MSWSN Student Leader's Guide 2013-14

7/27/2019 MSWSN Student Leader's Guide 2013-14

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:he personal is political

it is the opportunity to impacositively the lives of people on a mucharger scale

without macro, the mostulnerable lives dont improve

the system tricklesown unity is

ssential it IS social workculture matters

i am a macro socialworker and i empower lives

people will comefter me and i want them to live better


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Andrew C. Schoeneman, MIIMDoctoral Candidate Adjunct Instructor

Virginia Commonwealth University School of Social Work

Rebecca StollMaster in Social Work, candidate 14

Michigan State UniversitySchool of Social Work

Jorge VargasMaster in Social Work, candidate 14

Rhode Island CollegeSchool of Social Work

by

Andrew CalderaroMaster in Social Work, candidate 14

(CUNY) Hunter CollegeSilberman School of Social Work

Patricia Bamwine, MSWDoctoral candidate

University of PittsburghSchool of Social Work

Jessica HudonMaster in Social Work, candidate 14

Boston UniversitySchool of Social Work

Nora MoranMaster in Social Work, candidate 14(CUNY) Hunter College

Silberman School of Social Work

Kristin M. Ferguson-Colvin, Ph.D. Associate Professor


Mark Homan, MSWChairperson

Association for Community Organization andSocial Administration (ACOSA)

Reviewed and edited by

Students :

Faculty:

Terry Mizrahi, Ph.D.Professor


Naomi Silverstone, Ph.D.Professor

University of UtahCollege of Social Work

Michael WaltersMaster in Social Work, candidate 14

(SUNY) Stony Brook UniversitySchool of Social Welfare


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Welcome Mission & A History of Growth ..........................4 -5Cultivating Success

Table 1Organizing Principles Primer..8-12

Agenda Planning

Establishing a Campus Collective& Stepping Stone Goals..14-16Potential Composite Goals..16

Needs Assessment Survey.17School/Community Event18 -20

Frequently Asked Question ................................21 -22

Contact/Sources


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1

Dear Campus Leader,

I went into social work because I wanted to be like Jane Addams. But I found myself in the worldof Mary Richmond, Dr. Jack Rothman wrote from Los Angeles. There were different approachesin the field and my choice was vastly outnumbered. And, truth to tell, not well appreciated. In the2012 Rothman Report, he found that by the mid -1990s, only 2.9 to 4.5% of social work graduatestudents were community or planning practice majors. This marginalized subfield in social worksaw that only two percent of time each week is dedicated to community organizing andpolicy/legislative development (Rothman, 2013).

Rothman, along with Meyer Schwartz, developed at theUniversity of Pittsburgh in the early 1960s the firstcontemporary two-year concentration in communityorganization ("NASW social work," 2013). Roughly ahalf-century later Dr. Rothman, a professor emeritus at UCLA, conducted the research for and wrotethe 2012 Report to illustrate the imbalance betweenmicro and macro social work education.

What is to be done if social work is systematicallymarginalizing those it is supposed to be training?

MSWSNs June 14th event, Macro in a Micro World,produced a clear answer: Macro students must organize andadvocate for better macro education. This means we must takeour community organizing skills and employ them for an urgent brand of advocacy scholasticorganizing.

This is where you come in. As a Campus Leader, whether BSW, MSW, or PhD. student, you canorganize for change in your curriculum and in your schools culture towards macro practice. Thisis why MSWSN is developing leaders at social work schools across the country. The potential forchange exists among many talented, impassioned students. Indeed, this is why you are readingthis.

Use this Guide as you develop a collective on your campus. Along with your organizing skills andknowledge, you will be well on your way.

In solidarity, Macro Social Work Student Network


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The Macro Social Work Student Network (MSWSN) began at theSilberman School of Social Work at CUNY-Hunter College in the Fall of 2011.Students of the Community Organizing, Planning, and Development (COP&D)method began a project in class titled the National Community OrganizingNetworking Project. The initial focus was to connect to other macro -focusedstudents at the University of Connecticuts and University of PittsburghsSchools of Social Work through a videoconference. Facilitated by professorsof this triumvirate, participants realized that this was just the beginning of

what could be a profound and progressive dialogue.

