Mastery through exposure: From the MSW to the DSW, an intellectual journey by: Danna Bodenheimer, MSW, DSW

When I finished my MSW at Smith College it was with the clear knowledge that my education had just begun. I was thrilled by the exposure to clinical theory and felt like I was only in the embryonic stages of linking this theory with practice, with case conceptualization and with the profound values of social work. I would leave many sessions with clients, as a new graduate, feeling excited that something was working but wasn’t exactly clear on what. I needed language around my interventions, a space dedicated specifically to the task of intellectual integration.

There are multiple opportunities available for social workers to deepen their education. There is the possibility of post-graduate training, certificate programs, analytic institutes or group supervision that is led by a seasoned clinician. While I was open to all of these possibilities, they required a type of specific theoretical identification that felt narrowing to me. I wasn’t ready to go in the clear direction of Gestalt training or object relations work. In fact, making a clearly directional choice rang hollow to me, as if it would solidify a false sense of self. In the face of new professionalism, for me, insecurity could clearly be morphed into a performative confidence that would like have stunted my growth. I didn’t want that. I wanted to be open about where I was, excited about a lot of theories, still unsure of what was most clearly me.

It is really only in an academic setting that the central commitment is to honor this type of openness, to continue to expose possibilities rather than narrowing in on one way of being. Because of that, I knew that my post-graduate education would remain academic in nature. Simply put, my phase of inquiry was not over. Almost simultaneous to this personal awareness, the brochure for the newly developed DSW arrived in my mailbox. In some ways I thought it was a joke. It was literally exactly what I was looking for in a city that gives significant meaning to the practice of social work. I went to the first open house and it immediately became clear to me that I was in a room of people that I was meant to meet. That is a rare feeling and not one that I imagine comes along often. The clear symbiosis between my intellectual needs and the construction of the DSW program was astonishing.

I quickly found myself as the young applicant running to her mailbox every day to find a letter of acceptance or rejection. Interestingly, though, my answer didn’t come in the mail. Instead, I received a welcome phone call from Mary Mazzola, an Associate Dean. I remark on this because it was a harbinger of my DSW experience. What may have typically arrived in the form of an impersonal communication was replaced by warmth, connection and humanity. This warmth and connection followed me from my acceptance to my graduation. And in the middle it was all theory, presented by true experts. Not only was I exposed to the best in the field, I was exposed to a way of internalizing social work knowledge that seemed to define the overall functioning of many of my professors. They weren’t just people practicing social work, instead I was met with professors whose identities were infused by their dedication to social work ethics. To be in the presence of these leaders is to be transformed as a professional and as a person. What had felt embryonic to me as an MSW became strongly developed, confident, nuanced. I started to experience a sense of texture in relation to my social work knowledge, able to hold multiple competing ideas at any one time. This new holding, became available to me as a practitioner, a writer and a professor. My time in the DSW program exposed me to multiple teaching opportunities that gave me a true sense of how the field and the classroom should interact with one another. This is a sense that I practice and teach with every day now. This is a sense that was instilled by relationship, by exposure to true mastery and was ultimately fertilized by the solid breeding ground that the academic vibrancy of SP2 provided me with.

By:  Danna Bodenheimer, MSW, DSW
Penn's School of Social Policy & Practice DSW Alumnus, Class of 2010

Trusting the Process, by Monica M. Smith, MSW, 2014 Clinical DSW Candidate

The first semester of the DSW program is almost over. I have three weeks left and in this time I must complete two papers, read eleven chapters for research, two chapters from one of the six clinical theory texts, read another nine articles for theory, and review discussion questions. That’s just for school. I work full-time. I’m married with adult children, two of whom are undergrad students and, like many other social work professionals, I am the resident social worker in my family and group of friends. You know, the “go to person” when people need a little advice, a shoulder to lean on, or an ear to bend. Did I mention it’s Thanksgiving? My daughter comes home from school for a few days and family comes to my house for dinner and Friday night leftovers!

So what do I do? How do I manage all that needs to be done? I fall back on the social work skills I learned in undergrad: partialize, prioritize, and plan. These have been my three p’s for success and I think it’s working.

Partializing: I have created a daily schedule- I call it my grid- on which I have allotted time for everything  that needs to be done: personal hygiene, work, eating, making meals (or ordering out!), reading, writing, weekly quality time with family, phone calls, house cleaning, “me” time, sleep, religious activities, etc. My schedule begins at 4:30am and ends about 10:30pm. You might wonder why I add common sense tasks like personal hygiene, eating and sleeping to my schedule – because it’s about balance. Too much or too little of any of these creates an imbalance which effects one’s health. If I didn’t add mealtime to my schedule for example, I’d eat every meal while reading for class or typing a paper – not healthy!

