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Education

The Struggles of Being a Macro Student and How We Can All Be Supportive

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We all know that social work is a versatile field. There are many opportunities within the field to do a variety of things on a variety of levels. We all should know that all levels of work are necessary in order to successfully implement the mission of social work. Even though all levels of social work are necessary, many schools and social workers tend to put efforts in micro level initiatives. There is certainly a need for these initiatives, but focusing the majority and almost all resources on micro efforts can be a struggle for many macro students. Without proper support and resources, macro students can have a hard time during the time in a program.

Here are some of the examples of struggles I have come across and discovered for macro students. These struggles compliment and repeat some of the issues released in the Rothman Report , which you all should read if you have not had the chance.

  • Forced Micro Experiences: Everyone knows that every social work program has some forced micro component. There are some program implementing macro components in requirements, but it is predominantly micro. This probably has to do heavily with state licensure exams content and schools accommodating to their requirements. If a student knows they want to do macro work, why are they forced into micro opportunities? Yes, there are skills that all social workers need to know, but schools can certainly accommodate to the needs of macro students. Social work is what you make of it, and you can’t make much of the opportunities if you are forced into certain ones
  • Minimal Exploration Opportunities: While you are a student, you should be exploring the career fields you would like to pursue. Since social work students have a short amount of time to obtain their degree, it is hard to explore various macro opportunities if you spend half the time in a micro setting. Trying out new experiences if how we learn and how we develop our career aspirations. Without time to explore, schools are feeding us down a certain path.
  • Lack of opportunities with Social Work Programs: There are a numerous opportunities out there macro students and in some ways more flexibility, but social work program tend to focus their efforts on micro students based on the overwhelming amount of micro students and faculty. Micro classes are offered more often and micro opportunities are encouraged.
  • Quality of opportunities: With a micro focus, many schools focus their resources on those opportunities and the macro courses suffer. This causes many macro students to go outside the program to search for quality education and opportunities or not even enter the programs. I know my decision to enter my social work program was based on the macro education, and I dismissed many schools with poor macro concentrations.
  • Trouble with post-graduation employment: Since the quality of macro educations are many times sub-par, the students leaving the programs are then sub-par and may not be able to attain the macro job opportunities they desire and have to settle for a micro job. If a student has a primarily micro background, then they won’t be qualified for macro jobs without proper experience or if they obtained the job, they perform poorly. Macro students are losing positions to other professionals because their programs are preparing them better and allowing for flexibility.
  • Risk of Being Classified as an UNFIT Social Worker: This is an interesting point, but also sad at the same time. I will repeat myself again that not all social work is focused on clinical intervention, and if we only focus on clinical treatment, societal problems will not be addressed. Micro work is not for everyone. I certainly do not want to perform therapy, and I should not feel incompetent as a social worker because of it. I have heard of incidences of macro students being kicked out of their programs because they do not want to perform therapy or asked to do micro work and their field supervisors claim they are unfit social workers. There is even a person in my school that tells students to withdraw from the program if they do not want to do therapy in their field placements which is ridiculous. I don’t have to be a good therapist to be a good social worker.
  • The Constant Questioning of Goals/Intentions: Every student gets asked “What do you want to do with your degree?” This is a reasonable question to engage in conversation and learn about the individual, but for macro students it can be a challenging subject. Many experienced social workers constantly suggest ideas and have an expectation of social workers that they force on current students. Macro social work sometimes does not cross their radar as “real” social work. Also, a micro focused curriculum and field experience forces does not help students pursue macro social work. If macro students are constantly being told what they want to do is not social work and being forced into opportunities they do not want to do, then why should they purse a social work degree?
  • The Struggle to Stay Motivated: As we all know, social change takes a long time and a lot of effort. If macro students who desire to pursue social change are surrounded by people who do not want to contribute or are too burned out from their clients, then macro students can struggle with staying motivated to want to implement change. Instead of giving support, micro social workers can limit macro students’ perceptions of social workers and diminish their motivation.

