VCU School of Social Work

NEWSLETTER - Vol 1 Issue 3.pdf

A new academic year has started and we have over 870 social work students enrolled as either BSW, MSW or Ph.D. students in the School of Social Work. In this issue we have some pictures from new student orientation and the text of the Richmond orientation keynote address given by Ms. Karen Legato (MSW, 1995). Her message resonated with many of us.

As many of you already know, a decision has been made to phase-out our Northern Virginia Edsall Road site over the next 3 years. As technology has changed, so have the options for offering high quality education via alternative mechanisms that do not require the maintenance and staffing of a full-time dedicated physical location away from the Richmond campus. We are already offering online and hybrid courses to NoVA students and continue to get requests for more, so while we will no longer be delivering the program from the Edsall Road site after May 2012, we certainly expect to continue our presence and service to students in that part of the state. We have established wonderful relationships in the NoVA area and we look forward to those continuing. We also look forward to continuing our relationship with our NoVA alums wherever they may be located.

This year we will be engaged in our reaffirmation of accreditation. The self-study materials are due in August 2010, so it will be a busy time preparing these documents. The search for a new Dean also continues with renewed vigor. A professional search firm has been hired by the university to assist with the process, so we are optimistic that top candidates will be brought to campus for interviews in late winter and a selection made before the end of the Spring semester.

I have been pleased that so many of our alumni responded with updates about where they are and what they are doing. We will include this feature in each of our eNewsletters. Take a look at our alumni page and see who you remember!

Thanks to all of you for your support and please stay in touch !

by Karen A. Legato, MPS, MSW and Director of Program Services, Friends Association for Children

Good Morning. It is a pleasure to be with you this morning as you begin your social work studies.

Seventeen years ago, I walked into a room much like this one to begin a new career direction:

... a path that hundreds and thousands have taken since the beginning of the social work profession in the late 1800's,

... a profession whose work now extends into many parts of the world,

... a profession that is continually challenged to expand and reshape itself to meet the changing needs of the world in which we practice.

Today, I welcome you to this path. Some of you have already been on it for a while; some of you are just beginning.

The path you have chosen is challenging and incredibly rewarding. There will be days that you wish you never started, and there will be days you wish you could stop. But most days you will be grateful for new knowledge, a better understanding of yourself, and for being part of making a difference in a world that needs everyone of us (and thousands more).

Today, I speak to you as a former student, a field supervisor, and an adjunct instructor. And I speak as just a regular old social worker still making my way down the path, still working on self-awareness, still honing my skills and trying to make a difference in our rapidly changing, broken world.

As I was reflecting on what I would say to you this morning, I asked my husband what he thought would be meaningful to hear if he was beginning a new program in social work. After a prolonged silence and the animated raised-eyebrow look, he casually stated, "Well, since I'd be dumping a crapload of money into this new endeavor, I'd first want to know if it is worth it.... And secondly, I'd want to know if social workers can still make a difference in a world as screwed up as ours?"

So I gave him my version of my own raised-eyebrow look, and coyly answered, "yes" and "yes."

Of course, the presentation could end here, but I wouldn't want to pass up this opportunity to make the case. So let me begin with the title of this presentation: The Art of Social Work Practice: Head and Heart.

In the local paper on August 2, a young medical student at UVA who is studying to be a geriatrician was recalling her work as a teenager in an Alzheimer's unit. She quoted her patient as saying, "I don't remember your name, but I remember your heart."

"I don't remember your name, but I remember your heart."

As I mulled over this quote - hundreds of times - I recalled my own vulnerable experiences as a medical patient. I could see the faces of those whose names I couldn't remember, but I remember their hearts - the compassion and care they showed me by a squeeze of a hand, a reassuring "it will be okay," the moments where they were PRESENT to me.

There is a saying that 90% of success is just showing up. Most of us have mastered "showing up." What we have not mastered is really being "present." We maneuver through our daily mazes in a constant state of distraction - tied to cell phones, text messaging, iPods, and Facebook; worried about what we didn't do, and anxious about what needs to be done.

