May is National Foster Care Month, a time to raise awareness on the plight of children and youth in the foster care system. The National Association of Social Workers, with Casey Family Programs and other partner organizations, underscore the important work of social workers, and the increasing need for a safe, stable and nurturing environment for children and youth during National Foster Care Month. NASW has created a web section for National Foster Care Month highlighting child welfare related resources. Visit it here: http://www.socialworkers.org/practice/children/2012/fostercare.asp

PRESIDENT-ELECT
Candi Gray (MSW, University of Illinois at Urbana-Champaign; LCSW, OSW-C) is a licensed clinical social worker and member of NASW and AOSW (Association of Oncology Social Work). Candi has worked in a variety of healthcare settings, helping those impacted by various health-related problems and illnesses. Beginning her career at the City/County of San Francisco Health Department in San Francisco’s Tenderloin district, Candi went on to work in the areas of geriatrics, substance abuse, medical case management, HIV/AIDS, and oncology. Currently, she works as an oncology social worker at the Community Cancer Center in Normal, IL, a comprehensive, community –based cancer care provider serving persons in Central Illinois. The Center focuses on outpatient cancer care and includes services such as medical and radiation oncology, CyberKnife service, comprehensive breast service, nutrition, community education, and offers a full complement of support services. As an oncology social worker, Candi is responsible for all clinic-wide psychosocial support services, program development and standards, evaluation, and continuous quality improvement and accreditation. Candi states, “As an oncology social worker, I have the privilege everyday to help those who are affected by cancer find the knowledge, support, and hope they will need to face the challenges and changes their diagnosis brings.” Additionally, she has been a field supervisor for the University of Illinois at Urbana-Champaign and Illinois State University’s social work programs and Illinois State University’s Child Life program.

SECRETARY
Cheri Sinnott (MSW, Washington University in St. Louis; LCSW) is director of the Illinois Service Resource Center (ISRC), a statewide agency that provides behavioral support to students who are deaf and hard of hearing. She has been with ISRC since 1993. Additionally, she is an adjunct faculty member at the College of Lake County and maintains a private practice. From 2007 to 2011 she served as Northeastern District Chair for the NASW Illinois Chapter.

CHICAGO DISTRICT CHAIR
Alexander Brown (MBA, Lake Forest College; PhD, The Institute for Clinical Social Work; LCSW) is executive director and CEO of Parents Allied with Children and Teachers for Tomorrow (PACTT). The agency provides residential, educational, and vocational services to children and adults with autism in Chicago and the western suburbs. In the past, he has served as clinical director of a very large nonprofit that provides a wide range of social services in Cook and Dupage Counties; executive director of an agency that provides supportive housing to adults recovering from chronic mental illnesses; managed community-based programs that serve older adults; and hospital-based crisis intervention, outpatient therapy, and employee assistance programs. He has also served as a reviewer for the Council on Accreditation (COA) and the Commission on Accreditation of Rehabilitation Facilities (CARF) and currently teaches graduate-level courses in human resources and nonprofit marketing at DePaul University’s School of Public Service. He has served on the board of directors of several nonprofit organizations including the Howard Brown Health Clinic, the John Howard Association (which promotes prison reform), and the NASW Illinois Chapter where he also serves as Chicago District Chair. He also serves on the American Cancer Society’s Cancer Disparities Research Task Force and as a reviewer for Cancer Control and Population Sciences grants. He presents frequently to both professional and lay audiences on a wide range of topics related to both clinical and administrative matters. He degree in social work from Simmons College and the Institute for Clinical Social Work and a masters’ degree in business from the Lake Forest Graduate School of Management.

JANE ADDAMS DISTRICT CHAIR
Sheryl Frye (MSW, University of Illinois at Urbana-Champaign; LCSW) is assistant director of counseling for Military Student Services at Northern Illinois University (NIU). She provides case management and academic support services for veterans and military students. Sheryl also serves as case manager for the student threat assessment team at NIU. She has fifteen years of social work practice experience. Her clinical experiences include individual therapy, family therapy, group therapy, couples counseling, Dialectical Behavior therapy, play therapy, drama therapy, recreational therapy, and crisis intervention. She has practiced in university counseling centers, hospitals, residential treatment centers, and community agencies. Sheryl’s clinical areas of interest include PTSD, mind/body health, anxiety, and depression. Sheryl is currently pursuing her doctorate in adult and higher education at Northern Illinois University.

SOUTHERN DISTRICT CHAIR
An e-mail was sent out on April 3, 2012, to members of the NASW Illinois Chapter Southern District soliciting members for the Southern District chair position. If you would like to be considered for the Southern District chair position, please contact NASW Illinois Chapter Executive Director Joel L. Rubin at office [at] naswil.org.

THREE RIVERS DISTRICT CHAIR
Martha Neira (MA, University of Chicago; LCSW) has a professional life that spans over thirty years of dedicated and committed work to those whom, in many cases, cannot advocate for themselves. Martha's extensive experience includes working with multi-ethnic populations from varied socio-economic backgrounds, focusing on working with children and families involved in the child welfare system due to abuse and neglect. Martha's trajectory within DCFS took her from providing direct services to families involved with DCFS and the Juvenile Court System to becoming a unit supervisor, manager, and culminated with several years as a clinical facilitator attached to Juvenile Court to facilitate the resolution of complex cases. She retired from DCFS to continue her career as an individual psychotherapist. Presently she is an independent contractor at UCAN, providing individual therapy.

MEMBER AT-LARGE
Monica Guilhot-Chartrand (MSW, University of Minnesota; LCSW) is a bilingual clinical social worker, originally from Uruguay, who has served the community as a licensed professional in the states of Minnesota, Kansas, Missouri, and Illinois. She has practiced in the fields of behavioral health and social service with a specialization in clinical social work. She currently provides direct services through her work at Samaritan Interfaith Counseling Services, including interventions focused on interpersonal interactions, intrapsychic dynamics, and life-management issues. She also has training and experience in multicultural settings. She has practiced both in administrative and clinical capacities, ranging from program director to clinician, providing direct services to families and individuals. She has also been community faculty for the Social Work Department at Metropolitan State University in Minnesota. Monica also enjoys working with older adults, particularly on themes related to unresolved grief and loss. Other areas of expertise include blended families and cross-cultural matters.

MSW REPRESENTATIVE
Jennifer Tan currently studies at The University of Chicago where she is pursuing a dual MBA/MA from the Booth School of Business and the School of Social Service Administration. Prior to her move to Chicago, Jen worked as coordinator for the office of the Chief Development Officer of Facing History and Ourselves, an international civic education organization that develops and shares teaching strategies, curricula, and resources that encourage students to take responsibility for their world. Jen has also worked as the first International Recruiter for the William J. Clinton Foundation's HIV/AIDS and Climate Initiatives where she helped start and grow the organization's first recruitment efforts to serve and staff program teams across 70 countries. A Massachusetts native, Jen speaks Cantonese Chinese and Vietnamese. She graduated with a BA in American Civilization from Brown University in Providence, Rhode Island, and has also studied at the Chinese University of Hong Kong in Hong Kong, SAR.

BSW REPRESENTATIVE
Lydia Quinones is a current BSW student at Governors State University. She returned to college and majored in social work seeking a social justice program so that she could pursue her goal of advocating for better social policies co-mingled with mental health. As a non-traditional student she has finally found her vocation and passion in social work. In pursuing such a vocation she is fulfilled in knowing that the education she is receiving will be making her a more culturally competent worker in the field of social work. Her strengths as a social worker stem from being a third generation social worker. Her grandmother led the way as an emergency protective services worker for the Department of Children and Family Services in Chicago, IL. She is very proud of this legacy, and this adds to her personal strengths and perseverance in pursuing a career in social work. She also feels that the knowledge that she gained as a manager and railroad conductor prior to returning to school have assisted in her professional and personal growth. At present, she works part-time empowering individuals with physical and developmental disabilities, volunteers, is active in her hometown community government, and is a member of student government.

2014 DELEGATE ASSEMBLY

Alexander Brown (MBA, Lake Forest College; PhD, The Institute for Clinical Social Work; LCSW) is executive director and CEO of Parents Allied with Children and Teachers for Tomorrow (PACTT). The agency provides residential, educational, and vocational services to children and adults with autism in Chicago and the western suburbs. In the past, he served as clinical director of a very large nonprofit that provides a wide range of social services in Cook and DuPage Counties; executive director of an agency that provides supportive housing to adults recovering from chronic mental illnesses; managed community-based programs that serve older adults; and hospital-based crisis intervention, outpatient therapy, and employee assistance programs. He has also served as a reviewer for the Council on Accreditation (COA) and Commission on Accreditation of Rehabilitation Facilities (CARF) and currently teaches graduate-level courses in human resources and nonprofit marketing at DePaul University’s School of Public Service. He has served on the boards of directors of several nonprofit organizations including the Howard Brown Health Clinic, the John Howard Association (which promotes prison reform), and the NASW Illinois Chapter where he also serves as Chicago District Chair. He also serves on the American Cancer Society’s Cancer Disparities Research Task Force and as a reviewer for Cancer Control and Population Sciences grants. He presents frequently to both professional and lay audiences on a wide range of topics related to both clinical and administrative matters.

Mary Garrison (MSW, University of Illinois at Urbana-Champaign; LCSW; ACSW) is associate professor of social work at Millikin University. Courses taught by Mary include human behavior and the social environment; practice with diverse populations; social work ethics; community mental health; introduction to the helping professions; and an international travel course (social policy in Ireland). 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 a 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. Mary serves as advisor to several committees and participates on a number of boards including the National Alliance on Mental Illness Illinois State Board, Mental Health Association of Macon County, and the governing board of the Macon County Homeless Council. Mary is the current NASW Illinois chapter East Central District Chair and has previously acted as a Delegate Assembly Member and as the East Central District Nomination Committee Chair. Mary was the recipient of the Social Worker of the Year Award for the NASW East Central District as well as the state of Illinois in 2011, and was also awarded the Cesar Chavez Social Justice Award from Millikin University.

Don Phelps (PhD, University of Illinois; MSW, Aurora University) is a licensed clinical social worker and currently a tenured associate professor in the School of Social Work at Aurora University. During the last twenty-five years, Don has worked as a youth and family therapist, clinical director, chief operating officer, and executive director.

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 in her professional organization for several years. Currently she 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 Emerging Leader in Social Work, and was one of the 600 social workers in the nation selected to attend the 2010 Social Work Congress. She serves as an Advisory Board Member for both Governors State University and Trinity Christian College. Furthermore, Chasity serves in the Kankakee Branch of the NAACP. As a member of the executive committee for the Kankakee NAACP Branch, Chasity has worked to support several committees and was recently appointed as education chair. 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. She has served on the Legislative Awareness and Advocacy Committee, collaborating with the state of Illinois and coordinating the 2011 Rescue and Restore Event. In addition to community obligations, Chasity served six years on the school board for Bishop McNamara Catholic High School. She has worked in state government for both the Illinois Departments of Developmental Disabilities and Employment Security.

Greetings District Members:

Please be reminded that we have an upcoming district event.  

See the following information for details:

Date:  Saturday, May 12, 2012

Time:  10:00am

Location:  Old Plank Trail Community Bank, 20012Wolf Road, Mokena, Illinois - 708.478.4447

Presenter:  Amy Switak, LCSW, CSW - G

Topic:  Working with the Geriatric Population, What Social Workers Need to Know

NOTE:  PLEASE RSVP through the chapter website at:  http://www.naswil.org so that arrangements for refreshments can be made.

So what can you do? The NASW Illinois Chapter is currently stepping up its advocacy to help avert many of these cuts. On April 30, 2012, we e-mailed the first of several legislative alerts (http://www.naswil.org/advocacy/advocacy-alerts/) regarding the budget. This is a crucial decision-making time in Springfield, so you will be receiving numerous legislative alerts as the Illinois General Assembly winds down during the month of May.

NASW Illinois Chapter President Yolanda Jordan and I were in Washington, DC, from April 11 through 14, 2012, for the national NASW annual leadership meeting, a gathering of NASW Chapter Presidents and Executive Directors. In addition to the wide range of trainings and a briefing on strengthening social work’s response to reducing poverty with the Congressional Social Work Caucus, National NASW Director Betsy Clark, in her state of the association presentation, announced her transition to retirement at the end of this calendar year. As national director since 2001, Betsy has been an exemplary leader, helping to navigate the association and the profession during very challenging economic times. A search committee will be led by immediate past National NASW President James Kelley.

I am sure you will find this month’s feature article by Ellen Carbonell to be very interesting, “The Alzheimer’s Epidemic: How an Exponentially-Growing Disease Will Affect Your Social Work Practice, and What You Can Do.” Ellen is associate director of Family Programs for the Alzheimer’s Association’s national office and recently presented at the NASW Illinois Chapter’s Older Adults Shared Interest Group (SIG) CEU series. The Older Adults SIG is one of the chapter’s most active SIGs. In March, they presented, “Your Hidden Clients: Clinical Issues with Older Adults and Their Families, an Intergenerational Approach,” and in April, over 40 people attended the second in the series, “Social Work Careers in Aging.” The third in the SIG’s series, “Navigating the New Millennium Maze of Aging,” will take place on May 31, 2012. More information about the SIG can be found at here: http://www.naswil.org/naswil/sigs/older-adults-sig/.

The NASW Illinois Chapter has several active SIGs: http://www.naswil.org/naswil/sigs/. Our International Activities Network SIG will once again will be participating in a social services exchange this summer, to take place in Hamburg, Germany, from August 30 through September 9, 2012. If you are interested in participating go to the IAN SIG page for more information: http://www.naswil.org/news/chapter-update/late-summer-international-social-work-conference-planned/.

Voting in 2012 NASW Illinois Chapter elections ended on April 30, 1012. Thanks to all of you who voted. Results of the elections will be posted on the chapter website later in the month.

In the upcoming weeks, please look for more information on the emerging Private Practice Shared Interest Group (SIG), job summit working groups, and other new events and programs.

Lastly, congratulations to all of the 2012 graduates of Illinois social work programs. On behalf of the NASW Illinois Chapter, I wish you much success and hope you will connect with the association as your career evolves. In the days approaching graduation, please be reminded that this is the most economical time to join the NASW. Join before graduation at 75% of the regular member cost: http://www.naswil.org/naswil/join-renewmembership/.

Joel L. Rubin, MSW, CAE, has served as executive director of the 7,000 member Illinois Chapter of the National Association of Social Workers (NASW) since October 1999. He has over twenty-five years of nonprofit management and fundraising experience including extensive work with boards of directors, committees and volunteers, and advocacy around a wide variety of social work, human service, and international political issues. Joel is a graduate of the Wexner Heritage Fellowship Leadership Program and a current adjunct professor at the University of Illinois at Chicago Jane Addams College of Social Work as well as Loyola University Chicago School of Social Work.
 

Here are the facts:

• There are 5.3 million people diagnosed with Alzheimer’s disease in the United States
• One in eight older Americans has the disease
• Alzheimer’s is the sixth leading cause of death in the United States and is the only one with no treatment, no cure, and no disease-modifying medications available
• Half of people over the age of 85 have signs of the disease
• Over 15 million Americans provide unpaid care for a person with Alzheimer’s or a related dementia
• Caregivers experience high levels of depression and emotional stress, financial drain, increased need to adjust work to meet their caregiving needs, and physical health deterioration as a direct result of their caregiving

Alzheimer’s disease is growing exponentially as baby boomers are aging into the years associated with high risk for dementia. Of the six leading causes of death, the rates of the other five decreased by 3 to 29% between 2000 and 2008. During that same period, on the other hand, the rate of Alzheimer’s disease increased by 66%. Unless some treatments are developed that can moderate this rate of growth within the next five years, the impact of this disease will bankrupt the medical care system as we know it.

These are the facts. As a result of what we are up against because of this disease, the public face of Alzheimer’s disease has begun to change. Articles appear in the press far more now than even five years ago, and people are beginning to see Alzheimer’s disease as something that starts with stages in which the person with the disease can talk about what’s happening to them and inform the public. Businesses are responding by learning about the impact of caregiving on their employees and are helping to educate them in record numbers. Awareness is in motion.

But are we as social workers prepared for the impact?

There are two ways in which I believe that social workers need to make adjustments in order to keep current with the needs that are being generated by Alzheimer’s disease.

First, we need to recognize even if our work is not directly with those who are this nation’s growing number of seniors, every area of our clients’ lives may be dramatically impacted by Alzheimer’s at some point. Any person who has parents in the high risk age category may find him or herself providing hands-on care or managing care provided by others along with adjusting to the changes that the disease brings over a number of years. These family caregivers are at the age in which they may be raising children or grandchildren in their homes. The current financial climate increases the need for these caregivers to also be providing an income for their families which adds work schedules onto their list of issues to manage and juggle.

Children, grandchildren, and even great-grandchildren are also affected by the adults in their lives who struggle with the disease themselves or as caregivers.The stressed adults who are providing care may be less available to these children in many ways, and when they live together, the impact may be felt daily. Social workers in child welfare and school settings recognize the impact that this stress has on their clients. Regardless of who our clients are, we as social workers need to recognize that Alzheimer’s disease and other related dementias may be touching the lives of our clients in ways that we have not yet recognized or addressed. We need to begin asking questions about this of our clients, and to learn as much as we can about the disease, its progression, and the effects on those around them.

There are practical ways to begin to address the unmet and often unidentified needs that increasingly affect our clients. Consider doing the following:

• Add questions about whether anyone is providing care for another adult on registration and intake forms, and begin to think of caregiving as a potential stressor on family systems.
• Because caregivers may not identify themselves as such, ask questions about whether anyone in the family lives with a diagnosis of any disorder. Include questions about what role your client has in providing care in intake interviews.
• Continue to explore this impact as treatment unfolds, asking about the impact of caregiving in sessions or meetings with clients and family caregivers.
• When your clients are children, include a series of questions about who in the family needs extra care attention from the parents, and help both your clients and parents understand the impact on the entire family.
• Assist caregivers with recognizing the need for additional help as the person’s disease progresses, and help them with locating quality resources.

The other way social workers need to adjust is to alter our thinking about our work with seniors, cognitive disorders, and end-of-life issues. Our field has made these changes in the past, as we have addressed the needs of those affected by cancer, substance abuse, HIV/AIDS, and sexual abuse. All of these issues have required that we look at ourselves and those around us with open minds, ready to learn and put our learning to use. Many times, social work has led the charge to help the public address difficult issues and think in new ways. The same is required of us now regarding the Alzheimer’s epidemic.

Working with seniors has long been seen as working primarily with issues of grief, loss, and custodial care. The end of life has been seen in this country as something to be avoided at all costs, and our medical community has been built around this premise. The hospice movement, however, has allowed us to begin looking at the end of life differently, as a time to come full circle and provide the dying with physical and emotional comfort. However, I believe that we have tended to see that process as somewhat disconnected from aging itself. Work with the aging is about loss, just as all of life touches this issue. But it is also about living life to the fullest, finding meaning and moments of joy, and helping people connect with the core of who they are. This is not just about loss; it’s about fulfillment and interconnection. It’s about facing the fact that we are all mortal, and that life is about experiences, learning, and using what we learn as we develop over time, and letting go of that which is beyond our power to understand or control.

So who better prepared than social workers to take this work head on? This is what we do, and the need for social workers to reassess work with the field of aging and take it on has never been more critical. Here are a few things to consider doing to prepare yourself as a professional whose work will be touched by the oncoming wave of aging Americans:

• Get educated about the facts of aging, caregiving, and dementia by attending programs and conferences on these topics. Many offer CEUs, and some are available online.
• Conduct a thorough exploration of your own feelings about aging and death and how they affect your work.
• Push yourself to move beyond outmoded ways of viewing aging which focus exclusively on loss; actively engage in a viewpoint that incorporates seniors taking on new challenges that have the potential for emotional growth and invigoration.
• Armed with a new understanding about how issues of aging and caregiving affect entire family systems, begin to incorporate this perspective directly into your work.
• Consider that the field of aging is one of the few areas of our work guaranteed to grow in the next few decades.

The aging of the American population is happening now, it is exponential, and the need for social workers in the field of aging has never been greater. We need to prepare to meet this need, and we can begin now by making some simple changes to our practices. By doing so, we enrich the lives of our clients and ourselves as professionals.

The rewards of working thoughtfully and intentionally with those affected by Alzheimer’s disease are there for the taking, full of both joy and sorrow, reflecting the essence of life itself.

Ellen Leon Carbonell, MSW, LCSW, is associate director of family programs for the Alzheimer’s Association’s national office. She is responsible for developing and producing dementia-related family programs for chapter implementation nationwide, and oversees caregiver and early-stage support group programs for the association. Trained as a clinical social worker, Ellen has thirty years of experience working with individual and family programs in mental health, vocational, educational, clergy, and voluntary health care settings. She is a Licensed Clinical Social Worker in the state of Illinois and is a member of the American Society on Aging.
 

Nominations are now being accepted for the annual NASW Illinois Chapter Emerging Leader Awards! This year, we are looking for outstanding individuals whose work has supported and promoted the social work profession and the people it serves. Nominations will be accepted through Thursday, May 31, 2012.

SELECTION CRITERIA

• Be a current NASW member
• Work in Illinois
• MSW degree from an accredited graduate school of social work
• Minimum three years post-masters experience (Consideration will be given to full- or part-time employment and/or volunteer work)
• 40 years of age or younger (Consideration will be given to individuals irrespective of age for whom social work is a second or later career)
• Demonstrated excellence in the following areas, including but not limited to: Public or nonprofit agency-based practice; policy/legislative advocacy and/or academia; contributions to services, programs, resource development, management, political efficacy, cross-cultural and anti-racist practices, teaching, research, and/or the development of practice knowledge

NOMINATION FORM
To nominate someone for the Emerging Leaders Award, please fill out the online nomination form (LINK) before Thursday, May 31, 2012. Please be prepared to provide a letter of endorsement for the nominee.

DEADLINE
The deadline for submitting a nomination is Thursday, May 31, 2012.

PAST AWARD RECIPIENTS
For a list of past award recipients, click here (LINK).

Marital affairs are always in the news and are a common problem that is treated in clinical practice. Lifetime rates for infidelity are around 25% for men and 15% for women. Rates for men and women under 35 have increased substantially. There are a number of reasons for this increase including a loosening of cultural mores, women’s increasing economic independence (as recently highlighted as the cover story in the March 26, 2012, issue of Time magazine), and digital technology (including Facebook, Craigslist, cell phones, the internet, and message boards). Google the words “infidelity” and “discussion group” and there are approximately 10,000 hits where people reveal their marital issues and receive support and advice.

Infidelity, however, has always been present. Historical figures such as Benjamin Franklin, former president John F. Kennedy, Albert Einstein, and more recently former governors James McGreevey, Arnold Schwarzenegger, and Mark Stanford were all involved in extramarital relationships. Other public figures such as presidential candidate Newt Gingrich, David Letterman, and Barbara Walters have been involved in affairs.

An affair is a relationship with another person that is based on deception. The essence of an affair is establishing a secret intimacy that must be defended with dishonesty. Betrayal can occur with people who are in committed relationships, such as a committed couple, whether they are heterosexual or gay/lesbian.

There are myths about infidelity: that it helps rekindle a troubled marital relationship, or that only troubled marriages experience this problem. One night stands and emotional affairs can be considered “not really cheating.”

There are various types of affairs, including sexual, which involves ongoing sexual contacts, one night stands, prostitutes, and emotional affairs. The most harmful affair to a relationship, however, is the sexual/emotional infidelity.

The reason men and women cheat is often very similar. Men often feel dissatisfied sexually and emotionally. Women often feel marginalized emotionally, and younger women can be attracted to men they feel have power. The stereotype of men drawn to sex is not always true. There are other similarities between men and women including body image problems, poor communication of needs, faulty problem management skills, and family background as a model of behavior.

Cultural mores often encourage cheating (such as television shows such as Desperate Housewives) as well as personality traits/disorders like narcissism and histrionic and antisocial behavior. Some psychiatric disorders may also contribute to infidelity like bipolar disorder, generalized anxiety, and substance abuse.

There are often warning signs such as disinterest, excessive criticism, and change in appearance that is not congruent with the family situation, as well as a lack of transparency in the relationship, especially with e-mails, cell phones, and internet usage. The best protective elements in a relationship are emotional bonds, sharing life experiences, conflict management skills, and sexual intimacy.

The impact of discovery is a crises for the betrayed spouse/partner. Psychiatric issues, such as severe anxiety and depression (including all of its manifestations such as crying, loss of appetite, insomnia, concentration issues, anger, and suicidal ideation) may be present. There also can be homicidal thoughts. Impact of discovery is a major trauma that has many similar symptoms to post traumatic stress disorder (PTSD). The offending spouse may become extremely symptomatic too. Children are also often severely impacted as well as other family members.

The dynamics of the third party often has an impact too. Whether the person married, single, a relative, is pregnant, carries the possibility of STDs, or refuses to break off contact can all be factors that exacerbate the conflict.

Treatment for infidelity is often complicated and difficult. There first has to be an assessment to determine if there is a commitment to work on the relationship and to explore the ambivalence that is frequently involved. The psychiatric impact must be treated too, including possible treatment for severe anxiety, depression, and trauma.

Interventions include conjoint therapy, individual therapy, a combination of both modalities, and medication management when indicated. Treatment has broadly three stages: the impact of the affair, finding meaning why the affair occurred, and forgiving, re-establishing trust, and moving on. This does not mean that the trauma of the affair is forgotten. The memory of the affair is placed in the background of the couples’ lives but remains, from my experience, in a compartmentalized form. There can be triggers years later that reactivate feelings.

The couple has to set their own agenda, and it is noteworthy that approximately 75% of marriages survive infidelity. However, for repeated infidelity, the survival rate is much less. There has to be guidelines for dealing with the third party, and the offending spouse has to agree to break off all contact including e-mails and texting. This can be problematic if there is a co-worker involved. The offending spouse has to take full responsibly for the pain that was caused and to allow the hurt partner to ask any questions. The inquisition usually evolves into information seeking. There has to be shared responsibility for change that would enhance the relationship.

Self-soothing and time-outs have to be implemented to de-escalate tension, as well as instructing the couple not to discuss the affair outside of the therapy session. Anger is often a defense for being hurt. Rituals have to be devised that promote relationship healing and symbolize moving forward. Safety net plans have to be implemented if the third party tries to re-establish contact. Individual therapy may focus on family of origin issues as well as specific personality issues.

Treatment guidelines need to be clarified when therapy starts, including contact between sessions. Individual session guidelines need to be discussed at the start of treatment. If another therapist for individual sessions is preferred, there needs to be coordination of care. No matter what choice is made, there can often be problems that have to be managed.

In summary, treatment and recovery from affairs can be very difficult for the couples, individuals, and children. Treatment is oftentimes consuming and has periodic crises. The therapist should have a treatment strategy and be nonjudgmental, not hesitating to seek consultation in difficult cases.

REFERENCES

1. Gurman, A. (Ed.). (2008). Clinical handbook of couples therapy. New York, NY: Guilford Press.
2. Black, C. (2009). Facing sexual betrayal, lies and secrets. Center City, Minnesota: Hazelden.
3. MacDonald, J. (2008). How to help your spouse heal from your affair: A compact manual for the unfaithful. Gig Harbor, WA: Healing Council Press. 
4. Glass, S., & Staeheli, J. (2004). Not just friends: Rebuilding trust and recovering your sanity after infidelity. New York, NY: Simon and Schuster.
5. Subotnik, R., & Harris, G. (2008). Surviving infidelity: Making decisions, recovering from the pain. Halbrook, MA: Healing Council Press.

Phillip L. Elbaum, LCSW, CADC, is in private practice in Deerfield, Illinois, a consultant to Hines VA Hospital, and is assistant professor in the Department of Psychiatry and Behavioral Neurosciences at Loyola University Medical School. He is a retired social work clinical manager and former coordinator of the Hines VA Hospital Employee Assistance Program. In addition, he has presented numerous workshops and has many publications.

School social workers have a unique type of knowledge in the school setting; they are clinical professionals. What do we mean when we talk about clinical knowledge? The term comes through the French clinique and from the Greek kline (a couch or bed). Clinical medicine was (and is) practiced at the bedside. This means that clinical work is direct—it directly touches the persons for whom it is intended, and it is healing. It is intended to benefit and restore the people it touches. So how does this apply to social work in schools? How is this a clinical occupation?

Teachers teach, administrators administer, psychologists test. And social workers work on the social; in other words, relationships. We make a caregiving relationship with the student for the benefit of the student, and we help the student with his or her relationships with friends, teachers, and parents.We are trained to be therapeutic—that is, healing—with students. We support the major educational function of schools, but what we provide is different from other professionals.

The unique caregiving relationship formed between a school social worker and a student is based on deep understanding. We understand distress, and we provide care. There are two types of distress, and so there are two types of caregiving: interpersonal (outer) and intrapsychic (inner).

Interpersonal distress is the most visible form of unhappiness in children. In addition to educating children, much school involvement with a student focuses on interpersonal distress. Interpersonal distress includes feelings, thoughts, behaviors, and cultural and developmental stresses. This type of distress may be shown in action or the student may tell us about it, but this distress is between the student and the outer world. Because student distress can interfere with learning, schools create a variety of responses to expressions of student distress.

Intrapsychic (inner) distress is more subtle and indirect, although equally damaging. As a result of our clinical training, we know that people are habituated to seek pleasure in certain characteristic ways and also to seek pain in certain habituated ways. We see people do things that are bad for them, and we understand they have misdirected inner motives. In our work, we see students create pain for themselves in several ways.

One of the ways that students create inner pain is through dysfunctional responses to losses. Everyone has losses, big and little. A loss is any unwanted experience in our lives. We may misplace our car keys or a beloved pet may die. Both are losses, but of different magnitude. The ways that people respond to these unwanted experiences affect how their lives unfold over time.

Students respond to losses in one of four ways: outer destructiveness (toward others or the environment), self-destructiveness (hurting themselves directly or indirectly), avoidance (such as burying themselves in computer games, running away, or becoming dissociated), or mourning (bringing the loss to a caring relationship). The first three responses are dysfunctional because the inner pain of the loss remains and continues to be harmful. The fourth response, mourning, is the act of turning to a trusted relationship to process (talk and think about) the loss. When a student is able to mourn losses, the losses become felt, accepted, and understood, allowing the student to truly move on.

A second way students create pain for themselves is perhaps the most counterintuitive aspect of people’s inner distress, namely, aversive reactions to pleasure. When a student has a gain of any kind, such as a good grade, a play date with a friend, or a family vacation, he or she may celebrate by sharing with friends and adults at the school and talking about the pleasure of that gain. But paradoxically, sometimes when children feel good, they instantly engage in some undoing reaction to try to return to a familiar inner state of unhappiness. This is because the familiar is more comfortable than the unfamiliar, even when the familiar feels bad. (For a fuller explanation of aversive reactions, see Pieper and Pieper, Smart Love, Harvard Common Press, 2001.)

For example, a child may do well on a test and then go out for recess and fight with a friend. As soon as the fight happens, the child and everyone else forgets what the child has done well and focuses on the “problem.” When we understand that this is an aversive reaction, we can help the child and the adults understand that without intending to, the child has tried to undo the unexpectedly good feeling. And we can remind them of what the child has done well.

We often see children engage in behaviors at school that seem to make no sense. These behaviors are unnecessarily harmful to the child or to others. It is sometimes difficult to understand why a child would be troubled or make trouble, especially when things are going well. The concept of aversive reactions to gains helps us make sense of these moments.

Because of our clinical understanding, school social workers are uniquely positioned to provide intrapsychic caregiving to help students with these ways they create inner pain. Intrapsychic caregiving involves offering empathic understanding, respecting that the child is in charge of his or her inner life, helping the child distinguish between healthy and unhealthy motives, and explaining that even though you cannot control the outcomes, you can do your best to make choices that are good for you. We can help children and the adults in the school understand that when a child gets off track there are reasons—even if we do not understand them—and we can help the child get back on track. That process of learning to get back to healthier motives over and over again is what strengthens the child’s capacity to make better and better choices.

Sometimes we experience pressure from the other school professionals to control outcomes. We are asked to make the child behave in class, get his or her grades up, stop missing school, or stop bullying peers. We can respect the goals of the school while helping colleagues understand that the benefits of building inner self-care and self-regulation will ultimately lead to better longterm outcomes than simply managing a child’s behavior.

Our understanding of the complexity of students’ behaviors and our clinical judgment about how we can best help the whole child are a vital resource for both the school and the children we care for. We can be respectful of the unique roles of each of the professionals in our school while at the same time articulating and demonstrating the clinical perspective that is a unique expertise of school social workers.

Nora L. Ishibashi, PhD, is a clinical social worker in private practice in Chicago and Northbrook, IL. She practices psychodynamic psychotherapy incorporating the newest research in neurobiology, attachment theory, philosophy of psychotherapy, and depth psychologies. She received training in medical hypnosis at Loyola University of Chicago Stritch School of Medicine. She is certified as a yoga instructor by the Kriya Temple of Chicago and as a public health fitness educator by the University of California at San Diego. Nora provides individual and couples psychotherapy; consultation to psychotherapists, teachers, school administrators, parents, and agencies; in-service and training; and public lectures. Nora is founder of the North Shore Alliance of Psychotherapists, a network of 150 therapists who practice in the suburbs north of Chicago.

With the projected growth in the aging population, the needs of older adults and their families are receiving increasing attention from the social work profession. One area that should be of particular importance to social workers is the quality of long-term care. As growing numbers of older persons and their families turn to long-term care facilities for care, it is imperative that we address how best to provide comfort care to nursing home residents at the end of their lives. While many disciplines are involved in the care of nursing home residents, social workers can assume a unique and important role as advocates for the provision of quality, comfort care in long-term care settings.

Mercedes Bern-Klug’s fine book outlines her belief that nursing homes can and should support the physical, psychological, and social needs of residents, and that residents can thrive in nursing homes when their needs are met. Bern-Klug and the book’s contributors explore the role that palliative or comfort care plays in enhancing the quality of life of nursing home residents as well as the medical, familial, psychological, cultural, and financial issues that influence decision-making about end-of-life care.

Each of the eleven chapters in Bern-Klug’s book focuses on a different aspect of end-of-life care in nursing homes while providing a broad overview of the issues affecting this complex area of practice. The book is designed to be a tool to prepare social workers to advocate for a greater incorporation of palliative care and psychosocial care into the culture of nursing home care, but it has relevance for other areas of health care as well. The book chapters include discussions of the psychosocial needs of nursing home residents and families, the financing of long-term care and end-of-life care, ethical issues in chronic care and end of life, trends and characteristics in nursing home care, rituals and grief at end-of-life, and considerations for the future. All of the contributors discuss the social work role in supporting and educating families and nursing home staff about the benefits of comfort care and planning for end-of-life. Each chapter includes case examples to further illustrate points made.

While the chapters build on each other, several are of particular interest. Chapter 5 focuses on physical and medical conditions that arise later in life, and the use of medication and other modalities to provide pain and symptom management. Chapter 7 includes an excellent discussion of the social work role in supporting the family through the placement and end-of-life process. This chapter reviews the importance of assessing the meaning of illness, dependence, caregiving, nursing home placement, and death to the patient and the family, and the implications for care-giving by facility staff. The book’s appendices include excellent examples of assessment questions. Chapter 8 discusses the importance of advance planning and health care directives and uses a case example to illustrate the ethical issues that can arise when an impaired individual does not have a legal decision-maker. Chapter 9 focuses on grief and rituals related to resident death in a nursing home. Many nursing homes are uncertain about how best to acknowledge the death of a resident; this chapter illustrates some of the industry best practices and highlights the social work role in supporting families and other nursing home residents when death occurs.

As the aging population grows in proportion to the rest of the population, every clinician can anticipate having contact with someone affected by chronic health issues and the need for nursing home care. Bern-Klug and her colleagues argue that these individuals have every right to expect good care and nursing homes, with support and education, can provide a level of care that enhances the quality of life of its residents. Bern-Klug and her colleagues further assert that social workers should be a driving force in ensuring that this goal is met and through this book provide the tools to enable clinicians to assume this role. Her final chapter asks the question whether society will accept old age as a stage of life and discusses the implications if we do not. This is a book worth reading and referencing, regardless of your practice area.

