An Overview of Trauma-Informed Care: Interview with Nancy J. Smyth, Ph.D.

Today's episode of the Social Work Podcast looks at Trauma Informed Care, one of the most promising approaches to working with people without causing additional trauma. And I had the honor of talking about Trauma-informed care with Nancy Smyth, professor and Dean of the School of Social Work at the University at Buffalo. There are three reasons why Nancy was the perfect guest for today's topic. First, she understands what it means to address trauma at the micro, mezzo, and macro level. She has worked in both mental health and addiction treatment settings for over 35 years as a clinician, manager, educator, researcher, and program developer. Second, she's what we like to call a “content” expert. She is a Board Certified Expert in Traumatic Stress.  Her research, teaching, and practice focuses on trauma, substance abuse, and on working with people recovering from those experiences, including the use of innovative treatment approaches like EMDR and mindfulness meditation. In today's episode, we talked about Nancy's interest in Trauma-Informed Care. She identified the basic assumptions behind Trauma-Informed Care. She clarified the relationship between a trauma-informed approach to working with clients and specific empirically supported treatments for people with trauma histories, and treatment for people with PTSD. She talked about some of the ways that she has translated trauma-informed principles into micro-level treatment practices. We ended with resources for people who are interested in learning more about Trauma-Informed Care, including a bunch of episodes on the inSocialWork podcast series.

Perinatal Loss: Interview with Sarah Kye Price, Ph.D.

[Episode 79] Today's Social Work Podcast is on perinatal loss. Perinatal loss includes ectopic pregnancy, spontaneous abortion (which most people call miscarriage), late-pregnancy loss or stillbirth, and neonatal or newborn death.

In today's episode, I spoke with one of the profession's leading scholars and experts on perinatal loss, associate professor of social work at Virginia Commonwealth University, Dr. Sarah Kye Price.

We talked why it is important to do a thorough assessment of pregnancy and pregnancy-related loss during a biopsychosocialspiritual assessment. She talked about the importance of allowing mothers / parents to tell their story. She pointed out that, although no loss is worse than any other, there are different intensities and needs depending on the loss.  She also noted that families in which there was a perinatal loss, there can also be growth. We talked about the different types of interventions and treatment approaches for individuals and families who experience perinatal loss. We ended our conversation with resources for people interested in learning more.

Social Work Ethics: Interview with Allan Barsky, JD, MSW, PhD

[Episode 78]  Today's episode is on social work ethics. Every social worker knows that our profession has, at its foundation, a Code of Ethics (NASW, 1996/2008) that informs our decisions. Most social workers know what is right and wrong. The greatest ethical challenges arise when there is no clear answer – in other words, there may be no clear right or wrong, or the worker may have to choose between the lesser of two evils. In other words, it’s an ethical dilemma.

To get some clarity on how social workers should go about managing ethical dilemmas, I spoke with Allan Barsky. You might remember Allan from Episodes 76, when I we discussed Social Workers in the Court. You might also recognize him from his ethics column in The New Social Worker online or you might have even heard him talk about Ethical Issues in End of Life Care in that other social work podcast from the University of Buffalo, The inSocialWork Podcast. (It's a fabulous podcast, so I would recommend that you check it out). Finally, you might know Allan from his books, Clinicians in Court or the book that we are going to be talking about today, Ethics and Values in Social Work.

Clearly, Allan is kind of ubiquitous when it comes to ethics, so I figured he's a good person to talk to. In today's interview, we discussed Allan's relational 6-stage model of managing ethical issues. We also talked about dual relationships, role-played an ethical situation, and analyzed the role play. We ended our conversation with a discussion of additional ethics resources for social workers.

If you want to find additional references and resources, as well as a transcript of my conversation with Allan, please go to the Social Work Podcast website at socialworkpodcast.com. If you want to join the conversation about clinicians in court, go to our Facebook page at Facebook.com/swpodcast. If you’re on Twitter, you can follow the podcast at twitter.com/socworkpodcast. And now, without further ado, on to Episode 78 of the Social Work Podcast: Social Work Ethics: Interview with Allan Barsky.

