Fall 2022
SWK 2000 Introduction to Social Work
In my first semester at UNC-P, I took Introduction to Social Work with Mrs. Carmen Hall. Although I had taken Introduction to Sociology many years prior, I was excited to take this course to begin my Social Work focused education. While completing my associate degree at Sandhills Community College, I focused more on psychology than social work. Still, my advisor at SCC Dr. Laura Hill, influenced me to investigate UNC-P’s BSW program as a path toward becoming a therapist. After that, it took very little convincing to know that this was the path I wanted to take. This assignment gave me the opportunity to begin exploring all the positions available for social workers across the three practice levels of micro, mezzo, and macro social work. Seeing this new world of possibility and opportunity opened to me helped encourage and inspire me to fully consider all the options a degree in social work could give me beyond being a therapist, as I had initially been focused on. This was the first assignment that made me think critically about the NASW code of ethics as it applies to having a career in social work. I’d never been exposed to the NASW code of ethics, which appealed to my innate desire always to strive to do the right thing. Seeing social workers' many avenues to make social change and advocate for social justice, I was buoyed about choosing this path for my education. Although I am still considering attaining my MSW, I am now more interested in social policy and social research because of this class and others. I really appreciated this course and Mrs. Hall for helping us see that social workers do more than help people get social benefits; they work across a broad spectrum of society for everyone's benefit. The job I found most intriguing on my portfolio assignment was with the State Bureau of Investigation, which was seeking a social worker to be part of the Behavioral Threat Assessment Unit. This position was for someone to research community resources for state investigators, work with local law enforcement and mental health providers to address needs discovered during threat assessments. This type of position is very needed in rural NC, as demonstrated later in my Community Needs Assessment on youth violence in Rural NC schools.
SWK 3050 Success and Professionalism in Social Work
Taking Professionalism in Social Work with Frederick Stephens was an enlightening experience. Although I had taken technical writing in college many, many years ago, I was able to enrich my professional writing acumen, and I gained my first experience writing a literature review. It was a daunting task at the beginning of the semester, and I was thoroughly intimidated. While I consider myself a proficient writer, with numerous creative works published since the early 2000s, nothing had prepared me for the meticulous structuring and intense research required for our Social Work Literature Review. With Mr. Stephen’s expert guidance and encouragement, we collectively navigated through the drafting process, ultimately yielding a paper of which I am immensely proud. Opting to explore a subject intimately familiar to me – the impact of Combat PTSD on Veterans and their families – I delved into a topic that has remained a focal point of my scholarly pursuits and professional aspirations. I have continued to research and write about the impact of PTSD on veterans spouses and families throughout my time at UNC-P and hope to pursue further research on therapeutic interventions in my pursuit of my MSW.
The course gave us the opportunity to refine our resumes and hone our professional speaking skills. This course was one of the first in which I’ve drafted and presented a PowerPoint presentation, a skill set that I can now confidently say has undergone significant refinement since the course's beginning. The pinnacle of our semester was in a 40-hour volunteer commitment. At Maggie's Outreach Center in Raeford, I witnessed firsthand the invaluable contributions social services workers make to the welfare of children within our community. Engaging in a variety of tasks, from preparing lessons for independent study students to assisting with academic assignments and reorganizing lesson plans, I was confronted with the stark reality of the unmet needs of numerous students and families in our county, underscoring the importance of organizations like Maggie's in providing essential support services to those in need. I admire the efforts and dedication of the staff at Maggie’s Outreach for all they do for the Raeford and Hoke County communities. Maggie’s Outreach shines as an example of one person, Mrs. Ophelia Ray, who has a vision for a stronger, healthier, more peaceful community and is taking action to make that vision a reality.
SWK 2450 Human Diversity
I enrolled in Human Diversity with Natasha Tomlinson in the Fall of 2022 with a mixture of anticipation and uncertainty, urging myself to approach the experience with an open mind and a receptive heart. Preceding this course, I had convinced myself that I had already confronted the majority of my biases. However, the journey through this class served as a poignant reminder that addressing biases is an ongoing endeavor, demanding perpetual introspection and dedication. Cultural awareness and competence, I learned, are not finite achievements but rather an ongoing process of awareness, learning, and listening, devoid of a final destination.