Nancy Flowers, LCSW, is social work manager at Rainbow Hospice and Palliative Care, a thirty-one-year-old nonprofit hospice located in Mount Prospect, Illinois.
 

We are now about to enter the final scheduled month of the Illinois state legislative session. This means that the state budget will start coming together in greater detail. The governor has proposed a budget that makes substantial cuts in human services programs and closes a number of state-operated facilities including the Tinley Park and Singer Mental Health Centers and the Murray Developmental Center in Centralia, IL. The governor also announced a plan to cut $2.7 billion from the state's Medicaid program.

The Department of Human Services (DHS) budget proposal, for example, makes significant cuts to mental health and disability programs. It also proposes to reduce lifetime limits for the Temporary Assistance for Needy Families Program (TANF) from five years to three years, and to make it more difficult for low-income working parents to secure subsidized child care. It would also tighten eligibility standards for the Home Services Program by requiring a higher score on the needs assessment instrument used to determine eligibility. This is a Medicaid Waiver program that provides individuals with disabilities personal attendants to assist with homemaking, meals, and other tasks. Further complicating matters is the fact that an Illinois House resolution allocating funds to its Appropriations Committees would require $230 million in additional cuts in human services, on top of those proposed by the governor. We do not know where these cuts will be made.

One pressing DHS budget issue in the current fiscal year is a $73 million shortfall in TANF, which would have to be addressed by taking funds already allocated for child care services, or funding the shortfall with a supplemental appropriation. A supplemental funding bill seems highly unlikely at this time. Taking the money from child care would result in a delayed payment cycle for child care providers. Many of the providers are either in-home day care program operators or center-based providers who only serve low-income communities and would not be able to survive delayed payments.

In the area of Medicaid, last week the governor issued a proposed plan to cut $2.7 billion. It includes a cigarette tax increase that has some opposition in the Illinois General Assembly. It also includes cuts to the Family Care program, elimination of medical coverage for General Assistance recipients, termination of the Illinois Cares Rx program, and elimination of adult dental care coverage.

The issue now is whether advocacy efforts can convince the governor and the legislature to restore some of these safety net cuts by finding other places to cut and creating additonal revenues. It will take a great deal of public pressure, and the time to start is now.

The legislation we are following includes the bills listed below:

HB 5290 (Cassidy and Luechtefeld) would require all school districts and non-sectarian private schools to adopt policies to address complaints of bullying. The bill is a follow-up to legislation passed two years ago that created a statewide task force on school bullying prevention. The bill is assigned to the Senate Education Committee and an amendment is being negotiated.

HB 3887 (Kay and McCarter) would add personnel of institutions of higher education, athletic personnel, and early intervention services providers to the list of mandated reporters of child abuse or neglect. The bill has passed the Illinois House, was approved by the Senate Judiciary Committee, and is now on the Illinois Senate floor.

SB 3824 (Sullivan and Cassidy) would amend the Criminal Code by including in the offense of threatening a public official specific threats to the person, family, or property of a social worker, caseworker, or investigator employed by the Departments of Human Services, Children and Family Services, or Healthcare and Family Services. The bill has passed the Illinois Senate and this week was approved by the Illinois House Judiciary-Criminal Law Committee.

SB 3773 (Sandoval) started out as a bill to require nonprofits that receive state grants and contracts to comply with requests under the Freedom of Information Act. After strong opposition, the sponsor asked for comments and suggestions. He has now filed a new amendment, Senate Amendment #2, which has been assigned to the Illinois Senate Executive Committee. The amendment removes the FOIA piece from the bill but would now require comprehensive and detailed reporting on each grant from any grantee, including for-profit companies. The amendment has not been posted for a hearing as yet. NASW Illinois would continue to oppose the bill with the most recent amendment.

HB 5278 (Cassidy and J. Collins) would amend the Criminal Code to allow a prosecution for involuntary servitude, involuntary servitude of a minor, or trafficking in persons and related offenses when the victim is under 18 years of age to be commenced within one year after the victim's eighteenth birthday, but the statute of limitations shall not expire sooner than three years after the commission of the offense. The bill makes additional changes with respect to such prosecutions, and with respect to the impoundment of a vehicle used in certain human trafficking and prostitution-related offenses. The bill has passed the Illinois House and has been approved by the Illinois Senate Criminal Law Committee.

As the population ages, more social workers find themselves intervening with older adults. As with any other population, ethical practice involves the ongoing commitment to developing cultural competence. The NASW Standards for Cultural Competence define culture as, “the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values, and institutions of a racial, ethnic, religious, or social group” (NASW, 2000b, p.61).

Competence is defined as “having the capacity to function effectively within the context of culturally integrated patterns of human behavior defined by the group.” Cultural Competence “refers to the process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each” (NASW, 2000b,p.61).

Standard 1. Ethics and Values
Social workers shall function in accordance with the values, ethics, and standards of the profession, recognizing how personal and professional values may conflict with or accommodate the needs of diverse clients.

Cultural competence requires social workers to live into the standards of the NASW Code of Ethics. Older adults and their families may present issues and challenges unique to that population and phase of life. This standard also recognizes the relationship between professional skills and knowledge, and personal values, beliefs, and family history. How does my age and health impact my practice of social work? What past or present family issues are impacting my values and beliefs? How much do I know or understand about the unique aging issues of lesbian, gay, and transgender clients?

1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience.

An aspect of work with any population, but particularly older adults, may involve educating and support in completing wills and advance directives (Five wishes, medical/financial power of attorney, etc.). Competency requires a level of knowledge and personal comfort in addressing issues of illness, incapacity, and mortality. If social workers have not gone through the process of creating their own documents, it is important to ask ourselves, Why? What feelings and beliefs come up around this topic? A social worker’s personal experience will influence professional practice.

Five Wishes is a document to help people plan for the care they choose to receive in the event of a serious illness or injury. Aging with Dignity, a national nonprofit association that created Five Wishes, is an excellent resource for information. The document is now available in 20 different languages at http://www.agingwithdignity.org/translations.html.

NASW and the National Hospice and Palliative Care Organization (NHPCO) developed the premier credential for social workers who specialize in hospice and palliative care—NASW Advanced Practice Specialty Credentials in Hospice and Palliative Care. In addition, NASW offers NASW Standards for Social Work Practice in Palliative & End of Life Care and the NASW Social Work Hospice & Palliative Care Network.

Standard 2. Self-Awareness
Social workers shall develop an understanding of their own personal and cultural values and beliefs as a first step in appreciating the importance of multicultural identities in the lives of people. Cultural competence includes knowing and acknowledging how fears, ignorance, and the “isms” (racism, sexism, ethnocentrism, heterosexism, ageism, classism) have influenced their attitudes, beliefs, and feelings.

Self-awareness is at the core of ethical practice. What are my beliefs/fears about aging? How have I been impacted by any of the “-isms”? What are my feelings and beliefs about my own ethnic, religious, class, or racial identity? What are my beliefs about end-of-life care?

Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to develop specialized knowledge and understanding about the history, traditions, values, family systems, and artistic expressions of major client groups served.

Standard 4. Cross-Cultural Skills
Social workers shall use appropriate methodological approaches, skills, and techniques that reflect the workers’ understanding of the role of culture in the helping process.

The Cultural Competence Standards state that “cultural competency is never fully realized, achieved, or completed…competency is a lifelong process.” The expectation is that social workers are engaged in an ongoing process of knowledge-building, skill development, and personal awareness. It requires an open mind and humble attitude that allows for self-reflection, self-honesty, and a willingness to challenge personal bias or previous beliefs. Additional resources for best practices include the following:

• Aging Practice Updates
• Guideline for Alzheimer’s Disease Management:
  • http://www.alz.org/californiasouthland/documents/professional_NATLguideline.pdf to download the national version of this valuable resource
  • http://www.alz.org/californiasouthland/in_my_community_professionals.asp#Clinical_guidelines for background information on the development of the Guideline.
• Support for Family Caregivers: The National Landscape and the Social Work Role (Practice Perspectives January 2011)
• Standards for Social Work Practice with Family Caregivers of Older Adults
• Standards for Social Work Practice in Health Care Settings
• Standards for Clinical Social Work in Social Work Practice
• Standards for Social Work Practice in Palliative and End-f-ife Care
• Standards for Social Work Services in Long-Term Care Facilities
• Standards For Cultural Competence in Social Work Practice
• Indicators For Cultural Competence in Social Work Practice
• Social Work and Transitions of Care (10/15/09 )
• Biopsychosocial Challenges Related to Transitions of Care (10/15/09)
• http://www.socialworkers.org/practice/aging/agingFlyer0508.pdf for resources from NASW on aging and mental health

Standard 5. Service Delivery
Social workers shall be knowledgeable about and skillful in the use of services available in the community and broader society and be able to make appropriate referrals for their diverse clients.

Ethical practice involves knowing both what resources are available and when to make referrals. What are the limits of my expertise? What additional services are needed? In situations where there are limited resources for financial or geographic reasons, how are dual relationships managed

Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of social policies and programs on diverse client populations, advocating for and with clients whenever appropriate.

Standard 7. Diverse Workforce
Social workers shall support and advocate for recruitment, admissions and hiring, and retention efforts in social work programs and agencies that ensure diversity within the profession.

Standard 8. Professional Education
Social workers shall advocate for and participate in educational and training programs that help advance cultural competence within the profession.

Standard 9. Language Diversity
Social workers shall seek to provide and advocate for the provision of information, referrals, and services in the language appropriate to the client, which may include the use of interpreters.

Advocating for appropriate interpreters is crucial to ethical practice. Provision of services in the most accessible language becomes even more important when combined with potential hearing loss, cognitive confusion, memory impairment, or other issues that impact processing information. Social workers need to be able and willing to advocate for these services. Use of family members for interpreting is fraught with ethical problems and limitations.

Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate information about diverse client groups to other professionals.

Leadership can be defined as “the process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task; an attempt to persuade others to see something from a new perspective and to motivate them to take action on behalf of that perspective” (Jaime Chahin, PhD, Ethical Leadership and Values). Leadership derives how social workers embody their role, independent of job title. Leadership is demonstrated through advocacy, education, empowerment of others, conflict resolution skills, and honest self-awareness. Social workers are often in a unique position to serve clients through sharing critical information in an effective manner.

Ruth Lipschutz, LCSW, ACSW, is a licensed clinical social worker with postgraduate certification in ethics, mediation, Transformational Imagery, hypnotherapy, and Eye Movement Desensitization and Reprocessing (EMDR). She received her MSW from the University of Illinois in 1978 and went on to complete the two-year postgraduate training program of the Institute for Family Studies at Northwestern University. She has extensive experience in the areas of ethics, mental health, addictions, traumatology, program development and implementation, supervision, consultation and Alternative Dispute Resolution. She is the chairperson of NASW’s National Ethics Committee and has served as a panelist, consultant, mediator, and trainer for the NASW Illinois Chapter Ethics Committee. She is currently in private practice.
 

• OFFICE FOR RENT - Northbrook: Large,attractive, very comfortable office space in "condo- style" building with 24 hour access. Available for part time rental. Semi-private waiting area, excellent soundproofing, private washroom, handicap accessable. Fax, copier, shredder, refrigerator, and microwave available for use. On Dundee Rd, 1/3 mile west of Edens Expressway. Call Steve Field, MD (847) 564-5645.
• OFFICE FOR RENT - Joliet: Share office space in a nicely-decorated, comfortably furnished 2-office suite with welcoming waiting-room. Handicap accessible building. Easily located in lovely, business/residential area. Directly off I-55 or I-80 exits. Free parking. Days/Evenings/Weekends available. Extremely reasonable rent. Contact Julia (815) 545-3348.
• OFFICE FOR RENT - Oak Park: Sunny office available in 3 office suite located in medical arts building. This well-appointed vintage building is convenient to transportation (one block from Oak Park el stop on the green line, parking options). Waiting room, access to fax, copier. Part time sublet a possibility. Contact Tom Como LCSW (708-848-7536).
• OFFICE FOR RENT - Chicago/Loop: Sophisticated/lovely decorated office space large enough for groups in an immaculately well-maintained building. Seperate entrance and exit doors (sound controlled), working office space and reception area. In the heart of the Loop and close to all public transportation venues. Pedway access from the building makes this an extra advantageous space for rent. Evening and weekend availability. Please contact me at 312.965.9991
• OFFICE FOR RENT - Oak Park: 200 square feet of office space available! $385 a month, includes all utilities. 7'8"x6'9" reception area, 11'11"x9'10" main office, and 4'x5'10" storage closet (dimensions are approximate). Elevator building, redecorated common areas, restroom facilities for tenants and guests. Great downtown Oak Park location. Metra and Green Line across the street. Metered parking lot next door. For more information, contact LaVerne Collins, GLA Property Management, Inc., 708-763-9927. Broker owned.
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• OFFICE FOR RENT - Evanston: Lovely therapy office for rent in 3-suite space. Newly decorated, quiet, all-therapist suite. Modern amenities, 24-hour door person, handicapped accessible, mid-rise building. Easy street parking. Location: 1007 Church Street, Suite 515. Monday, Wednesday, and Thursday availability with flexibility. Rent by the hour or reserve blocks of time to save on rent. Please contact Mary Leopold, LCSW, at 847.309.9638.
• OFFICE FOR RENT - Chicago: Streeterville office for rent part-time. Hours are negotiable. Small or large blocks of time are possibilities. Days/evenings/weekends are available. Beautiful space with lake views. Reduced rate parking an option. Please call 312-670-9885 for further information.
• OFFICE FOR RENT - Buffalo Grove: Buffalo Grove/Long Grove area. 1 office suite left among 8 other Psychology/Psychiatry/LCSW offices. New paint, New carpet. Private waiting room. Possible share situations. Call Susan (847) 913-1400.
• OFFICE FOR RENT - Naperville: Lovely large sunny practice office in Naperville historic building in downtown Naperville. Private bathroom and separate waiting room. Easy parking. Available for weekend use and Fridays.
• OFFICE FOR RENT - Chicago: Beautiful, professionally decorated 16th flr. Michigan Ave. office overlooks Millennium Park. Available weekdays, evenings, and Sat. Discounted parking available. Call Antoinette at 312 719-8498.

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-career-development/association-job-board/.   

• Chief Program Officer - Hoyleton Ministries
• Integrated Care Manager - New Age Services Corporation
• President & CEO - Neumann Family Services
• Mental Health Therapist - Human Resources Center

Becoming a member also helps NASW to continue to promote the profession, allowing social workers to have a voice in shaping Illinois and national policy with dedicated governmental consultants lobbying on your behalf to promote and pass sound legislative policy. It makes sense to support and become a member of the largest professional social work association in the state, one that advocates on your behalf for a responsible and fair state budget ensuring funding for Illinois human services organizations and social work jobs. With over 150,000 members in 56 chapters nationwide the NASW is the most recognized membership organization of professional social workers in the world.

THE BENEFITS

• Members have the opportunities to network, building leadership skills by serving on the chapter board of directors, district leadership council, committees, task forces, and shared interest groups (SIGs).
• Members can attend chapter office events or participate in online education services offered by national to receive free CEUs.
• Becoming a member now gains you access to the NASW Social Work Career Center to help find a job as well as develop your resume and interviewing skills.
• Discounts on our LSW/LCSW review course.

THE SAVINGS
BSW & MSW Student Membership Dues Annually: $48

• BSW student members who maintain continuous membership after graduation automatically enter a 2-year transitional period with reduced dues of $94 each year.
• MW students who maintain continuous membership after graduation automatically enter a 3-year transitional period with reduced dues of $94 in years 1 and 2, and $143 in year 3.

Doctoral Student (in a Social Work/Social Welfare Program) Membership Dues Annually: $143

NASW student members and eligible transitional members may apply for discounted professional liability insurance for student field placement and/or for the first two years of professional practice. 

So don't wait any longer! Become a member today!

Late Summer International Social Work Conference Planned

The NASW Illinois Chapter’s International Activities Network SIG will again participate in this year’s international conference with social workers from Chicago’s Sister Cities of Birmingham, UK, and Hamburg, DE. This will be the 16th Annual International Conference of these Sister Cities and follows on the heels of a very successful conference last summer in Chicago and Champaign-Urbana. These conferences have proven to be truly unique professional development opportunities which immerse participants in the social work culture and practice of other countries. It will also confer in excess of 20 CEUs depending on each delegate's total contact hours. Hamburg’s State Youth Authority is hosting the 2012 conference and underwrites the cost. Delegates are only responsible for their airfare.
 
A delegation of eight Illinois social workers is expected to arrive in Hamburg on August 31, 2012, and conclude its work on Saturday, September 8, 2012. In addition to the Hamburg and Illinois colleagues, the exchange will include social workers from Birmingham, UK. The theme for the exchange is Social Work and Children Rights - New Approaches. Given cultural, racial, and ethnic differences, exchange participants will consider the impact of the United Nations’ Bill of Rights for Children on social service delivery systems and attempt to identify those interventions and service delivery models that may be universally applicable. There will be a hands-on look at social work practices in schools and social work with the diverse immigrant groups from Africa, the middle East, eastern Europe and central/south America.
 
This exchange has been planned by the host city and typically consists of a mixture of daily group and individual meetings with local officials, university faculty, and social service organizations’ staff. Full eight-hour work days are to be expected along with social opportunities with colleagues in the off hours. The conference will conclude with a one-day mini-conference inviting all professionals in Hamburg to participate. The keynote speaker will be Eileen Munro of the London School of Economics who has studied and published her findings on child protection services in the UK.
 
To apply, please fill out the online application form (LINK). The application form is to be submitted no later than 5:00pm on June 15, 2012. Interviews for selected applicants will be scheduled in late June, and selections determined no later than July 7, 2012.

I hope all of you are doing well. 

Welcome to all new members and congratulations to all the upcoming graduates.

Social Work Month Recap
The March Social Work Month event went well.  Three (3) members of our district received awards:

• Jim Rowe, JD ~ Public Citizen of the Year
• Lynn Bos, LCSW ~ Social Worker of the Year
• Billie Phillips Terrell, PhD, ACSW ~ Lifetime Achievement

Upcoming Event
Date:  Saturday, May 12, 2012
Time:  10:00am–12:00pm
Location:  Old Plank Trail Community Bank, 20012 Wolf Road, Mokena, Illinois 60448
Presenter:  Amy Switak, LCSW, CSW -G
Topic:  Working with the Geriatric Population, What Social Workers Need to Know
2 CEUs / FREE NASW Illinois Member / $10 Nonmember

NOTE:  Please RSVP through the chapter website: http://www.naswil.org/calendar/events/2213/. Refreshments will be provided.

If anyone has any suggestions for topics, please feel free to send your suggestions.

As your district chair I need to share with you that  my speciality practice is mental health. Please allow me to take a moment to share with you that May is Mental Health Month. One theme for the month is “Do More for 1 in 4.” This is a call to action to help the one in four American adults who live with a diagnosable, treatable mental health condition and the fact that they can go on to live full and productive lives.

You too as members can elect to have the Mental Health Specialty Practice Section (SPS) as part of your NASW membership. There are also sections for Administration/Supervision; Aging; Alcohol, Tobacco, and Other Drugs; Children, Adolescents, and Young Adults; Child Welfare; Health; Private Practice; School Social Work; Social and Economic Justice & Peace; and Social Work and the Courts. It's just another opportunity to be proud of your profession! Read more about SPS here.

CHAPTER NEWS

• 2012 Emerging Leader Awards: The NASW Illinois Chapter is seeking nominations for its annual 2012 Emerging Leader Awards. Know a deserving up-and-coming social worker? Submit a nomination form here: http://www.naswil.org/news/chapter-update/accepting-nominations-for-the-2012-emerging-leader-awards/.
• 2012 Board of Directors Elections: With chapter elections closing on April 30, 2012, be sure to stay tuned to the NASW Illinois Chapter website (http://www.naswil.org) as we announce election results!

FREE CEU OPPORTUNITIES
I now have completed the lineup of  CEU presentations for 2012. The events will be held on the third Friday of each month. The events are held at the Methodist Atrium building in Peoria from 9:00 to 10:00am. So far, these events have included good information, great discussions, and a wonderful opportunity to meet other NASW members. The May event will be held on May 18th from 9:00 to 10:00am. This will be a presentation by Greg Hixon of DCFS who will present on the use of WRAP-around services to provide supportive services to children and families. Greg has worked for DCFS for twenty-five years and has a wealth of information. I encourage you to come join us in the discussion, get to know others in the district, and earn a free CEU!

DID YOU KNOW...? 
This month's challenge: Would you like to know more about the legislative issues of concern to the NASW? Go to http://naswil.org/news/chapter-update/budget-outlook-grim-for-human-services/ and read more from Phil Milsk, NASW Illinois Governmental Relations Consultant.

The next meeting of the Retired Social Worker SIG will be held on Friday, May 11, 2012, from 10:00am to 12:00pm at the NASW Illinois Chapter office at 404 South Wells, 4th Floor. We will spend part of our time talking about major events in our lifetimes and how they have affected our views of the world. We will also begin to plan our next few meetings. We welcome both retired social workers and those who are thinking about retirement. Please feel free to contact RSW SIG Chair Cynthianna Hahn at rsw@naswil.org with any questions about the group.
 

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 new members are:

• Yi-Chien Hung
• Margaret Jobst
• Kathleen Buckley
• Katrina Freehill
• Andrea Yuhas
• Antonial Lotts

Chapter News

• Networking Happy Hour on Wednesday, May 16, 2012, from 5:30 to 7:00pm. Please join your colleagues for a networking event at Medici (102 North Street) in Normal, IL. Cash bar and hors d’oeuvres. I look forward to seeing you all there! Please be sure to check the NASW Illinois Chapter website (www.naswil.org) for valuable information regarding the profession and for a multitude of CEU opportunities.
• Social Work Speaks, Ninth Edition, NASW Policy Statements, 2012–2014 is now available through NASW press: http://naswpress.org/publications/practice/speaks.html. Social Work Speaks is a compilation of the policy statements adopted by the NASW Delegate Assembly in 2011. As most of you are aware, the Delegate Assembly, NASW's key policymaking body, meets every three years, and Social Work Speaks is the result of the Delegate Assembly's systematic approach to policy development and guides NASW's advocacy efforts in social policy.

The American Red Cross of Greater Chicago is well underway planning for a potential response to a disaster during the NATO summit. As we work on our volunteer staffing, we are reaching out to our mental health partners organizations to provide supplemental support.
 
We are looking for partner agencies to work with Red Cross Disaster Mental Health (DMH) staff to provide support in the event that we open shelters.  Partner groups that participate will be asked to form a team of approximately 6 volunteers (including 1 lead/point of contact) and sign up for ‘on call’ shifts between  5/18/2012-5/22/2012.  
 
The Red Cross requires that Disaster Mental Health Volunteers have one of the following credentials: LCSW, LCPC, Clinical Psychologist, Psychiatrist, Psychiatric Nurse, Marriage and Family Therapist, School Counselor Certificate/Type 73, or graduate student with an on-sight supervisor (no more than 5 students to a supervisor).
 
We ask that your agency ensure that your volunteers meet these requirements and have been background checked prior to working directly with clients. 
 
The American Red Cross of Greater Chicago will be presenting a seminar for Mental Health Volunteers on May 5th, 2012 from 9:00 AM - 3:00 PM.  This seminar will include the Red Cross Foundations of Disaster Mental Health Course & Psychological First Aid. Once have identified you as a partner for the NATO event we will provide you with more information for this course offering. 

If you are interested in participating as a partner agency or have any questions, contact the NASW Illinois Chapter office at office [at] naswil [dot] org.

PRESIDENT-ELECT
Candi Gray (MSW, University of Illinois at Urbana-Champaign; LCSW, OSW-C) is a licensed clinical social worker and member of NASW and AOSW (Association of Oncology Social Work). Candi has worked in a variety of healthcare settings, helping those impacted by various health-related problems and illnesses. Beginning her career at the City/County of San Francisco Health Department in San Francisco’s Tenderloin district, Candi went on to work in the areas of geriatrics, substance abuse, medical case management, HIV/AIDS, and oncology. Currently, she works as an oncology social worker at the Community Cancer Center in Normal, IL, a comprehensive, community –based cancer care provider serving persons in Central Illinois. The Center focuses on outpatient cancer care and includes services such as medical and radiation oncology, CyberKnife service, comprehensive breast service, nutrition, community education, and offers a full complement of support services. As an oncology social worker, Candi is responsible for all clinic-wide psychosocial support services, program development and standards, evaluation, and continuous quality improvement and accreditation. Candi states, “As an oncology social worker, I have the privilege everyday to help those who are affected by cancer find the knowledge, support, and hope they will need to face the challenges and changes their diagnosis brings.” Additionally, she has been a field supervisor for the University of Illinois at Urbana-Champaign and Illinois State University’s social work programs and Illinois State University’s Child Life program.

Joseph Harper (MSW, Washington University in St. Louis; MBA; LCSW; DCSW; ACSW; CCHP; CADC) is unit director at Chester Mental Health Center, a maximum-security forensic psychiatric hospital in Chester, IL. Joe provides clinical oversight to a unit at the facility and serves on numerous committees there. He previously worked for several years as the program administrator for mental health services at Menard Correctional Center, the state’s largest maximum-security correctional facility. Joe served as a mental health consultant on the Menard Correctional Center Hostage Negotiation Team as Crisis Team Leader and chaired several other treatment committees. He is a member of the National Association of Social Workers (NASW) and former first vice president of the NASW Illinois Chapter. He also served as chair of NASW IL Political Action Committee. He has previously served as chair of the Metro East St. Louis District and has represented the NASW Illinois Chapter at the most recent NASW Delegate Assembly. Joe has presented on the topic of services to offenders at several conferences including those held by the National Commission on Correctional Health Care and the Association for the Treatment of Sexual Abusers. Joe has also co-authored several publications in the field forensic social work practice.

SECRETARY
Cheri Sinnott (MSW, Washington University in St. Louis; LCSW) is director of the Illinois Service Resource Center (ISRC), a statewide agency that provides behavioral support to students who are deaf and hard of hearing. She has been with ISRC since 1993. Additionally, she is an adjunct faculty member at the College of Lake County and maintains a private practice. From 2007 to 2011 she served as Northeastern District Chair for the NASW Illinois Chapter.

CHICAGO DISTRICT CHAIR
Alexander Brown (MBA, Lake Forest College; PhD, The Institute for Clinical Social Work; LCSW) is executive director and CEO of Parents Allied with Children and Teachers for Tomorrow (PACTT). The agency provides residential, educational, and vocational services to children and adults with autism in Chicago and the western suburbs. In the past, he has served as clinical director of a very large nonprofit that provides a wide range of social services in Cook and Dupage Counties; executive director of an agency that provides supportive housing to adults recovering from chronic mental illnesses; managed community-based programs that serve older adults; and hospital-based crisis intervention, outpatient therapy, and employee assistance programs. He has also served as a reviewer for the Council on Accreditation (COA) and the Commission on Accreditation of Rehabilitation Facilities (CARF) and currently teaches graduate-level courses in human resources and nonprofit marketing at DePaul University’s School of Public Service. He has served on the board of directors of several nonprofit organizations including the Howard Brown Health Clinic, the John Howard Association (which promotes prison reform), and the NASW Illinois Chapter where he also serves as Chicago District Chair. He also serves on the American Cancer Society’s Cancer Disparities Research Task Force and as a reviewer for Cancer Control and Population Sciences grants. He presents frequently to both professional and lay audiences on a wide range of topics related to both clinical and administrative matters. He degree in social work from Simmons College and the Institute for Clinical Social Work and a masters’ degree in business from the Lake Forest Graduate School of Management.

JANE ADDAMS DISTRICT CHAIR
Sheryl Frye (MSW, University of Illinois at Urbana-Champaign; LCSW) is assistant director of counseling for Military Student Services at Northern Illinois University (NIU). She provides case management and academic support services for veterans and military students. Sheryl also serves as case manager for the student threat assessment team at NIU. She has fifteen years of social work practice experience. Her clinical experiences include individual therapy, family therapy, group therapy, couples counseling, Dialectical Behavior therapy, play therapy, drama therapy, recreational therapy, and crisis intervention. She has practiced in university counseling centers, hospitals, residential treatment centers, and community agencies. Sheryl’s clinical areas of interest include PTSD, mind/body health, anxiety, and depression. Sheryl is currently pursuing her doctorate in adult and higher education at Northern Illinois University.

SOUTHERN DISTRICT CHAIR
At the time of creating this ballot, there were no nominations received for the Southern District Chair position. If you are interested in running for the position, please contact NASW Illinois Chapter Executive Director Joel L. Rubin at jlrubin@naswil.org.

THREE RIVERS DISTRICT CHAIR
Martha Neira (MA, University of Chicago; LCSW) has a professional life that spans over thirty years of dedicated and committed work to those whom, in many cases, cannot advocate for themselves. Martha's extensive experience includes working with multi-ethnic populations from varied socio-economic backgrounds, focusing on working with children and families involved in the child welfare system due to abuse and neglect. Martha's trajectory within DCFS took her from providing direct services to families involved with DCFS and the Juvenile Court System to becoming a unit supervisor, manager, and culminated with several years as a clinical facilitator attached to Juvenile Court to facilitate the resolution of complex cases. She retired from DCFS to continue her career as an individual psychotherapist. Presently she is an independent contractor at UCAN, providing individual therapy.

MEMBER AT-LARGE
Monica Guilhot-Chartrand (MSW, University of Minnesota; LCSW) is a bilingual clinical social worker, originally from Uruguay, who has served the community as a licensed professional in the states of Minnesota, Kansas, Missouri, and Illinois. She has practiced in the fields of behavioral health and social service with a specialization in clinical social work. She currently provides direct services through her work at Samaritan Interfaith Counseling Services, including interventions focused on interpersonal interactions, intrapsychic dynamics, and life-management issues. She also has training and experience in multicultural settings. She has practiced both in administrative and clinical capacities, ranging from program director to clinician, providing direct services to families and individuals. She has also been
community faculty for the Social Work Department at Metropolitan State University in Minnesota. Monica also enjoys working with older adults, particularly on themes related to unresolved grief and loss. Other areas of expertise include blended families and cross-cultural matters.

Kari Palishen (MSW, University of Illinois at Urbana-Champaign; LCSW; ACM) is an inpatient oncology social worker at Northwestern Memorial Hospital (NMH) in Chicago, IL. Kari has worked in multiple
medical settings throughout the Peoria/Bloomington and Chicagoland areas. Kari was awarded the 2010
Northwestern Memorial Hospital Excellence in Social Work Practice Award, and participates in several committees at NMH, including past chair of the Quality Committee and active member of the Education Committee. Kari has also mentored MSW students from several accredited schools of social work and has provided LCSW supervision to MSW graduates new to the field.

MSW REPRESENTATIVE
Jennifer Tan currently studies at the University of Chicago where she is pursuing a dual MBA/MA from the Booth School of Business and the School of Social Service Administration. Prior to her move to Chicago, Jen worked as coordinator for the office of the Chief Development Officer of Facing History and Ourselves, an international civic education organization that develops and shares teaching strategies, curricula, and resources that encourage students to take responsibility for their world. Jen has also worked as the first International Recruiter for the William J. Clinton Foundation's HIV/AIDS and Climate Initiatives where she helped start and grow the organization's first recruitment efforts to serve and staff program teams across 70 countries. A Massachusetts native, Jen speaks Cantonese Chinese and Vietnamese. She graduated with a BA in American Civilization from Brown University in Providence, Rhode Island, and has also studied at the Chinese University of Hong Kong in Hong Kong, SAR.

Jody Blaylock is a first-year graduate student at the University of Chicago School of Social Service Administration. Jody is currently an intern at Access Living for Metropolitan Chicago where she works to move adults with disabilities out of nursing homes and into independent living. She is also administrative assistant at Community Organizing and Family Issues. In 2011, Jody graduated from the University of Central Florida with a bachelor’s degree in social work and a minor in aging studies. Her undergraduate field placement was at Life Care Center of Orlando, a skilled nursing facility that focused on short-term rehabilitation for older adults. During her time as an undergraduate, she gained international experience through a year-long internship in South Africa and a study abroad trip to Costa Rica. Throughout college, she worked as a manager in the food service industry. Jody's current interests include poverty, inequality, and housing, particularly as these issues intersect with policy. She plans on pursuing these interests further in her second year of graduate school by studying social administration, with a focus on poverty and inequality.

BSW REPRESENTATIVE
Lydia Quinones is a current BSW student at Governors State University. She returned to college and majored in social work seeking a social justice program so that she could pursue her goal of advocating for better social policies co-mingled with mental health. As a non-traditional student she has finally found her vocation and passion in social work. In pursuing such a vocation she is fulfilled in knowing that the education she is receiving will be making her a more culturally competent worker in the field of social work. Her strengths as a social worker stem from being a third generation social worker. Her grandmother led the way as an emergency protective services worker for the Department of Children and Family Services in Chicago, IL. She is very proud of this legacy, and this adds to her personal strengths and perseverance in pursuing a career in social work. She also feels that the knowledge that she gained as a manager and railroad conductor prior to returning to school have assisted in her professional and personal growth. At present, she works part-time empowering individuals with physical and developmental disabilities, volunteers, is active in her hometown community government, and is a member of student government.

CHAIR, CHAPTER COMMITTEE ON NOMINATIONS AND LEADERSHIP IDENTITY (CCNLI)
Giesela Grumbach 

2014 DELEGATE ASSEMBLY
Alexander Brown (MBA, Lake Forest College; PhD, The Institute for Clinical Social Work; LCSW) is executive director and CEO of Parents Allied with Children and Teachers for Tomorrow (PACTT). The agency provides residential, educational, and vocational services to children and adults with autism in Chicago and the western suburbs. In the past, he served as clinical director of a very large nonprofit that provides a wide range of social services in Cook and DuPage Counties; executive director of an agency that provides supportive housing to adults recovering from chronic mental illnesses; managed community-based programs that serve older adults; and hospital-based crisis intervention, outpatient therapy, and employee assistance programs. He has also served as a reviewer for the Council on Accreditation (COA) and Commission on Accreditation of Rehabilitation Facilities (CARF) and currently teaches graduate-level courses in human resources and nonprofit marketing at DePaul University’s School of Public Service. He has served on the boards of directors of several nonprofit organizations including the Howard Brown Health Clinic, the John Howard Association (which promotes prison reform), and the NASW Illinois Chapter where he also serves as Chicago District Chair. He also serves on the American Cancer Society’s Cancer Disparities Research Task Force and as a reviewer for Cancer Control and Population Sciences grants. He presents frequently to both professional and lay audiences on a wide range of topics related to both clinical and administrative matters.

Mary Garrison (MSW, University of Illinois at Urbana-Champaign; LCSW; ACSW) is associate professor of social work at Millikin University. Courses taught by Mary include human behavior and the social environment; practice with diverse populations; social work ethics; community mental health; introduction to the helping professions; and an international travel course (social policy in Ireland). 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 a 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. Mary serves as advisor to several committees and participates on a number of boards including the National Alliance on Mental Illness Illinois State Board, Mental Health Association of Macon County, and the governing board of the Macon County Homeless Council. Mary is the current NASW Illinois chapter East Central District Chair and has previously acted as a Delegate Assembly Member and as the East Central District Nomination Committee Chair. Mary was the recipient of the Social Worker of the Year Award for the NASW East Central District as well as the state of Illinois in 2011, and was also awarded the Cesar Chavez Social Justice Award from Millikin University.

Don Phelps (PhD, University of Illinois; MSW, Aurora University) is a licensed clinical social worker and currently a tenured associate professor in the School of Social Work at Aurora University. During the last twenty-five years, Don has worked as a youth and family therapist, clinical director, chief operating officer, and executive director.

