Dr. Jay Miller, Dean at the University of Kentucky College of Social Work, received the 2021 Friend of School Social Work Award from the Kentucky Association for School Social Work on Friday, September 24, 2021.
Results of a new study from the College of Social Work at the University of Kentucky indicate mothers experiencing intimate partner violence (IPV) are significantly more likely to be unemployed if they have a three-year-old child. The study is published in Work, Employment and Society.
Using advanced statistical modeling of secondary data to determine employment trajectories, researchers found mothers experiencing IPV when their child is three years of age are significantly more likely to be unemployed six years after the abuse occurred.
“There is a lasting effect on mothers’ employment status when they experience IPV at this critical time,” said lead author Kathryn Showalter, PhD, of the University of Kentucky College of Social Work. “Employers should explore ways to support women with young children who are experiencing IPV so that they can maintain employment. Something as simple as asking survivors if they are okay can make a big impact.”
Other authors on the study include Susan Yoon, PhD, of the Ohio State University College of Social Work in Columbus, Ohio and TK Logan, PhD, of the University of Kentucky Department of Behavioral Science in Lexington, Kentucky.
For over 80 years, the University of Kentucky College of Social Work has been a leader in social work education. Our mission is clear: Through rigorous research, excellence in instruction, and steadfast service, the College works to improve the human condition. Always, in all ways. To learn more about the College of Social Work, visit socialwork.uky.edu/portal/sw/.
Crystal Barnes
crystal.barnes@uky.edu
859-257-7251
This article was originally published in UKNow.
According to Raenae Moore, a successful substance use disorder program shouldn’t be measured by people completing treatment. Instead, success should be measured by sustainability.
When Moore moved back to the Commonwealth after spending more than 20 years working in government and social services in Maine, she was disheartened by the lack of solutions for people with substance use disorders — particularly for those who came into contact with the criminal justice system.
That’s when Moore, who earned a bachelor’s and master’s degree from the College of Social Work at the University of Kentucky, became motivated to create long-lasting solutions. And this mission isn’t just professional, it’s personal — in 2014, Moore’s stepson tragically passed away from substance use disorder.
“That’s when I used my entire life savings to start a company, because I realized, helping people with substance use issues is my true passion,” she said. “Treatment is easy. But sustaining sobriety is difficult. Employment is the best relapse prevention program there is.”
While in the planning phase, Moore knew her company had to offer more than just location monitoring and treatment. She also knew technology had to be part of the solution.
In 2018, Moore partnered Lexington-based Corrisoft, and Community Treatment and Tracking Solutions (CTTS) was born.
Working closely with the Department of Corrections, the company helps rehabilitate people struggling with substance use disorders by using innovative treatment and tracking technology. Features of the innovative CTTS app include GPS, video capabilities for 24/7 peer-to-peer support, substance use recovery resources, telemedicine, a child support compliance feature, a resume builder and an outcome measurement tool to track effectiveness of the program.
Additionally, Moore is a partner at RRJ Center for Change — a comprehensive counseling agency which offers mental health counseling, substance use counseling and targeted case management for adults and at-risk youth.
With more than 20 employees, both CTTS and RRJ have served more than 900 people — all of whom are employed (except for four on disability) and are transforming their lives.
Here are just a couple of compelling examples:
And when COVID hit, Moore pivoted again. Many treatment centers locked down and didn’t accept new patients, and jails released inmates early with no resources to support them. She quickly moved to telehealth, but that created its own challenges.
“People leave jail with no phone and no data to use the phone,” Moore explained.
She turned to the Kentucky Highlands Innovation Center, which provided mentorship and website training to her in the past. KHIC had a digital inclusion grant from Rural LISC (Local Initiatives Support Corporation), which is a national community development organization.
Small cash grants were used to pay for equipment, internet service and/or training for 50 clients. Through the program, 24 phones with 90-day phone cards and 10 tablets were distributed. Other clients received assistance to find low-cost broadband service, set up email accounts and learn to use applications like Google Maps to make important appointments.
“For one man who was using heroin, it may have saved his life. He came to us with no money, no internet access and no phone or computer. He had hit rock bottom and was desperate to get better,” Moore said. “We gave him a phone and phone card on the condition that he would download the app and work the program. He is now on the way to recovery.”