Social Workers and the Media: Interview with Maiken Scott

[Episode 77] Despite the fact that social workers are on the front lines and behind the scenes in nearly every facet of life, we're mostly invisible in the entertainment and news media. And when we do show up in the news, it is rarely good. In order to get an idea of what social workers could do to make a difference, I decided to go to the source - a journalist.

In today's episode of the Social Work Podcast, I speak with award-winning journalist, Maiken Scott from WHYY in Philadelphia. Maiken starts by describing what she does – a day in the life of a reporter. She talks about how she finds experts to interview. We talked about how social workers can combat this misperception that social workers are the same as child welfare workers. She encouraged social workers to become advocates for their own professions. She points out that psychology, medicine, and nursing gets all sorts of information to reporters. Social work does not.  She talked about what she looks for in a "good interview." We ended with Maiken's ideas for how social workers could influence the stories that are heard in the media.

Social Workers in Court: Interview with Allan Barsky, JD, MSW, PhD

[Episode 76] In today’s interview, Allan and I talked about what it means for a social worker to be “court ready,” especially for social workers whose jobs do not typically involve going to court. We talked about the difference between forensic social workers and social workers who have to appear in court. Allan talked about the difference between client confidentiality and client privilege, between being a witness and an expert witness, and between preparing for legal proceedings and disciplinary proceedings. He gave some pointers on how social workers should respond to a subpoena. I asked him about what for many clinicians is the most stressful part of going to court - examination and cross-examination. We talked about how social workers can prepare for it, including some strategies for dealing with “tough questions” during a cross-examination. We ended our conversation with Allan providing some resources for social workers who want to know more. If you want to find additional references and resources, as well as a transcript of my conversation with Allan, please go to the Social Work Podcast website at socialworkpodcast.com. If you want to join the conversation about clinicians in court, go to our Facebook page at Facebook.com/swpodcast. If you’re on Twitter, you can follow the podcast at twitter.com/socworkpodcast. And now, without further ado, on to Episode 76 of the Social Work Podcast: Social Workers in Court: Interview with Allan Barsky.

Proposed Changes in DSM-5: Interview with Micki Washburn, LPC-S and Danielle Parrish, Ph.D.

There’s an old saying, “What’s the fastest way to cure mental illness in an entire group of people? Get rid of the diagnosis.” The proposed changes to DSM-5 get rid of some diagnoses and add others. But that's not all. If you're like me, you have lots of questions about changes to DSM-5. When I posted the question “what would you like to know about the DSM-5” to the Social Work Podcast Facebook page 11 people responded in less than an hour and 20 people responded by the end of the day. So, what did they want to know? Jessica, Shelly, Sandy, Spring, Paul, and Suzannah wanted to know about autism, depression, and personality disorders. Shylah and Jen wanted to know about addictions. Lisa wanted to know what was up with ADHD. Ciarrai and Lyndon posed some great questions about the merits of DSM diagnosis in social work practice.

In today's Social Work Podcast, I speak with Micki Washburn, MA, LPC-S, NCC and Danielle Parrish, Ph.D. about proposed changes in DSM-5. We talked about the cross-cutting dimensional assessment, changes in the organization of the DSM-5, and changes in diagnoses such as ADHD, Asperger’s, Autism, Depression, Substance Use, and personality disorders.  We talked about some of the intended consequences such as greater accuracy for diagnosis, and some of the possible unintended consequences such as loss of funding for diagnostic-specific services.  We end with some thoughts about social work’s role in the new DSM.

Update: DSM-5 is scheduled to be published on May 18, 2013. Social work licensure exams in the USA (ASWB) will not require DSM-5 until 2015.