The Silberman students initiated a coalition and developed a trial web siteto provide greater organization and collaboration. During the Spring 2012semester, students from the COP&D I course expanded the network beyondthe Original Three to develop more of a national scope.

During the fall 2012 semester,

COP&D II students continued thisgrowth. Allison Weingarten, Silberman13, attended the Council on SocialWork Educations (CSWE) AnnualProgram Meeting. Through promotionof the project to other attendees, Ms.Weingarten corralled contacts fromnumerous schools, which led to

greater usage of social mediaoutreach.


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This increased communication led to an in-person event among NewYork City social work schools and the fledgling organization took on themoniker of National Network of Macro Practice Social Work Students.

What started as coursework for Silberman macro students now hadpotential for great expansion. COP&D I students seized upon thisopportunity under Dr. Terry Mizrahi, former president of the NASW, duringthe Spring 2012 semester. Nine students impressively chose the Networkover other compelling social work campaign options. Now known as theMacro Social Work Student Network, these students used their collectiveskillset, diligence, and relationship with the Association for CommunityOrganizing and Social Administration (ACOSA) to organize a further-reaching event.

The result was the June 14th, 2013 event Macro in a Micro World!What the 2012 Rothman Report Means for Social Change Hopefulness.Co-sponsored by the University of Connecticut School of Social Work; theUniversity at Albany School of Social Welfare; the Silberman School ofSocial Work; ACOSA; and, MSWSN, the event brought in roughly 50students from schools such as Indiana, Virginia Commonwealth, Rutgers,Pittsburgh, Columbia, and so forth!

The event featured Dr. Loretta Pyles of Albany and Dr. Scott Hardingof Connecticut, who spoke about the Report and what this meant for thebudding practitioners in attendance. After a question-and -answer session,students shared meaningful, important ideas through open spaceexercises. The day was capped off with a happy hour and networking!

Whats next for MSWSN? You are! On the heels of years ofdevelopment and a stellar summer event, MSWSN is prepared to expandinto campus chapters. As part of the Rothman Report illustrated, the futureof macro education is in the hands of the students. As we learn to advocate for and empowerothers we must advocate for whatwe need and deserve in our ownschools. Thus, the future ofMSWSN and macro education -is as bright as we make it.


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Part of the beauty of the MSWSN ScholasticOrganizing Co-operative Program is that

we are not just charging toward better macroeducation and greater awareness but

setting out to do actual organizing, therebyenhancing our skills! Some of us havepre-social work school experience yetothers are newer to the field. Eitherway, we all need to have ourorganizing skills in order.

The following organizing principlesprimer comes from from seasoned

organization and is for our edification andclarification. Of course, we are all

organizing in different schools and these

principles will apply within various scholasticcultures. We cannot control all variables; but, wecan be proficient in the skills necessary for strong , healthyorganizing. Do this work, maintain humility, humor, andperseverance and see where your work can take macrosocial work, MSWSN, and you!


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Source: Community Practice Interventions. (2008). The Encyclopedia of Social Work, 20thEdition. T. Mizrahi & L.E. Davis, Eds. Vol. 4. NY: Oxford University and NASW Press.

Development of macro practice tracks in social workschools without them; increased macro course offerings;greater hiring of macro professors; a cultural shift that is

more inclusive of macro practice

Academic curricula; administrative and student culture

Macro social work students; macro professors; administrators

Macro methods are not offered within social work programs; sufficientmacro courses arent part of the curricula; schools ignore macro

social work as an essential method in the field

Campus Leader; Collective members;Involved professors


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Organizing Principles Primer1. Planning is integral. In a civilian community, for example, youwould have a lot more data collection and analysis and largertimelines. Our scholastic communities are literally and figurativelyshrunken. But, we still assess values, power, and resources whenoutlining our work.

