NYU Silver at CSWE 2020

Blue/green color blocks with text reading "Leading Critical Conversations 2020, Diversity Equity and Inclusion, CSWE 66th Annual Program Meeting November 16-20, 2020"

NYU Silver Presentation Schedule

The following schedule of faculty and doctoral student presentations is self-reported and up-to-date as of November 9, 2020.

Clinical Practice

Session 57B

Melissa Almenas, DSW Student

Where Did Maslow Go? Integrating Social Determinants of Health into Treatment Planning

Overview: The ubiquitous buzzwords “social determinants of health” have made their way from academic journals to corporate healthcare boardrooms. Long understood by the field of social work, public health and the medical establishment are starting to incorporate the identification of environmental factors and access to resources as part of population health management. However, the application of this concept has been disjointed, overdue, and perhaps most importantly, not funded. This lag in practical application disproportionately affects the health and mental health of people of color, and reflects long-standing tensions between values, politics, and ideology. A critical analysis of the typical treatment plan will expose the value conflict between the clinical social worker and their responsibility to the needs of the client and community, and their participation in the organizational goals of cost-savings and value-based outcomes for a healthcare enterprise. This paper proposes a reformulation of the standard treatment plan by including Maslow’s hierarchy of needs as a practical framework for a holistic view of the client’s psychological context. The aim of this reformulation is the destigmatization of psychological symptoms that are a product of individual discrimination and societal oppression, and to allow micro-level clinical work to inform an agenda for macro-level policy interventions in healthcare.

FIELD EDUCATION

Session 225

Cora de Leon, Clinical Assistant Professor and PhD Student

Nicholas Lanzieri, Clinical Associate Professor

Juhi Malhotra, Clinical Instructor

Seminar in Field Instruction (SIFI) - A Tool for Changing Conversations

Overview: Social work is evolving and Field Instructors are required to keep up with student learning needs and the social discourses influencing the profession and it’s curriculum. The Silver School of Social Work presents its current Seminar in Field Instruction (SIFI) model, taught both in-person and online to showcase how it incorporates topics on diversity, equity and inclusion as well as the impact of COVID-19. The online model and various educational tools highlight different engagement and learning methods as well as the school’s ability to transition this content to an on-line format only. The presentation ends with a brief discussion of challenges and goals for the SIFI course.

Session 752b

Anne Dempsey, Clinical Assistant Professor and DSW Student

Field Advisement: Infusing Critical Race Theory and an Anti-Oppressive Approach to Learning

Overview: The purpose of the presentation is to discuss a pedagogical approach, based in critical race theory (CRT) and anti-oppressive practice (AOP), for field advisors, who are teaching in “the open classroom.” The open classroom is the learning space shared by students, field instructors, and field advisors centered on the student’s experience within the field placement organization. A teaching example demonstrates how the field advisor can help student learners take a critical stance with regard to issues of oppression and race in field education, while exploring challenges in the classroom and in field advisors’ work with individual students. This work is inspired by an impactful teaching experience and a school-wide curriculum revision endeavor.

TEACHING METHODS AND LEARNING STYLES

Session 307

Gerri K. Connaught, PhD Student

The Impostor Phenomenon Among Students of Color: Implications for Social Work Education

Overview: First described by Clance and Imes in 1978, the imposter phenomenon is the experience of feeling inadequate compared to others despite one’s accomplishments. It involves the inability to internalize achievement as due to one’s own efforts, as well as a fear that others will discover one is not intelligent or capable. This presentation proposes ways in which social work educators can recognize signs of the imposter phenomenon among students of color, as well as strategies educators can use to help students of color address and overcome this phenomenon. Learning objectives for attendees of this presentation are the ability to 1) describe the imposter phenomenon and the mechanisms through which it manifests among students of color; 2) identify ways in which social work educators can identify signs of the imposter phenomenon among students of color, and 3) provide strategies for social work educators in helping students of color address the imposter phenomenon.