We're conditioned to think that "twittering" takes the place of meaningful communication. We've learned how to show up without showing up.

The art of social work practice begins with being fully present - bringing our whole person into the moment, integrating our intellectual learning (the heady stuff) with our passion or desire (the heart stuff) to make a positive difference with people and society.

Like any artists, we have to be knowledgeable of the discipline and to choose our tools and techniques carefully. We have to practice methodically, while being open to the creativity of the process as the meaning and beauty emerges. Sometimes it has no meaning. Sometimes it's unfinished. Sometimes it's not so beautiful.

Being Present to the intellectual discipline of social work - the work of the head - requires us to develop our credibility as practitioners. To do this, we have to work hard at critical thinking and grapple with theoretical concepts. We have to experiment with techniques and take risks in the classroom. And if that isn't hard enough, we have to face our real selves and what we bring to the work. We have to ask ourselves the hard questions - looking at our own personal credibility.

How honest am I with myself? Am I willing to acknowledge my own insecurities and judgments of others? What about my arrogance; my fears and failures; my defenses and prejudices; my anger and negativity; my need to please and be liked? Am I willing to acknowledge my own lived experience, no matter how wonderful or horrible it has been? Am I willing to examine my values, my knowledge and my belief system; my hopes, dreams, joys and life goals; my gifts and talents? Am I willing to be real? Am I willing to be totally present to the experience?

A close friend and colleague of mine refers to this level of credibility as "walking in our naked truth." When we walk in our naked truth, we begin to open our eyes to the pain and oppression that surrounds us in the faces of all who suffer in our human community. We begin to see through the lens of social justice. We begin to see the privileges that many of us are freely given because we are the "right" color, the right gender, the right sexual orientation, the right social class, the right religion, the right political persuasion, the right kind of American.

And if we have the courage to stand in our naked truth and challenge these systems, we need to prepare ourselves to be called communists, bleeding hearts, left-wing nut cases, immoral, and anti-American. We need to stand ready to have our patriotism, love of country, and contributions to society stained by those who will see us as a threat to the privileged lifestyle.

Nothing could be as disturbing as the current tone of the political discourse that is occurring right now in this country. Every year I think it couldn't get worse, and every year ... it does. The daily slugfest among the media pundits; the ramped-up emotional temperature of people hurting from job losses, record poverty and increased homelessness; a rise in militia groups; record deficits; the wars; and the impending doom or bliss of health care reform: it all makes me wonder some days why I bother to get out of bed.

But - as crazy as it sounds - those are the days I have to remind myself to get out of my head and remember that the work I do as a social worker is also the work of the heart. It's about courage and healing, loving and forgiving, celebrating, and - most importantly - connecting with others to make a difference.

These are the days I look into the eyes of students, and I see your freshness and desire to take up the baton to run the next lap.

I take notice of your untamed compassion, and I recall my early years as a student intern: scared to death on the inside that I was going to "damage" my clients, and so relieved to hear they had survived before I got to them and they were destined to survive after I left them.

I take notice of the enthusiasm and interest on young faces as I sit in a circle of 25 school-age children, where my task is to prepare them for what they will experience among the elderly when they take their clowning routines to area nursing homes. And I am blown out of the water when I then see the compassion and care that come when their small hands embrace the frail, wrinkled hands of those who don't have many visitors ... but who this day are experiencing a great sense of joy.

This is what social work is all about.

As both a macro and micro social worker, I encourage and applaud all of you today for following your heart, for making the choice to pursue the social work profession - whether as a micro practitioner to help those who are suffering, or as a macro practitioner to work towards recasting societal systems so they work for all people and not just the privileged.

I would be remiss if I stopped at this point in my reflections today, because the final piece that ultimately brings our social work practice together with both the head and the heart - the micro and the macro - is the work of self-awareness.

It's quite simple, really. If I do not know and understand myself, I will get in my own way of knowing and understanding others. Macro students have the most difficulty with this concept, because it seems too intimate and "touchy-feely." I have to tell you, this is simply not true.