Values addresses why a problem exists (why is macro largelyignored? Who is responsible?).

Power means that somebody or a body of peoplewields the means to fix your identified problem.

Resources are the creation of or deploymentof assets that help us achieve our product.

2. N eeds and asset assessments are corecomponent s to any organizing effort. Having asense of something wrong is much different frombeing able to show something is wrong. Equallyas important is knowing where your strengths inboth groups and individuals lie, so that you can takeon your goals and challenges aware of your strengths.See Supplementary Docs.

3. As you develop your Collective, assume nobody knows theproblems facing macro practice. In fact, reading through theRothman Report and reading through this Guide may be edifyingfor you! If you, as a Campus Leader, are learning then how canyou expect others to know? This applies both to the criticalactors and the facilitating actors (see 5.Power ). Is your

administration aware that theyre shortchanging macro practice?Have they been operating in a clinical haze?


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4. Process and Product: Establishing anything on campus takestime, and our busy academic lives dont help propel these otherinterests. We must act under the assumption that there will always

be a shortage of resources (time, people, etc.) to achieveeverything we want to. Thus, we must focus on process

and product:

Process: There must be enough dialogue orfiltering of ideas to determine agreed-upon andappropriate goals to which all involved personscan agree and feel a sense of buy-in.

Product: What are your Collectives goals? Whatdo you hope to achieve?

Have a realistic timetable and efficient allocation of resourcesBe realistic about productKnow the consensus product among your Collectives members Assess skill sets who is best at what and wants to take onspecific tasks? Allow for enough, or more than enough, time, and be aware ofyour process and how it relates to product.

5. Power is a major element in the work we do. You need tounderstand who or what has the decision-making capabilities tocreate your desired change. Lets focus on two types of poweractors. Critical actors have the technical authority to make

certain changes; facilitating actors can influence the criticalactors due to their relationship to them. (contd)

Do the students know what they are missing? In the case of theadministration they may know about this problem but wont act untilsomeone speaks up. This is an opportunity to work with them andallow them to save face. If they wont work with you then your work,regardless, cultivates the influence to make change!


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6. Assume that opposition to change or your issue will exist. Inthe Rothman Report, one professor asserts, I dont fullyunderstand the lack of support, even though I know the majorityof the faculty is now narrowly clinical. A few powerful full-profs do

not think a macro concentrationhelpsSome disapprove of macroas a remnant of the 60s. Othersthink only clinically-orientedintervention research is legitimate(Rothman, 2012).

While such opposition can bedaunting , dont lose heart! You will face detractors throughoutyour careers. In fact, the skilled organizer uses this opposition todetermine who exactly her allies are and who her opponents are. And, when you face opposition it is best to be prepared withcounter-arguments. What if someone questions the validity ofmacro practice? Can you speak to the social improvements made

by macro work in your community, on a larger scale, or generally? 7. Criticism of problem solving is something we may very well face. Although social work is inherently inclusive, you may encounterthose students and professors who are clinically-biased. You mayhave people who support you yet think youre fighting a losingbattle, as it were. Whatever the nature of the environment yourcollective and you function in, you know what youre doing is right

for macro practice; thus, you can transcend any detraction with thisknowledge and with your preparation for success.

Many times this can be muddied waters and a power analysis isneeded to clear things up. In this case, we know that we thestudents are the facilitating actors and the administration withinour schools and, beyond them, the Council on Social WorkEducation are the critical actors. In our case, knowing who

controls the educational strings within our buildings is key. Wemust ask, Who can enact formally the change we demand?


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8. Last, we cannot undervalue the power of influence the faceof power acquired by people when they do not have the authorityto make decisions. Whatever school you attend, it is your schooland your education (or, in the macro case, generally lack thereof). As a Campus Leader and as a Collective, how can you amass theright influence? And, always remember, fortune favors the bold.You we are the bold, those who refuse to let our desirededucations go ignored and who insist on being progressiveagents.

Source: Community Practice Interventions. (2008). The Encyclopedia of Social Work, 20thEdition. T. Mizrahi & L.E. Davis, Eds. Vol. 4. NY: Oxford University and NASW Press.

