Transcription

1 Council on Social Work Education Written by: Jessica Holmes, CSWE Delivered by: Susan Rogers Director, National Mental Health Consumers Self-Help Clearinghouse 1211 Chestnut Street, 11 th Floor Philadelphia, PA , ext

2 Questions? Please hold questions until everyone has presented. 2

3 Social Work Recovery to Practice Steering Committee Charles Rapp (lead consultant) University of Kansas Gwen Foster CalSWEC Wallace Gingerich Case Western Reserve University Joseph Rogers National Mental Health Consumers Self-Help Clearinghouse Susan Rogers National Mental Health Consumers Self-Help Clearinghouse Lauren Spiro National Coalition for Mental Health Recovery Patrick Sullivan Indiana University 3

4 Social Work Situational Analysis: Methodology (Qualitative) Focus groups Interviews Discussion forums Peer comments Syllabi review Review of state documents and training materials Literature review Review of professional organizations Site visits 4

5 Social Work Situational Analysis: Methodology (Quantitative) CSWE Annual Survey of Social Work Programs NASW Workforce Studies Mental Health, United States 5

6 Social Work Situational Analysis: Methodology Stakeholders engaged: Consumers Practitioners Students Educators Field Education Directors Field Liaisons 6

7 Background: Social Workers and Mental Health More than 100,000 students enrolled Master s level concentrations: 49 programs offered mental health 39 offered health and mental health 111 offered direct practice/clinical 7

8 Background: Social Workers and Mental Health Social workers are estimated to provide almost half of all mental health services 36.8% of licensed social workers identify mental health as primary sector of employment 8

9 Contextual Conditions: Broad Findings The Positive Strong theoretical connections Recognition of the term recovery Ready acceptance acceptance of the idea of recovery Integration of some recovery components Longstanding commitment to cultural competency and social justice Some programs have begun to infuse trauma-informed practice Social workers can play a unique role 9

10 Contextual Conditions: Broad Findings The Negative Cognitive dissonance between social work theory and practice Weak integration of some recovery components Confusion about definition of recovery Wide use of medical model and deficits thinking Only small number infusing recovery as a whole Need to enact organizational policy change Funding uncertainty 10

11 The Real Choice before us as social workers is whether we are to be passive or active.... Shall we be content to give with one hand and withhold with the other, to build up or tear down at the same time the strength of a person s s life? Or shall we be conscious of our own part in making a profession which will stand forthrightly for human well-being, including the right to be an active citizen? Bertha Capen Reynolds, 1951 ( ) 11

12 Powers Powers-that that-be be realize that recovery-oriented, oriented, peer- run services are key to recovery SAMHSA recognizes Peer Support as one of the 10 fundamental components of recovery. The 10 are: Self-Direction Individualized and Person-Centered Empowerment Holistic Non-Linear Strengths-Based Peer Support Respect Responsibility Hope SAMHSA Administrator Pamela S. Hyde (top); CMHS Director A. Kathryn Power (bottom) 12

13 One Example: Struggles with Self-Direction Hardest of all to understand that in order to make good psychologically a person must be allowed not only to make good by his own efforts but also to make good in his own way. Gordon Hamilton,

14 I worked with a client for four to five years. We had a rocky start. Then we had a conversation about what she wanted. Over time, she came up with goals. We used her passion for art, and medication management, to get her part-time time work in the art field. Her motivation was her work. - Practitioner interviewee (2010) 14

15 Peer Participation in the CSWE Project Steering committee Focus group NAMI members University consultants Interviews Alternatives discussion NAMI listserv Solicitation via flyer 15

16 Peer Participation in the Social Work Profession Stand-out examples exist: Via peer support Co-teaching of courses or class guests Participation in organizational policy I ve learned more from my data collecting of personal stories than from any of my mental health courses. - APM Discussion Participant, 2010 Not the norm 16

17 Culturally Competen t Practice Recovery cannot take place outside the context of a person s s culture, sexual orientation, or spiritual beliefs - Faculty interviewee,

18 Culturally Competent Practice Necessity of culturally competent practice has been included in: *Conferences/training events *Code of Ethics *Educational Policy and *Accreditation Standards Needs constant attention 18

19 Trauma-Informed Care Literature clear on importance of recognizing signs of trauma and trauma- informed care Peers said this was an area where social workers are lacking... 19

20 I felt dismissed, patronized, demeaned and ignored in the system. Everything I was taught as a child in my trauma was reinforced in my journey through the system. -Alternatives 2010 Discussion Participant A 20

21 The biggest thing that was so frustrating was that, even though it was in the record that I had a traumatic brain injury, they had no under- standing whatsoever of the effects of trauma. It was me educating them about what I needed. - Alternatives discussion Participant B 21

22 Trauma-Informed Care 16 social work programs had trauma in their mental health syllabi (of 35 that submitted) Trauma practice certificates are being offered in some programs More work to be done, but resources available to help 22

23 Summary Strengths to build on Special role for social workers Some early adopters who can be resources Focus on recovery as a whole Provide concrete steps for implementation Change needs to be systemic 23

24 Target Audience Field instructors Practitioners supervising students in the field Students complete 400 hours BSW and 900 hours MSW Socialize students to perform the role of practitioner Build on existing partnerships 24

25 Opportunities Broad acceptance of ideas of recovery Special role of social work Council on Field Education Offering CEUs Online clearinghouse Online training Field placement contracts Building on existing partnerships 25

26 Challenges Competing definitions Putting theory into practice Differentiating recovery from strengths-based Getting buy-in from schools Linking recovery to field assessments Training level and content Funding and program constraints 26