Prioritize: Adult students with families and who work full-time have so much on our plates! All of our roles are important. Everything can seem like a priority. Partializing tasks is helpful and aids in prioritizing, but the fact of the matter is, deadlines are a reality. They come first. I have all of my deadlines written on my monthly calendar so that I don’t lose track of anything. I’ve also created and taken back time by saying no to “opportunities” at work that require more of me. I have decided to take a hiatus from teaching Sunday School, and doing community service projects and I’ve given myself time limits for tasks. For example, housework gets done in a four hour window on Saturday mornings. What doesn’t get done … oh, well!

Plan: Time management is key. I think I first heard this statement more than 25 years ago during Freshman Orientation. So simple. So significant. I’ve realized that partializing and prioritizing are significant components of the plan. Now I just have to work the plan. And it is working.

Even though I have yet to finish my first semester in the DSW program, I know it’ll all get done. Have I lost some sleep? Yes. Have we eaten more take-out, cold sandwiches and leftovers than ever before? Yes.  Have I been less available to friends and shortened visits with family? Yes. Have I told them that I need to get back to reading? Yes. Have they understood and supported my plan? Absolutely! They want to see me succeed and have supported the decisions I’ve made. They, too, are part of my plan. They understand the pressure and try their best not to add to it. I have developed close friendships with colleagues in my cohort. We email and text every so often to check in and to encourage one another.  I know I am not alone in this. And when I’m feeling a bit overwhelmed, I look at my grid and read the words above it, “Trust the Process”. Then I take a deep breath and keep right on working.

By Monica M. Smith, MSW, 2014 Clinical DSW Candidate

Higher Education Loan Reform Options: Making Graduate School a Manageable Option

Recently there has been a lot of discussion in the media regarding student loans brought up by the Occupy Wall Street protests that have spread to major cities across the U.S.  OWS has brought many issues to light, mainly in the realm of finance reform, that deserve discussion.  Most recently, OWS protestors have suggested additional reform is needed in higher education finance.  It is worth noting that many reforms have already taken place in recent years.  One of the most notable changes occurred in 2010 with the passage of the Health Care and Education Reconciliation Act.  Under this legislation, all private lenders were barred from making any federal student loan.  Currently, all federal student loans are made by the Department of Education.  Many of the large banking firms that are at the epicenter of the OWS movement, have already been regulated out of the business of making student loans.  A student can fund the entirety of their graduate education employing only loans from the federal government and should never have to go to a bank.

Additionally, in 2007, the College Cost Reduction Act established the Income-Based Repayment and Public Service Loan Forgiveness programs.  These two programs provide that virtually no student should default on their federal student loans, even if they have NO income at all!  In fact, many students should expect a substantial portion of their federal student loan debt forgiven.  These two programs have been strengthened by the President’s recently announced Pay-as-your-Earn program.  Financing a graduate education can be daunting, but great resources exist to make it very manageable.  With these programs in place, the prospect of having extreme hardship in repaying federal student loans, regardless of your current income level, is in decline.  

By:  Michael Light, Director of Financial Aid

A Glimpse into Cuba – By Melissa B. Skolnick, MSW Candidate 2012

            I had never imagined I would get to travel to Cuba, so when the opportunity presented itself, I immediately wanted to know more.  I found out that Dr. Ezekiel Dixon-Román would be taking a group of SP2 students to Cuba for the first time, and teaching a course entitled Cuba: Education, Culture & Social Policy.  Last May, a total of 10 of us traveled to Cuba.  As soon as we approached central Havana, images and billboards revolving around the Revolution surrounded us.  Visually, Cuba was unlike any other country I had seen before, with colorful and rustic looking buildings, as well as vintage-style cars that Cuba is known for.

            We truly took advantage of being in Cuba, a feat in itself, making the best of opportunities that presented themselves.  The students who participated in the trip all had different interests, and some pursued these interests through traveling, taking field notes, filming, interviewing and conversing with a wide array of Cubans, and exploring specific parts of the country’s history. 