The Chronological Assessment of Suicide Events (CASE) Approach: Interview and Role Play with Shawn Christopher Shea, M.D.

[Episode 74] Today’s Social Work Podcast is an interview with Shawn Christopher Shea, M.D., developer of an approach to uncovering suicidal ideation and intent called the Chronological Assessment of Suicide Events (CASE) approach. In today’s episode, Shawn takes us through the CASE approach. He explains the value of assessing for suicidal content at different time points and emphasizes that eliciting suicidal ideation and intent is a difficult and sensitive topic. He talks about how moving through the CASE approach to help establish a therapeutic alliance and rapport with suicidal clients. He emphasizes the art of the interview, using validity techniques, and how we use words as central to uncovering suicidal ideation and intent. He talks about how the CASE approach is useful for any mental health provider. Shawn makes the argument that the CASE approach is an ideal approach to for assessing for suicidal risk that doesn’t sound like a pat suicide assessment. He emphasizes that the CASE approach is one-third of a thorough suicide assessment, the other two parts being identifying risk and protective factors, and the final part being developing a clinical formulation.

This figure represents the three components of a thorough suicide assessment. The CASE approach  provides a framework for assessing the information in the red square (ideation, plan, behaviors, desire, and intent).

Shawn has written that a thorough suicide assessment has three parts: 1) Gathering information related to risk factors, protective factors, and warning signs of suicide; 2) Collecting information related to the patient’s suicidal ideation, planning, behaviors, desire, and intent; and 3) Making a clinical formulation of risk based on these 2 databases. He writes that in the “clinical and research literature, much attention has been given to the first and third tasks (gathering risk/protective factors/warning signs and clinical formulation). Significantly less attention has been given to the second task—the detailed set of interviewing skills needed to effectively elicit suicidal ideation, behaviors, and intent. But in many respects, it is the validity of the information from the second component that may yield the greatest hint of imminent suicide.” (Shea, 2009, p. 1).

My interview with Shawn is a single episode in two continuous parts. In Part I Shawn and I talk about the CASE approach, including some of the validity techniques he has developed or uses to elicit suicidal ideation and intent. In the second part Shawn and I do a role play where he uses the CASE approach. 

Non-Suicidal Self-Injury (NSSI): Interview with Jennifer Muehlenkamp, Ph.D.

Today’s Social Work Podcast looks at the issue of non-suicidal self injury, or NSSI. According to the International Society for the Study of Self-Injury, NSSI is the intentional destruction of body tissue without suicidal intent and for purposes not socially sanctioned. I spoke with Jennifer Muehlenkamp, Ph.D., associate professor at the University of Wisconsin - Eau Claire, and one of the world’s leading experts in NSSI. In today’s episode, Jennifer and I talked about the definition of NSSI,  the intersection between suicidal and non-suicidal self-injury, and some things that clinicians should and should not do when working with clients who self-injure. We ended our conversation with some speculation on the future of NSSI as a stand-alone psychiatric disorder in the DSM-5.

Psychodynamic therapy with vulnerable and oppressed populations: Interview with Joan Berzoff, M.S.W., Ed.D.

[Episode 72] Today's episode of the Social Work Podcast explores the question of what makes psychodynamic theory a valuable approach for working with vulnerable and oppressed populations.

I was excited to talk with my guest, Joan Berzoff, professor of social work at Smith College, because she's an expert on psychodynamic practice and addresses this very issue in her 2012 edited text, Falling Through the Cracks: Psychodynamic Practice with Vulnerable and Oppressed Populations, published by Columbia University Press. In today's interview I asked Dr. Berzoff, what makes psychodynamic theory a valuable or useful approach for working with vulnerable, at-risk, and oppressed populations? Why should therapists be concerned about that which is symbolic in a client's life? Dr. Berzoff talked about the value of curiosity in psychotherapy; the use of insight; applications of psychodynamic theory to school-based programs; why don't people think of basic social work practice as psychodynamic; and how to conceptualize the role of insight-oriented work with clients whose basic needs are not being met.