We macro social work studentsmust advocate for our educations.

We use learned principles, like theones you just read, in other communities,but what about our own academicenvironments? Change is not going to happen

overnight, but by owning our educations andimplementing these principles and leadership skills thenchange can occur. For example, at the Boston University School of

Social Work macro students won over faculty support for macroworkshops to supplement our classroom education. Now, wechoose the topics of macro workshops that are offered eachsemester to all of the MSW students. Small changes such asproviding workshops in individual programs will lead to changes inthe profession as whole .

- Jessica Hudon, BU SSW


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Establish the Collective: All of your passions and skillscant be put to use unless you set up a collective first! Seeyour Campus Leader docs for key questions to askyourself.

Stepping Stone goals: These are the

smaller-yet-necessary goals you achieveto make the Collective knownthroughout campus, to recruitCollective members, and to spreadInformation about the importance of

and problems facing macro practice.

Composite goals: These are largergoals that require deeper planning.They are usually end-of-the-semester/year events. They are called composite

goals because they are the fruit of all theCollectives labors during the semester and may requirelong-term planning and organizing. Of course, you canprepare for a composite goal while reaching your steppingstone goals.


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Your first step in planning is going to beactually setting up a Collective! Depending onyour schools policies you may or may nothave to become an official campus club. Thereare certain benefits to becoming an official clubi.e. financing, access to certain facilities, etc.Here are some questions to get this process

started.

Is it to our advantage to become an official club?

How do I establish a collective at my school?What are the technical ins and outs and paperwork necessary tobecome a club?

Who in student activities should I know?Youll need to know who the go to person/people are.

Which professor(s) can I get to join me on this?Despite the overall troubling treatment of macro social work oncampuses, there should be a few professors dedicated to macro.

Find one or more macro-focused professors and set up a meetingto discuss how you can work together. His/her/their expertise willhelp guide you. It is also an important step to bring into the fold apotential critical actor.

What is the club culture on my campus? Are there a lot of events to promote clubs? Is there a designated

club time every week? Depending, youll need to figure out thebest way to promote your MSWSN collective.

Establishing aCampus Collective


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Tabling: Good ol fashioned tabling puts you in direct contact withfellow students. Set up in a campus-approved area with signage,literature, a clipboard, and a smile oh, and a table!

Flyers: You know this deal - post those MSWSN flyers where fellow

students will see them! Event presentation: Our schools provide an array of events tointroduce clubs and alliances to the general student body. Makeyour MSWSN Collective part of that! Make announcements in class: Although class time is limited, any

concerned professor should gladly let you make a two minuteprepared announcement. Be sure to have flyers to distribute,otherwise you risk your message getting lost.

White/chalk board messages: Figure out which classrooms (iftheres a difference) hold the macro classes. Write, neatly, aboutthe Network and the Collective, who youre looking for, and how to

contact you. Then just let the foot traffic pass by!

Gaining interest when setting upa Collective/Stepping Stone goals

Setting up a Collective and Stepping Stone goals so mirror eachother that weve combined them. These tactics are essential to bothand are enhanced by being done regularly i.e. weekly, bi-weekly,etc., to maintain continuity in your communications with fellowstudents. An important point is that you dont need to recruit an army;a few dedicated students can get the collective moving in the rightdirection.


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Sidewalk message: Remember when you wrote all overthe street with chalk as a kid? Well, its time to put that skillto use! As long as its cool with the campus, script amessage on high traffic walkways.

E-blast: This is an efficient way to touch base with as manystudents as possible. See who in administration or studentactivities sends out the mass emails and if they can workwith you to get a mass-message out! Maybe they can evenblast a flashy flyer! Social Media: Facebook, Twitter, Tumblr, Instragram, etc.:Let your classmates know through your schools socialmedia sites.

Potential Composite GoalsComposite goals, going back to Table 1, focus eitherdirectly or indirectly on the systems targeted for change.Here are types of composite goals that are hypotheticallywithin the realm of the Collectives ability and further thedesired outcome of the MSWSNs mission.

