so much some-
Compassion Satisfaction directly to this topic. The first point of
times?
note deals with impairment:
The truth is that he was wrong. He
Burnout, secondary trauma, and
may be able to shut it all off at the end of
compassion fatigue are not exactly the 4.05 Impairment
each day, but research tells us that most
same things, and it’s helpful to be able to (a) Social workers should not
of us cannot and do not. In fact, about
distinguish among them. Secondary trauma allow their own personal problems,
48% of the total social work workforce in
is the reaction to dealing with other psychosocial distress, legal problems,
the United States experiences high levels
people’s situations, such as my reac- substance abuse, or mental health
of personal distress as a result of their
tion to my six-year-old client. Burnout is difficulties to interfere with their pro-
work (Strozier Evans, 1998).
related to the job environments in which fessional judgment and performance or
Personal distress can look like a lot
we work, and the stresses attached to to jeopardize the best interests of people
of things, such as relationship problems
those jobs and requirements, like paper- for whom they have a professional
at home, feelings of no longer being ef-
work or poor supervision or support. responsibility.
fective at work, depression, or more no-
When burnout and STS are both present, (b) Social workers whose personal
ticeable things like nightmares or hyper-
an individual is said to be experiencing problems, psychosocial distress, legal
vigilance. Researchers make the case that
compassion fatigue (CF). There is also a problems, substance abuse, or mental
there is a strong connection between the
third factor in CF—something called com- health difficulties interfere with their
helping professions and what they call
passion satisfaction (CS). Stamm explains professional judgment and performance
Secondary Traumatic Stress (STS). There
this phenomenon as “being satisfied should immediately seek consultation
is a lot of literature out there that talks
with doing the work of caring” (2002, p. and take appropriate remedial action
about the high incidence of suicide rates
110). In other words, the gratification of by seeking professional help, making
in social workers, high turnover rates in
helping others makes the strains of the adjustments in workload, terminat-
employment, high rates of burnout, and
work worth it. It is not uncommon to ing practice, or taking any other steps
disruptive symptoms to personal lives
see social workers continue in their jobs necessary to protect clients and others
resulting from traumatic stress (Figley,
after physical or psychological injury, or (NASW, 2006).
2002; McCann Pearlman, 1990; Mey-
to find them reluctant to leave the field
ers Cornille, 2002; Pryce, Shackleford,
despite personal stress. The caring that According to this section of the Code,
Pryce, 2007; Valent, 2002). We often
we give to the world is both the greatest when a social worker becomes aware
The New Social Worker Winter 008

7. of impairment of any kind, including practice effectiveness should consult 3.07 Administration
psychological distress related to job with that colleague when feasible and (c) Social workers who are
function or experience, it is that person’s assist the colleague in taking remedial administrators should take reasonable
responsibility to seek help. It is not ethi- action. steps to ensure that adequate agency or
cally sound to allow personal distress (b) Social workers who believe organizational resources are available
to interfere with job performance, and that a social work colleague's impair- to provide appropriate staff supervi-
doing so may put clients at risk. ment interferes with practice effective- sion.
Imagine for a moment that a woman ness and that the colleague has not
comes to you for help. She does not taken adequate steps to address the 3.08 Continuing Education and Staff
mention any trauma. She talks about impairment should take action through Development
how jumpy she is all the time, her inabil- appropriate channels established by Social work administrators and
ity to concentrate or sleep, and intrusive employers, agencies, NASW, licens- supervisors should take reasonable
thoughts that constantly distract her. ing and regulatory bodies, and other steps to provide or arrange for continu-
You notice her pressured speech. Now professional organizations (NASW, ing education and staff development
imagine that you are worn out, tired, and 2006). for all staff for whom they are respon-
emotionally drained. Without getting sible. Continuing education and staff
the full story, this client could easily be Not only does the Code direct us to development should address current
misdiagnosed. The presenting symptoms assist colleagues experiencing distress, knowledge and emerging developments
could have a number of axial diagnoses, but provisions are made for colleagues related to social work practice and eth-
but it may take some effort to get to the who do not take adequate remedial mea- ics (NASW, 2006).
