VCU School of Social Work

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 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.

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

On May 14, 2009, exceptional B.S.W., M.S.W., and Ph.D. students were honored at the School of Social Work's Annual Student Awards Ceremony which was held in the Student Commons Theatre on the Monroe Park Campus of VCU. Award recipients were nominated by faculty members and/or leaders of social work student organizations and were selected by an awards selection committee. Award recipients represent the ideals of the social work profession and excel in academics, leadership, and in service to the School of Social Work, the community, and to the profession. Students receiving the Elaine Rothenberg Award, the Social Justice Award, and the David Saunders Legislative Award will have their names inscribed on the award plaques that hang in the first floor hall of the Raleigh Building.

As part of the Awards Ceremony, students were also inducted into the Nu Rho Chapter of the Phi Alpha National Honor Society for social work students. The VCU Nu Rho Chapter of Phi Alpha was established in 2005 and its purpose is to "provide a closer bond among students of social work and promote humanitarian goals and ideals" and fosters high standards of education for social work students. The G.P.A. requirement for membership at the M.S.W. level is 3.85, with at least all foundation coursework completed. The G.P.A. requirement for membership at the B.S.W. level is at least 3.25 overall, with a 3.5 in all social work courses.

The following students were honored during the Awards Ceremony:

Elaine Rothenberg Award
Each year the VCU School of Social Work honors an outstanding student in the BSW, MSW, and PhD programs with the Elaine Rothenberg Social Work Award. As the Dean of the School of Social Work, Dean Rothenberg exemplified the following characteristics: academic excellence, service to the university, community and profession, and exceptional personal qualities of compassion and leadership. Awards were presented by Dr. Kia J. Bentley, Dr. Nicole Bromfield and Dr. Humberto Fabelo to 2009 recipients Jody L. Hearn (PhD), Amy Beddoo (MSW, Alexandria Campus) and Abigail Sedaghatfar (BSW).

The Social Justice Award
The Social Justice Award is given to a graduating BSW, MSW or PhD student who has demonstrated a commitment and dedication to the ideals of social justice through his or her demonstrated activities while a student in the social work program. Dr. Nicole Bromfield recognized 2009 recipient Brooke Anessa (MSW, Alexandria Campus), who received her award in the NoVA Student Awards Ceremony on May 2nd.

David L. Saunders Legislative Award
The David Saunders Legislative Award was established in honor and memory of Dr. David Saunders, associate professor of social work at the Virginia Commonwealth University School of Social Work. The award recognizes Dr. Saunders and his commitment to furthering social goals through involvement in the legislative process at all levels of government. Dr. Saunders was an active participant in the development of social policy in state and local government, and was well known and respected in both chambers of the Virginia General Assembly. Dr. Mary Katherine O'Connor presented the 2009 David L. Saunders Legislative Award to Abidi Torres Dini (MSW).

School of Social Work Distinguished Service Award
This award is given to a School of Social Work student who has made an especially notable contribution to life at the School and University community through his or her exceptional leadership and service. The 2009 Distinguished Service Award was presented by Dr. Nicole Bromfield to S. Dougy Yoon (MSW).

Leadership and Service Awards
Social Work Leadership and Service Awards are given to graduates in the BSW, MSW and Ph.D. programs who have demonstrated leadership and service to the School, the University and to the community.

2009 Leadership Awards were presented by Dr. Kia J. Bentley to Ph.D. students Katherine Filipic and Sharon Foreman Kready; Dr. Nicole Bromfield presented awards to MSW students Joshua Boggan, Abby Torres Dini, Michelle Donachy, Rebecca Eisenman, Jayme Glover, Karen Vassar and S. Dougy Yoon; and Dr. Humberto Fabelo presented the BSW awards to Lori Miles, Alexis Richards, Anne Russell and Abigail Sedaghatfar.

Service Awards were presented by Dr. Nicole Bromfield to Margaret Brammer (MSW),
Shikita Davis (MSW), Ruby Eisenberg-Creditor (MSW) and Brandi Turpin (MSW), and by Dr. Humberto Fabelo to Adrienne Blankenship (BSW), Max Daniel (BSW), Alexis Holliday (BSW), Valerie Mack (BSW) and Rachel Parnell (BSW).

Phi Alpha Social Work Honor Society
The VCU Nu Rho Chapter of the Phi Alpha National Honor Society was established in October 2005. The purposes of Phi Alpha Honor Society are to provide a closer bond among students of social work and to promote humanitarian goals and ideals. Phi Alpha fosters high standards of education for social workers and invites into membership BSW and MSW students who have attained excellence in scholarship and achievement in social work.

2009 inductees into the VCU Nu Rho Chapter of the Phi Alpha National Honor Society are Hannah E. Abbey (MSW), Adrienne L. Blankenship (BSW), Tiana Ayeisha Bolden (MSW), Margaret A. Brammer (MSW), Lindsay Rae Cohen (MSW), Helen Catherine Suzanne Curtis (MSW), Lauren MacBride Dickey (MSW), Michelle R. Donachy (MSW), Kaneka Early (MSW), Ruby Ellen Eisenberg-Creditor (MSW), LaQuina Fulton-Garvin (MSW), Lindsey Nicole Gera (BSW), Connie Telisa Jones (MSW),Emily Janet Karlicek (MSW), Elizabeth Keener (MSW), Lori M. Miles (BSW), Laura E. Orbann (MSW), Carla M. Renner (MSW), Katherine Marie Rose (MSW), Kristina Marie Sawetz-Glasene (MSW), Anne Colby Stackhouse (MSW), Karen Yvette Taliferro (MSW), Christine Marie Trotta (BSW), Karen Anne Vassar (MSW), Nora McBride Vassar (MSW), Corinne Michelle Wilkinson (MSW), Stacie L. Winn (BSW), Jacqueline Withers-Johnson (MSW), Erin A. Woolard (MSW) and Lauren Michelle Zingraff (MSW).

Following the Awards Ceremony a dessert and coffee reception was held in honor of the award recipients and the May 2009 graduates.

The School of Social Work at VCU has launched a community service initiative
- Community Reach Out - that engages its faculty, staff, students and alumni to work together in service to the community. The goal is to add a new School-wide dimension to its long-standing commitment to social and economic justice by helping individuals and families in need.

This Spring, the focus of Community Reach Out will be to those who have most acutely been experiencing the effects of the economic crisis. We will be initiating a new project relating to this focus each month during the Spring semester.

The first project initiated was a clothing drive for unemployed women and men who need business attire for job interviews, and for newly employed adults in need of work-related clothing. The clothing was collected, organized and donated to TDC Culture of Work Academy, Goodwill of Central Virginia and Freedom House for distribution to those in need.

Read more on the School website regarding specific needs and how you can contribute to this worthy project.