Self-awareness requires critical thinking about oneself - a task for all social workers. We must interact with people to achieve the best possible outcomes, whether that means crafting an individual treatment plan, designing a program, or lobbying for policy changes.

Self-Awareness can make or break us in our work with others. Think about the times you've worked in groups to plan a project or program and one person in the group dominated the discussion and choked out everyone else's input. It doesn't take long for the group to shut down and dismiss this person. The dominant member fools herself into thinking she is a good group leader and knows the right way to get things done. She's clueless as to why the other group members seem not to participate.

A little self-awareness would help her recognize that she is coming across as arrogant, controlling and overbearing, which has resulted in alienating the group. It's hard enough to work in groups when most members have some self-awareness. But it is deadly to the process when one or more members do not.

Let me be clear: self-awareness is not just acquiring good social skills. Self-awareness is the understanding of how our thoughts, feelings and life experiences impact our perception of situations and interactions with others. It is the connection that balances who we are with what we do, and how we do it.

The entire social work program and your field placements will provide many opportunities for you to work on your self-awareness. The more you discover about yourself now, the better you will do in the program.

Self-awareness is part of a social worker's life curriculum. We cannot survive without it and be effective. It does not end when the course work ends.

Your charge from this day forward is to Be Present, develop your Credibility and your Competency, work for Social Justice, and become more Self-aware. Embrace the Art of Social Work Practice: Head and Heart. "I can't remember your name, but I remember your heart."

Students, thank you for pursuing the profession. Faculty, thank you for continuing to provide an excellent academic program.

Have a great year!

by Dr. David Stoesz, Professor

Think of it as earning 3-credits for taking a field trip everyday for a week....well, not quite, there were readings and papers to do....but the DC In-Residence Course was an opportunity to move from the traditional classroom-based instructional model to one that immersed students in the real-world of policy research and advocacy. Taking its lead from international courses in which students spend 1-2 weeks examining social work and experiencing the culture of another country, this course exposed individuals to the work and culture of "policy-wonks" in our nation's capital.

In the first week of June seven graduate students toured ten think tanks and advocacy organizations as the inauguration of the first Washington, DC In-Residence Course. The course, taught by Dr. David Stoesz, acquainted social work students from both VCU campuses as well as the University of Maryland with some of the most prominent policy institutions in the nation's capital. Each day began with a seminar followed by a de-briefing over lunch at venues such as the National Gallery of Art and Union Station, followed by an afternoon seminar and a subsequent de-briefing.

The seminars included such luminaries as,

Alan Houseman, Executive Director of the Center of Law and Social Policy and member of the Obama transition team,
Sarina Fogel, head lobbyist for Families USA who took time off from working Congressional Offices during the debate
on health reform,
MaryLee Allen, long-time analyst and advocate at the Children's Defense Fund,
Sheila Crowley, VCU School of Social Work PhD alumna and recent honoree for her work as chief of the National Low-Income Housing Coalition,
Michele Derr, a researcher at Mathematica Research and a NoVA adjunct instructor,
Ariane Hegewisch, a researcher at the Institute for Women's Policy Research,
Bob Moffitt, lead health care analyst at the Heritage Foundation,
Bob Woodson, social worker and recipient of a MacArthur "genius award" for his work in gang prevention,
Erik Assadourian, analyst at the Worldwatch Institute, and,
Michael Stoop, director of the National Coalition of the Homeless.

During the week's seminars, students reviewed web-sites and read policy monographs in order to dialogue with seminar leaders. Subsequently, students prepared policy logs about specific legislation that animated discussion during the seminars. Students were enthusiastic about this learning opportunity, making such comments as, "informative and mind expanding;" and, "this was an excellent opportunity and it exposed me to another avenue for future employment as a social worker."

As a trial, the course was a decided success and may be offered in the future. If you have questions or suggestions about the course contact David Stoesz at dstoesz@vcu.edu.