right story of trauma. What would hap- sures. Clearly, this is considered quite a
pen if this client, who really is suffering serious matter! Pushing my friend to go Some years into my practice, I
from PTSD, is mistakenly labeled with a talk to someone was not only the right again faced a young client who had been
personality disorder because the thera- thing to do—it was mandated by the Code sexually victimized. Filled with doubt,
pist is unable to see the situation clearly, of Ethics. When my first supervisor—the I wondered if I would be able to be effec-
and only reacts to the behaviors? That one who told me to get out of the tive in helping her. This time, though, I
client could be injured for life with such field—walked away from my tears and had a wonderful supervisor. Together,
a label, and run the risk of never receiv- told me to “learn to deal,” he ignored we talked about the course of treatment,
ing appropriate care! these important mandates. The ethical along with my hesitations and fears, and
It is a difficult line to walk to deter- response would have been to hear me she was able to support me through my
mine when personal distress begins to in- out and determine whether my judgment moments of doubt. She also asked me,
terfere with job performance, and it is of- was impaired and whether I needed point-blank, if I felt as if I needed to go
ten friends and family who point out the further support. talk to someone about my personal fears.
problem. When Hurricane Katrina came It is important that supervisory-level We were able to talk about it openly, and
through the south, many first responders social workers are able to provide this the support of a good supervisor became
struggled with compassion fatigue. When information to professionals in the field. my best protection.
a friend of mine found herself unable to Research suggests that education and The field of knowledge related to
sleep because of the images from stories support resources help to protect social this subject is rapidly expanding, yet,
that she had heard from evacuees, it took workers from risk. Given this informa- unfortunately, it remains rare to see
a great deal of prompting to convince tion, the Code of Ethics again provides in-service trainings about compassion
her to get some help. Eventually, she re- guidance: fatigue. In the past thirty years, research
alized that her health, not to mention her
concentration and attention span, was
going down the tubes and went to talk to Journal of Social Work Values and Ethics
someone. By the time she got help, she The Journal of Social Work Values and Ethics is an online, free, full-text peer-re-
had begun to feel jaded about her clients’ viewed journal published by the publisher of The New Social Worker.
stories. Thankfully, she realized that get- The Journal, edited by Stephen M. Marson, Ph.D., and Jerry Finn, Ph.D., and
ting help was not only the best choice for published twice a year, is available
her, personally, but also the ethical thing at http://www.socialworker.com/jswve.
to do as a professional. The Journal examines the ethical and
Not only are social workers ethically values issues that impact and are
bound to self-monitoring, but the Code interwoven with social work practice,
of Ethics explicitly states that we should research, and theory development.
watch out for our colleagues: Register for free, and you will
be sent the Table of Contents of each
2.09 Impairment of Colleagues issue when it is available.
(a) Social workers who have Continuing education credit is
direct knowledge of a social work available for selected articles pub-
colleague’s impairment that is due to lished in the Journal.
personal problems, psychosocial dis-
tress, substance abuse, or mental health
difficulties and that interferes with
The New Social Worker Winter 008

8. has provided us with information about
Coping Strategies For More Information
risks, protective factors, and strategies
for protecting and healing from personal Charles Figley’s publications:
distress related to exposure to traumatic • Time with friends
http://mailer.fsu.edu/~cfigley/pubs.html
material and challenging work environ- • Spiritual or meditation
ments. This knowledge is relevant and practices
A source for lots of great articles:
critical to our professional practice, not • Formal individual and
http://home.earthlink.net/~hopefull/TC_
only for the protection of best practices group supervision
compassion_fatigue.htm
for our clients, but also for the protec- • Informal group or peer
tion of professionals and trainees in the supervision
field. If every agency were to offer a • Exercise References
training on this subject, it is entirely pos- • Sleep
• Good nutrition CSWE. (2001). Educational policy and ac-
sible that the numbers of suffering social
• Continuing education creditation standards. Alexandria, VA.
workers would decrease. According to
the Code of Ethics, continuing education
leading to marital or intimacy problems, Figley, C. R. (2002). Treating compassion
and good supervision are a part of ethi-
hypervigilance in the home, overprotec- fatigue. New York: Brunner-Routledge.
cally responsible practice.
tiveness or violence directed to partners
or children, personal health issues related Lyter, S. C., Selman, D. (2006). Wound-
Implications for the to stress, or other trauma-related symp- edness in social workers: Views of experienced
Profession toms. Entire families can become victims supervisors. Paper presented at the CSWE
of the work-related strain experienced by Annual Program Meeting, Chicago, IL.
According to the Bureau of Labor one social worker!
Statistics, there were approximately Personal coping strategies, educa- McCann, I. L., Pearlman, L. A. (1990).
