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Online Learning Blog https://msw.usc.edu/mswusc-blog/recent.atom/ 2017-03-27T18:18:33Z Unknown author Werkzeug My Social Work Graduate School Application: What Do Schools Want to See on My Resume? http://81uvpi.msw.usc.edu/mswusc-blog/my-social-work-graduate-school-application-what-do-schools-want-to-see-on-my-resume/ 2017-03-27T18:18:33Z 2017-03-27T18:18:33Z MSW@USC Staff
As part of the application process for the USC Suzanne Dworak-Peck School of Social Work, prospective students are required to submit their resume. Following are three tips to keep in mind to help ensure your resume is both high quality and effective.

Congratulations on applying to the Master of Social Work (MSW) program! As you move along the path toward earning your MSW, your academic and professional goals will become intertwined. An MSW will prepare you with the education and qualifications to work as a professional social worker across the country.

As part of the application process for the USC Suzanne Dworak-Peck School of Social Work, prospective students are required to submit their resume. Following are three tips to keep in mind to help ensure your resume is both high quality and effective.

Highlight your relevant experience. As an aspiring social worker trying to stand out from hundreds of other applicants, it's helpful to call attention to experience you've had in the field. This could include internships you've held while in school or outside of school; working in roles or organizations that provide social services; or volunteer positions where you contributed to the greater good. Your resume doesn't have to include every single field experience you've had, but as a marketing document, it should be focused on the work you've done that will be most relevant to the next steps you're trying to take.

Showcase your transferrable skills. For many students, graduate school is a way to make a career change. Your past work experience may be completely different from the type of work you hope to do in the future. If this describes you, you'll be happy to know that there are likely a large number of skills from your past work or volunteer experiences that may transfer to your new career. Identify and highlight key areas where you've used your "soft" or "people" skills — problem-solving, management, community outreach and relationship building are all applicable to social work.

Make sure your resume is professional and error free. This may sound simple, but paying attention to formatting, content and proofreading can make the difference between looking like a thoughtless or thoughtful future social worker. Review our checklist of basic resume tips, and make sure you've had at least one person proofread your resume for grammar and spelling errors before submission. For examples of effective content and formatting, take a look at these sample social worker resumes and use them as inspiration to create your own successful resume.

All graduate students in the USC Suzanne Dworak-Peck School of Social Work's online MSW program have access to our Career and Professional Development team specialists at every stage of their academic career. We've created a Virtual Career Center that contains specific resources and information on how social workers can obtain state licensure, create their professional brand, develop a strong network, hone their interviewing skills and much more. We're dedicated to helping students get the jobs they want after graduation and have a team of experienced staff members who have one-on-one coaching conversations with students every day.

Best of luck with your graduate program application!

Image: Tax Haven used under CC Public License / Cropped from original.
 Freedom's Journey: Understanding Human Trafficking https://msw.usc.edu/freedoms-journey-understanding-human-trafficking/ 2017-03-20T18:04:00Z 2017-03-20T18:04:00Z
 Combatting the spread of human trafficking requires first recognizing the scope of the problem. To help facilitate the conversation around ending human trafficking, the USC Suzanne Dworak-Peck School of Social Work created the following guide that offers an in-depth look at the areas where trafficking is most prevalent, the forms of exploitation that exist, and the root causes of this epidemic.
 All School Day 2017 Recap — Human Dignity: How Poverty Affects Human Rights http://81uvpi.msw.usc.edu/mswusc-blog/all-school-day-2017-recap-human-dignity-how-poverty-affects-human-rights/ 2017-03-16T19:31:29Z 2017-03-16T19:31:29Z MSW@USC Staff
In the weeks leading up to All School Day 2017, USC Suzanne Dworak-Peck School of Social Work professors and students engaged in a discussion about poverty and its effect on human rights by using the hashtag #ASD17. View a recap of the live Tweet chat.

In the weeks leading up to All School Day 2017, "Human Dignity: How Poverty Affects Human Rights," USC Suzanne Dworak-Peck School of Social Work professors and students, members of the public, and expert speakers engaged in a discussion about poverty and its effect on human rights by using the hashtag #ASD17. You can view a recap of the live Tweet chat below.

View the #ASD17 Tweet Chat Recap on Storify

Do you have more thoughts on this year's discussion? Keep the conversation going by using #ASD17 on Facebook and Twitter to share your reactions and thought-provoking articles.

Thank you to everyone who participated in the discussion on campus and online for their input!
 Video: DSW@USC Faculty Panel http://81uvpi.msw.usc.edu/mswusc-blog/video-dsw-usc-faculty-panel/ 2017-03-15T17:41:18Z 2017-03-15T17:41:18Z MSW@USC Staff
The DSW@USC called on Drs. Marvin Southard, Herbert Hatanaka and Jacquelyn McCroskey to talk about the impact that earning their DSW has had on their careers. Not only do they each hold a DSW degree, but they are also USC professors who understand what sets the DSW@USC apart from other Doctor of Social Work programs.

The University of Southern California Doctor of Social Work (DSW) program, the DSW@USC, is designed to prepare scholar-practitioners to harness innovative solutions to solve real-world problems. Our goal is to bring social workers into the greater public discourse as they explore ways to create a stronger, fairer society and ensure basic human rights for people everywhere.

If you are interested in learning more about the online DSW program from USC, we encourage you to start by learning more about the curriculum and program leadership. It also helps to hear from professionals about their experiences after earning a DSW. Knowing the impact on your career that earning a DSW degree may have will help you make a decision about whether the degree is right for you.

To help inform prospective students, the DSW@USC called on Drs. Marvin Southard, Herbert Hatanaka and Jacquelyn McCroskey to talk about the impact that earning their DSW has had on their careers. Not only do they each hold a DSW degree, but they are also USC professors who understand what sets the DSW@USC apart from other Doctor of Social Work programs.

During the panel discussion, the faculty members will:

Discuss why they chose to earn their DSW and the factors that went into their decision-making process.

Explain how their careers have changed as a result of earning their DSW.

Provide examples of opportunities in which they felt more prepared to lead problem-solving initiatives in the field because of their DSW education.

Share their expectations for DSW@USC students.

Describe the roles and settings graduates might expect to work in after earning their DSW from USC.

Provide advice for social work professionals considering the DSW@USC for their graduate education.

Watch the panel discussion below to learn more about the program and the impact earning a DSW could have on your career.

As you may now know, the DSW@USC is a program designed for working professionals who are interested in making a greater impact in their practice. By focusing the program's curriculum on the Grand Challenges for Social Work, graduates will be prepared to make widespread change in the areas that need it most.

If you are interested in learning more about the DSW@USC, please visit the Doctor of Social Work page or contact an admissions counselor at email@example.com.
 Join Us for All School Day — Human Dignity: How Poverty Affects Human Rights http://81uvpi.msw.usc.edu/mswusc-blog/human-dignity-how-poverty-affects-human-rights/ 2017-02-08T20:32:48Z 2017-02-08T20:32:48Z MSW@USC Staff
Social workers have a unique role to play in helping to eradicate poverty and ultimately ensure the rights of people worldwide. The USC Suzanne Dworak-Peck School of Social Work is leading a conversation on poverty and its effect on human rights by hosting an open dialogue at this year's All School Day (ASD).

More than 6 million children die from malnutrition every year, according to Amnesty International. More than 800 million people go to bed hungry every day. Every minute, a woman dies in pregnancy or childbirth. What's the common thread in all of these tragedies?

Poverty.

The Universal Declaration of Human Rights, adopted by the United Nations in 1948, states that "Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control."

Comparing the current state of poverty in the world to the Universal Declaration of Human Rights exposes a harrowing truth: We are not doing enough to combat poverty, which is leading to human rights violations worldwide.

As social workers, we have a unique role to play in helping to eradicate poverty and ultimately ensure the rights of people worldwide. Understanding the importance of this issue, the USC Suzanne Dworak-Peck School of Social Work is leading a conversation on poverty and its effect on human rights by hosting an open dialogue at this year's All School Day (ASD). The event will feature expert speakers and panelists who will facilitate discussion, propose solutions and answer questions. USC will also open this discussion to the general public to provide a platform for meaningful conversation about poverty as a human rights issue.

What Is All School Day?

The USC Suzanne Dworak-Peck School of Social Work's annual All School Day event began after the civil unrest of the Los Angeles riots in 1992 that were compounded by existing racial tensions. Since then, students, faculty members and community leaders have gathered each year to celebrate diversity through an exchange of ideas and to learn how to better communicate despite differences in race, gender, sexual orientation, religion, age, social class and disability.

Event Details

Students will attend the event on campus, while MSW@USC students and the general public are invited to live stream the event beginning at 9 a.m. PST on February 15.

Join the livestream here.

Anyone can join the #ASD17 Twitter chat by following @uscsocialwork and @MSWatUSC. You can submit questions online for the speakers and panel using the online form.

Having Trouble with the Live Stream?

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Featured Keynote Speakers

Lucy Williams

Lucy Williams is a Professor of Law at Northeastern University School of Law. A nationally recognized authority on welfare law and low-wage labor, Professor Williams focuses on the dependency created in low-wage labor relationships, and how the political rhetoric connecting "dependency" with receipt of welfare has diverted attention from the structural issues within low-wage labor markets. She has a long and impressive record as both an academic and a litigator in the areas of unemployment insurance, Social Security and related welfare programs. In recent years, Professor Williams has expanded her work to address issues of global poverty and the legal limits of social and economic rights. She currently convenes the International Social and Economic Rights Project (iSERP) and co-directs the law school's Program on Human Rights and the Global Economy. Before joining the Northeastern faculty, Professor Williams was an attorney with the Massachusetts Law Reform Institute for 13 years.

Amy Ziering

Amy Ziering is a two-time Emmy Award-winning and Academy Award-nominated filmmaker. Her work looks at social issues and their impact on human rights, ultimately serving as a tool for transformative social change. Her most recent film, "Hunting Ground" — a documentary centered on rape culture on college campuses — premiered at the 2015 Sundance Film Festival. The film was the 2016 recipient of the Producer Guild of America's Stanley Kramer award; and was nominated for the Academy Award for Best Original song. Her previous film, "The Invisible War," an investigation into the epidemic of rape in the U.S. military, won the Audience Award at the 2012 Sundance Film Festival; won two 2014 Emmy Awards for Best Documentary and Outstanding Investigative Journalist; and was nominated for an Oscar. The release of "The Invisible War" sparked conversation about sexual assault in the military and catalyzed the passing of 35 pieces of reform legislation.

