Embracing the Chaos: Tales from the Job Search of a Recent Nonprofit Leadership (NPL) Graduate, by: Emily Sutcliffe, NPL Alumnus Class of 2011

Last year, as graduation neared, I was anxious to see how my post-NPL career path (and life in general) would unfold. With varied interests and undetermined goals, I had concerns that my amorphousness would make it difficult to find a fulfilling position. I also worried about how my beloved, yet somewhat unconventional new skillset would translate in the prodigiously competitive job market.

Just prior to graduation I was approached about an AmeriCorps position that had become unexpectedly available midway through the service year. The opportunity would allow me to work directly in refugee resettlement, one of my areas of interest, and would also enable me to hone my Arabic language skills. Though this opportunity was missing one minor component – a paycheck! – it felt like something I needed to do. Accepting a position like that would only lead to more uncertainty, but it was a wave of chaos I felt compelled to ride.  

Within my first week at the refugee resettlement nonprofit, I facilitated an organization-wide strategic planning exercise aimed at bringing employees out of their departmental silos while gaining a better understanding of the clients’ multifaceted needs. Implementing the skills acquired from NPL proved to be seamless. I quickly recognized how useful and sought-after the NPL frame was in my new workplace. My supervisor would regularly consult with me on “big picture” ideas that were generally far beyond the purview of the role I had filled. On a daily basis I was also aware of how my NPL experiences had impacted the way I interacted with my clients. While many of my clients were facing seemingly insurmountable challenges, I focused on ways in which they could engage in acts of leadership and did my best to co-create a space of mutual enrichment. 

As my AmeriCorps journey came to an end I applied for several jobs and went to a few interviews. There was the one that involved schlepping through Manhattan during a hurricane in a new suit and heels, only to then try and present myself as an impassioned expert in transportation policy. I wasn’t particularly successful in even transporting myself to the interview, much less was I interested in a career in transportation. There was the time I watched an Executive Director’s eyes glaze over as I spoke about principles of abundance. I’m pretty certain she mumbled “crazy hippie” under her breath as she escorted me to the elevator. And, there was also a time when I jumped successfully through several hoops and came very close to getting a job I really thought I wanted/needed. That one stung.

At some point I realized that I had been going about things all wrong. I had been thinking that my ambiguous career goals meant I should apply to anything that might ultimately make me “successful”. I had lost sight of the reality that my success was not something I could manufacture based on a preset formula; it was something that would manifest organically when I was doing things I genuinely cared about. I decided to try a novel strategy – I would only apply for positions that actually interested me, ha!

Things changed almost immediately once I decided to “get real”. I saw a job posting for a position at Penn Law’s Toll Public Interest Center (TPIC) that I was extremely interested in. Unknown to me, one of my refugee resettlement colleagues from the legal department had very close ties to TPIC and highly recommended me to the Executive Director. Within a couple days I was at an interview. Instead of wearing the kind of suit that always makes me feel like I am literally taking on another person’s identity, I went dressed in something that I was comfortable in - something that reflected my personality. At the interview I didn’t try to tone down or amp up my NPL lingo, I didn’t try to cater to what I thought my interviewers wanted to hear, I simply presented them with the real me. A few days later I was offered the position.

I’ve been at TPIC for six months now and it has been the best six months of my professional life. Although many of the applicants for my position held a J.D. and had really impressive backgrounds, the Executive Director has reminded me on several occasions that I was selected because of the unique perspectives and skillsets I acquired in NPL. I currently oversee the law school’s pro bono program. This involves heavy interaction with the 24 law student-run pro bono projects, some of which are nonprofits on their own, the rest of which work within existing nonprofits. It is because of my NPL experiences that I am able to be an asset to the amazing public service work Penn Law students are engaging in. Instead of feeling at a deficit as a non-lawyer in a law school, I feel uniquely equipped to enrich the programs I am involved with.

NPL themes weave their way throughout the work I do on a daily basis and catalyze many of my new ideas. I am profoundly fortunate to have landed in a space where these themes are not only understood, but are welcomed and valued. And so, for all the times people have rolled their eyes when I talked about applied theories of abundance, I now work in a place that embraces these concepts so sincerely that my recommendation for this year’s Penn Law Public Interest Week theme was the one selected - Abundant Justice: Leveraging Our Collective Resources for Maximum Impact.

Finally, to those of you who may be concerned about how you will fare in the job market post-NPL - from the words of Dr. Kenwyn Smith, I encourage you to embrace the chaos. We NPLers are a rare and awesomely equipped bunch. While not all employers may fully understand our value, we have kindred spirits in those who do – and there are many who do. Be confident that there is wisdom in the path set before you and hang on for the ride. The NPL program was a remarkable experience for each of us and I have absolutely no doubt that we will all do (and are already doing) amazing things as we bring our distinctive resources to appreciative organizations.

By:  Emily Sutcliffe, NPL Alumnus Class of 2011

"A Day in the Life of a Social Worker" Workshop for Students

As the 2012 spring semester began and SP2 students were returning to their busy schedules, a few students decided to arrive on campus a few days early to participate in a new workshop called A Day in the Life of a Social Worker. On January 5, 2012 the Field Education Office and the Office of Student Affairs invited twenty social workers from various areas of clinical and macro practice to network with first year MSW students. During the second semester of the first year, full time MSW students are required to choose a clinical or macro concentration for their advanced year of study in the program. The goal of the event was to help students gain a better understanding of the different aspect of the social work field.  The event was structure similar to that of speed dating, where students were asked to choose five areas of practice out of eleven that they were most interested.  The students were allowed 10 minutes at each table to talk about the day to day tasks that the social work professionals perform in their specific career. As the event concluded, we received immediate positive feedback from students and for us that meant that it was a successful event!