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 in her professional organization for several years. Currently she 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 Emerging Leader in Social Work, and was one of the 600 social workers in the nation selected to attend the 2010 Social Work Congress. She serves as an Advisory Board Member for both Governors State University and Trinity Christian College. Furthermore, Chasity serves in the Kankakee Branch of the NAACP. As a member of the executive committee for the Kankakee NAACP Branch, Chasity has worked to support several committees and was recently appointed as education chair. 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. She has served on the Legislative Awareness and Advocacy Committee, collaborating with the state of Illinois and coordinating the 2011 Rescue and Restore Event. In addition to community obligations, Chasity served six years on the school board for Bishop McNamara Catholic High School. She has worked in state government for both the Illinois Departments of Developmental Disabilities and Employment Security.
 

Nominations are now being accepted for the annual NASW Illinois Chapter Emerging Leader Awards! This year, we are looking for outstanding individuals whose work has supported and promoted the social work profession and the people it serves. Nominations will be accepted through Thursday, May 31, 2012.

SELECTION CRITERIA

• Be a current NASW member
• Work in Illinois
• MSW degree from an accredited graduate school of social work
• Minimum three years post-masters experience (Consideration will be given to full- or part-time employment and/or volunteer work)
• 40 years of age or younger (Consideration will be given to individuals irrespective of age for whom social work is a second or later career)
• Demonstrated excellence in the following areas, including but not limited to: Public or nonprofit agency-based practice; policy/legislative advocacy and/or academia; contributions to services, programs, resource development, management, political efficacy, cross-cultural and anti-racist practices, teaching, research, and/or the development of practice knowledge

NOMINATION FORM
To nominate someone for the Emerging Leaders Award, please fill out the online nomination form (LINK) before Thursday, May 31, 2012. Please be prepared to provide a letter of endorsement for the nominee.

DEADLINE
The deadline for submitting a nomination is Thursday, May 31, 2012.

PAST AWARD RECIPIENTS
For a list of past award recipients, click here (LINK).

April is National Child Abuse Prevention month, a time to recognize the roles that we as social workers play in promoting the social and emotional wellbeing of children and families in communities. As a social worker in the field of child welfare, I know how important our role is in protecting, assessing, and servicing children and families as well as how important the preservation of family connections are to children.

Nationally, many child welfare agencies are moving toward a protective model due to research findings on children and families. According to the Children’s Defense Fund, a full range of services and supports are needed in service provision in order to promote healthy social and emotional development and well-being of all children and families. It is important to strengthen and support children and families in order to keep crisis from occurring and to help ensure that children are safe.

In efforts to reduce the incidence of child maltreatment, the Center for the Study of Social Policy in conjunction with other agencies and programs spent two years investigating ways to protect children and keep them safe. They developed a strategy that involves working with children and families from the early stages in order to prevent incidents of abuse and neglect. The thought is that if we can strengthen families through education, social connections, and psychological support, we can make homes safer for children and maintain family connections. Six protective factors were developed:

1. Enhancing Parental Resilience: Teaching parents how to be strong and flexible in order to deal with the stress of life.
2. Develop Social Connections: Assisting parents in developing an informal network of trusted friends in their community so that they have a support system for meeting both practical and emotional needs
3. Build Knowledge of Parenting and Child Development: It is important to educate parents on normal child development so that they have reasonable expectations for their children and develop alternative strategies for dealing with challenging behavior and avoiding harsh punishment.
4. Offer Concrete Support in Times of Need: It is important to connect parents with services in the community to provide needed services.
5. Foster Social and Emotional Competence of Children: It is important to assist parents with helping their children to communicate effectively. Parents need to be able to be supported by providers in learning how to detect signs of trouble that parents are not trained to see.
6. Promote Healthy Parent-Child Relationships: When parents are in tune with their children, they can listen to them, understand them and perceive their needs. It is important to find programming that can provide parent-child activities.

These protective factors have become part of child welfare practices across the nation as agencies partner with various community programs and early childhood education programs to strengthen families while keeping children safe.

As I look back over my career in child welfare, I have found this field to be rewarding and a great opportunity to work with children and families while making a positive impact on communities. For students who are making decisions on careers in social work, consider child welfare, an area where you can impact children, families, and communities.

Yolanda Jordan, MSW, LCSW, has an extensive background in abuse/neglect issues in the field of child welfare. As a placement manager with the Illinois Department of Children and Family Services, she is responsible for managing supervisors who are responsible for children who are placed in the foster care system. Yolanda is also a practicing psychotherapist and has been in private practice for the past ten years. Services are provided to children, couples, and families with a special emphasis on relationship issues that African American women face.

Yolanda is a graduate of Western Illinois University where she received her bachelor of arts in mass communications and master of arts in public communications human relations with a minor in African American studies. Due to her extreme love for people and having the heart of a servant, she continued her education and received a masters in social work with an emphasis on child and family practice from the University of Illinois at Chicago’s Jane Addams College of Social Work. Yolanda has been an active member of the NASW Illinois since 1996 and enjoys the work of advocating for the profession of social work and the community that social workers serve.
 

I say all this not because I want to highlight my resume for you, but to trace a path that leaves me on many days wondering if I’m still in fact working as a social worker at all. I no longer have direct contact with families or community members, and I don’t do anything remotely therapeutic, though even as I write this, I am reminded that my grandfather. The son of a union organizer and himself a social worker, community organizer, and peace activist, this father of a therapist always said he didn’t consider therapy to be social work.

My mother, the therapist, politely disagreed with him, pointing out that they were both in the business of making change but that while he focused on community-level change, she was focused on change that came on the individual level. He wasn’t sold, and she was okay with this, but it does make me think about where I fall on the spectrum of social work as they defined it. What is my place? Does the work I do in fact create change? And more ideally, does it create any kind of transformation in individuals, communities, and society?

I tell people I am focused on healthy child development, that healthy child development begets community development, which begets economic development. I tell people that I work in child abuse prevention because I believe that child abuse and neglect undermines healthy child development and can lead to long-term adverse experiences for both the individual and society. I also know that we can do better and that there are solutions that prevent child abuse and neglect before it ever occurs. There are home visiting programs such as Prevent Child Abuse America’s signature program, Healthy Families America (healthyfamiliesamerica.org), and there are all kinds of innovative things being done around preventing Shaken Baby Syndrome and child sexual abuse.

But people don’t know about these solutions, and the media doesn’t necessarily communicate about them either. News stories tend to focus on the latest big case, how they feel the child welfare system has failed children, and the demonization of parents and caregivers. The ways these stories are told—with little focus on solutions or context and lots of focus on graphic images and negative statistics—keep the public at arm’s length or worse, so overwhelm them that prevention not only seems impossible, but that they themselves have no role in the prevention of child abuse and neglect.

We can argue that this is a communications failure. Why don’t people play a more active role in social causes in general, and in prevention more specifically? That is because we have failed to engage them in a story about what prevention can be, and we have failed to show them what their role in prevention might be. I would also argue that this is one of the great challenges for our field, and for any field—how do we activate the public to play a role in the work of prevention, much less recognize the fact that they already play a role?

This kind of dialogue fascinates me. What is the language and narrative necessary to engage our friends, neighbors, family members, etc., to play a role, join us, and actively work for the healthy child development of all children in their neighborhoods, communities, and society?

Prevent Child Abuse America has been actively trying to figure this out for several years, evaluating how to reframe our work and craft a “core story of development” that will engage the public in this conversation. I have personally had the opportunity to talk about this “new” story across Illinois and the country in a series of very cool, engaging, and dynamic conversations.

Language, however, is ultimately only a piece of the kind of transformation we seek. Language needs a platform and a means for reaching the very public we are hoping to engage, educate, and activate. It is on this front that Prevent Child Abuse America has become involved in two different strategies to not only change the conversation about prevention, but elevate it to address what all children and families need and how what they need can be implemented.

The first effort is called Pinwheels for Prevention. This is a campaign we are engaged in where we are seeking to move the field away from its historic focus on the blue ribbon and highlighting a child’s death to a focus on healthy child development, child births, and solutions. We visualize this as a year-round effort but target Child Abuse Prevention Month, which is held in April, as a substantive opportunity to get the pinwheels out there, which people do, building pinwheel gardens in communities across the country and holding events where communities are engaged, opportunities to support the field are discussed, and prevention is the focus.

The second effort is the National Movement for America’s Children of which Prevent Child Abuse America is one of thirteen founding partners. The national movement was created to develop a true national strategy for the healthy development of all children and has embraced two key approaches to make this happen. First, we have developed a movement organizing site where we are encouraging visitors to sign a pledge that they want to be part of the movement, connect with their neighbors, organize community events, and answer what we are calling the Big Question: How can we ensure that every child has an equal opportunity for healthy growth and development? Second, we have been holding town hall meetings in communities everywhere posing the same question to the participants and engaging them in a conversation about what’s possible—this, of course, is part of the challenge because people have to see that something can happen, and they also have to see how they can be part of it.

Which I suppose brings me back to whether I am a still social worker and whether my grandfather would say I am having any substantive impact on the world we live in. I think he’d be happy with my choices, and I think he would see there are possibilities in our work. He would have questions of course, but I also think he would believe we have the opportunity to transform the cultural norms around children and families in our society as well. Which I guess means I haven’t strayed too far.

Ben Tanzer is senior director of strategic communications at Prevent Child Abuse America, where he oversees all traditional and social media efforts as well as Prevent Child Abuse America’s role in the National Movement for America’s Children. Ben is also the author of a number of books including You Can Make Him Like You, My Father’s House, So Different Now, and This American Life, and can be found online at This Blog Will Change Your Life.
 

Being a social worker, I think that psychotherapy is an art. There is the science behind the schools of therapy, but the art pulls it all together with intuition, exploring boundaries, and sensitively bringing light, color, and words together to make it work with each individual client. On occasion, it does seem to be an artistic process to connect so perfectly with another human in an effort to aid in healing, explorations, and new possibilities. During these connections, the therapist also opens new pathways to improve skills and insight. 

In the past year, I was inspired in a lecture by a young artist in New Orleans who calls herself “Swoon”. Initially, there was a display of her spectacular sculpture symbolizing the city which hung suspended from the ceiling in the great hall of the New Orleans Museum of Art. She was talking about the connection between her art and the humanitarian work in Haiti after the earthquake. She concluded that each of us has some way to express our passion and to do something for the greater good.  

At the time, I was in transition in my professional career after being in a stable position for over twenty years. Exploring options in this economy has its limits, especially if you live in a rural area. As this young woman spoke so powerfully and passionately, I was inspired to express my art and contribution by setting up a private psychotherapy practice. Which brings me now to the question of art in psychotherapy. 

Having set up a social work practice a couple of times in my career, I have noticed things are very different this time around. I was under the impression that it would be 70% clinical work, 20% paper work, and 10% marketing to get the practice started. The enormous tangle of contracts with insurance companies, credentialing programs, employee assistance programs (EAPs), Medicare, health information networks, and regulatory issues feels overwhelming and takes up much time. I have many years of experience in healthcare administration, so this is not so new to me, but to be solely responsible for interpreting all of these contracts and regulations is both time-consuming and challenging. In this climate of healthcare changes, most physicians are choosing to work for hospitals over private practice, so how could setting up a practice be an inviting option? 

With each new endeavor there are challenges, and in the process we have the opportunity to learn more about ourselves. When you are a sole proprietor, all success and shortcomings point right back to you. It is always important to stay focused on your vision because the details can be undermining. 

Where is the art in psychotherapy? There have been colleagues debating and studying this topic for decades. We don’t have the freedom we once had if we adhere to the limits set by payors; however, we do have our unique style which is developed over a number of years and work with many clients. As stated by J. Bugental (1999): “Our fundamental assumptions have been that the most mature psychotherapists are more artists than technicians and that they bring to bear a wide variety of sensitivities and skills so their clients can release their latent potentials for fuller living” (p. 264). He then goes on to explain the seven “Characteristics of Art Forms” (p. 265) which are present in most art forms, and those include the following:

• Self as primary instrument
• Open-endedness
• Disciplined sensitivity
• Highly developed skills
• A product of some kind
• Self-determined standards
• Identification with the work

As the psychotherapist evolves, Bugental summarizes, “Mastery of the art of therapy is a continually evolving process rather than an end state, a matter of accepting—even welcoming—the constant challenge to move past where one is and to explore where one is becoming” (p. 266). In all forms of art there is a common skill set, then the artist builds upon that foundation to evolve to where they are today with questions and concepts that drive them to explore tomorrow. 

Some might think this is idealistic in today’s reality. It may be, but how can we be effective for our clients if we don’t identify with the art of psychotherapy and stay focused on the complexity and fascination of human behavior?  

The esteemed psychiatrist, Irvin Yalom, expresses in his video, “The Art of Psychotherapy” that the therapeutic process involves discovering and exploring with the client. He examines the different perceptions that the client and therapist have of each session in his book, Every Day Gets a Little Closer, which was written jointly by himself and a client. This openness and willingness to explore and grow as a therapist comes from a place of competence, humility, respect, and wonderment with the process and each individual with whom we work. 

The theoretical framework which provides a foundation for the concept of art in psychotherapy lies in the existential school. “An Existential perspective would focus on the idea of an empirically informed art. In other words, existential thought would not devalue the scientific knowledge, but neither would it elevate it too highly. Science and research is one way of knowing. There are still many other ways of knowing which exist. This includes phenomenological, spiritual, intuition and relational ways of knowing. While these are generally more abstract ways of knowing, they are equally as valid” (Hoffman, 2005).

When we approach psychotherapy as an art form, our cognitive framework is enhanced by our willingness to explore beyond the knowledge that is there now and expand possibilities as a partner with each client. Isn’t this the basis of social work practice? 

I will venture to say that psychotherapy is an art if one is willing to take the risk to become an artist using the “Seven Characteristics of Art Forms” as listed above and, in the process, be vulnerable enough to pursue and allow growth with each session.  

Arlene Tippy, MSW, has had a varied and interesting career, ranging from working with abused children, community mental health, school social work, private practice, several roles within a rural hospital, including Alzheimer’s Diagnosis Team, starting an EAP, developing and operating an affordable assisted living facility, being a faculty member of the Southern Illinois University Physician Assistant Program, and acting as program director of an adult inpatient psychiatric unit. She is currently developing a private practice Olney, IL, and may be contacted at tippylcsw@gmail.com.
 

REFERENCES

• Bugental, J. (1987). The art of the psychotherapist. New York: W.W. Norton & Company.  
• Yalom, Irvin. Art of Psychotherapy [Video file]. Retrieved from www.thinkingallowed.com/2iyalom.html
• Hoffman, L. (2005). Psychotherapy: An art or science? [Video file.] Retrieved from www.existential-therapy.com/existential_topics/art_or_science.htm

Access to health care should be a concern for all social workers. It affects them both personally and professionally. Regardless of your specialization, all clients need health care. Additionally, the National Association of Social Workers (NASW) has championed universal health care for over two decades, both at the national and state levels.

Paul Starr, professor of sociology and public affairs at Princeton University, has written a thoroughly readable book. Remedy and Reaction: The Peculiar American Struggle Over Health Care Reform covers the history of the American health care system. As an insider in the Clinton administration’s fight for universal health care, Starr makes no attempt to hide his bias as a supporter of health care reform. He is well qualified to cover the history of our country’s “peculiar,” as he puts it, struggle with health care. Paul Starr was a senior advisor to Clinton on health care policy. He is co-founder and editor of The American Prospect, and the 2011 winner of the Prose Award in Government and Politics given by the Association of American Publishers.

Starr divide’s his book into three parts. Part I: The Genealogy of Health Care Reform is a historical accounting of health insurance in America. This is an informative and easy read, covering America’s health care formation from 1915 to 1990. Part II: Frustrated Ambitions, Liberal and Conservative (1991–2006) is a thorough accounting of the failure of health care reform during the Clinton administration. This section also goes into the “Counterrevolution” under the Bush administration. It deals with Speaker Newt Gingrich’s failed ‘Contract with America’ and the threatened end of entitlements. Remedy and Reaction concludes with Part III: Rollercoaster (2006–2011), dealing with the lead up to and passage of the Patient Protection and Affordable Care Act, signed into law by President Obama on March 12, 2010. The role of the Tea Party is mentioned and Romney’s Massachusetts’s model is discussed.

With a declining economy, more and more citizens are falling between the cracks and struggling with health care costs. Obama pledged during his campaign for the presidency to do something about the health care crises if he was elected. The Affordable Care Act is a down payment on that pledge. The act provides the first major changes to the American health care system since the passage of Medicare in the 1960s. Major because the act attempts to provide all Americans with some level of affordable health care insurance, Starr offers a detailed accounting of the drama involved in passing the Affordable Care Act.

This extremely complicated act should be understood by all social workers. Our current health system leaves approximately 50 million Americans uninsured. Unlike other democratic countries which provide access to all citizens as a right or as a responsibility, America has for a century operated with a piecemeal system, covering entitled groups through governmental programs while most Americans gain health care access through their employer or purchase out-of-pocket insurance protection on their own in the free market. The Affordable Care Act is estimated to provide health care access to an additional 30 million Americans. However, the media and conservative naysayers have confused the details with both partial and misinformed coverage of the act, pieces of which go into effect in different years. Unfortunately, according to Starr, the Democrats may have hurt themselves by putting off implementation of some measures of the Affordable Care Act until future years. For example, among the health care changes that will not be fully in effect until 2020 is the closing of the Medicare prescription drug donut hole. Delay leaves the public in a position of not benefiting from many of the positive changes to our health care system until after the 2012 elections when a conservative majority, if elected, could overturn the act. As we've seen, the Supreme Court could also declare the Affordable Care Act unconstitutional.

A provision for an individual mandate is the flash point for conservatives who wish to repeal the act, although this was once a Republican recommendation. The later portions of Remedy and Reaction cover the Clinton and Obama administrations’ attempts to reform health care. These parts can be a laborious read, but the information is invaluable to social workers.

Starr, like all good academic writers, summarizes his thesis with a final chapter entitled, "The Peculiar Struggle." Unlike other democracies, America’s health care system is a series of pieces which never quite make a whole. Therefore gaps may always plague it as the era of political compromise seems to have slipped away, according to Paul Starr. Other peculiarities in the American health care system are due to the realities of American politics, the power of special interest groups, and the role of money in policy-making.

Sandra Mills, EdD, LCSW, is associate professor emeritus of social work at the University of Illinois at Springfield. During her fifteen years on the faculty, she taught macro practice, including social policy and community organization courses. She also served as department chair and field work director. Additionally, she managed and served as Legislative Affairs Consultant to the NASW Illinois chapter for seventeen years before retiring in 2007.

I will never forget the day I was subpoenaed to testify in a hearing regarding a call I made to the Illinois Department of Children and Family Services (DCFS). “Emily” came into my office and told me she had been sexually abused. I contacted the DCFS Child Abuse Hotline to make a report. DCFS responded by sending a worker out to investigate. I was well-trained in the DCFS procedures and confirmed the report in writing within forty-eight hours.

A year later, I received a subpoena to a court hearing. The subpoena stated that I must come to court to testify. If I did not testify in court, I would be subject to six months in prison and a $500 fine. Intimidated by the consequences of not testifying, I went to the hearing. I realized that despite my training, there were still things I did not know. I became curious about my rights as a mandated reporter and the laws that obligated me to testify in this court hearing.

Abused and Neglected Child Reporting Act

The Abused and Neglected Child Reporting Act (ANCRA) is perhaps the most important child protection and child welfare intervention in the state of Illinois. Through ANCRA, the state is granted authority to intervene in families in order to protect children. It requires mandated reporters to report suspicions of abuse and/or neglect to DCFS. It also obligates DCFS to protect the health and best interest children. In 2006, the list of mandated reporters was broadened and specified to include “school personnel (including administrators and both certified and non-certified school employees)” [325 ILCS 5/4].

First, a social worker or mandated reporter, as defined by the ANCRA, calls the DCFS Hotline intake number to report the details of the suspected abuse or neglect of a child to a DCFS Hotline intake worker. Next, the intake worker decides whether to take the call (agrees that a report should be made) or not. If the intake worker takes the call, they enter the report into the DCFS computer database system and send it to the DCFS field office. An investigator then attempts to contact the victim and their family within twenty-four hours. In emergency cases where the child is in immediate danger, an investigator begins immediately after the call is made.

I strongly suggest keeping progress notes on each report you make. In your progress notes, be sure to include details about what the student said about the time and place the incident took place. You can also note any marks you may have seen on the student’s body. Be sure to include only your observations, specifically what you heard and saw. It is important to differentiate between personal, reflective notes which may be more subjective than progress notes. However, keep in mind that personal notes can get subpoenaed as well.

Usually, DCFS child protective investigators will contact you to verify information and to obtain any additional information such as the student’s grades and their discipline record since the call was made. Any notes that you keep may also be helpful when talking to the child protective investigators or if you are ever subpoenaed to testify in a court hearing.

Notifying Parents

State law does not require that the mandated reporter notify parents of the report. There is some controversy about whether you should call parents to let them know that a DCFS call has been made on behalf of their child. The rationale for not calling is that “contacting the parents in advance may cause unnecessary anxiety leading to avoidant or hostile behavior. Telling the parents might give them time to cover up evidence of abuse or neglect and put pressure on the child to change the story or prevent further disclosures” (Mandated Reporting, 16).

In most situations where DCFS is involved, I call parents to explain to them the necessity to report on behalf of their child after a call to DCFS is made. In addition to making sure that students are physically, socially, and emotionally safe, my task as a school social worker is to effectively communicate with parents. At Perspectives, we make every effort to build positive relationships and communicate effectively with parents and families. In today’s society, it seems that schools, homes, and communities seem to be becoming more distant. This gap between the elements in some of our student’s ecological system call for the crucial role of the school social worker: to build and maintain relationships with not only children but their families and the community. In addition, school social workers should encourage teachers to build positive relationships with parents and families as well.

The Investigation

During a DCFS investigation, the DCFS child protective investigator gathers information about the specific allegation(s) of harm to the child. At the end of the investigation, the worker determines if the report is “indicated” or “unfounded” (Mandated Reported, 21). Most reports that school social workers or mandated reporters make to the DCFS hotline are unfounded due to lack of credible evidence. I have heard of cases where DCFS made a report because of numerous calls about the same person that lacked credible evidence. The high frequency of the alleged abuse warranted an investigation. Whether or not DCFS takes the call or not is beyond our control. It is our legal obligation, however, to call even if history has shown that many of our past calls appear to fall on death ears. Some of us may be able to cite incidences that we deemed alarming and DCFS did not take the call. Despite those incidences, it is in our best interest to call the DCFS hotline intake number when we suspect abuse because it is the law.

When the protective investigators find credible evidence of abuse or neglect, the case is “indicated.” This means that any “further inquiry or allegation involving either the victim or the perpetrator which comes into the Hotline will reference the indicated finding(s), unless the legally-established retention period for the indicated report has expired or the indicated finding has been overturned by an administrative hearing” (Mandated Reporting, 21).

The particular call that I mentioned earlier was indicated. It went to a DCFS hearing because the perpetrator appealed DCFS’s decision. When a perpetrator appeals the decision of DCFS, he or she has a right to a DCFS hearing before a judge. The purpose of this hearing is for the judge to listen to the testimonies of the child, the social worker or mandated reporter, and the DCFS protective investigator in order to determine whether the report should be amended or removed. The judge’s decision is usually made within forty-five days after the close of the hearing (See 325 ILCS 5/7.16 for details).

Testifying In Court

As I testified in court, I was interrupted by the judge who repeatedly told me that she was not interested in what I thought, how I felt, or my assumptions. She wanted to know what I observed. The sharp contrast between communicating in the clinical setting and in court became painfully apparent to me. In the clinical setting, I unconsciously use body language as cues to openly discuss emotions and feelings. Here, I was not being asked about emotions and feelings. The judge wanted observable evidence and facts. How could I prove that the student was embarrassed when she told me about being sexually abused? How could I prove that she was anxious when I could not cite any previous encounters of her showing anxiety? What evidence did I have to prove that the student’s body language communicated a feeling of defeat and fear?

I thought that there was going to be a huge sense of relief after I gave the testimony. There wasn’t. I was still bombarded with thoughts of the case and the situation at hand. I was concerned about whether or not my testimony helped justice prevail. I was concerned about my safety. Ultimately, I was concerned about Emily and how this hearing affected her and her family. After talking to one of the lawyers, I learned that this was not a criminal case. It was a civic case because it lacked credible evidence that sexual abuse had taken place. The perpetrator admitted to inappropriate sexual acts but not sexual abuse. Thus, if the perpetrator was found guilty, he would be required to attend counseling services to learn about sexually in appropriate behavior.

I have not learned about the judge’s ruling on this case. However, the case revealed gap in my own social work training. As I prepared for the court hearing, I consulted with colleagues and realized that no one I had talked to had been in this situation before. Some people offered general advice by telling me to be honest and that if I did not remember something to tell the truth. I decided to let my experience help someone else. In an attempt to help school social workers and other school personnel when they have been subpoenaed for court, I found this list of guidelines for testimony.

Guidelines for Testimony

• Expect to be nervous.
• Your records may be helpful. Bring originals (if you have them) and photocopies.
• Dress conservatively.
• Don’t try to memorize what to say.
• Speak slowly and clearly.
• Avoid tones or words that convey possessiveness toward the child or condemnation of the defendant.
• If any attorney asks you a question, answer ONLY the questions asked.
• Don’t guess. If you don’t know, say so.
• State only what you remember. If can’t remember details, you may be allowed to review your notes.
• If an attorney makes an objection to a questions being asked of you, do not answer – wait until the judge makes a ruling on the objection.
• If you don’t understand, ask to have the question repeated; don’t allow yourself to be rushed or intimidated.
• Be as descriptive as possible when testifying about the events or reactions of the child so that the judge has a clear picture of what occurred.

REFERENCES

• Abused and Neglected Child Reporting Act [325 ILCS 5/]. Retrieved from http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID=1460&ChapterID=32
• Illinois Department of Children and Family Services. (2008). Manual for Mandated Reporters (Revised Edition.). Springfield, IL: Children’s Justice Task Force.
• Illinois Department of Children and Family Services. (2002). Guidelines for Testimony, Section 2: Page 8. Springfield, IL: Juvenile Court. Retrieved from
  http://www.state.il.us/dcfs/docs/fpChapter2.pdf

Chastity Rolling Owens, MA, serves as school social worker at Perspectives High School of Technology, a charter school in the Auburn Gresham neighborhood. A graduate of the Clinical School Social Work and Type 73 Certification program at The University of Chicago’s School of Social Service Administration, she has worked in the fields of mental health, HIV/AIDS counseling, and adolescent sexual behavior and health research, and has served in public high schools in Chicago prior to her current role at Perspectives. Her interests in school social work focus on clinical case management, developing community partnerships, and Response to Intervention (RTI).

CEU Opportunity for Reading This Article!
NASW Illinois members can earn one CEU by completing an online quiz (https://naswil.wufoo.com/forms/quiz-april-2012/) regarding this article! The free CEU opportunity is only valid until June 1, 2012, 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, 2012.

In recognition of the 40th anniversary of the NASW Legal Defense Fund (LDF), this is the second in a series of three articles on the history of the NASW Legal Defense Fund (see, Morgan, S. and Polowy, C., 2012, for first article).   Unlike other forms of advocacy where the power of public opinion is paramount, litigation is a forum where the power of one individual or group can have tremendous influence on the course of future events or the development of public policy.  One social worker who challenges a discriminatory practice or who stands up to protect a client’s rights or vulnerable child and remains committed to pursuing the available legal remedies may become the vehicle for setting a legal precedent  affecting the rights of other social workers or clients who face similar situations.

For forty years, the Legal Defense Fund has provided NASW member social workers with financial and legal resources and peer support to move forward and make a strong case for their professional rights and ethical standards.  While litigation can be uncertain, time consuming and emotionally demanding, successful outcomes can change the course of history for one individual or a whole society. 

This article will review the financial assistance that LDF has authorized for legal expenses incurred by NASW members and chapters in their efforts to promote social work practice that meets appropriate ethical, legal and professional standards and protects the client groups served by social workers. 

 To read the rest of the article, click here. NOTE: NASW login required.

The timing of our arrival was perfect—with both the Illinois House and Senate in session, we had the opportunity to be an active part of the democratic process. The night before we arrived, HB 5290—a bill sponsored by Rep. Kelly Cassidy that required schools to implement anti-bullying measures—passed in the House and moved to the Senate for final vote. You could feel the buzz of activity throughout the Illinois Capitol Building. Advocacy Day attendees were able to sit in on active sessions, leave information with their legislators in support of the pending bills, and I even spoke with a few participants who were able to pull their rep off the floor to chat in person about the issues.

Unfortunately, one trip to Springfield a year is not enough to ensure that bills which strengthen social policy pass into law, nor can it protect against the drastic and persistent cuts to social service funding. Those in attendance at the Prairie Capital Convention Center heard from panelist about the five billion dollar budget deficit facing Illinois that continues to threaten the valuable services provided to children, families, and their communities. Faced with such a harsh reality, we must be motivated to do more, not sit contently with one day well done.

Advocacy Day is only a starting place for conversations about how policy impacts our individual practice of the profession. Whether you were able to attend or not, how can you move forward and make an impact? Will you begin to follow specific bills and call/write in to your legislators in their support? Or will you take advantage of this election year to work on the campaign of someone who cares about the issues? Will you be the next one to run for office? However advocacy takes shape in your life, build on to this momentum. Social workers are powerful, we vote, we volunteer, and we care about where is our state is headed. Last Thursday in Springfield our legislators knew it—what will YOU do to help them remember tomorrow?

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OFFICE FOR RENT - Chicago
Beautiful, professionally decorated 16th flr. Michigan Ave. office overlooks Millennium Park. Available weekdays, evenings, and Sat. Discounted parking available. Call Antoinette at 312 719-8498.

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-career-development/association-job-board/.   

• Care Navigator - Alzheimer’s Association - Greater Illinois Chapter
• Mental Health Care Advocate - OptumHealth
• Clinical Social Worker - Counseling & Wellness Innovations
• Associate Director of Quality and Advocacy - Aspire of Illinois
• Manager - Human Service Center/Fayette Companies
• Medical Social Consultant (Diagnostic Specialist in Developmental Disabilities) - UIC
• Out Patient Therapist - Herington Counseling and Learning Alternatives
• Outpatient Therapist - Carlsbad Mental Health Center

This event gave us the opportunity to recognize two of our own, which are a credit to our profession, enhance our professional knowledge, and accumulate CAUs. Corazon Community Services contributed to the success of the evening by sponsoring the event and providing cheery and comfortable accommodations. It was good to meet NASW members belonging to the Three Rivers District. Thank you for participating!

2012 Board of Directors Election: We are beginning to finalize our election slate for the 2012 election. This year’s elections will take place from April 2–30, 2012. A ballot will be sent out to the entire membership with nominee information posted to the chapter website. Please stay tuned.

Please join me in congratulating our West Central District award winners. A list of all award winners will be posted at http://www.naswil.org/.

Free CEU Opportunities
I have continued to line up CEU presentations for the third Friday of each month. The events are held at the Methodist Atrium building in Peoria from 9:00am to 10:00am. While our attendance has been small at this point, the conversations have been lively. I have thoroughly enjoyed having the opportunity to meet other social workers in the area. The April event will be held on April 20, 2012. This will be a presentation by Dennis Crowley focusing on the importance of self-care for people working in the social work field. Far too often, we spend time encouraging others to invest in themselves and wind up neglecting ourselves. I encourage you to come join us in the discussion, get to know others in the district, and earn a free CEU!

Did You Know...?
The NASW is looking for nominations for emerging leaders. If you or someone you know meets to criteria, consider submitting a nomination. Nominations are due by Thursday, May 31, 2012.

• Emerging Leader Nomination Form: https://naswil.wufoo.com/forms/2012-emerging-leader-awards/

This Month's Challenge: 
Send me an e-mail of introduction. Let me know you are out there and getting the information that I send via e-mail or the online updates. I would love to hear from you!

Sincerely,
Audrey LeMasters, LCSW, PhD
E-mail: wcentral@naswil.org

Chapter News

CEU Event: NASW Illinois and University of Illinois School of Social Work are co-sponsoring a spring CEU seminar on Friday, April 13, 2012. Join us for a full day of continuing education courses. Full-day and part-day options will be available.  Please see the following links for information:

• Spring CEU Seminar information:  http://www.socialwork.illinois.edu/
• Afternoon Session information:  http://www.socialwork.illinois.edu/spring_ceu.html
• Direct link to registration:  https://illinois.edu/fb/sec/8429051

For additional information or questions about the seminar, please contact Meredith Olson at (217) 244-4854.

2012 NASW Illinois Chapter Board of Directors Election: We are beginning to finalize our election slate for the 2012 election. This year’s elections will take place from April 2–30, 2012. A ballot will be sent out to the entire membership with nominee information posted to the chapter website. Please stay tuned, and check the website for voting information—PLEASE MAKE SURE TO VOTE!

Social Work Speaks, 9th Edition, NASW Policy Statements, 2012-2014 is now available through NASW Press: http://naswpress.org/publications/practice/speaks.html. Social Work Speaks contains the policy statements adopted by the NASW Delegate Assembly in 2011.  As most of you are aware, the Delegate Assembly—NASW's key policymaking body—meets every three years, and Social Work Speaks is the result of the Delegate Assembly's systematic approach to policy development and guides NASW's advocacy efforts in social policy.

Thank You! I want to thank everyone who came out on March 8^th to honor our East Central District Award winners!  The event was a complete success because of everyone’s participation. Let’s take another moment to congratulate this year’s East Central District Award winners:

• Social Worker of the Year: Sandra Kopels
• Public Citizen of the Year: The Honorable Jeffrey Ford
• Lifetime Achievement Award: Dr. Kathryn Conley Wehrmann

Also, another award to think about nominating a deserving social worker for is the Emerging Leader Award. Please see the homepage at www.naswil.org for more information.  To nominate someone visit https://naswil.wufoo.com/forms/2012-emerging-leader-awards/.

The NASW Illinois Chapter and the Southern District would like to welcome its' new members: Ashley Houser, Alyssa Rubka, Andrea Shupe, Amanda Smith, and Talila Young.

Welcome New Members to NASW Illinois!

Cynthia Brush
Liberty Grzybowski
Alexis Hernandez
Kimberly Lauer
Jennifer Park

The Jane Addams District of NASW Illinois celebrated this year's theme of Social Work Matters on Thursday, March 15, 2012, in Rockford, IL. The district celebrated our profession and presented the following awards: Richard Kunnert for Public Citizen of the Year, Warren Heinke for Lifetime Achievement Award, and Lynn Cadmus for Social Worker of the Year. Congratulations to our award winners! The NASW Illinois Chapter recognizes social work as the profession of hope as well as recognizing the hard work that we do to help people navigate through life’s difficult challenges. 

Expert panelists included NASW Illinois members Tammy Daniele and Margaret Powers, recipient of the 2012 Lifetime Achievement Award for the NASW Illinois Chapter Northeastern District . 

Oral arguments regarding the act will take place at the Supreme Court beginning Monday, March 26, 2012. The NASW National office will be planning events surrounding the hearing.

Social work has built a reputation as the helping profession for over a century and has made significant contributions to the strength and vitality of our country and its communities during that time period. We have done that work through a firm belief in hope and resiliency. Social Work is the profession of hope. Tell us how you inspire hope today.

Help us celebrate our profession in March by answering the question “Social Workers Inspire Hope By…”  Deadline: We will be accepting photos through March 31st, however for consideration for the World Social Work Day 2012 Video, photos must be received by March 15th.

Want to submit a photo? Click here (LINK) to find out how.

I couldn’t help but wonder as I listened to Governor Pat Quinn last week outline enormous human service cuts in his FY2013 budget speech what the impact would be on social work jobs and the vulnerable Illinois citizens we serve. Perhaps the governor should be made aware of this year’s Social Work Month theme: Social Work Matters.

This month’s March Networker is our Social Work Month edition (LINK). I hope you will read with interest the wide range of comments of why social work continues to matter in 2012 from several past presidents of the NASW Illinois Chapter as well as several of our recent emerging leader awardees.