Alicia Cass, MSW

Alicia Cass is a graduate and current doctoral student at the University of Southern California. A former foster youth, abuse victim, teenage mother, high school dropout and gang member, Alicia had a challenging start, until her life changed. She started her higher education journey at the age of 28, with six children, by enrolling at USC to earn a bachelor's degree in sociology. Proudly, at age 37, Alicia earned her Master of Social Work from USC while raising her family as a single parent. While at USC, Alicia received numerous accolades and various awards. Now, Alicia is a doctoral student at USC. In response to the challenges Alicia faced in her earlier years, she founded The Metamorphosis Experience, or "ME," a nonprofit that helps women, girls and youth overcome the same obstacles she faced. The Metamorphosis Experience provides gang intervention, job readiness training and delinquency prevention programs to those in need.

Panelists

Niels Frenzen

Niels Frenzen is director of the USC Gould School of Law Immigration Clinic, which provides legal representation for those seeking asylum due to torture, rape and other severe violence experienced in their home countries. The clinic also works on advocacy and research projects designed to document and improve the conditions of confinement for detained immigrants. Clinic students represent clients in Violence Against Women Act (VAWA) immigrant visa petitions, crime victim visas, general deportation defense, and appeals to the Board of Immigration Appeals, among other situations. Prior to joining USC, Frenzen practiced with nonprofit law offices, including working as directing attorney of the Immigrants' Rights Project at Public Counsel in Los Angeles.

Ellen Olshansky

Ellen Olshansky serves as founding chair and professor of the new Department of Nursing at USC. She is a women's health nurse practitioner and a researcher focused on women's health across the lifespan, with a particular emphasis on reproductive health. Before joining the USC faculty, she was professor and founding director of the Program in Nursing Science at the University of California, Irvine. While at UCI, she chaired the Community Engagement Unit of the Institute for Clinical & Translational Science, funded by the National Institutes of Health Clinical and Translational Sciences Award. She also served as director of the newly inaugurated Initiative to End Family Violence. While at the University of Pittsburgh School of Nursing, where she served as chair of the Department of Health and Community Systems, she developed an interdisciplinary qualitative research group. Olshansky previously served as a board member of the Orange County Human Relations Council.

Join the Conversation

Make your voice heard by sharing your thoughts, questions and related articles using #ASD17. Your social posts may be featured on the MSW@USC blog following the event!
 Understanding and Combating Social Isolation in the Digital Age http://81uvpi.msw.usc.edu/mswusc-blog/understanding-and-combating-social-isolation-in-the-digital-age/ 2017-02-06T16:25:23Z 2017-02-06T16:25:23Z
Robert Weiss, a licensed clinical social worker, examines what factors make a person more or less likely to successfully negotiate the landscape of intimate emotional connection in today's digital world.

This article was written by Robert Weiss, a licensed clinical social worker, certified sex addiction therapist and author of several books, including "Closer Together, Further Apart: The Effect of Technology and the Internet on Parenting, Work, and Relationships."

In a world where people can have hundreds of Facebook friends while simultaneously connecting to a global web of communities, cultures and experiences, who could ever say that they feel lonely? And yet so many do. As a social worker this causes me to wonder: Beyond any given person's ego strength and innate ability to self-regulate, what are the factors that make a person more or less likely to successfully negotiate the landscape of intimate emotional connection in today's digital world?

One clear factor is a person's fluency and comfort level with technology — a dynamic that often depends more on a person's age than anything else. Think of it this way: Would Suzanne, a 24-year-old self-employed computer programmer who lives alone and works from home but interacts with friends and family almost constantly via text, games and social media feel alone and isolated? The answer is that she probably would not. But Jeanette, a 63-year-old widow whose social interactions are also mostly online very well might feel lonely and isolated, even if she's got a ton of friends on Facebook and several grandkids who text her daily.

The primary difference between these two women is that Suzanne is a "digital native" and Jeanette is a "digital immigrant." In other words, Suzanne grew up in an online world where texting, digital gaming, video chat and simultaneous virtual and real-world conversations were the norm, while Jeanette grew up in an analog world where face-to-face conversations and lengthy, late-night phone chats were the pathways to meaningful social interaction. Thus, Suzanne learned to be social in both the digital and real worlds, but Jeanette did not.

For Suzanne, chatting via text and social media is every bit as satisfying as chatting in person or by phone. For Jeanette, it's a different story. Even though she might enjoy the scrapbooking aspects of Facebook (and the "likes" this gets), along with the updates her friends and family provide — letting her know where they are, who they are with and what they are doing — this interaction tends to leave her feeling left out rather than connected. Moreover, getting text messages from her grandkids feels, to her, like a weak attempt at meeting their obligation to stay in touch. So instead of being happy to hear from them she thinks, "If they really cared about me, they'd call, right?" Because that's the way she learned to do it.

My point is that meaningful social connection looks different for different people — and age is often the defining factor, with younger and older people occasionally judging one another's methods and forms of social bonding. I wrote at length about this idea in my book "Closer Together, Further Apart," a social-work-focused volume about technology, intimacy and our newly evolved, digitally driven generation gap. I will summarize some of my conclusions below, with a few additional thoughts on combating social isolation in the 21st century.

First, however, I would like to point out that a great deal of research — in particular the Harvard Study of Adult Development, which looks at two distinct cohorts over the course of 75 years (essentially, the entire life span) — tells us that it's not the number of connections a person has that's most important; instead, it's the quality of a person's connections that matters most. Therefore, efforts at combating actual or perceived social isolation should focus on quality rather than quantity. In other words, the development of primary social connections (trusted family and close friends) is considerably more important than the development of secondary social connections (clubs, churches, workplace and other organizational affiliations) — though secondary social connections should not be undervalued, as they can create, if we are lucky, new primary connections.

The internet and related technologies provide a vast array of, often relatively superficial, secondary social connections. Things like chat rooms, gaming sites, social media and discussion forums all facilitate significant amounts of shallow social contact. Often, people interact somewhat regularly for long periods of time without actually knowing much at all about one another. Gamers, for instance, may not even know the real names of the people with whom they spend their virtual-world time. Unsurprisingly, this type of surface socialization is much less likely to lead to a primary social connection than attending church, taking a pottery class or playing on a softball team.

Nevertheless, primary social connections can and often do arise through online interactions. How many people do you know who met their significant other — or at least a new friend or two — through an online dating site? So yes, digital interactions can be quite powerful in terms of creating real-world connections.

Another important issue is that we are living in a different world today than that of a generation ago. The era of neighborhood picnics, regular gatherings of extended family, church socials and other communal events is rapidly disappearing. If I want to grab a quick dinner after work with one of my friends, I generally need to schedule it several days in advance, almost like an appointment with my doctor, because we are living in a busier world. If you don't believe me, just think about how many emails you have to deal with at home after your workday ends. So much for free time, right? Plus, we've moved away from agrarian forms of communal living, replacing that with more tightly packed but less emotionally connected forms of urban living. Thus, grandmother no longer lives upstairs; instead, she's hundreds of miles away.

But what does this mean in terms of social isolation? For many people, especially younger people, thanks to social media, texting, video chats and the like, not much. These individuals are well-versed and comfortable in the digital social milieu, and as long as they're able to regularly stay in touch with their primary social connections, either in person or online, they're fine. Digital connectivity helps them to be "in community" as if they were living next door to the people they love and care about the most. For others, however, usually older individuals who are not as knowledgeable about or comfortable with digital connectivity, feelings of isolation and disconnection may set in.

Just a few days ago I was talking with my friend Eve, whose only child, a much-adored daughter, had just left for college. Over coffee Eve lamented, "We used to talk constantly, nonstop, about every little thing. But since she's gone away to college she hasn't called me even once. We haven't had a single conversation. I really miss her, and I can't believe how lonely I am without her." I murmured some understanding and supportive words, and something about kids needing to grow up and separate from their parents. And then I asked, "Is she texting?" Eve responded, "Yes. All day, every day. One little thing after another. And her Instagram feed is overflowing. But she never calls me!"

As it turns out, Eve has been getting a minimum of 10 texts per day from her daughter. But she still doesn't feel like she and her daughter are having meaningful interactions — because she doesn't understand that for young people text messages and Instagram posts are not just informational updates, they're a meaningful way to stay in touch and sometimes an invitation to converse on a deeper and more intimate level, albeit digitally.

Once again, this is a generational issue more than anything else. Younger people typically see little difference between a conversation that takes place via text and a conversation that takes place in person. In their minds, chatting with a friend is chatting with a friend, regardless of the venue. Their parents and grandparents may not agree, but that doesn't make it any less true. Plus, digital natives tend to multitask when they communicate — having a face-to-face conversation with one person while texting with another and also posting on social media. To them, this is a perfectly normal and acceptable thing to do. Digital immigrants, however, people who were raised in a world where giving anything less than 100 percent of your attention is viewed as rude, find this behavior unacceptable, wondering, "Why will you not give me your full attention? Do you not care about me?"

Despite these generational differences, older people can learn to enjoy, trust and connect in meaningful ways through technology. In fact, older individuals, if they are taught to use technology effectively, can benefit from digital interactions as much as if not more than younger people. For example, teaching lonely grandparents how to video chat with their grandkids facilitates connection in a way that would almost certainly not happen face to face (because the grandkids are so digitally oriented). Those same lonely grandparents, if they learn to email, text and play around on social media, can stay in touch with not only the grandkids but also other family members and probably a lot of friends from years gone by. Maybe a best friend and confidant in high school, who moved away shortly after graduation, can, via Facebook and FaceTime, once again be a close friend.

Regardless of a client's age, technology can be an extremely effective tool for fighting social isolation. The trick for social workers and counselors is understanding a client's needs, social attitudes and level of technical expertise. For instance, some younger clients are so used to quick and superficial digital conversations that they've grown phobic about sharing anything meaningful. These individuals will need to be coached in ways that help them open up, trust and develop deeper emotional bonds. Meanwhile, many older people are perfectly willing to trust and be intimate, but they feel lost in the digital universe. These individuals must be taught that technology can help them connect in meaningful ways and how to go about making that happen.