All RRJ clients are not only still using their phones and tablets, but they also continue to be engaged in the recovery process. “The grant helped people get access to treatment for the first time in their lives,” Moore explained. “They might have been able to avoid the corrections system altogether if they’d had access earlier. We were able to bring the treatment to them.”
Moore credits her time at UK with helping her on her journey to helping others achieve sobriety.
“My experience at UK, especially within the College of Social Work, prepared me to grow personally and professionally,” she said. “Dr. Dinah Anderson mentored me, and her guidance continues to motivate me today.”
In 1987, Moore arrived at UK as a vocational rehabilitation student. “My grades from high school did not support my ambitions to go to college, and I almost didn’t make the cut,” she said. “But I received a lot of guidance and support.”
Now, Moore’s career has come full circle. She is currently in the process of moving her company into the same building that once housed the Department of Vocational Rehabilitation on Main Street in Corbin, Kentucky.
“I am honored and grateful to UK Social Work for preparing me for a field that I was able to shape and help develop a product that is helping with substance use and criminal justice reform.”
Moore wants the public to understand — despite the success of her program, the need is still great. In fact, her company has a waiting list.
But true to her mission, Moore is working on more solutions. Most recently, she launched Community Treatment Re-Entry Services. The nonprofit accepts private donations, which are used to help integrate those with substance use disorders back into the community in a healthy, positive way.
Those who would like to donate can do so through mail to: 107 S. Kentucky Street, Corbin, KY, 40701.
This article was originally published in UKNow.
The last year has taken a major toll on the nation’s mental health. With social unrest at an all-time high and a global pandemic causing major disruptions, it is nearly impossible to find someone whose life has not been impacted.
Human Resources at the University of Kentucky believes that mental health is a top priority. Ensuring all employees have access to mental health resources, UK HR provides five free therapy appointments with a certified or licensed therapist annually. Whether a concern has suddenly come up or existing challenges have become too much, appointments offer empathy, understanding and assistance in figuring out what’s next.
“We know employees are only at their best when their health and well-being are a priority,” said Vice President and Chief Human Resources Officer Kim Wilson. “To successfully serve all those who rely on us, we want our employees to have the resources they need to take care of their well-being.”
To that end, earlier this year, UK HR partnered with the College of Social Work (COSW) to ensure that not only employees have access to mental health resources, but that they also have access to diverse mental health resources.
According to American Psychological Association’s Center for Workforce Studies, 86% of psychologists are white, and other mental health professions are similarly homogeneous. Addressing these statistics and staying true to the university’s mission of promoting diversity, inclusion and human well-being, UK HR and the COSW contracted two African American licensed therapists.
This month, to further diversify its offerings, UK HR has again partnered with the COSW and the UK Latino Affinity Group to welcome its first bilingual Spanish-speaking therapist.
“Latino faculty and staff at UK believe it is essential to have access to a counselor and health services offered in their native language. Often, it is difficult to translate a feeling or emotion into English, and on a few occasions, there is no direct translation,” said Elizabeth Harris-Medina, assistant director of Retention and Campus Engagement and a member of the Latino Affinity Group. “Having a bilingual counselor offered to faculty and staff at UK will provide more accessibility to our services and help with the overall mental health of our community. UK HR is an amazing resource that a lot of our employees utilize, and I am excited that the program is expanding to cater to more people’s needs.”
“This is one step forward on listening to our community’s needs, and one step closer to fulfilling our commitment to our faculty and staff,” said Ruth González Jiménez, Latino student community specialist and staff chair of the Latino Affinity Group. “While we have yet to add more languages and counselors to serve in other widely spoken languages, such as Portuguese or Arabic, we are excited to see how else UK can work toward an equitable and holistic Work+Life environment, particularly for our identity-based affinity groups.”
As we as a nation and as a university community continue to diversify, it is imperative that our resources reflect that same diversity, fulfilling our duty to be the University for Kentucky.
Ensuring the mental well-being of university employees is a collective effort — an effort that benefits employees while on campus and in their everyday lives.
