April 2013 - Networker

2013 NASW Illinois Chapter Elections

April 1st, 2013

The 2013 NASW Illinois Chapter Elections will take place from April 130, 2013. Keep an eye on your e-mail on April 1st for a link to the electronic ballot.

VICE-PRESIDENT

Chasity Wells-Armstrong (MSW, Governors State University; CADC) has several years of public/community service within community agencies and organizations. She is an advanced social work practitioner and has been active with the NASW Illinois Chapter for several years. She currently is serving her second term on the NASW Illinois Chapter Board of Directors as Calumet District Chair. Recently Chasity was selected by the board to serve on the NASW Illinois Political Action Committee (NASW IL PAC), was one of four social workers awarded the 2011 NASW Illinois Chapter Emerging Leader award, and was one of the six hundred social workers in the nation selected to attend the 2010 Social Work Congress. Chasity currently serves as an advisory board member for Governors State University, Trinity Christian College, and Chicago State University. Furthermore, Chasity is involved with the National Association for the Advancement of Colored People (NAACP) Kankakee Branch, an organization that seeks to ensure the political, educational, social, and economic equality of rights of all persons and to eliminate racebased discrimination. Moreover, Chasity serves as a member of the Zonta Club of Kankakee which is affiliated with Zonta International, an organization that is dedicated to improving the quality of women worldwide. This organization seeks to improve the status of women in our communities and internationally through service that addresses legal, political, economic, health, and professional issues. Most recently, Chasity was hired as adjunct faculty at Chicago State University where she has taught social welfare policy and currently works for a Congressman Bill Foster (IL-11). Kenneth Leggin (MSW, University of Illinois at Chicago; LCSW) began his social work career in 1986, serving as child care worker at Jewish Children bureau where he worked with male teenagers in a group home setting. This work experience soldified what Kenneth wanted to do for a living

helping others. During Kenneths social work journey, he worked in child welfare settings, serving as a case manager, family in order to achieve permanency for children. In 1993, Kenneths clincial skills were broadened and enhanced while serving as therapist at Metroplitan Family Services, providing individual, marital, and family therapy. In 1997, Kenneth had the privilege of becoming a team member and later a team leader for the Council of Accreditation (COA). Kenneth led a group of other social service providers to agencies in other states, assesing their service delivery against national standards. In 2000, Kenneth led Youth Empire Services (YES) successfully to their first accreditation, while serving as president of program operation. Kenneth became director of social services at Loretto Hospital in 2001, where he oversaw the 24-hour crisis intervention unit, serving the mentally ill population and working closely with psychiatrist and social workers to assist patients with their return to the community. Presently, Kenneth serves as Public Service Administrator at the Illinois Department of Children Family Services investigating allegations of abuse or neglect. He led a team of six investigators, ensuring the safety and well-being of the children. TREASURER

Barry Ackerson (PhD, The University of Alabama, Tuscaloosa; LCSW) began his career in the 1970s. He has worked with clients in state facilities and community agencies, been a program director, was a department head, and worked at the state level. He became a social work professor in 1998 and an administrator in 2002.

MEMBER AT-LARGE

Mary Gollings (MSW, University of Illinois at UrbanaChampaign; LCSW) worked within Chicago's geriatric services community as a social worker before joining the federal work force. Mary has been able to serve our veterans,
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as well as the men and women of the Armed Forces, during her tenure with the Department of Veterans Affairs and the Federal Health Care Center. She works within the VA's Medical & Surgical service and the Geriatric Extended Care programs, including rehabilitation services, long term care, hospice & palliative care, and caregiver support services. Mary currently serves as Spinal Cord Injury Program Coordinator and clinical social worker for the Physical Medicine & Rehabilitation service at Jesse Brown VA. She serves as a field instructor for MSW students as well as serving on the Affiliation Committee and a recent appointment to the VA Regional Social Work Professional Standards Board. Mary has had the opportunity to serve on the Social Work Practice Committee, the Continuing Education Committee, and both facility and regional committees for cultural change and resident-centered care within the VA. She has served on the NASW Illinois Chapter Board of Directors since 2010. Mary is a proud volunteer for the Juvenile Diabetes Research Foundation (JDRF) and chairs the Illinois Ride to Cure planning committee, which fundraises and brings awareness to the need for a cure for Type I diabetes. Noam Ostrander (PhD, University of Illinois at Chicago; AM, University of Chicago; LCSW) is director of the Master of Social Work Program at DePaul University. He has worked in social service agencies ranging from homeless shelters to hospitals to LGBT community agencies. His research interests include the intersections of disability, violence, and masculinity, as well as community health interventions around food deserts in Chicago. Noam maintains a connection to individuals and communities through his small clinical social work practice, as well as volunteering with community agencies focused on comprehensive sex education and harm reduction. MSW REPRESENTATIVE Kelly Silay is a first year MSW student at Loyola University Chicago. Her specializations are mental health and children and families. Kelly is currently completing her first level field placement with the American Red Cross of Greater Chicago where she serves as a disaster mental health worker, client caseworker, and disaster responder. Through these roles, Kelly assists those affected by disaster locally and nationally. Locally, Kelly works with victims of house fires and other related disasters. Nationally, Kelly was deployed to New York to work with victims in emergency shelters in the wake of Hurricane Sandy. Kelly's passion for social work began when she served as an AmeriCorp member with Jumpstart for Young Children, a program that provides support to children in Head Start classrooms, their families, and their communities. Kelly has a passion for working with the Chicago community, especially its youth. Kelly will complete her degree in May 2014 and plans to work with children living in underserved communities in Chicago as a professional. Rachel Seeds initial experience in the social work environment was as a volunteer to assist families with foster children in Chicago. With this experience, she then worked as intern at the Rice Center in Evanston while obtaining her undergraduate degree in psychology. At the center she worked on a team of professionals at a residential treatment

center setting. Currently she works as intern at Asian Human Services offering housing advocacy and case management services. She has conducted and implemented research in a social psychology lab at Northwestern University and is currently working on a research project with her current agency to measure quality of services. Rachel received her BS in Social Psychology from Loyola University in three years and is currently in the second semester of her first year as an MSW student at Loyola. She began her MSW immediately following her undergraduate education and is excited to soon begin her career. For as long as she can remember, Rachel has been interested in mental illness and the social environment. She is specifically interested in psychiatric rehabilitation for chronically mentally ill populations. Rachel has had various experiences in several fields of social work ranging from child care and development, community outreach and advocacy, resource referral, and case management. With these experiences and the well-rounded education of the Loyola University curriculum, she is a quick and passionate learner and is committed to maintain active involvement in the community and the field. BSW REPRESENTATIVE Allison Klos is a caring, hardworking, and dedicated junior at Illinois State University (ISU) who is committed to obtaining a bachelors in social work with a psychology minor. Through her chosen profession and with an open heart and mind, she genuinely aims to help everyone she can to the best of her ability. While attending school, she has been able to hold a retail job as well as be an active member in the school organization Tau Beta Sigma, an honorary band service sorority. She currently holds a 3.12 GPA. Allison is dedicated to making the most of the BSW program at ISU by doing her best in all of her classes, becoming a member of the NASW, volunteering at a local senior living facility, and completing a successful practicum in her senior year. Jeremy S. Butts spends his time volunteering and being an activist with various community organizations addressing issues he personally is committed to. Jeremy is ambitious over the last few years as a student concentrating on human rights issues that impact oppressed and vulnerable populations. Has taken initiative in writing extensively on areas of direct practice, policy, and research areas dealing with queer studies, feminism, race and ethnicity, spirituality, and cultural diversity. He spends his free time balancing his volunteer position leading self-empowering self-help/support groups for SMART Recovery Inc. Training as a high red belt with the International Hapkido association. Practicing hip hop at Gus Dance school. Jeremy's career goals are to finish in advance standing with a BASW at Northeastern Illinois University and get accepted at Loyola University School of Social Work where he will continue his mental health social work upon completing his MSW. CALUMET DISTRICT CHAIR Sherri Funk (BSW, Governors State University) easily made the choice to pursue a career in social work after being inspired by an instructor in a diversity and social justice course. The
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instructor's passion proved to Sherri that one person can make a difference in the life of another. The difference she made in Sherri's life remains with Sherri as she enters a field where she will help others. At the same time, Sherri vows she will adhere to the NASW Code of Ethics as she continuously explores personal values and attitudes which are crucial as a social worker. Fortunately a support team of her husband and three children assist in managing Sherris time between home, work, and school. Sherri plans to continue with her education as an MSW student at Governors State University as she is interested in several aspects of social work including mental health, hospice, and gerontology. EAST CENTRAL DISTRICT CHAIR