As stated in a recent American Academy of Social Work and Social Welfare position paper, overcoming social isolation in an increasingly digital world requires considerable innovation in terms of both individual and societal-level interventions. To this end, it is important to recognize that every major demographic group in the United States — and worldwide, for that matter — is becoming more digitally fluent and dependent by the day. Laptops, tablets and smartphones are now almost ubiquitous. The downside, of course, is that digital devices can facilitate isolation through superficial interactions or fear of use. The upside, though, is that clients can be taught to overcome these shortcomings and to use technology to both create and maintain meaningful primary social connections.

Robert Weiss, LCSW, CSAT-S, is senior vice president of national clinical development for Elements Behavioral Health, creating and overseeing addiction and mental health treatment programs for more than a dozen high-end facilities, including Promises Treatment Centers in Malibu, The Ranch in rural Tennessee and The Right Step in Texas. He is the author of several books, including "Sex Addiction 101;" "Sex Addiction 101, The Workbook;" and "Cruise Control: Understanding Sex Addiction in Gay Men." He is also a co-author, with Dr. Jennifer Schneider, of Closer Together, Further Apart and Always Turned On: Sex Addiction in the Digital Age. He contributes regularly to Psychology Today, The Huffington Post, Psych Central, Counselor magazine, MindBodyGreen.com, I Love Recovery Café and Addiction.com, among others. For more information, please visit his website at robertweissmsw.com or follow him on Twitter, @RobWeissMSW.

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Image: WOCinTech Chat used under CC Public License / Cropped from original.
 Ending Human Trafficking through Education and Awareness http://81uvpi.msw.usc.edu/mswusc-blog/ending-human-trafficking-through-education-and-awareness/ 2017-01-11T17:25:07Z 2017-01-11T17:25:07Z MSW@USC Staff
As we recognize Human Trafficking Awareness Day, the USC Suzanne Dworak-Peck School of Social Work acknowledges the need for greater public education around the practice of human trafficking in order to help aid the more than 20 million victims who live as modern-day slaves.

Slavery is not a closed chapter of world history. While the modern practice may look different than the visuals of humans in chains that pepper history books, slavery continues to impact the lives of millions of people who are exploited for profit by human traffickers. Pushed primarily into forced labor and sex work, victims are recruited through a combination of coercion, force and fraud, often working right in front of our eyes in industries such as agriculture, construction and caretaking. As we recognize Human Trafficking Awareness Day, the USC Suzanne Dworak-Peck School of Social Work acknowledges the need for greater public education around the practice of human trafficking in order to help aid the more than 20 million victims who live as modern-day slaves.

"Trafficking and modern-day slavery is an incredibly complex, monster of a problem," said Annalisa Enrile, USC Clinical Associate Professor. "Our attempts to bring it down to size, to make it simpler and more manageable have failed. We need to recognize that it as big as it is, as wicked or grand as it currently is. That is the only way that we will understand the sheer expanse that our practice needs to cover."

Join MSW@USC as we shed light on the scope of this global problem by sharing this short educational video which provides an overview of the practice of human trafficking and offers ways that everybody can help. This video is part of a larger campaign that will take an in-depth look at the global impact of human trafficking.

Please feel free to share our video. When doing so, please include sourcing to "MSW@USC, the USC Suzanne Dworak-Peck School of Social Work's online Master of Social Work program."
 An Open Letter to Faculty, Students, Alumni and Friends of the School http://81uvpi.msw.usc.edu/mswusc-blog/an-open-letter-to-faculty-students-alumni-and-friends-of-the-school/ 2016-12-06T14:59:10Z 2016-12-06T14:59:10Z MSW@USC Staff
Dean of the USC Suzanne Dworak-Peck School of Social Work, Marilyn Flynn, recently published a letter addressing the presidential election results and how important the social work community will be during the next four years.

An Open Letter to Faculty, Students, Alumni and Friends of the School

Dean of the USC Suzanne Dworak-Peck School of Social Work, Marilyn Flynn, recently published a letter addressing the presidential election results and how important the social work community will be during the next four years. Following is an excerpt from the letter:

"As dean, I am writing to affirm dedication by our school to bringing ideas, analysis and evidence to the remaking of health and social policy in this nation. The school has taken on responsibility for several of the Grand Challenges of the American Academy of Social Work and Social Welfare, which together represent a significant social agenda for the 21st century. We can anchor ourselves and our work in these Grand Challenges, stay focused on the problems we must solve, and work with the public and private sectors at every level."

You can read the full letter from Dean Flynn on the Suzanne Dworak-Peck School of Social Work website.
 7 Ways to Be Mentally Strong http://81uvpi.msw.usc.edu/mswusc-blog/7-ways-to-be-mentally-strong/ 2016-11-21T16:51:00Z 2016-11-21T16:51:00Z MSW@USC Staff
Whether a challenge is professional or personal, people need to be mentally strong in order to push through and overcome it. The increased level of support that social workers provide for clients only heightens this need.

Everyone hits roadblocks. Whether a challenge is professional or personal, people need to be mentally strong in order to push through and overcome it. As social workers, the increased level of support that we provide for our clients only heightens this need. Below is a list of seven tips, adapted from 13 Things Mentally Strong People Don't Do and 8 Things Mentally Strong People Do Every Single Day by Amy Morin, LCSW. We hope our list of seven ways to be mentally strong can help you cope with any challenges that may be thrown your way.

Embrace change

Change, whether positive or negative, is a constant in 21st-century life. It's important to embrace the changes that happen in our lives and see every change as an opportunity to grow. If you welcome changes and remain confident in your ability to adapt, you will be in a better mental state than if you had been rigid.

Invest your energy in the present

Once you've been able to embrace the changes in your life, it's important to invest all of your energy in the present day. The past is the past, and you can't change that. Learn from your mistakes and apply those lessons to new challenges you're overcoming.

Be willing to fail

There will inevitably be times in your life when you feel like you have failed. Always be willing to accept failure, especially when you know you have taken all the necessary steps to achieve success. Many times, failures are can be turned into positive learning experiences that will help you grow. In addition to those moments when failure or success is simply out of your hands, there are times when taking calculated risks are beneficial. Taking a calculated risk means you have thoroughly thought through the decision and are willing to risk failure for the potential benefits. Growth can only occur outside your comfort zone.

Celebrate other people's success

When those around you find success, make a concerted effort to celebrate. Remember that hard work leads to success and respect the effort your peers have made. It's easy to let other people's success make you feel like you're falling behind, but accept that your hard work will lead to your own personal success.

Transform negativity into productive energy

When negativity gets you down, it's important to reframe your thoughts in a way that benefits your mental health. It's OK to have these thoughts, but don't let them hold you back from making important moves in your personal life or career. To reframe negative thoughts, think of the ways you can make them productive or motivational.

Set long-term, achievable goals

Achieving goals in life is always gratifying and can remind you of your purpose. Working toward these goals is equally exciting and can give life added meaning, which can help to build mental strength. When establishing goals, think in extended time periods rather than short sprints with instant gratification at the end.

Be mindful of logic in decision-making

It's important to be aware of your emotions, but recognize how much they influence your daily behavior. While thinking through important decisions, don't let your emotions rule your judgment. Balance your emotions with logical thought to ensure you make the best possible decision for yourself.

We hope our tips help you live a happy, fulfilled life! Looking for ways to help others become mentally strong? If you don't already hold a Master of Social Work, check out the USC Suzanne Dworak-Peck School of Social Work's online MSW program, the MSW@USC, where you can earn the credentials needed to become a social worker.

Photo credit: Marina Aguiar used under CC BY / Cropped from original.
 #YouMatter: 60 Ways To Show Someone You Care http://81uvpi.msw.usc.edu/mswusc-blog/60-ways-show-someone-you-care/ 2016-11-20T16:21:00Z 2016-11-20T16:21:00Z Gabriela Acosta

The University of Southern California School of Social Work invites you to participate in You Matter, a grassroots campaign designed to foster well-being and bring back some much-needed human connection. Use our Care Cards to tell someone why they matter to you...

The USC Suzanne Dworak-Peck School of Social Work invites you to participate in You Matter, a grassroots campaign designed to foster well-being and bring back some much-needed human connection. Use our Care Cards to tell someone why they matter to you.

The purpose of a Care Card is to serve as a random act of kindness — a message of love, friendship or appreciation. The You Matter campaign encourages human connection and is a reminder that we're all in this life together. You never know what someone may be going through, and simply checking in can have a huge impact on that person's well-being. Take a moment to tell someone, "You Matter," by downloading a Care Card today!

Below are 60 ways you can use a Care Card to tell someone they matter to you.

Peer Support

Thank a friend for being there when times were tough. (Example: You Matter Because…you let me cry on your shoulder.)

Show someone you appreciate them for being a good friend.

Describe a time a small act made a big difference. (Example: You Matter Because… you brought me soup when I was sick.)

Give someone a compliment.

Tell someone why their talent/skills inspire you.

Show your best friend why they are the BEST.

Highlight a unique trait. (Example: You Matter Because… you rock those red curls and inspire me to do the same!)

Family Appreciation

Send a Care Card to…

A sibling

A cousin

A parent

Aunts and uncles

Grandparents

Close family friends

Anti-Bullying

Tell someone who has been bullied why they matter to you. (Example: You Matter Because…you don't let anyone change who you are, and that inspires me!)

Thank a friend for intervening or standing up against bullies.

Thank an adult, teacher or staff member for helping you with a bully.

Thank a friend for listening and empathizing with what happened.

Tell a classmate who has been bullied that you are there for them.

Encourage a friend who stopped bullying. (Example: You Matter Because…you are trying to be a better person.)

Mental Wellness

Tell someone why they make your life better.

Thank someone for making a difference in your life. (Example: You Matter Because…you taught me to be proud of who I am.)

Tell someone you love them.

Tell a friend how they have inspired you to be a better person. (Example: You Matter Because…you inspired me to give back to our community.)

Give a friend a boost when they are struggling.

Tell someone why they are your hero.

Explain why you look up to someone.

Describe the impact someone has on you.

Tell someone why you believe in them.

Tell someone how they rocked it.

Share why someone should be hopeful.

Tell someone why their future is bright.