While I believed I grasped the concept of intersectionality to some extent, this course unveiled the profound complexity underlying its essence. The task of composing the cultural awareness paper proved to be particularly challenging, as I grappled with the realization of how my identity as a white American intersects with systems of dominance and oppression, perpetuating inequities that reverberate through society. Confronting the legacy of white supremacy in our nation emerged as a recurring theme throughout the course, evoking a spectrum of emotions within me—from shame and anger to profound sorrow—for the systemic injustices that have plagued America for generations. Recognizing those injustices led me to pursue an education in social work.
The tragic death of George Floyd, coupled with the resounding calls for justice during the Black Lives Matter protests amidst the backdrop of a global pandemic, left an indelible mark on my consciousness. These events not only underscored the urgency of addressing systemic inequities but also ignited a fervent determination within me to effect tangible change. Recognizing those injustices led me to pursue an education in social work. They inspired me to explore avenues in social policy work, recognizing it as a potent tool for dismantling oppressive structures and fostering a more equitable society. Reflecting on the profound impact of Human Diversity, I am reminded that education is not merely about acquiring knowledge but also about transformation—an ongoing journey of self-discovery and advocacy. This course has expanded my understanding of diversity and social justice and instilled within me a steadfast commitment to championing equity and inclusion in all facets of my personal and professional life.
SWK 3800 Social Work Practice I - Process Recording (link here)
In my junior year, I embarked on a transformative journey through Social Work Practice I, guided by the compassionate expertise of Mrs. Bobbi Sampson Fields, MSW, LCSW This course proved to be a treasure trove of knowledge, with one particular aspect standing out as exceptionally beneficial: the role-playing activities. Engaging in these simulated scenarios became a cornerstone of our learning experience, particularly as we delved into the portfolio assignment, which required us to conduct mock interviews with classmates, family members, or friends assuming the role of clients. I vividly recall the time spent in these interactions, navigating the nuances of human behavior and interpersonal dynamics, trying to say the “most correct” thing, and often grappling with not laughing at ourselves. One of the most enlightening aspects of this process was the analysis of the completed work through the process recording. The culmination of this process, the presentation of our videos and process recordings to the class, marked a pivotal moment of collective learning and growth. Engaging in constructive dialogue, both receiving and offering feedback within our cohort, fostered an environment of trust and camaraderie. Despite our shared anxieties about making recordings, each session served as a valuable opportunity for introspection and refinement. My video is linked here.
Another vitally important aspect of this course was the introduction to ethical dilemmas and utilizing the NASW Code of Ethics and other frameworks to resolve such dilemmas. This introduction became the basis for further study of ethical dilemmas and practical application of the NASW Code of Ethics in Social Justice and Practice Ethics as well as our Field Internships.
Throughout this class, Mrs. Fields never wavered in her encouragement to embrace our mistakes as learning opportunities. Her reassuring words, reassuring us that proficiency in client interactions evolves with practice, provided solace to my perfectionist tendencies. As our cohort grew stronger connections and friendships, the collaborative spirit in the classroom flourished and gave us a sense of camaraderie and shared purpose. These bonds have only continued to build over the last year and became the basis for successful group collaboration in Social Work Practice III and our group portfolio Community Needs Assessments.
Spring 2023
SWK 3450 Human Behavior and The Social Environment
In the Spring of 2023, I enrolled in Human Behavior and the Social Environment I with Dr. Veronica Hardy, LCSW. I had taken Human Growth and Development as part of my Associate Degree studies, so much of the material covering biological and cognitive processes was a review. Still, I learned much more about how humans develop within their physical and social environment. I particularly enjoyed learning more about psychosocial theory, Bronfenbrenner’s ecological systems theory, and how the environment plays a critical role in social, emotional, and physical development throughout life's developmental stages. When studying human development from a strictly psychological perspective, the impacts of the environment are contrasted with the biological nature of human development, a la the Nature vs Nurture argument. This course was not assignment-heavy, which gave me plenty of time to read all the material needed and have the time to process the content mentally. This improved my overall understanding of the course and gave me a stronger foundation in the material.