            One of the most memorable recollections that I continue to hold is the positive spirit of most Cubans.  This was evident from the casas particulares where we stayed, to being so welcomed by our “host family,” a family we spent most of our days with.  This spirit was most evident when Cubans spoke about their homeland, often saying, “It’s like any other country – there are good things, and there are bad things…” 

            What I am most grateful for is that we were able to meet and interact with Cubans on a daily basis, truly getting a glimpse into how Cubans live in Havana, from their perspectives.  This became especially salient when towards the end of the trip we took an excursion to various other cities throughout the country, such as Santiago de Cuba and Cienfuegos.  It was clear that the tourist agency wanted to paint a picture of the island in a certain way – solely filled with magnificent churches, plazas, and boulevards.  Yet, we knew this was only a manifestation of tourist apartheid, in which tourists and foreigners are able to experience Cuba in a much different way than Cubans themselves do.  This concept of “two Cubas” existing seemed so difficult to articulate, but our friend had painted an image that perfectly portrayed this sentiment.  The painting, called “Del Otro Lado de la Calle” (The Other Side of the Street), depicts one side of the street in Havana as crumbling and gloomy, while the other is vibrant with color and life. 

            Through my interactions and newly formed bonds I was able to see Cuba for what it was, at least in that moment.  I quickly learned that although every Cuban has a place to live, some areas are more marginalized than others, and race often plays a role in this marginalization.  I also felt invigorated seeing a movement begin to spark, in which Afro-Cubans are voicing many of their hardships and bringing light to inequality that persists.  Almost daily, I spoke with many Cubans who admitted that racism continues to be an issue in Cuba, and I was able to witness this through how Cubans are treated by the police, allocation of jobs and resources, mobility in education, and more.  I continue to think about this inequality, despite a rhetoric of equality that the government continues to uphold.   

            How I view the world truly changed after being able to travel to Cuba.  I would encourage anyone who ever gets the chance to go to Cuba to do so, and to form your own opinions on the beautiful and enriching country.   

(This piece solely represents my individual experiences in Cuba.  As a group, each one of us gained something different from the trip, and if interested in learning more, please contact Dr. Dixon-Román so he can put you in touch with us for more insight).

* Casas particulares – A homestay in which Cubans rent out at least one room in their apartment/home, so foreigners can have a different experience than being in a hotel.  There is a deep emphasis on interaction with families who own these casas, giving great insight as to how some Cubans perceive life. 

* Tourist apartheid – A term used to describe the situation in which nationals are often denied the luxuries that foreigners and tourists get to experience, such as traveling, staying in fancy hotels, enjoying the “paradise,” etc.  Up until a few years ago for example, Cubans could not step foot in hotels.  Even though this is allowed today, there is still a divide between spaces where Cubans and tourists are allowed and able to go.

Written by:  Melissa B. Skolnick, MSW Candidate 2012

What’s your Legacy? by Jackie Strait, MSW, LCSW, DSW Candidate 2013

What’s your Legacy?

The second year of the DSW program offers students the opportunity each month to learn from some of the foremost scholars and practitioners in the field of clinical social work and related disciplines. Most recently, the DSW Class of 2013 was fortunate to study with Sandy Bloom, a leading thinker in the field of organizational trauma (and a native of Philadelphia!). She began her talk with the routine introductions, asking us to share about our practice specialty and comment on what we hoped to learn during our weekend together. She then asked a question that has since caused a profound shift in my experience of myself as both a student and a clinical social worker. She asked us to consider our legacy. What do we hope to contribute to the field? What legacy do we want to leave? Although I am more than twelve months into my formal education in the DSW program, I hadn’t yet considered this question. I could readily share what I hoped to get out of the program, what I hoped to study, and what I hoped to learn, but this question about what I hoped to offer to generations of social workers to come caught me by surprise. And yet, this is precisely the shift that the DSW program encourages and indeed inspires students to make.

This shift is one from consumption to production, from that of getting to that of giving. We are no longer asked what we hope to learn, but instead what we hope to teach and how we hope to inspire. We are no longer simply consumers of knowledge, but instead encouraged to contribute to the development of both theory and practice. We are prompted by leaders in the field to consider not just what we hope to do in the field, but instead what legacy we’d like to leave. I looked around the room and realized that the seeds of these legacies were being planted right before my eyes: Destigmatizing mental illness. Developing more culturally competent social work practice models. Creating and implementing a trauma-informed curriculum for schools of social work. Expanding the current knowledge base of the difficulties faced by adults with fetal alcohol spectrum disorders. Reducing recidivism rates for formerly-incarcerated individuals. Healing the psychological, emotional and societal wounds of sexual trauma.

What’s your legacy? It is a simple question, and yet it holds profound meaning and far-reaching implications. These three small words imply both hope and expectation, and thus inspire the shift from student to scholar.

By Jackie Strait, MSW, LCSW, DSW Candidate 2013