Now showing items 41-60 of 2770

    • Edna McGlynn to Jimmie Attridge - September 6, 1942

      McGlynn, Edna (1942-09-06)
      At the outset of World War II, Dr. Edna McGlynn began corresponding with Salem Teachers College (Salem State) students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • Jimmie Attridge to Edna McGlynn - 1942

      Attridge, Jimmie (1942)
      At the outset of World War II, Dr. Edna McGlynn began corresponding with Salem Teachers College (Salem State) students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • Jimmie Attridge to Edna McGlynn - 1942

      Attridge, Jimmie (1942)
      At the outset of World War II, Dr. Edna McGlynn began corresponding with Salem Teachers College (Salem State) students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • Joseph Allen to Edna McGlynn - December 6, 1945

      Allen, Joseph (1945-12-06)
      At the outset of World War II, Dr. Edna McGlynn began corresponding with Salem Teachers College (Salem State) students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • Joseph Allen to Edna McGlynn - May 25, 1945

      Allen, Joseph (1945-05-25)
      At the outset of World War II, Dr. Edna McGlynn began corresponding with Salem Teachers College (Salem State) students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • Joseph Allen to Edna McGlynn - December 7, 1943

      Allen, Joseph (1943-12-07)
      At the outset of World War II, Dr. Edna McGlynn began corresponding with Salem Teachers College (Salem State) students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • Joseph Allen to Edna McGlynn - November 17, 1943

      Allen, Joseph (1943-11-17)
      At the outset of World War II, Dr. McGlynn began corresponding with the students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • Joseph Allen to Edna McGlynn - October 18, 1943

      Allen, Joseph (1943-10-18)
      At the outset of World War II, Dr. McGlynn began corresponding with the students and alumni who left home to serve in the military. The Collegiate Defense Committee (CDC), with McGlynn as faculty advisor, was formed to write letters and send care packages to Salemites serving at home and abroad. McGlynn and the CDC corresponded with over one hundred students and alumni; they also maintained current mailing lists of those in the service and prepared and distributed “The Salem Newsletter” in which Dr. McGlynn edited summaries of news from the letters she received.
    • The Dilemma of White Providers in Indian Country

      Hollingsworth, E. Hope (School of Social Work, 2023-11-29)
      The legacy of the European diaspora across North America is fraught with grim realities as it relates to the impact on indigenous populations long-residing here. Generational trauma related to centuries of systematic cultural dismantling has ravaged tribal populations. As an RN of Scots-Irish descent practicing in western Montana among the psychiatric and corrections populations, I have had the opportunity to witness the challenges unique to the predicament of providing care to the Native population for non-Native providers. Is it possible for members of the dominant, historically oppressive culture to provide care without re-traumatizing?
    • It Started with a Tweet Calling White Social Work Educators in: Building a Professional Learning Community

      Goldkind, Lauri; Slayter, Elspeth; Parga, Jennifer Ann; Shelly, Pat (School of Social Work, 2023-11-29)
      This narrative documents the beginning early stages of a collective called #SWEDUACTS. We are four White, female social work educators who over the last year have led the planning of a teach-in event held in October of 2020 and subsequent monthly drop-in, peer-led Professional Learning Community meetings drawing dozens of participants over the past nine months. We reflect here on how engaging in the planning and delivery of the drop-in sessions helps ground our commitment to anti-racist pedagogy as well as facilitates the capacity of other social work instructors to build their own capabilities as anti-racist social work pedagogues.
    • Conquering Chaos: Critical Reflections of Beginning Doctoral Education in 2020

      Woodiwiss, Jana L.; Graves, Brian D.; Pless, Jennie; Afroz, Fahmida; Dodd, Kasandra (School of Social Work, 2023-11-29)
      In a time of the COVID-19 pandemic, civil unrest, and the tumultuous 2020 presidential election, our first-year PhD cohort reflects on beginning doctoral education. This collaborative autoethnography provides insight into our lived experiences during this time. Three major themes identified include: (1) unprecedented socio-cultural, economic, and political national context; (2) interpersonal connections with students and faculty; and (3) strategies to overcome challenges. Strategies include staying connected virtually, making the most of face-to-face time, meeting with professors during office hours, normalizing feelings of uncertainty, and asking for help. Implications for students and faculty are discussed in the forms of consistent and transparent communication. Ultimately, it is our hope that the critical reflections shared will be able to assist students and faculty in gaining insight into overcoming challenges in times of uncertainty beyond these specific events.
    • Reflections on Recruiting PhD Students: Change Happens from Within

      Fogel, Sondra; Nourie, Amy E.; Rosado, Stephanie; Gilyard Jr., Shelton (School of Social Work, 2023-11-29)
      The lack of diversity within the academic social work environment has enormous ramifications for the profession as this affects students, the curriculum, academic policies, research inquiry, and knowledge building for the field. The question is—how can this be addressed? One way to do this is for PhD directors/program chairs to recruit and form cohesive cohorts that represent diverse ethnic and racial backgrounds. This reflection includes a retrospective of the behind-the-scenes work and the lessons learned regarding the important process of recruiting a diverse group of students. This reflection speaks to the important issue of cohort cohesion: how this helps to support all students and their academic success. Finally, this narrative focuses on three social work PhD students from the University of South Florida as they started their precarious journey into academia in a year many would like to forget ever existed.
    • COVID Keepers: How the Pandemic Can (and Should) Transform College Teaching