Lake County Youth Service Network and Human Service Commission at that time. After a hiatus, he returned to school and became a school social worker upon graduation. School social work employment was first in a start-up therapeutic day school and then community schools; he finished that phase of his career in District 65 in Evanston. He started private practice part-time in 2004 and started full-time in 2008, where he remains today. Sylvia Corcoran (MSW; Loyola University Chicago; LCSW; CADC) maintains a private practice in Evanston. In addition, she is an independent contractor with the Family Institute at Northwestern University as well as full-time instructor in the Social Work Department of Northeastern Illinois University. Sylvia Corcoran seeks to combine spirituality in the practice of psychotherapy and support clients as they navigate the challenges of life. Sylvia treats individual adults and couples (gay and straight). Sylvias clinical interests are depression, family of origin issues, spirituality, womens issues, safety in relationships, the impact of racism on one's psyche, alcoholism, substance abuse, and addictions. WEST CENTRAL DISTRICT CHAIR

Mary Garrison (MSW, University of Illinois at UrbanaChampaign; LCSW; ACSW) is currently on faculty at Millikin University where she serves as associate professor of social work. Courses taught by Mary include human behavior and the social environment; practice with diverse populations/ cultural diversity; social work ethics; psychopathology, community mental health; introduction to the helping professions; impacting lives through entrepreneurship and an international travel course. Additionally Mary is adjunct faculty at the University of Illinois at Urbana-Champaign teaching generalist practice and mental health policy courses. Mary has had extensive practice experience in the social work field with over fifteen years of practice in mental health services. Mary is currently a part-time private practitioner at Decatur Psychological Associates. Throughout her career, Mary has served as therapist, clinical supervisor, manager, consultant, child development specialist, and victim/witness advocate. Mary has been active in providing continuing education opportunities for colleagues through professional workshops, presentations, and trainings domestically and internationally with focuses on ethics and mental health. Mary serves as advisor to several committees and participates on a number of boards including NAMI Illinois, Mental Health Association of Macon County, and participates on the governing board of the Macon County Homeless Council. Mary is the current NASW Illinois East Central District Chair, an NASW Delegate Assembly Member, and has previously acted as the NASW Illinois East Central District Nomination Committee Chair. NORTHEASTERN DISTRICT CHAIR Richard Jezioro (MSW, Loyola University Chicago; LCSW) began his start in human services as a volunteer on a crisis line after serving in the Air Force. That volunteer experience inspired him to return to school. Upon graduation he worked at the Department of Child and Family Services (DCFS) and then in child welfare agencies. He was active with the

Audrey LeMasters (PhD, LCSW) has lived all her life in the Peoria area. She graduated from the high school in the early 1980s and was unable to attend college immediately due to the economy. She returned to college as a non-traditional student in the mid 1980s, eventually graduating from Illinois State University in 1993 with a degree in psychology. She applied and obtained a job at a private agency working in child welfare. To this day, she is convinced that the reasons she got the job was because of the fear she expressed during the interview at being able to adequately fulfill all of the responsibilities of the job. She continued her work at various private agencies for nearly eight years. During this time, she returned to school to complete her masters in social work from the University of Illinois. After completing her masters degree, she obtained a job as clinical coordinator for a partial hospitalization program in Peoria. She was then offered the opportunity to work at a local private practice. She has worked for the past nine years in private practice. She also works part-time at the Heart of Illinois HIV/AIDS program. Finally, she also believes it is important to give back. She has worked in numerous volunteer capacities at a local school. She is currently on the board of directors at the Mental Health Association of Illinois Valley.

DEADLINE EXTENDED! Call for Presentations: 2013 NASW Illinois Chapter Statewide Conference
April 1st, 2013

Presenters will receive CEUs for presentations they create specifically for this event. LCD projectors* and a screen are FREE. (You must bring your own laptop if using PowerPoint.) Presenters are allowed to bring their OWN equipment for their presentation. Any additional equipment other than a LCD projectors and screens are the responsibility of the speaker to provide or rent. Submit Your Proposal To submit your proposal for consideration, please complete the following steps on the submission form: 1. Register for FREE at http://proposalspace.com/. 2. Go to http://proposalspace.com/proposals/236/ calldetails and click "Start a proposal for this call." 3. Enter the title of your presentation. 4. Enter in your Workshop Learning Objectives. 5. Enter in the Detailed Workshop Description. 6. Enter in the Marketing Description (No more than 50 words for print purposes). 7. Select the tracks that are applicable to your presentation Track 1: School Social Work Track 2: Mental Health Track 3: Private Practice Track 4: Diversity/Cultural Track 5: Leadership and Management Track 6: Health/Aging Track 7: Family/Child Welfare Track 8: Policy and Legislation Track 9: Other 8. Select times in which you would be available to present. 10/28/13 Afternoon Presentations) (15 minute Flash

DEADLINE EXTENDED! Call for Presentations: 2013 NASW Illinois Chapter Statewide Conference The deadline has been extended for presentation proposals for the 2013 NASW Illinois Chapter Statewide Conference to take place October 2830, 2013, at the Westin Lombard Yorktown Center in Lombard, IL. More than seventy oneand-a-half hour workshops will be presented over three days and will cover a variety of social work-related issues and fields. ! Those with all levels of experience in presenting are welcome to apply for a workshop slot. Speakers will receive a discounted rate of $100.00 for the entire three-day conference (A savings of over $260.00!). Please note before submitting a proposal that all presenters (once approved) MUST pay the $100.00 discounted rate regardless of their participation in the conference. Papers are welcome on all topics relating to social work. New this year we will be doing flash presentations (Fifteen minute presentation coupled with fifteen minutes of table group work, then repeated). You can present a flash presentation by itself or create a flash presentation and then a longer presentation on the topic later in the conference. Presenting at the statewide conference is an excellent opportunity to promote your experience, research, and in some ways, your business and/or practice. (Other than a flyer placed in your room, no direct sales can occur in the presentation areas.) Criteria for Selection: Submissions will be judged on clarity of content, relevance to the social work knowledge base, presentation of new or unique and visionary approaches to practice methods or models and policy and research, as well as nonprofit business and leadership practices. We do not accept presentations that are direct advertisements for your services/or products. A volunteer panel of experts will evaluate the submissions. The submissions will not include personal information at the time of evaluation. The submissions will be evaluated as they are submitted. Early submission DOES improve your chances of being accepted as there is more time for clarification or to send back the submission for modification. Deadline: Submissions must be entered online no later than March 29, 2013 EXTENDED TO FRIDAY, APRIL 5, 2013. Notification of acceptance will be made before May 20, 2013. Fee/Equipment Details: Presenters receive a discounted fee for the entire conference ($100.00). All presenters MUST pay the required fee (A savings of over $260.00).

10/29/13 Morning (9:00am12:15am) 10/29/13 Afternoon (1:45pm3:15pm) 10/29/13 Late afternoon (3:15pm5:00pm) 10/30/13 Morning (9:00am12:15am) 10/30/13 Afternoon (1:00pm3:00pm) 10/30/13 Late afternoon (3:00pm5:00pm) 9. Add presenter information: fill in name and credentials, title, company or organization, brief bio, address, telephone, and e-mail addresses of all presenters (no more than two total). Also, please upload a headshot (digital image) we can use for print materials-it will be printed in black and white, and we can crop for you. 10. Select choice about flash presentation.
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11. Click submit this proposal.

*Adapted from the U.S. Department of Health and Human Services If we can infuse these factors into direct programs that are servicing our children and families, as well as demonstrate through our daily interactions with children and families the importance of these factors, we can reduce child maltreatment and child abuse and increase family capacities that will keep families together.

From the Pen of the President: April 2013

April 1st, 2013

April is National Child Abuse Prevention Month, a time when communities across the country take the time to raise awareness about issues as they relate to child abuse and maltreatment. We wear dark blue ribbons in honor of the children who have suffered such maltreatment as well as those who have lost their lives due to abuse. National Child Abuse Prevention Month provides social workers in the field of child welfare to educate the community about ways to prevent child abuse and neglect as well as provide awareness to the public through various forums, workshops, and trainings. One of the areas that I enjoy speaking about is the six protective factors. These factors consist of six areas that are considered paramount in keeping children safe and keeping families together. The protective factors, according to the U.S. Department of Health and Human Services are as follows: 1. Nurturing and Attachment: When children are nurtured and have strong connections with their parents, this impact their development and their behavior. They are able to trust that their parents will provide them with what they need. 2. Knowledge of Parenting and Child Development: It is important for parents to understand how to set and enforce limits with their children and encourage appropriate behaviors based on the childs age. When parents have a better understanding of this, discipline becomes more effective and nurturing. 3. Parental Resilience: It is important for parents to be resilient. It is the ability to handle everyday stressors and recover from occasional crisis. Resilience breeds positive attitudes and more thoughtful ways to solve problems in difficult times. 4. Social Connection: Evidence links social isolation and perceived lack of support to child maltreatment. Trusted and caring family and friends provide emotional support to parents by offering support when parents are facing challenges. Parental networking is especially important when parenting children with special needs. 5. Concrete Supports for Parents: There are outside factors that play a role in a parents ability to care for their child. It is important that parents are able to meet the basic needs of the family as well as their own. All children are in need of food, shelter and clothing and many families are in need of support in this area. 6. Social and Emotional Competence: Children must learn how to identify and express their emotions effectively. This allows parents to respond to his or her needs, which strengthen the parent-child relationship.