Public Service Appreciation

Show our public servants why they make a difference. Send Care Cards to…

Teachers

Police officers

Military service members and veterans

Fire fighters

Nurses

Staff at your school

Mentors and coaches

Bus drivers

Mail carriers

Thank You Cards

Thank someone for…

Making you feel included

Encouraging you to follow your dreams

Teaching you a new skill

Standing up for you

Leading a cause close to your heart

Going above and beyond to help you out

Random Acts of Kindness

Do something nice for someone and add a nice message

Leave an extra big tip for the food server and tell them why their service is outstanding.

Visit a senior center and ask to hear an elderly person's life story. Leave a message about why their life made a difference.

Mow a neighbor's lawn, rake their leaves, shovel a sidewalk and leave an anonymous Care Card.

Send a Care Card to an elderly person who has been an influence in your life.

Write a letter to a teacher who influenced your life.

Reach out to someone who has dedicated their life to your favorite cause. Tell them why it matters. (Example: You Matter Because…the work you do ensures a healthy future for our planet earth.)

When buying coffee, pay for the person behind you. Hand them a Care Card and remind them why they matter.

Leave Care Cards at a blood donation center.

Tell someone what you notice about them. (Example: You Matter Because…your confidence is dazzling!)

Reach out to a homeless person.

Give a compliment to a stranger.

Tell someone that you admire them.

Help us spread the joy:

Share the You Matter campaign on your blog, Tumblr, or on your favorite social media platforms!

Become a You Matter Ambassador. Copy the below text into your blog post or embed our badge!:

I'm joining the #YouMatter, movement! I pledge to use Care Cards to tell three people why they matter to me. Join the USC's masters of social work program for a grassroots campaign that inspires human connection. Positive Mental Health, Pass it on!

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USC's You Matter Campaign
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 How Social Workers Apply Their Skills to Help Students http://81uvpi.msw.usc.edu/mswusc-blog/how-social-workers-apply-their-skills-to-help-students/ 2016-10-17T14:51:13Z 2016-10-17T14:51:13Z MSW@USC Staff
A Master of Social Work opens many doors — including the one to the schoolhouse. Professionals who read between the lines and care unconditionally can find great satisfaction in school social work, providing critical guidance to the next generation of students.

A Master of Social Work opens many doors — including the one to the schoolhouse. Professionals who read between the lines and care unconditionally can find great satisfaction in school social work, providing critical guidance to the next generation of students.

Positioned on the front lines of school-based mental health care, school social workers assess challenges from the student's point of view. They work with teachers, administrators, family members and other adults to help shape each student's development. By engaging all parties and "hearing" what goes unspoken, school social workers connect the dots and guide the way to life-changing solutions.

Some guidance is rendered in an office setting, but the duties of a school social worker are not confined to any one place. Work may be performed anywhere on the school campus or in the community, where social workers encounter a demographically diverse environment with varying family units and different racial and ethnic groups.

School social workers also influence the institutional factors that affect students. They train school staff and help structure programs to meet students' emotional needs, operating in an interdisciplinary context with school psychologists, counselors, nurses and other support personnel. At faculty meetings, social workers are a leading voice to articulate ways the school can programmatically aid students.

The perception, planning and forethought of school social workers help prevent difficulties from escalating to crises. When the inevitable crisis does erupt, their training and professionalism help pacify an unstable situation and regroup the parties around the imperative to act in the student's best interest.

School social workers assess students' mental health, behavioral patterns, emotional well-being and academic performance holistically, encouraging them to change what is under their control while also advising students' family and social networks about ways to modify their own behavior to most effectively serve the students. Appreciating the interconnectedness of school, home and community, social workers chart a plan of prevention and intervention to support students in all aspects of their lives.

When a child has a cold that won't go away, the family knows to go to the doctor. Emotional health is no different, but sometimes families don't recognize the urgency of timely intervention. The job of a school social worker is to identify that a student is distressed and needs treatment. The basic act of naming and diagnosing conditions can provide tremendous relief to students and families, who may be suffering from circumstances they accepted as normal and permanent. A trip to the doctor may entail out-of-pocket costs, but that's generally not the case to see a school social worker. For the most part, care is free to patients because the social worker is a salaried employee of the school district.

By strengthening the student body one child at a time, school social workers help raise the quality of the overall school experience. High-performing schools are springboards to ensuring students find success and become productive adults. With so much instability in children's lives, school social workers are tasked with critical functions. Through their day-to-day work, they become positive influences that inspire students to overcome challenges and achieve their potential.

School social workers typically possess a Master of Social Work. Coursework covers a range of topics common to the discipline in general, as well as specific training for school social work. Areas of study incorporate psychology, sociology, systems theory and cultural diversity. MSW candidates who focus on school social work take specialized courses related to the practice in school settings and school-based violence, among other topics.

For professionals who earn an MSW and choose school social work, the need is tangible and the rewards are many — from the simple gratitude of a bright-eyed child to a stronger social fabric in a stressful world. Learn more about the USC Suzanne Dworak-Peck School of Social Work's online MSW program that can prepare social workers to practice in schools. Our Department of Children, Youth and Families specifically allows students to focus their studies on adolescents and school-aged children. To learn more about the MSW@USC, please visit the curriculum page or request more information.

Photo credit: U.S. Department of Agriculture used under CC BY / Cropped from original.
 Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege http://81uvpi.msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity-power-and-privilege/ 2016-10-16T06:00:00Z 2016-10-16T06:00:00Z Jeremy Goldbach
This toolkit is meant for anyone who feels there is a lack of productive discourse around issues of diversity and the role of identity in social relationships, both on a micro (individual) and macro (communal) level.

Contents

Introduction

What is Social Justice?

Set communal agreements

Ice Breaker

Activities

Introducing Identity: "My Fullest Name"

Systems of Power and Privilege: "Unpacking the Invisible Knapsack"

Gender and Sexuality Workshop: Creating Gender-Free Nouns

Race and Ethnicity: Diversity Profile

Class and Historical Disadvantage: Crossing the Line

Recap and Closing Activity

Closing and Recommended Resources

Introduction

This toolkit is meant for anyone who feels there is a lack of productive discourse around issues of diversity and the role of identity in social relationships, both on a micro (individual) and macro (communal) level. Perhaps you are a teacher, youth group facilitator, student affairs personnel or manage a team that works with an underserved population. Training of this kind can serve as the first of several workshops to provide historical context around the politics of identity and the dynamics of power and privilege, or to help build greater self-awareness.

The following activities are intended for groups as small as 10 to groups as big as 60. For groups any larger than 60, it is recommended to break out into multiple sessions with additional facilitators to ensure the conversations and activities remain focused. The Diversity Toolkit outlined here may be used as a guideline and can be modified to better fit your group's unique needs.

A note on facilitators: Facilitators should be well versed in the topics and themes we will be discussing, but they do not need to be experts. This workshop is organized as a popular education activity where the majority of the outcomes are learned from the experiences and knowledge of the individuals participating rather than a teacher/student relationship.

Facilitator Sensitivity

Facilitators will be experiencing and addressing the feelings that come with confronting participants' notions of identity, privilege, race and sexuality. Some participants may be required to attend this workshop (through work or school, etc.), so facilitators should be clear that participants are there because these are issues that affect everyone and that there will not be personal judgment of anyone's feelings about a particular issue. Facilitators should remind participants that:

They will not be lectured or told what to believe.

This is not an indoctrination.

This is a participatory workshop that is intended to help guide all participants to better understanding and to address difficult issues.

Privacy

Facilitators should emphasize that what is shared during the workshop is private and confidential. Participants can talk about how the workshop affected them personally and what they learned generally, but they should respect the privacy of the personal information of the other participants.

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What is Social Justice? Setting a Stage for Discussion

Before beginning, it's important that everyone have a basic understanding of two core concepts related to privilege and identity. This will allow everyone to start the conversations on the same page and ensure that the participants have a foundation upon which to build future knowledge.

The first core concept is culture, which is:

The integrated pattern of human knowledge, belief and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations.

A set of shared attitudes, values, goals and practices that characterizes a group of individuals or an institution or organization.

The second core concept is identity, which is:

Distinguishing characteristics.

The condition of being the same with something described or asserted.

Everyone Has Many Identities

Age, gender, religious or spiritual affiliation, sexual orientation, race, ethnicity and socio-economic status are all identities. Some identities are things people can see easily (things like race or assumed gender), while other identities are internalized and are not always easy to see (things like a disability, socioeconomic status or education level). There are two types of identities that need to be defined in order to spark a discussion on social justice. The first type deals with identities that are part of a majority status — or "agent" — while the second includes identities that are part of the minority status — or "target."

Agent: Members of dominant social groups privileged by birth or acquisition who knowingly or unknowingly exploit and reap unfair advantage over members of the target groups.

Target: Members of social identity groups who are discriminated against, marginalized, disenfranchised, oppressed, exploited by an oppressor and oppressor's system of institutions without identity apart from the target group, and compartmentalized in defined roles.

After participants understand the difference between agent and target groups, the facilitator can begin a discussion on oppression. The key features of oppression are:

An agent group has the power to define and name reality, and determine what is normal, real and correct.

Differential and unequal treatment is institutionalized and systematic.

Psychological colonization of the target group occurs through socializing the oppressed to internalize their oppressed condition.

The target group's culture, language and history is misrepresented, discounted or eradicated, and the dominant group culture is imposed.

Oppression (the "ism's") happens at all levels, reinforced by societal norms, institutional biases, interpersonal interactions, and individual beliefs.

Individual — feelings, beliefs, values.

Interpersonal — actions, behaviors and language.

Institutional — legal system, education system, public policy, hiring practices, media images.

Societal/Cultural — collective ideas about what is "right."

But remember:

Most individuals are both a target and an agent of oppression, due to:

Internalized subordination.

Internalized domination.

Because of these internalized factors, individuals have "unearned privilege."

View text-only version of Actors in Oppression chart

When the facilitator talks about these concepts with the group, it is helpful to start with an understanding that everyone experienced being target or agent at some point in their lives. This helps create a dialogue of understanding. This is not to say that some target statuses are more salient (for example, people can see I am a woman, or a black woman, before they even speak with me) and others may be easier to conceal (for example, if I am lesbian). But each creates burden on the individual, and each has its own set of challenges to overcome.

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Communal Agreements

Before initiating any activity, it is of critical importance that the group builds communal agreements. Rather than naming these "rules" that are then placed upon the group, we will call these "agreements" because these are the guidelines built by the group that all members agree to follow during the course of the workshop. Once an agreement has been put forward, the facilitator should then ask for a definition of what that agreement means to ensure that there is a communal language. Below are several suggested agreements.

