A Great Blog

Recent Cluster and Module Developments

2012-03-07T16:32:00.000-05:00

Check out our evolving and most up-to-date cluster and modular course topic areas. A module represents one topic. A cluster represents a series of modules with integrated topics. We are busy designing these for the first cohort and busy engaging and securing national and international instructors.

For example, see the cluster titled "Psychotic Phenomena" and the following example:

"Representations of Schizophrenia", Angela Woods, Durham University, England

The DSW Rutgers, Opening Lecture, August 23, 2012

2012-03-07T16:23:00.000-05:00

The DSW, Rutgers, is pleased to announce that Dr. Louis A. Sass will present the 2012 DSW Lecture. Dr. Sass has strong interdisciplinary interests involving the intersection of clinical psychology with philosophy, the arts, and literary studies. His publications include critical analyses of psychoanalytic theory; phenomenological studies of schizophrenia; and articles on notions of truth and of the self in psychoanalysis, hermeneutic philosophy, and postmodernism. He is the author of "Madness and Modernism: Insanity in the Light of Modern Art, Literature, and Thought" and "The Paradoxes of Delusion: Wittgenstein, Schreber, and the Schizophrenic Mind." He also co-edited "Hermeneutics and Psychological Theory."

For more, go to:http://www.dswrutgers.org/page28/index.html

Demographic Profile of the 2012 DSW applicants

2012-03-07T16:14:00.000-05:00

Below you will find a demographic summary of our first DSW applicant pool (as of March 1st). I post these data because you might want to see if you fit the profile that our program is attracting.

We are very impressed! The number of years of post graduate practice experience is 11.67 years, for example. The average age of an applicant is 43.9. Applicants work in many settings and with many types of clients. The profile represents what we had imagined might be the typical candidate. The tremendous interest in the program has confirmed our vision.

If you see yourself in this cohort profile, it is not too late to apply. Although we are in the throes of interviewing all candidates and time is running out (we are doing rolling admissions), there is some time yet to apply. If you were to apply and get us your materials quickly, you could still be considered for the first cohort. If not, we are very confident there will be a second, third, and so on.

Let us know what you think of this first pool? Just post a comment. Is this the pool of students you would want to study with?

· Total number of applicants: 37

· Number of female applicants: 24

· Number of male applicants: 13

· Ages of applicants:

o 24 to 29: 3

o 30 to 39: 9

o 40 to 49: 10

o 50 to 59: 10

o 60 to 69: 1

o No information provided: 3

· Average age of applicants: 43.9

· Range of ages of applicants: 26 to 63

· Applicants’ location of residency:

o New Jersey: 25

o New York: 5

o Pennsylvania: 2

o Michigan: 1

o Washington: 1

o Canada: 1

o No information provided: 2

· Ethnic and racial identification of applicants (some applicants selected multiple):

o White: 23

o Other Latino: 7

o Puerto Rican: 3

o Black or African American: 4

o American Indian or Alaska Native: 1

o Asian: 1

o No information provided: 3

· Number of years of post-MSW practice:

o 1 to 5: 12

o 6 to 10: 9

o 11 to 15: 3

o 16 to 20: 3

o 21 to 25: 4

o 26 to 30: 3

o 30 to 35: 1

o No information provided: 2

· Average number of years of post-MSW practice: 11.67

· Range of number of years of post-MSW practice: 1 to 31

· Number of applicants with an equivalent of an LSW: 8

· Number of applicants with their LCSW: 19

· Number of applicants with School Social Work Certification: 8

· Number of applicants with LCADC: 4

· Applicants’ fields of experience (applicants can have multiple areas):

o Mental health: 22

o School social work: 7

o Child welfare: 7

o Homeless: 1

o HIV/AIDS: 1

o Higher education: 1

o Addictions: 4

o Trauma/Veterans: 2

o Hospital settings: 1

o Corrections: 1

o Family therapy: 1

DSW Writing Intensive Modules

2012-03-07T15:55:00.000-05:00

In this posting, I discuss recent developments regarding our writing intensive modules. First, I describe the rationale. We want all our graduates to contribute to knowledge translation and dissemination by publishing clinical case studies, white papers, commentaries, and critical review essays, for example. We think writing clarifies thinking and it will also provide students access to a broader audience for their ideas and contributions. In addition, writing and publishing will enhance the visibility of the DSW program.