You may also want to take advantage of expressing why social work matters to you. The following is a link to a sample letter you can send to media outlets in your communities about why what you do matters. Additional information around this year’s Social Work Month theme, “Social Work Matters,” can be found on the national NASW website (LINK).

We are coming off an incredibly busy February and going into one of the busiest months in the NASW Illinois social work calendar.

In late February, the chapter joined together with the Illinois Association of Deans and Directors and convened a jobs summit to initiate a discussion on the many challenges that the current economic downturn has had in our state and country, as well as its impact on the social work force and the future of social service delivery in the state of Illinois. A full summary of that meeting can be found at here (LINK).

Earlier in February, the chapter convened a private practice lunch focus group. NASW Illinois has been seeking a way to better respond to the needs of private practitioners. Participants responded to a set of questions about their practices, the NASW’s role in private practice, current use of resources, and the challenges ahead. The following is summary of these comments and some suggested next steps for this emerging group:

• Many participants are involved in networking groups that include a significant number of LCSWs, namely the Chicago Therapists listserv
• Feelings of isolation were noted as challenges for many practitioners—not having colleagues or a consultation group readily available to bounce ideas off and to seek support
• Frustration with social workers who don’t identify themselves as LCSWs
• Many of the participants were in private practice full-time and enjoyed the flexibility
• NASW needs to do more on issues related to reimbursement, e.g., Blue Cross Blue Shield of Illinois (BCBSIL)
• Positive contributions from NASW have included affordable liability insurance and expansion of licensure in most states
• The importance of letting people know the uniqueness of our clinical credentials as many people have little idea of what we (as social workers) do

A variety of suggestions regarding programming were suggested. They included the following:

• A private practice symposium
• Consultation groups
• Mentoring
• Training new practitioners just getting into private practice
• Trainings on the changing nature of health care in light of federal healthcare reform legislation
• A listserv for LCSWs

There was a consensus from the group to move forward to eventually establishing a type of support group or Shared Interest Group (SIG) within the NASW Illinois Chapter. The group felt it was important to initially survey all private practitioners in the membership in an online survey to be sent out in early march.

An interesting opportunity for promoting the social work profession presented itself to the chapter in late December. We were approached by WLS-AM radio in Chicago requesting language for public service announcements (PSA) that the station wanted to put together on a variety of issues regarding mental health and treatment issues. Together with the national NASW office (who helped prepare the language for the PSAs), the chapter has been working closely with the station to develop language for these PSAs. We just were informed that the station has been running five PSAs on anxiety, depression, eating disorders, relationships, and suicide during the 4:00pm time slot, five days a week, since January 16, 2012. The station secured sponsorship from Rogers Memorial Hospital in Wisconsin. The hospital purchased a thirteen-week run for the spot and our contact at WLS-AM was optimistic that they or another area hospital would purchase the ad spot after the initial thirteen weeks expired. This has been some great free publicity for NASW as well as the association’s Help Starts Here consumer website!

During March, Social Work Month celebrations will be taking place in the eight NASW Illinois Chapter districts. District social work awards will be presented at these events as well, which always provide a good reason to get out and network with colleagues. A full list of social work month events can be found on our website calendar (LINK).

SAVE THE DATE! Please reserve Monday evening on March 19, 2012, for the inagural NASW Illinois Chapter townhall meeting via teleconference.

Social Work Month activities will culminate with Social Work Advocacy Day scheduled for Thursday, March 29, 2012, in Springfield, IL. For updates, go to Advocacy Day tab on the chapter website (LINK).

Enjoy the month, and celebrate the fact the Social Work Matters!

Joel L. Rubin, MSW, CAE, has served as executive director of the 7,000 member Illinois Chapter of the National Association of Social Workers (NASW) since October 1999. He has over twenty-five years of nonprofit management and fundraising experience including extensive work with boards of directors, committees and volunteers, and advocacy around a wide variety of social work, human service, and international political issues. Joel is a graduate of the Wexner Heritage Fellowship Leadership Program and a current adjunct professor at the University of Illinois at Chicago Jane Addams College of Social Work as well as Loyola University Chicago School of Social Work.
 

As we look to celebrate this year’s 2012 Social Work Month theme of Social Work Matters, we spoke to NASW Illinois Chapter past presidents and some recent emerging leaders about why they believe social work still matters today. The following are their wise remarks on why the social work profession remains relevant today, and how the profession hopes to evolve in the future.

Joseph A. Walsh, PhD, LCSW, ACSW, Professor Emeritus and Former Dean, Loyola University Chicago School of Social Work
NASW Illinois Chapter Past President 1995–1997

“As I enter my forty-fifth year as a member of NASW, it is not hard to believe that social work still matters. All of these past decades for me have been involved in the practice of clinical social work, and many years have involved university teaching. One of my recommendations to new students each year is to join NASW. It is an organization which will both aid you in your area of practice and help you connect to the broader mission of our profession.

NASW helps remind its members of the wide array of roles in which social workers serve. It constantly beckons our attention to the needs in society and the numerous different ways that social workers can collaborate with others in responding to these needs. NASW sets high standards for the organization structure it uses, emphasizing the inclusivity and representation of all its diverse members.

I am extremely proud of the emphasis NASW places on ethical practice and applying this in all its educational programs. Respect for the individual and responding to the person in his/her biopsychosocial context are enduring principles that always make a meaningful difference in how our profession serves others.”

Andrew C. Teitelman, LCSW
NASW Illinois Chapter Past President 2001–2003

“The timing of my term as chapter president of NASW brought some unique experiences that have stayed with me. I was chapter president of NASW from 2001 to 2003. In 2001, we held a statewide conference from September 13 through September 15, 2001. More than 500 social workers were registered. Despite the horrific events of September 11, we made a decision to proceed with the conference, and almost all registrants attended. There were many poignant exchanges and stories shared at the conference that remain clear in my mind all these years later.

As social workers, we help people navigate toward achieving personal aspirations and advocate for better policies, regulations, and laws that shape the environment in which we all live. We understand how support and intervention—at the right time—can make a major difference to people grappling with a personal or systemic issue. I believe the 2001 conference was a timely intervention and source of support for us as professionals; it provided an opportunity to regroup around the necessity and importance of our work as social workers.

I am privileged to have the opportunity to serve as chapter president of our professional association. During my term, I also had the good fortune to meet many members living and working throughout the state and to see first-hand the great and dedicated work performed. Social workers should be justifiably proud of the help they give individuals and systems every day.”

Giesela Grumbach, LCSW
NASW Illinois Chapter Past President 2005–2007

"Social work is relevant perhaps now more than ever before. The profession, in my opinion, will always be relevant to society for it values the worth of all human life and believes in the dignity and right to self-determination of all citizens. Social workers are obliged to address issues of oppression and social justice in the world. We will always need dedicated practitioners who are committed to improving poor conditions and structural barriers for marginalized populations.

Social work provides important curiosity about the human condition and seeks ways to remediate societal ills in order to strengthen the world around us. In today’s tough economic times, social work remains relevant when growing disparities widen the gap among the classes. Social work matters because the profession has the collective power to make a difference.

When I was approached by one of my first mentors in the profession and asked if I would consider running for the office of president, I remember feeling a sense of panic. Next, I recall the voice of Barbara Bacon, one of my professor’s at Loyola University who had taught her students that if you wanted to make a difference, you had to be willing to take a seat at the table. Then I recalled my mother’s voice that also encouraged me to take on life’s tough challenges. However, I am aware that we need not be in the role of leadership to be change agents. We can all make a difference if we are willing to take a seat at the table—where decisions are made."

Marvin Johnson
NASW Illinois Chapter Past President 1987–1989

"My two years as chair of the NASW Illinois Chapter back in the early 1980s were very exciting and challenging. One of our main goals was to obtain Illinois licensing and then third party reimbursement. We hired a lobbyist, contacted numerous legislators, made trips to Springfield, convinced the psychologists to not oppose us, and stay neutral; and we got it done!

Now thirty years later, we are still going strong! Social workers in primary care settings have been impacted by the bad economy with some reductions in service and layoffs. This often occurs in settings where the need for social work services is high, and this is disappointing.

I think major changes have occurred in institutions where social work is in a secondary position. That would include hospitals, rehabilitation facilities, nursing homes, and more. Social workers in those settings are often able to only do direct services, such as patient discharge, with not much time to interact with patient or family. Others have been cross-trained and become care managers/coordinators, dealing with insurance companies and struggling to get continued days of care for patients. This function may also include utilization review.

All in all, I feel social workers continue to have a very strong role in providing services to persons in need and provide a strong voice for the poor, underprivileged, and those who often cannot speak or advocate for themselves.

I am now retired but am proud of my fifty-two years of service as a social worker."

Carol S. Goldbaum, MSW, PhD, LCSW
NASW Illinois Chapter Past President 1999–2001

I have been a professional social worker for forty-five years, yet I am still in awe at the range and depth of the issues in which our profession is engaged. We have truly mattered in the lives of individuals and influenced national and international policy. We have one of the broadest missions of any licensed profession. This has been both a blessing and a curse. We have such a broad array of client populations, of scope and type of practices, that we often don’t acknowledge each other’s or have a clear body of knowledge. Yet we clearly have opportunities for “enhancing human well-being and helping meet the basic needs of all people, especially the most vulnerable” (Preamble of the NASW Code of Ethics).

As child welfare has professionalized in some states to include more MSW and BSW staff, so has the quality of their work with clients and the reduction of harm. Our national office’s role in court rulings have influenced the civil rights and liberties of various populations and broadened the definition of privilege to include social workers. Some of our educators have helped establish or improve social work education and services in countries around the world.

One aspect that has not improved and needs political action is the funding of our services and the education of social workers. We need to strongly advocate for concern for all people and urge our various levels of government to pay less attention to the wealthiest and return to true democracy. I hope to see you join NASW for Advocacy Day 2012 on March 29, 2012, in Springfield, Illinois!

And for some words from our past Emerging Leader award recipients:

Amy Terpstra, MSW, Associate Director, Social IMPACT Research Center at Heartland Alliance
2011 Emerging Leader

"Our profession boasts an awe-inspiring legacy, replete with giants who faced unthinkable challenges yet had such vision and achieved such progress. Through this lens we can see the importance of settlement house workers starting kindergarten programs and offering job training programs in their immediate neighborhoods; but we also inherently understand the necessity of their working for broader social change by reforming city garbage pickup, advocating for child labor reform, and crusading for the right to vote, because how else would the people in the neighborhood stand a fighting chance?

Without the benefit of a century’s distance though, our view of contemporary social work tends to narrow. The connection between the lives of those we work with and what’s happening in the social and political arena seems more difficult to pinpoint. We tend to see ourselves as either trench workers or systems change agents, but often not both.

The fact of the matter is that that rarely—perhaps never—before have social workers needed to embrace and embody both approaches more. Poverty and hardship are at historic levels and are on the rise. And to the extent that social services have mitigated some of the worst effects of poverty, our work is being undone as systems of help are dismantled.

Social workers can bring a powerful voice to conversations on these issues, one that derives its legitimacy from on-the-ground experience. With the tools of a digital twenty-first century amplifying our message, social workers should be a collective force to be reckoned with. During this Social Work Month, let us recommit to our dual roles and begin to think of them as inextricable so that a hundred years from now, the social workers of the future will look back on our time as a source of inspiration and be awed by all we faced and all we were able to accomplish.

Mackenzi Huyser, Dean for Faculty Development and Academic Programs Department of Social Work, Trinity Christian College
2010 Emerging Leader

Our profession is rooted in advocacy and working for social justice for all, but especially those populations and people that are marginalized and vulnerable in our society. We are reminded of this need to work for social justice when we see how systems impact our practice. We hear the impact of discrimination in the criminal justice system and inequalities in our education system. We hear accounts of violence in our communities and abuses in the home. These things matter. And it matters that our profession is concerned with these things and works to create change in these systems.

Beyond this, social workers also matter. Each of us represents our profession as we work to uphold these standards. No matter what population we serve, we are all tasked with living out this call to advocate and work for social justice. We do this day in and day out with individual clients, and when we bring voice to client groups at legislative hearings. We ask the hard questions about the challenges we see clients face and what our society needs to change. We do this with limited budgets and amidst turbulent economic times.

I am proud of the impact social workers make in families and our communities. I am proud of the lives we touch and the systems we change. I hope we all are proud to celebrate our work and the work of our profession this month—our profession matters and social workers matter.

Chasity Wells-Armstrong, MSW, CADC, Consultant
2010 Emerging Leader

Through the many roles of social work professionals, we have the ability to influence every area of life. Our work is even more relevant today as it was almost a century ago when the country was faced with civil rights, work force, cultural, human rights, and political issues. Although we have witnessed progress on many levels, the recent election of the first African American to serve as president has fueled racism and a political divide that threatens the progress of our country. If we do not pull together and focus on our core values to advance the quality of life for all people, the hard work and sacrifices of our social work pioneers will have been in vain.

As an emerging leader in this field, I am compelled to urge our members to get involved and do their part. Doing one's part can entail a range of actions from writing letters to the editor regarding social work issues, to serving on advisory boards, to pursuing elections to political offices. As we close upon another month of black history acknowledgements and celebrations, I am reminded of a quote by the late Dr. Martin Luther King, Jr.: “The ultimate test of a man is not where he stands in moments of comfort and moments of convenience, but where he stands in moments of challenge and moments of controversy." Social workers, it is time to stand.
 

CALUMET DISTRICT

Public Citizen of the Year: James Rowe
Jim Rowe is attorney with The Law Firm of Rowe & Associates and a candidate for Kankakee County State’s Attorney. His practice is devoted to fighting for those who have no voice in the justice system: victims and children. As a former assistant state’s attorney, Rowe prosecuted cases involving child abuse and neglect, ensuring that children were reunited with their family whenever possible, but always safe. In addition to working as an attorney, Rowe sits on the board of numerous child welfare agencies, advises local charities in Kankakee County, and hosts free monthly legal clinics for the Kankakee community.

Social Worker of the Year: Lynn Bos

Lifetime Achievement Award: Billie Terrell, PhD, MSW
Billie Terrell (PhD, Institute for Clinical Social Work; MSW, University of Illinois at Chicago) is chair/director of the MSW program and past director of the BSW program at University of St. Francis. She has been an active member of NASW for thirty-five years where she was elected twice as regional district chair, served on the Mental Health Task Force, and published articles for the association Networker magazine. She also has published and presented numerous articles on behavioral health from a multicultural perspective. Nationally, she was elected to the Council of Social Work Education (CSWE) National Nominating Committee and represented CSWE on the National Veterans Task Force and Council on Racial, Ethnic, and Cultural Diversity.

CHICAGO DISTRICT

Public Citizen of the Year: Miriam Weinberger
Miriam Weinberger (MSA, Roosevelt University; MA, Northwestern University) is executive director of The ARK, a social service agency serving low-income individuals and families from throughout the Chicagoland Jewish community. The ARK relies on a small staff and over 2,000 professional and lay volunteers to provide a comprehensive array of free social, medical, and legal services. Miriam has been with The ARK since 1991 and has successfully led The ARK through continual growth and development, resulting in better service to clients, advancement of the professionalism of The ARK’s staff and operations, increased revenue, responsible fiscal management, and an enhancement of The ARK’s reputation in the community. She plans to retire in June 2012.

JANE ADDAMS DISTRICT

Public Citizen of the Year: Richard Kunnert

Social Worker of the Year: Lynn Cadmus, AM
Lynn Cadmus (AM, University of Chicago) has worked as therapist at Family Counseling Services in Rockford for nearly twenty-three years. Subsequently, she accepted a position at Janet Wattles Center (JWC) as therapist, and sixteen months accepted her current position as Trauma Therapist with the Therapeutic Intervention Program (TIP). TIP Court is Winnebago County’s mental health court, and Rosecrance Ware Center (formerly JWC) staffs the mental health part of the team.

Lifetime Achievement Award: Warren Heinke
Warren Heinke (MSSW; University of Wisconsin-Madison; LCSW, ACSW) assumed his first position in 1970 as a social worker and, later, supervisor with a Wisconsin direct services agency doing foster care, treatment foster care, and adoptions.  He became Regional Director of the Northern Region of Children's Home + Aid (Rockford, IL) in July 1982.  Program development was his special niche, and he expanded the region from a staff of 5 to 94 until his retirement in October 2009 as Regional VP.  He traveled with International Activities Network exchanges to Birmingham, England, and Hamburg, Germany, and People-to-People NASW trip to Soviet Union. He has been a member of NASW since 1971.

NORTHEASTERN DISTRICT

Public Citizen of the Year: Anthony Kopera
Anthony Kopera (PhD, Loyola University) has served as Chief Executive of the Community Counseling Centers of Chicago (C4) since 1980. Prior to C4, he was associate professor of psychology at Northeastern Illinois University. Anthony has served on a variety of task forces since 1980, working on special focus groups in the areas of community mental health, children’s services, family services for the office of the governor, and policy and advocacy groups.

Social Worker of the Year: Cheri Sinnott, LCSW
Cheri Sinnott (MSW, Washington University; LCSW) is director of the Illinois Service Resource Center, a statewide technical assistance center of the Illinois State Board of Education, serving the behavioral needs of students who are deaf and hard of hearing in Illinois. She is adjunct faculty instructor at College of Lake County and maintains a private therapy practice. From 2007 to 2011, Cheri also served on the board of directors as the Northeastern District Chair for the National Association of Social Workers Illinois Chapter.

Lifetime Achievement Award: Margaret Powers
Margaret Powers (MSW, Loyola University Chicago; MA, University of Connecticut; LCSW) has been a private practice divorce and family mediator for more than twenty-five years. An established clinical social worker, Margaret maintains her practice in downtown Arlington Heights, IL. She is a founding member of several local and national mediation and conflict resolution organizations, and has taught mediation internationally. Margaret is adjunct faculty at Northwestern University and the Chicago School of Professional Psychology where she teaches mediation. 

SOUTHERN DISTRICT

Public Citizen of the Year: Stanley Schlarman

Social Worker of the Year: Andrea Shaw
Andrea Shaw (MSW, State University of New York at Buffalo; LCSW) has experience as a clinical manager, therapist, and as a workplace employee assistance professional (EAP) provider. Her roles have included program development, psychotherapy, and administration of mental health and addictions services to adults and adolescents in a variety of settings. Her work with individuals who have attempted suicide and the family members of those who have lost a loved one due to suicide or a drug overdose prompted her to establish Prairie State Prevention Education, Inc., a nonprofit community education agency. Through use of volunteers and community members, Andrea hopes to educate individuals about the supports and resources available to prevent the negative consequences of suicide, addiction, or other behaviors that directly impact the individuals, families, and communities.

WEST CENTRAL DISTRICT

Public Citizen of the Year: David Leitch
Representative David R. Leitch (R-Peoria) is serving his eleventh term in the Illinois General Assembly. He has received numerous awards for his community service, responsiveness to his constituents, and his legislative service. When the local (Peoria) state hospital was closing in 2002, Rep. Leitch organized a meeting of mental health providers to plan for community-based treatment and ensure community agencies and hospitals were adequately funded to deliver treatment in the community.

Social Worker of the Year: Joseph Croegaert, MSW, LCSW
Joseph Croegaert (MSW, University of Illinois at Urbana-Champaign; LCSW) has worked thirty-seven years in the social work field. He has worked for the last seven years as a counselor with Chapin & Russell Associates, a private counseling practice in Peoria. Joe has also worked with the Illinois Department of Human Services Division of Mental Health for the last ten years, most recently as an Evidence-Based Supported Employment Trainer and Coordinator and Contract Manager, assisting community mental health centers in central Illinois. Prior to this, Joe worked for twenty-two years in the child welfare field, in the private sector.

Lifetime Achievement Award: Sandra Mills
Sandra J. Mills (EdD, Northern Illinois University; MSW, University of Illinois at Urbana-Champaign; LCSW) joined Sangamon State University (now University of Illinois at Springfield [UIS]) as a visiting professor in 1994 and achieved tenure in 2001. She taught both graduate and undergraduate levels in the Child, Family, and Community Services Program. Sandy retired as director of social work field education and associate professor of social work at UIS, where she taught courses in policy, advocacy, and community organizing. She has worked in direct practice work in Peoria for over sixteen years. Sandy was also the legislative affairs consultant for the National Association of Social Workers Illinois Chapter (NASW IL) for seventeen years until her retirement in December of 2007. 

THREE RIVERS DISTRICT

Social Worker of the Year: Sara Klaas
Sara Klaas (MSW, University of Illinois at Chicago) is director of the Spinal Cord Injury (SCI) Service at Shriners Hospital for Children, Chicago, and has worked at Shriners Hospital for over 22 years. Sara speaks nationally on pediatric SCI and is well published in the field. Sara co-founded a sports and conditioning camp and a scuba adventure travel program for adolescents with SCI as well as a self-esteem and body-image camp for adolescent girls and a wheelchair body-building camp for adolescent boys. She serves on the board of the Spinal Cord Injury Association of Illinois, the Illinois Governor’s Council for Brain and Spinal Cord Injury, the medical and scientific advisory board for the National Spinal Cord Injury Association, and is the chair of the prevention committee for the American Spinal Injury Association.

Lifetime Achievement Award: Daniel Kill, MSW, LCSW
Daniel Kill (MSW, Loyola University; LCSW) is currently semi-retired and has a private clinical and consulting practice in Oak Park, IL. Dan was the president/CEO at Thrive Counseling Center located in Oak Park from 1996 thru July 2011. Throughout his social work career, Dan has lived out his personal belief of giving back to the community. Dan has served as treasurer of the NASW Illinois Chapter Board of Directors and represented NASW Illinois Chapter members at two national NASW Delegate Assemblies.

EAST CENTRAL DISTRICT

Public Citizen of the Year: Jeffrey B. Ford, JD
Jeffrey B. Ford (JD, University of Illinois at Urbana-Champaign) was sworn in as judge on July 1, 1985, after eight-and-a-half years in the state’s attorney’s office and in private practice. In 1994, he was awarded the State of Illinois Outstanding Support Person by MADD. In 2010, the Illinois Traffic Safety Leaders presented Judge Ford with the Joanne Blair Award for exemplary leadership in the area of traffic safety in Illinois. The Department of Psychology at the University of Illinois recognized him as a Distinguished Alumni at its graduation in May 2011.

Social Worker of the Year: Sandra Kopels, JD, MSW
Sandra Kopels (JD, MSW, University of Illinois at Urbana-Champaign) is professor at the School of Social Work at the University of Illinois at Urbana-Champaign (UIUC) and also a licensed attorney. Prior to joining the UIUC faculty, she was director of the Legal Advocacy Service of the State of Illinois Guardianship and Advocacy Commission. Presently, Sandra serves as managing editor of School Social Work Journal and is a reviewer for numerous social work journals. She is a member of NASW and has served as a member of the State of Illinois Child Welfare Employee Licensure Board. Sandra has served as a trustee, vice-chair, and chair of the NASW Legal Defense Fund. She is coauthor of Social Work Records with Jill Doner Kagle.

Lifetime Achievement Award: Kathryn Conley Wehrmann, PhD, LSW
Kathryn Conley Wehrmann (PhD, University of Illinois at Urbana-Champaign; LSW), is associate professor at the Illinois State University School of Social Work where she teaches research and evaluation and serves as a field liaison for MSW students. Her professional experience includes a background in public child welfare. She has worked extensively with Romanian officials on child welfare reform efforts and has also been awarded Fulbright Senior Scholarships for research and teaching in Romania. She is a past president of The Crisis Nursery of Champaign and currently serves on the board of The Baby Fold in Normal, IL. She has also served as past-president of the NASW Illinois Chapter.

Over the last several years there has been an increase in the number of social workers leaving agency practice for the independence and flexibility of private practice. Social workers who wish to make this transition must navigate the many pitfalls of establishing an independent practice and business. One such pitfall that must be considered is developing effective risk management strategies. Successfully managing risk in a clinical practice can be the difference between a profitable and satisfying business enterprise and a nightmare of legal and ethical entanglements. Anyone engaged in private practice must consider the following “Ten Commandments”:

Thou Shall…

I.  Accept clients for whom you have expertise
Typically, social workers are trained and licensed (LCSW) to independently conduct assessments, develop treatment plans, evaluate their efforts, and deliver a variety of interventions designed to improve the psychosocial functioning of individuals, families, and groups. Section 1.04 of the NASW Code of Ethics (2008) requires that, 

“(a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. (b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques.”

II. Obtain consent
Obtaining consent is more than just the client showing up to your office. All consent for services or treatment should be “informed.” Informed consent is the process by which a fully informed client can participate in choices about the type, nature, and duration of services being provided (Reamer, 2000). Research clearly shows a correlation between the client’s active involvement in their treatment and positive therapy outcomes. Obtaining informed consent is the first step in soliciting a client’s active involvement. Best practices suggest that informed consent must first be in writing in the primary language of the client, be voluntarily, disclose any potential risks and benefits of the treatment, and that the client must be competent to give consent.

III. Know who is your client
Determining who your client is can be one of the most important elements of managing risk. What seems on the surface to be pretty clear is not always so. Failing to clearly identify who is your actual client can potentially have you in deep and rough waters. Knowing who your client is can be particularly tricky when working with children and adolescents. The child or adolescent may be the one in the room, but the parents are often the ones paying the bills. Court-ordered or mandated clients can also be difficult. Determining who your master is has implications for your compliance with provisions of both federal and state laws and regulations regarding privacy and confidentiality. At minimum, social workers should have on hand and be familiar with the Mental Health and Developmental Disabilities Code, Illinois Mental Health and Developmental Disabilities Confidentiality Act, and the Health Insurance Portability and Accountability Act (HIPAA). Additionally, many social workers are turning to electronic records; HIPAA and its newer provisions require additional protections including data encryption software and other methods to protect clients from the unauthorized access to client files (NASW, 2011).

IV. Maintain documentation
Effective clinical documentation that clearly demonstrates your assessment of the client’s strengths and weaknesses leading to a medically necessary and diagnosable disorder (for insurance reimbursement), a treatment plan that directly and actively addresses the issues described in your assessment, and regular progress notes that reflect the problem areas identified in the treatment plan, your attempts to address the problems, and the client’s response to your intervention. This coherent flow of clinical documentation provides for the protection of the social worker and is consistent with most models of therapeutic intervention. The old adage that “unless it is written in the record it didn’t happen” is still alive and well. Most third-party payers including Medicare require this minimum level of documentation.

V. Have transparent billing practices
Social workers must be very clear about their fees and billing procedures. It may be helpful to have clients sign-off that they have received and understand your policies and practices. Frequent review of client accounts will not only help with your cash flow but insure that high unpaid balances do not get out of hand. Any non-payment for services should be addressed in the treatment room as a part of the therapeutic process. If you take third-party payments, your contract often requires that you collect co-pays. It is considered best practices to collect cash fees and co-pays at the time services, as well as verifying the client’s mental health benefits, and obtain any needed pre-authorization approvals before starting treatment (NASW 2011).

VI. Make use of consultation
No one person can possibly know all of the treatment strategies for every client situation. Consultation provides a great opportunity to enhance our clinical skills and ensure that we maintain the appropriate professional boundaries. This is critically important for social workers who are in solo practices.

VII. Have emergency protocols
Unless you have a practice that specializes in working with high-risk clients, you are not required to be available 24/7/365, but you must make it clear to your clients what they can expect if they have a crisis (NASW, 2002). An answering service that tells your clients to go to the nearest emergency room is certainly acceptable. The bottom line is to make sure you and your clients are on the same page on what to do when there is a crisis.

VIII. Have access to legal consultation
Having access to a knowledgeable attorney is worth their weight in gold. Having someone to consult with when legal or ethical issues arise is a great comfort and insures a peaceful night’s sleep. Legal consultation can often prevent issues from becoming bigger problems.

IX. Maintain appropriate malpractice insurance coverage
According NASW, social workers have been sued because of alleged failure to prevent harm to a client or others, failure to warn another party, or failure report physical harm to a client (child/elder abuse) (NASW, 2011). Having adequate malpractice insurance provides legal consultation and defense when a complaint has been made. It is important to make sure that you keep the policy enforced whether you are actively practicing or not (NASW, 2011). Claims can be made years later.

X. Be an active member of NASW
NASW is the largest professional association for social workers. NASW provides a variety of practice resources including sample forms, practice updates, malpractice insurance, risk management services and trainings, and a variety of advocacy activities that enhances the overall public visibility of the profession.

Social workers who work in private practice will always have to find ways to contend with the risk associated with clinical practice; however, adhering to these “Ten Commandments” will help in managing the ever present risk of clinical social work practice.

REFERENCES

• National Association of Social Workers. (2008). Code of ethics. Washington, DC: Author.
• Practice Update NASW (Ed.). (2002, April). Minimizing Practice Risks with Suicidal Patients, 2(4).
• Reamer, F. G. (2000, July). The social work ethics audit: A risk-management strategy. Social Work, 45 (4), 355–366.
• Risk management in clinical practice. (2011, October). Washington, DC: NASW.

Reginald C. Richardson, PhD, ACSW, LCSW, is Vice President for Evaluation and Clinical Services at The Family Institute at Northwestern University. He is a clinical lecturer in psychology in the Center for Applied Psychological and Family Studies at Northwestern University and a frequent speaker and trainer in the area of child and family issues. His research has focused on understanding behavioral problems in children of color, parenting practices in kinship foster care, and evaluation of social service programs. He maintains a clinical practice that specializes in individual, couple, family therapy, and outreach to persons of color in under-resourced communities.
 

Advocating For the Needs of Families
When first meeting with a parent or guardian of a student, I make it a point to tell them about what specific services school social workers provide. I communicate that while I am a school district employee, I am also an advocate for children and families. Defining advocacy to parents paints a clear picture of the role a social worker within a school district. I encourage parents to ask questions or discuss concerns. I let them know that a school social worker can help with finding resources and information. Many specialized courses are required of administrators, teachers, social workers, and other school personnel in order to do our jobs. Knowing this, how can we expect parents to make informed decisions about their child’s education without helping guide them through the myriad of procedures in place that are already  part of the school personnel’s everyday language?

Advocating for the needs of children and families does not only have to involve direct communication on an individual basis. Seminars given by school social workers are an effective way to provide information while bringing together parents and family members who may share concerns or questions. Topics can be decided upon ahead of time, or by means of a needs assessment. Another way to provide information is to maintain a webpage on a school district website. There are abundant resources on the internet that parents can access for their specific concerns. Providing a list of links on a website adds another access point of information for parents.  School social workers must work with parents and empower them to participate in the education of their children.  Educating and advocating for children and families not only opens the line of communication between the community and the school, but helps build resiliency in the lives of children and families.

Working With the School District
As school district employees, we work within the procedures and guidelines set forth from the district level to the federal level. At the same time, we are in the unique position of building bridges between the school and community. This can lead to some dilemmas or conflict if we are viewed as being secretive or holding out on information.  I have found that if I can cultivate understanding of the social worker’s unique role within the system, I stand a better chance of gaining the trust of administrators and other school personnel.  School social workers need to educate administrators, teachers, and other school personnel about situations where help is provided to families who need to know what options or resources are available. I explain that my position is not to take sides with a family, but to be a resource so that parents can have a voice in the education of their children. Conflict often happens when there is a lack of communication or understanding. By clearly defining my role to the district, I have found that administrators and other staff understand when I have to walk this fine line.

Concerning Special Education
I am currently in the middle of my third year as a school social worker, and I have already been in what feels like hundreds of special education meetings. I know the paperwork so well I can almost recite full pages. But what I always keep in mind is that for some parents and families, this is the first time they are hearing words like “disability”.  In my school district, I am responsible for providing parents with a copy and explanation of their Procedural Safeguards, or parental rights, for special education. The information provided in the Procedural Safeguards is how parents will know what to expect of the school during evaluations and service delivery. It also outlines disciplinary procedures. If the parents disagree with the decision made by the Individualized Education Plan team, the Procedural Safeguards provide the steps to make this known to the school, and if it leads to it, mediation and due process hearings. When parents disagree with an educational decision made by the school, they may ask for help and guidance in navigating the highly confusing system. This is another area where I feel that school social workers hold unique positions compared to anyone else in the school setting. I let parents know that I can meet with them prior to a meeting, walk them through examples of agendas or paperwork, and then help them communicate their needs to the other participants.

Connecting with Others
Another way that I have found guidance and help in some tough situations is through becoming a member of a professional organization, such as the National Association of Social Work or the Illinois Association of School Social Workers. Through these organizations, I have been able to network and hear from others who may have been in similar situations. By utilizing these resources, I feel that this has enhanced my level of comfort in different situations that I have encountered. While we can’t always discuss specific issues within our school due to confidentiality, there can be a general dialogue about how to successfully manage the fine balance of our roles as advocates.

Walk the Line
As we strive to find the balance in our jobs, there is one thing for certain we can keep in mind. Our own NASW Code of Ethics tells us that we “strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people” (National Association of Social Workers, 2008).  In doing so, school social workers join in a larger effort to help those who may not always have a voice.

REFERENCES
National Association of Social Workers. (2008). Ethical Principals to the code of ethics. Retrieved February 16, 2012, from http://www.socialworkers.org/pubs/Code/code.asp.

Lindsey Trout, MSW, LSW, is a 2009 graduate from the University of Illinois at Urbana-Champaign School of Social Work. She currently serves on the board of the Illinois Association of School Social Workers. She is a member of the National Association of Social Workers and the American Counsel for School Social Work. Lindsey is currently employed at Villa Grove CUSD #302 as the district-wide school social worker.

Graham Dozer’s My Girls: A Story of Survival and Togetherness in the Inner City gives voice to the lived experience of six inner-city, African American teenage girls who are referred to a counseling group co-facilitated by Dozer, a white graduate student. The book reads as a novel where we come to know each of the six girls as they navigate their way through life in community “X”. In the story Dozer refers to himself in the third person through a character named Shawn; this adds a refreshing dimension to the book as the reader is allowed to experience the growth and development of a compassionate emerging professional. He refers to himself in first person when he is in the clinical role and making assessments.

Dozer’s qualitative, ethnographic style enables the reader to gain insight into the girls’ inter-subjective exchanges which shape their world view. From this vantage point, we are able to understand how the girls’ behavior serves a function and, in many instances, a source of survival. When we view human behavior through this lens, we are less likely to stereotype and dehumanize what we may not fully understand. Most importantly, it enables the practitioner to learn from his or her own inter-subjective experience. It is this perspective that allows Shawn and the reader to connect with the girls in a most human way.

Through the eyes of each of the girls, we see how they make meaning of the messages they are given about what it means to be a female and what gives one status and control as a female in community X. We see the young girls honing and developing these skills of survival. We also see that what gives females status and control can also make them vulnerable and place them in dangerous situations. One of the most abused characters in the book has had enough of her mother’s physical and emotional abuse and has to get out of the house. She decides to take up with an older man in order to escape. She eventually returns home, but we see what this experience has done to her self-esteem. We see that “playing the game” is entrenched in the culture of community X. At times the girls are competitors in this game, and at other times they support one another in the game. At one point in the book, one of the characters is being preyed upon by a young man hanging out on the corner with his friends. Her girlfriend comes to her defense and tells the pursuer to “[G]et the f--- out of here.” The pursuer says, “[D]on’t hate the player hate the game.” The game played in community X is raw. However, a variation of the game is played in many communities, regardless of race and socioeconomic status; rules and script may differ and the game may be played with less intensity and is less dangerous in communities where teenage youth have resources, perceived opportunity, options, and hope for what they may become.

During week 21, about two-thirds of the way through the book, Shawn’s mother is giving him a ride to his internship.Up until this point Shawn had wondered whether or not he was reaching the girls; their problems appeared to be complex and insurmountable. His mother states, “It’s really good they have someone to talk to. They have you.” He comes to realize that giving the girls the space to be heard and validated was important to them. He states, “I would have killed to have someone to talk to when I was their age.” He doesn’t know where this comment comes from and immediately wishes he could retract the statement. The penetrating silence between Shawn and his mother comes through to the reader. Further along in the book, Shawn and his mother revisit this conversation. It is apparent Shawn has been processing his earlier comment to his mother. He comes to realize that his family’s difficulty in communicating with each other is generational. He says (paraphrasing) to his mother: “You need to work things out with grandmother, you should talk to her.” By sharing this personal reflection, Shawn “humanizes” the practitioner.