Respect. Though this term is used widely, "respect" means different things to different people. Facilitators should ask their team what respect means to them.

"I" Statements. It is critical to draw a line between individual experience and communal experience to prevent alienating someone whose experience may be different. When a member of the community speaks of personal experience or feelings, it is of utmost importance that he/she uses the "I" statement. Facilitators should encourage the participant to take responsibility for his/her own experience rather than projecting it onto fellow participants.

One voice, all ears. When one person speaks, everyone else listens.

Confidentiality. Each participant within the community needs to feel that he/she can trust that what is shared with peers will not be shared outside of the group. Though participants are encouraged to discuss what they have learned and share reflections on conversations, it is important to keep names and individual experiences private.

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Icebreaker

Respect Activity

Source: Critical Multicultural Pavilion

Ask participants to find someone in the room they don't know and make an introduction. Talk for five to 10 minutes about respect. What does it mean to you to "show respect?" How do you show respect to others? After the allotted time, ask all participants to sit and open the discussion. How did people define respect? What were some of the core concepts discussed?

Common responses will likely include:

The "Golden Rule"

Looking people in the eyes

Honesty

Accepting/appreciating someone's ideas, even when you don't agree with them.

All responses are worthy of reflection in terms of their cultural and hegemonic influences. Ask participants where their ideas of respect come from and whom they are meant to protect. If the group raises any of the common responses above, challenge them to answer the following questions:

Does everyone really wanted to be treated the same way you want to be treated?

Is eye contact during conversation respectful in every culture?

If someone's ideas are oppressive, should we still respect them?

The point of the discussion is to reflect critically on assumptions and socializations regarding respect. The point is to not agree and to learn from each other's differences.

This activity helps to establish a basis of respect within the group, helping the participants take the first steps toward creating and maintaining a constructive discussion of social justice and equity. At the very least, participants meet someone new and exchange ideas with that person. The group also gets its first look at the similarities and differences between participants, potentially in ways that reflect privilege and power.

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Activity One: Introduction Identity

Definition

Everyone has a personal and social identity. Personal identities include an individual's name, unique characteristics, history, personality and other traits that make one different from others. Social identity includes affinities one has with other people, values and norms that one accepts, and the ways one has learned to behave in social settings.

Activity

"My Fullest Name" Source: Critical Multicultural Pavilion

Objective

The following activity is particularly useful when working with participants who don't know one another very well. The goal of this activity is to warm up participants to sharing about themselves and start revealing a bit about each participant's background.

Materials

Markers and 8-by-10-inch sheets of paper folded horizontally.

Instructions

Write out your fullest name and tell your story. On the back of the piece of paper write the top three identities you feel closest to. The facilitator encourages participants to go around the circle to share any meanings, significance, culture, significant ancestors and the top three identities they hold dearest. Everyone will have a chance to share and be heard by the group

Suggested questions if participants need help getting started:

Who gave you your name? Why that name?

Do you know the ethnic origin of your name?

Do you have any nicknames? If so, how did you get them?

What is your preferred name?

Facilitators should encourage students to be creative. Make it clear that it is acceptable to write poetry, list adjectives that describe them, include humor, etc.

If your group is large, break into diverse small groups of five or six to make sure everyone has an opportunity to share her or his story. Ask for volunteers to get the group started and tell participants they can share their stories from memory, or read them.

Facilitator Notes

Some individuals will include personal information in their stories and may be reticent to read them. Sometimes it is most effective for facilitators to share their stories first — making yourself vulnerable will make others more comfortable doing the same.

Allow time for every participant to share (whether it be with the whole group or with their small group).

Discussion

When everyone has shared, ask participants how it felt to share their stories. Why is this activity important? What did you learn?

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Activity Two: Systems of Power and Privilege

Definition

Privilege is a right or exemption from liability or duty granted as a special benefit or advantage. Oppression is the result of the use of institutional privilege and power, wherein one person or group benefits at the expense of another.

Activity

"Unpacking the Invisible Knapsack"

Objective

The objective of this activity is to confront entrenched systems of power and privilege, and identify common situations when privilege is not acknowledged, to the detriment of the disadvantaged and oppressed.

Read

Unpacking the Invisible Knapsack by Peggy McIntosh

Check off all of the statements that apply to you. Consider whether or not this would apply should your race be different.

Watch and Listen

YouTube clip: Tim Wise: On White Privilege

Discussion

What is privilege? We all have privileges. What are yours? Were you surprised by any of the privileges you found in your invisible knapsack?

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Activity Three: Gender and Sexuality

Definition

Gender is a socially constructed concept of "appropriate" qualities and expectations surrounding masculinity and femininity. This should not be confused with the biological male and female sexes.

Group Definition

Have the group describe what they believe to be the definition of the terms "gender" and "sexuality."

Activity

"Creating Gender-Free Nouns" Source: Teaching Tolerance

Objective

The objective of this activity is to reconsider male-gendered nouns that we consider "generic." Generating gender-free nouns and pronouns will help participants incorporate more inclusive language in their daily speech and writing.

Instructions

Break participants into small groups and give them a printout of the chart below. Instruct participants to convert the suffixes of the nouns into gender-free, inclusive terms by changing the noun root word or substituting a non-gender-specific root word from another language. Tell participants that since male endings are so pervasive, it is OK to invent new words by replacing the endings of existing words with something non-gendered.

  Noun + male suffix	 Verb + "-er" suffix	 Noun + male suffix	 Verb + "-er" suffix

 Ex: Airmen	 Fliers, pilots	 Ex: Statesman	 Orator, speaker

 Sportsman	  	 Craftsman

 Stableboy	  	 Mailman

 Policemen	  	 Layman

 Lineman	  	 Foreman

 Workmen	  	 Salesman

 Repairman	  	 Crewmen

 Lumbermen	  	 Chairman

 Spokesman	  	 Busboy

Discussion Questions

How do the changes in the words' structures change the connotation?

How does familiarity affect our perception of a word's correctness? For example, do we think the words "teachman" or "runman" are more correct than "teacher" or "runner"?

The facilitator should ask the following questions of the group while also encouraging them to share personal experiences that speak to their point. What are characteristics of what society believes a [woman/man/girl/boy] should be? What are the norms for appearance/behavior? What happens when someone falls outside of this norm? How do the words we use influence the way we think about certain professions?

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Activity Four: Race and Ethnicity

Definition

Race is a social construction that has real consequences and effects. Race is colloquially used to refer to a person's skin color, religion or area of origin (e.g., black, Jewish or African). Technically, however, race is based on national origin, socio-cultural groups and self-identification. The U.S. government, including the Census Bureau and Centers for Disease Control, does not attempt to identify race according to biology, anthropology or genetics. Religious belief is not considered a race, but can be a factor in identifying one's socio-cultural group. (For a full explanation of how each racial category is defined, refer to the U.S. Census About Race page). In a historical context, race has played a large part in how our society has evolved, and it shapes the way we see others and how we experience our lives. (For more on race from a historical perspective, read "A Different Mirror: A History of Multicultural America," by Ronald Takaki.)

Activity

"Diversity Profile" Source: College Committee for Diversity, Equity and Affirmative Action

Objective

The objective of this activity is to help participants take stock of the multicultural diversity in their lives. It should help participants get a clear image of how diverse or homogenous their surroundings are and identify ways to improve their exposure to multiculturalism on a daily basis.

Instructions

Fill in the appropriate boxes:

 In my environment	 Gender	 Race	 Ethnicity	 Sexuality	 Ability	 Religion	 Veteran Status

 I am

 My Co-workers are

 My supervisor is

 My elementary school was predominantly

 My teachers were mostly

 Most of my close friends are

 My dentist is

 My doctor is

 Other people who live in my home are

 People who regularly visit my home are

 My neighbors are

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Activity Five: Class and Historical Disadvantage

Activity

Crossing The Line

Objective

The purpose of this activity is to explore the diversity among the members of our community. How a person identifies can affect many facets of his or her life. We will use this activity to get to know one another on a deeper level. What are our values, backgrounds, and visible and invisible labels? This activity requires everyone to step outside of his or her comfort zone. Participants being vulnerable can help the group learn more about the identities they do not share.

Instructions

Have all participants line up in a straight line facing the facilitator. If the room is too small to have each participant standing shoulder to shoulder, an alternative is to have the group stand in a circle and step into the circle. The facilitator should explain that he or she will read a statement. If the statement describes you, then silently step across the line. Everyone should quietly notice who stepped across the line and who did not. After a moment, the facilitator will thank those who stepped forward and will then have everyone step back in line.

I am a woman.

I am a man.

I identity as transsexual or transgender.

I am close with most of my family.

I identify myself as Jewish.

I identify myself as Buddhist.

I identify myself as Christian.

I identify myself as Muslim.

I identify myself as Hindu, Sikh.

I identify myself as Mormon.

I identify myself as Baha'i'.

I identify myself as agnostic or atheist.

I identify myself as spiritual, but not religious.

I have attended a religious or spiritual service that is not of my own religious and spiritual identity.

I identify as a citizen.

I identify as an immigrant.

I identify as undocumented or have a close family member who is.

I had "enough" growing up as a child (however you define "enough").

I had "more than enough" growing up as a child (however you define "enough").

I had "less than enough" growing up as a child (however you define "enough").

I have felt guilty by the amount of money my family has or by the size of my house or by what resources or belongings my family has (either too much or too little).

I have experienced the death of a close family member or close friend.

I have or someone in my family has a physical disability.

I have a hidden disability (physical or learning).

I am comfortable with my body.

I have felt ashamed of myself because of my body, my intellect or education, or my family.

I identify myself as black or African American.

I identify myself as Asian or Asian American.

I identify myself as white or European.

I identify myself as Pacific Islander.

I identify myself as biracial, triracial, mixed-race or of combined heritage.

I have had to check "other" on forms that ask my race or ethnicity.

I have a close friend who is a person of color.

I feel comfortable talking about race and ethnicity with people who are not of my race.

Someone in my extended family (grandparents, aunts, uncles, cousins) lives in my house with my family.

I or someone in my family is lesbian, gay, bisexual or transgender.

I know someone who is lesbian, gay, bisexual or transgender.

I am an ally to lesbian, gay, bisexual or transgender people.

I or someone in my family has had a problem with alcoholism or drug abuse.