With the 'why' write addressed, then the second matter is 'how'? We plan to hire a full time faculty writing instructor. We are searching for an individual with a rhetoric and composition background and someone that has experience with writing intensive programs. This person will work with Dr. Longhofer and myself to design an integrated writing program for the DSW students. For example, the social work field has a tremendous need for clinical case studies that can be used in the undergraduate and graduate social work programs and practitioners also need theory-to-practice applications that relate to their specific field. Our students represent diverse client populations and setting contexts, therefore, they represent an untapped resource for social work knowledge production and dissemination. The first writing project for the DSW portfolio will be a clinical case study. In modules, we will read and discuss the philosophical rationale for why an N of 1 is not to be dismissed as anecedtoal or unrepresentative. We will explore different genres of case study writing, including the past critiques of the method. Modules will explore the use of case studies in Law and Business. Moreover, other modules will teach students how to use computer software to manage and analyze their case study material. Our writing instructor will design online and residency-based modules that will use a writing process method to assist each student in writing, editing, and crafting creative case studies. Other writing products will follow a similar sequence as the case studies. In this way, over three years of writing, editing, sharing work with other students, and crafting writing projects, each student will graduate with the skills to produce a variety of scholarly products.

More on this later.

DSW OPEN HOUSE SUCCESS

2012-01-26T16:46:00.001-05:00

We have nearly 130 individuals registered for our DSW open house, Friday, January 27th. Registrants are from the states of Washington, Michigan, Ohio, Pennsylvania, New York, Connecticut, Delaware and New Jersey. Canada is also represented. It will be a celebration event launching our new DSW and its innovative curriculum. It is not too late to come if by some chance you see this post tonight. You can RSVP and find out details at http://rutgersdsw.eventbrite.com

Fall Cohort Admissions Deadline

2012-01-26T16:38:00.000-05:00

Many of you have been asking about the deadline for submitting an application for the fall 2012 cohort class. We are doing rolling admissions. Here is how it works. As you are notified that your file is complete, then during February and March an interview will be scheduled. When we decide on your application in late March and early April, you will receive a letter of acceptance. Then you will be asked to accept or decline (the letter will specify a timeline). Once we have 15 applicants accept, then admissions is closed for the first cohort. Thus, the sooner you apply the better, but we will take your applications and process them as they come along. If your application hits too late after we have admitted 15, then we can ask you if you want to be considered for the 2013 cohort. Any questions, just drop me an email at jfloersch@ssw.rutgers.edu

Personal Statement Suggestion

2011-11-03T20:43:00.000-04:00

I have had several inquiries regarding the personal statement. Some have wondered about the length and others about the clinical vignette. In another blog, I had suggested a page length of 15-20 pages, double spaced. This was an estimate only. Shorter personal statements are fine. The important task is to answer each section fully. An admission decision will not depend on an applicant having the precise length that was suggested. Reflect on a question and in writing an answer, the length should be determined by your particular circumstances. We decided to include a personal statement and not a GRE score, for example. We felt that reading an applicant writing sample is the best way to evaluate writing and reflective skills.

The instructions for number (4), the short clinical vignette, has also evoked some questions. Some applicants are working as clinical supervisors, clinical directors, or in some clinical capacity, but are not currently seeing clients in 'traditional' therapy. And you have wondered about the vignette. I have suggested in several emails that the vignette could be a supervision vignette, which briefly discusses a particular scenario and how you think about supervision. Some are conducting groups in schools, but don't have a therapy caseload. In the latter case, write about a group intervention vignette. Some work with families. Case management, when taken seriously, is also a form of clinical work. In sum, the description in the personal statement instruction implies an excerpt from a 'traditional' short-term or long-term clinical case. It need not be. But what it does need to do is demonstrate your use of clinical theory in your current work.

IMPORTANT UPDATE on ONLINE APPLICATION

2011-11-01T18:24:00.001-04:00

If you have started an online application, or plan to start an application soon, I have learned of a ‘glitch’; if you avoid the glitch, your application will show up in the system and most important, it is the only way you will get an RU ID emailed to you. The RU ID is essential for uploading documents, like personal statement, transcripts, copy of your license, etc.

I sense that the online system may be causing a misunderstanding. You must complete the application by hitting the submit button at the end of the application.

I think some of your applications are not hitting the system because you are not finishing the application. In some cases this is because the software will not allow you to get beyond the ‘personal statement’ section, leading the applicant to believe that you need to have the personal statement finished before completing the application. THIS IS NOT SO! If this has happened to you: (1) you are not showing up as applying; and (2) you will not get an RU ID. Both will cause delays in your application hitting the system because your application will never show up and you will not be able to upload important documents. Another possibility is that you are stopping at some other point. In either case, if you don’t get to the end, where it says, submit, you have not finished, and I will not know that you are applying.

Many, moreover, are getting stuck on the personal statement page. To trick the system so you can go beyond it and finish the application, type into the personal statement box the following: “I will submit my personal statement later.” After typing this, now try going forward. You should now be able to advance to the next section and finish.

[I have another update about the personal statement in another blog soon, so look for it as well]

Other online application hints:

(1) When you are asked to select ‘program information’ for the program you are applying to, in your case, you scroll down to social work, click on social work, and now you must scroll down to DSW 19910L (in left hand column). AND in the RIGHT column, you should see a hyperlink, “FALL.” When you click on ‘Fall”, it automatically loads the DSW data for you. The program will automatically take you back to the application screen where you should double check that you have selected the correct ‘DSW’ program. If not, go back and select the correct one.