While Dozer does not name reflective practice as a framework that guides his work with the girls, he models the tenets of reflective practice through the character of Shawn. We see that Shawn is constantly reevaluating his world view, values, and beliefs as he interacts with community X and the girls. He questions the traditional therapeutic models that create clear boundaries (interpersonal and intrapersonal) between client and counselor. Shawn comes to learn, through improvisation, that it will be important for him to become engaged in the community if he is to develop a trusting relationship with the girls in his group and other members of community X.

In the beginning chapters, Dozer is explicit about his use of attachment and trauma theories to interpret the girls’ pattern of relating to self and others. While he acknowledges he is in no position to make an expert clinical diagnosis, he believes the girls’ behaviors are symptomatic of individuals who are experiencing Post Traumatic Stress Syndrome (PTSD). He notes the girls were always poised and ready to react to any perceived threat; they were often detached from their own emotions and the emotions of others. We see through the individual narratives that the girls have issues of trust—trust in themselves, the male figures in their lives, and trust in the adults responsible for their care. When we view this behavior through the lens of trauma, we understand this behavior serves a functional purpose in a hostile environment. We see the girls realizing that the group is a safe place and becoming more comfortable in the group. They gain insight to their behavior and to the emotions they are feeling. Most importantly, they learn their feelings are justified.

At the end of the semester on the last day, the girls come to meet Shawn for the group session. He does not have to go and collect a group of indifferent girls as he normally did. They admit that this show of apathy was their way of saving face with their classroom peers and perhaps also another way of protecting their feelings. After all, they had to keep the game face. They let Shawn know that amongst themselves they talked about how they looked forward to coming to group. The reader sees that growth is relative. Shawn has made a small difference in the lives of these young girls. For youth who have been traumatized, finding one’s voice and gaining insight to feelings and emotions is an important first step towards movement in their arrested development.

My Girls: A Story of Survival and Togetherness in the Inner City is a perfect complimentary text for graduate students in a human behavior or practice class. The seasoned practitioner working with urban youth of color will also find the book to be a useful guide. The qualitative style of the book facilitates transformative learning that moves beyond the mere intellectual absorption of knowledge to include the integration of thinking, feeling, and sensing. When we combine feeling along with the intellect, knowledge takes on a different level of meaning.

Have a question on ethics you’d like addressed in the Ethics Corner? Submit your question today to office@naswil.org. All questions will be anonymous.

Kathy is in her first job out of graduate school. She works at a community social service agency on the west side of Chicago. Here is her story.

I am sitting in a training on alcoholism and other addictions. I am fascinated and terrified at the same time. They define addiction: “physiological and psychological dependence on a behavior or substance.” They go on to describe two types of addiction, “behavioral addictions (for example, sex, gambling, spending, obsessive internet use) and consumptive addictions (for example, alcohol, drugs, food).” (Barker, 2003). I know they are describing me.

My rationalizations and denial have been quite creative. I only drink at night, so I tell myself it does not affect my work. I have an apartment, a graduate degree, a job. I rarely go to bars. Even more insidious and minimized has been my eating disorder. I have overeaten, binged, starved, and been bulimic. I have not missed a single aspect of this vicious addiction.

The light of awareness pours over me uninvited. But my powers of denial are not ready to give in. A seed has been planted, I am not the same, but acceptance and recovery are still many years away.

I have always been the helper, hero, support. Much of my self-esteem has come from this role. I learned early on I needed to take care of myself. There is shame and fear in acknowledging my need for help. Honesty has always been an important value. I have seen myself as an honest person. Yet in my addictions I have lied to myself, my friends, my family, and my therapist. I have wasted time and money. It takes the threat of illness and death to inspire my courage; to get honest and seek help.

Addictions are indeed, “cunning, baffling and powerful”. There is more widespread acceptance of the concept of addiction to a substance, particularly alcohol and drugs. Bulimia and anorexia are understood as being eating disorders. The literature focuses less on the equally damaging impact of compulsive overeating or binge eating. Process or behavioral addictions can be even easier to rationalize and deny. These include addictions to sex or sex and love, internet porn, internet surfing, shopping, gambling, or even workaholism. Society, job demands (including fear of job loss), and personal values often conspire to facilitate and reward work taking over in a manner that puts a social worker’s health and well-being at risk.

Section 5.01a (Integrity of the Profession) tells us that “social workers should work toward the  maintenance and promotion of high standards of practice.” The Preamble to the NASW Code of Ethics explains that the foundation essential to “high standards of practice” is an ability to practice ethically. “Social workers' ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to uphold the profession's values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments.” (NASW Code of Ethics)

Making “reliable ethical judgments” involves awareness, insight, patience, and self-honesty. Successfully identifying and resolving ethical dilemmas requires a capacity for managing stressful situations and effective critical thinking skills. All of these abilities are impaired by active addiction. Challenging denial and seeking out appropriate help is itself an example of the willingness to “discern moral questions.” Kathy is well-meaning and hard-working. She is managing issues in her personal and professional life through the use of substances. Her focus, ability to concentrate, thinking process, and responses to clients are all affected.

Section 4.05 (Impairment) reads as follows:

(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility

(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties interfere with their professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others.

The ethical obligation is to an ongoing, honest assessment of how issues in our personal life may be impacting our professional functioning. As a supervisor, I had to fire a social worker I had worked with for three years. He was bilingual, hard working, connected well with clients, and was open to learning. He started coming in late. I then learned he had stolen a check from the agency, forged a signature, and used the money to buy drugs. It was heart-breaking to lose him. What about less overt impacts? How does my addiction impact my beliefs, values, and interactions with clients dealing with similar issues? Am I overtired? How are my focus, concentration, memory, and energy levels affected? What about decisions around boundaries? Another social worker was getting prescription drugs through a client.

Here are some helpful self-assessment questions:

1. What is causing stress (anxiety, exhaustion, etc.) in my life?
2. How do I manage stress?
3. What do I do when I am angry, tired, anxious, or sad?
4. Do I have activities that are secret or that I am ashamed to reveal?
5. What is my support system?
6. What do I do to relax or for enjoyment?
7. What negative physical, emotional, or financial impact has my__________ (eating, drinking, shopping, gambling, etc.) had in my life?
8. Have I attempted to stop or decrease my __________ (eating, drinking, shopping, gambling, etc) or told myself I should?

What about experiences with addiction in our family of origin as we grew up or in family members in the present? Are we dealing with addiction in a parent, sibling, spouse, partner, or child? How is this impacting our functioning and beliefs about addiction and addicts? How has our role in our family of origin affected the decision to become a social worker or the way we define our role in practice settings? Boundaries with clients, colleagues, students, and staff will be informed by our beliefs about our role. Is it to facilitate, fix, rescue, resolve, or manage? What terms would apply?

Another ethical consideration relates to the issue of competence. Section 1.04a (Competence) states that “social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience.” In addition to formal credentialing, social workers bring varying levels of professional and personal experience to addressing issues of addiction. Social workers in recovery can bring a wealth of knowledge to their practice. The ethical obligation is to be honest with ourselves and supervisors/employers about our level of expertise. A common problem that arises is with practitioners addressing addiction issues with clients, but failing to focus adequately on their own recovery process.

What if you are aware of a colleague who is struggling with addiction, but is in denial? The following code sections address different aspects of this scenario:

• 2.09 Impairment of Colleagues
• 2.10 Incompetence of Colleagues
• 2.11 Unethical Conduct of Colleagues

There are three overriding ethical guidelines elucidated in these sections.

1. Social workers have an ethical obligation to address circumstances in which we have direct knowledge of a colleague’s impairment, incompetence, or unethical behavior.
2. The first step in attempting to resolve these issues, when “feasible and likely to be productive”, should be to discuss the concerns with the colleague.
3. If the colleague does not take “adequate steps” to address the issues, the social worker has a responsibility to take further action “through appropriate channels.”

Fulfilling these steps often presents both social workers with ethical dilemmas. Seeking out appropriate consultation constitutes best practice in these situations.

We are human. Our physical, emotional, and spiritual state will always influence our practice. The influence can be positive, negative, or neutral. The ethical obligation is to reflect honestly on the role of addictions in our life, to treat ourselves with as much compassion and empathy as we would our clients or colleagues, and to recognize the strength, courage, and tremendous resiliency in seeking out the resources we need to create balance and well-being in our lives.

Ruth Lipschutz, LCSW, ACSW, is a licensed clinical social worker with postgraduate certification in ethics, mediation, Transformational Imagery, hypnotherapy, and Eye Movement Desensitization and Reprocessing (EMDR). She received her MSW from the University of Illinois in 1978 and went on to complete the two-year postgraduate training program of the Institute for Family Studies at Northwestern University. She has extensive experience in the areas of ethics, mental health, addictions, traumatology, program development and implementation, supervision, consultation and Alternative Dispute Resolution. She is the chairperson of NASW’s National Ethics Committee and has served as a panelist, consultant, mediator, and trainer for the NASW Illinois Chapter Ethics Committee. She is currently in private practice.
 

The governor gave a budget message on February 22, 2012, that provided very little detail as to how he plans to balance the state's budget for FY2013. He prominently mention the "big two": pension reform and Medicaid cuts. On a positive side, he wants to spend more money on early childhood education. The governor proposed closing more state facilities including the Tinley Park and Singer Mental Health Centers, the Murray Developmental Center in Centraila, and the Tamms "Super Max" Prison in Alexander County.  

Following his address, the state's human services agencies briefed a packed Howlett Building Auditorium on specific cuts. In the case of the Department of Healthcare and Human Services, the discussion and written materials laid out a series of potential options for reducing Medicaid spending with no specific recommendations. Options include (1) Reducing eligibility for the All Kids Program to 200% of the poverty level, which would take about 19,000 children off the program; (2) Eliminate the Illinois Cares Rx Program; (3) Take all undocumented children off of All Kids;  (4) Lower income eligibility threshold for the Family Care Program;  (5) Eliminate medical care for torture victims; (6) Eliminate the renal dialysis program, serving 270 clients; (6) Raise the DON score for supported living facilities and nursing facilities; (7) Eliminate adult optional services such as hospice, pediatric palliative care, adult dental, adult chiropractic care, adult OT and PT, podiatric care, adult speech therapy, (8) Eliminating or limiting eligibility for the waiver for medically fragile/technology dependent children, etc.. Obviously, none of these are good options.

As for programs operated by the Department of Human Services, proposed cuts include reducing the lifetime limit for TANF from 60 months to 36 months; reducing employability development services; cutting Teach Reach by 20%; raising parent co-payments for child care; eliminating mental health non-Medicaid grants; reducing mental health capacity grants; making it harder to qualify for the Home Services Program; limiting Home Services to Medicaid eligible individuals prospectively;  and much more.

Our work is cut out for us to preserve these important programs and services. The time is NOW to become active. There will be cuts, but our voices will contribute to the dialogue about what the State's funding priorities should be next year. 

There are thousands of bills pending right now, and it really is not a good time to write a summary of pending legislation. However, I want to mention a couple of bills and resolutions.

First, HJR-CA 12 (Jakobsson) would put on the ballot a constitutional amendment that would allow Illinois to have a graduated state income tax rate. The chapter is supporting this measure which, if adopted and then voted upon favorably by the electorate, would give us an opportunity to revamp our tax code, something that is long overdue.

SB 3773 (Sandoval) would subject nonprofit organizations that receive state funding from any source and of any kind to the provisions of the Freedom of Information Act (FOIA). This bill, if enacted, would subject nonprofit agencies to a FOIA request from anyone. It would require huge amounts of staff time and legal services to deal with these requests. The bill is scheduled for the Senate Executive Committee next week. We oppose.

HB 5290 (Cassidy) would amend the School Code provisions regarding bullying prevention to require the Illinois State Board of Education to develop a template bullying prevention policy for school districts to use in developiong their own policies. The bill requires that certain basic elements of a policy (e.g., having a complaint process, identifying who the contact person in the district is, collecting basic data and reporting it to the state board, posting the policy on the district's website) by part of every district's policies. The bill was held in the House Elementary and Secondary Education Committee this week, but is expected to be heard again next week with an amendment that addresses concerns of school management groups. The NASW Illinois Chapter supports Rep. Cassidy's bill.

HB 5363 (Gabel) would transfer programs now in the Department of Human Services to the Department of Public Health. There will be an amendment to specify that certain programs such as youth services will stay at DHS. The bill will be heard in the House Human Services Committee next week. The chapter is neutral on this bill, but will continue to watch it.

The governor gave a budget message on February 22, 2012, that provided very little detail as to how he plans to balance the state's budget for FY2013. He prominently mention the "big two": pension reform and Medicaid cuts. On a positive side, he wants to spend more money on early childhood education. The governor proposed closing more state facilities including the Tinley Park and Singer Mental Health Centers, the Murray Developmental Center in Centraila, and the Tamms "Super Max" Prison in Alexander County.

Following his address, the state's human services agencies briefed a packed Howlett Building Auditorium on specific cuts. In the case of the Department of Healthcare and Human Services, the discussion and written materials laid out a series of potential options for reducing Medicaid spending with no specific recommendations. Options include (1) Reducing eligibility for the All Kids Program to 200% of the poverty level, which would take about 19,000 children off the program; (2) Eliminate the Illinois Cares Rx Program; (3) Take all undocumented children off of All Kids; (4) Lower income eligibility threshold for the Family Care Program; (5) Eliminate medical care for torture victims; (6) Eliminate the renal dialysis program, serving 270 clients; (6) Raise the DON score for supported living facilities and nursing facilities; (7) Eliminate adult optional services such as hospice, pediatric palliative care, adult dental, adult chiropractic care, adult OT and PT, podiatric care, adult speech therapy, (8) Eliminating or limiting eligibility for the waiver for medically fragile/technology dependent children, etc.. Obviously, none of these are good options.

As for programs operated by the Department of Human Services, proposed cuts include reducing the lifetime limit for TANF from 60 months to 36 months; reducing employability development services; cutting Teach Reach by 20%; raising parent co-payments for child care; eliminating mental health non-Medicaid grants; reducing mental health capacity grants; making it harder to qualify for the Home Services Program; limiting Home Services to Medicaid eligible individuals prospectively; and much more.

Our work is cut out for us to preserve these important programs and services. The time is NOW to become active. There will be cuts, but our voices will contribute to the dialogue about what the State's funding priorities should be next year.

There are thousands of bills pending right now, and it really is not a good time to write a summary of pending legislation. However, I want to mention a couple of bills and resolutions.

First, HJR-CA 12 (Jakobsson) would put on the ballot a constitutional amendment that would allow Illinois to have a graduated state income tax rate. The chapter is supporting this measure which, if adopted and then voted upon favorably by the electorate, would give us an opportunity to revamp our tax code, something that is long overdue.

SB 3773 (Sandoval) would subject nonprofit organizations that receive state funding from any source and of any kind to the provisions of the Freedom of Information Act (FOIA). This bill, if enacted, would subject nonprofit agencies to a FOIA request from anyone. It would require huge amounts of staff time and legal services to deal with these requests. The bill is scheduled for the Senate Executive Committee next week. We oppose.

HB 5290 (Cassidy) would amend the School Code provisions regarding bullying prevention to require the Illinois State Board of Education to develop a template bullying prevention policy for school districts to use in developiong their own policies. The bill requires that certain basic elements of a policy (e.g., having a complaint process, identifying who the contact person in the district is, collecting basic data and reporting it to the state board, posting the policy on the district's website) by part of every district's policies. The bill was held in the House Elementary and Secondary Education Committee this week, but is expected to be heard again next week with an amendment that addresses concerns of school management groups. The NASW Illinois Chapter supports Rep. Cassidy's bill.

HB 5363 (Gabel) would transfer programs now in the Department of Human Services to the Department of Public Health. There will be an amendment to specify that certain programs such as youth services will stay at DHS. The bill will be heard in the House Human Services Committee next week. The chapter is neutral on this bill, but will continue to watch it.

OFFICE FOR RENT - Orland Park
Office rentals-new furniture/carpet, computer/internet, shared waiting area, restrooms & kitchenette, parking-utilities included, or unfurnished. 630-890-1907 & office pictures @ jamessimmerer.com.

OFFICE FOR RENT - Frankfort
3 furnished offices in 5 office suite available by hour, day or month. Includes kitchenette, reception, group and class room. Contact Rena Compaan, LCSW at rcompaan@comcast.net or 815-469-2654.

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-career-development/association-job-board/.

• Care Coordinator Medical Social Consultant - UIC Division of Specialized Care for Children
• Addiction Specialist - Human Service Center/Fayette Companies
• Executive Director - A Safe Place
• Director of Therapy Services - Family Service Association of Greater Elgin Area
• Social Work Intern (NASW Illinois)
• Licensed Clinical Social Work (Learning Through Play™ Center for Child Development)
• Out Patient Therapist - Herington Counseling and Learning Alternatives
• Director, Grief Center - Northern IL Hospice and Grief Center
• Outpatient Therapist - Carlsbad Mental Health Center
• Program Manager (Metropolitan Family Services)
• PT/FT Outpatient Therapist (Lake County Counseling for Seniors)

There will be no RSW SIG meeting for March, but we are looking forward to a CEU event on Friday, April 20, 2012, at the NASW Illinois Chapter office. Nina Raskin, LCSW, will present on the topic Aging in Tandem: Understanding Ourselves As We Help Clients Deal with the Issues of Aging and Loss. This meeting should be interesting for both retired social workers and for those who work with older adults.

Our May meeting will take place on Friday, May 11, 2012, at the NASW Illinois Chapter office.

Retired social workers or those who are considering retirement are welcome to participate in our meetings. Please feel free to contact Cynthianna Hahn, Chairperson of the group, at rsw@naswil.org with any questions.

• Citizen of the Year award winner is Representative David Leitch
• Lifetime Achievement award winner is Sandra Mills
• Social Worker of the Year winner is Joseph Croegaert

Please join me in congratulating our West Central District award-winners. A list of all award winners will be posted at http://www.naswil.org/.

Social Work Month Events!

Social Work Month events have been planned throughout the state. Here in the West Central District, we will be celebrating on Saturday, March 31, 2012. The event is titled: The Spark of Living and Dying: The Aging Brain. This is a day-long event that will include six hours of CEUs and an awards luncheon. This will be a don't-miss opportunity. For more specific information or to register for the event, go to http://www.bradley.edu/spark. Additionally, we will have a pre-event on March 16, 2012, at the Methodist Atrium building. We will be discussing the book Tuesdays with Morrie. The discussion will be led by Lori Cheek, Executive Director of Mental Health America of Illinois Valley. Please consider participating in one of these events.

Did You Know...?

Advocacy Day 2012: Advocacy Day has been announced and will take place on Thursday, March 29, 2012! You find more information by going to the Advocacy Day page on our website for more information: http://www.naswil.org/advocacy/advocacy-day/.

CEU events: I am continuing to create a schedule of free one-hour CEU events on the third Friday of each month. If you or your organization has a specialization you would like to present, please contact me. I have several presentations planned, but I still have some openings. You can find information for those events that are already planned on the website http://www.naswil.org/. Please watch your e-mails for more information. Contact me if you have ideas for presentations or would like to present a topic yourself.

This month's challenge:  As social workers, we spend a great amount of time caring for others. With March being Social Work Month, plan a special event with fellow social workers and treat yourself, attend a social work celebration, and please contact the winners of the West Central District Social Work Awards and congratulate them.

I look forward to hearing from you.

Sincerely,
Audrey LeMasters
E-mail: wcentral@naswil.org

On Friday, February 24, 2012, over forty attendees representing fourteen schools of social work and fifteen human service employers gathered at the NASW Illinois Chapter offices in Chicago to initiate a discussion on the many challenges that the current economic downturn in our state and country has had, and its impact on the social work force and the future of social service delivery in the state of Illinois. The summit came about through the cooperation of the NASW Illinois Chapter, the Illinois Association of Deans and Directors, and social work employers statewide. The summit represented a realization that the social work profession—both the practice and academic arenas—need to come together to assess and plan for this new reality. Dr. Wynne Korr, dean, and Dr. Barry Ackerson, associate dean, of the University of Illinois at Urbana-Champaign; Dr. Stephanie Brzuzy, director of the School of Social Work at Aurora University; Dr. Michael Jogerst, assistant dean and director of Career Services at the University of Chicago School of Social Service Administration (SSA); and Joel L. Rubin, executive director of the NASW Illinois Chapter all served as a planning group for this event.

Ralph Martire, executive director of the Center for Tax and Budget Accountability (http://ctbaonline.org/) opened the day by presenting a sobering overview of the Illinois’ economic and employment challenges. He concentrated mostly on Governor Quinn’s recent FY2013 budget speech, “Rendezvous with Reality,” which focused on spending cuts to resolve the budget cuts (which is not a major cause of the deficit problems to begin with); and as Ralph noted, cutting spending in the core service areas at this juncture in time is really poor public policy. He also discussed the many factors that have lead to Illinois’ structural deficit, the challenges of proposed Medicaid cuts, the impact of deferred payments owed to providers, flat funding for education, and the looming pension crisis.

Following Ralph’s remarks, a panel discussion took place. The panel consisted of Dr. Wynne Korr, dean of the University of Illinois at Urbana Champaign (UIUC) School of Social Work (Champaign, IL): Karina Ayala-Bermejo, Esq., vice president of Human Resources & General Counsel at Metropolitan Family Services (Chicago, IL); Shaun Lane, deputy director with the Illinois Department of Children and Family Services (DCFS) Division of Service Support; and James Fogerty, director of Internships and Students Services at Loyola University Chicago School of Social Work. Panelists were addressed the following two questions:

1. Social work employment and training; are we prepared for the changing landscape?
2. How will the provision of human services look like and what role will social work play in it?

The panelists’ remarks offered significant discussion and differing viewpoints by participants which led into the afternoon group breakout sessions that addressed the following topics:

1. Currently, where are social workers going with their degrees? What do we know from the data from schools of social work?
2. What are current and future market expectations?
3. What are the competencies and skills required for these markets?
4. How do we strengthen the connection between schools of social work and employers?

It is our hope that the 2012 Social Work Jobs Summit is just the beginning of our work. The four breakout groups will serve as working groups that will continue the conversation.

A full summary of the working groups initial suggestions will be posted on the NASW Illinois Chapter website in the coming days.

Photos from the summit can be found posted to the NASW Illinois Chapter Twitter feed: www.twitter.com/naswil.

It is Social Work Month in March, and this brings about the annual Advocacy Day 2012 in Springfield, IL. This will take place on Thursday, March 29, 2012. Please see www.naswil.org homepage for more info.

Finally, the NASW Illinois Southern District would like to make a warm welcome to new members: Ann Bachman, Jennifer Beadle, Christina Rae Brimm, Beth Ann Foster, Matthew Clayton Hicks JR., Shari Lemmon, Tarah Rottmann, and Kenny Sullivan. We look forward to meeting all of you at future events. Hope to see everyone at the Social Work Month dinner.

In addition, NASW Illinois Chapter Executive Director Joel L. Rubin will speak about the Future of Social Work. Joel will have just completed participation in the 2012 NASW Illinois Chapter Jobs Summit where schools of social work, state, and private employers exchanged information about their outlook for the years ahead. One CEU will be offered to those in attendance. Recent grads are especially encouraged to attend.

We will meet at the centrally located Ela Area Public Library at 275 Mohawk Trail in Lake Zurich, IL (at the corner of Rt. 22 and Old Rand Road.) from 7:00-8:30pm.

Seth Boughton
Mercedes Hanson
Timothy Naill
Andrew Nguyen

Jane Addams District is looking forward to March, not only for spring but to celebrate Social Work Month. This year's theme is Social Work Matters.  Please join us on Thursday, March 15, 2012, at 5:30pm for refreshments, networking, and to recognize this year's district award winners: Lynn Cadmus for Social Worker of the Year, Warren Heinke for Lifetime Achievement, and Dick Kunnert for Public Citizen of the Year. Come celebrate with us at the Rosecrance Berry Campus at 8616 Northern Avenue in Rockford, IL.

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 new members are:

HAPPY SOCIAL WORK MONTH!

The theme for Social Work month this year is Social Work Matters. A key message for this year’s celebration is that social workers are the safety net in a civil society. Let’s take time to celebrate our profession! Here are some great upcoming events to do just that:   

• Advocacy Day 2012: Advocacy Day 2012 is coming! Please mark your calendar for Thursday, March 29, 2012, to attend! Go to the Advocacy Day page on our website for more info: http://www.naswil.org/advocacy/advocacy-day/.
• Social Work Day at Illinois State University (ISU) in Normal, IL, is set for Wednesday, March 28, 2012, from 8:00am to 4:00pm at Illinois State University’s Alumni Center. The theme for this year is Social Workers as First Responders to Trauma. Registration and information can be found at:    http://socialwork.illinoisstate.edu/alumni/SocialWorkDay2012.shtml

CHAPTER NEWS

Please take a moment to join me in congratulating this year’s East Central District Award winners:

• Social Worker of the Year:  Sandra Kopels: Sandra has her JD and MSW degrees from UIUC and has made significant impact in the social work profession resulting in formal policy and legislation that provides essential protection and awareness for the constituents involved.
• Public Citizen of the Year:  The Honorable Jeffrey Ford: Judge Ford is a circuit judge in Champaign County who has been a pioneer with both drug and mental health courts in our district.
• Lifetime Achievement Award: Dr. Kathryn Conley Wehrmann: Kathryn is an Associate Professor of Social Work at Illinois State University and a member of NASW.  Kathryn has a passion and dedication to social work that has been evident throughout her career.

Please join us in celebrating these three amazing individuals on Thursday, March 8, 2012, from 6:30pm to 8:00pm at Milo’s in Urbana, IL (2870 Philo Road). Hors d'oeurvres will be provided with a cash bar. Please RSVP to Mary Garrison at ecentral@naswil.org. I look forward to seeing you at the celebration!

2012 Board of Directors Election: This year’s elections will take place from April 2–30, 2012. Please get involved and cast your vote for the leadership you want in our state for NASW! 

Advocacy Day 2012 has been announced for Thursday, March 29, 2012! The event will take place down at the Prairie Capital Convention Center in Springfield, IL. Join an anticipated 1,000 social workers and student from across the state to attend a half-day of educational seminars on lobbying in the state of Illinois. Participants will receive an Advocacy Day packet complete with legislative materials and tip sheets on lobbying. See the Advocacy Day page for more information as it becomes available.

Want to find out if your school is organizing a group? Contact NASW Illinois Chapter Social Work Interns Lindsey Burke (lburke@naswil.org) or Chelsey Kelley (ckelley@naswil.org).

Prairie Capital Convention Center
1 Convention Center Plaza
Springfield, IL 62701

Save $3.00 by registering online!
REGISTER HERE: https://naswil.wufoo.com/forms/advocacy-day-march-29th-2012/

Having a large group attend?
Download our group registration spreadsheet and e-mail to NASW Illinois Chapter interns Lindsey Burke (lburke@naswil.org) and Chelsea Kelley (ckelley@naswil.org).

Advocacy Day is a ZERO profit event for the chapter, in that any fee that is charged is based on the costs to present the event including catered continental breakfast, printing/folder fees, and space/speaker fees.

CIF is a voluntary, nonprofit organization. Its goal is to promote international understanding and world peace through education and information sharing among human services professionals.

“My first experience with CIF-USA was in 1985 when I was awarded a fellowship to study social welfare in Stockholm, Sweden,” Sutton explained. “Living in Sweden with host families increased my awareness of social and cultural differences and the acceptance of those differences. The social welfare system provides support for families from cradle to grave, which was enlightening.”

As president of CIF-USA, Sutton represents the United States , which is one of thirty national branches worldwide. More than thirty countries have established national branches throughout Africa, Asia, Europe, the Middle East, North American, South America, and Oceania. Sutton’s focus as president is to increase membership by encouraging Americans to participate in CIF programs around the world.

“The learning and fellowship that occurs at these conferences enhances our personal and professional development in many different ways,” Sutton explained. “Friendships were developed many years ago and continue today through the conferences and visiting each other’s home country.”

This year’s conference, “Global Societies of Inclusion or Exclusion?” examined the worldwide social problems associated with new and rapidly changing technology. Some examples of the changing technology include the Internet, social networking sites, and others which can create issues of inclusion or exclusion for some people.

“We can replace knees, hips, hearts, and more, but still need human service professionals to help in the care of emotional and family needs,” added Reid Sutton, MD, PCH/FMC physician, who also attended the conference.

Carolyn Sutton has been a member of CIF since 1985, and was previously vice president of CIF-USA. At PCH/FMC, she provides psychosocial assessments for inpatients and responds to emergency department and critical care unit referrals. She also provides one-on-one psychosocial intervention to patients in the oncology/infusion clinic and conducts monthly support groups.

Sutton is a member of the National Association of Social Workers and the Association of Oncology Social Workers. She also coordinates the PCH/FMC Employee Assistance Counseling and Education Program.

Governor Quinn gave his State of the State address to a joint session of the Illinois House and Senate today. The full text of his speech is available on the state of Illinois' website. The governor made every effort to emphasize the accomplishments during his tenure as governor since he took over for Rod Blagojevich following the 2009 impeachment. He highlighted legislation he has signed such as the legalization of civil unions, the repeal of the death penalty, major education reform, the expansion of the Earned Income Tax Credit, the Illinois DREAM Act, campaign finance reform, workers' compensation reform, and others. He also mentioned a number of infrastructure improvement projects completed or initiated while he has been in office including the CTA Red Line renovation, improved highways and bridges, and building projects at state universities.

He focused a great deal on job creation, mentioning the expanded working hours at the Ford Plant on the far southside of Chicago as well as touting the efforts of a recycling business in Romeoville. He also highlighted advancement in technology such as broadband upgrades and accessibility.

As for the future, he briefly mentioned the need for pension reform and Medicaid reform without going into any detail. He steered clear of any budget details, saving those for the budget message he will deliver later this month.  

He mentioned several new initiatives: (1) A new technology center at the Merchandise Mart for launching digital start-ups; (2) A $6 million statewide competition to build "ultra-high broadband" in neighborhoods across the state; (3) Abolishing the natural gas utility tax, which he called "unfair, regressive, and not based on the ability to pay"; (4) A new Child Tax Credit of up to $100 per year for a "typical family of four"; (5) A tax credit for hiring veterans; (5) An unspecified major investment in early childhood education;  (6) Raising the high school dropout age to 18; (7) Making more MAP Grants available to college students; (8) An investment in modernizing classrooms across the state; (9) Creation of the Illinois Foreclosure Protection Network and a major housing initiative jointly with Cook County Board President Toni Preckwinkle; and (9) A clean water initiative. He acknowledged that some of these initiatives will require legislative action. He also did not specify how the initiatives would be funded.

It will certainly be interesting to see what the governor proposes for his 2013 budget and what will come of efforts to reform the state's pension systems to reduce the state's liabilities. Medicaid—always a political hot button issue—will have very strict scrutiny in an election year.

Governor Quinn gave his State of the State address to a joint session of the Illinois House and Senate today. The full text of his speech is available on the state of Illinois' website. The governor made every effort to emphasize the accomplishments during his tenure as governor since he took over for Rod Blagojevich following the 2009 impeachment. He highlighted legislation he has signed such as the legalization of civil unions, the repeal of the death penalty, major education reform, the expansion of the Earned Income Tax Credit, the Illinois DREAM Act, campaign finance reform, workers' compensation reform, and others. He also mentioned a number of infrastructure improvement projects completed or initiated while he has been in office including the CTA Red Line renovation, improved highways and bridges, and building projects at state universities.

He focused a great deal on job creation, mentioning the expanded working hours at the Ford Plant on the far southside of Chicago as well as touting the efforts of a recycling business in Romeoville. He also highlighted advancement in technology such as broadband upgrades and accessibility.

As for the future, he briefly mentioned the need for pension reform and Medicaid reform without going into any detail. He steered clear of any budget details, saving those for the budget message he will deliver later this month.  

He mentioned several new initiatives: (1) A new technology center at the Merchandise Mart for launching digital start-ups; (2) A $6 million statewide competition to build "ultra-high broadband" in neighborhoods across the state; (3) Abolishing the natural gas utility tax, which he called "unfair, regressive, and not based on the ability to pay"; (4) A new Child Tax Credit of up to $100 per year for a "typical family of four"; (5) A tax credit for hiring veterans; (5) An unspecified major investment in early childhood education;  (6) Raising the high school dropout age to 18; (7) Making more MAP Grants available to college students; (8) An investment in modernizing classrooms across the state; (9) Creation of the Illinois Foreclosure Protection Network and a major housing initiative jointly with Cook County Board President Toni Preckwinkle; and (9) A clean water initiative. He acknowledged that some of these initiatives will require legislative action. He also did not specify how the initiatives would be funded.

It will certainly be interesting to see what the governor proposes for his 2013 budget and what will come of efforts to reform the state's pension systems to reduce the state's liabilities. Medicaid—always a political hot button issue—will have very strict scrutiny in an election year.

The civil rights movement and learning about those who fought tirelessly for the rights of African Americans was the first of many introductions to social work that I can recall. I remember reading about so many individuals who found it necessary to fight, putting themselves in harm’s way so that African Americans could attain simple rights like sitting at a lunch counter in a Woolworth’s store, sharing the same water fountain, the freedom to choose any seat on a public bus, attending certain schools, and so forth. I would be in awe of the strength of these people and the tenacity that they showed in fighting for what they believed in. I must also say that there was another part of me that wondered if it was really worth it. Sadly, in my young mind, I felt that the price seemed too high to pay. I didn’t think that people should have to die so that I could have these rights.

As I grew older, I began to realize that if these courageous civil rights leaders and workers had not made the sacrifices that they made, I would not be afforded the rights that I have today and because of this, I will never forget those whose shoulders on which I stand. Although many gains were made over the years, it is very clear in the current political and social climate that there is still much work to be done. I am reminded of a Bible verse that says: “For unto whomsoever much is given, of him shall be much required: and to whom men have committed much, of him they will ask more” (Luke 12:48b KJV). I made the choice to go into the field of social work because I have a responsibility. I have been given opportunities because of those who have gone on before me, and I owe it to the next generation to continue in the struggle and to fight for social justice and civil liberties.

I make it my life’s work to educate young people on the importance of social advocacy and instilling in them how important it is to stand up for those who don’t believe that they have a voice. I work daily with children and families to ensure that they are provided with all of the tools that they need to keep their families strong and their children safe. Equal educational programs, employment opportunities, housing, and access to mental health treatment are still critical areas in which social advocacy continues to be needed, and I am encouraged by those leaders of the past that set such strong examples on what it means to advocate for change.

I salute you, Whitney M. Young, Jr., Dr. Dorothy I. Height, A. Philip Randolph, Mary Church Terrell, Ida B. Wells, Marian Wright Edelman, John Hope, Dr. Martin Luther King, Jr., Medgar Evers, Daisy Bates, Rosa Parks, the Little Rock nine, Ruthie Bridges, and all of those who made huge sacrifices so that I and others like me could live better lives.

Yolanda Jordan, MSW, LCSW, has an extensive background in abuse/neglect issues in the field of child welfare. As a placement manager with the Illinois Department of Children and Family Services, she is responsible for managing supervisors who are responsible for children who are placed in the foster care system. Yolanda is also a practicing psychotherapist and has been in private practice for the past ten years. Services are provided to children, couples, and families with a special emphasis on relationship issues that African American women face.

Yolanda is a graduate of Western Illinois University where she received her bachelor of arts in mass communications and master of arts in public communications human relations with a minor in African American studies. Due to her extreme love for people and having the heart of a servant, she continued her education and received a masters in social work with an emphasis on child and family practice from the University of Illinois at Chicago’s Jane Addams College of Social Work. Yolanda has been an active member of the NASW Illinois since 1996 and enjoys the work of advocating for the profession of social work and the community that social workers serve.

Proponents of history months view the tradition as an opportunity to remind some and educate others of the past. This practice is thought to be particularly important for our nation’s youth.