I have felt discriminated against on the basis of my gender; race or ethnicity; religion; ability or disability; sexual orientation; or socio-economic status.

I have felt guilt because of my gender; race or ethnicity; religion; ability or disability; sexual orientation; or socio-economic status.

Discussion

What was your reaction to this exercise? How did you feel afterwards?

What did it feel like to step into the circle? What was it like not to be in the circle?

What did you discover about those around you?

Were you surprised about anything? Did anyone break a stereotype for you?

Were there questions you were hoping would not be asked? Any you wish had been asked?

How might such issues/factors affect your relationships?

What did you learn about yourself or what did you think about that you've never thought about before?

What role does privilege play in this? What role do pride and shame play?

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Activity Six: Recap and Closing Activity

This toolkit was designed to address human issues that everyone faces and help participants recognize how they can better understand and work toward solving, or at least improving, these issues. Participants were often forced to confront socialized and entrenched notions of privilege, identity and social justice. Anything that was difficult to confront during the training will be even more difficult to confront in practice, but if these were easily solvable issues, they wouldn't be issues for long. Participants should feel better equipped with newfound knowledge and empathy, and prepared to apply the lessons they learned in their own lives and communities.

Activity

Affirmation Mingle Source: 350.org

Objective

To practice giving positive feedback and to have participants leave the workshop feeling energized.

Instructions

Have participants mingle randomly in a large group and then instruct them to stop and share with the person in front of them one way in which that person "shined" during the workshop. Repeat several times so that each person gets feedback and support from different people in the group. If there are an odd number of participants, the facilitator should address the odd person out each time.

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Closing

Completing this training is not the end, but merely the beginning. Hopefully, this toolkit has helped to create new understanding among your participants. Individuals should have learned about their own identity and of those around them, as well as the implications of socially constructed labels and stereotypes of an individual's experience. Those interested in this type of work may be interested in a career in social work, facilitation, advocacy or sociology. At the end of the training, facilitators should be prepared to provide additional resources for participants who want to learn more about issues of identity, power and privilege. Below we cite several resources to help you get started.

Interested in enacting change in your community as a social worker? USC now allows you to earn a top ranked MSW without relocating.

Learn More About the MSW@USC

Recommended Resources

WorldTrust Workshop Formats

"When the Rules are Fair, but the Game Isn't," by Muktha Jost, Edward L. Whitfield and Mark Jost

"Black Males and Racism: Improving the Schooling and Life Chances of African Americans," by University of Southern California School of Social Work Professor Terence Fitzgerald

"Uncommon Common Ground: Race and America's Future," by USC Professor Manuel Pastor

"Diversity and Social Justice: A Glossary of Working Definitions"

Grand Challenge: Achieve Equal Opportunities and Justice

Peculiar Benefits

Resources for Additional Activities

A Booklet of Interactive Exercises to Explore Our Differences

Training for Change

Valuing Ethnic Diversity

Potential activities for topics around difference, power and discrimination

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 The Aging Poor: How Social Workers Can Help http://81uvpi.msw.usc.edu/mswusc-blog/The-Aging-Poor-How-Social-Workers-Can-Help/ 2016-07-18T13:00:00Z 2016-07-18T13:00:00Z MSW@USC Staff
As the fastest growing population in the country, older adults face both opportunities and challenges. The support of seniors, especially those who are low-income, is an important consideration for social workers. While living in poverty is a challenge no matter your age, older adults who live in poverty struggle with an array of issues unique to their phase of life.

As the fastest growing population in the country, older adults face both opportunities and challenges. The support of seniors, especially those who are low-income, is an important consideration for social workers. According to the U.S. Department of Health and Human Service's Administration for Community Living, America's older population — those 65 years and older — numbered 46.2 million, or 14.5 percent, in 2014. That's about one in seven Americans. This number is expected to rise to 21.7 percent by 2040 and continue growing to about 98 million by 2060.

The doubling of our older population in the next 50 years is significant, but equally, if not more important to the field of social work, is that based on a population survey done in 2014, almost 4.5 million older Americans (10 percent) were living below the poverty line, and an additional 2.4 million (5.3 percent) were categorized as "near poor." Not surprisingly, the seniors most impacted are women and minorities, and their numbers will likely increase in the coming years.

While living in poverty is a challenge no matter your age, older adults who live in poverty struggle with an array of issues unique to their phase of life, such as "rising housing and health care bills, inadequate nutrition, lack of access to transportation, diminished savings and job loss," according to the National Council on Aging.

How Can Social Workers Help?

Social workers play a critical role in advocating for our growing senior population, in particular those living in poverty, and offer support for physical, psychological, social and/or economic concerns. From providing direct services to influencing policy decisions, the field of social work is committed to serving the needs of the older population and promoting greater quality of life with increased independence and dignity.

Let's explore some specific programs that offer social workers opportunities to help low-income seniors:

Individual Support

On the micro level, there are a host of direct services that social workers can provide to low-income seniors. The Administration on Aging, an agency of the U.S. Department of Health and Human Services, provides services with funds issued by the federal government. Its programs are far-reaching and include assistance with transportation, adult day care, health promotion and providing support for caregivers.

The National Council on Aging provides EconomicCheckUp, the largest, most comprehensive free online resource geared toward empowering senior citizens in areas such as managing money and finding employment.

The Office of Nutrition and Health Promotion Programs, which falls under the umbrella of the Administration on Aging, provides health, prevention and wellness programs including nutrition support, behavioral health care and chronic-illness management.

Community and Larger-Scale Support

The Administration on Aging also has a Long-Term Care Ombudsman Program that advocates for residents of nursing homes who could not otherwise speak for themselves. This program assists in resolving problems for individuals as well as working at the local, state and national levels to improve care and quality of life.

The Office of Elder Justice and Adult Protective Services, an agency of the Administration on Aging, provides, manages and leads the development of the Adult Protective Services, which is dedicated to providing a well-coordinated response in situations where older adults are victims of abuse.

The National Council on Aging's Center for Benefits Access helps organizations find programs for disabled and low-income seniors. They address a far-reaching suite of issues, including falls prevention, money management, chronic disease and home equity. Macro social workers can also align with this agency around elder justice and take advantage of their advocacy toolkit.

There are many more organizations with programs for seniors that provide assistance to those who may need mental health support, or advocate for such programs on the state or federal level:

The Benjamin Rose Institute on Aging (Cleveland, Ohio) provides services that focus on keeping individuals healthy, safe and in their home environment. In particular, Benjamin Rose offers assessment, counseling, case management and consultation from social workers in order to maintain a senior's independence.

Springwell (Waltham, Massachusetts) is a nonprofit that creates, coordinates and manages care for older adults, both with and without disabilities. In particular, Springwell offers care advice and planning for clients and their families and focuses on creating personalized care plans and support for caregivers.

Aging with Dignity (Tallahassee, Florida) aims to safeguard the dignity of people as they age. The organization helps provide advocacy at the state and federal levels to protect the rights of individuals' power over their end-of-life care. The organization also provides workshops and direct services for aging individuals and their families. Finally, Aging with Dignity provides information and support systems throughout the aging process to clients and their families.

The USC Edward R. Roybal Institute on Aging (Los Angeles, California) provides information to the community about healthy aging; partners with organizations providing resources and programs for aging, low-income minorities; and conducts research that leads to new evidence-based interventions that improve the lives of older adults around the world.

The USC Suzanne Dworak-Peck School of Social Work has reorganized its curriculum to offer four departments of study, including an Adults and Healthy Aging department. Coursework is focused on enhancing the mental health and physical well-being of young adults to seniors and explores areas such as health and wellness, substance abuse and recovery, behavioral health care, and integrated care and the Affordable Care Act. Learn more about the MSW@USC's Department of Adults and Healthy Aging.

What are your thoughts on how social workers can help address this issue? Comment below and join the conversation.
 Q&A with DSW@USC Program Chair Dr Marvin Southard http://81uvpi.msw.usc.edu/mswusc-blog/QA-with-DSWUSC-Program-Chair-Dr-Marvin-Southard/ 2016-06-27T13:00:00Z 2016-06-27T13:00:00Z MSW@USC Staff
The USC Suzanne Dworak-Peck School of Social Work is excited to announce the new online Doctor of Social Work (DSW@USC) program. Dr. Marvin Southard, the program chair, sat down with us to talk about what drew him to the DSW@USC program and what he expects the program to bring to the field of social work.

The USC Suzanne Dworak-Peck School of Social Work is excited to announce the new online Doctor of Social Work (DSW@USC) program. The first of its kind, the DSW@USC will welcome its inaugural cohort in August. As the DSW@USC was being developed, we knew we would need an experienced and fearless leader to ensure that the program fulfills its greatest potential. Dr. Marvin Southard's extensive background in social work and his passion for helping find solutions to the world's most pressing problems made him a perfect fit. We sat down with Dr. Southard to gain insight into what drew him to the DSW@USC and what he expects the program to bring to the field of social work.

Tell us a bit about your background.

For a long time, I thought my career would be to serve the public as a Catholic priest, but two years before finishing that path, I took a leave of absence from my studies to earn my MSW from the University of California, Berkeley. As I finished my MSW, my first job was developing substance abuse treatment programs for rural communities in the San Joaquin Valley. This was very exciting work for me, so I extended my leave of absence indefinitely.

After working in substance abuse treatment for five years, I returned to get my doctorate at UCLA to pursue a career in academia. But a part-time job at a Latino mental health agency in East Los Angeles while I was a student morphed into a career. During that time, I was the clinical director for the largest Latino mental health agency in Southern California. I stayed in East L.A. until marriage brought me to Kern County, where I served as a mental health director for five years. I finally moved back to Los Angeles to serve as the director of the Los Angeles County Department of Mental Health, managing a budget exceeding $2 billion and serving 215,000 clients annually. I remained the director for 17 years until joining USC in November 2015.

What motivated you to become involved with the DSW@USC?

Two things motivated me to become involved with the DSW program. The first reason was that I saw the need to develop leaders and managers, especially in human service organizations, who are willing to engage with communities across organizational boundaries to make a difference in the seemingly intractable problems of our time. The second reason was that I wanted the chance to work with idealistic, bright people who want to innovate and influence our society to take better care of each other than we currently do.

The inaugural cohort is about to start classes. Describe the students that you expect to be a part of this first cohort.