(2) When you get to Load Test scores, ‘check none to report’ because we are not requiring test scores.

(3) To get beyond the personal statement page, see above note.

(4) Under financial aid, check any that apply, keeping in mind that we are not offering financial aid in this program; your are eligible for federal loans, however. It is there because this is a generic application for all programs at Rutgers.

(5) For Academic Honors, Awards, Relevant Work Experience, Outside Fellowships sections, just type ‘see vita’ and my personal statement and move on….Not necessary to get bogged down worrying if you are not filling this out correctly. Again, it is a generic application for all of Rutgers.

(6) Letter of recommendation section is essential to fill out. Your recommenders will get an immediate email instructing them how to upload letters.

(7) Then, click, SUBMIT.

(8) With your login user name and ID, you can resume the application at anytime by going to the apply online page, and in the left hand column, click “resume an application.” This is how you might write your personal statement separate, then cut and paste it into the personal statement back box. I assume it also means you must save the change, look for a save button.

(9) Finally, within minutes, you will get an email stating your application process was finalized and a second email stating that your RU ID will be emailed within 24-72 hours. If the latter does not happen, then check back with me, something went wrong.

DSW website POSTED

2011-10-16T21:50:00.001-04:00

The DSW website URL is: www.dswrutgers.org
It has an 'org' extension and not an 'edu' extension because the RU SSW servers are full and we needed to park the site on a non-rutgers server.

You can also access the website from the RU SSW, DSW webpage; that URL is http://socialwork.rutgers.edu/Academics/DSW.aspx At the very bottom of the page, there is a link to the www.dswrutgers.org site.

This is a bit clumsy for now. Over time this will be solved. We are working on the website. But we had to go live so you have information. Expect over the next several weeks that both websites will change, as we finalize design and content.

Keep in mind that the RU SSW, DSW website will always be the portal into the ancillary website, www.dswrutgers.org.

Later, Jerry

Applying Online: Process and Glitches

2011-10-16T21:33:00.000-04:00

This post is the first in answering questions about the process of applying online. This week in New Brunswick and in Camden we held DSW open houses and I met several of you. I learned that the apply online process is working. Two applicants successfully filled out the online application form.

However, I heard from another applicant and they reported not being able to get beyond the second online application page.

Please use this blog and my email to keep me up to date on any problems. The graduate school designed a new portal for the DSW online application and there are, and probably will be, several glitches. If you keep me up to date, I will do my best to get any problems on our end solved as quickly as possible. Post your questions as comments to this post; in this way, all applicants can have one internet site to go to and learn about any specific problems they may have that others have reported, and that I have hopefully solved.

Also about college transcripts. You contact the colleges you graduated from, undergraduate, graduate, etc., and see if they will electronically transfer your transcripts to Rutgers; if not, then they will send paper copies to the graduate school, who will then upload them to your application site.

I also learned that once you fill out an application form online, then you will be emailed by the graduate school and sent an RUID. [however, it says you will be emailed this within 24-72 hours; this is not true, there was a glitch and you will not receive an RUID until after October 26th.] After the 26th, then it will only take up to 72 hours. With your RUID, you can check the status of your application; for example, have your transcripts arrived; have letters of recommendation arrived, etc.

About letters of recommendation. When you fill out the online application form, it will ask you for the names and email addresses of the individuals writing your letters. The graduate school will email these individuals and give them instructions for how to upload their letters.

Most important. You do not have to finish the application form all at once. You can start and stop and return.

Okay, that is all for now.

Don't hesitate to report problems, or ask clarifying questions.

Best, Dr. Floersch

DSW WEBSITE POSTED

2011-10-09T18:17:00.003-04:00

FYI:

Bloggers, and 'early birds,' can view the new DSW website before it posts next week on the Rutgers, SSW DSW webpage. Next week there will be a link from the RU DSW webpage directly to the new site.

But, you can see the DSW website early if you go to the following URL: www.dswrutgers.org

We will be editing, tweaking, improving the website, but the essential ideas are posted, so if you plan to apply for admission to the first cohort of 2012, then you now have all the information necessary to move forward. You can apply online by clicking the 'apply online' button on the website and then follow the instructions carefully.

If you have any problems with the online application, do not hesitate to email me at jfloersch@ssw.rutgers.edu

Also, as you browse the new website, email any comments and feedback: is there missing information?; do we need to clarify information? What is your feedback about the design: easy to navigate?

This website will be developed over the coming years to be a new home for clinical social work resources. We will be developing new pages for DSW students to publish their DSW portfolio products, for example. We intend this webpage, over time, to become the go-to place for graduates. It will become a central mechanism for the development of a socially networked organization of practitioner-scholars.

If you are near New Brunswick or Camden, there are two open houses coming up this week. Check the website for dates, times, and places. RSVP if you plan to come. Thank you.