840,000 self-reported social workers in tion, supervision, and support must be in Psychological trauma and the adult survivor:
the United States as of the last national place for every professional in the help- Theory, therapy and transformation. New
census (NASW, 2005). It is very unlikely ing professions. Training about compas- York: Brunner/Mazel.
that any substantial number have had sion fatigue needs to be introduced into
exposure to training concerning com- the curricula of educational institutions Meyers, T. W., Cornille, T. A. (2002).
passion fatigue. Despite the fact that and continuing education programs, The trauma of working with traumatized
we know education helps, there is little and support/assistance programs need children. In C. R. Figley (Ed.), Treating
(if any) training provided about these to be put in place by agencies provid- compassion fatigue. New York: Brunner-
issues. The standard setting body for ing direct care to clients. Such measures Routledge.
training programs in our country does are already endorsed by research (Lyter
not have requirements for exposure to Selman, 2006; Pryce et al., 2007; NASW. (2005). Assuring the sufficiency of
this material, despite the growing body Saakvitne Pearlman, 1996). Self-care, a frontline workforce. Washington D.C.:
of evidence that there is a significant job a rich personal life, and support in our NASW Center for Workforce Studies.
hazard (CSWE, 2001). private and professional lives may be
Aside from the mandates contained the greatest measures of protection from NASW. (2006). Code of ethics of the Na-
in the Code of Ethics, there are other com- compassion fatigue that we can give to tional Association of Social Workers. http://
pelling reasons to guard against compas- ourselves, and luckily these are not dif- www.naswdc.org/pubs/code/code.asp.
sion fatigue. A healthier workforce will ficult to put in place.
lead to better client outcomes and lower Expert Charles Figley uses the ex- Pryce, J., Shackleford, K., Pryce, D.
staff turnover. Additionally, personal ample of the oxygen masks on airplanes (2007). Secondary traumatic stress and the
distress is never completely contained to to sum up this issue. If you have ever child welfare professional. Chicago: Lyceum
the work environment. been on an airplane, you know that the Books.
Social workers are individuals with flight attendants instruct you to put on
personal histories and lives, and they are your own mask first in an emergency, Saakvitne, K. W., Pearlman, L. A.
not immune to the effects of trauma and then help others. There is an important (1996). Transforming the pain: A workbook
strain. Personal lives can be disrupted, lesson in this simple instruction—we on vicarious traumatization. New York:
are no good to others if we are injured Norton Co.
ourselves. The Code of Ethics exists to
protect our clients, our practitioners, and Stamm, B. H. (2002). Measuring compas-
Share this copy of the integrity of our profession. Clearly, sion satisfaction as well as fatigue. In C. R.
THE NEW SOCIAL compassion fatigue is an issue that has an
effect on all three of those layers. Ignor-
Figley (Ed.), Treating compassion fatigue.
New York: Brunner-Routledge.
WORKER ing the issue leaves us injured. Only by
learning to recognize and effectively Valent, P. (2002). Diagnosis and treatment
with a colleague protect and support each other can we of helper stresses, traumas, and illnesses. In
C. R. Figley (Ed.), Treating compassion
or classmate! truly say that we are keeping to our high
fatigue. New York: Brunner-Routledge.
ethical standards.
The New Social Worker Winter 008

9. Tracy Wharton, M.Ed., MFT, is a doctoral
student at the University of Alabama School
of Social Work. She formerly worked as the
Family Based Service Coordinator for the
Cape and Islands Region of Massachusetts. From THE NEW SOCIAL WORKER
She has worked with clients in Rhode Island The Field Placement Survival Guide
and Massachusetts, and most recently has been
working as a research associate at the Center Volume 2 of the “Best of THE NEW SOCIAL
for Mental Health and Aging in Tuscaloosa,
WORKER” series. Field placement is one of the most
Alabama. She is working on her Ph.D. in
exciting and exhilarating parts of a formal social work
social work with an emphasis on intervention
education. It is also one of the most challenging. This
research.
collection addresses the multitude of issues that social
work students in field placement encounter. This book
Letter to the Editor brings together in one volume the best field place-
ment articles from THE NEW SOCIAL WORKER.
Packed with practical, essential information for every
Dear Editor:
student in field placement!