I thoroughly enjoyed the portfolio paper for this class, and I chose to analyze the main character from “As Good As It Gets.” I applied psychoanalytic theory and systems theory to understand Melvin Udall’s obsessive-compulsive disorder. The introspection and self-reflection in this assignment were also valuable opportunities to assess where I have been in my developmental journey. My only regret was taking this class online rather than in person. I have heard other people in my cohort rave about Dr. Hardy's engagement in class and regret that our interactions were limited to messages back and forth. She gave me excellent feedback on assignments, and I believe her critiques improved my critical thinking and writing skills. I have since realized that the way we wrote the analysis portion of this paper, both of the character and ourselves, is similar to how I now write case notes regarding patients at my field internship. I found the format of the paper to be very beneficial in that regard.
SWK 3480 Social Welfare and Policy
Dr. David Dran taught us social welfare and policy as an online course in the Spring of 2023. Although the course material was a bit dry, I still learned a lot, especially from Dr. Dran's suggested readings in the syllabus. I have continued returning to his additional readings list for research and references on other class papers. Dr. Dran’s courses are very structured, and each week follows the same format, which allows you to build time into the schedule to study and think critically about the course materials. I could refer back to this class during my internship because I have spent significant time working with Medicaid patients and filing insurance claims for them. Their lives are greatly affected by changes to Medicaid policies, and it has been illuminating how closely intertwined people are with large social policies.
My portfolio paper was on Universal Basic Income, a policy that more Americans would favor if they understood how and why it works. I was very excited to write this paper, as I had campaigned for Andrew Yang in 2020. Universal Basic Income was one of his policy platforms I had researched for years. Finally, having an opportunity to put all my reading and research together into a paper, along with the ethical frameworks behind it, was very fulfilling. This class created an interest in learning more about policy advocacy and policymaking, leading me to research MSW-JD dual graduate programs. I’ve always been interested in law and worked in contracts for many years, so my next step may be to combine social work with legal studies. I’m not sure yet, but I am thankful this course sparked an interest I wasn’t fully aware of.
SWK 3850 Social Work Practice II
Taking this course with Dr. Alice Kay Locklear was the highlight of my Spring semester. Dr. Kay made everything relatable and deeply engaged us in critical, out-of-the-box thinking on social issues, cultural competency, and social work ethics. For our portfolio project, we completed a group Community Needs Assessment, and it was a challenge, but a welcome one, to be part of a small group collaboration. I felt my partners and I worked well together and thoroughly researched and presented our findings on youth violence in schools in rural NC counties. I was exhausted but proud when we turned in our final paper and presentation. It represented how completely I had thrown myself into the social work program and thinking like a social worker and change maker. Our Community Needs Assessment focused on youth violence in rural NC school systems and it was enlightening to hear how differently each county was approaching the issue. We spoke with stakeholders from each county and while each acknowledged the issue, the tactics to address it varied, some to extremes. The counties we researched were Hoke County, Robeson County, and Bladen County. We did notice a correlation between racial demographics and income disparity to instances of violence and types of community support available. I do not believe any of us were surprised by what was found, but I do think we were all disappointed by the overall violence statistics for rural North Carolina school children. I do not see myself pursuing school social work in the future, but this project highlights the vital role school social workers can play in decreasing school and community violence. My project partners both hope to become school social workers in the future and I think this project reinforced that belief for them. I chose to be involved in this topic because I have children in rural NC schools and I was interested in the statistical data and policies that apply to the issue at the state and local levels. During this semester, and this course specifically, I really began to see and appreciate the social research work that goes into crafting social policy and social work practice. This course helped me to tie it all together on a deeper level. It was the perfect preparation for taking Understanding Social Research the following semester.