There are ways that each one of us can help continue to promote macro social work and encourage students to pursue this tract. Here are some ways EVERYONE can help:

  • Never limit your definition of social work: Social work is what people make it, and as long as it is promoting social justice and ameliorate society, then it should count as social work. Never tell someone their work does not matter nor it’s not social work because you don’t think it is.
  • Ask to Help rather than give Advice: This is an issue in many fields, especially social work. Experienced social workers and fellow peers should be asking students how they can help them, rather than giving unsolicited advice. Of course, advice that is welcomed is very useful, but don’t just assume a student wants or needs to hear your perspective on social work. It can be more harmful than helpful.
  • Start Connecting: I wrote in a previous article that all social workers need to be networking! If we keep connecting people with each other, than people can find support and resources in ways they could not have on their own.
  • Unite together: I know this may seem cheesy, but many students think doing stuff on your own is easier and shows strength, but asking for help sometimes is necessary. Getting together with fellow students or asking alumni for support could be really beneficial. If students are having problems, people should offer to help or at least provide support as much as they can. A unified front is stronger than several smaller individual ones.
  • Encourage instead of Discourage: Discouragement is definitely a struggle for many macro students, and it is important to support them in their exploration process. Remember, all levels of social workers are needed, and we need to ensure all are supported through their education process.
  • Challenge and Help Change: If you think your program does not do a good job supporting macro social work students, speak up and ask for the reasons. Sometimes it’s intentional, and sometimes it is not. If things about be better, try to offer solutions or create a task force that could help. Change doesn’t happen without a challenge first.

Jonathan Richardson is the Social Work Helper Staff Writer focusing on Students Issues and Concerns. He currently is a graduate student at University at Albany getting his MSW and MPA degrees. Jonathan has a background in a variety of nonprofit administrative and direct practice experience with a specialization in fundraising and development, and he hopes to empower the next generation of leaders and provide them with the motivation to positively impact their local communities. You can also visit his personal blog www.jonathanknowseverything.blogspot.com.

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Education

The Long Pathway: Journey to Understanding Mental Health

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Written by: Iman,  Introduction: Rosie, Billy, Anisah, and Fahim – Haverstock School Journalism Project

*Editor’s Note: UK Social Work Helper Staff Writer, Chey Heap, and myself worked with the Haverstock School Journalism Project to support budding young journalists in their pursuit to better understand mental health issues. The below work was written by an 11 year old student, and I am proud Social Work Helper was able to be apart of this effort. The article is a collection of interviews and collaboration with her classmates. They did an outstanding job of exploring and processing a complicated issue like mental health. – Deona Hooper MSW 

A recent survey stated that 20% of adolescents may experience a mental health problem in any given year. In the Journalism project, we choose the subjects we want to write articles on and because I personally had an experience that traumatised me when my brothers had been separated from me. It really felt like I had been deprived of the things that gave me the most pleasure, and it put me into a deep depression. No one could understand the way I felt.

If we had physical problems, people would have noticed, but the inner ones are not noticed. If you break your arm everyone knows, but there is a stigma attached to mental health problems.

I wanted to know about how psychologists and other professionals work and understand how they can help us so that young people who are experiencing mental issues will know they are not alone and can get help.

The article is titled ‘The Long Pathway’ because it takes a long time to train to become a helping professional and to research and understand different conditions, but it is also a long pathway to healing.

So, I decided to ask my classmates who have experience with mental health issues including depression and bereavement to help me with this project.

One person, we shall call him Stephen told me: His Nan had a very rare disease that messed with her head. It made her see things. “When we went to visit her she saw everybody but me! It made me feel sad and left out but no one knew how I felt”.

Another a girl called Sarah told me: “My Mum and my Nan were fighting and they stopped talking to each other and when I wanted to go out with my Nan my Mum wouldn’t let me that made me very upset and angry”.

I then wanted to know what it was like to train, work and research in the field of mental health.

Journey Through a Psychologist and her Trainees Eyes

Dr Gursharam Lotey, a young person’s clinical psychologist and Jasmeet Thandi a trainee clinical psychologist agreed to an interview at Camden Open Mind – an organisation that reaches out to young people and helps them deal with life situations including bereavement, bullying or educational issues. It gave us a unique insight into their work.

Jasmeet: I am constantly thinking about feelings. You are talking to someone you have never met before and you are asking:

“How do you feel?”

And it is probably a bit much. So we get beautiful Russian dolls, name each doll that we have made: happy doll, sad doll Yesterday, one girl put a sad doll inside a happy doll. So, on the surface, she seemed happy but on the inside, she was feeling a bit sad.

