for Grace grades
Problem Solving and Becoming a Professional
Field Matters
Learning how I fit within social work
Exploring macro practice
Working directly with client/patients
How to ethically operate an organization
Learn how to advocate for specific populations
To apply knowledge gained from courses
Learning about group facilitation and evidence-based practices
Learning more about the day to day role of a social worker
How to support patients needs
Gain hands on experience
Gain a better understanding of policy/law
Finding out what area of social work I would like to pursue
Gaining more knowledge of resources
2
MARSHA LINEHAN - Interpersonal Effectiveness
Being an “Engaged” Intern
Having foundational understandings
Seeking engagement benchmarks
Demonstrating personal quantities and competencies
Attitudes & Values Reflection Skills Knowledge
Communication Skills Empowerment Personal Resources
Field Practicum Policies p 61-67
Attendance
Distance from Columbia
Transportation to field
Transporting clients
Client confidentiality
Employment-based FP
Publications & Presentations
Student performance outside of field
Student well-being in field
Resolutions of Problems
Unexpected breaks in field
No fault reassignment
Termination from field
Dual Relationships
Staying at same organization
Resolution of Problems in Field Placement Procedure
Step 1: Discuss concerns directly with your Field Instructor
Step 2: Develop a plan with your Field Instructor and inform your Field Liaison
Step 3: Contact your Field Liaison if problems persist
Step 4: Meet with your Field Liaison to develop a course of action and involve Dr. Reitmeier when appropriate
Step 5: Request a change in placement if still no resolution
Step 6: Submit formal written request to change placements to Dr. Reitmeier
Talking to your Field Instructor
Depending upon the nature and severity of the problem, the student should discuss the difficulties with the field instructor
Although initiating such a discussion may be uncomfortable, being able to advocate for one’s own needs is an important step to becoming an effective advocate for clients
If the problem is one that cannot be discussed with the field instructor or if previous discussions have not alleviated the problem, the student should then contact the field liaison
Working through Discomfort
Difficult conversations are an inevitable part of social work practice, whether they are with clients or colleagues
Most people want to avoid conflict and potentially stressful situations – this is human nature
The longer you wait to have these important conversations, the more it will affect your relationship with the person
Developing confidence in navigating tough conversations is at the heart of interpersonal skills
Let’s explore an interpersonal effectiveness skill!
Interpersonal Effectiveness Skills
Interpersonal effectiveness, at its most basic, refers to the ability to interact with others. It includes skills we use to:
Attend to relationships
Balance priorities versus demands
Balance the “wants” and the “shoulds”
Build a sense of mastery and self-respect
These skills are so important because the way we communicate with others has a huge impact on the quality of our relationships with others and the outcomes of our interactions with others (Bray, 2013)
DBT - DEAR MAN Skills
Interpersonal effectiveness is the main focus of Dialectical Behavioral Therapy (DBT)
Dialectical Behavioral Therapy (DBT) is a combination of cognitive and behavioral therapies
The goal is to transform negative thinking patterns and destructive behaviors into positive outcomes
“DEAR MAN” is an acronym, with each letter representing its own skill
Goals of module:
To learn to observe one’s thoughts, feelings, and sensations without reacting to them
To increase control of one’s experience
To cultivate a non-judgmental stance
To participate in life with awareness (rather than impulsive or mood-dependent behaviors)
To experience reality as it is
Core Mindfulness – States of mind
Awareness of each “mind state”
Cultivate “Wise Mind”
Balanced point of view
Intersection of reason and emotion states
Embraces dialectic
Sensation = Sensation
Reason
Mind
Emotion
Mind
Body
Mind
Wise
Mind
Mindfulness of sensation
Curiosity about experience
Bring information from other mind states to locate wise mind
12
UNC Chapel Hill School of Social Work Clinical Institute
DBT and Trauma with D. Barrett and R. Sansing
1/19/2018
DBT - DEAR MAN Skills
D – Describe
E – Express
A – Appear Confident
R – Reinforce
M – Mindfulness
A – Assert Yourself
N – Negotiate
Core Mindfulness – What and How Skills
What to do:
Observe
Describe
Participate
How:
Nonjudgmentally
One-mindfully
Effectively
14
UNC Chapel Hill School of Social Work Clinical Institute
DBT and Trauma with D. Barrett and R. Sansing
1/19/2018
Describe and Express
Describe the situation and include details that clarify and demonstrate your understanding
Stick to the objective facts, avoid judgmental statements
Express your opinion, your perspective, and how this situation affects you
Express how you are feeling using “I” statements
An “I” statement means that you take accountability and prevent the other person from going into defense mode
Assert and Reinforce
Assert by asking for what you want/need or saying no
Don't expect the other person to know what you want them to do if you don't tell them
Don't tell others what they "should" do
Reinforce by helping the other person understand why they should grant your request or see your perspective
Telling them the positive effects of getting what you want or need
Mindful
Don’t allow distracting thoughts or intense emotions to cloud your thinking
If the other person responds with defensiveness or hostility, don’t allow yourself to engage with the emotional intensity
Stay on track with what it is that you are asking for
If you respond to the other person with your own defensiveness or aggressiveness, your efforts will be sabotaged – you will probably not get what it is that you are asking for (at least not in the long-term)
Mindful in Practice
Notice our thoughts without being overwhelmed by them
Make planned decisions & avoid impulsivity
Be focused on, appreciate and enjoy the fun times
Feel more calm within your mind and body-even during stressful times
Act effectively and feel better
Mindlessness
Don’t notice our thoughts and get overwhelmed easily, increasing anxiety, depression and anger
Are less likely to think about decisions and act impulsively
Are more likely to miss out on enjoyment and having fun because of worry or distraction
Increase impact of stress
Might not be able to use skills to assist self when you really need them
Appear Confident & Negotiate
Appear Confident even when you are not confident
You may feel nervous or unsure of yourself, make your case with a confident tone of voice, maintain eye contact, and use positive body language
Negotiate when you’re unable to get what you want
Sometimes, you need to give to get, – and meet someone in the middle with a compromise
Small Group Activity
Break into groups of ~4
Each group will be assigned a scenario
Using the DEAR Man approach/worksheet, problem solve in your group how you would respond to the scenario
Be prepared to share with the larger group
Scenario 1
You are assigned to a school-based field placement. You have been in your field placement for several weeks and have not had an opportunity to observe any client interactions. You have been assigned data entry tasks and to read the agency’s policies and procedures. You are feeling frustrated with the lack of opportunity to experience client centered tasks and experiences within the organization.
Scenario 2
You are assigned to a community-based family services organization. Your field instructor has tasked you with drafting a proposal for a new parent education group. He has asked for you to submit your proposal in 3 weeks. You have been provided a general overview of what the purpose of the group should be but have received little guidance on how to complete a group proposal and do not know where to start. You are feeling overwhelmed.
Scenario 3
You are assigned to a Student Services program at the university. It is halfway through the semester and you haven’t had a supervision session with your field instructor. She apologizes each time and keeps rescheduling due to schedule conflicts and promises to “catch up” on supervision the next week which does not happen. You are growing concerned that you aren’t going to meet the requirements for your field education course.
Processing
Did your initial planned response align with DEAR MAN?
How was is different?
How did you feel when using the DEAR MAN approach to respond?
What are some of the thoughts you had while applying the approach?
What are the benefits if using DEAR MAN in this particular scenario?
Assignment Due
September 30th – COVID19 Safety Plan Due
October 3rd – Assessing your Emotional Intelligence Due
October 22nd – Learning Contract Due
Questions??