Best, Dr. Floersch

DSW website is nearly ready

2011-10-05T19:37:00.001-04:00

We are testing links, editing narrative, finalizing tuition and fee estimates, securing the online application portal, and making final decisions on design. If all the final work goes as plan, I believe the website will be posted early next week.

Personal Essay Instructions

2011-09-26T14:59:00.000-04:00

The essay assesses clinical experience and commitment to scholarly work. The applicant should address: (1) The circumstances and experiences that motivate seeking the DSW at this time; (2) Describe how the program structure (i.e., the curriculum) fits with your career objectives; (3) Summarize your past and current clinical experience and reflect on the limits and potential of the therapeutic modalities you practice; (4) Write a short (4-6 pages, single-spaced) clinical vignette drawn from your current practice describing how you applied a specific clinical theory; it is not expected that you summarize an entire intervention (engagement through termination). You should describe a specific intervention within the overall treatment process, with special emphasis on your use of theory in practice; (5) From your everyday practice, identify a clinical theory-to-practice problem that troubles you and a problem that you would like to investigate with the assistance of 'engaged' research partners (a foreshadowing of your engaged scholarship project); and finally (6) if you are not currently licensed to practice clinical social work, describe the circumstances that have prevented you from doing so.

In reference to number (2), other blog postings provide preliminary discussion of the curriculum. I will soon post an outline with many of the module topics that the curriculum will cover.

Latest Development: Faculty Approve DSW Admission Requirements

2011-09-26T14:49:00.000-04:00

I can now officially post the DSW ADMISSION Requirements. Admission criteria set the minimum qualifications to apply to the Rutgers DSW program. Admission requirements set a minimum; therefore, they do not imply that all applicants who qualify will be admitted. The program has been designed to accept approximately 15 students per year; a committee will select, among all the applicants who meet the minimum admission requirements, the most qualified to succeed in the type of program we have created.

Admission requirements:

An MSW from a CSWE accredited program, and if an international student, an MSW (or equivalent) from a comparable accrediting institution,
2 years post MSW experience,
A license to practice social work is required (in some instances where states or countries do not have social work licensing requirements or bodies comparable to New Jersey, exceptions will be considered),
A license to practice clinical social work is preferred,
An interview,
An essay. (Another blog will provide the essay instructions.)

In addition, submission of the following materials:

Application and application fee,
Transcripts from all colleges attended,
Three letters of recommendation (choose individuals who can write about your past clinical experience, your current work, and your intentions for pursuing doctoral education),
Curriculum Vitae,
A copy of current license.

If you are qualified and are interested in applying, then you should begin the process of preparing the submission materials. It will take us several weeks to have an online portal where you will upload all of your documentation.

My best guess (official word in several weeks) is that applications completed and submitted by January 1, 2012 will be given preference. However, we will accept applications through at least February. After February, it may be difficult to schedule interviews. We will start scheduling interviews once an application is received and complete.

If you have any questions, don’t hesitant to email the director at jfloersch@ssw.rutgers.edu

DSW OPEN HOUSE DATES

2011-09-12T12:38:00.004-04:00

Dates, times, and places for the 2011-12 Rutgers SSW Open House are listed below. I will attend these and potential DSW applicants will meet separately from those interested in our other programs (BASW, MSW, and Ph.D). Please send an email to me if you plan to attend one. My email is jfloersch@ssw.rutgers.edu

Thursday October 13, 2011 6 PM

New Brunswick Campus Rutgers Visitor’s Center 100 Sutphen Road, Piscataway, NJ 08854

Saturday October 15, 2011 11 AM

Camden Campus School of Social Work 217 North 6th St., Camden, NJ 08102

Saturday November 5, 2011 11 AM

Newark Campus Paul Robeson Campus Center 350 ML KING JR BLVD., Newark, NJ, 07102-189

Saturday November 12, 2011 11 AM

New Brunswick Campus Rutgers Visitor’s Center 100 Sutphen Road, Piscataway, NJ 08854

Thursday January 26, 2012 6 PM

New Brunswick Campus Rutgers Visitor’s Center 100 Sutphen Road, Piscataway, NJ 08854

Saturday February 18, 2012 11 AM

New Brunswick Campus Rutgers Visitor’s Center 100 Sutphen Road, Piscataway, NJ 08854

How are Practice modules organized and what is the content?

2011-09-08T19:09:00.000-04:00

The practice modules represent nearly one-half of all module instruction. I summarize a general description below. Again, the exact content of each module will be developed over the next year. Keep in mind, that our modular format gives us flexibility to change the modules as the program evolves.