The students being considered for admission are all highly accomplished people with a variety of experiences in doing important work in the human service arena. I believe that students enrolled in the DSW@USC will end up learning as much from each other and be as inspired by the idealism that they see in their fellow students as they will from the stellar faculty that we have assembled.

What will the DSW@USC prepare graduates to accomplish?

The DSW will equip individuals to participate in cross-organizational efforts to innovate in problem-solving and influence the public by employing the best evidence available in the most effective fashion.

During the residencies, students will address one of the Grand Challenges outlined by the American Academy of Social Work and Social Welfare. Why does a residency component help student learning and development?

The residency is a two-part effort to make the students' work on the Grand Challenges not only an academic exercise but also something that is refined and tested in a real-world setting with national experts.

If you are interested in joining Dr. Southard in helping solve the world's most critical problems, learn more on the DSW@USC program website or email an admissions counselor or call 1-877-700-4679.
 Forward Thinking: Addressing Threats to LGBT Youth Safety and Security http://81uvpi.msw.usc.edu/mswusc-blog/forward-thinking-addressing-threats-to-lgbt-youth-safety-and-security/ 2016-06-14T18:34:17Z 2016-06-14T18:34:17Z MSW@USC Staff
Compared to the general youth population, LGBT youth are more likely to struggle with depression, develop suicidal ideation, contract HIV, become homeless and experience physical violence. As we celebrate Pride Month this June, let's reflect on critical issues that young LGBT people continue to face as they navigate one of the most challenging times in their lives.

In a month devoted to celebrating LGBT communities across the globe, America is mourning the tragic deaths of the victims who were senselessly killed in the largest mass shooting in this country's history. To the friends and family members of the victims, we share in your grief and outrage and extend our deepest condolences. And to the LGBT community as a whole, we urge you to continue fighting for full equality and celebrating who you are this month and every month.

Although the United States has seen a dramatic improvement over the past decade in the acceptance and visibility of LGBT people in mainstream culture, the hate crime that occurred in Orlando underscores the risks that LGBT people are forced to encounter every single day. Whether at school, in the workplace, or in their own homes, LGBT men and women face consistent threats to their safety and security beginning at a young age. While this incident does not reflect how far this country has progressed on LGBT issues, we can clearly do much more to create a safer environment for young LGBT people.

As we reflect on Pride Month this June, let's think about the critical issues that young LGBT people continue to face as they navigate one of the most challenging times in their lives. The USC Suzanne Dworak-Peck School of Social Work invites those working within the advocacy and social services spaces to participate in our "Forward Thinking" campaign by sharing their stories and strategies for improving the safety and security of young LGBT people. Participants are encouraged to write an article or blog post discussing one of the challenges outlined below and can join the conversation on social media by using the hashtag #ForwardThinking. Together, we can build a country where every person is safe to live and love without fear.

Risk of Depression, Suicide and Substance Abuse

LGBT youth are much more likely to struggle with depression and to attempt suicide than the rest of the population. Family, community and public support are all important early intervention factors in ensuring that LGBT youth can live happy, healthy and complete lives.

Statistics on depression, suicide and substance abuse:

LGBT youth are four times more likely to attempt suicide than straight youth.

LGBT youth are six times more likely to experience depression than the general population.

LGBT youth are two-and-a-half times more likely to self-harm with each instance of harassment.

LGBT youth are more than two times as likely to experiment with drugs and alcohol.

Sources: National Alliance on Mental Illness, Mental Health America

Risk of HIV and AIDS

There are more than 1 million Americans currently living with HIV. Gay and bisexual men, who represent about 2 percent of the U.S. population, account for about 62 percent of the 50,000 new infections every year. For this group, early intervention in the form of early testing, education and consistent treatment is critical.

Statistics on HIV and AIDS:

8 in 10 HIV diagnoses were among young gay and bisexual men in 2014.

Forty-four percent of youth ages 18 to 24 living with HIV did not know they had HIV at the end of 2012.

From 2005 to 2014, there was an 87 percent increase in HIV diagnoses among Black and Latino gay and bisexual men ages 13 to 24.

From 2000 to 2014, there was a 23 percent decrease in the number of schools required to provide instruction on HIV prevention.

Source: Centers for Disease Control and Prevention

Threat of Violence, Physical Assault and Bullying

Institutional, cultural and interpersonal discrimination are the root causes of violence toward LGBT individuals. Although discrimination and violence against LGBT people is unacceptable, members of this community remain at higher risk of being victims of these crimes. Workplaces, schools and public services such as banking, renting or buying a home, and going to a shopping mall can be sources of discrimination and threats to the LGBT community. The best early intervention methods are policy changes and clear stances by elected officials that can curb widespread discrimination and violence faced by LGBT individuals in almost every facet of their lives.

Statistics on violence, physical assault and bullying:

Eighty-six percent of LGBT students experience verbal harassment at school.

Nearly 25 percent of LGBT students report being physically attacked at school.

Approximately 15 percent to 30 percent of LGB students have been forced to have sexual intercourse.

Forty-three percent of LGBT youth report being victims of physical dating violence.

Sources: Center for American Progress, Centers for Disease Control and Prevention, Urban Institute

Risk of Homelessness

According to various sources, an estimated 40 percent of homeless youth are LGBT. Many of these young people enter a downward spiral that often begins with rejection by their families, followed by couch surfing and transitory living, and ultimately homelessness. Homelessness can be particularly difficult for LGBT people, who often experience discrimination or abuse in shelters. This is particularly true for transgender people, who are often denied housing or evicted from their homes because of their gender identity.

Statistics on homelessness:

More than 1 in 4 gay teens are thrown out of their homes.

About 62 percent of LGBT homeless youth have attempted suicide.

LGBT homeless youth are seven times more likely that their heterosexual peers to be victims of a crime.

Fifty-four percent of homeless LGBT youth say abuse in their family is a contributing factor to homelessness.

Sources: National Gay and Lesbian Task Force, Williams Institute, Center for American Progress

Compounding Risks for Transgender Youth

The LGBT community is often depicted as a single group with a shared communal experience. However, transgender individuals face unique challenges. Much of the research conducted on the overall LGBT community focuses on LGB data and does not accurately reflect the realities that transgender people face. In fact, trans people are often at much higher risk of encountering violence, becoming homeless, experiencing mental health issues and being exposed to HIV.

Statistics on transgender youth:

Transgender youths who are rejected by their families are more than eight times more likely to attempt suicide.

Seventy-eight percent of transgender students in grades K-12 report harsh harassment with 35 percent reporting physical assault and 12 percent reporting sexual violence.

Fifteen percent of transgender students leave school in K-12 settings or higher education due to extremity of harassment.

Half of those who leave school report experiencing homelessness.

Sources: Center for American Progress, National Gay and Lesbian Task Force

Addressing and Eliminating Threats

Effectively addressing systemic problems related to LGBT youth will require buy-in from lawmakers at the local, state and federal levels. Many lawmakers throughout the country are fighting to pass legislation that would protect the LGBT community. U.S. Rep. Jared Polis, of Colorado, lists initiatives on his website that are significant to LGBT rights, including bills that have been introduced. Unfortunately, most bills that would make a difference in the lives of LGBT people are not tied to a popular issue like marriage equality and die during the legislative process without much press. Backlash to major victories for the LGBT rights movement also presents dilemmas. Some legislators have recently introduced bills at the state and federal levels that would deny basic protections to LGBT people and legally allow discrimination against members of this community. Most recently, legislation designed to prevent transgender individuals from using bathrooms that correspond to their gender have been introduced throughout the country, with the clash spilling over into federal courts. The case highlights the need for non-discrimination laws to protect this community's rights in public accommodations, as well as in employment, education, health care and housing, where they continue to face insecurity.

Constituent pressure on elected officials can help push back against anti-LGBT bills and create momentum for pieces of legislation that would positively affect LGBT people. However, the LGBT community and LGBT youth cannot wait for lawmakers to act. Social workers, social service providers, health practitioners, schools and shelters will need to continue to develop new interventions specifically designed to address the unique needs of young LGBT people.

As we celebrate Pride Month, we invite professionals and advocates to participate in our "Forward Thinking" campaign by sharing how they are addressing health and safety risks for young LGBT people. Potential questions to consider include:

Are you an advocate for LGBT youth? Tell us what initiatives you're working on and what interventions you've had success with to help address safety and security risks for young LGBT people.

What issues do you believe need more attention, and what issues do you see on the horizon that advocates and social work professionals should be prepared to address?

Join the dialogue by tagging MSW@USC and sharing your op-ed or article with us on Twitter and Facebook using the hashtag #ForwardThinking. Participants in the campaign are welcome to share our graphics to help spread awareness about these important issues for LGBT youth.

 Social Work Careers to Consider: Medical Social Work http://81uvpi.msw.usc.edu/mswusc-blog/social-work-careers-medical-social-work/ 2016-06-13T13:00:00Z 2016-06-13T13:00:00Z MSW@USC Staff
If you're interested in helping those who are sick or suffering from chronic illness, you might want to consider a career in medical social work. Medical social workers help their clients address the challenges of illness, such as navigating the health care system, discussing treatment options, and working with an interdisciplinary medical team to coordinate the best possible care.

If you're interested in helping those who are sick or suffering from chronic illness, you might want to consider a career in medical social work. Medical social workers help their clients address the challenges of illness, such as navigating the health care system, discussing treatment options, and working with an interdisciplinary medical team to coordinate the best possible care.

Where Do Medical Social Workers Work?

Medical social workers can be found in many different environments where medical care is offered. Most commonly, they work in hospitals or other medical centers where a large number of patients receive treatment.

You may also find medical social workers providing care at community health centers, nursing care facilities, school nursing offices, and outpatient facilities.

What Do Medical Social Workers Do?

Medical social workers help clients navigate today's multidimensional and complex health care landscape and guide them to the resources they need. They serve as an advocate to ensure their clients receive the treatment they want and recover physically and mentally.

Specifically, medical social workers:

Discuss medical treatment options with patients and their families and then explain the side effects and consequences of different treatments.

Work in an interdisciplinary team consisting of nurses, doctors, physical or speech therapists, and others to coordinate the course of care for their clients.

Manage and address the mental health effects of disease and treatment on patients and their families.

Provide patient counseling individually or in a group setting for clients dealing with a wide range of medical issues.

Work with administrative staff and insurance agencies to help patients fill out appropriate forms and arrange payment for their treatments.