I am a social worker student (gradu-
ate May 08:)). I just wanted to say that I
really enjoy this magazine. The articles ISBN: 1-929109-10-5, 2002, $21.95 plus shipping, 253
are so helpful to me. I particularly en- pages.
joyed the article on Making Friends with
the Impostor. I think that is definitely an See order form on inside front cover of this magazine, or order online at http://www.
article that all social workers should read. whitehatcommunications.com/store
Thanks again!
Regina Franklin
Washburn University, Topeka, KS
EACH DAY IS CHALLENGING.
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The New 7.5 x 4.75 / 12.1.07 Winter 008
42269-43-1-CCorps multi — proof 1 (rjh) — october 10, 2007

10. Field Placement
Taking the Wheel: Put Yourself in the Driver’s Seat
of Your Field Placement Experience
by Lyndal Greenslade, BA, BSocWk, MAASW, and Amanda Vos, BSocWk, MAASW (Acc)
Editor’s Note: To give you a flavor of the it right,” she decided to take a proactive that what I needed was a supervisor who
writers’ own voices, we left this article in an role in determining what she needed. approached the work with a positive “can
Australian “accent,” using words such as uni To do this, Lyndal thought long and do” attitude. I remembered having heard one
and prac. hard about what she wanted to learn and such social worker speak at a few events and
experience on placement. She came up decided to make contact with her to see if she
As social work students, most of us with a bunch of skills, techniques, client was interested in supervising. It helped that I
approach our field placements with a experiences, and opportunities that she was interested in the organization she worked
mixture of excitement and trepidation. thought would be valuable. Lyndal also for, but I stayed focused on my realisation that
Where do I want to go? What setting had an equally long list of what she this time around, the relationship with my
will be a good fit for me? What style of didn’t want to experience. The process of supervisor was primary.
supervision will I respond to best? How using this list to help decide what agency
on Earth will I balance the demands of she wanted to work in involved looking Luckily, Amanda was available and
placement, uni, work, and family life? behind her answers to discover the un- interested. They met several times prior
These questions floated around derlying theme. By taking this approach, to the placement, and Lyndal decided to
Lyndal’s mind as she approached her she began to gain some clarity. be really honest and upfront, explaining
final year field placement. After her first her previous experience on placement,
placement and a challenging year at Lyndal: What I wanted more than what she wanted this time around, and
university, Lyndal was left questioning anything, was to experience the positivity also a little bit about who she was and
whether she and social work were meant and possibility in social work. I’d spent four what she believed in. Lyndal felt very
to be. It was “do or die,” and Lyndal years listening to the stories of how hard the strongly that Amanda should have a
knew she needed to be really purposeful work is and how small the gains are. Instead, sense of who she was before embark-
about planning out her final placement. I wanted a placement that focused on what ing on this journey. Usually, pre-place-
Motivated by an intense desire to “get is possible. This discovery allowed me to see ment interviews are very focused on the
8 The New Social Worker Winter 008

11. supervisor deciding whether the student going ahead was very strong. We wanted you sought me out as a field educator
is appropriate for the placement, but to explore some of the thinking behind probably also played a role, because
Lyndal felt that this was an opportunity “boldly going where no placement has we met three times in person before
to discover whether the supervisor was gone before,” so we spent some time prac started, as well as phoned and
appropriate for her! instant messaging (IM): e-mailed. By asking questions, and
getting to know you not just as a stu-
Lyndal: When I approached Amanda, I Lyndal: What made you think that dent, but as a person, it made it very
knew she worked for the Australian Associa- doing a placement with you based easy for me to trust you. I think it was
tion of Social Workers (AASW), but I wasn’t a couple of hours away from me, because we’re pretty similar in our
aware of exactly what sort of work she was and me based at home, was even working style. It didn’t even enter my
doing. During our meetings prior to field possible? head that you could potentially abuse
placement, I was able to learn about the Asso- working from home!
ciation’s new project that Amanda was devel- Amanda: I was open to exploring it,
oping—Horizon Career Centre. The Centre is because I figured, if I worked from Lyndal: I think you’re right about
a 24/7 national employment Web site coupled home, then why couldn’t a student how important meeting up before
with Monday to Friday customer support and do her placement from home? We prac was. By the time prac started,
career guidance for the entire human services. live in a time when new technolo- I already knew more about you
When Amanda explained Horizon Career gies mean new possibilities. Staying and the way you work than most
Centre to me, I will admit to a moment of connected is made much easier students would have the opportunity
hesitation. Isn’t that just an employment ser- with the assistance of the Internet. to do prior to placement. I think
vice? Wouldn’t that be mostly admin work? Is If you make a decision to be open meeting a number of times prior
that even social work? Amanda and I met a to exploring a “new” way, you soon to starting prac lays a really good
few times, and despite my hesitations, I knew realise there are solutions to what foundation.