I. Student Needs Assessment SurveyII. School Event

a. For students/professorsb. Community-oriented

III. Free Choice! (Have something in mind thats

great for your school community?)


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I. Student Needs Assessment Survey Ultimately, your schools academic infrastructure is whereyour Collective can have the most impact. As the RothmanReport illustrates, macro social work education is largelydownplayed, ignored, and non-existent. Of course, youshould know how this is happening at your school.

The best way to find this out is by conducting a studentneeds assessment survey. You want to be able to answerquestions like, These problems are bad, but are theyaffecting us at our school? By doing a survey, youll beequipped to answer and for future action. See yourSupplementary

Docs for theassessmentsurvey andadditionalinformation.


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II. School/Community Event Another positive Composite Goal is holding an event in yourschool that addresses a macro issue. Perhaps you havedone work in your community and it highlights effectivenessand need for macro work; you could hold an event thatillustrates this work.

Here are some examples:

An introduction to macro social work, its paths, and itsprofessional prospects

MicMac: Connecting macro and micro social work A specific issue facing macro social work Work youve done on your own or for a class with the

community and how it reflects macros usefulness i.e.educational outreach, fundraising, organizing communitychildren for a specific goal, etc.

A good example is the event held by MSWSN on June 14 th,2013, Macro in a Micro World:What the 2012 Rothman ReportMeans for Social ChangeHopefulness. The event took placein New York City at the SilbermanSchool of Social Work at CUNY-Hunter College.


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Although there was a lot oforganizing done for the event, itspremise was straight-forward. Dr.Loretta Pyles of the University at Albany and Dr. Scott Harding of the

University of Connecticut spokeabout the Rothman Report. Next,open space exercises allowed theroughly 50 students from over adozen social work schools to havevarious dialogues about the Reportand macro issues important to

them. The day wrapped up with areception that, of course, had somegood food!

An event this simple can go a long way. In a post-event survey,90% of the students rated the event as either very good orexcellent. In open -ended responses they proclaimed:

The integration of education and actionbeing able to clarifythe problem as a groupthen discuss solutions was helpful.

I really enjoyed the open space exercise because it allowedthe attendees to share ideas and thoughts.

Seeing patterns across institutions is sobering, empowering,and motivating to start advocating more.


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Ultimately, this event achieved multiple ends: Brought together like-minded macro students Showed students and professors alike that there is passion

for macro progress Enlightened students to new ideas

Created a greater sense of intra-state and intra-programmacro solidarity

By doing the same on your campus your Collective, wherever itmay be, will empower and embolden the macro contingenteverywhere.

ACOSA isthe nationalbody formacro socialworkers and

students. You can contact theappropriate regional contact to workwith ACOSA on an event in your school.Check out their web site to see whotheir regional reps are and how you canwork together. ACOSA.org


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The best way to reach MSWSN with anyquestions, concerns, or suggestions is via e-mailat [email protected].

Dont forget to Like MSWSN on Facebook atFacebook.com/MSWSNetwork

Berkowitz, B., & Nagy, J. (2013 ). Conducting needs assessment surveys . Retrieved fromhttp://ctb.ku.edu/en/tablecontents/sub_section_main_1042.aspx Rothman, J. (2013 ). Education for macro intervention: A survey of problems and prospects .Unpublished raw data, Association for Community Organizing and Social Administration.

Nasw social work pioneers . (2013). Retrieved fromhttp://www.naswfoundation.org/pioneers/r/JackRothman.htm

Mizrahi, T. (2009). Community organizing principles and practice guidelines. In A. R. Roberts(Ed.), Social Workers' Desk Reference (2 ed.). Oxford University Press.

Community Practice Interventions. (2008). The Encyclopedia of Social Work, 20th Edition. T.Mizrahi & L.E. Davis, Eds. Vol. 4. NY: Oxford University and NASW Press.

Documents

MSWSN Student Leader's Guide 2013-14