Practice

Introduction

Practice modules will integrate foundation theory with practice by alternating theory with case study modules. Faculty will present case studies (adolescent, young adult, and adult clients) designed to address specific theory-to-practice issues; each module will highlight one of the three modalities (psychodynamic, cognitive-behavioral, and systems) and will focus upon a specific presenting problem (or diagnosis). For example, how would practitioners working from cognitive-behavioral, systems, and psychodynamic theory work with an adolescent diagnosed with ADHD and failing school? Following each case study module, students are required to write brief comparative essays (i.e., portfolio II modules) contrasting how different theories were used by different practitioners, seeking commonalities and differences. The portfolio modules integrate with the case study modules by developing student’s writing skills. Moreover, other foundation modules articulate with the practice modules by requiring students to identify: 1) the development theory assumed in the case study; 2) the philosophy of social science assumptions behind the theory; 3) how the theory-to-practice case study fits with the extant research literature, and 4) identification of the clinical theory that drives the case study intervention.

The practice modules will alternate between theory (Cognitive-Behavioral, Systems, & Psychodynamic Theory and intervention (Diagnosis, Disorders & Intervention—Adolescent, Young Adult, and Adult)

Cognitive-Behavioral, Systems, & Psychodynamic Theory

These theory modules will consider common and incommensurable assumptions among and between theories: cognitive-behavioral, systems theory, and psychodynamic. We will do this by exploring in detail their distinctive theories of mind, understandings of therapeutic action, and clinical process. For example, we will look at how each of the theories use or consider how belief systems and perspectives influence development and the mind? And how locus of control and self-efficacy, both central elements in cognitive-behavioral psychology, are differently conceptualized by psychodynamic therapists who are in different ways concerned with effective action and internal obstacles to action. Among the evidence-based practices that the Substance Abuse &Mental Health Services Association lists on their EBP website, how many of these EBPS utilize these three theoretical/philosophical systems?

Diagnosis, Disorders & Intervention—Adolescent, Young Adult, and Adult

These practice case study modules will focus on the range of mental functioning, individual variations and common attributes in healthy and disordered functioning in adolescents, young adults and adults. Individual profiles of mental functioning (e.g., patterns of relating, comprehension and expression of feeling, coping with stress and anxiety, capacity for observation of emotion and behavior) and symptom patterns (e.g., variations in subjective experience of symptoms) will be specified in each case study. Specific attention is given to the use of attachment theory, working models, and affect regulation in diagnosis. Because these modules presuppose that effective diagnosis must begin with a thorough grasp of healthy mental functioning, students will learn how and why mental health is always more than the absence of symptoms. Therefore, these modules will consider in depth current controversy (e.g., social constructionist vs. essentialist, biological reductionist vs. social constructionist, positivist vs. critical realist), and the literature critical of symptom-based diagnostic systems, biological psychiatry, and alternative approaches to prevailing diagnostic systems (e.g., DSM-IV and ICD). Modules will also look at how individuals acquire their symptoms, what symptoms mean, and diagnostic formulations that describe the personality, socio-emotional function and symptom patterns, and the role of interpersonal relationships in the formation of symptoms. Students will learn a multi-dimensional approach to understanding client functioning and methods of diagnostic evaluation that focus on the convergence of psychological dynamics from both the past (e.g., early relationships, attachment styles) and the present (sources of stress: relationships, family, and employment). Emphasis will be given to understanding how the practitioner and client work together to explore how and why those influences emerge in present contexts and cause symptoms.

Introducing DSW Faculty

2011-09-07T12:07:00.001-04:00

Occasionally, I will introduce faculty that will be participating in the DSW program. Today I am introducing Dr. Jeffrey Longhofer. He will be playing the lead role in designing and implementing the clinical practice curriculum. He is extraordinarily qualified to accept this role and we are fortunate to benefit from his clinical practice and academic experience. He works as a clinical social worker, psychoanalyst, and anthropologist in areas related to health and mental health practice and the cross-cultural study of mental illness. He is especially interested in the roles stigma and shame play in the social and psychological dynamics of practitioner/patient interactions. He is coauthor of a book (2010) for Columbia University Press: On Having and Being a Case Manager: A Relational Approach to Recovery in Mental Health.

Dr. Longhofer currently teaches social theory in the doctoral (Ph.D) program, Human Behavior in the Social Environment and Psychopathology in the master's program. He is lead instructor for the psychopathology course. For more information about his past and current clinical and academic experience, check out his website: http://www.jeffreylonghofer.com/

Your Personal Essay for Completing the DSW Application

2011-09-07T11:31:00.002-04:00

Although the admission requirements and application instructions are not yet fully decided, I am sure that a personal essay will be part of the application process. Therefore, many of you may want to start drafting your essay.

The essay will have several related questions and sections: (1) Why now? What life circumstances and experiences motivate you to seek a DSW now?; (2) What about the DSW program structure (curriculum etc.) makes our program fit your career objectives?; (3) Summarize your past and current clinical experience (keep in mind that our program doesn't include field internships and clinical supervision); (4) Write a short (4-6 pages, double spaced) clinical vignette from your current practice describing how you applied a specific clinical theory to a case; it is not expected that you summarize an entire intervention (engagement through termination) but rather, describe a specific intervention within the overall treatment process that highlights your use of theory in practice; and finally, (5) Identify a theory-to-practice problem from your everyday practice that causes you concern and that you would like to investigate with the assistance of 'engaged' research partners (a foreshadowing of your engaged scholarship project).