Fauri, D. P. (2009) [Review of the book The Longevity Revolution: The benefits and challenges of living a long life]. Activities, Adaptation & Aging, 33 (1), 55-56. Retrieved August 31, 2009 from http://www.informaworld.com/smpp/content~db=all~content=a909527961

Matto, H. C. & Spera, C. (2009). Estimating Person-Environment Transactions on Intention to Change Drug Using Behaviors. Journal of the American Psychiatric Nurses Association,
15 (3), 182-190. Retrieved August 31, 2009 from http://jap.sagepub.com/cgi/content/abstract/15/3/182

Price, S.K. & Proctor, E.K. (2009). A rural perspective on perinatal depression: Prevalence, correlates, and implications for community service enhancement. Journal of Rural Health, 25(2), 158-166. Retrieved August 31, 2009 from http://www3.interscience.wiley.com/journal/122295785/abstract

Rotabi, K. S. (2009/August). Guatemala City: Hunger protests amid allegations of child kidnapping and adoption fraud. Social Work and Society News Magazine. Retrieved September 3, 2009 from http://www.socmag.net/?p=540

Spera, C., Wentzel, K., & Matto, H. C. (2009). Parental aspirations for their children's educational attainment: Relations to ethnicity, parental education, children's academic performance, and parental perceptions of school climate. Journal of Youth and Adolescence, 38, 1140-1152. Retrieved August 31, 2009 from http://www.springerlink.com/content/rl4vw04228359223/?p=cab1c73b7b3d44cf8cfa96a efd875d07&pi=9

2009 Ph.D. Cohort at SSW Orientation
From left, Jen Keast, Suzie Weng, David McLeod, Jason Lowe, Bryan Boyles and Johnnie O'Neal

PhD Program Orientation
Program Director, Dr. Kia Bentley, with 2009 Cohort

Dean Ann Nichols-Casebolt, Program Director Kia Bentley and Doctoral Student Association President Katherine Filipic welcome 2009 PhD Cohort, faculty and guests at annual Welcome Dinner

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by Anita Petty, 2nd Year MSW Student

"How I spent my summer" is a common essay topic for this time of year as students return to school from the carefree days of summer vacation. I can honestly state that the summer of 2009 was one of the best of my life; never in my wildest dreams did I ever imagine that I would be fulfilling an internship in the executive branch of our government, the White House. This particular intern class was in itself unique, as it was the inaugural internship class of the Obama administration. One of the hallmarks of the administration, and reiterated by the President and First Lady repeatedly, is that the White House is the "people's house." It was encouraging to witness the manifestation of this sentiment in that the interns truly represented the picture of diversity that is America. A myriad of demographic indicators, the 2009 summer intern class included African Americans, Native Americans, European Americans, Asian Americans, Arab Americans, women, men, transgender, homosexuals, heterosexuals, the differently-abled, Ivy Leaguers, community college students, religious believers, atheists, military service members, traditional and non-traditional students alike. The composition of the class alone was enough to inspire a social work student like me who is looking for social justice and inclusiveness.

The Obama administration believes young people have the capacity to move America forward. This internship was developed to provide a unique opportunity to gain valuable professional experience, build leadership skills, and strengthen young adults' understanding of the Executive Office in order to prepare them for future public service opportunities. While I am a non-traditional student and, depending on the audience not always considered a "young adult," I appreciated the opportunity to work in the White House and for the Obama administration.

Intern assignments on any given day included conducting research, managing incoming inquiries, attending meetings, and writing memos. I was assigned to the Office of Public Engagement and Intergovernmental Affairs which is responsible for building relationships with advocacy groups, non-governmental organizations, and all currently elected state officials. The Office of Public Engagement is also the primary channel through which the public relates to the White House. Staffers work with elected officials and advocates to ensure the President's agenda is supported. As an intern, I worked alongside two Deputy Associate Directors to build new and maintain current relationships with state elected officials and national advocacy leaders, prepared for presidential trips around the country, prepared for elected and advocacy group briefings in the White House, and assisted in other tasks as necessary.