“Employees bring their whole selves to work. We all face challenges with managing both our work and personal responsibilities,” Wilson said. “When we’re struggling in one area, it can affect all parts of our lives. We want employees to thrive in all aspects of who they are — we can help them do that by offering mental health therapists from diverse backgrounds who can provide them with unique empathy and support.”
In addition to meeting with a therapist to improve mental health, UK employees can also attend virtual self-care or well-being events. Upcoming events focus on mindful self-compassion, community connection, support for working parents and elder care support. A full calendar of upcoming events can be viewed here.
Employees with a full-time equivalency (FTE) or 0.5 or greater are eligible for the five free sessions, as are UK retirees, sponsored dependents or spouses. Counseling sessions are currently available by phone or online video meeting. Click here to request an appointment with a therapist of your choice.
For more information about mental health services and events for UK employees, please contact worklife@uky.edu.
This article was originally published in UKNow.
From the impact of the COVID-19 pandemic to the movement against social injustice — societal challenges have forced us to take a closer look at disparities across the country.
How do we — as a society — tackle these unprecedented challenges?
The answer isn’t simple, but the College of Social Work (CoSW) at the University of Kentucky is proving they are part of the solution.
“Make no mistake, social workers and the work they do are vital to a well-functioning society,” Jay Miller, dean of the CoSW, said. “The college has really focused on ways to support social workers by expanding our reach.”
That reach — and impact — has been overwhelmingly positive.
In 2020, students in CoSW’s graduate program scored more than 11 points above the national average on the social work licensing exam. At the clinical level, graduates scored 12 points above the national average.
Additionally, from Spring 2019 to Spring 2021, college enrollment has grown an impressive 134% — the highest growth rate at the university. The CoSW already has another record enrollment for Fall 2021. Currently, the college has students from 48 states, and several other countries and U.S. territories enrolled in its programs.
“The fact that our college has been able to strategically grow, while maintaining high social work licensing pass rates, is really a testament to the amazing work of our faculty, staff and students,” Miller said.
The increase in enrollment, coupled with exceptionally high licensing pass rates, bodes well for the Commonwealth — where the need for trained social workers is critical.
Growing numbers of child abuse and neglect cases, the devastating opioid epidemic, complex mental health issues and the long-term effects of COVID-19 necessitate the need for social work practitioners. The hope is, behind every person or community going through a difficult challenge, a social worker is there to help address it.
“Now, there is a heightened need for social workers who are trained to explore and implement innovative solutions to society’s most pressing challenges,” Miller explained. “Extending the accessibility of our degree offerings, while maintaining the highest standards in social work education, is a recognition that we are training individuals to positively impact individuals, groups and communities. That is not a responsibility we will ever take lightly.”
To help students become well-rounded practitioners, the CoSW has added a wide array of degree paths and certificates, which are detailed below.
Online Bachelor of Arts in Social Work (BASW)
The BASW program is designed for anyone who is passionate about being a catalyst for change. Students will gain the knowledge and skills needed for careers in social work and social justice, with curriculum spanning advocacy, crisis intervention, social policies and more. The program offers a unique lens through which to view individuals, families, communities and society at large.
“The social work profession has a rich tradition of emphasizing the value of individuals’ experiences and of understanding the complexities of inequality,” Diane Loeffler, director of undergraduate studies, explained. “Our fully online undergraduate program option will prepare students to practice social work in a wide array of settings, with an emphasis on social justice.”
With the addition of the online undergraduate program, the CoSW has created an online pathway for motivated students to obtain a bachelor’s, master’s and doctoral degrees online.
Doctorate of Social Work (DSW):
The first of its kind in the state, the program successfully prepares students for advanced social work practice, clinical research, administrative leadership and executive roles.
In a continued effort to make UK programs accessible and attainable, the DSW is fully online and can be completed in two years (full time). There are also part-time options available.
“This program was conceptualized with practitioners in mind,” Natalie Pope, director of CoSW doctoral programs, said. “Our college has made significant investments in educational technology — which ensures that we can offer an academically rigorous educational experience in a flexible and efficient format.”
Ultimately, graduates of the program will be positioned to advance their careers, become transformational leaders and join the greater conversation about creating a stronger society.