that she was the right person to supervise me, others might seem as a block.
and I decided that regardless of what the work Amanda: Absolutely. Preparation
was, I needed to be around her positive energy proved to be really key in this situ-
and passion for the profession. It turned out to By reaching out and ation (as it usually does in life in gen-
be a smart decision, as it didn’t take long for being proactive about eral!). I would really encourage stu-
me to realise that being placed with Horizon your field placement, you dents and potential field educators
afforded me the opportunity to have daily to meet more than once if possible.
contact with a really diverse range of social
can take the driver’s seat We built a strong foundation for
workers nationally and internationally. This and begin to steer your your placement by being guided by
experience has given me a ‘snapshot’ of social social work experiences what YOU needed rather than what
work and social workers that has enabled me along a path of your I/Horizon Career Centre could offer
to connect with just how wonderful, passion- you. It was fortunate that the timing
ate, and engaged the community is. choice. worked out to be that you would
Initially, though, I had no idea that start placement the day the AASW
this would be the case. I listened instead to Lyndal: I think many people would launched Horizon Career Centre,
my own connection to the way that Amanda not have even considered offering because I was in a very creative
worked and made the decision to pursue the a placement to a student based at space when you first approached me
placement based on my need to be around home. Didn’t you have trust issues? about a possible placement. Every-
“good people.” As Amanda and I talked, I I was thinking how a lot of students thing was new; everything was pos-
learnt that a placement at Horizon Career experience supervision as “surveil- sible. Our process of my asking you
Centre would mean being based from my lance” and really don’t enjoy that a series of questions like what are you
home, and as Amanda works from her home, part the process. They feel “watched passionate about?, what do you want to
a couple of hours north of where I live, contact over” a lot, and I know in my own learn?, what are your strengths?, what
between the two of us would be largely done experience, this made me more do you value? helped me understand
through Internet and phone communication. nervous and unsure of myself. where you were. And from there
Additionally, we would meet up in person we could explore the possibility of a
every 10 days or so. I actually expected some Amanda: Yeah, that’s a really good prac, rather than the traditional ap-
resistance from the university field educa- point. Perhaps it was because this proach that is usually “we have this
tion unit, as not only was I organising my was my first time as a field educator, student placement opportunity—do
own placement, but it would also be based at so I didn’t have any pre-conceived you want it?”
home, which I think may be a first. But they ideas or limitations about how it
were supportive of the idea, and whatever the would work. My only experience of Lyndal: I really enjoyed the process
reason, I’m glad they did allow it to unfold, field education was being a student. of trying to pinpoint the actual
because it’s been exactly what I needed. From my experiences in that role, experience I wanted, as well. I found
I knew the importance of having a those questions you asked prior to
The placement was definitely “out placement that was supportive and starting prac really helpful. I think
of the box,” and looking back now, we safe, as well as challenging within many students just take what’s on
can both see that our commitment to it the context of learning. The fact that offer and don’t even think about op-
The New Social Worker Winter 008

12. tions that might be a little “out of the hadn’t attended a few social work events social work experiences along a path of
box.” I remember being very careful that she spoke at, and I wouldn’t have had your choice.
who I told that I would be based at the courage to approach her if I wasn’t really
home, because I really worried that clear on why I wanted her to supervise me. Lyndal Greenslade, BA, BSocWk, GradDip-
the uni wouldn’t allow it! I think My message to other students is to start now. ProfessionalCounselling, MAASW, completed
most field educators, field ed uni Reach out and connect with the social work her final placement at the AASW Horizon
staff, and students themselves would community while you are a student. E-mail Career Centre in 2007, enabling her to put
be concerned that a placement at people of interest, just to say hello and share into practice her strong belief in the power of
home, and away from their supervi- why you like what they do. Seek out the areas advocating for the profession of social work.
sor physically, would mean a lack of social work that are meaningful to you, During her time at university and throughout
of support. What I’ve really found even if they’re non-traditional and you know her working life, Lyndal has fed her passion
though, is the exact opposite. As we nothing about them. If I’d allowed myself to for connecting with people in an effort to
set up a phone call each morning, be put off by my own limitations about what work alongside them to fulfill their personal
and through e-mail and now IM, I I thought social work was, I may never have potential. Lyndal graduated at the end of
feel MORE connected to you than pursued a placement with the AASW Horizon 2007 and is now employed at Horizon Career
I did with either of my third-year Career Centre, simply because it didn’t look or Centre.
supervisors. sound like what I believed social work to be.