Q: Do you use your own experiences to connect with patients?

Gursharan: It is really important to be aware of your past to be able to connect with a young person

Jasmeet: A patient will tell you something and I think:

 ‘Ah I have experienced that…’

Q: How do you deal with the unexpected?

Gursharan: The best thing to do is to not panic and to just think why that person might be sharing something with you that might be a bit out of the ordinary; and to be able to hold this inside, even if you are thinking: Wow! This is not what I expected!

Q: Do you ever get scared of your patients?

Gursharan: Not scared as such… I worry about them but our aim is for them to go home and be safe.

Jasmeet: Not scared I worked on a unit where adolescents had committed crimes. Once you get to know someone you can really understand the context and why things have happened. Understanding them is really important.

Q: What challenges do you face in your work?

Gurshuram: If something really complex and serious is happening within a young person’s family and you have several families like that all on the same day it can be quite challenging to not think about it when you go home.

Gursharam and Jasmeet explained training to be a clinical psychologist was like embarking on a long pathway and it felt like we were given a fascinating peek into what that entails.

Thank you, Gursharan and Jasmeet. We think Camden Open Mind gives an invaluable service.

Journey Through a Psychology Lecturer’s Eyes

Tony Cline is a now a psychology lecturer and trains child psychologists. When Tony was twenty-one, he found himself in a room with a new computer, but this computer was gigantic. It took up a WHOLE room!  He punched information into cards and it would take three weeks to process. Unfortunately, when Tony made a mistake, it would take another three weeks to process. Since then, technology is the biggest change he has seen.

Tony specialises in research as well as teaching and over the years has worked on subjects like dyslexia and has organised dyslexia conferences. Elective mutism was another subject in which he took an interest. This is where a young person can talk but only with some people. People thirty years ago often thought the child was just being naughty, but Tony’s analysis showed they weren’t, they genuinely had problems.

An example would be a pupil refusing to communicate with their teacher. The review of research highlighted a treatment called ‘Fading In’ where the child talks to the people they are comfortable with. For example, while the child is talking to their parents about something very interesting, the teacher appears at the door but does not enter. The second time, the teacher might come in but not stay, and on the third time the teacher stays and joins in the conversation. There is now a new name for the condition is called Selective Mutism.

I asked about the difficulties his students face to become trained professionals:

Tony: One of the things students do is they carefully train and prepare for an interview and then despite what they have been told about the child before they meet them, there is sometimes much more than is said.

I wondered whether there are difficult situations whilst he was teaching.

Tony: Yes. You can sometimes see that it is making someone in the group think about their own lives and they have had a bad time; for example noticing when a student is being hit by a subject like bereavement because they have experienced it.

Although Tony has years of experience, he still says to his new students: “I am going to learn something from you.”

I learnt lots from everyone I met on this fascinating journey and hope this article will be the first of many that shed light on an area that is difficult for people to understand.

Thank you. Gurasharam, Jasmeet, Tony, and classmates.

Brief description of the project:

The Haverstock School Journalism  Project exists to give underprivileged young people a very high standard of journalism training and proper assignments.

The students have interviewed all sorts of people from a lady firefighter to Baroness Lola Young of Hornsey, recently they contribute to the University College London, Amnesty Journal, and provide regular articles for On the Hill Magazine. The project is funded by the John Lyon’s Charity.

The Project Co-ordinator

Danielle Corgan worked in broadcast documentaries for over a decade, mainly with the award-winning documentary company Goldhawk Media Ltd. She helps the students research their subjects, prepare interview questions, organises the interviews, and write and structure print quality articles. She strongly believes every child can write well and encourages them to develop their own voice. She has worked with youngsters with Special Education Needs and Looked After children on the project with very good results.

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Aging

Social Workers Can Now Learn Medicare Online and Earn Continuing Education Hours

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Social workers can now earn continuing education hours while they learn Medicare at their own pace, anytime and anywhere with Medicare Interactive (MI) Pro, an online Medicare curriculum powered by the Medicare Rights Center.

MI Pro provides the information that social workers and health professionals need to become “Medicare smart,” so they can help their clients navigate the Medicare maze. The online curriculum contains information on the rules and regulations regarding Medicare—from Medicare coverage options and coordination of benefits to the appeals process and assistance programs for clients with low incomes.