The Bureau of Labor Statistics projected that from 2016 to 2026 the number of social workers will increase by 16% — more than double the growth rate projected for all occupations.
Miller hopes the CoSW’s proactive approach will continue to transform communities and the lives of people who call those communities’ home.
“We know the power of social work in addressing the needs of individuals, families and communities,” he said. “Today, and every day moving forward, we seek to actualize our commitment to the well-being of individuals in the Commonwealth of Kentucky and beyond.”
To learn more about CoSW programs, you can visit the college website.
This interview was originally published in UKNow.
University of Kentucky students are returning to campus ready to embrace the Fall 2021 semester after more than a year of unprecedented challenges.
For new members of the Big Blue Family, there’s still anticipation at the thought of new-found freedom and apprehension when it comes to leaving the familiar behind. The transition to college can be emotionally challenging as life away from home, friends and the predictability of high school becomes reality.
Now, add the stressors that accompany a year that included an on-going public health crisis.
Even before the COVID-19 pandemic, this culture shock of transition to college could have serious consequences. A study by the American Psychological Association found that one in three teens faces a mental health disorder during their freshman year.
Supporting Your Child’s Mental Health — From a Distance
As a parent, it is normal to worry about your child’s well-being. But how do you know when to intervene and lend support?
Mental health and wellness remain a priority at UK. In an effort to help students and parents adjust during the upcoming semester, UKNow enlisted the help of two experts — Julie Cerel and Mary Chandler Bolin.
Cerel, a licensed psychologist and professor in the College of Social Work (CoSW), specializes in suicide prevention and directs the Suicide Prevention and Exposure Laboratory in the College of Social Work (CoSW).
Bolin, who is also a licensed psychologist, is the director of the UK Counseling Center (UKCC). Their professional advice on how to navigate tough situations and difficult conversations can be found in the Q&A session below.
UKNow: What role has the COVID-19 pandemic played in the mental health and well-being of college students — are they facing unique challenges?
Cerel: For many students, the uncertainty and social isolation of the pandemic made for a very difficult year. However, for some students, especially with pre-existing mental health issues, the idea that people were looking out for each other more actually lessened their stress. Some people with a history of suicide attempts even told us that the pandemic helped them understand that they have dealt with their worst times and can thrive in an uncertain world. It is important not to assume that these changes lead to worst-case outcomes for everyone but to ask questions about how current conditions impact your student.
UKNow: How can parents help prepare their student to return to a social setting — after more than a year of virtual learning?
Bolin: Many students who are new to the UK family spent the past academic year learning virtually. It will definitely be a change to head back into the classroom. I encourage parents to ask your student if they are nervous about this transition and why. Ask them what they are excited about. And lastly, help them create a plan — realizing it takes more mental and physical effort to make it into a classroom than to a Zoom meeting.
UKNow: What advice do you have for parents who are worried about their child’s health and well-being?
Cerel: Even before the pandemic, sending a child to college often led to worries about student health and well-being. Now, after an uncertain year and a half, many parents are even more worried. It is important to remember that your child’s accomplishments have led them to college. As a parent, it is okay to worry and help your child plan for this new phase in their life — especially related to ensuring they are doing their best emotionally. This might be by establishing care at the UKCC during K Week if they have existing needs or seeking referrals for more long-term treatment options. If your anxiety about this is getting in the way, it is important for you to seek care for yourself as you are also going through a major life transition after living through a pandemic.
UKNow: It seems as if college students today are more stressed than previous generations. Why is that?
Cerel: For many years, college students reported symptoms of depression at higher rates than anxiety, but that has reversed in the last 5-10 years. Now, increased anxiety is linked to uncertainties about the spread of COVID-19 and the potential impact on academics, employment and significant others. Also, many families across the Commonwealth have lost loved ones to COVID or other causes and did not have the space to grieve and receive support from their communities.
Additionally, national and international concerns around racial and social injustice increase stress — particularly among individuals who are members of communities experiencing the most harm.