Maybe there’s a social worker who’s a politi- Amanda Vos, BSocWk, MAASW (Acc), is
Amanda: The reality has been we’ve cian, or artist, or film maker or in some other Manager of the Australian Association of
actually had more contact than non-traditional field that can be considered Social Workers Horizon Career Centre. Since
usual because everything we do is as a potential supervisor. Maybe as a student graduating in 2001, Amanda has explored
very intentional. It’s the quality of you would love to make documentaries? Or and celebrated the diverse pathways a social
the contact that makes the differ- run for political office? Or write a book? work career can offer, including casework,
ence. Having face-to-face supervi- Whatever and however you connect passion- curriculum development, teaching, service de-
sion every week or 10 days makes ately to the work, I would highly recommend velopment, and management. Her passion for
a big difference. Supervision is the seeking out social workers who will afford you helping social workers fulfill their potential
cornerstone of field placement (in the opportunity to stretch your understanding has driven Amanda to present, write, and
my opinion)...it can make or break of what social work is. develop film and photography projects explor-
a field placement. That’s something ing professional well-being, thriving in social
I learnt as a student, so I’ve been Field placement is an excellent work, and career enhancement throughout
mindful ever since, that when I opportunity to begin your journey of Australia, North America, and South East
decided to have a student, I had to connecting with the social work commu- Asia. This year, Amanda is mentoring young
be ready to supervise. A wise col- nity. By reaching out and being proactive social workers on assignment in Vietnam and
league reminded me the other day about your field placement, you can take Sri Lanka as part of the Australian Youth
that students may not remember the driver’s seat and begin to steer your Ambassadors for Development Program.
their lecturers, but they sure do re-
On Our Web Site
member their field educators. It’s so
true...the student placement experi-
ence is the foundation of the social
work degree. The Social Work Podcast
http://www.socialworker.com/home/menu/Social_Work_Podcast
Now that Lyndal’s 18-week field
placement is finished, she’s had time to THE NEW SOCIAL WORKER clinical and community organizing),
reflect on the process. The whole experi- is excited to bring you Jonathan research, policy, and education. Join
ence was such a positive one. Lyndal Singer’s Social Work Podcast your host, Jonathan Singer, LCSW,
went in feeling that social work was in as he explores topics that are relevant
dire straits, and wondered whether she to social workers, whether they are
personally was up to the task. But she practicing in the field, teaching in
has come out with the realisation that she higher ed, formulating policy on
has definitely chosen the right profession Capitol Hill, or running regression
and that no matter how challenging the analyses in their offices.
professional path may be, it is ultimately Visit http://socialworkpodcast.com
do-able! for more information, including refer-
ences that were used in developing the
Lyndal: I think spending time thinking podcasts and links to other resources.
about what I really wanted, well before my Please e-mail Jonathan Singer to
placement started, made a world of difference. let him know topics you would like
We don’t need to wait until we graduate to The Social Work Podcast pro- to have covered in future podcasts.
begin making connections with people and vides information on all things social Jonathan can be reached at: jonathan@
discovering what our place in the profession work, including direct practice (both socialworkpodcast.com
may be. I wouldn’t have met Amanda if I
10 The New Social Worker Winter 008

13. Association of Baccalaureate Social Work Program Directors (BPD)
25th Annual Conference to be Held in Destin, Florida March 5-9
for networking and learning for BSW
students. Student volunteers are a vital
part of the conference each year.
The Association of Baccalaureate conference will reflect 25 years of the The San Destin Golf and Beach
Social Work Program Directors (BPD) development and influence of BPD on Resort has been chosen as the official
is celebrating its 25th annual conference undergraduate social work education. location for the 2008 BPD Annual
from March 5-9, 2008 at the lovely San Several special features are planned. Conference and 25th Conference
Destin Golf and Beach Resort in Destin, Pre-conference functions include new Anniversary Celebration. Located on
Florida. The conference will offer par- program director workshops, Florida’s Emerald Coast
ticipants an opportunity to participate program director workshop between Pensacola and
in a host of activities related to prac- on EPAS, new field direc- Panama City, the 2,400
tice, research, education, and teaching. tors workshop, experienced acre San Destin Golf
There will be workshops, roundtable field directors workshop, and and Beach Resort is the
discussions, papers, and poster presen- community-based research premier destination in
tations, as well as many networking workshop. There is a pre- Northwest Florida.