An aphorism I frequently heard during my adolescence was, “In order to know where you’re going, you have to know where you’ve been.” There are variations of this expression, each emphasizing the importance of viewing self within the context of one’s individual and collective history, and being knowledgeable of the intersect between the past and present.

For some, lacking contextual insight may have no consequences. For others, however, the adverse affect on performance may be noteworthy. This article focuses on how one institution’s understanding of the impact of history on goal attainment led to the formation of a successful program for adolescents.

Mercy Hospital & Medical Center in Chicago has a legacy as a medical facility that reaches beyond the boundaries of its campus to address the health and social needs of its neighboring community. One notable community service offered by Mercy is the program Health Professions for the Future (HPF).

The HPF program originated twenty years ago. Thoughtful administrators saw the need for children of low-income families to acquire meaningful work experiences. In turn, the hospital offered summer job opportunities for those residing in the public housing developments. Since that time, this innovative endeavor has evolved into a successful summer and year-round internship program for youth desiring careers in the medical profession.

Given the social and academic struggles many urban youth encounter, Mercy has decided to focus its attention on students of average academic abilities. Primary criterions for inclusion in the program are teens that are willing to work, are eager to learn, and determined to succeed.

In collaboration with area high schools, the interns gain awareness of the opportunities in the allied health fields, and receiving preparation for degree or certification programs. Over the course of the internship, students are able to bridge what is taught in the classroom with the work world through shadowing and in-service training.

Sponsoring this program is consistent with the hospital’s vision to be “lifetime community partners” and to “help shape the future of health care.” In addition to being mindful of local social needs, the program’s founders were cognizant of an important challenge confronting the healthcare community—expanding consumer needs for medical care paralleled by an increasing shortage of medical professionals.

Eighty-million baby-boomers are reaching retirement age. As this population ages, the need for medical services will increase. To meet the current and future demand for services, a greater focus is on the next generation of workforce professionals—today’s youth.

Unfortunately many teens are not adequately prepared to enter the work environment. Fewer teens are working today than at any point since World War II. Teen unemployment is disproportionally significant among minority youth, and the decline in employment numbers has sharply accelerated in the past seven years. Consequently, young people are restricted in their ability to acquire good work habits and necessary information to make informed educational and career choices.

As a result, Mercy’s HPF program conducts seminars on employability skills such as punctuality, professionalism, conflict management, and communication. On occasion it is necessary to engage parental support in the learning process to address behaviors that seem to have become commonplace in the views of the child and parent.

The program would be amiss if it overlooked the psychosocial support needs of young people. Some students in the program are confronting daily obstacles that can impede motivation or attainment of personal goals. These impediments include insufficient family support and/or peer-related problems. Group meetings are conducted to address the social ills students confront in their communities.

As indicated, viewing youth within the context of their experiences requires the program managers and staff members to develop approaches that extend beyond providing students with clinical experiences. Each adult frequently finds themselves also functioning as mentors.

The program’s success is largely attributed to the guidance and support provided by staff in the form of mentoring. Most are comfortable in this role. Staff members have expressed a desire to give back. Many reflect on the period of their youth and history, noting the benefits that could have been gain if they’d had a mentor during their teenage years.

HPF students do not hesitate to express their appreciation and note the positive influences their mentors have on motivating them to achieve:

“I would like to thank you for allowing me to have such an amazing learning experience. You gave me a chance to expand my horizon and to learn more than what is in books. Also, to meet people who care about your future. People who give you advice about your future. You gave what feels to me a chance of a lifetime, and for that I thank you very much.” - T. D., Intern

“Words cannot express the gratitude I feel. This experience has been exceptional. I was given opportunities to witness and do various things that I never thought would be possible for someone my age. The people I was introduced to were amazing. They were always willing to help and teach me. They also helped with my transition. Having come to Mercy a shy person, now I am able to speak to everyone I know . . . My internship at Mercy has surpassed my expectations.” - S. W., Intern

The significance of mentoring cannot be overemphasized. Former President Bill Clinton once stated, “People who grew up in difficult circumstances and yet are successful have one thing in common . . . at a critical junction in their early adolescence they had a positive relationship with a caring adult.”

On January 3, 2012, President Obama issued a proclamation designating January as National Mentoring Month. He is a strong advocate of adults volunteering their time and sharing their talents to benefit others. “There’s no doubt about the value of mentoring. And there is no doubt about the tremendous need for mentors in this country . . . Ask any successful person how they got to where they are today, chances are they’ll tell you about a mentor they had somewhere along the way.”

“The youth are our future,” is a common phrase frequently stated by educators, lawmakers, and others when speaking about the needs of young people, or their role in addressing the nation’s problems. As we reflect this month on the contributions of African Americans to this country, let us not only look backward to appreciate the road traveled, but also forward to determine the best path for the future of our youth.

Kenneth M. Horace, LCSW, is a clinical social worker at Mercy Hospital in Chicago where he provides behavioral health services to youth and families. He also manages the hospital’s internship program, Health Professions for the Future, which offers medical training to high school students aspiring careers in healthcare. Mr. Horace is a member of the Chicago Public Schools’ Medical & Health Career Advisory Board, and the UIC-Jane Addams College of Social Work Alumni Board.
 

Well, I did it again. I had done it before, some twelve or more years ago. The “it” I’m talking about is making another accommodation to my age. I just purchased hearing aids. The earlier accommodation was to obtain trifocals. (However, neither of these has helped my short-term memory very much. My wife wants me to get something for that.) What it has done though is to help me avoid asking the “What did s/he say?” question as frequently to her and others as I was wont to do. It has also helped me tremendously in working with my clients.

Let me back up a bit. I tried retirement nine years ago when I turned 65. That lasted six whole months. (I’m not sure who was going crazy the fastest with that, me or my wife.) Up until five years ago, I had always lived in fairly large, single-family homes with good-sized yards and garages. I loved to work in the yard and tinker in my shop in the garage. In fact, the home I lived in before moving to Chicago twelve years ago was on a half acre of landscaped property with a double garage that could accommodate two extended cab pickups while still having room for a workshop space besides.

That brick, Mediterranean-style house had four bedrooms, three baths, a full living room, a full dining room (with butler’s closet), and a full family room. The back porch was 15’x40’, under roof. That was in south Texas, about seven miles from Reynosa, Mexico. In Chicago, for the same money, you can get a 1,600-square foot condo with one tiny garage space. Not much yard and definitely no workshop space.

So what was I to do with retirement with no yard or shop to work in? And after two weeks of exploring the great vast wasteland of television, I was ready to run down Pratt Boulevard screaming, “Help!” Okay, definitely time to go back to work! So I revved up my private practice again: finding and furnishing an office, getting back on all those insurance panels, and developing a client base. And for the last sixteen months, I have been doing hospital consulting as well. This has certainly been better than vegetating in front of a television.

Now back to the personal accommodations I’ve talked about. The hearing aids have definitely helped me in my therapy sessions and my consulting work. I don’t have to constantly ask clients (or my wife) to repeat themselves.

However, I now find that there is one accommodation that I can make for my clients that cannot be accomplished by the use of bandages, canes, walkers, glasses, hearing aids, or any other prosthetic or supportive device. I’m talking about the thought that I frequently have when I ask my clients, “Do you remember when . . .” and they return my query with a completely blank stare. You know, that “What in the world are you talking about?” stare. I have to remember frequently that I am well into my seventy-fifth year. I was born in 1937 and finished high school in 1956. Almost three generations have now come onto the scene with totally different frames of reference. It has to do with history, music, social customs and norms, and inventions that could hardly be dreamed of in the 50s and 60s. I remember a Ma Bell educational touring bus that came to our high school to tell us about the big advance in telephone numbers. There were going to be area codes!

I have to admit that generational accommodations are harder for me to make than purchasing trifocals and hearing aids. How in the world do I know and/or remember what music was their’s? And I’ve got clients that don’t even know 80s music much less 50s music. What TV programs did they watch, what movies did they see (assuredly, not at the drive-in), what books did they read, what styles did they buy and wear? In my time I bought and wore zoot suit–style pants and one-button roll sport coats. The shirts and ties I wore were pinks and purples. I had enough Wildroot Hair Cream on my ducktail haircut to lubricate the wheels on a twenty car passenger train, enough that my head would slide off the pillow at night.

And heck, for my part, I know the names of more than a dozen makes of automobiles that most of my younger clients have never heard of. The weird ones were the ones my dad always bought: Kaisers, Frasers, Hudsons, Nashes, Packards, Studebakers. He even put money down on a Tucker! I guess it just seemed like the thing to do at the time.

However, these age cohorts are the kinds of things that I really do need to remember. All of my cohort stuff has nothing to do with these younger cohorts. I really do need to consider and remember to listen even more to them and let them build their own frame of reference for me.

My glasses and hearing aids help me a lot. But giving my clients the freedom to talk to me about their frames of reference is a tremendous aid both to them and to me. It helps me to remember that I am there to let therapy happen and not force it into place. I have to admit, there are times when I am inclined simply to meet therapeutic challenges with a bigger hammer. But truly understanding their cohort context often helps me to get rid of the hammer all together.

It is most helpful for me to remember that true meaning often comes from its own special context. This is true no matter what my or my client’s age may be. While my age can—and does—help me work with clients closer to my age, it is listening to the context of others that enables me to be a collaborator with them in their therapeutic journey. It is the only way the therapeutic alliance can be born.

Without this process, how can clients have any real expectations for a collaborative therapy and successful change? We both have to be working from the same page, but the client has to be allowed to show me the page. For me, this is the only way to find a treatment rationale and enhance the chances of a true, therapeutic impact. Without a useful frame of reference, how can we achieve the goals of a truly therapeutic context?

Now, where in the world did I put those progress notes?

Mark Hicks, LCSW, lives and works in Chicago with offices in Chicago and South Holland. Over the years he has been licensed in five different states. His work experience has been in hospital, outpatient, community, and partial hospital settings. Recently he helped Proctor Hospital in Peoria obtain a Certificate of Need to develop an 18-bed gero-psych inpatient unit which will open later this year. He has had a private practice since 1979 in Kansas, Wisconsin, Texas, and Illinois. Mark has been a member of NASW since 1979 and an ACSW since 1981.

Since its inception, the United States educational system has dealt with racism. Throughout history, certain people were denied access to a quality education. The American South dealt with educational racism in very specific ways (including the Brown vs. Board of Education decision, which is notable in history books), but that was not the case for schools in the north. Students in the north faced residential barriers that barred where blacks lived, a lack of funding in schools for needed resources, rejection of good teachers to work in certain school and areas, and a push into remedial education. Discrimination in the workplace also chipped away at blacks’ desires or motivation to go to school since there were few employment prospects after graduation. IQ assessments, tracking, and remedial classes caused further division. African-Americans and white allies understood that separate-but-equal schooling never meant equal (Fraser, 2001). Racial issues in education have been well documented if not addressed in different forms throughout the years. Little by little, these racial issues accumulated and laid the foundation of policies and rules in our education system that are still in place today. In Schools Betrayed, Neckerman (2010) stated, “beliefs and expectations and patterns of behavior grow up around the institution, so much so that other arrangements become unthinkable. The institution recedes into the realm of the taken-for-granted; it becomes invisible. It takes history to make institutions visible again—to uncover the decisions, made early on, that foreclosed alternatives and made the expedient seem inevitable” (p. 5).

As education as well as social work programs became more formalized, The National Association of Social Workers (NASW) and the Council of Social Work Education (CSWE) established policies designed to combat and eliminate racism within the profession as early as 1969. The cultural competence model was chosen to promote an understanding of different races and culture. It allowed the integration and transformation of knowledge about individual groups of people into specific standards, policies, practices, and attitudes to be used in appropriate cultural settings to increase the quality of service (Davis, 1997). “Within the last two decades, the profession has made a concerted effort to forge a professional identity through the training of practitioners in the skills and knowledge that allow them to achieve their goals with diverse race, ethnic, and social groups.” (Teasley, Baffour, & Tyson, 2005, p. 228). In many ways and for many years, the cultural competence model has been the cornerstone of social work. In spite of these efforts, the cultural competence model has been shown to exacerbate rather than challenge racism in schools. Critics charge that the cultural competence model is largely ineffective and that its tendency to equalize oppressions under a “multicultural umbrella” unintentionally promotes a color-blind mentality that eclipses the significance of institutionalized racism (Abrams & Moio, 2009). As school social workers, we must look for racial components as we deal with issues concerning students and families within our schools and critically examine what we are seeing.

Many school social workers were not taught the historical significance of race in the social work field and are not being critically trained to adequately deal with race and cultural issues while in their social work graduate programs. Once these workers enter school systems, they are often faced with a myriad of issues surrounding race and culture such as special education identification, tracking systems, and segregation through curriculum, extracurricular activities, and discipline. Racism overtly and covertly—and always insidiously—distorts our thinking, curriculum, teaching approaches, language, and even well-intentioned efforts to promote empowerment and justice.

So what can we do to continue to educate ourselves and grow in our profession, especially concerning race issues? As school social workers, we must start doing a few things to address race and racist practices in our school and employment settings in order to challenge these discriminatory educational policies successfully. The following is a list of what we must do:

• Find our voice.
• Be prepared to battle once we pick which battles we want to fight.
• Gain knowledge. Know our stuff.
• Interrupt racism no matter how uncomfortable it makes us and do not make exceptions for family, friends, or in the work place because we fear the consequences.
• Always confront racism, ignorance, and inappropriate behavior/language when we see, hear, read, or experience it.
• Find allies of all races to discuss these topics. We may be surprised at the people we thought got it who really don’t. We also may be surprised by some who get it but are afraid to speak up.
• Teach, learn, and practice coping strategies to staff and students.
• Train staff, form committees, identify speakers, and facilitate classroom presentations.
• Ask the school librarian to furnish the professional library with resources on topics related to race.
• Explore the tenets of Critical Race Theory.

Critical Race Theory (CRT) could help us critically examine race in our graduate programs and schools settings. Critical race studies must have a place in social work graduate programs and K-12 schools. It was introduced to education by Gloria Ladson-Billings and William F. Tate in 1995. Some basic tenets include the following:

• Racism is at the core of American life and should not be placed on the perimeter.
• Racism benefits those who are privileged and serves the interests of the powerful to maintain the status quo.
• CRT represents a challenge to the dominant social ideology of color-blindness.
• Assimilation and racial integration are not always in the best interests of all groups.
• CRT argues for the legitimacy and appropriateness of the lived experience of racial/ethnic minorities.
• Addressing social justice efforts and the elimination of racial oppression are the ultimate goals of critical race theory.

Though CRT has not been formally introduced in many social work arenas, it is a theory that should be explored. CRT suggests that deconstruction is a critical practice that aims to dismantle the structures at work; it is not about pointing out an error but about looking at how a structure has been constructed, what holds it together, and what it produces. To give an example, CRT theorists discussed the “right to exclude” as a critical race concept that highlights the educational system’s history as well as current practices. “In schooling, the absolute right to exclude was demonstrated initially by denying blacks access to schooling altogether. Later, it was demonstrated by the creation and maintenance of separate schools. More recently it has been demonstrated by white flight and the growing insistence on vouchers, public funding of private schools, and schools of choice. Within schools, absolute right to exclude is now demonstrated by re-segregation via tracking.(Ladson-Billings & Tate, 1995). To critically examine issues with a race lens is important as we look at policies in the school system, discipline handbooks, acceptable practices, and special education legislation and implementation as well as school programs, assemblies, and communication with parents.

School social workers are often in the position to make an impact on issues concerning the individual student, the classroom, the school, and the community. We abide by a code of ethics to support the most disadvantaged youth in our school settings, and yet we often ignore the race component that impacts so many of our students’ lives. In honor of Black History Month, we must acknowledge it, learn to challenge it, and associal workers and life-learners, we need to question our education and learning portals. As social workers, we need to be climate watchers; we must address race, treatment of disadvantaged populations, and inequalities; and we must teach, support, and provide resources as well. We must also know our history and learn from it to advocate and support all of our students. As Marian Wright Edelman stated: If we don’t stand up for children, we don’t stand for much.

REFERENCES

• Abrams, L., & Moio, J. (2009). Critical race theory and the cultural competence dilemma in social work education. Journal of Social Work Education , 45(2), 245–261.
• Council on Social Work Education. (2001). Educational policy and accreditation standards. Alexandria.
• Davis, K. (1997). Exploring the intersection between cultural competency and managed behavioral health care policy: implications for state and county mental health agencies. Alexandria, VA: National Technical Assistance Center for State Mental Health Planning.
• Fraser, J. W. (2001). The school in the United States: A documentary history. Boston: McGraw-Hill.
• Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teacher's College Record.
• Neckerman, K. (2010). Schools betrayed: Roots of failure in inner-city education. Chicago: University of Chicago Press.
• School Social Work Association of America. (2009). Retrieved December 5, 2010, from www.sswaa.org.
• Teasley, M., Baffour, T., & Tyson, E. (2005). Perceptions of cultural competence among urban school social workers: Does experience make a difference? Children & Schools , 27(4), 227–237.

Tiffany Johnson, MSW, LCSW, has spent eleven years as an educator in elementary, middle, and high schools. She is a regional representative for the Illinois Association of School Social Workers (IASSW) and is currently is a doctoral student in educational policy at the University of Illinois at Champaign-Urbana. Besides her educational and career endeavors, Tiffany is active in her community. She has been a DCFS foster and adoptive parent for over eighteen years, a Girl Scouts leader, YMCA camp counselor, and mentor. She is also the mother of three teenagers.

CEU Opportunity for Reading This Article!
NASW Illinois members can earn one CEU by completing an online quiz (https://naswil.wufoo.com/forms/quiz-february-2012/) regarding this article! The free CEU opportunity is only valid until April 1, 2012, 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 April 1, 2012.

As a professional social worker and amateur writer, I can honestly state that at first, I wasn’t really sure how to begin my review of this very emotionally-driven book. When I first read the title, Is Marriage for White People? How the African American Marriage Decline Affects Everyone, I was instantly offended as a married African American male; but I was also intrigued, and that's what motivated me to read this book in a course of two days—it's quite a page-turner!

Let me start off by giving you a synopsis: Stanford law professor Ralph Richard Banks (an African American middle-class family man) has spent recent years gathering in-person interviews, statistical information, and other resources to compile a nonfiction manuscript of how the “trend” of blacks not marrying and/or divorcing is on the rise. Throughout the entire book, Banks discusses how the future of happily married black men and women looks bleak. He covers a spectrum of issues that include interracial dating and marriages, arranged marriages, legalities of marriage, the effects on black children, middle class versus the poor, the (black) man shortage issue, and finally, how to save black marriage.

As I read each of the eleven chapters that make up this book, I was hoping to read data that would assist support ways in which black men and women could come together and create loving and strong family units. As I read some of the statistics in the book—that the highest earning black men are more than twice as likely as their white counterparts to never marry, or that black middle-class families are poorer than their white counterparts—I started to feel very uncomfortable and hopeless.

In my opinion, Professor Banks may have listened to too many disgruntled black women and not enough of happily married black women and men! It started to feel one-sided and for me, when you take on this subject matter, one should be as unbiased as possible. Now don't get me wrong: when reading the testimonies of his interviewees, I thought about the bad male/female relationships amongst my family and friends. But almost simultaneously, I thought about the successful relationships that I knew. I know that as a reviewer I should have stayed neutral, but how could I as a married black man myself? Especially as one who is doing his absolute best to raise a brilliant and beautiful black daughter to not only be able to hold her own in the world, but to also show her that when she does become a partner in a loving relationship, she needs to be able to find her place of balance—for me, that’s the key of a successful relationship!

In assessing the strengths of this book, Banks did a great job of looking at statistics to formulate his hypothesis. He showed evidence of the mixed marriage theory which entails a marriage based on class (i.e., a woman with one or two degrees and makes six figures who is married to a man without a higher education degree and makes considerably less). He showed how these types of mixed marriages are doomed from the get-go because it goes against the societal premise of gender roles.

However, as an optimistic reader who wants to know how to ensure that black men and women have successful relationships/marriages, this book left me feeling pessimistic. By the book’s end, Bank states: "If Black women don't marry because they have too few options, and some black men because they have too many, then black women, by opening themselves to interracial marriage, could address both problems at once. For black women, interracial marriage doesn't abandon the race, it serves the race."

I had to force myself to understand his point which, in laymen’s term, is this: Because black men feel that it's 10 (women) to 1 (us) out here, then we get to be arrogant fools and lead women on; but if black women become “extinct” by marrying non–black men, then this will make black men step up our game, and then too will black women marriage stats go up. I think Banks missed the mark on this assumption. My answer, if he would have interviewed me, would be that us black men and women need to assess and write treatment plans on ourselves, start healing, become whole people individually, and then when that happens, our relationships will be more progressive, positive, and purposeful. Happiness starts internally and works itself outwardly!

Khalid B. Scott, MSW, LCWS, QMHP, is an eighteen-year licensed case management/clinical social worker manager who work has provided mental health therapy to everyone from IDCFS-affiliated clients to foster and biological family members for over eleven years. Khalid is also a contractual trainer for CASA Cook County Juvenile Courts as well as a contractual college lecturer at Westwood College, Olive-Harvey College, Columbia College, Chicago State University, the University of Illinois at Chicago, and DePaul University.
 

• Am I allowed or required to release the client’s information?
• How much information must I disclose?
• What type of client information should be released?

This Legal Issue of the Month article will address questions related to making well-reasoned decisions when responding to requests for confidential client information.  This review does not address situations where the social worker is the target of a lawsuit or complaint.

To read the rest of the article, click here. NOTE: NASW login required.

At what point does a student in a social work program finally become a real social worker? This question was recently addressed among students during a review of internship experiences. One student felt that the qualification of a social worker was not fully obtained until a degree was physically in hand. This concept sparked much discussion. Another student posed the following scenario: If you were swimming where there was a lifeguard posted, would you be able to tell the difference between the lifeguard with six months of experience versus a lifeguard with six years of experience? The answer: probably not. The question then becomes whether a client can tell the difference between an intern or one who is recently graduated versus a social worker with more field time? When a client is meeting with a social worker, the reassurance that there are resources available can be the beginning of a sense of trust and the first step towards a professional rapport.

As most social work students have returned to their spring semester and inch closer towards their degree, I would like to propose my idea of when a student in a social work program becomes a “real” social worker. A real social worker evolves from the beginning stage of having the desire to help others at the micro, mezzo, and macro level. Social workers also become “real” when he or she advocate for an individual or a group of people without their own voice. Additionally, students may find that policy is what inspires them. No matter which method of involvement is best suited for a student, these stages are the initiation to the group of real social workers. Social workers also possess characteristics such as compassion, understanding, and empathy.

Students should feel they are indeed real social workers while working as an intern; however, this does not discredit those social workers who have paved the path with years of service. The social work student also needs to remember that although they are a real social worker, the process of learning never ends, and it is to their advantage to learn as much as possible from those who have worked for years in the field. Learn from your professors, learn from social workers you are on a committee with, and learn from your supervisor at your internship. Become involved outside the classroom—there are endless opportunities to explore. Take the time to look at the NASW Illinois Chapter website (www.naswil.org)—there are plenty of ways to become involved. The ability to continue learning only enhances your role as a social worker. Imagine the student that worked with Jane Addams, Frances Perkins, Whitney M. Young Jr., and many others. The potential for real social work students to become incredible social workers are definitely within the realm of possibilities.

So for the students who are knee-deep in writing papers, studying for tests, interning, and preparing for graduation, remain steadfast, keep an open mind, and know that each day you are working as a real social worker, and you are joining the ranks of a wonderful group of men and women.

The Student Network SIG provides support and networking opportunities to Illinois social work students. To find out more about the SIG and upcoming events, please visit the Student Network SIG website.

OFFICE FOR RENT - Chicago
Professionally decorated, 16th floor office; overlooks Millennium Park. Available weekday evenings & anytime Saturdays. Suite has separate entrance and exit. Call Antoinette at 312 719-8498.

OFFICE FOR RENT - Frankfort
3 furnished offices in 5 office suite available by hour, day or month. Includes kitchenette, reception, group and class room. Contact Rena Compaan, LCSW at rcompaan@comcast.net or 815-469-2654.

OFFICE FOR RENT - Evanston
Office hours available in attractive office,west of Northwestern campus. Hours open: day, evenings and weekends $10/hr. "Patients" love this office and neighborhood
Call Diane Fisher,1847-989-1745

OFFICE FOR RENT - Oak Park
Oak Park Lake Street Location. Atrtractively furnished office and wait room.
Large windows with eastern exposure. Seeking full or part-time renter.
Joel Sherr 708-214-8768. jsherr611@comcast.net

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-career-development/association-job-board/.

• Director, Grief Center - Northern IL Hospice and Grief Center
• Staff Pychologist - Yellowbrick
• Licensed Clinical Social Worker (LCSW) - Franciscan St. James Health
• Quality Administrator (LCSW or LCPC) - Human Service Center
• Outpatient Therapist - Carlsbad Mental Health Center
• IOP / Substance Abuse Therapist - Carlsbad Mental Health Center
• Program Manager (Metropolitan Family Services)
• PT/FT Outpatient Therapist (Lake County Counseling for Seniors)

In preparation for Social Work Month which is held in March, I want to ask all members to pay close attention in the upcoming weeks for an e-mail from me to share with you the date and location of this year's awards celebration. 

It is not too late to submit your nominations for the annual NASW Illinois Chapter Social Work Awards in the Southern District. It is very simple to submit a fellow co-worker, supervisor, or friend for social worker of the year, lifetime achievement, or public citizen of the year. The process is much easier to nominate someone than in years past. Please take a moment to recognize a deserving NASW member or citizen at www.naswil.org/news/chapter-awards/. Deadline is Tuesday, January 31, 2012.

Also the Southern District Chair position is up for election this year so if you are interested in a leadership position, this is your opportunity. As a district chair you, also serve on the NASW Illinois Chapter Board of Directors. This is a very exciting and rewarding experience. Nominate a colleague or even yourself at http://www.naswil.org/volunteer/join-the-board/. Deadline is Tuesday, January 31, 2012

Social Work Month (March) is quickly approaching, and this is also the month for Advocacy Day. This year it is on March 29, 2012. For more info visit http://www.naswil.org/advocacy/advocacy-day/ .

Keep in mind that the Southern District will be hosting a special evening and CEU event for Social Work Month in March.  Details will be forthcoming in a future e-mail to members. Also watch for it to be posted on the Southern District page.

Finally the NASW Illinois Chapter and the Southern District would like to make a warm welcome to new members: Mathew Bauman, Catherine Dye, Stephanie McCluskey, Michael Davis, Patricia Gumz, and Brittany Day.

On Friday, January 27, 2012, Jane Addams Hull House Association will officially close and file for bankruptcy as it can no longer financially continue to keep its doors open. Founded in 1889, Hull House Association has evoked a huge outpouring of emotion, outrage, and shock not only in the Chicago area and throughout the state, but throughout the country. A variety of efforts to save Hull House have been initiated. These are all commendable. However, the closure of Hull House is symptomatic of the ongoing financial challenges and pain that human service providers and the persons they serve are facing in Illinois. Provider bill backlog still remains in the billions in large part because Springfield has failed to address the backload. The scenario is all too familiar—providers not being paid for months for services rendered.

Increased stress on the state budget has translated into job losses in the private sector as well. According to Illinois Partners for Human Services, state fiscal woes forced nearly half of its surveyed nonprofits to lay off staff during this past year. Unfortunately the state has accepted unpaid bills as an ugly necessity to muddle into the next budget cycle and has failed to address the needed debt restructuring.

As the date of Governor Quinn’s FY13 budget address quickly approaches, we must make it clear that human service agencies can no longer serve as short-term lenders to the state in providing services without compensation. If not, we will continue to see more agencies be forced to abandon their missions—the “governmental responsibility” of serving the less fortunate—that Jane Addams wrote about close to a century ago.

Here we are, well into the 2012 season. I hope everyone is adjusting to the new year well. We certainly can't have many complaints with the winter so far! With the new year, we have lots of things coming of quickly that I would like to point out and ask for feedback and help with.

IMPORTANT NOTICE:
West Central District Awards: We are almost out of time! The deadline for nomination for Social Worker of the Year, Lifetime Achievement award, and Public Citizen of the Year is 01/31, and we currently have no nominations. It is impossible to imagine that we have no one in the entire district that is deserving of recognition. I ask you all to please consider nominating yourself or someone you feel is deserving of recognition. Again, all nominations are due on January 31, 2012. The nomination process is fairly easy. For information about the awards you can go to: http://www.naswil.org/news/chapter-awards/. The nomination forms can be found online: https://naswil.wufoo.com/forms/2012-nominations-for-annual-social-work-awards/. We have a lot of dedicated social workers and community leaders that work hard. This is our opportunity to say thanks and commend them for the work they do. Please nominate a candidate today!

Social Work Month Event: Along with the awards and March Social Work Month, I am working with two other organizations to put together an event that I think will be amazing. We still have a few details to finalize before I can release the information, but the dates will be March 30 and 31, 2012. Please mark your calendars now. More information will be released in the next few weeks. You won't want to miss it! The West Central District awards will be presented on March 31st.

Leadership Recruitment: The NASW Illinois Chapter’s Nominating Committee is needing to finalize nominations for the upcoming leadership elections in March. This is a great opportunity for anyone interested in taking a more active role in the NASW. The Nominations Committee needs representatives from each of the eight districts to participate in the nominations process (2–3 teleconference meetings at most). The complete leadership recruitment packet and a nomination forms can be found at http://www.naswil.org/volunteer/join-the-board/. Submissions are due by January 31, 2012.

Did You Know...?

Advocacy Day 2012: Advocacy Day has been announced and will take place on Thursday, March 29, 2012! You find more information by going to the Advocacy Day page on our website for more information: http://www.naswil.org/advocacy/advocacy-day/.

CEU Events: I am currently finalizing a schedule to offer free one hour CEU events on the third Friday of each month. If you or your organization has a specialization you would like to present, please contact me. I have presenters for about half of the year. I will be releasing the calendar of events for the year along with times and locations in the next few weeks. Please watch your e-mails for more information. Contact me if you have ideas for presentations or would like to present yourself.

This Month's Challenge
I encourage all of you to find a way to get involved with the NASW. There are several opportunities to suit all schedules and interests. Several opportunities have already been mentioned in this update. Please start by nominating potential award recipients, marking your calendar to attend a NASW sponsored event, and sending me an e-mail about a topic you would like to present or an idea for a presentation. With your feedback, we can work to provide opportunities that meet the needs of social workers throughout the district.

I look forward to hearing from you.

Sincerely,
Audrey LeMasters
E-mail: wcentral@naswil.org

The fellowship will provide the opportunity for an experienced social worker with substantial child welfare experience to gain invaluable national public policy experience by spending one year working on the development of federal child welfare policy in the United States Senate.  This is a great opportunity to contribute a social work perspective to the development of public policy, to broaden awareness of the value of social work-government collaboration, and to contribute child welfare practice and research knowledge to the policy-making process. It is also a unique professional experience to gain practical knowledge about how policy is made.

Candidates must:

• Have a social work degree
• Have at least 5 years of professional child welfare experience and expertise
• Have an understanding of the policy-making process and federal child welfare policies and  legislation
• Be a current member in good standing of the National Association of Social Workers
• Be able to spend 12 months living in the Washington, DC area and working on Capitol Hill.

Only one fellow will be selected and the Fellowship will start as soon as possible after the selection is made based on the successful applicant’s schedule and other logistics. The Fellow’s stipend will range from $65,000 to $85,000, plus up to an additional $10,000 to cover travel and other relevant expenses (e.g., moving, attending professional social work conferences, etc.).  Finalists for the Fellowship will be invited to participate in an in-person interview in Washington, DC in early Spring.

For more information about the application details, visit www.socialworkpolicy.org/fellowshipapplication.   If you have additional questions please submit them to swpifellowship@naswdc.org.

Please forward this information to others who may be interested and eligible.

For more information about the NASW Social Work Policy Institute, visit www.SocialWorkPolicy.org.

 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 new members are:

• Corinne Bend
• Samantha Pittman
• Kyle Kovski
• Hannah Mueller
• Julie Peoples
• Janice Derrickson
• Megan Wicklund

Chapter News

March 2012 is Social Work Month. The theme this year is Social Work Matters. A key message for this year’s celebration is that social workers are the safety net in a civil society. Let’s take time to celebrate our profession! Here are some great upcoming events to do just that—Save the dates below! 

• Advocacy Day 2012: Advocacy Day 2012 is coming!!!! Please mark your calendar for Thursday, March 29, 2012 to attend! Go to the Advocacy Day page on our website for more info: http://www.naswil.org/advocacy/advocacy-day/.
• Social Work Day at ISU in Normal, IL, is set for Wednesday, March 28, 2012, from 8:00am to 4:00pm at Illinois State University’s Alumni Center. The theme for this year is Social Workers as First Responders to Trauma. Mark your calendar and register for this free event (there is an additional cost if you would like CEU’s) – more details will be coming soon!
• 2012 Board of Directors Election: This year’s elections will take place from April 2–30, 2012. Please get involved and cast your vote for the leadership you want in our state for NASW! 

Our next meeting will be held on Friday, February 17th, from 10:00am to 12:00pm at the NASW Illinois Chapter office. We'll spend most of our time planning meetings for March and April. We always save some time to socialize, and social workers who are considering retirement or are retired are welcome to attend. Please feel free to contact RSW SIG Chair Cynthianna Hahn at rsw@naswil.org with any questions.

Advocacy Day 2012 has been announced for Thursday, March 29, 2012! The event will take place down at the Prairie Capital Convention Center in Springfield, IL. Save money and register for early bird rates online (LINK). Be sure to check back on our Advocacy Day page as more news and information is released.

Advocacy Day Website: http://www.naswil.org/advocacy/advocacy-day/
Register Online: http://www.naswil.org/advocacy/advocacy-day/

Legislative Accomplishments
The 2011 year began with several legislative accomplishments including a state income task that was a start in solving the state’s current fiscal crisis as well a repeal of the death penalty in Illinois. NASW Illinois worked actively with the Responsible Budget Coalition to achieve this. During the same week, the Illinois General Assembly passed SB3539, a landmark legislation repealing the death penalty in Illinois. On March 9, 2011, Governor Pat Quinn signed Public Act 96-1543 into law (http://ilga.gov/legislation/publicacts/fulltext.asp?name=096-1543). Two Illinois legislators were vital in getting this historic piece of legislation passed: Illinois Senator Kwame Raoul (D-Chicago) and Illinois State Representative Karen Yarbrough (D-Maywood). They were both presented with the NASW Illinois Chapter’s 2011 Legislative Award at the statewide conference in November.

A record number 900 social workers and social work students descended upon Springfield, Illinois, to participate in the 2011 Social Work Advocacy Day. This year, we exceeded our numbers yet again and established a record for attendance. Our large numbers could not have come at a more important time. Illinois Lieutenant Governor Sheila Simon opened the morning session with an inspiring message regarding the importance of advocacy. She was followed by a panel comprised of experts and leaders in the human services arena: Michelle Saddler, secretary of the Illinois Department of Human Services; Michael McRaith, director of the Illinois Department of Insurance; Ralph Martire, executive director of the Center for Tax and Budget Accountability; and Stephanie Altman, programs and policy director of Health and Disabilities Advocates. NASW Illinois Legislative Consultant Phil Milsk moderated the panel. The panel represented the most knowledgeable professionals in our state about the challenges of the state budget, funding human services, and reforming healthcare and Medicaid. They provided even greater insights during the respective breakout sessions.

The NASW Illinois Chapter’s Licensure Task Force convened several times during the past fiscal year, developing two proposed rule changes regarding the addition of cultural competence training to be included in the 30 CEUs required for licensure renewal; they also discussed the cap on online CEUs. These proposed changes now have to make their way through the administrative process at the Illinois Department of Professional Regulation, the governor’s office, and Joint Committee on Administration Rules (JCAR). These proposed rule changes would not take effect until 2013 licensure cycle.

If you want to know more about the chapter’s legislative efforts, be sure to sign up for our NASW Illinois Legislative Action Alerts. Over 9,000 people received our many alerts this past year. You can help us advance our 2012 Legislative/Policy Agenda.