Particularly for students, the daily experience of stress may lead to fatigue, which impairs their healthy function in academic and interpersonal environments. And the typical ways students might burn off stress — participating in extracurricular activities and spending time in close physical contact with friends — were not options last year. This year, the plan is for everything to go back to normal from athletic events to in-person classes, and a college experience much more similar to what we experienced pre-COVID-19. However, there will be a need for students to be prepared for changes based on variants in local cases and vaccination status. This uncertainty can be difficult and requires a lot of flexibility around expectations.
UKNow: What are the indicators that a student may be dealing with anxiety and/or depression?
Bolin: Be aware of any behavioral changes — withdrawing, skipping classes or other activities, and increased use of alcohol and/or other drugs. Students often self-medicate in an effort to feel less distress in the short-term. Also, be on the lookout for significantly increased or decreased communication with loved ones.
UKNow: How can parents best help their college-age children cope with mental health challenges?
Bolin: It’s important to listen and recognize that your student’s distress may overwhelm existing coping strategies and encourage them to use the many resources available at UK and in the local community.
UKCC provides a range of options for students — because so many students found secure Zoom teletherapy to be an easier way to get mental health treatment, that option will continue to be available. For those who feel that in-person treatment is best for them, that option will be available, too.
Both in-person and virtual workshops will be offered to support student self-care, and informal brief consultation is available Monday-Friday in daily “Let’s Talk” opportunities (some in-person and some via Zoom}. Phone consultation is available at the UKCC main number, 859-257-8701, even when the office is not open for appointments. In addition to the UKCC, University Health Service (UHS) clinicians in Behavioral Health can also be a key resource, particularly if medications are considered.
Some students will have acute and/or chronic mental health treatment needs beyond the scope of UKCC services, and a clinical care coordinator may assist with resources.
UKNow: How important is it for students to have a reliable support system?
Bolin: Social support can help people thrive, and it often comes from different people in our lives. This includes emotional support and tangible support, such as help managing finances, doing laundry or cooking meals.
At UK, support can range from peers and faculty, academic advisors and integrated success coaches, Residence Life professionals and student organizations, to the staff of centers such as the Martin Luther King Center, the Office of LGBTQ* Resources, Student Support Services, The Study or the Center for Academic Resources and Enrichment Services (CARES).
UKNow: What role should parents play in this support system?
Cerel: For parents, it is often difficult to know when to respond quickly, or to allow their child to learn to help themselves. We advocate that unless the situation is a true emergency, help your child work through the issue themselves but understand that this might not “fix” things as quickly as you could do yourself. By allowing your child to take the lead, you are helping them learn skills they will use for the rest of their adult lives:
UKNow: An immediate reaction might be to intervene if a student is having trouble academically or with a roommate. Can that be more hurtful than helpful?
Bolin: It’s recommended that parents encourage students to make direct contact with the appropriate authority — the faculty member, academic advisor or resident advisor. While self-advocating may be initially uncomfortable for the student, it’s also a key life skill to begin practicing in the safe environment of college.
UKNow: What advice would you give to parents about maintaining balance?
Bolin: It’s important to find a balance between challenge and support. Because it’s unfamiliar to do some life tasks for themselves, students may default to “I can’t.” Parents can support, encourage and reward the student’s efforts to resolve issues and take action on their own — even if the outcome isn’t perfect. College students gain confidence and independence when supported to develop their own decision-making skills. And parents will experience less concern about their adult children as their student continues to implement life skills on their own.
However, if parents become aware that their student is not functioning well on a daily basis, and the student is not accessing available support resources, parents may contact the UK Residence Life staff for a welfare check on students living on campus. Additionally, parents can contact the Center for Support and Intervention (CSI) with non-emergent reports.
UKNow: What advice would you give to parents who have concerns about a long wait for mental health services at UK? How can their child get seen if they are in a crisis or how can they help lend support?
Cerel: A mental health “crisis” typically involves a suicidal plan, plan to harm another person, recent sexual or physical assault or stalking, grief over a recent death, hallucinations or a medical emergency. Students who indicate those experiences will be provided an initial consultation at the UKCC as soon as possible. As noted above, students can access “Let’s Talk” or afterhours consultation without any requirements.
The use of teletherapy is one of the primary options for many to manage the stress of the pandemic and other concerns. Clients can see their therapist from the comfort of their own home or residence hall. For some, this has developed as an unexpected positive access to therapy.