By:  Jenn Jones, MSW, LCSW,
Associate Director of Student Services

The Admission Interview: What Applicants Need to Know!

     The application interview is an aspect of our admissions process that differentiates us from most other professional and graduate schools. This is a requirement for all applicants who meet minimal admission criteria for the MSW, MSSP, NPL and DSW programs.  You will be contacted by the Admissions Office or the program to schedule an interview if your application is complete and meets basic standards for admissions. The components of a complete application vary depending on program requirements, but always include official transcripts and three recommendations.  Interviews are conducted at the School or via Skype. 

      I am often asked by prospective students how they can prepare for the interview and what to expect.  The interview is a two-way process - it gives us the opportunity to learn more about you while at the same time enabling you to gather more information about the program, the School, and the University of Pennsylvania.  Depending on the program, you will be interviewed by the director, senior associate director, associate director, or a part-time member of the program’s faculty. Admission interviews are usually 30 to 45 minutes in duration. The interviewer will tell you about the program and ask questions pertaining to your application. The interviewer is responsible for anticipating questions from the faculty reviewer and /or the Admissions Committee who ultimately make the final decision about your application. Therefore, some of questions posed to you might be redundant to what you have written in your application essay.

How you can prepare for the interview

     Although there is not a lot of preparation needed for the interview, I suggest you consider the following:

• Review your essay and be prepared to discuss what you wrote;
• Prepare questions to ask the interviewer;
• Be on time (arrive at the School or sign into Skype a few minutes early);
• Dress professionally (wear what you feel is appropriate for a job interview);
• What you feel you bring to the program;
• Relax and be yourself …..really!

We wish you all the best as you prepare for your admissions interview at Penn!

Mary Mazzola, Ed.D., MSW

Associate Dean, Enrollment Management and Global Outreach

SP2 Introduces Community Teamworks, by Dean Richard Gelles

As we welcome the new year and semester at Penn School of Social Policy & Practice, we are excited to introduce and launch SP2 Community Teamworks (CTW). This pilot volunteer service program enables students from our five degree programs to work alongside SP2  faculty, staff and alumni on projects that will have positive impacts on organizations and agencies in West Philadelphia. Although our students already contribute more than 250,000 hours yearly to our local community through internships, practicums and field placements, we believe there is always more that needs to be done. CTW will give the entire SP2 community the opportunity to work together. The goals of this project are twofold:  one, we will be able to make sustainable improvements that will hopefully continue long after the day of service is completed; and two, CTW is a meaningful way to build a stronger community within SP2.

Our plan is to start small with three projects selected from proposals submitted by students, faculty, alumni, and staff. CTW projects will occur during the months of March and April and each service project will be completed in one day. Project leaders will work closely with community partners to prepare for the day’s events. Although I am not planning to serve as a team leader, I look forward to participating on a CTW team and enthusiastically anticipate expanding this program to include other schools and programs at the University of Pennsylvania.

By:  Dean Richard Gelles

Looking Ahead...

The holiday season is upon us, but before it gets too busy, I wanted to take a moment to wish you a happy and peaceful holiday season.  Be sure to take time to appreciate what is important to you.

This time of year, many people will be looking ahead to the future and trying to select a graduate school program that best fits their needs.  As you consider Penn’s School of Social Policy & Practice, I wanted to remind you of our mission to shape future social change agents who will lead the way in overcoming social injustice and oppression.  This sounds like a daunting task – and it is.  However, with the right education, training, and dedication, I know our graduates will continue to forge ahead.  Are you up for the task?  SP2 can help prepare you to succeed.

Our website (www.sp2.upenn.edu), which contains a wealth of useful information on each of our graduate programs, can help shed light on how SP2 will prepare you for a career in social change, whether it is in Social Work, Social Policy, Non-Profit/NGO Leadership, a PhD in Social Welfare, or a Clinical Doctorate in Social Work.  On the website you can explore graduate school life at SP2, get to know current and former students, and learn more about our excellent faculty and dynamic learning opportunities.  If you have specific questions about any of the programs we offer, contact information for each of our graduate programs is also online.

Another excellent opportunity for you to learn more about our programs and meet faculty, staff, and current students is to attend an Information Session.  The final Information Session for this admissions cycle for all masters programs and the DSW program is scheduled for:

Saturday, January 14th from 10am – 12pm.

The MSSP and NPL programs are holding Information Sessions on:

Thursday, January 5th from 12 – 1:15pm and

Thursday, January 19th from 6 – 7:15pm.

You may register for any of these at: http://www.sp2.upenn.edu/programs/open_house/index.html.

Additionally, I wanted to put out a reminder that although admissions for our MSW program is rolling, the priority deadline for Advanced Standing applicants is January 15th, and for full- and part-time candidates is February 1st.  These dates are quickly approaching, so be sure to plan accordingly.  The DSW applications are due by February 15th (and they do not accept applications on a rolling basis).  NPL and MSSP have a bit more time, as their priority deadlines are in April.  However, be sure not to procrastinate, as the sooner you get your application completed, the sooner you will know what the future has in store for you.

Wishing you a happy and safe holiday season,

Melissa Bottiglio, MSW, LCSW

Associate Director of Admissions and Recruitment

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