Social Work and Public Health Perfect Partners

April 1st, 2013

Recent political changes expected to affect healthcare delivery and emphasize prevention and integrated health and wellness services could increase the demand for public health social workers. This article was originally printed in Social Work Today, Vol. 9 No. 1 P. 28. Reprinted with the permission of Social Work Today . Great Valley Publishing, Co. Social work shared the public health spotlight following Hurricanes Katrina and Ike, when the important and varied roles of social workers emerged in press coverage. The social worker response to such devastation ranged from medical and environmental actions, such as managing infectious disease threats and access to clean water, to therapy and care assistance, such as grief counseling and assisting with new placements in mental health and long-term care facilities. Interest in the collaboration of public health and social work has emergedor reemergedas evidenced by the growing number of schools offering dual-degree programs, a masters degree in social work and public health. Enrollment in MSW/ MPH programs is increasing as social workers realize the value of public health training and skills. This combination of public health and social work is not new, says Betty J. Ruth, MSW, MPH, a clinical associate professor and director of the MSW/MPH program and certificate program in clinical social work and behavioral medicine at the Boston University School of Social Work, which has the largest MSW/MPH program in the country. Ruth has written extensively on public health social work and participates in a working group, the Group for Public Health Social Work Initiatives. Social work has forgotten its roots. Social work originated and grew up alongside public health in the early 20th century, when social workers partnered with doctors to combat sexually transmitted diseases and other infectious diseases and to improve maternal/child health in settlement houses, she explains. However, as the field of social work evolved, its early partnership with public health became obscured, perhaps due to an emphasis on therapy and case management for the individual in social work education programs. Of the 500,000 social workers in the United States, the majority work in healthcare settings, but only a small minority are considered public health social workers, Ruth notes. But many healthcare social workers may be practicing public health without full awareness and without recognition (Ruth & Sisco, 2008).
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For example, social workers often lead prevention and health promotion efforts in field such as HIV/AIDS, child welfare, and gerontology. Despite the historical link between public health and social work, public health professionals rarely acknowledge the contributions of social workers to their field. It is a detriment to the social work field that we think of ourselves as visitors to the field of public health, Ruth notes. Public health should come to us for assistance in cultural responsiveness and community-based work because social workers are exceptionally good at these, she says. More social workers are beginning to realize their potential in the public health arena, according to Michael A. Lindsey, PhD, MSW, MPH, an assistant professor in the School of Social Work and the School of Medicine (psychiatry) and the MSW/ MPH joint-degree program coordinator at the University of Maryland. Weve had a tendency to work myopically in our own world, even though social work skills lend very well to other disciplines, he says. Two Perspectives, One Mission Public health social workers approach their work from an epidemiological and a social perspective and have the benefit of training in both prevention and intervention. Public health focuses on prevention at the community level, and social work focuses on intervention at the individual level, says Bari Cornet, MSW, MPH, a graduate of the MSW/ MPH program at the University of California at Berkeley. She has worked as a public health social worker for both governmental and nonprofit agencies and is currently on the faculty at the University of California coordinating the MSW/ MPH programs. She also manages the listserv for MSW/MPH program coordinators across the United States. Because public health social workers function well at different levels, they can effectively use their multidisciplinary skills and training to serve as program directors, community services administrators, policy analysts, and other positions in fields such as maternal/child health, HIV/AIDS, disaster response, trauma intervention (e.g., related to war, terrorism, disaster), disease prevention and surveillance, substance abuse, outreach services, and advocacy. A joint degree provides students with the ability to fuse two different perspectives and contextualize social work in the broader public health sphere, says Lindsey. Social workers are trained to be caseworkers and provide individual intervention, while public health professionals focus on prevention at the population level and look at the larger significance of health issues. For example, one MSW/MPH graduate is developing a program for smoking cessation in Native American groups, and another is coordinating a program for the prevention of child abuse in maternal/child health services, Lindsey notes. Often, public health social workers will translate communitybased work to assist in the development of policies and prevention at a population level. Public health and social work are naturally complementary fields. Social workers trained in public health possess a broader knowledge and skill set that emphasize community health, safety, and welfare, says Vikki Vandiver, DrPH, MSW, a professor in the School of Social

Work at Portland State University and a clinical associate professor in the psychiatry department at Oregon Health & Science University. For social workers, adding an MPH degree to an MSW boosts research skills by providing training in epidemiology and biostatistics and expanding knowledge in prevention and health promotion techniques across the individuals life spans, as well as across public and private spheres such as government, she explains. Training in both fields has enabled Vandiver to advocate for policies and legislation to improve mental health services for individuals with brain injuries. Vandiver refers to herself as a public health social worker who is bilingualreferring to her ability to speak the language of both fields. The MPH degree gives social workers an understanding of public health methods and terminology so they can talk the talk in public health circles. My MSW/MPH training allows me to operate in both worlds and share perspectives. When I am in the public health world, I contribute the social workers perspective on the individual, and when I am in the social work world, I question the implications on group or community as a public health professional, Cornet adds. Bridging the Gap Speaking the language of public health allows social workers with a dual MSW/MPH degree to operate in a unique niche, bridging the gap between research and practice, individual and community, and services and policies. Ruth calls the MSW/ MPH dual degree a powerful combination because graduates have the good cultural response and communication skills of a social worker combined with the rigorous scientific training of a public health professional. Cornet adds that public health social workers can also bridge gaps from the individual to the community to policy by helping develop policies and legislation that more effectively impact services for individuals and the community. A public health social worker would have the skills to apply the science of diabetes prevention not only in educating individuals about diabetes, but also in setting up community programs to reach, for example, African American populations with a high prevalence of diabetes. The skills learned in a social work and public health dual program can be applied to bridge the gap between research and practice to improve quality of life, says Lindsey, who did his postdoctoral community-based participatory research to create better access to mental health services for inner city children. Public health social workers are often the problem solvers, applying their skills and knowledge to address inefficiencies, deficiencies, and lack of infrastructure in community services. Ruth believes that graduates with the dual MSW/MPH degree can be pioneers, bringing public health methodology to social work programs. At a recent national public health social work conference, presenters described ongoing initiatives that demonstrate the pioneering and problem-solving abilities of dual-trained social workers, including the following: a community-based program combining epidemiological indicators with client-based interventions to improve health outcomes of those with HIV/AIDS;
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 the Pediatric Mental Health Screening and Intervention Project, which promotes mental health screening for pediatric patients with access to therapy and consultation; a public health approach to family violence and sexual assault applying empowerment-based intervention and prevention strategies; and an evidence-based intervention for frail older adults to reduce unnecessary hospitalization by integrating social work into primary care settings. The Future of Public Health Social Work While the future is bright for MSW/MPH program graduates, there are problems related to increasing awareness of the field, marketing the value of the dual degree, and establishing standards and competencies. The MSW/MPH degree opens the door for twice as many career opportunities, says Ruth, but interviews with graduates indicate that the majority of potential employers do not understand the value of the MSW/MPH combination or view graduates as overqualified (Ruth, Wyatt, Chiasson, Geron, & Bachman, 2006). Including strategies for marketing the dual degree in job searching and establishing networking opportunities for public health social work jobs in graduate programs may help. Lindsey hopes to track graduated MSW/MPH students and devise a feedback loop to help inform current students about career options. Although published studies on public health social work are increasing in social work journals, awareness of the dedicated field still needs to increase in both public health and social work circles, says Ruth. The Group for Public Health Social Work Initiatives hopes to promote MSW/MPH programs, initiate a national dialogue on public health social work, and conduct and disseminate research on the dual program to further establish public health social work as a dedicated field and enhance collaboration with public health. The role of social work in public health is also being promoted by a social work section of the American Public Health Association and the Association of State and Territorial Public Health Social Workers. Standards and competencies for public health social work have been developed by the social work section of the American Public Health Association under the leadership of Kathleen Rounds, PhD, MSW, MPH, of the University of North Carolina School of Social Welfare, and evaluation of MSW/MPH programs with the intent of accreditation are underway. A 2006 call for research on social work practice and concepts in health by the National Institutes of Health is also expected to increase the visibility and value of social work in the eyes of public health. Public health professionals have acknowledged a current crisis in public health: a dwindling workforce (Ruth, Sisco, Wyatt, Bethke, Bachman, & Piper, 2008). There is no doubt that graduates of MSW/MPH programs can rise to the challenges faced by the public health field in the near future. Cornet says, Training in both public health and social work becomes more important and relevant to solving the ongoing interrelated problems in health and human services. At Boston Universitys conference, Public Health Social Work in the 21st Century, Betsy Clark, PhD, MSW, MPH, executive