“For over 25 years, social workers have been turning to Medicare Rights’ helpline counselors for clear and concise information on how to help their clients access the affordable health care that they need,” said Joe Baker, president of the Medicare Rights Center. “Now social workers can enroll in MI Pro and learn—or enhance—their Medicare knowledge at their convenience while fulfilling their continuing education requirements.”

The Medicare Rights Center, a national nonprofit consumer service organization, is the largest and most reliable independent source of Medicare information and assistance in the United States.

Licensed Master Social Workers and Licensed Clinical Social Workers can earn continuing education hours when they successfully complete any of the four MI Pro programs: Medicare Basics; Medicare Coverage Rules; Medicare Appeals and Penalties; and Medicare, Other Insurance, and Assistance Programs. Each MI Pro program is comprised of four to five course modules.

All MI Pro programs are active for one year following registration.

MI Pro courses are nominally priced. Additionally, social workers who purchase all four programs at once will receive an automatic 20 percent discount.

Medicare Rights Center is a national, nonprofit consumer service organization that works to ensure access to affordable health care for older adults and people with disabilities through counseling and advocacy, educational programs, and public policy initiatives.

Available only through the Medicare Rights Center, Medicare Interactive (MI) is a free and independent online reference tool that provides easy-to-understand answers to questions posed by people with Medicare, their families and caregivers, and the professionals serving them. Find your Medicare answers at www.medicareinteractive.org.

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Education

Cyber Safety for Today’s Teens

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It goes without saying that technology has fully inserted itself into most aspects of our day-to-day lives—and children and teens are no exception. Children are learning to swipe smartphones before they learn to turn the pages of a book, and many of them are swiping on their own devices. For parents, the endless exploration of technology raises many concerns for children and teens.

Parents need not only be aware of what their children are getting from the constant connectivity, but also what they may be putting out into the digital universe. Yes, the horror stories surrounding teens and technology are vast and worrisome, but these hard-learned lessons can provide other families with safe cyber practices that will make all the difference for security and peace of mind.

Limit screen time, especially for youngsters. We may have grown to rely on our devices in the adult world. I, myself, use my phone for everything from navigation, to paying bills, to making grocery lists—the list (no pun intended) goes on and on. However, for children, it is essential their screen time be limited and purposeful. Use screen time as an occasional reward, but make sure that everyone is clear about how long they can use the device and for what purposes.

If you feel that your child must have a phone for staying in touch, consider phones or plans that provide programmed options for usage. For instance, there are ways to program children’s phones so that they are only able to call or text a set list of phone numbers. You can also set restrictions on how data is used or what websites or apps your children can access. The key here is to keep your children’s circle small when introducing them to their first phone—the stricter the parameters, the more peace of mind parents will have about children using technology.

Be aware of your child or teen’s social media presence. Keep a very watchful eye on your child’s use of social media and limit access to devices when concerns arise. You should insist on access to or control over your teen’s social media accounts whenever necessary. If you suspect that your child is cyberbullying or being cyberbullied, take the phone.

Keep records of any evidence that your child is being bullied, including text messages, screenshots, profile posts or photos, etc. Schools today are cracking down on bullying; however, parents must present documented, repeated instances of harassment or bullying before school officials will intervene.

Along the same lines as cyberbullying concerns, parents should monitor social media accounts to ensure that children are protecting themselves and being digitally responsible. Teens today are so concerned with obtaining “likes” and gaining “followers” that they lose sight of how vulnerable they may be making themselves online. Explain to them that, even with privacy settings, nothing is 100% private when it comes to posts, comments, photos, etc.

Make sure that teens are not using personal information, like a full name, specific address, current location, or school. Social media sites make it extremely easy to tag one’s location, but too often teens fail to consider who might be keeping tabs on their location. Gently, but firmly, remind your children that not everyone on social media is who they claim to be.

Talk about the permanency of our digital footprints. This means once posted online ownership no longer belongs to you. Even deleted material is not ever fully erased if even one person has captured, saved, or screenshotted the post.

Not only can deleted posts resurface, people can edit or manipulate the photo or post in any way they choose. Teach children and teens to think carefully before making a post.

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