VA Benefits and Funding for Accredited Colleges in Social Work

This article was written by June Olsen for the Social Work Podcast. June contacted me and asked if she could write an article for the Social Work Podcast about veteran's benefits. I thought this was a very important issue, having had a very thought-provoking conversation with Anthony Hassan on the role of schools of social work and the military (Episode 68: The Training and Education of Military Social Workers, and Episode 69: Cultural Considerations in Military Social Work). June was kind enough to write a brief summary of current benefits that are available to vets through the VA. There is no audio for this blog post. If you have questions about educational funding for veterans, please contact June at june.olsen80@gmail.com.

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Providing an education for armed forces veterans returning from service is key to ensuring a smooth transition for vets aiming to transition back to a civilian lifestyle. The U.S. Department of Veterans Affairs, or the VA, funds a number of activities that support the educational pursuits of veterans and their dependents that study social work, whether through direct financial assistance or program support at different traditional and online colleges.

In February 2011, the U.S. Government Accountability Office (GAO) published a report on the educational benefits distributed by the VA to veterans seeking higher education in America. The report found that total educational benefits, including those paid to veterans studying social work, was $9 billion for the 2010 fiscal year. Most of these funds were distributed through scholarship opportunities funded by the Post-9/11 GI Bill.

Most of these educational benefits are distributed by the VA through partnerships with state approving agencies, or SAAs. SAAs provide review of educational institutions and approve individual colleges and universities as accredited for VA funding. These findings, plus enrollment numbers at approved schools, typically dictate how much aid a school can distribute to students eligible for educational benefits through the VA. During the 2010 fiscal year, the U.S. GAO estimated that VA educational benefits were extended to more than 700,000 individual students.

Educational benefits distributed by the VA through the Post-9/11 GI Bill are sent both to the school to directly cover tuition and other fees and to the student to cover housing payments. Eligible students attending public institutions can receive a maximum reimbursement of all tuition and housing expenses while students attending private schools have their benefits capped at $17,500 per academic year, according to information published on the U.S. Department of Veterans Affairs website.

Veterans who are eligible for Post-9/11 GI Bill benefits with at least 10 years of service in the armed forces may request a transfer of their educational benefits to a child, a spouse or a combination of both. The amount of VA educational funding received is tied to the length of service completed by the veteran. Along with tuition and housing, eligible students may receive an annual books and supplies stipend of up to $1,000 or a $500 stipend for students relocating to school from rural areas.

Most of the educational benefits provided by the VA to veterans of the armed forces are not typically limited to degree programs in social work. However, the VA does support special programs that offer educational benefits for social workers employed by the department who want to increase their education in social work.

One such program is offered in partnership with the Gerontological Society of America, announced through the VA’s Office of Academic Affiliations. PhD-level social workers employed by the Veterans Health Administration can receive funding for two years of mentored research in the Hartford Geriatric Social Work Scholars Program. Eligible students must have at least one graduate degree from an educational program focused on social work and must be able to prove an interest in health issues related to aging and geriatrics.

Social work students who believe that they may be eligible for educational benefits through the Department of Veterans Affairs should visit their school’s Office of Veterans Affairs. Most higher learning institutions which have been approved for VA educational benefits have an office operated by the VA which is responsible for educating students about programs of interest or financial aid opportunities. Representatives at these offices will help students’ research funding opportunities, set up direct deposits for awarded funds or assist with enrollment verification.

If you have questions about educational funding for veterans, please contact June Olsen at june.olsen80@gmail.com.

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APA (6th ed) citation for this podcast: Olsen, J. (2012, April 16). VA Benefits and Funding for Accredited Colleges in Social Work. Social Work Podcast. Podcast retrieved Month Day, Year, from http://socialworkpodcast.blogspot.com/2012/04/va-benefits-and-funding-for-accredited.html