Managing Challenging Intern Issues

1. Managing ChallengingIntern Issues Dr. Donald E. Baumeister, LCSW, JD, MPA, CEAP Certified School Social Work Specialist

2. How is Presentation Organized? • Introduction • Taking a Clinical Perspective • What Do We Know about Failure in Field? • Types of Issues SWIs Present in Field • Social Work Interns: Effect & Responses • Summary plus Questions and Answers

3. Introduction • Thank you so much for this invitation to speak to such an important and vital group of SW educators • Caveat: Twofold “Cup Perspective” • This is the World According to Don and I do not represent the views of any University • These remarks come from 30 years of experiences working with more than 500 SWIs • Our Job: Teach interns how to “Fix Broken Cups” and “Help Them Ignite Fires” • Think about our Roles as Professional Mentors

4. Taking a Clinical Perspective • Adequate Assessment • Professional Relationship • Clinical Interventions • Timing, Timing, Timing

5. What Do We Know about Fieldwork? • First Principle: If a student fails in his or her MSW program, it will likely be in the area Fieldwork not Academics • Corollary: The universities screen prospective students for Academics, not Field

6. Three Types of Issues SWIs Present:The Baker’s Dozen Examples - Cognitive • Three Categories Identified: Cognitive, Affective & Behavioral • Cognitive • Inability to conceptualize cases • Cognitive deficits like those found in Alzheimer’s Disease • Serious Communication Difficulties • Special Education Students (e.g., learning or emotional disorders) • Hypochondrias

7. The Baker’s Dozen Examples – Affective • Affective • Trauma-Based Issues (e.g., recent death of family member/friend, PTSD diagnosis) • Alexithymia (def: an inability to identify or express feelings often attributable to males) • Fear of Conflict and Decline Efforts to Address or Manage it • Healthy and Unhealthy Defenses

8. The Baker’s Dozen Examples – Behavioral * Behavioral • Special Education Students (e.g., physical limitations such as blindness or wheelchair mobility with colostomy) • Religious Proselytizing (e.g., student is compelled to try and convert clients) • Overindulged Students (“You want me to do how many process recordings a week plus all my other responsibilities?”) • Cultural Issues (i.e., personal space, cleanliness, food, music, and smells)

9. SWIs: Effects & Responses • Decide on a few measureable and reachable goals for the year (e.g., especially the development of a basic, internal clinical template you can take anywhere) • Challenged SWIs need our best work and creativity • Make a commitment to learning in the service of your clients • If your only tool is a hammer, then every problem is a nail • Do our best anyway at all three levels of practice: Micro, Mezzo, and Macro • Temper the power you have with the humility our students deserve because we are never better than those we serve

10. Closing Remarks • Summary • Questions and Answers • Remember: Three Ways to Help Students Change • We Help Our Students: Heal, Problem Solve, and Grow