Managing Challenging Social Work Intern Issues by Dr. Donald E. Baumeister

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