director of the National Association of Social Workers, suggested that public health social work may be the future of social work. Recent political changes are expected to affect the future delivery of healthcare, possibly leading to more emphasis on preventive healthcare and integrated healthcare and wellness services. The ability of the public health social worker to bridge prevention and intervention, individual and community, and practice and policy will be increasingly valued by our changing society. Jennifer Van Pelt, MA, is a Reading, PA-based freelance writer with 15 years of experience as a writer and research analyst in the healthcare field. She has written on depression, attention-deficit/hyperactivity disorder, schizophrenia, mental wellness, and aging. References Ruth, B. J., Wyatt, J., Chiasson, E., Geron, S. M., & Bachman, S. (2006). Social work and public health: Comparing graduates from a dual-degree program. Journal of Social Work Education, 42(2), 371-381. Ruth, B. J., Sisco, S., Wyatt, J., Bethke, C., Bachman, S. S., & Piper T. M. (2008). Public health and social work: Training dual professionals for the contemporary workplace. Public Health Reports. 123(Supp.2), 71-77. Ruth, B. J., & Sisco, S. Public health social work. In: Mizrahi, T., & Davis, L. (Eds). Encyclopedia of Social Work (20th ed). (2008). New York: National Association of Social Workers, Oxford University Press. Choosing an MSW/MPH Program The first dual-degree program was started in the early 1980s, and there are currently about 21 schools offering MSW/ MPH programs. Students considering a dual-degree program should examine several factors before making a final decision, including the following: the number of current students and alumni; the availability of current students and alumni to contact for information on their experience; the number of faculty and clear identification of both public health and social work faculty; mentoring opportunities; choices for specialization; the relationship between social work and public health schools; whether the program is joint or concurrent (one application or separate applications to each school required); options for internships or field placements; a predefined curriculum; and clear mechanisms for communication and problem solving between the school of social work and school of public health.

Private Practice: Just Dive Right In

April 1st, 2013

you should research first before making a choice. If you are not familiar with NPIs, go to the Centers for Medicare & Medicaid Services website: www.cms.gov. The biggest challenge for me in opening up a private practice has been getting actual clients. I opened my practice in early December but did not have my first client until the end of January. I spent most of my days networking. I called several social workers in the area and asked if I could meet with them. I asked for and appreciated any advice they could give. I also introduced myself to other professionals in the area at doctor offices, schools, and churches. I went to any community event where I knew I would be around other professionals, mental health or not, and I utilized these events to network. I made it a point to reach out and connect with at least four to five new people each day. I opened the phone book and looked up therapists that were geographically close to my office and asked for ten minutes of their time. I have met so many incredible people. I keep business cards with me all the time. I spent so much time at The Cardinal Bernadine Cancer Center in Maywood and knew so many professionals there. I sent them each a letter with some business cards. I also reached out to my own doctors and dentists. As playwright John Guare portrays in his play, Six Degrees of Separation, we are only six people away from knowing everyone in the world. It does get frustrating and scary to have to pay rent on an office that is not being utilized. However if you remain vigilant and reach out to as many people as possible, you will see results. I now have six clients after four months. This keeps me very busy as I am doing my own billing until my caseload increases. I had reservations about going out on my own because I knew nothing about private practice. To this day I frequently call NASW to ask questions, plus there is some wonderful information for private practitioners on the NASW website. The anxiety is now decreasing as I gain more clients and get used to working solo. It is really a very rewarding experience. What I least expected to happen was to work so hard to build my client load. Everything else is fairly easy but does require some organization. Once you network and reach out, you will see you can get a client or two. My first client was referred to me by a friend who is a psychologist. I gave her a stack of cards and she still continues to hand them out. My other clients were all referred to me by people in the community. When you are out and about, even at the grocery store, really talk about your practice and your specialty. Word will get around very quickly. The important thing is to remain patient. Below are some other issues I considered before starting my private practice: Determine if you want to work solo or with a partner(s). Each has its advantages and disadvantages. If you are unsure, reach out and connect with clinicians from both private and group practices. You will get mixed reviews, but it will force you to consider things that you may not have though about. I personally chose solo because I like to work at my own pace and I wanted to be the only decision-maker. Some people I know just love partnerships because they like the comfort of knowing there is someone with whom they can collaborate. I participate in both private and group consultation. I
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The NASW Illinois Chapter is starting a shared interest group (SIG) devoted to the issues of private practitioners around the state. To be become involved in this group, please contact NASW Illinois Chapter Executive Director Joel L. Rubin at office [at] naswil [dot] org.

I have always considered myself to be a compassionate person. I grew up in a suburb of Chicago, in a modest home alongside my brother and mother. Despite being a single mother and a diagnosis of heart disease at age 38, I always remember how much my mother helped friends, family, and people in our community. She was an inspiration and a great role model. Fast-forward thirty-five years later and I find myself married, living in the suburbs, raising three children, and now starting my own private practice. All I can say is I am loving it! I graduated from Loyola University Chicago with my MSW in 1995. I worked for several nursing homes and psychiatrists through St. Francis Hospital in Evanston, Illinois. I worked for a short period at a drop-in center that served the homeless population and found that to be a very humbling experience. When I became a parent I spent many years volunteering at schools, churches, community events, and more. I began to realize as time went on that I was here to serve a greater purpose, and that was to be messenger of hope and inspiration. In October 2010 I was diagnosed with stage 2 breast cancer. My recovery took eighteen months, and during that time I began to seriously think about opening my own practice. I had thought about it for years as I was raising my children, and when I became ill I figured I should get in gear and fulfill my dream. And thats exactly what I did. In December 2012 I picked out a name for my practice. I developed a website and established my own LLC. I rented an executive office in a building that has a full-time administrative assistant. I ordered business cards and applied to several insurance companies for credentialing. These are all the things that I knew I could do own on my own. If you are considering on opening your own practice, you should apply to become a member of The Council for Affordable Quality Healthcare (CAQH); having a CAQH number is essential to have if you want to minimize the amount of time you spend on administrative tasks. The CAQH website has a professional database that stores your professional information if you decide to join insurance panels. There is a catch though: in order to get a CAQH number, you must first be invited by an insurance company first. For more information you can go to the CAQH website: www.CAQH.org. If you plan to be credentialed on any insurance panels, you should apply for a National Provider Identification (NPI) number. There are two different types of NPI numbers that

personally feel more comfortable knowing I have that resource. It is a great idea, but totally optional. Next decide on your specialty. I have been told by my private practice colleagues that people prefer to seek out help with someone who is specialized in an area versus a therapist who has no specialty. Although we all at some point may treat people with a variety of issues, narrowing your focus will get you more referrals. Decide if you will accept private pay or accept insurance. There are advantages and disadvantages to working with insurance panels. Many of my colleagues accept private pay, but due to the fact that I am still in the process of building my client base, I am taking Blue Cross Blue Shield and billing other insurance companies as an outof-network provider. Let me caution you that if you decide to go the insurance route, it requires an extreme amount of patience and time which is manageable when you are first building your practice. As I become more established, my goal is to outsource my billing so that my focus can remain on my clients, not paperwork. There are many more issues to consider when deciding on private practice. Thank goodness for NASW and the advice and support that I have received from them. I wish anyone reading this article the best of luck if you are considering private practice.