opportunities. conference luncheon for For details on the
This year's conference theme is program directors and field conference schedule,
“Honoring our Past: Celebrating our directors, as well as the silver registration, student
Present and Affirming our Future.” jubilee awards banquet. volunteering, housing,
BPD will acknowledge past leaders of Three continuing education sponsorship, and other
the organization for their contributions, credit hours will be available conference-related in-
celebrate the organization’s accomplish- on March 9. formation, see the BPD
ments, and plan for future challenges The BPD conference of- Web site at http://www.
and opportunities. In addition, the fers an excellent opportunity bpdonline.org.
The Leader in Clinical Social Work Education
Smith College School for Social Work offers
27-month maStEr’S doCtoral programS
bEginning EaCh junE
Intensive on-campus course instruction june – august
Field Internships around the country september – april
Continuing EduCation programS
for thE poSt-maStEr’S CliniCian
6- and 12-hour summer seminars
Postgraduate Certificates in
Spirituality and Social Work
Advanced Clinical Supervision
to find out more, come to an open house, november 3, 2007 or june 9, 2008. Call us for details.
Call or email for more information:
smith college
School for
Social Work
The New Social Worker Winter 008 11

14. There’s a Place for “Us”—
How Community Fits Into Social Work
by Mordecai Holtz, MSW
As a student who chose to concen- nity and its relationship to the individual. co-existence of such factors creates a
trate on the community organizational Warren (1978) defines a community as tension whose resolution often demands
aspect of the social work profession, I “that combination of social units and sys- professional intervention. It is the role of
constantly struggled to understand the tems that perform the major social func- the community worker to serve as a liai-
difference between the methods of a tions relevant to the meeting of people’s son among the individual, the group, and
clinical practitioner and those of the needs” (p. 9). Freud (1930), in describing the surrounding social structure (Brager
community worker. Despite the different the individual’s role within a community, Specht, 1972). According to Smalley
demands between the micro (individual states that living in a community “ap- (1967), the role of the community worker
and group) and the macro (organiza- pears as a scarcely avoidable condition is to facilitate “the process by which
tional) spheres, the fact that they are which must be fulfilled before…hap- people of communities, as individual
studied under the social work umbrella piness can be achieved” (p. 140). This citizens or as representatives of groups,
indicates that certain core professional inevitable relationship between an join together to determine social welfare
skills pervade the entire field of the social individual and his/her surroundings needs and mobilize their resources” (p.
work milieu. creates a desire to feel a sense of belong- 35). Although this definition identifies a
ing that stimulates the individual’s quest need for an inter-group facilitation and
General Definition of creates the opportunity to join together
to determine the community’s needs,
Social Work
two interrelated processes, planning and
organizing, are also necessary to achieve
The basic role of all
cooperation and support from all inter-
social workers is to assist in
ested parties (Brager Specht, 1972).
the interactions between the
Whereas planning and organizing
individual and his or her
describe one major aspect of community
social environment. Accord-
practice, other critical aspects of commu-
ing to Pray (1947), the basic
nity work include interagency planning,
objective of the social worker
resource development, and coordination
is to “facilitate the process of
of services offered to a specific com-
social adjustment of individual
munity (Weil, 1996). The worker, while
people through the develop-
involved in developing the appropri-
ment and constructive use of
ate support to implement change, must
social relationships with which
achieve many technical and task-oriented
they can find their own fulfill-
details. By focusing on the specific task,
ment and can discharge adequately their
for identity within the context of the rather than on the change-oriented goal,
social responsibilities” (p. 4).
larger community (Weil, 1996). Thus, an however, the worker moves away from
Within this general definition lie the
overall sense of community is gradually the direct interaction with the individual.
three specializations of the social work
created by organizing social resources Maintaining the equilibrium of
profession—casework, group work, and
and affording people with the necessities these two aspects of the community
community organization. Within each
of everyday living. worker’s responsibilities is a very difficult
of these realms, the social worker’s role
and daunting task. For the community
is to help an individual or group realize
their strengths and abilities, to help them A Community is Formed worker to remain focused, he or she
must view all aspects, both technical and
utilize these assets to engage society,
A community is established when interactional, as part of the larger com-
and mediate this process of interaction
groups of people with a common inter- munity helping process.