Fall 2023
SWK 3910 Understanding Social Research
On the first day of class, Dr. Dubose asked us, “Who here enjoys research?” Mine was the only hand that went up. I was also the only one who had considered a research career, something I am still considering. In fact, my only complaint about the social work program here at UNC-P has been that the program seems light on research opportunities. One of the reasons I'm looking at a graduate program elsewhere is to have a more research-focused experience. That being said, Dr. Dubose was an excellent instructor, and his class truly inspired me to pursue more research opportunities while giving me a greater appreciation for the efforts that go into understanding, analyzing, and synthesizing data. The process of determining our research subject was harder than I had previously imagined. It was a delicate process to make sure our subject was neither too broad nor too narrow. I thoroughly enjoyed constructing my research proposal and would love to someday follow through on the research and analysis portion of my proposal regarding PTSD treatments for veteran couples. Because the subject is so near my heart, I know I still have work to do regarding biases and the potential for misinterpreting data due to emotional dysregulation. This research subject is one I will continue to follow; especially as newer treatments and therapy interventions are being tested. In the future, I hope to do more research on therapy modalities and specific interventions for the partners of veterans with PTSD because I do not think enough has been done to support the family system. I’m also very interested in the research being done regarding psychedelics for PTSD and social workers as psychedelic therapy guides. I was able to use some of the research skills, especially regarding writing survey questions without bias and interpreting both quantitative and qualitative data, on my agency project during my internship at Sandhills Best Care. Overall, I thoroughly enjoyed this class and learning the intricacies of the research process and different research methodologies.
SWK 4450 Human Behavior in the Social Environment II
During Fall 2023, I took Human Behavior in the Social Environment II with Dr. Jody Thomas. I will admit that at this point in my courses, I became disappointed in the online format of some of my classes, including this one. I’ve always enjoyed speaking with Dr. Thomas and found him insightful and helpful. So, it was a bit disappointing to have limited interaction with him due to this course's online, asynchronous nature. However, he provided helpful feedback on my assignments, which I am thankful for. I also enjoyed how this course deepened our understanding of the social environment at the mezzo and macro levels. One thing I did not like about this course was that the book was online only. Personally, I like to keep my books for future reference, and I prefer a paper copy of my book so I can make notes and reference them as needed without having to be online constantly. It was small but very noticeable with this course because 100% of our assignments were online. Regardless, Dr. Thomas made the most of our online learning environment and the video assignments helped us stay connected to our cohort throughout the semester.
For my macro social theory final paper, I again focused on veterans’ family trauma and the use of empowerment theory and systems theory frameworks, which can be used in conjunction with therapy modalities to treat and support the family system. My research for this paper aligned with the research I conducted for my literature review for the literature review for Social Work 3050 and my research proposal for Social Work 3910, among other assignments. I appreciated how our papers and research could all connect throughout our courses and create a throughline of the subjects we care about the most during our studies. Although I am not sure if I want to pursue clinical practice, research or policy, I do want to be involved in veterans' issues and found the research associated with this paper to be extensive and inspiring. I found that by keeping a continuous theme for my research focus, I stayed more engaged with the coursework and material and constantly relayed it back to how it impacts my chosen social issue.
SWK 4600 Social Justice and Practice Ethics
This was the class I most looked forward to taking in Fall 2023. Social and economic justice issues are something that I constantly follow in the news, policy wonks talking about, and social media advocacy movements. I was disappointed when it turned out the course was 90% social work ethics and analyzing ethical dilemmas and only about 10% social and economic justice; at least, it felt that way because an ethical dilemma framed every social justice issue. Although I had doubts about how frequently we would encounter ethical dilemmas during practice, since I’ve been at my internship, I’ve discovered that ethical dilemmas happen all the time.