There was never a dull moment this summer as current events such as the Supreme Court Justice nomination, and healthcare, education and energy reform, drove the schedule and my daily assignments. I had the opportunity to attend various meetings hosted by some of the most powerful people in America, and to hear the agenda from an insider point of view. I also attended a hearing on Capitol Hill to hear testimony by the leaders of Puerto Rico's political parties concerning HR 2499 - the Puerto Rican Democracy Act. Always looking for the social justice angle, I daresay I enjoyed the experience mostly because those who testified were passionate about a civil rights issue: being a U.S. "territory" is more like modern day colonization.

While every intern's experience varies depending upon office placement, all interns have the chance to supplement their time by attending a weekly lecture series with senior White House staff members. President Obama, First Lady Obama, Secretaries Clinton and Duncan, Chief of Staff Emmanuel, Senior Advisors Axelrod, Jarrett and Barnes, indicated the importance of inspiring this group of young leaders by taking time from their busy schedules to address the group of interns.

Interns also have the unique opportunity to volunteer to help with events hosted by the White House such as the 2009 Congressional Luau, the 4th of July event on the White House South Lawn and the Medal of Freedom ceremony in the East Room of the White House. I had the honor of serving at the 4th of July event where the President and First Lady honored some of the nation's service members who served in Iraq and Afghanistan and their families. As a military retiree and regardless of my personal opinion of the wars we are fighting, I was proud to be a part of the Obama administration's effort to acknowledge the sacrifices made by service members and their families.

Embodying the diversity of the American public, interns serving at the White House also serve the American people. Although not at the forefront of the administration, interns make a significant contribution to the daily operations of the White House and without their commitment to service, the functions they support would not be complete. This was indeed a summer of service for me, and an enriching, unparalleled learning experience that I am sure I will be writing about for years to come.

by F. Ellen Netting, Samuel S. Wurtzel Endowed Chair and Professor

In the last few years public discourse about Civic Engagement has been increasing. It may be the buzz around service learning on college campuses and secondary schools, or excited talk about the the Edward M. Kennedy Serve America Act (H.R. 1388) signed into law during National Volunteer Week on April 21, 2009 to reauthorize and reform the national service laws. But whatever the focus, a movement toward greater civic engagement is cutting across age and population groups, and a growing scholarly and professional literature, as well as numerous electronic resources, is available on the subject.

In Virginia, residents aged 65 and older will double between the year 2000 and 2030, from 790,000 to 1,752,000. In the City of Richmond and the surrounding metro area, the population in 2000 of those over 65 was 94,089, or 10% of the population, and it is anticipated that this number will increase to 12.6 %, or 124,457, of the population in 2010 (PD15 Health and Human Services Needs Assessment, Central Virginia Health Planning Agency, 2007). Locally in Richmond and Central Virginia a great deal of momentum has been building to focus on aging and the potential of retiring baby boomers to participate in multiple, creative ways in their communities. Various groups have formed to think about and plan for this Age Wave.

Last year The Community Foundation serving Greater Richmond and Central Virginia and Connect Richmond obtained funding to conduct research and to raise consciousness about the subject. Their efforts included reviewing successful efforts among 30 community foundations; a survey of Richmond-Times Dispatch readers and a Town Hall forum with residents; and input from area civic and community groups. This project aligned well with the work of the Older Dominion Partnership (ODP). The ODP, the Community Foundation, and Connect Richmond joined forces to leverage available resources, talents, and community connections. Thus, the ODP's Implementation Team and Work Group format served as this initiative's organizational resource - to frame, design and direct this research and planning activity.

Last fall the ODP Civic Engagement Workgroup formed. Saphira Baker of Communitas Consulting was appointed by the Community Foundation to orchestrate this initiative and to serve as the Work Group leader. The group's task was to advise the development of research and outreach methods, provide expertise, link staff and members to area resources, determine the next steps based on research results, and to help shape the future of community engagement by Boomers in the Greater Richmond area. Membership came from a mix of business, nonprofit, public, faith-based, and educational perspectives. From VCU faculty members from the Vice President of Community Engagement's Office, School of Social Work, and Department of Gerontology participated in the workgroup process. With funding from the VCU Center on Aging Geriatric Training and Education Initiative, a symposium was conducted on campus last spring, targeting anyone interested in learning about creative strategies to prepare for the age wave by capturing the time and talents of boomers.