violence between parents is traumatic at any age for children, but experiencing this form of trauma during early developmental years can cause long-term disruptions or alterations in child development. Given that children are in school for most of their wakeful hours in a day, school social workers are in a unique position to be an advocate, interventionist, and resource for children who have witnessed domestic violence. School social workers who are knowledgeable about the impact of witnessing domestic violence on children are far more likely to accurately assess when this issue is present, determine how to intervene, and be able to direct and advise the education team. It is difficult to say how many children are impacted by exposure to domestic violence because reliable data is not recorded. The most widely cited statistic is from Carlson (1984) who states that 3.3 million children a year are exposed to parental domestic violence. Straus (1992) estimates that one-third of children have witnessed their parents violence. These data indicate that the likelihood of children who have been exposed to domestic violence may be present in every classroom, in every school. The problems associated with witnessing domestic violence can impact behavioral, emotional, social, and cognitive development; all of which will likely have an impact on childrens ability to be academically successful. Children who witness domestic violence are much more likely to manifest externalizing behavior such as aggression, acting out, and antisocial behavior (Adamson & Thompson, 1998; Mathias, Merton, & Murray, 1995; OKeefe, 1994). Several studies report that children who are exposed to parental violence are much more likely to respond to conflict with aggression and physical fighting (Adamson & Thompson, 1998; Mathias et al., 1995). Boys seem to have a greater propensity to manifest externalizing behaviors than girls (Jaffe, Wolfe, Wilson, & Zak, 1986; Jouriles & Norwood, 1995). Parental aggression is documented as a significant predictor of conduct disorder in boys (Jouriles, Murphy, & OLeary, 1989). Children are also more likely to manifest symptoms for elevated internalizing scores such as anxiety, depression, fearfulness, and inhibition (Fantuzzo et al., 1991; Hughes, 1988; Hughes, Parkinson, Vargo, 1989; Sternberg et al., 1993; Wolfe, Jaffe, Wilson, & Zak, 1985). Children who witness violence are described as having a lowered self-concept (Hughes & Barad, 1983) and are likely to accept guilt for the violence (Grych & Fincham, 1990). Children who score high on internalizing characteristics were more likely to be clinging to adults, complain of loneliness, complain of sadness, engage in worry, and be jealous. Children who are exposed to violence experience post-traumatic stress responses such as re-experiencing the trauma event, numbing of responsiveness, avoidance, and increased arousal (Osofsky & Fenichel, 1994; Osofsky, Fick, Flowers, & Lewis, 1995; Singer, Anglin, Song, & Lunghofer, 1995). Girls seem to be more likely to engage in internalizing behavior than boys (Cummings, Hennesey, Rabideau, & Cichetti, 1994; Cummings & Zahn-Waxler, 1992). Socially, children who grow up in families characterized by domestic violence are less competent with problem solving, perspective-taking, and resolving conflict (Adamson & Thompson, 1998). They are more likely to resort to
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Kimberly Oddo, MSW, LCSW, practices in Wheaton, Illinois, and has been in social work for sixteen years. She specializes in women's issues, anxiety, depression, cancer survivors, relationship issues, empowerment, spiritual guidance, and body image issues. She works in her practice to help alleviate negativity in her clients lives. She avoids focusing on pathology and labels with the intention of creating a more positive and hopeful environment for her clients to flourish.

For School Social Workers: The School Social Workers Role with Children (CEU)
April 1st, 2013

The NASW Illinois Chapter is looking to start a shared interest group (SIG) devoted to the issues of school social workers around the state. To be become involved in forming this group, please contact NASW Illinois Chapter Executive Director Joel L. Rubin at office [at] naswil [dot] org.

For School Social Workers: The School Social Workers Role with Children Who Witness Domestic Violence Children who witness or are exposed to domestic violence can be considered collateral victims in the family. Witnessing

aggression to resolve conflict than other means that include the use of empathy and verbal negotiation. They may also be more withdrawn and lonely due to anxiety and the need to keep the abuse a secret. Children who witness parental domestic violence are more likely to evidence cognitive deficits or problems in learning. This may be related to post-traumatic stress symptoms. Children have more difficulty paying attention in school and are more preoccupied with intrusive thoughts of violence and concern for safety which inhibits concentration on academic material (Osofsky, 1999; Rossman, 1998). These children have more difficulty exploring and playing (Osofsky, 1999). Children in homes characterized by domestic violence experience disruptions in stability that also disrupt school performance. Many of these families experience frequent moves, inconsistent school attendance, and economic hardships (Jouriles, Barling, & OLeary, 1987). Much of the recent work from Bruce Perry and his colleagues have documented that exposure to trauma, including witnessing domestic violence in the first critical years of neurodevelopment, may literally alter brain development (Perry, 2009). Due to the use-dependent nature of neuronal development, children who are exposed to trauma may become hard-wired to respond to threat at any moment. The result is a child who may be hyper-aroused, anxious, impulsive, and more prone to aggression than what he or she would have been without the early exposure to trauma. This has obvious implications for a childs capacity for learning if their hyper-arousal and anxiety keeps them distracted from being able to take in new learning. This also has implications for a childs capacity for social skills, conflict management, and peer relations that are often acquired in a school setting. School social workers are uniquely trained to serve as a central role in responding to children who have witnessed domestic violence. Ideally, school social workers could refer children exposed to domestic violence to resources in the community that are especially trained to deal with childrens resolution to trauma. An excellent resource is the Safe from the Start program funded through Illinois Violence Prevention Authority if the school is in a community that provides one of these programs. However, if the school is in a less populous or rural area, specialized services may not be available. In these situations, school social workers are trained to deliver Tier 3 direct therapeutic interventions with children who are struggling with their home life. School social workers can provide an outlet for children to talk about their challenges, fears, and anger regarding the domestic violence at home and can provide coping strategies. School social workers may also be a resource for referrals for the non-offending parent to seek services for safety. School social workers can be a resource to the education team by helping others understand students behavior. Teachers may misunderstand the etiology of childrens behavior due to their lack of formal training on the effects of exposure to violence. There is the potential for inappropriate responses to such challenging behavior such as disciplinary responses rather than therapeutic intervention. Teachers may misinterpret challenging behavior, such as externalizing behavior, as attention deficit-hyperactivity disorder (ADHD)

or attention deficit disorder (ADD). Externalizing behavior, such as aggression and acting out, can also be misunderstood simply as a child who needs greater behavioral controls rather than the childs way to express that violence is a part of his/ her home life. As with externalizing behaviors, school social workers can help teachers identify and understand childrens behavior when they respond through internalization of the issue from home. Children who manifest symptoms of internalizing as a response to violence exposure are at great risk for being overlooked in the educational system. Children who engage in internalizing behavior may appear socially self-conscious, shy, or withdrawn, but they will likely not be disruptive. Children who internalize have learned at an early age to walk on eggshells and to not disrupt the status quo at home to prevent angry eruptions. It is usually the disruptive students in the classroom who get noticed and receive therapeutic attention. However, a student who is manifesting internalizing behavior will be easily overlooked when other students attract attention by acting out. Social workers may provide professional training regarding the internalizing method of coping with family violence to sensitize teachers to recognizing this in children. Some children may indeed simply be more introverted in personality style; however, a particularly withdrawn childwhen coupled with characteristics that appear as anxiety or post traumatic stress disorder (PTSD) symptomsshould be an indicator for further assessment. Training for teachers may increase accurate identification of students exposed to domestic violence and reduce the likelihood that these students will get through school with significant social issues overlooked. Children who are exposed to their parents domestic violence often have challenges with academic performance. Teachers may identify that children who are not working up to their capacity, are attention-challenged in the classroom, and perhaps experiencing excessive absences. School social workers are uniquely trained to ask appropriate assessment questions as to whether this behavior is a result of exposure to domestic violence or from many other possible reasons. School social workers can also play a role in developing and implementing curriculum for violence prevention or conflict resolution skills training for students. Numerous violence prevention or conflict resolution skillbuilding curricula are available. Although a cross-disciplinary team may be involved in student training using violence prevention curricula, school social workers are uniquely positioned with their knowledge base to take a leadership role. It is unfortunate that not all children come from homes that are always safe, nurturing, and stable. Children who witness domestic violence have unique needs that can easily be misunderstood or easily overlooked in a school setting. School social workers have an opportunity to be a stable resource and advocate for the child who is struggling to cope with parental violence. No child should continue to be the silent victim. REFERENCES Adamson, L., & Thompson, R. (1998). Coping with interparental verbal conflict by children exposed to spouse
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abuse and children from non-violent homes. Journal of Family Violence, 13, 213232. Carlson, B. (1984). Childrens observation of interparental violence. In A. R. Roberts (Ed.), Battered women and their families (pp. 147167). New York, NY: Springer. Cummings, E., Hennesey, K., Rabideau, G., & Cicchetti, D. (1994). Responses of physically abused boys anger involving their mothers. Development and Psychopathology, 6, 3141. Cummings, E., & Zahn-Waxler, C. (1992). Emotions and the socialization of aggression: Adults angry behavior and childrens arousal and aggression. In A. Fraczek and H. Zumley (Eds.), Socialization and aggression (pp. 6184). New York, NY: Springer-Verlag. Fantuzzo, J., DePaola, L., Lamber, L., Marino, T., Anderson, G., & Sutton, S. (1991). Effects of interparental violence on the psychological adjustment and competencies of young children. Journal of Consulting and Clinical Psychology, 59, 258265. Hughes, H. (1988). Psychological and behavioral correlates of family violence in child witnesses and victims. American Journal of Orthopsychiatry, 58, 7790. Hughes, H., & Barad, S. (1983). Psychological functioning of children in a battered womens shelter: A preliminary investigation. American Journal of Orthopsychiatry, 53(3), 525531. Hughes, H., Parkinson, D., & Vargo, M. (1989). Witnessing spouse abuse and experiencing physical abuse: A doublewhammy? Journal of Family Violence, 4, 197209. Jaffe, P., Wolfe, D., Wilson, S., & Zak, L. (1986). Similarities in behavioral and social maladjustment among child victims and witnesses to family violence. American Journal of Orthopsychiatry, 56, 142146. Jouriles, E., & Norwood, W. (1995). Physical aggression towards boys and girls in families characterized by the battering of women. Journal of Family Psychology, 9, 6978. Jouriles, E. Barling, J. & OLeary, K. (1987). Predicting child behavior problems in maritally violent families. Journal of Abnormal Child Psychology, 15, 165173. Jouriles, E., Murphy, C., & OLeary, K. (1989). Interspousal aggression, marital discord, and child problems. Journal of Consulting and Clinical Psychology, 57, 453455. Mathias, J., Mertin, P., & Murray, A. (1995). The psychological functioning of children from backgrounds of domestic violence. Australian Psychologist, 30, 4756. OKeefe, M. (1994). Adjustment of children from martially violent homes. Families in Society: The Journal of Contemporary Human Service, 75, 403415. Osofsky, J. (1999). The impact of violence on children. The Future of Children: Domestic Violence and Children. Los Angeles, CA: Packard Foundation. Osofsky, J., & Fenichel, E. (Eds.) (1994). Hurt, healing, and hope: Caring for infants and toddlers in violent environments. Arlington, VA: Zero to Three/National Center for Clinical Infant Programs.