UKNow: What should a parent do if they are concerned their child might be thinking about suicide?
Cerel: If you are worried about your child, directly ask them if they are thinking about suicide. There is no risk this will put the idea in their head and can often show that you are worried and want to help. Concerns of imminent suicide risk — if the student has indicated they want to die, has a plan and has lethal means available — you will need to alert Residence Life (if the student lives in a UK residence hall) or have someone accompany them to the nearest hospital emergency department. Calling 911 is also an option if someone has a weapon and a plan to end their life.
To reach UK Police directly from a cell phone, dial #UKPD or #8573. If you are concerned about how to get help for someone you care about, you can call the National Suicide Prevention Lifeline at 1-800-273-TALK/8255 or Crisis Text Line 741741. You can also have your student make this call/text to get help for themselves.
For a brief consultation call with the UKCC, call 859-257-8701 and press ‘1’ at the prompt, outside of normal business hours.
This article was originally published in UKNow.
In a world continually dealing with social injustices and inequality, communities need continued support.
Social workers provide critically important services aimed at improving safety and well-being. The hope is, that behind every person going through a difficult challenge — whether it’s abuse, addiction, disability, discrimination or poverty — there’s a social worker waiting to help address it.
Additionally, the COVID-19 pandemic and social unrest have underscored the demand for skilled practitioners who can adapt in a variety of settings.
Confronting these challenges starts with world-class instruction and educational experiences. In an effort to meet the moment, a new concentration in the Doctorate of Social Work (DSW) program will prepare social work students to become educators.
“The importance of ensuring that social work educators have the requisite, knowledge and skills to educate future practitioners cannot be overstated,” Jay Miller, dean of the UK College of Social Work, said. “The new education concentration is truly something.”
In February of 2020, the College of Social Work (CoSW) at the University of Kentucky launched the online DSW to creatively address society’s most complex social issues.
The first of its kind in the state, the program successfully prepares students for advanced social work practice, clinical research, administrative leadership and executive roles. Initially, the DSW program provided social work practitioners the opportunity to build upon their skills by receiving specialized training in one of three areas: administrative leadership, advanced clinical practice or military behavioral health (MBH).
Now, in addition to those, students will be able to choose teaching as a specialized area of study.
The new concentration will build upon the existing DSW program by preparing students to engage in social work education as leaders and scholars. The innovative curriculum will address the dynamic and political nature of social work education by focusing on diversity, expansion and systemic oppression, among other areas.
“For more than a year, we have engaged with scholars all over the country to conceptualize a concentration designed to meet the contemporary challenges facing social work educators and practitioners,” Natalie Pope, director of doctoral programs in the CoSW, said. “This concentration offers students a unique pathway to becoming a doctoral-level social work educator.”
Educators and social workers are often linked, because they’re influential in their work to bring about positive change. Ultimately, graduates of the program will be positioned to advance their careers, become transformational leaders and join the greater conversation about creating a stronger society.
“To be clear, teaching is a form of social work practice,” Miller explained. “As such, we want to make certain that our graduates are prepared to engage in that practice in a competent, collaborative and creative way.”
In a continued effort to make UK programs accessible and attainable, the DSW is fully online and can be completed in two years (full time). There are also part-time options available.
If you’re interested in learning more about the DSW program, and the new concentration, watch this video, call 859-257-6650, text “DSW” to 31996 or email DSW@uky.edu.
This article was originally published in UKNow.
Words matter — we’ve heard this time and time again. As human beings, we use words to create labels — it’s our way of understanding people and things.
We often apply labels to those we barely know, and the same is done to us. For good or bad, these assumptions influence our identity.
Just ask Hoda Shalash — she is no stranger to labels.
“I’m a first-generation Palestinian-American Muslim woman,” she said. “Growing up as a minority kid in a majority white city and country, I very quickly learned the importance of community and the power that lies within it.”
At a young age, Shalash discovered a need for advocacy of marginalized communities. Refusing to stand idly by, she went to work in her hometown of Lexington. “I quickly integrated myself within various networks around town, which helped affirm my passion of social work.”