throughout (Schwartz, 1969). It is the
practitioners’ sensitivity to the “person-in- est, culture, or identity join together
environment” situation and the interac- and create a distinct entity that serves Models of Community
tion between the two arenas that truly a positive need in society (Weil, 1996). Involvement
guides the profession. According to Fellin (2001), communities
distinguish themselves in three primary Macro practice, like all other aspects
spheres: “1) place or geographic locale
Defining the Community of social work practice, recognizes the
in which one’s needs for sustenance are strengths of the interaction between
met, 2) a pattern of social interactions, individuals living in a social environ-
Before describing the specific roles
and 3) a symbolic identification that ment and the ability of community-wide
and responsibilities of the community
gives meaning to one’s identity” (p. 118). influence toward solving problems and
worker within the social work profession,
Ironically, while these three aspects are implementation of change (Kretzman
it is necessary to define the term commu-
the building blocks of a community, the and McKnight, 1993). Approaching
1 The New Social Worker Winter 008

15. change on a community-wide level is client with a specific definition of the in- client’s strengths, rather than the deficits,
better understood when considering tended form of community work (Brager the worker develops a sense of trust with
Rothman’s (1999) three basic models of and Specht, 1973). To effectively imple- the client and creates an opportunity to
community intervention. Whereas these ment any of the models of community empower the client to take action (Guti-
three models offer suggestions on how involvement, the community practitioner errez, GlenMaye, and Delois, 1995).
to stage community intervention, the must utilize the skills from all three as- By actively listening to the client’s
mobile and unstable nature of today’s pects of the social work profession. The interests and by identifying the lay
community affairs often requires that uniqueness of the community worker person’s strengths and frame of refer-
more dynamic approach. In fact, Roth- is that he or she constantly juggles all ence, the worker, as a representative of
man (1999) concludes that these idealistic three levels of the profession on a regular a social agency, is able to discover the
models only serve as aids for concep- basis. A brief description of how each of client’s motivations and interests as they
tualization, and in actual practice the the three components of the social work pertain to the agency. The worker’s abil-
“intervention approaches overlap and profession is employed by the commu- ity to isolate these strengths and translate
are used in mixed form,” and creating a nity worker will help to elucidate and them into areas of involvement fosters a
composite of these paradigmatic models clarify the unique nature of the commu- stronger commitment by the lay leader-
ensures that the most effective method nity worker. ship (Hubbel, 1993).
of community-oriented change will be se- Effective managing of the rela-
lected (p. 47). Thus, blending the positive Working with Individuals tionship with various individuals both
practice variables from the basic models within and outside the organization, the
to form sub-models allows for a myriad The community practitioner’s work worker’s awareness of the self and com-
of possible permutations, creates room with individuals, be it staff or lay leader- petency to work with others by engaging
for many social service or service-based ship, parallels the process of any social in interpersonal dialogue and empower-
agencies to exist, and increases the selec-
worker’s therapeutic intervention. The ing others to develop their strengths,
tion of community-wide interventions client transmits ideas to the worker, and may best describe how the community
that are available to future practitioners.
the worker, in turn, needs to decipher practitioner regularly executes the skills
and decode the client’s verbal and of working with individuals (Edwards,
Specific Definition of nonverbal communication. The worker Yankey and Alpeter, 1998).
As professionals, we will have
Intervention then must acknowledge the message
many opportunities to engage various
through providing feedback to the client
(Schulman, 1999). By constantly assess-
New Social Worker Spring 2007 ad 3/1/07 3:34 PM Page 1 staff members in conversations that far
The practitioner, in order to ensure
ing, evaluating and concentrating on the surpass the proverbial small talk. The
successful change, must provide the
Social Work Education
In The Real World.
MASTER OF SOCIAL WORK
Concentrations in: MSW Program locations:
• Clinical Social Work Practice • Harrisburg • Huntingdon
• Management and Planning • Lancaster • Pottsville
This widely recognized graduate program is designed to provide social work education for working professionals,
with completion in 3 years part-time. Temple University Harrisburg also offers an Advanced Standing Program for qualified BSWs.
And, TUH also offers Continuing Education opportunities for Social Workers.
Fourth Walnut Street, Harrisburg (in Strawberry Square)
717.232.6400 Toll Free 1.866.769.1860 www.temple.edu/harrisburg
The New Social Worker Winter 008 1