Who Do They Work With?

Medical social workers' main focus is their clients. This can be anyone suffering from terminal, chronic, or other types of illnesses. In order to best serve their clients, medical social workers work with doctors, nurses, and other medical staff to gather information for their client or to relay their client's wishes. Medical professionals often focus on only the physical health of the patient, but social workers focus on the root causes of their illness and the mental health consequences. As a result, medical social workers often work to improve communication between different medical care providers in order to provide a holistic approach to patient care.

Medical social workers are a necessary element in the health care system. Those who choose medical social work are the support system for families and individuals through some of life's toughest – and most important – challenges. To become a medical social worker, most candidates are required to hold a Master of Social Work (MSW) from a Council on Social Work Education-accredited university. The MSW@USC is an accredited online MSW program through the USC Suzanne Dworak-Peck School of Social Work that can provide the education required for those interested in entering the field of medical social work. Learn more about the MSW@USC student experience here.

Source: Social Workers in Hospitals & Medical Centers: Occupational Profile.
 Latest School Shooting Continues America's Tragic Trend http://81uvpi.msw.usc.edu/mswusc-blog/latest-school-shooting-continues-americas-tragic-trend/ 2016-06-06T13:42:00Z 2016-06-06T13:42:00Z MSW@USC Staff
The shooting at UCLA on June 1 marks the 182nd school shooting in the United States since the mass shooting at Sandy Hook Elementary School, where Adam Lanza killed 20 children and six adults in December 2012 in Newtown, Connecticut.

To our colleagues at UCLA and schools where gun violence has taken place, we extend our heartfelt condolences.

The shooting at UCLA on June 1 marks the 182nd school shooting in the United States since the mass shooting at Sandy Hook Elementary School, where Adam Lanza killed 20 children and six adults in December 2012 in Newtown, Connecticut. Since then, the United States has experienced a rate of one fatal school shooting every 22 days, as represented here in an infographic from the USC Suzanne Dworak-Peck School of Social Work.

View text-only version of infographic
 USC Launches Online Doctor of Social Work Degree Program http://81uvpi.msw.usc.edu/mswusc-blog/online-doctor-of-social-work-degree-program/ 2016-05-19T20:35:52Z 2016-05-19T20:35:52Z MSW@USC Staff
The University of Southern California is pleased to introduce its new online Doctor of Social Work (DSW) program. The first of its kind, the DSW@USC is designed to prepare scholar-practitioners to harness innovative solutions to solve real-world problems.

The University of Southern California is pleased to introduce its new online Doctor of Social Work (DSW) program. The first of its kind, the DSW@USC is designed to prepare scholar-practitioners to harness innovative solutions to solve real-world problems.

This groundbreaking online advanced degree program is designed for working professionals who are striving to become transformational leaders and make a greater impact in their careers. Graduates of the program will be positioned to advance their careers and join the greater public discourse about creating a stronger, fairer society. They will be positioned to lead high-level conversations and formulate solutions for big issues such as gun violence, foster care and homelessness.

"By addressing significant societal issues through social work's science and knowledge base, we will prepare social workers who can offer pathways for social and economic progress," said Marilyn Flynn, dean of the USC School of Social Work.

The DSW@USC curriculum focuses on finding solutions to the 12 Grand Challenges, an initiative led by the American Academy of Social Work and Social Welfare. Each challenge is tied to issues — social justice, family and child welfare, and concerns for our social fabric — that drive social workers every day. Students meet these challenges head on with coursework, residencies and a capstone.

During the capstone experience, students in the DSW program will formulate a detailed plan, including a budget that outlines a viable solution to one of the 12 Grand Challenges. This places DSW@USC students in a unique spot to lead the efforts to alleviate some of the greatest challenges facing social work and humanity today. Students will pitch their big ideas to a panel of experts made up of thought leaders, faculty members and venture capitalists.

Consisting of 42 units of coursework that can be completed fully online on a part-time basis in 18 months, the DSW@USC educates students on the skills that will transform them into leaders in the field of social work. In particular, the curriculum will focus on organizational leadership, leading public discourse, innovation and change, technological fluency, and data-driven decision-making.

DSW@USC is now accepting applications for the fall 2016 cohort. If you are interested in learning more about the program, the curriculum or admission requirements, you can reach out to an admissions counselor via email or at 1-877-700-4679.

If you're ready to apply, go directly to the application for your chance to join the inaugural DSW@USC class.
 All School Day 2016 Recap: Gun Violence: New Challenges in Public Health http://81uvpi.msw.usc.edu/mswusc-blog/all-school-day-2016-recap/ 2016-03-21T19:00:58Z 2016-03-21T19:00:58Z MSW@USC Staff
In the weeks leading up to All School Day 2016, "Gun Violence: New Challenges in Public Health," USC School of Social Work professors and students, members of the public, and expert speakers engaged in a discussion about gun violence as a public health issue by using the hashtag #ASD16. Watch a recording of the live All School Day event and read a recap of the live tweet chat here!

In the weeks leading up to All School Day 2016, "Gun Violence: New Challenges in Public Health," USC School of Social Work professors and students, members of the public, and expert speakers engaged in a discussion about gun violence as a public health issue by using the hashtag #ASD16. Below, you can watch a recording of the live All School Day event and read a recap of the live tweet chat.

Do you have more thoughts on this year's discussion? Keep the conversation going by using #ASD16 on Facebook and Twitter to share your reactions and thought-provoking articles. We want to thank everyone who participated in the discussion on campus and online for their input.

Did You Miss All School Day? Watch a Recording Here:

#ASD16 Tweet Chat Recap

View the story "All School Day 2016: Gun Violence: New Challenges in Public Health" on Storify
 10 (More) Books Every Social Worker Should Read http://81uvpi.msw.usc.edu/mswusc-blog/10-more-social-work-books-every-social-worker-should-read/ 2016-03-02T20:00:13Z 2016-03-02T20:00:13Z MSW@USC Staff
There's nothing like curling up with a good book during the cold winter months. The hardest part is choosing which book. We thought we'd make that a little easier for you by compiling a list of books every social worker should read and reasons why they are worth your time.

There's nothing like curling up with a good book during the cold winter months. The hardest part is choosing which book. We thought we'd make that a little easier for you by compiling a list of books every social worker should read and reasons why they are worth your time.

"Rising Strong" by Brené Brown

Synopsis:

Social scientist Brené Brown lets readers in on her groundbreaking work surrounding the secrets to rising up after failure. If you're not up for reading the whole book, watch Brown's TED Talk on the subject.

What Social Workers Can Learn:

Draw inspiration from the power of human emotion while learning new tools for dealing with vulnerability and failure.

"Understanding and Treating Military Sexual Trauma" by Kristen Zaleski

Synopsis:

MSW@USC Clinical Assistant Professor Kristen Zaleski, MSW '04, explores the cultural and organizational aspects of military life that influence military sexual trauma (MST) as well as intervention and therapy methods.

What Social Workers Can Learn:

Identify the root causes of MST and barriers to treatment for both women and men. Then, delve into Zaleski's recommended cutting- edge treatment methods for survivors.

"Three More Words" by Ashley Rhodes-Courter

Synopsis:

In the sequel to The New York Times best-seller, "Three Little Words," MSW@USC graduate Ashley Rhodes-Courter shares intimate details about her adult life after spending the majority of her childhood in foster care.

What Social Workers Can Learn:

Explore the unique emotional challenges adults who once lived in foster care may have and identify areas of improvement for the system.

Discover MSW@USC

Changes lives with a top-ranked Master of Social Work degree online from USC.

About MSW@USC | Learn About Our Curriculum | Get Information

"Nickel and Dimed: On (Not) Getting By in America" by Barbara Ehrenreich

Synopsis:

Follow Barbara Ehrenreich in this critically acclaimed work, as she immerses herself in the working class. Ehrenreich travels the country working jobs that pay minimum wage, and living in the cheapest lodging available to gain insight into America's working poor.

What Social Workers Can Learn:

Gain a deeper understanding of the challenges that face Americans of low socioeconomic status.

"Black Males and Racism: Improving the School and Life Chances of African Americans" by Terrence D. Fitzgerald

Synopsis:

USC School of Social Work Clinical Assistant Professor Terrence Fitzgerald uses empirical data to analyze the effects of racism in the education system and provides solutions for improving the lives of African-American youth.

What Social Workers Can Learn:

Uncover issues black men face as a result of white supremacy in the education system.

"Days in the Lives of Social Workers: 58 Professionals Tell Real-Life Stories from Social Work Practice" by Linda May Grobman

Synopsis:

This book gives an inside look into the professional lives of 58 individual social workers in fields that include children and families, adults and aging, and community organization.

What Social Workers Can Learn:

Understand and expand your knowledge regarding the unique challenges and rewards associated with every area of the social work profession.

"The Life and Thought of Louis Lowy: Social Work Through the Holocaust" by Lorrie Gardella

Synopsis:

An international social worker, Louis Lowy shares his experiences during the Holocaust and how they shaped his career in social work.

What Social Workers Can Learn:

Gain a unique and inspiring perspective on the social work profession.

"America Anonymous: Eight Addicts in Search of Life" by Benoit Denizet-Lewis

Synopsis:

For almost three years, author Benoit Denizet-Lewis followed eight men and women struggling with addiction. A recovering addict himself, Denizet-Lewis sheds light on the link between addiction and other pressing social problems.

What Social Workers Can Learn:

Uncover the ties between addiction and crime, poverty, child abuse and other social challenges.

"The Longevity Project: Surprising Discoveries for Health and Long Life from the Landmark Eight-Decade Study" by Howard S. Friedman and Leslie R. Martin

Synopsis:

Based on the findings from the longest study on longevity ever conducted, the Longevity Project focuses on the surprising factors that impact the process of aging.

What Social Workers Can Learn:

Learn about the factors affecting the process of aging through data about adults and healthy aging.

 "A Child Called It: One Child's Courage to Survive" by David Pelzer

Synopsis:

This first-person narrative details one of the most severe child abuse cases in California history. While shocking, it provides insight into the realities of child abuse.

What Social Workers Can Learn:

Explore how children can cope with extreme trauma and the factors that influence their resilience.

For more recommendations, check out our last list of 10 Books Every Social Worker Should Read.

Did we miss any social work resources that have helped you in your career or provided inspiration? Share your book recommendations in the comments section below.