When it came time to make an important decision — where to pursue her passion and purpose — Shalash knew she wanted to follow in her family’s footsteps.
“My older sister and cousins are social workers,” she said. “As Muslim women in Kentucky, we have recognized the need for minority leaders — something that we never really had the opportunity to have or see.”
In the fall of 2017, Shalash joined the ranks of powerful women in her family to pursue a degree in the College of Social Work (CoSW) at the University of Kentucky.
“Social work reaffirms my passion of service to others and of community work, leadership and engagement,” she explained. “The college has been such a great support system to all of its students and has made my experience incredibly impactful.”
*****
Similar to labels, experiences also have a way of defining us, and not all impactful experiences are positive.
For Shalash, there’s one incident in particular that stands out. “I was yelled at in a grocery store,” she recalled. “A woman repeatedly yelled at me to go back to my country. After telling her, ‘this is indeed my country,’ she responded, ‘well then, take that thing off your head.’”
To this day, Shalash never underestimates the power of a moment.
Despite that traumatic experience, she wakes up each morning and chooses to wear her hijab with pride. It serves not only as a reminder but as motivation.
“It reminds me of who I am and who I represent.”
Shalash also recognizes she is not alone on this journey to social justice, and her UK family, including the Muslim Student Association, has become a valuable source of strength.
“The support for marginalized students and community members continues to be outstanding,” she said. “Recognition is important, and with that, both the university and the college have done a great job recognizing the injustices that have taken place around the country during these tumultuous times.”
*****
This week, UK graduates are busy preparing to walk across the Rupp Arena stage and accept their long-awaited diploma. That piece of paper signifies the end of a journey — a journey of self-discovery.
Shalash’s journey to Commencement has been filled with overwhelming challenges and inspirational successes. But equipped with a degree and determination, Shalash plans to do what social workers do best — protect the vulnerable.
“I truly believe that change begins at the micro level. After continuing on to pursue a master’s in social work, I would like to work within an inner city providing mental health resources and support to marginalized communities,” she continued. “At the macro level, I would love to open up a nonprofit one day to support these minority communities and serve as a minority social work leader. Additionally, as a long-term goal, I want to run for public office at a local level and make change within public policy.”
No matter what her future holds, Shalash is proud to call herself a UK graduate. And when it comes to pushing boundaries and pursuing goals, she’s encouraging others to look beyond labels.
“Go outside of your comfort zone, be ambitious and don’t let your identity hold you back from anything you want to accomplish.”
This blog was originally published in UKNow.
Jay Miller, dean of the College of Social Work at the University of Kentucky, reflected on Child Abuse Prevention Month in a recent blog entry. His remarks are below:
April is Child Abuse Prevention Month. It is during this time, families and communities recognize the importance of working together to prevent child abuse and neglect.
There is certainly a lot of work to do.
In 2019, an estimated 656,000 children were found to be victims of child abuse or neglect nationwide. In Kentucky, Child Protective Services received more than 105,000 maltreatment referrals — a referral rate of 104.8 per 1,000 children, which is among the highest in the nation. Additionally, more than 13,000 young people were found to be first-time victims of child maltreatment.
Against that backdrop, I want to take time to recognize those tasked with stepping in when prevention efforts fail — Child Protective Services (CPS) workers.
The work of CPS workers is unheralded, misunderstood and underappreciated. They are tasked with doing an impossible job. They respond to allegations that most of us couldn’t fathom. Neglect. Physical abuse. Sexual abuse. And yes — child fatalities. When societal efforts to ensure the well-being of children fall apart, we (literally) call CPS workers to pick up the pieces.
To understand the daunting tasks of child protection, one needs to think about the process.
Someone calls a central hotline with a concern. If it meets investigatory criteria, a CPS worker is dispatched. In most instances there is very little, if any, information about who or what is in the home. The very fact that CPS has been called, in most cases, indicates the worker may be walking into a potentially dangerous situation.
Once at the home, workers start asking questions. Tough questions. If the responses are not detailed enough, workers ask more questions. More prodding. People may become agitated with workers; workers may become agitated themselves. Workers stop, rewind and try again.
Let’s face it, no one wants to have a CPS worker knock on their door. And frankly, CPS workers would rather not either. But initiating abuse investigations is a necessity of child protection.