Osofsky, J., Fick, A., Flowers, A., & Lewis, M. (1995). Trust in children living with violence. Poster presented at the biennial meeting of the Society for Research in Child Development, Indianapolis, IN. Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical application of the neurosequential model of therapeutics. Journal of Loss and Trauma, 14(4), 240255. Rossman, B. (1998). Descartes error and post-traumatic stress disorder: Cognition and emotion in children who are exposed to parental violence. In G. W. Holden, R. Geeffner, & E.N. Jouriles (Eds.), Children exposed to marital violence (pp. 223256). Washington, DC: American Psychological Association. Singer, M., Anglin, T., Song, L., & Lunghofer, L. (1995). Adolescents exposure to violence and associated symptoms of psychological trauma. Journal of the American Medical Association, 273(6), 477482. Sternberg, K., Lamb, M., Greenbaum, C., Cicchetti, D., Dawud, S., Cortes, R., Krispin, O., & Lorey, F. (1993). Effects of domestic violence on childrens behavioral problems and depression. Developmental Psychology, 29, 4452. Straus, M. (1992). Children as witnesses to marital violence: A risk factor for lifelong problems among a nationally representative sample of American men and women. Report of the Twenty-Third Ross Roundtable. Columbus, OH: Ross Laboratories. Wolfe, D., Jaffe, P., Wilson, S., & Zak, L. (1985). Children of battered women: The relation of child behavior to family violence and maternal stress. Journal of Consulting and Clinical Psychology, 53, 657665. Diane Zosky, PhD, ACSW, LCSW, is director of the School of Social Work at Illinois State University. She is a clinical social worker and completed her MSW from the University of Illinois at Urbana-Champaign and her PhD in clinical social work from Loyola University Chicago. Her interest of teaching, practice, and research has been in the area of domestic violence, and she has worked part-time for seven years with The Center for the Prevention of Abuse in Peoria as a facilitator for the Family Violence Intervention Program.

CEU Opportunity for Reading This Article! NASW Illinois members can earn one CEU by completing an online quiz (LINK) regarding this article! The free CEU opportunity is only valid until June 1, 2013, after which the CEU fee will change to $15.00. Nonmembers must pay the regular $10.00 rate for the CEU, which will increase to $15.00 after June 1, 2013.

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Book Reviews - Brown in the Windy City: Mexicans and Puerto Ricans in Postwar Chicago
April 1st, 2013

growing emphasis on culturally specific services and Latino leadership within the organizations. In discussing the parallels between the two groups, Fernandez documents their shared history as transnational labor migrants during and after World War II through state-sponsored programs, their settlement patterns in the Chicagos near West Side, and their eventual displacement from this area due to urban revitalization policies, race-based housing policies, and federal highway construction. Later in the book, Fernandez describes the response of the second generation to these policies and continued experiences of racial discrimination in all aspects of social life. The second generation realized that claiming whiteness did not shield them from discrimination and instead focused on social activism as well as embracing the racial difference that had been ascribed to them. Unique to the Chicago experience was the recognition of the need for an inclusive Latino identity and formation of alliances with other groups. While Puerto Ricans and Mexicans maintained a sense of pride affiliated with their national origins, many of the organizations such as Mujeres Latinas en Accin and the Young Lords were intentionally inclusive and reflected that in their organizing strategies. Finally, Fernandez illustrates the complexity of gender and the role that women played in meeting the needs of the community, defying the still often portrayed stereotype of the submissive Latina. Women were at the forefront of many struggles and challenged both the patriarchal city politics as well as the patriarchal politics that shaped the activism within their communities. This book is a must-read for social workers as it frames historical themes in social welfare from a new lens, that of a group often ignored and still seen as foreigners despite their long time presence in the United States.

Brown in the Windy City: Mexicans and Puerto Ricans in Postwar Chicago Author: Lilia Fernandez Publisher: The University of Chicago Press, 2012 As Chicago experiences an increasing Latino population, there is a need to respond to the current challenges such as access to social services, housing, and education. Addressing the needs of the Latino population starts with fully understanding their historical and local context, remembering as author Lilia Fernandez states, that Mexicans, Puerto Ricans, and other Latinos/as have been here longer than we realize (p. 268). Cultural competency is not just about being open to other cultures; rather it begins with a meaningful understanding of the historical context of a group. Despite the longtime presence of Latinos in Chicago, few social workers know much about these groups, seeing Latinos primarily as recent arrivals in need of assimilation. Fernandez book, Brown in the Windy City: Mexicans and Puerto Ricans in Postwar Chicago, is a much-needed portrait of the history of Mexicans and Puerto Ricans in Chicago. Fernandez contributes to the understanding of the history of these two groups, the complexities of race, the parallels between the historical experiences of Puerto Ricans and Mexicans, and the role that social service organizations played in the settlement of these two groups in post-war Chicago. Finally, Fernandez presents how both gender and youth activism shaped these experiences. Because Latinos fall outside of our binary understandings of race, they are often neglected from urban historical accounts altogether; and according to Fernandez, have been rendered invisible as historical actors with experiences that are distinct from African Americans and European immigrants. Fernandez describes how the dynamics of immigration, settlement, and urban revitalization in Chicago contributed to the racialization of Mexicans and Puerto Ricans as other and placed them in a distinct racial position that remains flexible, fluid, and context dependent. Particularly relevant to social workers is the history of Mexican Americans and the settlement house movement. Fernandez not only describes how Mexican Americans utilized the services but also discusses the critiques of the settlement houses for failing to incorporate Mexican Americans in leadership roles despite over a generation of servicing this population. In chapters five and six, Fernandez describes the role of a growing political consciousness and activism reflected in both communities. As a part of this commitment to community, both groups develop social services such as free health clinics and youth services. In Pilsen, a settlement house known as Howell House becomes Casa Aztln, reflecting a