I believe the above questions and instructions will be very close to the final personal essay guidelines, so starting a draft now will give you time to develop a narrative. The final essay guidelines will be posted on the online application website, posted late september or early october. If you have any questions about the essay, you can email me for clarification: jfloersch@ssw.rutgers.edu You can also post your question here as a comment and then your question and my response benefits all viewers. Thanks.

A brief discussion of engaged scholarship

2011-09-04T10:15:00.002-04:00

Instead of a dissertation, students will learn techniques for conducting engaged scholarship. The DSW portfolio modules will help students learn the steps for conducting engaged scholarship.

Below is an excerpt from a new book (set to be published in 2012) that Dr. Jeff Longhofer, myself, and Dr. Janet Hoy are publishing (Oxford University Press). The book describes how practitioners can conduct engaged scholarship projects:

"Start with practice when identifying aims and questions for an engaged scholarship project. Pay attention and listen to clients, colleagues and yourself. Wonder about how a practice theory, treatment, or intervention is supposed to work in the open system of a work setting. When policy or organizational issues constrain how theory should be practiced, wonder about its potential as a research aim. What are you facing in practice every day that the evidence-based manual or prescribed theory does not account for? Drill into particular practice experiences. They are full of phenomenological practice gaps and therefore, research aims. Social workers have often been asked to monitor clients for compliance to social welfare policies and treatment protocols, for example. How does one resolve the gap between coercive policies and empowerment theory? Social work will never be without knowledge/practice gaps. Indeed, the lifeblood or energy of the profession is its jurisdictional claim over finding solutions to everyday problems. And wherever a gap between theory and practice exists, a clinical engaged scholarship aim is somewhere nearby. Once you have identified a knowledge/practice gap and begin to formulate research then engage potential research partners.

For example, social work has a long history of conceptualizing the person-in-environment as a bio-psycho-social ontology: we are body-brain-mind-selves living in historically specific societies and cultures (Froggett, 2002). Biological theories themselves are not new to social work theory. Treatment of severe mental illness has included an array of body treatments: electroshock therapy, lobotomies, and insulin shock therapy (Braslow, 1997). And in the last fifty years, we have been confronted with the most pervasive of all biological interventions: psychiatric medications. Medications are very portable, which is one practical reason they are used around the world and across the life span. For-profit pharmaceutical industries have accomplished global distribution, in part, by using the random controlled trial (RCT) as the exemplar of evidence-based medicine (Healy, 2009). When applied to mental illness, medication (i.e., psychotropic treatment) is often considered a first-line treatment. Yet what does medication do for the end-user: the medicated? Neurotransmitter and chemical theories of the brain, when practiced as psychotropic treatment, do not tell the medicated what medications do for them. A drug is a brute fact; they work on neurotransmitters according to specific chemical laws. However, drugs are also institutional facts. Drugs do not have the power to produce and reproduce the medication meanings that circulate among prescriber, patient, family, peers, and teachers, for example; the latter is constructed by everyday social interaction. In sum, by examining a routine mental health experience, a research aim is drawn around an institutional fact: the meaning making potential and liabilities of psychotropic treatment.

Next, identify questions. Continuing with the psychotropic treatment illustration, imagine that a sixteen-year-old female and her mother are referred to a practice setting. The daughter has been expelled from school, has a history of cutting (i.e., self-injury behaviors), often stays up all night, and is often irritable and verbally abusive. The mother turned to a pediatrician who referred to a child psychiatrist. Interviews resulted in a bipolar disorder diagnosis and a prescription for medication. The mother pondered. Her husband opposed medication: “she will grow out of it like I did.” There are side effects to be considered. The mother weighed the costs and benefits and eventually agreed. The daughter was not altogether reluctant. She felt guilty about the pain she believed she had caused the family. The psychiatrist did not believe that medicine alone would solve the problem and he referred to you, a social worker. Your training and experience has been with psychosocial interventions, including cognitive-behavioral and psychodynamic. You are skeptical about the use of psychiatric medication with children and adolescents. However, increasingly your referrals include adolescents who have been taking psychiatric medication for months, even years. In some cases, they are taking multiple medications. You could ignore the medication and say to yourself, client, and parent: “The doctor is the expert on medication. Take your questions about medication to her.” Then you learn that the parents repeatedly ask the psychiatrist for medication changes whenever new behavioral or emotional problems arise and this seems counterproductive to psychosocial interventions.

Split treatment—prescription treatment and psychosocial therapy conducted by different practitioners—is common today because the vast majority of psychiatrists and doctors prescribe, leaving psychosocial therapy to the psychologist or social worker. In other words, policy, theory, and practice split the client’s mind: biological and psychosocial. While splitting biological and psychosocial treatments is consistent with the dominant social division of labor in mental health, it leaves us with a serious question: how does split treatment affect overall client outcomes? Thus, a question narrows the aim and points to data. Another question might focus on how families differently make meaning of a child’s medication and how these might differentially influence mental health outcomes.