If warranted, a child may be removed from their home. It’s important to note that other service systems, namely the courts, are involved in making decisions about removals. Contrary to any sentiment expressing otherwise, there is no “good” way to remove a child. Workers provide services to children and families with the hope, in most cases, that kids and parents can be reunified. Sometimes it happens, sometimes it doesn’t. This is a true, be it unfortunate, fact of child protection.
As with most things, context is important. CPS workers provide services in a contemporary context of dizzying misconceptions. To answer a few:
No, CPS workers don’t get paid more if they remove kids. Child removals are actually a lot more work and are a last resort.
No, CPS workers cannot just go into a home and remove a child. Only police officers can do that. CPS workers must seek permission from a judge prior to removals.
No, CPS workers are not “happy” to remove kids. I have been on both sides — I was removed from my home and put in out-of-home care, and I was a CPS worker for several years. Removing a child is the most difficult, heart-wrenching action a CPS worker will take.
I could go on — but you get the point.
In addition to misperceptions, there are other challenges. Community needs related to child protection far outweigh available resources. Poor public perceptions of their work make protecting children even more difficult. CPS workers experience inordinately high rates of workplace stress, burnout, vicarious trauma and post-traumatic stress, among other inimical conditions. Indeed, as recent research has suggested, there are few social service jobs harder than child protection.
To be clear, there is always room for improved service delivery. When an entity, such as child protective services, is tasked with allaying and/or assuaging every instance of child maltreatment, indubitably, things will go wrong. Without question, we should all work to ensure that children and families receive the best, most innovative services available. Period. And we should also ensure that we support those tasked with delivering that service.
So, I issue a clarion call to all Kentuckians: recognize that child abuse prevention is not a someone issue, it is an everyone issue. As such, everyone should be involved in the solution. Part of that solution is to honor, appreciate and support child protective service workers — not just in April, but every month.
This article was originally published in UKNow.
Fast-paced and deadline-driven — two phrases that are often used to describe the demanding world of news.
The challenges facing TV journalists are unique.
They’re exposed to traumatic events and experience a lack of resources due to budget restraints. On top of that, add the stressors that accompany a global pandemic.
To learn more about the impact of COVID-19 on TV journalists, researchers in the College of Social Work (CoSW) Self-Care Lab at the University of Kentucky conducted a national study.
“We know that journalists face a host of challenges and associated consequences, such as professional burnout, in the work that they do,” Jay Miller, dean of the CoSW, said. “With this study, we wanted to critically examine how COVID-19 has impacted the self-care of journalists, and perhaps more importantly, learn how we may better support journalists.”
The study zeroed in on two forms of self-care practices — personal and professional.
In total, 1,941 TV journalists from various backgrounds provided information and answered questions through an electronic survey.
Approximately 56% of participants had been working remotely since the beginning of the pandemic. And 93% indicated they have covered stories related to COVID-19.
Further results revealed, the majority of participants engaged in moderate levels of self-care before the pandemic, but their self-care routines significantly decreased during COVID-19.
Of note, professional self-care scores were lower than personal — meaning the participants view their professional environment differently and, possibly, less conducive to self-care.
“Findings from this study are very clear,” Miller continued. “COVID-19 has had a significant impact on the self-care practices of television journalists.”
In addition to showing significant decreases in self-care practices, results from the study show that self-care for journalists may be impacted by finances, physical health and mental health.
Burnout, a term first coined by American psychologist Herbert Freudenberger in 1975, describes what happens when a person becomes increasingly inoperative. As symptoms worsen, its effects can turn more serious.
So, what can be done to increase self-care and reduce burnout among TV journalists?
The study has a few suggestions, which are outlined below:
“Let’s face it, we, as a society, depend on journalists to ensure that we have access to timely, accurate information. For some, getting that information, or not, can have profound consequences,” Miller explained. “As such, we must ensure that journalists are supported in the work that they do — that includes fostering work environments conducive to practicing self-care.”
To learn more about The Self-Care Lab, you can view this video. If you have additional questions about this project or would like to receive a copy of the full report, email selfcarelab@uky.edu.