I enjoyed learning about housing equity policies, which is the subject of my final social justice paper. I also joined the NC Housing Coalition email list and started writing emails to our representatives regularly on their behalf because of this class. As it turned out, housing issues were something I was able to address in my agency project due to the high number of patients at my internship who were struggling to find affordable housing or were waiting for Section 8 housing vouchers.
This was my second online class with Dr. Dran, and his classes are always extremely structured and follow the syllabus to the T, which I appreciate. Because the material required time to digest and think about, having such a structure gave us plenty of time to devote to critical thinking and cogitation. Critical thinking has been another throughline for all the courses in the social work program because everything we have learned requires mental flexibility, an understanding of logical fallacies and truths, and ways to apply critical thinking to real-life actions and events. In no class was that more obvious than Social Justice and Practice Ethics. During our weekly video reflections, I always tried to connect what we were learning that week with something happening in my life or a current event to strengthen the connection between the theoretical and the practical application of ethical theory. This skill was repeated during the field internship when we applied our ethical competencies to our field practice. That mental practice last semester made it less difficult to put the NASW code of ethics into daily practice, and it made it easier to identify when ethical dilemmas arose during the internship.
SWK 4800 Social Work Practice III (Video Here)
Taking this class with Joe Davis, MSW, LCSW, was the highlight of my Fall semester. I noticed my listening and interviewing skills grow and develop with each class assignment and in-class role-play. He gave excellent constructive feedback that I could benefit from and learn from. Going in-depth with the motivational interview process helped me become a better communicator. Now, I notice that I ask different questions when I’m discussing important topics with my family and friends, and I am doing more active listening. I believe that these are skills I’ve strengthened from taking this course. Also, having so many role plays and videos increased my confidence about speaking to clients and patients. One thing that stood out to me that both Mr. Davis and Mrs. Fields said was that everyone sometimes gets tongue-tied or messes up what they intended to say, and clients are just people like us who will be understanding. Since being at my internship and observing LCSWs in practice, I’ve learned just how true that is.
I think we were all nervous about our final project and being recorded, but Mr. Davis broke down the process so that it eased our nerves. My husband participated as my partner and got into the character, who was very different from himself. I appreciated his efforts, but they made it hard for me not to laugh during the recordings. I’m very thankful for this assignment for being able to observe myself and notice my habits and mannerisms that I was otherwise unaware of. Looking back at some of our first video assignments, I can see my growth and increasing confidence. My video is linked here.
SWK 4910 Field Integrative Seminar
I was nervous and did not know what to expect this semester, but I have been pleasantly relieved to have Professor Rezell Gore as our Field Instructor. Mr. Gore and my field supervisor, Courtney Blake, have been extremely helpful and communicative throughout the semester. Mr. Gore's class was very engaging, and I learned from him and my cohort each week about our different experiences in the field. At my midterm evaluation, there were a few competencies I had not yet had an opportunity to put into practice. Thankfully, my field supervisor and I made a plan that gave me more opportunities to engage with patients to complete all my competencies. I had no idea what to expect going into Sandhills Best Care as an intern, but now I highly recommend it as a placement for future BSW students. I feel I've received a well-rounded field experience at Sandhills Best Care. My field supervisor and the other providers have allowed me to observe therapy sessions with diverse patients, from small children to the elderly, and people of many backgrounds, races, and lifestyles. It’s helped me to appreciate cultural competence even more by seeing it in practice and all the nuances of the provider-patient relationship. I observed different interventions and their effectiveness with patients, like play therapy or art therapy with young children, cognitive behavioral therapy with adults, and tapping with emotionally focused therapy with people with post-traumatic stress disorder. I’ve also learned so much about what it takes to run the practice by working in the office. I had no experience with insurance policies or billing and have learned much about how insurance policies, especially Medicaid, can impact service delivery. At the beginning of the semester, some of the competencies seemed somewhat abstract, and I wasn’t clear about how they would be implemented. While at my internship, I recognized daily how the NASW Code of Ethics is put into practice in a hundred different scenarios. I came to appreciate the competency assignments a lot more because they helped me synthesize the connection between the written competencies and the practical application of the competencies.