Next, thinking with an open system perspective, ask questions from multiple points of view: client, therapist, parent, psychiatrist, teacher, or sibling. Write as many permutations that the specific practice example serves up. What effect does splitting the treatment produce? Or, rewrite as a statement: splitting the treatment requires that I constantly remind the mother and the adolescent to take their medication questions to the doctor. Ask the question from the adolescent’s point of view: “I wonder why my doctor does not talk about therapy and my therapist does not talk about my medication.” Or, take up the doctor’s perspective: “If the mother made sure the daughter took the medication, I could be more confident about the type of medication and dosage.” Each perspective leads to different questions, thus data. Framing an aim and a question from multiple perspectives is critical because it identifies the open system parameters and a pool of potential engaged scholarship participants: parents; doctors; researchers; medicated patients; teachers; and social workers." (excerpted from chapter 3, "Quick-start to qualitative research")

How are practice modules organized and what is the content?

2011-09-03T21:10:00.001-04:00

The practice modules represent nearly one-half of all modular instruction. I summarize a general description below. Again, the exact content of each module will be developed over the next year. Keep in mind, that our modular format gives us flexibility to change the modules as the program evolves. And in the second and third years, students in each cohort will work with faculty to design the content of some modules.

Practice

Introduction

Cognitive-Behavioral, Systems, & Psychodynamic Theory

Diagnosis, Disorders & Intervention—Adolescent, Young Adult, and Adult

More Information on DSW Admission Requirements

2011-09-03T12:43:00.005-04:00

We have had a lot of inquires about the DSW admission requirements. In addition, the poll on this blog suggests a bimodal opinion on how many years of post MSW experience an applicant should have. In this posting, I will update you on current thinking about admission requirements and invite viewers to submit opinions about the requirements.

In late September the Rutgers social work faculty will make final decisions about admission requirements. We will be discussing these possible requirements: 1) Graduate Record Exam, or GRE scores; 2) years of post MSW experience; 3) clinical license; 4) a personal essay that includes questions about why now, career goals, and a detailed summary of past, current, and future clinical work and supervision; 5) a personal interview; and 6) letters of reference. Of course, previous college transcripts will be required. Those of you who are following this blog are welcomed to post comments concerning the possible admission requirements.

As you formulate responses, keep in mind key aspects to the discussion. The design of this doctorate does not include a field internship and supervision as part of the clinical training. Instead, depth of past clinical experience and student ongoing clinical work in their everyday setting while in the three-year program should be sufficient to allow the student to benefit from the curriculum. A potential applicant whose past, current, and near-future (meaning experience during the three-year program) clinical experience lacks depth could find the classroom discussion, readings, and engaged scholarship portfolio products inaccessible. Keep in mind also that there is no typical post MSW experience. An admission requirement is not likely to capture an individual’s unique circumstance of pre and post MSW experience. Someone with 2 years post MSW experience who had 5 years of solid experience before entering an MSW program may be as ready as someone with 6 or more years of just post MSW experience. Its clear that admission requirements set a minimum, but can’t assess readiness for the kind of doctoral work this program requires. Thus, in reviewing the 6 typical requirements, which do you think are more likely to account for individual circumstances and be a good predictor of success in this type of program? GRE scores? A certain number of post MSW years? What?

As director, it is my opinion that the admission requirements should have two assessment levels and be very inclusive at the first and more exclusive at the second. The first level sets the minimum threshold for considering an applicant; for example: 1) must have an MSW from an accredited school of social work; and a specified number of post MSW years. University of Pennsylvania has a DSW program and has set 2 years post MSW experience as the minimum. It makes sense that Rutgers set the same. Thus, a minimum standard creates a wide pool of applicants, a pool that captures the diversity of experience served up in any particular year.

The second admission assessment requirement should be more exclusive and its objective should index applicant clinical experience to our unique program structure; for example, the personal essay, personal interview, prior written work, and letters of reference. If the first level creates a wide pool of applicants, the second narrows the pool to the fifteen that are most likely to succeed individually and as a cohort. Recall, the program we have created will have a 'cohort' effect; over the three years as a group, the fifteen individuals will create a unique cohort and after graduation, the synergy is likely to produced a social network of engaged practitioner-scholars. The second assessment tool allows for change in the applicant pool over time and will give administration flexibility in creating diverse cohorts, including diversity of experience. Also, it will give each applicant a chance to demonstrate how their circumstances are above the minimum standard and therefore would likely serve them well at succeeding in the type of program Rutgers has created.

But, what do you think? As I mentioned, faculty will be discussing these points and making a decision in late September. Please post your ideas and reflections about the admission requirements.