April 2013 - State Legislative Update

April 1st, 2013

The Illinois General Assembly is currently on a two-week spring break. The Illinois House returns on Monday, April 8, 2013, and the Illinois Senate returns on Wednesday, April 10, 2013. We are at the point of the session in which bills have been heard in committees and those that survived the committee process are awaiting further action in the house in which they originated. Some bills have already passed out of the chamber of origin and are pending in the second chamber. A limited number of bills will be granted extended deadlines in each chamber. There are also hundreds of shell bills (bills with no substantive language) pending in each chamber that are controlled by leadership and might be used as vehicles for legislation as the session progresses. While the substantive bill process continues, the budget for fiscal year (FY) 2014 will become a hot topic as appropriations committees conduct hearings regarding the budgets of various state agencies. The bill synopsis below is not a comprehensive list of all bills of potential interest to our members. At this stage of the session there are many bills that will not survive the Third Reading deadline in the second and third weeks of April. This
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summary highlights some of the bills that should be given close attention. SB 1609 (Koehler) This NASW Illinois Chapter bill makes it a Class 3 felony to threaten a social worker, caseworker, or investigator employed by a human services provider that receives a grant or contract from the state to provide human services if the threat is made against the employee in connection with such employment. The bill expands an existing law regarding threats to public officials, which covers social workers, caseworkers, and investigators employed by the Department of Human Services (DHS), the Department of Children and Family Services (DCFS), and the Department of Healthcare and Family Services (DHFS). The bill is on Second Reading in the Illinois Senate. SB 1455 (Delgado) This is the NASW Illinois Chapter's bill to implement recommendations of a special NASW task force concerning licensure continuing education unit (CEU) requirements. The bill provides that at least one-half of the required CEU hours each renewal cycle must be earned through in-person participation in a CEU program unless a variance is granted by the Illinois Department of Financial and Professional Regulation (IDFPR). It also provides that at least three hours must be related to cultural competency in the practice of social work. The bill is not being moved this session due to favorable negotiations with IDFPR over new proposed administrative rules that would incorporate these and related changes. HB 1 (Lang) This bill creates the Compassionate Use of Medical Cannabis Pilot Program Act and a fund in the state treasury for the costs of administrating the program. The bill is on Third Reading in the Illinois House. HB 2 (Bellock) This bill authorizes the governor to create the Illinois Single Audit Commission that would be required to conduct research regarding the practices of other states in the administration of grants and to issue a report summarizing the commission's recommendations regarding the uniform administration of grants in Illinois to promote effective and efficient oversight of grants, ensuring quality programs, and limiting waste, fraud, and abuse. The commission would sunset on January 1, 2015. The bill is on Second Reading in the Illinois House. SB 26 (Steans) This bill would implement the Medicaid expansion provisions of the federal Affordable Care Act, which became a state option instead of a mandate as a result of the US Supreme Court's decision last June in NFIB v. Sebellius. The bill has passed the Illinois Senate and is currently pending in the Illinois House. NASW Illinois strongly supports the bill. SB 2199 (Frerichs) This bill would amend the Illinois School Code to remove a provision enacted in 2011 that prohibits a candidate for licensure from beginning an internship or residency required for licensure until he or she has passed the applicable content area test. NASW strongly supports the bill, which is on Second Reading in the Illinois Senate. HB 2322 (Chapa Lavia)

This bill would amend the Illinois School Code to more fully describe the responsibilities of school social workers, including anti-bullying interventions and social and emotional learning. The bill is on Second Reading in the Illinois House. HB 2420 (Chapa Lavia) This bill would allow licensed marriage and family therapists to practice in the schools after meeting licensure and endorsement requirements to be developed by the Illinois State Board of Education (ISBE). NASW Illinois opposes the bill. The bill is on Second Reading in the Illinois House. HB 3070 (Farnham) This bill would amend the Illinois School Code to require inservice training of social workers, teachers, counselors, and other personnel to identify mental illness. The bill passed the Illinois House on March 22, 2013, by a vote of 93 to 12 and is now in the Illinois Senate. HB 1017 (Feigenholtz) An initiative of the Illinois Office of Health Information Technology which would amend the Mental Health and Developmental Disabilities Confidentiality Act with respect to the electronic sharing and transmission of mental health information and records under the Illinois Health Information Exchange (ILHIE). The bill has passed the Illinois House and is now in the Illinois Senate. HJR 17 (Madigan) This resolution establishes the Illinois House's estimate of General Revenue Funds available for the FY 2014 budget at $35.081 billion. The measure is pending in the Illinois, which can amend this measure if it disagrees with the estimate.

Since You Asked: Health Care Privacy Exceptions to Avert Harm and Duty to Warn
April 1st, 2013

Introduction In the aftermath of widely reported instances of multiple deaths due to violent criminal acts, social workers face heightened concerns about when and whether to report suspicions about clients who could pose a risk of harm to others. This article will highlight recent federal guidance on this topic with additional information about duty to warn laws among the states. To read the rest of the article, click here. NOTE: NASW login required.

Student Stand: Rachel Seed

April 1st, 2013

While only in my first year as a graduate student, I have already had the opportunity to work with parents and children struggling to grow in new foster care environments, tutored children living in poverty (which presented a barrier to their ability to learn), assisted with children that are wards of the state that struggle with many aspects of mental health development, and helped adults that lack basic food and housing needs. During these experiences I have seen adults
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shed tears over their circumstances and their inability to help themselves or get help from others. Ive watched children display episodes of anger that I can only presume is due to an inability to fully process the issues they confront. I have worked with social work agencies overburdened by paperwork and budget constraints in which sacrifices must be made complete forms or meet individuals in need. I have helped individuals without housing that are scared to be sent to the city shelters, scared about their safety due to previous unpleasant experiences. I grew up in Naperville, Illinois, in a four bedroom, three bath home. I had my own car in high school, and I vacationed every summer. I have now helped individuals living in conditions I have never experienced. I love what I do and will strive to make a difference; however I cannot fathom the circumstances and experiences my clients have lived through. Sometimes it feels as though there are not enough hours in the week between school, work, internships, volunteering, and of course, keeping in touch with my family. Even when the stress of schoolwork or the lack of time to sleep presents itself, I always think about the resiliency of the populations I have been able to watch and serve. I think of the everyday struggles they face and of the struggles the agencies I have worked for face in attempt to ensure adequate resources and advocacy for such vulnerable populations. I do not profess to have any solutions or to properly advocate what is right or wrong. I am reporting on what I have experienced during my education. It is our job as social workers to acknowledge the barriers and obstacles of our clients, though sometimes these barriers feel like brick walls. As a student in my first year of an MSW program, my first lesson was to learn how to maintain strength and optimism in the workplace. With burnt-out staff, inadequate resources, and populations with diverse vulnerabilities, the work can appear to be overwhelming. It is difficult and even painful to not be able to find a solution in the limited time we have. The classroom does not initially teach us how to withstand agency budget cuts, or how to balance client demand and the reality of inadequate resources. We do not learn certain real world experiences or client struggles in a textbook, and teachers do not lecture on the harsh realities of the profession. Certain social work aspects can only be learned in fieldwork experience. I write this article not only to advocate for my clients and agencies, but to advocate for students, interns, and even seasoned social workers. The truth is our work may feel endless and sometimes unsatisfying. Clients will struggle and may even resist, values will clash, funding will fluctuate, and secondary trauma will attempt to hinder our perseverance. However, I dare you to push harder, to always place yourselves in your clients position, understand their circumstances, and most importantly, maintain the enthusiasm that has inspired us to be in a helping profession.

April 2013 - NASW Illinois Chapter Classified Ads and Job Postings
April 1st, 2013

CLASSIFIED ADS For a complete up-to-date list of ALL classified ads, be sure to visit the NASW Illinios Chapter Classified Ads: http:// www.naswil.org/news/networker/networker-classifieds/. OFFICE FOR RENT - Chicago: Attractive Chicago Loop Office in for Rent: Three and a half days per week . All day Mon, Wed, Sat and Fri Mornings. 30 N. Michigan Ave, Chicago, Ill 60602. Suitable for Child Psychoanalysis and Psychotherapy and for Adult Psychoanalysis and Psychotherapy Amenities include: Wireless Internet, Refrigerator, Sink, Microwave Oven. The Suite Has a Waiting Room , a Consulting Room & Separate Desk Study and Storage Room Contact: Edward P. Kaufman LCSW, BCD 847-997-7444 OFFICE FOR RENT - Oak Park: Oak Park: Part time office space available in a beautifully furnished & well-maintained, secure building. Friendly atmosphere, potential referrals, free parking. Flexible leasing. 708.524.0532 Lee Madden

NASW ILLINIOS CHAPTER JOB BOARD For a complete and up-to-date list of job board postings, visit the NASW Illinois Chapter Job Board: http://www.naswil.org/education-careerdevelopment/association-job-board/. Executive Director - AFSCME Personal Support Program (PSP) Grants Administrator - AgeOptions Program Director (Peoria) - Illinois Mentor Psychotherapist in Private Practice - Justin Tobin & Associates Social Service Coordinator, Martin Health Center Westminster Village, Inc. Mental Health Care Advocate - OptumHealth UnitedHealth Group Psychotherapist - Contract - Professional Consultations Inc Individual Family Therapist and Small Group Facilitator - ParentsWithPromise,LLC Life Guide/MCR Unit - Lutheran Life Communities Social Work Department Coordinator - New Trier High School Transition Engagement Specialist - AgeOptions

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April 2013 - Calumet District Update

March 29th, 2013

I would like to extend a warm welcome to all new members of the Calumet District! The Calumet District is comprised of the following counties: Kankakee, Will, Grundy, and parts of southern Cook. Please peruse the chapter website (http:// www.naswil.org) and see how you can put your membership to use, in addition to exploring opportunities for you to participate in your professional association. March was a wonderful month for Social Work Month celebrations. The Calumet District recognized the following awardees during National Social Work Month: Patricia A. Polk, 2013 Public Citizen of the Year; Cini Bretzlaff-Holstein, 2013 Social Worker of the Year; and D. Frank Elam, 2013 Lifetime Achievement Award recipient. In addition, I organized a community event in the district for Social Work Month. US Representative Bill Foster (IL-11) spoke with a group of social workers during the event at Big Brothers Big Sisters in Joliet. Also Congressman Foster shared remarks I wrote in honor of National Social Work Month that were submitted into the Congressional Record on March 14, 2013. Click the attached link to view the remarks: http://www.gpo.gov/fdsys/pkg/CREC-2013-03-14/ pdf/CREC-2013-03-14-extensions.pdf.