Reports coming out of these initiatives may be of interest to social workers who work with and use volunteers, or who are interested in finding meaningful roles for older consumers of service. There is a great deal going on locally, state-wide, and nationally. In addition, there are a number of research studies and a wealth of conceptual literature. As the civic engagement movement gains momentum, social workers, gerontologists, and a host of other professionals and disciplines will be participating in developing policies, designing programs, and working with older persons to prepare for the future both in the Commonwealth and around the country. Recent references appear below and if you are interested in more information on the subject, contact Ellen Netting at enetting@vcu.edu or 804/828-0404.

Recent References on Civic Engagement & Aging

American Association of Retired Persons (AARP). (2004). Baby boomers envision retirement II: Survey of boomers' expectations for retirement. Washington, DC: AARP.

American Society on Aging (ASA). (2009). ASA's civic engagement program. http://www.asaging.orgv2/civiceng/reports.cfm Accessed on 7 July 2009.

Butler, S.S., & Eckart, E. (2007). Civic engagement among older adults in a rural community: A case study of the senior companion program. Journal of Community Practice, 15(3), 77-98.

Einolf, C. J. (2009). Will the boomers volunteer during retirement? Comparing the baby boom, silent, and long civic cohorts. Nonprofit and Voluntary Sector Quarterly, 38(2), 181-199.

Fixler, J. F. , Eichberg, S., & Lorenz, G. (2008). Boomer volunteer engagement: Collaborate today, thrive tomorrow. Colorado: JF Fixler.

Hong, S-I, Morrow-Howell, N., Tang, F., & Hinterlong, J. (2009). Engaging older adults in volunteering: Conceptualizing and measuring institutional capacity. Nonprofit and Voluntary Sector Quarterly, 38(2), 200-219.

Kaskie, Brian, Sara Imhof, Joseph Cavanaugh, and Kennith Culp. (2008). Civic engagement as a retirement role for aging Americans. The Gerontologist, 48(3), 368-377.

Martinson, M. & Minkler, M. (2006). Civic engagement and older adults: A critical perspective. The Gerontologist, 46(3), 318-324.

Pew Research Center (2005). Baby Boomers Approach Age 60: From the Age of Aquarius to the Age of Responsibility. http://pewsocialtrends.org/assets/pdf/socialtrends-boomers120805.pdf. Accessed on 6 July 2009.

Tan, E. J., Rebok, G. W., Yu, Q., Frangakis, Carlson, M. C., Wang, T., Ricks, M., Tanner, E. K., McGill, S., & Fried, L. P. (2009). The long-term relationship between high-intensity volunteering and physical activity in older African American women. Journal of Gerontology: Social Sciences, 64B(2), 304-311.

Tang, F., & Morrow-Howell, N. (2008). Involvement in voluntary organizations: How older adults access volunteer roles? Journal of Gerontological Social Work, 51(3-4), 210-227.

Wilson, L. B. and S. P. Simson. (eds.). (2006). Civic engagement and the baby boomer generation. Binghamton, NY: The Haworth Press.

Over the past few years VCU School of Social Work has established formal partnerships with more than two dozen agencies throughout Virginia. In the past year we have had 27 Community-based projects, involving 18 different faculty members and generating more than 1 million dollars in total funding. Community Partners and Projects.pdf

VIRGINIA FAMILY IMPACT SEMINARS (VAFIS) will hold its 2nd annual seminar on September 23rd . The focus for the 2009 seminar will be substance abuse prevention policy strategies for Virginia's youth. Fall 09 Family Impact Seminar Flyer.pdf

The national Policy Institute for Family Impact Seminars (housed at the University of Wisconsin-Madison http://familyimpactseminars.org/) in 2007 chose Virginia to join a select number of states to implement the Family Impact Seminar model. Drs. Ann Nichols-Casebolt and Mary Secret in the Virginia Commonwealth University School of Social Work, and Janet Hutchinson in the Department of Women's Studies are co-directors of the Virginia Family Impact Seminars (VAFIS).