Clarification about clinical license requirement

2011-08-23T16:17:00.001-04:00

Several notifications of the new DSW through e-newsletter and through our fall CEU catalogue have mentioned that an admission requirement is a clinical license. The final admission requirements have not yet been decided, so this information is not exactly correct. In about 4 weeks, we will have made the final decisions about admission requirements. We are discussing dropping the clinical license requirement. We will for sure have a number of post MSW years required, but the number is still being discussed. Thus, stay tune to the blog; the blog will announce when the website has been posted with all final details.

Thanks for understanding. The program was just approved in June so there has been a lot of work to do. We wanted to get the word out so we have made a few announcements, even though all details have not yet been decided.

There is no need to have concern about being late at this time. We will be taking applications this fall and early winter for the first, fall 2012 class. So no one will be able to apply until we go online. Then, you can see the program, read the admission requirements, then apply online. There will be a priority date for receiving applications listed on the website.

How did you hear about the new DSW?

2011-08-05T16:05:00.002-04:00

Drop a note in the comment box telling us how you heard about the Rutgers DSW. Thank you!

How are practice modules organized and what is the content?

2011-08-05T15:50:00.004-04:00

The practice modules represent nearly one-half of all modular instruction. I summarize a general description below. Again, the exact content of each module will be developed over the next year. Keep in mind that our modular format gives us flexibility to change the modules as the program evolves. And in the second and third years, students in each cohort will work with faculty to design the content of some modules.

Practice

Introduction

Cognitive-Behavioral, Systems, & Psychodynamic Theory

These theory modules will consider common and incommensurable assumptions among and between theories: cognitive-behavioral, systems theory, and psychodynamic. We will do this by exploring in detail their distinctive theories of mind, understandings of therapeutic action, and clinical process. For example, we will look at how each of the theories use or consider how belief systems and perspectives influence development and the mind? And how locus of control and self-efficacy, both central elements in cognitive-behavioral psychology, are differently conceptualized by psychodynamic therapists who are in different ways concerned with effective action and internal obstacles to action. Among the evidence-based practices that the Substance Abuse & Mental Health Services Association lists on their website, how many of these EBPs are fundamentally based upon these three theoretical/philosophical systems?

Diagnosis, Disorders & Intervention—Adolescent, Young Adult, and Adult

What are portfolio modules? How many?

2011-08-05T13:50:00.003-04:00

Below, I describe the general structure of the portfolio modules. These modules will prepare students to make scholarly contributions to clinical practice and engaged scholarship projects focused upon clinical practice. The details will be finalized over the next several months, but the gist is here.

Portfolio Modules

A portfolio substitutes for the Ph.D. dissertation and has the following components, which will systematically ground students in dissemination of clinical knowledge.

Portfolio I: Review Essay & Comparative Essays

Modules provide instruction on how to write a comprehensive literature review and students will apply the skill to a thorough review of their primary practice modality. The review essay will challenge students to articulate their practice modality assumptions and place assumptions alongside the empirical and theoretical literature. Moreover, students will learn to take the product of their review essay and revise it as a book review essay, which is to be submitted to a journal for peer-review. The book review essay will introduce students to translation and dissemination modes of scholarly work.

Portfolio II: Comparative Essays & Integrative Paper

These modules provide instruction on writing comparative essays. These summaries (1-2 pages) of the practice case studies (these practice case studies are essentially the practice modules and will be describe in a later blog) will build on the review essay by focusing student attention on modality comparison. For example, of the case study material, among the foundation comparisons as well, students will also identify: 1) practitioner modality and client problem match or fit and, 2) modality-specific theory-to-practice gap that could constitute a potential engaged scholarship project. These essays will develop conceptual and clinical writing skills. These modules will focus upon writing integrative essays. Building on prior work, students will write a paper that identifies a ‘theory-to-practice gap’ aim and question. The latter will become the focus for formulation of a clinical engaged scholarship project (described below). This essay will be recursively evaluated over two years; students will learn how to revise and develop it into a theoretical essay aimed at a wider scholarly and practitioner journal audience. Students will be required to submit the paper to a peer-reviewed journal.

Portfolio III: Comparative Essays & Professional Presentation

These modules continue the comparative essay work and add the professional presentation instruction. To enhance professional development, students will be required to take the products of the review, comparative, and integrative essays and submit an abstract for professional clinical meetings or conferences.

Portfolio IV: Comparative Essays & Clinical Engaged Scholarship Project

These modules provide instruction on the final formulation of a clinical engaged scholarship project. Students will convene a group of research scholar(s) and practitioner(s) for the purpose of developing a research project that will address an identified ‘theory-to-practice question’. Known as arbitrage, this step is meant to gather people from different and sometimes incommensurable perspectives, methodological and theoretical, for the purpose of clarifying differences and evaluating the potential for conducting research. Here, the student must integrate and report the results of the arbitrage and suggest potential avenues for research, including identification of the barriers and enabling factors. The student will make an oral presentation to faculty and students, and submit a written essay describing the potential steps for initiating an engaged scholarship project.