Child Welfare; Health; Mental Health; Private Practice; School Social Work; Social and Economic Justice and Peace (SEJP); Social Work and the Courts. Questions, contact Kamilah Omari by email. Submissions should be sent to sections@naswdc.org. Topics may include, but are not limited to: Deployment and relocation assistance Best practices in supporting Service Members, Veterans and Their Families Educational support for Military spouses Military spouse professional license portability Family advocacy and family reintegration

April 2013 - Student Network SIG Update

March 28th, 2013

Join the Student Network SIG for a night out with your fellow social work peers! The Student Network SIG is hosting its second Bar Night event on Thursday, April 18, 2013, from 6:00 to 9pm at Jaks Tap (901 W Jackson Blvd, Chicago, IL 60607). RSVP to Katie Connelly at kconnelly [at] naswil [dot] org. In case you missed it, be sure to check out this month's Student Stand article by NASW Illinois Chapter Social Work Intern Katie Connelly about Advocacy Day 2013. Thank you again to all those who traveled to Springfield to make this year's event a success!

April 2013 - Three Rivers District Update

March 29th, 2013

Student Stand: Katie Connelly

March 27th, 2013

On March 11, 2013, the Three Rivers District celebrated Social Work Month by honoring Malinda Dobyne, LCSW, QCSW, CMFSW, with the Social Worker of the Year Award. The presentation of the award was followed by a presentation on Autism: A Family Matter by Tim Edward, MEd. The event was well attended, the participants had the opportunity to receive CEUs and network with other professionals in the field.

Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice." NASW Code of Ethics, 6.04 Social and Political Action In February 2013, over 700 social workers and social work students across the state gathered in Springfield, Illinois, to participate in the NASW Illinois Chapters annual Advocacy Day. The day began by honoring Representative Kelly Cassidy (D-14) with the 2013 NASW Illinois Chapter Legislative Award. Representative Cassidy has worked tirelessly to improve the well-being of residents in her district and throughout Illinois, demonstrating to all in attendance the importance and the power of living out the principles outlined in the NASW Code of Ethics. We also had the privilege of hearing from a panel of experts including Phil Milsk, the legislative affairs consultant for the NASW Illinois Chapter and the Illinois Association of School Social Workers (IASSW); Bobby Otter, educational and fiscal policy analyst at the Center for Tax and Budget Accountability; Stephanie Altman, programs and policy director at Health and Disability Advocates; Marvin Lindsey, consultant with the Community Behavioral Healthcare Association; and Lawrence Benito, executive director of the Illinois Coalition for Immigrant and
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Intersections 2013: Call for Submissions

March 29th, 2013

Intersections, the annual continuing education publication of the National Association of Social Workers (NASW) Specialty Practice Sections (SPS), will be accepting submissions for the 2013 publication focused on services Service Members, Veterans, and their Families. Article submissions should follow the author guidelines. Articles should contain timely, practice-related content applicable to one of the following Sections: Administration/ Supervision; Aging; Alcohol, Tobacco and Other Drugs (ATOD); Children, Adolescents, and Young Adults (CAYA);

Refugee Rights. The days panelists helped to increase our knowledge of significant issues currently facing our state. With these individuals as examples, we traveled to the Capitol to bring our causes to those directly responsible for creating the policies that greatly impact, for better or worse, the social work profession and its mission to enhance human wellbeing and promote social justice. While we were putting our newfound lobbying skills to use, the Illinois Senate voted in favor of expanding Medicaid eligibility, proving in an invaluable way that we do have the power to effect change in our society. The most important lesson I have taken from my Advocacy Day experiences is that our representatives are not only accessible, but also that it is our duty both as citizens and social workers to make our voices heard in that arena. Thank you to all the participants of Advocacy Day 2013, particularly the students at the following schoolsyou ensured that we were loud enough to be heard by all. Aurora University 49 Bradley University 1 Chicago Center 12 Chicago State University 4 DePaul University 17 Dominican University 55 Governors State University 112 Illinois State University 98 Lewis University 2 Loyola University Chicago 53 Northeastern Illinois University 101 Olivet Nazarene University 28 Trinity Christian College 10 University of Illinois Chicago 60 University of Illinois Springfield 17 University of Illinois Urbana-Champaign 37 University of Chicago 5 University of St. Francis 38 Western Illinois University 41 Other 26 Obviously these are some exceptional young people, but what they have in common is that they were ordinary people who cared. They wanted to act, to do something, to make

life better for other peopleand they have. Morgan Carroll, Take Back Your Government: A Citizen's Guide to Making Your Government Work for You

April 2013 - East Central District Update

March 28th, 2013

March was a great celebration of Social Work Month, and I hope everyone is energized about our wonderful profession! As we all know this continues to be a very difficult time with regards to finances and service provision, and it is essential that we get engaged and communicate with our local and state legislatures as often as possible! Welcome New NASW East Central District Members: I would like to welcome our newest NASW members to the East Central District! We are so pleased to have you in the association and a part of our district. Our newest members are: Rachael Fear NiColechael Higginbothan Chapter News:

Congratulations to the East Central District 2013 Public Citizen of the Year awardees Vivian & Larry Lefferts we are grateful for your commitment to the issues so important to social work. Here is a photo from the awards event: Chapter Election 2013: The election for the 2013-2014 NASW Illinois Chapter Board of Directors will begin on April 1-30, 2013. Ballots will be sent out to all chapter members to vote. Full bios for all nominees will be posted on the chapter website (http://www.naswil.org). Election results will be tallied and posted in early May 2013. Social Work Spotlight: We are still accepting social worker profiles to feature on the chapter's Social Worker Spotlight website. Thank you to those who have already submitted a profile. Read more about the site here: http://naswil.org/news/chapter-update/social-workerspotlight-now-accepting-profiles/.

Social Worker Spotlight: Joseph Walsh

March 27th, 2013

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In March 2013, the NASW Illinois Chapter launched a consumer awareness website that helps people to better understand the role of social workers in their community. The Social Worker Spotlight website (http://ilsocialwork.com/) is available to the public, and we encourage all social workers to share the site with their friends, family, and colleagues. To submit a profile of your own, click here. Joseph Walsh, PhD, LCSW Psychotherapist & Consultant Chicago, Illinois NASW Member since 1968

April 2013 - West Central District Update

March 26th, 2013

CHAPTER NEWS I hope everyone had the opportunity to celebrate Social Work Month by attending one of the events offered throughout the state. Here is some additional information: Chapter Election 2013: The election for the 20132014 NASW Illinois Chapter Board of Directors will begin on April 1, 2013. Ballots will be sent out to all chapter members to vote. Full bios for all the nominees will be posted on the chapter website (http://www.naswil.org). Election results will be tallied and posted in early May 2013. Did You Know...? The NASW Illinois Chater Statewide Conference will be held on October 28 through 30, 2013. Consider saving the date. For more information look at the NASW Illinois Chapter website: www.naswil.org. This Month's Challenge I am considering our next West Central District event. Please e-mail me if you have any suggestions.

I am a social worker becauseto some extent, it is in my DNA. In my family of origin there are six MSW-level social workers. Our familys religion played a big role in teaching us to be of service to others and to get the proper skills to do this effectively, and thus, professionl degrees. I have had the privilege of observing and participating in the increased professionalization of social work over the past forty years. Licensure has been a crucial important progression as has been the increased valuing of doctoral training. Social works commitment to the poor and marginalized has never been compromised in the midst of its professionalization, a fact that gives me great pride. It has been my privilege and pleasure to be involved in the direct practice of social work for my entire professional career. For most of these years I also served as a professor in a school of social work. It was delightful to have a role in the development of the knowledge base, attitudes, and value perspective of new members to the profession. It also has been a joy to contibute to social works foundation through research and publication. I have been a member of NASW since my first days in graduate school in 1967. It was easy to join with discounted student rates, and it helped me to achieve a wider view of the profession. Having been active on both the state and national level on NASW boards and committees, I continue to be impressed by the high-level thought and action NASW provides to its members, for its clients, and for the general well-being of society. Its efforts in promoting ethical behavior by social work practitioners and its legal defense commitments are of special note. Visit the Social Worker ilsocialwork.com/. Spotlight website: http://

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