EAPrefer
In conjunction with NASW Assurance Services Inc., the chapter launched in November a new exciting benefit. EAPrefer, a program that helps Illinois members put their experience and expertise as social workers to use as an employee assistance program (EAP) professional, allows members to assist others as well as earn additional income. EAPrefer allows EAP network providers to easily match qualified social workers with clients who need them. Complete details can be found at http://eaprefer.org/ or calling a program representative at 1.866.307.2325.

Greater Content in Online Networker Magazine: Faster,Expanded Access to Social Work News and Information
2011 was the first full year that the Networker magazine appeared entirely online. Not only has this shift saved the chapter in printing costs, it also has allowed us to increase our publication frequency to monthly, as well enhance the magazine’s content. For example, the Networker has included eight private practice–related articles, eight school social work articles, seven book reviews, three articles on aging, one on mental health, six on ethics, and eight of our long-running ‘Since You Asked’ articles. The past year’s articles can be found in the Networker archives at: http://www.naswil.org/news/networker/archives.

We have also improved the NASW Illinois Weekly Update, our weekly, virtual social work newspaper this past June. The Weekly Update links members to news related to the social work profession and the human service sector. Still haven’t signed up for these updates? Sign up in three easy steps!

1. Go to: http://paper.li/NASWIL/1306282408.
2. Click on the blue square on the right-hand side of the screen that says 'Subscribe'.
3. Enter your e-mail address into the box.

Our revamped website continues to provide the most recent social work professional news.

The NASW Illinois Chapter’s social media presence in 2011 continued to grow. Our iPhone and Android app are extremely popular, and our number of followers on twitter (@naswil), our ‘likes’ on Facebook, and the numbers of members on LinkedIn continue to grow.

2011 NASW Illinois Chapter Statewide Conference
Over 600 attendees participated in this year’s statewide conference. They were treated to a conference that included over 70 workshops and an outstanding exhibit hall. Technology, the hard work of the NASW Illinois Chapter staff, and the many volunteer presenters who shared their expertise and knowledge with their colleagues made the 2011 conference our most successful in recent years. A full description of the conference can be found at: http://www.naswil.org/news/chapter-update/2011-nasw-illinois-chapter-statewide-conference-summary/.

CEU Trainings
During 2011, NASW Illinois Chapter districts held 49 district events around the state (both CEU and networking). A total of 29 events were held at the NASW Illinois Chapter office, which including 10 licensure reviews courses and seven ethics trainings.

During 2011, all NASW Illinois Chapter members continued to earn free CEUs for all in-house courses (ethics workshops excluded).

2011 Social Work Awards
In February, the chapter presented its 2011 Emerging Leaders Awards to four emerging leaders at a luncheon during the February 2011 Board of Directors meeting. The awardees included the following:

• Robert B. Campbell, MSW, LCSW, QCSW
• Shelley Milosevic, MSW, LSW
• Amy Terpstra, MSW
• Chasity Wells-Armstrong, MSW, CADC

At the 2011 NASW Illinois Chapter Statewide Conference in November, Candi Gray (NASW Illinois Chapter Vice President and chair of the 2011 NASW Illinois Chapter Awards Committee) presented the 2011 NASW Illinois Chapter Awards. Recipients included the following:

• Legislative Award: Illinois Senator Kwame Raoul and Illinois State Representative Karen Yarbrough
• Public Citizen of the Year – Benjamin S. Wolf, JD
• Social Worker of the Year – Mary Garrison, MSW, LCSW, ACSW
• Lifetime Achievement Award – Richard L. Jones, PhD

Shared Interest Groups (SIGs)
There are currently five active SIGs in the NASW Illinois Chapter, all of which have had significant programming during 2011:

• Older Adults
• Retired Social Workers (RSW)
• Mediators Network
• International Activities Network (IAN)
• Student Network
• Social Work Field Directors

Chapter SIGs are maintained and sustained by members. SIGs can be formed around a particular practice area or geographic area around the state. Over 30 SIG meetings took place this year. SIG activities have ranged from networking events to CEU programming to hosting a social service exchange between Hamburg, Germany, and Birmingham, England.

NASW Political Action Committee (PAC) Illinois
The NASW PAC Illinois, whose mission is to strengthen the involvement of social workers in the political process, has been enhanced with a new board and revised bylaws. The PAC now has its own website at http://naswilpac.org/. The PAC also played an important role in the aldermanic campaigns (both the primary and the runoff) of James Cappleman, LCSW, an NASW Illinois member who was elected to the Chicago City Council as alderman of the 46th ward. A reception of his behalf was held at the chapter offices back in February. NASW Illinois members volunteered for his campaign as well. Concerted effort is currently being made towards developing PAC leadership and conducting political organizing and training.

NASW Illinois 2011 Marketplace Guide
During this past fiscal year, the chapter produced the first ever 2011 Marketplace Guide, a comprehensive buyer’s guide of social work resources. The guide represents a variety of products and services used by social work professionals. We were able to attract many advertisers for this inaugural issue and hope to expand the guide in 2012.

Thanks to NASW Illinois Volunteer Leadership and Professional Staff
The NASW Illinois Chapter Board of Directors, which is elected by the membership, plays an important role in setting the direction and policy of the association. We thank chapter president Yolanda Jordan and her leadership team around the state for all of their hard work this past year.

We are a member association, but the day-to-day operations and successes we experience are due in large part to the chapter’s professional staff. Illinois is fortunate to have committed professionals serving the membership. They include in Chicago, Kyle Hillman, manager of financial services and conference-special events; Christina Polus, manager of events and education; Nina Nguyen, manager of membership and communications; as well as our public affairs consultant Phil Milsk.

Best wishes for the holidays and the New Year!

Joel L. Rubin, MSW, CAE, has served as executive director of the 7,000 member Illinois Chapter of the National Association of Social Workers (NASW) since October 1999. He has over twenty-five years of nonprofit management and fundraising experience including extensive work with boards of directors, committees and volunteers, and advocacy around a wide variety of social work, human service, and international political issues. Joel is a graduate of the Wexner Heritage Fellowship Leadership Program and a current adjunct professor at the University of Illinois at Chicago Jane Addams College of Social Work as well as Loyola University Chicago School of Social Work.

A Protocol to Consider When Working with Children and Parents in Private Practice: A Parental Presence in Therapy

There can be several challenges encountered when working with children in private practice. The foremost challenge is that when a clinician provides therapeutic services to a child, they are actually working with two clients: the child and the child’s parents. The therapy protocol I use in working with children has taken into consideration these challenges in an efficient and effective manner while creating positive growth for both parties.

When I first receive a call from parents seeking out services for their child, I always schedule the first appointment with just the parents. The reasons for this are as follows:

• To gather as much information as possible from the parents without causing the child further distress as s/he listens to someone talk about him/her in third person at a time when the child is already feeling nervous and uncomfortable
• To ask the parents questions that they can answer in full without using discretion so that I can attain the fullest picture possible from their perspective; also to acquire a full history on the child so that I can properly assess current issues
• To give the parents the chance to determine if they feel comfortable with me seeing their child prior to bringing their child into my office; also to have an opportunity to educate them on the various therapy styles, including my own.

During the first session, as well as on the first phone call with a parent, I inform parents that I require as a part of my practice a parent-only session after every fourth or fifth session with their child. This is not optional, and I need parents to commit to this protocol in order for my services to be an appropriate fit for them.

These parent-only sessions are used for checking on progress (or lack thereof) outside of my office, answering questions that parents have about the overall picture of how their child is doing, and providing parental coaching or strategies to help parents most effectively help their child. I do not use parent-only sessions to provide parents with verbatim accounting of my sessions with their child. Instead, I explain to parents the importance of their child's confidentiality along with the limits to confidentiality with children. I also explain that when there are issues that parents need to be informed about, I will find a way to include the parents in the overall discussion, whether it come directly from the child or from me with the child’s knowledge. Obviously when there are matters of urgency, I meet with parents in a timely manner and do not wait a month to discuss these types of situations with them.

Prior to meeting with parents for their parent-only session, I ask the child if there is anything they want me to share or not share with their parents. Generally speaking, children will say there is nothing they want kept private to our sessions only. However, it gives the children the option of exercising some control over what they want shared and when (or if) they are ready to share that information. This in turn helps to continue building a trusting therapeutic relationship with the child.

When children have little or no response to my asking them what they would like to have shared, I say to the child directly: “Here is what I am thinking about sharing with your parents when I meet with them. How does that sound?” Many kids I meet with are relieved to hear my summation of their experience; more often than not, they actually want me to share what I am suggesting with their parents. Children often looked relieved that their parent will be let in on their distress, which has been so difficult for them to put into words. Yet at the same time, they are not being forced to try to explain it to their parents, which is often a relief to the children.

When I meet with kids, I do a check-in on paper at the beginning of each session where they rate on a 1 to 10 scale how various aspects of their life are going (10 being the best and 1 being the worst). My scales are blank, and I fill them in at the beginning of each session with the child. Some of the items I might list in this part of my check-in include school, home, life, and friends. The child then fills in how each aspect of their life is going in each of these areas by filling in the numbers portion of the checklist.

The second half of the check-in is another blank scale set from 1 to 10 (with 10 being the most and 1 being the least). On this scale, I fill in the blanks with four to five feeling words, then ask the child to rate them based on how they felt over the past week. For instance if I put the word "worried", the child can identify for me if they are feeling very worried or not worried at all. I add in new feeling words as I work with them each week and help children increase their emotional language.

These check-ins are a good opportunity for children to give us a sense of how they are feeling when it can be very difficult for them to put their experiences into words. They also provide the therapist with information that is difficult for kids to discuss, thus offering an opportunity to tailor the sessions accordingly. For instance if a child ranks “friendships” as a 1, but he/she is uncomfortable discussing this, I would move on from that topic and continue to figure out how to help the child express what is feeling uncomfortable to him/her either through play therapy or talk therapy as we move forward. As we know, it is important to go at a client’s own pace.

These check-ins are helpful in monitoring progress as well as understanding areas of distress for a child. The check-ins, combined with parent-only sessions, give a much clearer picture of what a child is experiencing which is crucial to providing effective therapy services. Therapists need to have an accurate assessment of a child’s world on an ongoing basis to truly be able to help them.

This protocol addresses including parents into their child's therapy while still building and maintaining trust from all parties involved. It is a means to answer parents’ questions without rushing them on phone calls because parents know they will always get a chance to talk more thoroughly with the therapist in the near future and get all of their questions answered on a regularly basis.

Collaborating with parents is important to a child’s well-being and making progress in therapy because we cannot impact true change while only working in our offices; there has to be a team approach that includes parents. Additionally, therapists cannot always determine if there is progress occurring from a child’s self-report; clinicians need parents to give us regular feedback on what they are seeing outside our office in order for us to know if we are making gains for children that translate into to their whole world, not just in the therapist’s office.

Tami Stieber, LCSW, has worked in the field of social services for the past sixteen years. Her past clinical experience includes working in both therapeutic and mainstream schools, residential settings, and for the private health insurance industry. In 2008, she transitioned to owning a private practice where she meets with both adults and children. Tami specializes in working with clients who are experiencing symptoms of anxiety, children who are having difficulties at school, and families who are dealing with issues related to divorce or other significant life changes. She has provided consultation to schools and clinical supervision to other mental health professionals. 

The Changing Role of the School Social Worker: Becoming a Visionary Practitioner

School social work as a profession (now celebrating its 105th year) emerged out of the settlement house movement and was initially known as visiting teachers. Simultaneously, school social work originated in Boston, Hartford, and New York in the early 1900s. The Chicago Public Schools employed their first school social workers in 1919 (Morrison, 2006). School social work grew out of the policies around compulsory attendance. The initial focus centered on the school social worker providing the link between home, school, and community, utilizing their skills to understand the social ills of the community. These individuals served as advocates for the child and family, ensuring that students received the maximum benefit from public education. Although our world is a very different place than it was over a century ago, policies that support the needs of children and their families in the educational setting have played a major role in the evolution of school social work. This article builds upon the historical context of school social work and identifies strategies that can be utilized with two current policies—response to Intervention (RTI) and social and emotional learning (SEL)—to expand school social work practices to new heights.

From a historical perspective, two major policy decisions that promoted the growth of the profession were the federal Rehabilitation Act and Section 504 (1973) and the Individual with Disabilities Education Act (1975). The Rehabilitation Act and Section 504 were important to school social workers because these policies helped to define the role of school social workers in education. With the simple act of prohibiting discrimination against anyone with a disability, Section 504 identified 20% of the school-age population as legally protected from discrimination and potentially requiring the provision of school social work services at some point in their educational career. The federal Individual with Disabilities Education Act marked the first time that school social work was defined in federal legislation requirements and currently delineates some of the services that school social workers provide.

Due to the need for students to be competitive in this global society, our educational system places great emphasis on student achievement, common core standards, and the correlation between academic achievement and social and emotional development. The school social worker can play a unique role in utilizing current policies to expand the role of the profession. Two recent mandates—response to intervention (RTI) and social and emotional learning (SEL)—provide an opportunity for the school social worker to intervene in the educational process at multiple levels, utilizing the systems perspective and offering prevention and intervention. Rather than viewing them as challenges, these new mandates can be viewed as an opportunity for school social workers to closely align school social work practices to impact academic achievement.

The National Center on Response to Intervention indicates that RTI includes rigorous implementation of a combination of high-quality, culturally and linguistically responsive instruction, assessment, and evidence-based intervention to address the needs of all students (American Institute of Research). Comprehensive RTI implementation contributes to more meaningful identification of learning and behavioral problems, improves instructional quality, provides all students with the best opportunities to succeed in school, and assists with the identification of learning disabilities and other disabilities.

Response to intervention is a system-wide approach used in general education to prevent or resolve issues around the lack of student success. It allows for early identification and prevention activities for all students. It was developed out of a concern for the growing number of students that were placed in special education (In particular, the over-representation of African American and Latino boys in restrictive special education settings), and the lack of success for many of the students receiving special education services.

Social and emotional learning (SEL) is a process for helping children (and even adults) develop the fundamental social and emotional competencies needed for success in life. SEL teaches the skills we all need to handle ourselves, our relationships, and our work both effectively and ethically. These skills include recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically. SEL skills for children focus on teaching them how to calm themselves when angry, making friends, resolving conflicts respectfully, and making ethical and safe choices (Zin, Weissberg, Wang, & Walberg, 2004). SEL is also a framework for school improvement and the promotion of a positive school climate.

Subsequently, these two policies provide an arena for the expansion of school social work services from the traditional role of providing individual, group counseling, crisis intervention services, and school/ agency partnership to becoming a visionary practitioner with a focus on systems, strengths, and resilience. Both of these approaches incorporate evidence-based practices and use data to support students and program outcomes.

The following are strategies that school social workers should consider incorporating into their clinical practice. With response to intervention, the school social worker can try the following:

• Actively participate as a member of the school leadership team and help to design the RTI process at your local school.
• Assist in the development of the universal (Tier 1) implementation plan for both the academic and behavioral areas
• Assess services/programs currently provided by the school social worker and identify opportunities for expansion of school-wide or group-based supports for students
• Provide targeted (Tier 2) services for at-risk students utilizing evidence-based individual, small group–modalities, and classroom-based push-in services.
• Provide intensive (Tier 3) services for students who have not benefited at the universal (Tier 1) or targeted (Tier 2) level and may require more individualized, intensive support including agency partners or a special education referral.

School social work practices align equally as well with SEL and provide an ideal opportunity to address the prevention needs of students. Strategies to address SEL for the school social worker include the following:

• Actively participate in the school-wide SEL planning and implementation at the universal level
• Integrate SEL skill development with clinical work with students in individual and group counseling
• Infuse SEL in the classroom in a number of ways including classroom meetings, classroom-based topical discussion where SEL is integrated in the curriculum, and classroom activities that align with concepts that are being taught in the curriculum content areas
• Employ your expertise in SEL by providing consultation to administrators and to the classroom teacher to encourage the infusion of SEL throughout the curriculum.

School social workers have excellent leadership skills in facilitation and coordination. Utilizing these skills, you may also volunteer to lead the RTI or SEL change process. In so doing, it is important to engage all aspects of the school community and develop a team of people who can help to lead the charge: school administrators, grade level teachers, parents, pupil personnel staff, and other support staff (lunchroom staff, custodian, etc.).

Finally, it is important to look at ways to work with students from a strengths perspective. One such model is critical service-learning. Critical service learning engages students in meaningful service activities in their schools and communities which helps them to develop a sense of civic responsibility, caring and concern for others, and their own feeling of self-worth. Critical service-learning is integrated into the academic curriculum where students are empowered to brainstorm, plan, and implement activities that will have a direct impact on their school, community, and their own personal development (McKay & Johnson, 2010). Critical service-learning is different from community service and service projects in that it goes beyond mere altruism shown to the unfortunate. The mission of critical service-learning is to support critical thinking, reflection, and action in order to bolster societal change within the life world of the adolescent (McKay, 2010).

Although service-learning research is ongoing, it is felt that service-learning, partly through its effects on students’ sense of community and positive school climate, may help to increase the engagement and motivation of all students, particularly at-risk or disadvantaged students. Service-learning emphasizes youth empowerment so that they begin to see themselves as partners to others in order to bring about change in their environments (McKay 2010). Service-learning builds upon student’s developmental assets and serves as protective factors for youth.

In today’s education system, it is critically important that all school social work services clearly demonstrate their relationship in supporting the academic achievement of students. Based on their training in systems theory, leadership skills in facilitation, advocacy, coordination, and strong clinical skills, school social workers have the unique opportunity to align existing services and clinical practices with emerging expectations to support RTI and SEL mandates in schools. These expectations and challenges should be met, developed, and expanded by the school social worker. They should be viewed as an opportunity to becoming a visionary practitioner and segue to the future of the profession.

REFERENCES

• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564
• Illinois State Board of Education (n.d.). Illinois learning standards: Social/emotional learning. Retrieved from http://www.isbe.net/ils/social_emotional/word/SEL_goal1.doc
• McKay, C., & Johnson, A. (2010). Service learning: An example of multilevel school social work practice. School Social Work Journal, 35(1), 21–36.
• McKay, C. (2010). Critical service learning: A school social work intervention. Children and Schools, 32(1), 5–13.
• Morrison, V., (2006). History of school social work: The Illinois perspective, one hundred years of school social work: past, present, and future 1906-2006. School Social Work Journal, 30(3), 1–23.
• The National Center for Response to Intervention. What is RTI?. Retrieved from http://www.rti4success.org/whatisrti
• Zins, J., Weissberg, R., Wang, M., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY. Teachers College Press.

Annette Johnson, ACSW, LCSW, is clinical assistant professor at the University of Illinois at Chicago Jane Addams College of Social Work where she teaches in the school social work concentration. She has a keen interest in developing school-based clinical practices that focus on strengths and assets.
 

As the United States emerges from the Great Recession, family financial stability is rocky, confidence in a brighter economic future is anemic, American competitiveness has been challenged, and faith that government has the competency to fix things is at an all-time low. Contrary to the rhetoric of election-minded politicians, these realities and sentiments are not simply the result of a challenging last few years, but rather have been fermenting over the course of the last three decades. In The Price of Civilization, economist Jeffrey Sachs sets out to diagnose how it is that America got to this disheartening point by providing historical and economic context, then devotes equal time to outlining a framework for the nation to emerge from this economic crisis to once again live up to its values of prosperity, equality, and opportunity.

America's economic woes, according to Sachs, are the result of failing to recognize and adequately plan for the implications of the global economy. Instead, beginning with Ronald Reagan, who insisted that government was the problem and not the solution, and continuing full-force with every presidential administration since, Washington has dismantled government programs that could improve America's international standing, decimated programs that help ameliorate the impacts of globalization for Americans, and handed over key functions and decisions to the private sector, thus severely handicapping the government's ability to effectively steer the economy and ultimately resulting in the 2008 meltdown.

Sachs argues that the result is not just an economic crisis, but a moral crisis: "America has developed the world's most competitive market society but has squandered its civic virtue along the way. Without restoring an ethos of social responsibility, there can be no meaningful and sustained economic recovery."

The perpetrators of this moral crisis are many: The economic elite who accumulate vast sums of wealth and spend enormous amounts of energy to ensure that as little of it as possible is taxed for use to support the collective well-being. The political elite who through campaign contributions and the revolving door between Washington, Wall Street, and Big Oil are all but beholden to those economic elite, passing policy after policy that ultimately favor special interests over the common good. The media—owned by massive corporations—that happily plays along. And an American public that has retreated behind televisions and computer screens, foregoing meaningful engagement with their communities and thoughtful consideration of social, political, economic, and environmental issues.

While there is certainly no shortage of doomsday writings on the dangers of unbridled capitalism, The Price of Civilization brings a solutions-oriented perspective to the milieu, one ultimately grounded in faith and optimism in America and more specifically, in Americans. While readers may not fully agree with Sachs' assessment of the country's ills or concur on all his suggested solutions, the thoughtful reader will certainly be challenged by Sachs's call to a mindful society where citizens, communities, and government alike look beyond themselves and the here and now to help ensure American prosperity for generations to come.

Social workers in particular will further gain an appreciation for how larger social and economic forces influence the realities—such as poverty, injustice, isolation, fear—that many of us face in our work on a day-to-day basis. Sachs' book is an important reminder to social workers that not only must we be present on the ground helping to ameliorate the symptoms of society's most pressing issues, but we must also be fully engaged citizens who personally exhibit compassion and generosity, who commit to principles of sustainability and responsibility, and who demand the same of their government and their business sectors.

Amy Terpstra, MSW, is associate director of the Social IMPACT Research Center at Heartland Alliance. Amy’s work focuses on researching and disseminating knowledge on poverty, income, and housing-related issues. As an agency spokesperson, Amy educates decision-makers at all levels as well as media about economic hardship and solutions. She is lead contributor to many of IMPACT’s ongoing projects including the annual Report on Illinois Poverty and the Illinois Self-Sufficiency Project.  Amy is currently leading a multi-year, multi-method evaluation of Illinois’ subsidized employment program, Put Illinois to Work.
 

As we head into 2012, preparation begins for the new spring legislative session in Illinois. There are no scheduled session days until January 31, 2012. During January and early February there will be thousands of bills introduced in both the Illinois House and Senate. Committtee hearings on bills will begin in February.

Key issues this year will be, as usual, the Illinois state budget and the closely related issues of how to address the state's growing pension payment obligation and unpaid bills that disproportionately affects human services and health care providers.

Here is a timetable of important dates on the 2012 Spring legislative schedule:

• January 26: House Deadline for New Bill Requests at the Legislative Reference Bureau
• January 31: Senate Deadline for New Bill Requests at LRB
• February 1: Governor's State of the State Address
• February 10: Deadline for introducing new bills (Senate)
• February 13–17: No Session
• February 16: Deadline for introducing new bills (House)
• February 22: Governor's Budget Address
• March 9: Deadline for Substantive Senate Bills to Advance out of Senate Committees; Deadlne for Substantive House Committees to Advance out of House Committees
• March 20: Primary Election
• Late March: Social Work Advocacy Day
• March 30: House Third Reading Deadline for House Bills; Senate Third Reading Deadline for Senate Bills
• April 1–16: Easter and Passover Break
• May 4: Deadline for Substantive Senate Bills to Advance out of House Committees; Deadline for Substantive House Bills to Advance out of Senate Committees
• May 25: Senate Third Reading Deadline for House Bills; House Third Reading Deadline for Senate Bills
• May 31: Scheduled Adjournment

BUDGETING FOR RESULTS COMMISSION
The Budgeting for Results (BFR) Commission issued its first report on November 2, 2011. To read the report go to www. Budget.Illinois.gov and click on the link for the BFR Commission. A link to the report will be available on the commission's home page. The commission has scheduled meetings each month from January through August. The schedule and minutes from previous meetings are available on the commission's website. The next meeting will be held on January 27, 2012, by video conference in Chicago (16-100 Thompson Center) and Springfield (Room 205 State Capitol Building) from 1:00 to 3:00pm.

The governor is set to issue a report on budget priorities and revenue projections for the next three years in the next couple of days. This is required under the same law that created the BFR Commission.

As we head into 2012, preparation begins for the new spring legislative session in Illinois. There are no scheduled session days until January 31, 2012. During January and early February there will be thousands of bills introduced in both the Illinois House and Senate. Committtee hearings on bills will begin in February. 

Key issues this year will be, as usual, the Illinois state budget and the closely related issues of how to address the state's growing pension payment obligation and unpaid bills that disproportionately affects human services and health care providers.  

Here is a timetable of important dates on the 2012 Spring legislative schedule:

• January 26:  House Deadline for New Bill Requests at the Legislative Reference Bureau
• January 31: Senate Deadline for New Bill Requests at LRB
• February 1: Governor's State of the State Address
• February 10: Deadline for introducing new bills (Senate)
• February 13–17:  No Session
• February 16:  Deadline for introducing new bills (House)
• February 22: Governor's Budget Address
• March 9: Deadline for Substantive Senate Bills to Advance out of Senate Committees; Deadlne for Substantive House Committees to Advance out of House Committees
• March 20:  Primary Election
• Late March: Social Work Advocacy Day
• March 30:  House Third Reading Deadline for House Bills; Senate Third Reading Deadline for Senate Bills 
• April 1–16:  Easter and Passover Break
• May 4: Deadline for Substantive Senate Bills to Advance out of House Committees; Deadline for Substantive House Bills to Advance out of Senate Committees
• May 25: Senate Third Reading Deadline for House Bills; House Third Reading Deadline for Senate Bills
• May 31: Scheduled Adjournment

BUDGETING FOR RESULTS COMMISSION
The Budgeting for Results (BFR) Commission issued its first report on November 2, 2011. To read the report go to www. Budget.Illinois.gov and click on the link for the BFR Commission. A link to the report will be available on the commission's home page. The commission has scheduled meetings each month from January through August. The schedule and minutes from previous meetings are available on the commission's website. The next meeting will be held on January 27, 2012, by video conference in Chicago (16-100 Thompson Center) and Springfield (Room 205 State Capitol Building) from 1:00 to 3:00pm.

The governor is set to issue a report on budget priorities and revenue projections for the next three years in the next couple of days. This is required under the same law that created the BFR Commission.

I have just returned from the NASW Ohio state conference. Their theme this year was Effective Leadership: Built on the Code of Ethics. Effective leadership based on the NASW Code of Ethics translates to ethical leadership. The code purpose states: “[E]thical responsibilities flow from all human relationships, from the personal and familial to the social and professional.” The implication is that, as social workers, the goal is to integrate the fundamental values of the profession into every aspect of our lives.

The title of the Ohio conference was “Leadership with Vision.” Leadership is not specific to a position, role, or skill set. "The very essence of leadership is that you have to have a vision. It's got to be a vision you articulate clearly and forcefully on every occasion (Theodore Hesburgh, President of the University of Notre Dame).” It involves, “knowing yourself, having a vision that is communicated well, taking effective action to realize your own leadership potential” (Warren Bennis).

In Everyone Leads: Building Leadership from the Community Up, Paul Schmitz states that leadership is not simply about being in charge. Leadership is earned “by the values, practice, and responsibilities you take on.” He offers the example of The U.S. Army Field Leadership Manual that utilizes the following model:

Be: Know who you are, be aware of your own values, vision, and what guides you.
Know: Have the knowledge base and skills to realize your vision and goals.
Do: Living into and exemplifying your values on a daily basis and putting into practice the tangible steps to achieve the goals.

Leadership is also the process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task. We choose to assume a role based on our values and vision, independent of our assigned role or position. Ethical leadership is about how we approach and manage each situation in our personal and professional lives. Whether we are the director of an agency, are working in the community, or are involved in clinical practice, we are attempting “to persuade others to see something from a new perspective and to motivate them to take action on behalf of that perspective” (Jaime Chahin, PhD Ethical Leadership and Values).

A clear vision results from awareness of our own values. Values are distinguishable elements denoting preference based on belief or obligation, our attitudes about the worth of people, concepts, or things. Values underlie our highest priorities as well as our deeply held driving forces and beliefs. Our personal values define where we spend our time if we are truly living them. Will we be the same person at home as at work? How do we interact in various community settings?

As social workers, ethical leadership is fundamentally about having the insight and courage to live out our values when there is pressure to compromise or rationalize them away. It is in situations where we are faced with ethical dilemmas—competing duties that require rank ordering of value—that ethical leadership is most needed.

Professional ethics are at the core of social work. “The NASW Code of Ethics offers a set of values, principles, and standards to guide decision-making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Ethical behavior should result from personal commitment to engage in ethical practice. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments (NASW Code of Ethics).”

The purpose section of the Code of Ethics states:

“[S]ocial workers also should be aware of the impact on ethical decision making of their clients' and their own personal values and cultural and religious beliefs and practices. Ethical decision making in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer review process where the ethical standards of the profession would be applied. Actions should be consistent with the spirit as well as the letter of this Code.”

The core values embodied in the Code of Ethics are:

Service: Elevate service to others over self-interest.
Social Justice: Pursue social change, nondiscrimination, cultural awareness, equal access.
Dignity and Worth of the Person: Respect, cultural sensitivity, self-determination, dual responsibility to clients and society.
Human Relationships: Vehicle for change; way to strengthen and restore individuals and communities.
Integrity: Being trustworthy and honest, self-assessment, promoting ethical practices.
Competence: Practice within areas of expertise, increase knowledge, contribute to the profession.

The Code of Ethics does not specify which values, principles, and standards are most important and ought to outweigh others in instances when they conflict. It acknowledges the possibility of conflicts within sections of the code and the need to consider the context of in any situation.

A central conflict or challenge that most social workers face frequently is in the area of service. We are asked to draw on our “knowledge, values, and skills to help people in need and to address social problems.” This value can only be truly and consistently lived into when it is in balance with using “knowledge, values, and skills to help” ourselves. Ethical leadership and practice requires social workers to do critical thinking, make difficult and crucial decisions, manage our own human reactions, interact respectfully with clients, colleagues and organizations and contribute to the mission of “enhancing human well-being”. It is impossible to achieve this vision if we are burned out, exhausted, ill, stressed out, or chronically overextended. Ethical competence is closely associated with the concept of emotional competence or intelligence which determines our awareness level and how well we handle ourselves and each other. It means knowing both what our clients need and what we need to be successful.

Leadership qualities embraced by the Code of Ethics include the following:

• Leading in a manner that respects the rights and dignity of others
• Assisting followers in gaining a sense of personal competence that allows them to be self-sufficient
• Encouraging and empowering others
• Leadership with, from behind, or shoulder-to-shoulder
• Awareness of how decisions impact others
• Using personal and social power to serve the greater good instead of self-serving interests (avoiding conflicts of interest)
• Combines ethical behavior and ethical decision-making

Bill Grace offers a model for values-based leaders. It is very compatible with the NASW Code of Ethics. He describes some of the following traits of values-based leaders:

• Remain grounded in a sense of self-understanding that lends stability to their purpose and keeps them pursuing their vision over the long haul.
• Actively notice where their practice is not in alignment with their primary values and continually make adjustments to increase conformity to their ideals.
• Know when they face moral choices and exercise courage to wrestle with competing values, make the choice, and defend their decisions.
• Earn the respect of their peers because they are reliable, trustworthy, and consistent.

The Code of Ethics is aspirational. It offers guidance in the daily process of personal and professional decision-making. Ethical leadership is about who we are and how we live our lives. Ask yourself what is truly important in your life. If you listed five values and had to rank them in order, which would rise to the top? Where am I living into my values and where are they compromised? In the final analysis, it comes back to our own willingness to ask difficult questions and act on the answers.

Ruth Lipschutz, LCSW, ACSW, is a licensed clinical social worker with postgraduate certification in ethics, mediation, Transformational Imagery, hypnotherapy, and Eye Movement Desensitization and Reprocessing (EMDR). She received her MSW from the University of Illinois in 1978 and went on to complete the two-year postgraduate training program of the Institute for Family Studies at Northwestern University. She has extensive experience in the areas of ethics, mental health, addictions, traumatology, program development and implementation, supervision, consultation and Alternative Dispute Resolution. She is the chairperson of NASW’s National Ethics Committee and has served as a panelist, consultant, mediator, and trainer for the NASW Illinois Chapter Ethics Committee. She is currently in private practice.
 

OFFICE FOR RENT - Orland Park
Hourly/monthly office rentals-new furniture/carpet, computer/internet, shared waiting area, restrooms & kitchenette, parking-utilities included. 630-890-1907 & office pictures @ jamessimmerer.com.

OFFICE FOR RENT - Oak Park
Oak Park Lake Street Location. Atrtractively furnished office and wait room.
Large windows with eastern exposure. Seeking full or part-time renter.
Joel Sherr 708-214-8768. jsherr611@comcast.net

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-career-development/association-job-board/.

• Social Service Director
• Mental Health Specialists III (Cook County Health & Hospitals System)
• PT/FT Outpatient Therapist (Lake County Counseling for Seniors)

Welcome to all the new members of the Calumet District!

I encourage all of you to stay connected to the NASW Illinois Chapter by checking the website at www.naswil.org for legislative updates that impact the profession and clients, job postings, district event announcements, CEU opportunities, licensing information, and so much more.

UPCOMING EVENTS
The Calumet District generally hosts events on the fourth Thursday of the month. Be sure to check the chapter website for events across the state as any event within the state is open to the entire membership.

Date: Saturday, January 28, 2012
Location:  JN-Michael's Restaurant on 5000 Lincoln Highway in Matteson, Illinois 60443; 708.498.0310
Time: 10:00–11:30am
Title: January 2012 Calumet District Networking Breakfast
Presenter: N/A

NOTE: Each person is responsible for their own breakfast.
NOTE: YOU MUST RSVP THROUGH THE CHAPTER WEBSITE FOR EVENTS.

ANNUAL AWARDS
Please keep in mind that March is Social Work Month. Each year, our district members have an opportunity to recognize the outstanding work of three professionals: Public Citizen of the Year, Social Worker of the Year, and Lifetime Achievement Award. I encourage all of you to consider your colleagues, members of your community, and those in your professional networks for an award. Criteria for each award is listed on the NASW Illinois Chapter website: Go to www.naswil.org, select the 'News' tab, and go to the 'Chapter Awards' heading for more information. Nominations must be submitted by January 31, 2012.

REVIEW COURSE
The NASW Illinois Chapter office will be hosting an LSW/LCSW Review Course on Friday, January 27, 2012 at 8:00am.  Please review the chapter website for more information.

Any suggestions and/or ideas for the district? Please send them along!

I look forward to meeting you all soon! Happy Holidays!

The Southern District Chair position is up for election this cycle. Anyone interested in getting involved with the NASW Illinois Chapter Board of Directors, please view the complete leadership recruitment packet and nomination forms at http://www.naswil.org/volunteer/join-the-board/. Submissions are due by January 31, 2012. 

Happy Holidays and New Year!

Welcome New NASW Illinois East Central District Members!
This is a record month for new membership! 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 new members are:

Emily Lynn Padjen
Heather Stapleton
Daniel Patrick Beagles
Laura Megan Pierce
Amanda Kampwerth
Michael Leo Sophir
Michael Terrill Peterson
Vanija Barkley

Chapter News
DEADLINES APPROACHING!

• Chapter Awards: Nomination forms are now available for the annual NASW Illinois Chapter Social Work Awards. The nomination process has been simplified significantly and should allow for more nominations this cycle. Information about the awards can be found on the chapter website (LINK) and the nomination form can be found online (LINK). DEADLINE: January 31, 2011.
• Leadership Recruitment:  The NASW Illinois Chapter’s Nominating Committee is beginning its work to identify leadership for the 2012 slate. Initial solicitations for chapter board members also went out during November. Please encourage members to get involved with the chapter by joining the NASW Illinois Chapter Board of Directors! The complete leadership recruitment packet and a nomination forms can be found at http://www.naswil.org/volunteer/join-the-board/. Submissions are due by January 31, 2012.