Family Impact Seminars (FIS) are a non-partisan, non-ideological objective seminar series designed to bring a family focus to state policy making. Based on growing evidence that the best way to help children and adults is to help families, the seminars' aim to analyze the implications that public issues, policies or programs have for families. Most policymakers would not think of passing a bill without asking, "What's the economic or environmental impact;" however, the same is not always true for considering the impact of policies or programs for families. The FIS model includes developing a partnership with key state legislators to join with university faculty in identifying family related state-level problems, possible policy solutions, and political feasibility. This partnership culminates in a topic specific annual seminar, with briefing reports and discussion sessions, and serves as a resource for state policymakers by providing them with access to nonpartisan, solution-oriented research on a current policy issue.

VAFIS held its first seminar in Fall 2008 with a focus on truancy and dropout prevention policies. There were over 110 in attendance, including 13 state legislators and numerous state and local leaders. For more information about VAFIS, please visit their website, Policy Institute for Family Impact Seminars.

Dr. Ann Nichols-Casebolt welcomes attendees at 1st annual VAFIS

by Melissa L. Abell, Ph.D., Associate Professor and Timothy L. Davey, Ph.D., Associate Dean of Community Engagement

According to the National Center for Children in Poverty (NCCP, 2009), 32 percent of Virginia's children reside in low income families, defined as those families that earn 200 percent or less of the federal poverty threshold. Poverty threatens the health and well-being of children. Compared to non-poor children, low income children have an enhanced risk for a number of problems including poor mental and physical health, academic failure, and behavioral outcomes such as aggression, substance abuse, and delinquency (Fraser & Galinsky, 1997).

Certainly not all children who live in poverty experience such pessimistic outcomes, so it is important to understand those pathways through which low income may have an adverse effect on children's health and welfare. Systemic factors such as the absence of a living wage, discrimination, neighborhood disorganization, and poor school environments enhance the possibility of negative outcomes; however, family life, including positive parent discipline, ample supervision and an affirmative family climate, may alleviate some of the harmful effects of poverty (Brooks-Gunn & Duncan, 1997). In the absence of a living wage, parents who are poor often work long hours and/or multiple jobs to meet their families' needs. Or, they may be unemployed or underemployed feeling powerless to effect change in their families' income. Such stressors may increase frustration and depression contributing to parenting styles that are harsh and punitive or conversely, lax and neglectful. Either parenting style may contribute to negative behavioral outcomes for children. Social workers may be able to collaborate with families to enhance family life including parent discipline and supervision that may, in turn, create healthier outcomes for poor children.

by Allison Sampson, LCSW, Doctoral Candidate

As a profession, social work pushes itself to being open and aware to fields of research that will empower our clients and enhance our ability to partner and advocate for them effectively. It is this professional value that fosters social worker's interest in exploring the explosion of neuroscientific research occurring over the last 30 years and its relevance to our work. But where do we begin? What journals and books do we read, how do we synthesize the information without becoming overloaded, and where do we make the time?

Valuing this dilemma faced by practitioners today, Dr. Rosemary Farmer offers Neuroscience and Social Work Practice: The Missing Link. This 185 page text offers both novice and seasoned social workers a reader-friendly resource dedicated to synthesizing the latest research in social neuroscience and its applicability to social work practice. Yet, the reader is not only offered this synthesis of current research but a transactional framework that supports practitioners in balancing their enhanced neurobiological perspective with the psychological, social, spiritual perspectives so important to effectively conceptualizing challenges in living. The author offers compelling arguments of the relevance of the neuroscience revolution to the social work profession, yet perhaps more compelling is her charge of the important role social work has in this revolution!