      Sniatecki, Jessica L.; Randhare Ashton; Jennifer (School of Social Work, 2023-11-29)
      The COVID-19 pandemic thrust higher education into the seemingly overnight shift to remote instruction. The drastic increase in online offerings expanded course accessibility in ways that we never imagined, especially for students with disabilities. As we continue to adapt and shift to more hybrid and in-person interactions, it is crucial that we reflect on the insights and lessons that we have learned during this era and examine what we should retain even after the pandemic has become endemic. This paper synthesizes the observations, pedagogical strategies, and perceptions of two associate professors at a mid-size, public university in the northeast United States who shifted from in-person, synchronous instruction (pre-COVID) to fully online, asynchronous formats in the 2020–2021 academic year. We explore lessons learned and offer suggestions for preserving the approaches that resulted in improved course accessibility and flexibility. What are our COVID keepers?
    • Reflections on Working with Rural Migrant School Children and Their Families

      Rosario, Rachelle; Riebschleger, Joanna (School of Social Work, 2023-11-29)
      The aim of this paper is to relay the reflections of my experience as a Latinx school social worker and about my work with children and families identifying as rural and migrant. A de-identified real-life mental health crisis case scenario is provided. The case scenario contains the voices of a child and a parent living in a rural migrant camp. The content of the voices was paraphrased from the school social workers’ post-crisis contact with a high school student and her mother. Professional first-person content is the voice of the social worker. The case vignette is followed by a combination of the social worker’s observations and information drawn from the professional literature about challenges and opportunities for rural schools to provide culturally sensitive practices for migrant children and families. Specific practice recommendations are offered for working with rural, migrant youth, particularly pertaining to child mental health per the case scenario.
    • Latinx Social Work Students’ Well-Being Prior to and During the COVID-19 Pandemic

      Feize, Leyla (School of Social Work, 2023-11-29)
      This is a reflection on social work students’ well-being before and during the COVID-19 pandemic. This narrative was indirectly written by the students, as it is their interpretations of their feelings, thoughts, and behaviors derived from drawing their own mandalas daily for one month. It is a comparison of two stories of struggle, hope, and change during two different periods which were close in time, but far in reality.
    • Invisibility Matters: Adult Sibling Loss and the Complicated Grief Experience

      Sawyerr, Tangela C. (School of Social Work, 2023-11-29)
      Homicide is a word that unquestionably invokes visceral responses. For families who have endured this traumatic experience, the manner of death augmented by social determinants complicates grieving processes. This narrative uses Worden’s Four Tasks of Mourning to chronicle the author’s journey of complicated bereavement following the loss of a sibling.
    • Moving Towards an Abolitionist Praxis: Roots, Blossoms, and Seeds from an Occupational Therapy Doctoral Resident

      Wan-Lai Yue, Janis (School of Social Work, 2023-11-29)
      This essay traces my personal roots as an Asian-American woman with a father diagnosed with bipolar disorder and the impact of my lived experiences on my professional journey as a pediatric mental health occupational therapist. I highlight three exemplary client stories from my year as a doctoral resident at a community-based mental health agency that have furthered my critical analysis of our current child welfare system. Finally, I reflect upon the importance of collectively developing an abolitionist praxis as occupational therapists and health workers at large who are committed to building equitable systems of care that do not further harm structurally marginalized community members.
    • A Social Worker's Journey of Residing with a Military Member with Post Traumatic Stress Disorder

      Collins, Tara; Walsh, Christine; Tam, Dora (School of Social Work, 2023-11-29)
      This reflection explores my (Collins') experience residing with a military member diagnosed with military-related post traumatic stress disorder (PTSD). Despite being a social worker, I was unsure what was happening to my partner and myself following the diagnosis. With little supports and understanding from others about what I was facing, I felt completely defeated and hopeless as my own mental health plummeted to the point that I was also diagnosed with secondary PTSD. This paper reflects upon this journey while also sharing insight to help others in similar situations, researchers, and practitioners so that they are better equipped to address the concerns. The connection between healing the body, mind, and spirit was instrumental in my healing. It is hoped that through some of the strategies, and by demonstrating that healing is possible, hope will be instilled in others while also educating helping professionals on the impact of PTSD.
    • Reflections from the Editorial & Publishing Teams: Our New Publishing Home

      Bailey, Darlyne; Leisey, Monica; Netting, F. Ellen; McNally Koney, Kelly; Messaro, Beth (School of Social Work, 2023-11-29)
      Reflections Volume 29(3) includes an update from the Editorial Leadership Team and our new Publisher at Salem State University. We follow this update by recognizing how Reflections is built around an multidisciplinary community of reviewers, authors, volunteers, students, and educators engaged in the enterprise of supporting a platform for narrative writing and creative expression. In this General Issue we are excited to introduce 13 engaging articles in which stories about personal and professional relationships influence our sense of community and impact every aspect of our lives. Beginning with articles on personal interactions and experiences that form us, our authors take us into educational and practice settings in which it is imperative to form cohesive bonds that sustain us as professional helpers.
    • A Little Spice: Reflections on a First Visit After the Lockdown

      English, Sara J. (School of Social Work, 2023-11-29)
      Younger persons living in long term care often come to care due to a lack of support, including social support from family and friends, which is a result of frail, fragmented and fractured relationships. My dissertation explored the experiences of socially isolated younger residents—defined as persons under the age of 65—who lived in long term care, where policies and procedures focus primarily on caring for older persons. My connections to these residents was abruptly cut off during the early lockdowns, associated with COVID-19. When the nursing homes reopened, I began to visit again. The qualitative data from these visits were the foundation for a poetic inquiry. This poem is one of the results.