Upcoming Events
January 2012 Networking Happy Events

• Bloomington: 01/18/12 - 5:00–7:00pm at Entourage Lounge & Canteen Bar on 909 N. Hershey Avenue in Bloomington, IL
• Champaign/Urbana: 01/20/12 - 5:00–6:30pm at Milo’s on 2870 S. Philo Road in Urbana, IL
• Decatur: 01/24/12 - 5:30–7:30pm at Paco’s Sol Bistro on 237 N. Main Street in Decatur, IL

Come kick off the new year socializing and networking with your social work colleagues at these events! Hors d'oeuvres and cash bar. Hope to see you at these events!

Our next meeting will be held on Friday, January 20, 2012, from 10:00am to 12:00pm at the NASW Illinois Chapter office at 404 South Wells, 4th Floor. All retired social workers and those who are considering retirement are welcome to attend. Larry Lesof and Sally Goren will continue the thought-provoking discussion they led at the October meeting about how social work practice changes as we get older. Members will also discuss plans for future meetings. Please contact SIG chair Cynthianna Hahn at cynch42@gmail.com with any questions about the RSW SIG.
 

Legislative Accomplishments
The 2011 year began with several legislative accomplishments including a state income task that was a start in solving the state’s current fiscal crisis as well a repeal of the death penalty in Illinois. NASW Illinois worked actively with the Responsible Budget Coalition to achieve this. During the same week, the Illinois General Assembly passed SB3539, a landmark legislation repealing the death penalty in Illinois. On March 9, 2011, Governor Pat Quinn signed Public Act 96-1543 into law (http://ilga.gov/legislation/publicacts/fulltext.asp?name=096-1543). Two Illinois legislators were vital in getting this historic piece of legislation passed: Illinois Senator Kwame Raoul (D-Chicago) and Illinois State Representative Karen Yarbrough (D-Maywood). They were both presented with the NASW Illinois Chapter’s 2011 Legislative Award at the statewide conference in November.

A record number 900 social workers and social work students descended upon Springfield, Illinois, to participate in the 2011 Social Work Advocacy Day. This year, we exceeded our numbers yet again and established a record for attendance. Our large numbers could not have come at a more important time. Illinois Lieutenant Governor Sheila Simon opened the morning session with an inspiring message regarding the importance of advocacy. She was followed by a panel comprised of experts and leaders in the human services arena: Michelle Saddler, secretary of the Illinois Department of Human Services; Michael McRaith, director of the Illinois Department of Insurance; Ralph Martire, executive director of the Center for Tax and Budget Accountability; and Stephanie Altman, programs and policy director of Health and Disabilities Advocates. NASW Illinois Legislative Consultant Phil Milsk moderated the panel. The panel represented the most knowledgeable professionals in our state about the challenges of the state budget, funding human services, and reforming healthcare and Medicaid. They provided even greater insights during the respective breakout sessions.

The NASW Illinois Chapter’s Licensure Task Force convened several times during the past fiscal year, developing two proposed rule changes regarding the addition of cultural competence training to be included in the 30 CEUs required for licensure renewal; they also discussed the cap on online CEUs. These proposed changes now have to make their way through the administrative process at the Illinois Department of Professional Regulation, the governor’s office, and Joint Committee on Administration Rules (JCAR). These proposed rule changes would not take effect until 2013 licensure cycle.

If you want to know more about the chapter’s legislative efforts, be sure to sign up for our NASW Illinois Legislative Action Alerts. Over 9,000 people received our many alerts this past year. You can help us advance our 2012 Legislative/Policy Agenda.

EAPrefer
In conjunction with NASW Assurance Services Inc., the chapter launched in November a new exciting benefit. EAPrefer, a program that helps Illinois members put their experience and expertise as social workers to use as an employee assistance program (EAP) professional, allows members to assist others as well as earn additional income. EAPrefer allows EAP network providers to easily match qualified social workers with clients who need them. Complete details can be found at http://eaprefer.org/ or calling a program representative at 1.866.307.2325.

Greater Content in Online Networker Magazine: Faster,Expanded Access to Social Work News and Information
2011 was the first full year that the Networker magazine appeared entirely online. Not only has this shift saved the chapter in printing costs, it also has allowed us to increase our publication frequency to monthly, as well enhance the magazine’s content. For example, the Networker has included eight private practice–related articles, eight school social work articles, seven book reviews, three articles on aging, one on mental health, six on ethics, and eight of our long-running ‘Since You Asked’ articles. The past year’s articles can be found in the Networker archives at: http://www.naswil.org/news/networker/archives.

We have also improved the NASW Illinois Weekly Update, our weekly, virtual social work newspaper this past June. The Weekly Update links members to news related to the social work profession and the human service sector. Still haven’t signed up for these updates? Sign up in three easy steps!

1. Go to: http://paper.li/NASWIL/1306282408.
2. Click on the blue square on the right-hand side of the screen that says 'Subscribe'.
3. Enter your e-mail address into the box.

Our revamped website continues to provide the most recent social work professional news.

The NASW Illinois Chapter’s social media presence in 2011 continued to grow. Our iPhone and Android app are extremely popular, and our number of followers on twitter (@naswil), our ‘likes’ on Facebook, and the numbers of members on LinkedIn continue to grow.

2011 NASW Illinois Chapter Statewide Conference
Over 600 attendees participated in this year’s statewide conference. They were treated to a conference that included over 70 workshops and an outstanding exhibit hall. Technology, the hard work of the NASW Illinois Chapter staff, and the many volunteer presenters who shared their expertise and knowledge with their colleagues made the 2011 conference our most successful in recent years. A full description of the conference can be found at: http://www.naswil.org/news/chapter-update/2011-nasw-illinois-chapter-statewide-conference-summary/.

CEU Trainings
During 2011, NASW Illinois Chapter districts held 49 district events around the state (both CEU and networking). A total of 29 events were held at the NASW Illinois Chapter office, which including 10 licensure reviews courses and seven ethics trainings.

During 2011, all NASW Illinois Chapter members continued to earn free CEUs for all in-house courses (ethics workshops excluded).

2011 Social Work Awards
In February, the chapter presented its 2011 Emerging Leaders Awards to four emerging leaders at a luncheon during the February 2011 Board of Directors meeting. The awardees included the following:

• Robert B. Campbell, MSW, LCSW, QCSW
• Shelley Milosevic, MSW, LSW
• Amy Terpstra, MSW
• Chasity Wells-Armstrong, MSW, CADC

At the 2011 NASW Illinois Chapter Statewide Conference in November, Candi Gray (NASW Illinois Chapter Vice President and chair of the 2011 NASW Illinois Chapter Awards Committee) presented the 2011 NASW Illinois Chapter Awards. Recipients included the following:

• Legislative Award: Illinois Senator Kwame Raoul and Illinois State Representative Karen Yarbrough
• Public Citizen of the Year – Benjamin S. Wolf, JD
• Social Worker of the Year – Mary Garrison, MSW, LCSW, ACSW
• Lifetime Achievement Award – Richard L. Jones, PhD

Shared Interest Groups (SIGs)
There are currently five active SIGs in the NASW Illinois Chapter, all of which have had significant programming during 2011:

• Older Adults
• Retired Social Workers (RSW)
• Mediators Network
• International Activities Network (IAN)
• Student Network
• Social Work Field Directors

Chapter SIGs are maintained and sustained by members. SIGs can be formed around a particular practice area or geographic area around the state. Over 30 SIG meetings took place this year. SIG activities have ranged from networking events to CEU programming to hosting a social service exchange between Hamburg, Germany, and Birmingham, England.

NASW Political Action Committee (PAC) Illinois
The NASW PAC Illinois, whose mission is to strengthen the involvement of social workers in the political process, has been enhanced with a new board and revised bylaws. The PAC now has its own website at http://naswilpac.org/. The PAC also played an important role in the aldermanic campaigns (both the primary and the runoff) of James Cappleman, LCSW, an NASW Illinois member who was elected to the Chicago City Council as alderman of the 46th ward. A reception of his behalf was held at the chapter offices back in February. NASW Illinois members volunteered for his campaign as well. Concerted effort is currently being made towards developing PAC leadership and conducting political organizing and training.

NASW Illinois 2011 Marketplace Guide
During this past fiscal year, the chapter produced the first ever 2011 Marketplace Guide, a comprehensive buyer’s guide of social work resources. The guide represents a variety of products and services used by social work professionals. We were able to attract many advertisers for this inaugural issue and hope to expand the guide in 2012.

Thanks to NASW Illinois Volunteer Leadership and Professional Staff
The NASW Illinois Chapter Board of Directors, which is elected by the membership, plays an important role in setting the direction and policy of the association. We thank chapter president Yolanda Jordan and her leadership team around the state for all of their hard work this past year.

We are a member association, but the day-to-day operations and successes we experience are due in large part to the chapter’s professional staff. Illinois is fortunate to have committed professionals serving the membership. They include in Chicago, Kyle Hillman, manager of financial services and conference-special events; Christina Polus, manager of events and education; Nina Nguyen, manager of membership and communications; as well as our public affairs consultant Phil Milsk.

This year’s annual Report on Illinois Poverty finds that the post-recession period has seen no gains for struggling Illinois families. In fact, poverty is at its highest point in decades.

• Poverty is worse in Illinois today than during the recession, and grew from pre- to post-recession by 16 percent.
• At least 1 in 10 people live in poverty in 85 of Illinois’ 102 counties.
• Nearly 1 in 3 Illinoisans are now considered poor or low-income.

Experiences of struggling Illinoisans are highlighted throughout the report. Click HERE to read the full report on how poverty is impacting different populations, and explore county-level data to see how poverty is impacting different areas of the state.

It was Thursday, November 7, 1991. I had just begun my career in the field of social work at a small private child welfare agency on the south side of Chicago and was enjoying every minute of it.

I was with co-workers and we were preparing to go out to lunch together. As we settled into the car, we turned on the radio to listen to music as we scouted out a place to eat. There was a program interruption and Earvin “Magic” Johnson of the Los Angeles Lakers began announcing that he would be retiring from the NBA because he had tested positive for HIV, the virus that causes AIDS. We were silenced by this announcement. As young men and women just starting our careers in the field of social work, it meant a lot of things to many of us. Most of all, it put a familiar face to the disease. A 32-year old African American heterosexual man who was known all across the country had been diagnosed with HIV. Although many Americans had fallen ill and died from complications related to AIDS from 1981 to 1991, it was widely believed that this disease was more prevalent in the white homosexual community. As we would learn over the next twenty years, this was not the case.

Here we are twenty years later, and the statistics have changed drastically. According to the Center for Disease Control, there is an estimated 1,142,714 people that have been diagnosed with AIDS in America since the beginning of the epidemic. HIV and AIDS disproportionally affect racial and ethnic minorities in impoverished communities. As a result, community health centers have become a major source of HIV prevention, care, and treatment. New infections are increasing in the African American heterosexual community as well with individuals between the ages of 24 and 40. Social workers across the country play vital roles in working with and advocating for people living with the disease in the areas of prevention education, advocating for low-cost testing, and working closely with medical providers to ensure that people receive the best medical care possible. Although gains have been made in the development of antiviral drugs and people are living longer with the disease, there is no cure and we still have a very long way to go.

December 1st is World AIDS Day. This is an opportunity for people worldwide to unite in the fight against HIV. The red ribbon has been an international symbol of AIDS awareness since 1991. It is worn as a sign of support for people living with HIV. On this day, we challenge everyone to do something to support this cause as we continue to raise awareness, eradicate the stigma and prejudice around the disease, and support individuals and families impacted by this disease.

Yolanda Jordan, MSW, LCSW, has an extensive background in abuse/neglect issues in the field of child welfare. As a placement manager with the Illinois Department of Children and Family Services, she is responsible for managing supervisors who are responsible for children who are placed in the foster care system. Yolanda is also a practicing psychotherapist and has been in private practice for the past ten years. Services are provided to children, couples, and families with a special emphasis on relationship issues that African American women face.

Yolanda is a graduate of Western Illinois University where she received her bachelor of arts in mass communications and master of arts in public communications human relations with a minor in African American studies. Due to her extreme love for people and having the heart of a servant, she continued her education and received a masters in social work with an emphasis on child and family practice from the University of Illinois at Chicago’s Jane Addams College of Social Work. Yolanda has been an active member of the NASW Illinois since 1996 and enjoys the work of advocating for the profession of social work and the community that social workers serve.

It was an honor being asked to write an article for the NASW Illinois Chapter newsletter. Then I realized I actually had to come up with something to say to my peers who know the practice arena in Illinois far better than I do. I decided to write about return on investment, something that has been an important part of my professional agenda lately. I am often challenged when asked, particularly by non-social workers, what the value is or added worth of having social workers involved in our processes.I hope that the thoughts are relevant to practice here, and I so look forward to meeting my new colleagues and joining with old friends as I make my return to Chicago and Illinois.

When we think about today’s social work practice environment, it is absolutely imperative that we consider the ways in which our practices are able to produce changes we intend, to minimize undesirable outcomes, and to do so in an economically efficient way. Additionally (and no less important) is the impact of our practices on multiple stakeholder groups (i.e., clients, funders, other professionals, etc.) who either receive or are affected by our practice. In sum, we consider the total return on investment of the work we deliver.

While return on investment (ROI) is not a new concept (Chorptia & Regan 2009), its’ application in social work educational, research, and practice arenas is not so evident. In fact, in preparing this essay, a literature review of social work journals found very few published articles on the topic. This is unfortunate because in today’s tight economic environments where greater emphasis is placed on cost containment, use of evidence-based or evidence-informed models of practice have become goal- and results-oriented. It has become necessary for social work practitioners to be able to: (1) Speak clearly to the ways in which their practices will produce not just desired results, but (2) a positive return on the investments of time, monies, and human resources, and (3) are seen as valued by client/patient groups. This is no small order and deserves considerable attention in educational and training environments as well as in our practice settings. In this essay I will provide a few ideas offered as points of departure (not solutions) for our profession to consider in setting and advancing a strategic social work agenda. The goal here is to contribute to the resources that stimulate our collective professional energies for optimal client outcomes and professional rigor.

In its crudest definition, a return on investment assesses the efficiency of an investment against the costs of that investment. In contemporary social work and human and health practices, this is often operationalized as the ways in which evidenced-based practices are diffused or translated by trained professional in “real world” settings and used consistently to produce desired outcomes. The additional consideration of financial impact is added to this logarithm in ultimately weighing societal value for utilizing a practice or set of practices.

Arguably there are more astute articulations of the science that goes into actually calculating an ROI; however, these far exceed the capacities of this paper or the skill sets of this author. In fact, for the purposes of this essay we might argue that ROI can be framed simply as a clear articulation of three things: What practice(s) we do; Why we do that practice; and What differences (outcomes and financial) the practice(s) makes. The point I am trying to make here is that increasingly in competitive professional environments, we as professional social workers have a responsibility to speak not just about the good we do; it is also our responsibility to speak about the ways in which the good we do is purposive and considers investments of time, finances, and other resources if we are going to continue to be viable competitors in mental health, health, and human and social services. This is not just about re-languaging ourselves, but rather it goes to the very fiber of our professional commitment to social justice. The discourse on and practice of ROI must include an understanding of the ways in which our clients see, understand, and experience the impact of our work, not just the impact we believe we have our clients. These commitments to social justice actually move us into a closer alliance with meaningful societal returns that can be articulated in service outcomes as well as economic returns.

There are at least three areas we must address across the spectrum of professional practice in order for us to be able to competently incorporate this focus on ROI. This would include the academic training of students entering the profession, the development of practice and supervision models that incorporate ROI content, and advancing the theory and research on specific benefits of social work contributions.

The academic preparation of students—and by extension, the ongoing learning of social work academicians—will need to incorporate practices that speak to ROIs for clients and social work professionals. In their work examining the financial returns on specialty training for physicians, Weeks & Wallace (2002) offer contextual lessons for social workers to consider in developing practice-oriented learning environments (i.e., specialties) that are anchored to market forces, student desires and interest, and societal needs. Recognizing that many forces are beyond the control of educational institutions is not a panacea for ignorning these factors in advising students about the profession or for developing curricula that do not take into consideration the social, political, and economic realities of the practice environment. Social work learning models and the professionals our institutions produce must consider these factors in framing our educational platforms. Rigidly articulated competencies that are based on evidence-based practice (EBP) have mixed results in terms of translating to innovative and applicable scaled-up “real world” practice and should be critically examined in an ongoing process that includes the voices of those who will receive the services we implement, including the clients/patients and providers (Jacobson, Jones & Bowers, 2011).

Secondly, practice environments—although often constrained by practical matters of finances and limited staff—have to incorporate supervision and ongoing staff development that address ways to assess and incorporate return on investment thinking and practices. It is not enough to say we want it without finding ways to bring it into the practice setting.

Lastly, social work scholars have to produce knowledge that is directly relevant to social practice and not just resulting in “more research needs to be done” or based solely on randomized clinical trial (RCT) models as we know these have very dubious payoff in terms of translating the findings into good social work practice (Jacobson, Jones & Bowers, 2011).

There are undoubtedly many other factors that will challenge and perplex social workers (and other professionals) in taking on the questions of how to incorporate return on investment in their practices. However, without this focus it is likely the relevance and viability of our professional practices, and ultimately our profession, may be left to others to measure and evaluate. The consequences of this would likely not bode well for us or for the clients we value and serve daily.

REFERENCES

Chorpita, B.F. & Regan, J. (2009). Dissemination of effective mental health treatment procedures: Maximizing the return on significant investment. Behaviour Research and Therapy, 47, 990-93.

Jacobson, J.M., Jones, A.L. & Bowers, N. (2011). Using Existing Employee Assistance Program Case Files to Demonstrate Outcomes. Journal of Workplace Behavioral Health. 26:1, 44–58.

Weeks, W.B. & Wallace, A.E. (2002). Financial returns on specialty training for surgeons. Surgery. 132, 795–802.

Darrell Wheeler, PhD, MSW, MPH, is dean and professor at Loyola University Chicago School of Social Work. Prior to taking this position, he was professor and associate dean for Research and Community Partnerships at the Hunter College School of Social Work. He is also on the doctoral faculty of the The City University of New York (CUNY) School of Public Health, The CUNY Graduate Center, and a member of the Center for Study of Gene Structure and Function at Hunter College. He currently serves on the editorial boards of Journal of Gay and Lesbian Social Services, International Journal of Men’s Health, and Journal of HIV/AIDS in Social Services. Dr. Wheeler is a fellow in the New York Academy of Medicine, and is a member of the American Public Health Association and the National Association of Social Workers (national Vice President 2009-2012).

Social workers are increasingly using electronic communications technologies to expand and refine their practices, including psychotherapy performed via videoconferencing, and this has raised many questions about professional social work standards.  Use of videoconferencing technology in mental health service delivery is variously referred to as “telepsychiatry,” “telemedicine,” “telemental health,” “e-therapy,” “distance counseling” and other terminology.  One of the most widely available videoconferencing technologies is an online service and software program known as Skype.  Its wide acceptance as a consumer technology has made telemental health services readily available for clients in their own homes and for solo and private practice clinicians without a burdensome investment in new technology.  This first of two articles will review some of the emerging legal and professional issues involved in the use or potential use of Skype or similar technology as a communications modality for clinical social work assessment and treatment of clients.  Part II will review legal cases and statutes, including state social work licensure. 

To read the rest of the article, click here. NOTE: NASW login required.

I continue to consider myself beyond fortunate to have been surrounded by positive, encouraging, and uplifting professionals in my career. Early on in my social work career, one of my mentors would frequently instruct me that until I recognized myself as an expert, others would have no choice but to doubt my credibility as well. At that time, I was a single, twenty-six-year-old woman with no children who was working in an addiction treatment center’s women and children’s program. A big part of my professional duties at that time included a combination of teaching parenting skills to people who had an addiction issue as well as testifying in court. Both of these duties required me to develop the mindset of being the best at what I did. This is an essential skill in building a private practice in that the majority of people who begin seeking a therapist are looking for the expert in what they are struggling with. The truth of the matter is that most of us want the expert in whatever area we are looking to assistance for, whether it’s plumbing repairs, mechanic issues, child care providers, or medical professionals.

The next step to being a successful private practitioner is understanding compensation. If you are providing a service, you need to be able to claim that service with attitude, conviction, pride, and in payment. Early on, I easily allowed myself to be manipulated by people not wanting to pay the full cost of my services. The reality was that I not only short-changed their self-esteem (If you are offered a discounted rate on something that is in many respects saving your life, how would that impact your view of yourself?), but I also diminished my ability to know, believe, and proclaim that I was the best at what I do. In other arenas, the best of the best do not generally offer random people discounted services. Social workers need to adapt that mindset.

At some point in my professional career I subconsciously developed the mindset that as a social worker, I needed to help the most impoverished people. While I will always hold a special place in my heart for those people, creating my own private practice has taught me that not only do people who can afford services deserve help, but they need it just as pervasively as people who are struggling financially. This was not only a paradigm shift for me, but it also forced me to adjust my business practices. In the beginning of my private practice whenever someone would call and inquire about the cost of my services, I would sheepishly tell them that. The obvious next step was for them to try and convince me to reduce the charge, and in the beginning I did this. My mindset at that time was that a few clients paying a reduced rate were better than no clients being charged the full price. What I was unaware of during that time was that when I offered discounted services to people, it not only diminished my professionalism but it short-changed their self-esteem. The people I work with today know and believe that they are worth paying full price for my services. Changing my rates sends them the message that they are not worth paying full price or that their issues are not sacred enough. My company motto is “You are worth the effort,” and as such, I need to remain cognizant of the factors involved in this. Currently, I do not offer a sliding fee scale in my private practice. This is primarily done to strengthen the gap between my full-time position in a nonprofit agency and the clients I serve in my own practice. As my referral base, client load, and demand continue to grow, it may be something I look into. However, at this time I must recognize that the best electrician, physician, and mechanic do not offer discounts simply because they hold some convoluted belief that they are not entitled or deserving of making a profit.

In my reading I ran across a statement, “Social workers, by their nature, do not believe that they deserve to make good money.” If you had the option between two physicians, one who did not offer discounted services and believed he/she was the best at what he/she did, or the other who offered the discounted service but also believed he/she was good at what he/she did, which one would you put your faith and trust in? The answer seems pretty simplistic, yet it can be a huge paradigm shift for most professional social workers.

Jenn Bovee, MSW, LCSW, CRADC, graduated from St. Ambrose University (Davenport, IA) with her MSW. Originally from Iowa, Jenn moved to central Illinois in 2008. Jenn has always been very active social worker striving to help as many people as possible. Most recently Jenn has been employed full-time in a residential treatment center and a group private practice. Earlier this year she opened her own practice—Finding Your Path to Freedom in Bloomington, Illinois. Jenn uses her rich professional experience, her education, as well as her intuition to specialize in mental health, addiction, and trauma.
 

For decades, the role of social work in schools has been fulfilled by skilled clinicians assigned to counsel a caseload of students with behavioral or mental health issues and to aid in compliance for students with special education needs. While this role for social work clinicians continues to be important, recent research and urban education reforms have redefined the connection between social work and education.

Institutions such as the Consortium on Chicago School Research (CCSR) have offered an exciting body of empirical evidence which makes clear that school-based socio-emotional supports are an essential element of academic success and school improvement. In 2006, a key CCSR report, “The Essential Supports for School Improvement,” found that with increased student-centered learning environments and adequate parent/community ties, Chicago schools saw the most compelling gains in student outcomes (Sebring, Allensworth, Bryk, Easton, and Luppescu, 2006). Further, schools with higher evidence of relational trust—the positive relationships among members of a school community, including staff members and families—saw a crucial improvement in student performance (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010).

Simultaneously, recent education reform efforts have brought forth the creation of many new schools—charter schools—independently operating outside of the traditional urban school models. While there is earnest debate about the propriety or effectiveness of charter schools in urban districts, they have nonetheless claimed a presence in the current landscape of urban education. Despite criticism, some of these new schools are turning towards social work as they invest more resources in promoting social-emotional well-being and sustained community partnerships. In many cases, this investment in social work support appropriately departs from the traditional model by commissioning workers to bring their unique training directly to school leadership teams.

The Traditional Model of Social Work in Urban Schools

Perhaps the largest single employer of school social workers in Illinois, the Chicago Public School’s Department of Special Education and Supports defines the responsibilities of the school social worker’s role almost entirely through their work with students with Individualized Educational Plans (IEPs). They define a school social worker’s role into four areas of responsibility: 1) Managing and documenting IEPs; 2) Delivering social work service minutes as determined by students’ IEPs; 3) Assisting in whole-school crisis intervention; and 4) Creating community partnerships and linkages (http://www.cpsspecialeducation.org). Missing from this model is a place for social workers on the leadership teams to help organize power structures in their assigned schools. Also missing from their job description is a clear directive towards community organizing and relationship-building within the local power structures in a given school’s greater community. Not only are social workers’ lack of organizational power immediately glaring, never before has it been so important that school leadership teams understand the effects of these policies from an ecological systems perspective.

It is common for many social workers in urban settings to work with student caseloads at multiple schools in vastly different community contexts. In addition, in urban contexts like Chicago, families are now given unprecedented access to schools across districts through “open enrollment” policies. No longer are families necessarily connected to the school buildings in their neighborhoods; instead, many students may commute one or two hours each way on buses and trains, at times traversing the entire city through unfamiliar neighborhoodsand facing potential roadblocks to their success. Due to the multifaceted training that social work education provides, social workers may be among the best leaders to help understand and meet these growing needs of urban students and families.

Joining Social Work and School Leadership: A Personal Perspective

I received my Type 73 ISBE certification after completing a second-year internship working primarily with students with IEPs within a large suburban Chicago high school. This experience was invaluable to me in my development as a clinician and provided me with an understanding of the social work supports provided for students with social-emotional and developmental disabilities. However, I knew that my personal interest in balancing clinical responsibilities with an administrative leadership role would not be supported in most “Type 73” school social work positions available.Through my affiliation with The University of Chicago’s Community Schools training program, I became familiar with researchers and school social workers in the field who are currently redefining the role of social work in urban schools. Beyond their clinical responsibilities, I was struck by how much influence these social workers had as leaders in their schools. These workers were free from the responsibility of solely carrying a special education caseload and providing minutes; rather they worked with teachers and administrators to bring social supports to the school as a whole.

I was fortunate to secure a position at Perspectives Leadership Academy, a charter high school in Chicago’s Auburn Gresham community. Utilizing a unique school social work position, the Perspectives Charter School Network has made an increasing investment in social support services by hiring social workers for each of its five schools to be school leaders free of the traditional duties of IEP service delivery. (At Perspectives schools, important special education responsibilities are fulfilled by a separate team of Type 73 workers tasked with ongoing clinical work.) Therefore, I am able to work within the context of the entire school with both general and special education students and teachers.

One of the most distinctive elements of my role has been my place on the school leadership team. Matters of school policy, programming, teacher support, and mitigating difficult issues are met by a team led by the school principal and involve instructional leaders, administrators, and support staff. In this role, I am able to bring a social work perspective to the table, especially when an understanding of adolescent development and ecological systems perspective is warranted to problem-solve or advocate for the needs of our students or staff.While I am working to hone the responsibilities and limits of this role, it has allowed me to have the ability to be more impactful in developing social supports on a school-wide level while retaining the ability to provide individual support services for students and families.

Part of my leadership role in the school has been to provide fellow school leaders with access to different forms of student voice. Through crisis intervention, clinical case management and group work, whole school surveys, and focus groups, I am able to help distill some of students’ pressing social and emotional needs in order to help design curriculum and policy that might begin to address them. I am able to bring social work–informed needs assessments on a variety of topics to school staff through collaborative consultation, professional development workshops, and providing connections to community organizers and outside agencies.

Redefining Social Work Roles in Your School or District

Alongside describing aspects of an emerging field of social work within the context of education reform, this is a call to action for social workers to explore and advocate for leadership positions. Indeed, many social workers will continue to provide the clinical services necessary for special education students, but new opportunities for social workers are emerging that combine clinical skills with administrative responsibilities. Research clearly indicates that urban education cannot continue to look at instructional practices and school programming independently of social and emotional well-being and the health of the surrounding community. Through a unique training in systems theory, in human development, and in class, culture, and power, we as social workers can bring a necessary perspective to school leadership teams as they design and operate schools.

Recent innovations in new school development have led to different ways of organizing leadership roles and school power structures, but principal-led models of school leadership will likely remain for well into the future. Perhaps social workers may not be the best candidates for the role of principal; indeed, strong leaders in instruction and curriculum are likely the best candidates to manage and support a workforce comprised primarily of teachers. In light of this, how can social workers—individually and as a field—begin to explore a redefinition of their roles within education’s organizational structure? With a renewed awakening surrounding the importance of social and emotional well-being in schools, school administrators and investors will be looking for individuals in leadership positions who possess a broad understanding of social problems and creative, person- and community-centered solutions. Therefore, the responsibility now firmly rests on education-minded social workers and graduate training programs to meet this need and advocate for the place of social work in this emerging landscape.

Closing questions:

• How can individual social workers strengthen relationships with school administrators and further advocate for a redefined leadership role in their schools?
• How can professional advocacy organizations like the Illinois Association of School Social Workers, the NASW, and graduate training programsin social work help to open this emerging field?
• What opportunities are available to help policy-makers and funders understand the unique lens that social work can bring to strengthen our young people, families, and communities through ever-important school contexts?

References

Sebring, P. B., Allensworth, E., Bryk, A. S., Easton, J. Q., & Luppescu, S. (2006). The essential supports for school improvement. Chicago, IL: Consortium of Chicago School Research.

Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press.

Benjamin McKay, MA, serves as Dean of Student Support at Perspectives Leadership Academy, a charter high school in the Auburn Gresham neighborhood. A graduate of the Clinical School Social Work program at The University of Chicago’s School of Social Service Administration, he has worked in the fields of mental health, mentoring, and drug abuse research, and has served in public high schools in Baltimore, Chicago, and Evanston prior to his current role at Perspectives. His interests in school social work focus on clinical case management, developing community partnerships, and expanding the role of social work in school leadership and organization.
 

County: Life, Death, and Politics at Chicago's Public Hospital by David Ansell, MD, was truly revealing as to the medical care provided during the 70s through 80s at a leading public medical center. As a social worker having worked seventeen years at Cook County Hospital, I would certainly have to agree with Dr. Ansell’s concern for care, the way patients were processed, the lack of accountability by some staff, and the patronage of people coming on board that have no experience or who are in the process of disciplinary action and are simply moved to another department to save their jobs. I would agree that Dr. Ansell captured the culture, frustrations, and experiences faced when advocating to patient and community needs. The attention to the detail of conversations was remarkable, and I related to the same comments made when I started in 1992. I recall my first years at Cook County Hospital as feeling overwhelmed with dread after seeing patients pack the hallways trying just to see someone that day.

Dr. Ansell mentioned other medical residents that helped to advocate for improved patient care in an antiquated healthcare system. Some of the leaders mentioned in the book are still very much active, such as Doctors Terrance Conway, John Raba, and Linda Murray. I was fortunate to have the privilege of working side-by-side with these individuals, watching them inspire leadership and advocate to provide quality and dignity of care.

This book not only depicts the horrors of medical care provided at the time, but also shows champions standing up to a political machine that should not have been in the business of providing healthcare; that change came about only through the consistent hard work of strong leaders. After having worked at Cook County Hospital and then later for ten years under the Ambulatory Network, I feel extremely comfortable seeking care at the county system with its remarkable care teams and changes to leadership. The Cook County Hospital Trauma Center consistently ranks as one of the top two centers in the United States; its’ oncology program ranks well above the national average in survival; and the infectious disease, neurology, neonatal, and a host of other programs continue to rank highly as well.

Despite constant chaos, a lack of resources, a missing vision and sense of mission, and a culture of indifference to change, champions like Dr. Ansell and others remained to change the healthcare system. They didn’t know whether they would have a job, be arrested, or be fired. Instead, they worked to create a process to change the culture, make healthcare accessible, and strive for maintaining standards for a number of programs within the county healthcare system.

I find the book an inspiration not just to see the barriers that were in place at the time (and which, to a degree, might still exist), but empowering in its message for change. As a social worker, who better to understand and know how to work with systematic organizations as change agents?

The Illinois General Assembly returned to Springfield yesterday to deal with some business that was not completed during the six-day veto session that ended on November 10th.   In one day they managed to pass a supplemental funding bill for the current fiscal year, SB 2412.   However, after the Senate passed the bill with the required 3/5 vote, the House overwhelmingly failed to concur with the Senate Amendments to HB 1883, a bill that, among other things, would have given tax breaks to certain corporations including Sears Holding Company and CME.    Legislation that would make major changes to the State's pension funds for current employees was not considered yesterday.

The supplemental funding bill was strongly supported by NASW and many advocacy and provider organizations.   It is over 180 pages long, and most of the bill moves dollars around in certain State agencies and fills in some relatively small funding gaps in agencies' operations budgets.  However, the bill also contains some signficant funding increases for the following programs and services:

• $8 million to DHS for indigent funeral and burial services
• $30 million restored to the DHS budget for community mental health services (this item had been in SB 2407, which has been mentioned previously in our updates and Chapter alerts)
• An additional $29.5 million for State mental health centers OR the cost of transitioning of residents to alternative settings
• $40 million for State Operated Developmental Centers for persons with developmental disabilities OR for the cost of transitioning residents to alternative settings
• $30 million  for various addiction treatment lines in the DHS budget
• $4.7 million for emergency food and shelter
• $20 million for long term care re-balancing efforts including the costs associated with consent decree compliance (including Williams v. Quinn)

The corporate tax break issue is very complex both substantively and politically.   NASW slipped opposed to the House version of the bill, SB 397, House Amendment #3, when it was in committee on Monday afternoon.   The bill advanced to the House floor, but Rep. Franks, an opponent, filed a series of note requests to slow the bill down. (Notes requests ask State agencies for information about a bill's impact on things like the budget, State mandates, etc.  A bill cannot move until the notes are filed, which can take several days).   In the meantime, the Senate passed it's own version of the bill, which was amended on HB 1883 yesterday.  The bill received the required 3/5 majority vote.   However, when HB 1883 was called in the House for a vote yesterday evening, it only received 8 votes.  The 2 chambers disagreed about various aspects of the bill and there were some political factors that also infliuenced the vote. 

The corporate tax break issue is probably not dead, but to revive it will take some significant work from proponents.   The Center for Tax and Budget Accountability (http://www.citbaonline.org)  has a good analysis of the legislation.  Also, check out the Capitol Fax blog for some political insight by Rich Miller. 

Why are we interested in the issue of corporate tax breaks?   Because this is money that could be used for other things like human services and education.   It could also be used to pay back due bills.  The current general fund deficit in Illinois is about $8.5 billion.

In Chicago, Occupiers have been supported by the Chicago Coalition for the Homeless, The American Federation of State, County, and Municipal Employees (AFSCME), and other nongovernmental organizations. Because people experiencing homelessness are clearly the “99%”, and the Occupy Movement is promoting more equitable distribution of wealth, these are natural partners. Members of AFSCME are likely participating because of the Illinois state worker pension cuts, which seem ironic in an era where Wall Street criminals get bailouts and profit off of the public money keeping their business afloat. What is clear is that the Illinois and national debts have forced lots of cuts—but primarily to consumers of social work services and to the social workers who provide these services.

However, Occupy Wall Street has drawn heavy criticism for many reasons. The movement is highly organic, and there are not official spokespeople or leaders. Furthermore, there is not yet a consensus-approved list of demands or a political platform. In fact, you can plainly see the disorganized mess of ideas reflected in the varied signs and slogans promoted by participants. Chicago organizers have coordinated a week-long “teach-in” to accompany the protest, and about a dozen professors from local universities have given brief lectures on the sidewalk. The topics presented sound like a year’s worth of MSW classes: nonviolent protest; gendered capitalism; labor, value, and exploitation; and public housing and the plan for transformation. Certainly not least suspect is the fact that hundreds of Chicagoans have been arrested in connection with the protests, primarily for refusing to leave public property when directed to do so by police officers.

The preamble to the NASW Code of Ethics begins: “The primary mission of the social work profession is to enhance human well-being and help meet the basic needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty.” This message will help social workers assess the importance of the movement in the months ahead.